HIGHLANDS COUNTY SCHOOLS, FLA.
BIOLOGY CURRICULUM MAP
2012-2013
BIOLOGY Content Calendar for Block Scheduling: 2012-2013 School Year
Highlands County Schools
Essential content by month
AUGUST (4)
SEPTEMBER (10)
Class Rules/Intro (1)
Ch. 1 Nature of Science (3)
Technology Intro
Ch. 3-4 Ecology (5)
Ch. 5-6 Ecology(5)
OCTOBER (9)
NOVEMBER( 8)
DECEMBER (6)
Ch. 2 Water/Reactions/Enzymes
(3)
Ch. 7 Cell
Structure/Function/Transport
(6)
Ch. 8 Photosynthesis (3)
Ch. 9 Respiration (3)
Ch. 10 Cell Growth/Division (3)
Ch. 11 Intro to Genetics (3)
Ch. 12 DNA (2)
JANUARY (8.5)
FEBRUARY (10)
MARCH (8)
Ch. 13 RNA (3)
Ch. 14 Heredity (1.5)
Ch. 15 Biotech (2)
Ch. 16 Darwin (2)
Ch. 17 Evolution (2)
Ch. 18 Classification (2)
Ch. 19 History of Life (2)
Ch. 20 Viruses/Prokaryotes and
Ch. 35 Immune(4)
Ch. 21 Protists and Fungi (1.5)
Ch. 22-24 Plants(3)
Ch. 25 Animals (1.5)
APRIL (9)
MAY (10)
JUNE (2)
FCAT (2)
Ch 26 Animal Evolution (1.5)
Ch. 27 Animal Systems (2)
Ch. 28 Animal Systems (2)
Ch. 34 (Sect. 34.3, 34.4) Repro
(2)
EOC Review (3)
EOC (1)
Final Completion/Presentation
Project
Completion/Presentation
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I. BIO I – MOLECULAR/CELLULAR BIOLOGY
=====================================================================
STAGE 1: IDENTIFY DESIRED RESULTS
1. What enduring understandings are desired for students?
a.
b.
c.
d.
All organisms are made up of cells.
Cells have a complex structure with components which have specific functions.
Processes of cells are varied and vital to organisms.
Water is critical for life.
2. What essential questions will guide this unit and focus teaching and learning?
a.
b.
c.
d.
e.
What are the different types of cells?
What are the main parts of a cell and their functions?
How do cells maintain chemical balance?
How are properties of water related to sustaining life?
What functions do the biological macromolecules play in regulating cell life?
3. What key knowledge and skills will students acquire as a result of this unit?
Knowledge
Students will know:
-Steps of the Scientific Methods
-Know different types of variables
-Understand need for control group
-Parts of lab report
-Microscope Use
-Macromolecules- (Carbohydrate, proteins, nucleic acid, lipids) molecular structures & primary
functions
-Properties of water
-3 Parts of the Cell Theory
-Structure & Function of Different Types of Microscopes
-Difference between Prokaryote & Eukaryote
-Parts of Animal & Plant cells
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BIOLOGY CURRICULUM MAP
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-Function of Cell membrane (passive & active transport, osmosis, diffusion)
-Process of Cell Cycle, including Mitosis
-Cell Mutation/Cancer
-Introduce meiosis as a type of cell division
-ATP as main energy molecule of cell
-Chloroplast structure
-Products & Reactants of Photosynthesis (including chemical formulas)
-Steps of Photosynthesis
-Mitochondria structure
-Products & Reactants of Cellular Respiration
-Steps of Cellular Respiration
-Anaerobic v. Aerobic Respiration
-Function & effect of Enzymes
-Factors that effect enzyme function (pH & temperature)
-Properties of water related to sustaining life
Skills
Students will be able to:
a. Compare & Contrast Plant v. Animal Cell
b. Compare & Contrast Eukaryote & Prokaryote
c. Use Microscope to complete laboratory activity
d. Relate Fluid Mosaic to function of Plasma Membrane
e. Identify phases of Mitosis from diagrams and descriptions
f. Compare & Contrast Photosynthesis & Cellular Respiration
g. Recognize chemical equations for cellular respiration & photosynthesis
Key Terms
Key terms students should understand and be able to use in context:
Cell Theory
Selectively permeable membrane
Passive Transport
Active Transport
Endocytosis
Exocytosis
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Diffusion
Osmosis
Facilitated Diffusion
Eukaryote
Prokaryote
Plasma Membrane aka Cell Membrane
Cell Wall
Fluid Mosaic Model
Phospholipid Bilayer
Chromosome
Chromatin/chromatids
chloroplast
Centromere
Cell Cycle
cytokinesis
Mutation/Mutagen
Mitosis (Phases)
Asexual Reproduction
Aerobic respiration/Cellular respiration
Glycolysis
Anaerobic respiration
Fermentation (lactic acid, alcoholic)
ATP & ADP
Organelles
Mitochondria
Endoplasmic Reticulum (rough & smooth)
Golgi Apparatus/Bodies
Lysosome
Ribosome
Nucleus & nucleolus
Vacuoles
Cytoplasm
Centrioles
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Macromolecules
Protein
Nucleic Acid
Carbohydrate
Glucose
Lipids
Amino Acid
Enzymes (-ase)
Sugar (-ose)
Catalysts
Metabolism
Substrate
Photosynthesis
Reactants for Photosynthesis
Products for Photosynthesis
Pigment
Chlorophyll
Activation Energy
pH
solute
solvent
non-polar molecule
polar molecule
isotonic
hypotonic
hypertonic
cohesive
adhesion
surface tension
hydrogen bond
capillary action
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4. Standards/Benchmarks
SC.912.L.14.1
Describe the scientific theory of cells (cell theory) and relate the history of its
discovery to the process of science.
SC.912.L.14.2
Relate structure to function for the components of plant and animal cells. Explain
the role of cell membranes as a highly selective barrier (passive and active
transport).
SC.912.L.14.3
Compare and contrast the general structures of plant and animal cells. Compare
and contrast the general structures of prokaryotic and eukaryotic cells.
SC.912.L.16.14 Describe the cell cycle, including the process of mitosis. Explain the role of mitosis
in the formation of new cells and its importance in maintaining chromosome
number during asexual reproduction.
SC.912.L.16.8
Explain the relationship between mutation, cell cycle, and uncontrolled cell growth
potentially resulting in cancer.
SC.912.L.18.7
Identify the reactants, products, and basic functions of photosynthesis.
SC.912.L.18.8
Identify the reactants, products, and basic functions of aerobic and anaerobic
cellular respiration.
SC.912.L.18.9
Explain the interrelated nature of photosynthesis and cellular respiration.
SC.912.L.18.10 Connect the role of adenosine triphosphate(ATP) to energy transfers within a cell.
SC.912.L.14.4
Compare and contrast structure and function of various types of microscopes.
SC.912.L.18.1
Describe the basic molecular structures and primary functions of the four major
categories of biological macromolecules.
SC.912.L.18.11 Explain the role of enzymes as catalysts that lower the activation energy of
biochemical reactions. Identify factors, such as pH and temperature, and their
effect on enzyme activity.
SC.912.L.18.12 Discuss the special properties of water that contribute to Earth’s suitability as an
environment for life: cohesive behavior, ability to moderate temperature, expansion
upon freezing, and versatility as a solvent.
Honors:
SC.912.L.18.3
Describe the structures of fatty acids, triglycerides, phospholipids and
steroids. Explain the functions of lipids in living organism. Identify some
reactions that fatty acids undergo. Relate the structure and function of cell
membranes.
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SC.912.L.18.4
Describe the structure of proteins and amino acids. Explain the function of
proteins in living organisms. Identify some reactions that amino acids
undergo. Relate the structure and function of enzymes.
SC.912.L.16.15
Compare & contrast binary fission and mitotic cell division.
SC.912.P.8.7
Interpret formula representations of molecules and compounds in terms
of composition and structure.
SC.912.P.8.12
Describe the properties of the carbon atom that make the diversity of
carbon compounds possible.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
5. Authentic assessment suggestions (in addition to traditional assessments).
a. Compare & contrast function and structure of different types of microscopes.
b. Identify and explain the Cell Theory relative to organisms.
c. Make model of Animal and/or Plant cell.
d. Use Cell City project, write a fictional story or storyboard to relate organelles to function
e. Use storyboard to show understanding of cell organelles
f. Identify/demonstrate phases of mitosis using pictures, microscope slides, drawings, or using
pop beads.
g. Identify end products of respiration & photosynthesis
STAGE 3: TEACHING IDEAS
6. Suggested teaching activities & resources:
a. Egg lab with vinegar, corn syrup & water (Isotonic, Hypertonic, Hypotonic) at :
http://www.science-class.net/Lessons/Osmosis/egg_osmosis_demo.pdf
http://www.kunaschools.org/staff/KunaHighSchool/Hemingway_Angela/Documents/Lesson9AC
Cosmosis_lab.pdf
*Honors c. (WC & S) Diffusion with plasma membrane lab (A-sandwich bag & sucrose):
http://www.chymist.com/Osmosis%20and%20Dialysis.pdf
b. Experiment using egg whites, hydrochloric acid & pepsin to simulate digestion of protein (JGlencoe mini-lab)
c. (WC) Root beer lab: http://www.chymist.com/root%20beer.pdf (dry ice at Publix) (root beer
extract near spices at Publix)
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d. Chromatography:
Simple Chromatography: http://www.middleschoolscience.com/chrom.htm
see plant pigment Vernier probe lab (4A)
Chromatography Lab using Spinach:
http://www.aisegypt.com/file.cfm?resourceid=3161&filename=Spinach%20Chrom
atography%20Lab.pdf
e. Macromolecules – Graphic Organizer using Prezi.com, Microsoft word SmartArt, Inspiration
f. Cohesion/adhesion activities- Drops of water on penny activity, water down a string, & colored
water up celery stalk.
g. (S & WC) http://science.dadeschools.net/pdf/biology.pdf (photosynthesis p. 16, respiration p.
21)
h. Internet Questions about water properties---Edmodo.com
PROBEWARE: in Vernier Lab Workbook
h. pH lab (Biology #3)
i. Temperature- Effect of Temperature on Fermentation (Biology 16B)
j. Comparison of microscope types chart
k. Skin cancer webquest/brochure
l. Plant pigment lab – Vernier probeware 4A
m. Respiration lab with peas—Vernier 11D
n. Conductivity/Diffusion probeware lab—Diffusion thru Membranes (Advanced Biology Vernier
lab #1A)
Sub activity: Clone Video, Oceans of Fear Video with Worksheet, Video related to Cell
Structure/Function
PEARSON TEXT:
y. Pearson Virtual Labs
-Intro to Microscopy
-TEM and Membranes
z. Page 304 project “Superhero Cell Comic Book” (use Pixton.com)
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aa. Life of a cell animation: www.xvivo.net/the-inner-life-of-the-cell/ (Advanced audio, suggested
that you play without audio unless you have AP bio students)
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II. Bio 1- EVOLUTION and Classification
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STAGE 1: IDENTIFY DESIRED RESULTS
1. What enduring understandings are desired?
Students will understand:
a. Evolution is evidenced throughout the history of organisms.
b. Early Earth conditions allowed for the origin of life.
c. Survival of species depends on favorable adaptations.
d. Science uses classification to identify common structures and ancestry among organisms.
e. Basic trends of hominid evolution are evidenced by changes in skull shape and intelligence.
2. What essential questions will guide this unit and focus teaching and learning?
a. How is the Theory of Evolution supported by science?
b. How did early Earth conditions promote the origin of life?
c. How does classification organize life on Earth?
d. How did skull shape and intelligence in Hominids change over time?
3. What key knowledge and skills will students acquire as a result of this unit?
Knowledge
Students will know:
- Step of the scientific method
-Charles Darwin's Theory of Evolution
-comparative anatomy (vestigial, analogous & homologous structures)
-comparative embryology (similar early stages of growth)
-biogeography (geographic location can be used to trace common ancestry)
-molecular biology (common ancestry through DNA)
-Natural selection process & conditions required (overproduction of offspring, inherited variation,
struggle to survive)
-Convergent & Divergent evolution
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-Environmental change
-Mechanisms of evolution (gene flow, genetic drift v. genetic equilibrium)
-Scientific Classification (phylogeny, cladistics)
-Scientific Theory of the Origin of life (Abiogenesis/Biogenesis, spontaneous generation)
-Scientists -- Redi, Pasteur
-Trends in Hominid Evolution (brain size, jaw size, language, & tools)
(see Honors Standards for additional knowledge)
-Reasons for changes in how organisms are classified (new technology, discovery of new
organisms, fossil finds, DNA evidence…)
Skills:
Students will be able to:
a. Demonstrate understanding of evidences of evolutionary change with supporting examples.
b. Identify driving forces of natural selection.
c. Trace classification phylogeny of various organisms.
d. Analyze and compare scientific theories on the origin of life.
e. Create a timeline of hominid evolution
Key Terms:
Key terms students should understand and be able to use in context:
Evolution
Natural selection
Convergent Evolution
Divergent Evolution
comparative anatomy
vestigial structure
analogous structure
homologous structures)
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comparative embryology (similar early stages of growth)
biogeography
molecular biology (common ancestry through DNA)
phylogeny
cladistics
biogenesis
spontaneous generation
Hominid
Binomial nomenclature
Species
Domains
Taxonomy
Derived traits
4. Standards/Benchmarks
SC.912.L.15.1 Explain how the scientific theory of evolution is supported by the fossil record,
comparative anatomy, comparative embryology, biogeography, molecular biology, and
observed evolutionary change.
SC.912.L.15.4 Describe how and why organisms are hierarchically classified and based on
evolutionary relationships.
SC.912.L.15.8 Describe the scientific explanations of the origin of life on Earth.
SC.912.L.15.10 Identify basic trends in hominid evolution from early ancestors six million years ago to
modern humans, including brain size, jaw size, language, and manufacture of tools.
SC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of
offspring, inherited variation, and the struggle to survive, which result in differential
reproductive success.
SC.912.L.15.14 Discuss mechanisms of evolutionary change other than natural selection such as
genetic drift and gene flow.
SC.912.L.15.5 Explain the reasons for changes in how organisms are classified.
SC.912.L.15.6 Discuss distinguishing characteristics of the domains and kingdoms of living
organisms.
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*Honors:
SC.912.L.15.3 Discuss the use of molecular clocks to estimate how long ago various groups of
organisms diverged evolutionarily from one another.
SC.912.L.15.12 List the conditions for Hardy Weinberg equilibrium in a population and why
these conditions are not likely to appear in nature. Use the Hardy Weinberg equation to predict
to genotypes in a population from observed phenotypes.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
5. Authentic assessment suggestions (in addition to traditional assessments).
a. Identify types of evolution in given scenarios
b. Identify homologous and analogous structures
c. Research the phylogeny of a chosen organism
d. Foldable on geologic time of Earth's history
e. Compare and contrast early hominid skeleton with modern human skeleton.
STAGE 3: TEACHING IDEAS
6. A few suggested teaching ideas.
a. Natural Selection: Worksheet activity- http://www.wcpss.net/curriculuminstruction/make_the_grade/hs/biology/bio_3-05_epepmoth.pdf
Online Peppered Moth simulation: http://www.techapps.net/interactives/pepperMoths.swf
Jelly bean Natural Selection lab--http://www.fizzicseducation.com.au/experiments/Environmental/jellybean%20evolution.html
and see Edmodo.com “Jellybean Natural Selection Lab”
b. Origin of Life hot dog lab- biogenesis & spontaneous generation
c. Fossil Hunt-- http://www.indiana.edu/~ensiweb/lessons/gr.fs.fd.html
d.Research the Theory of Evolution using web quest (D):
http://www.edmodo.com/post/25192296
http://www.biologycorner.com/quests/evolquest/
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e. http://lshs.leesummit.k12.mo.us/amiddaugh/evolutionwebquestintroduction.htm
f. Comparative embryology:
http://bealbio.wikispaces.com/file/view/compembryology_pic.jpg/89605487/compembryology_pi
c.jpg
g. Cladogram activity: http://www.indiana.edu/~ensiweb/lessons/mclad.ws.pdf
h. Hominid evolution chart activity: http://www.indiana.edu/~ensiweb/lessons/chron5.pdf
i. Hominid skull photos: http://www.indiana.edu/~ensiweb/lessons/homskull.html
j. Chromosome comparison: http://www.indiana.edu/~ensiweb/pp.pres.html
k. Hominid Cranium comparison: http://www.indiana.edu/~ensiweb/lessons/hom.cran.html
l. Origin of life on Earth:
http://school.discoveryeducation.com/lessonplans/programs/birthofearth/
m. Becoming Human video: http://www.becominghuman.org/node/interactive-documentary
n. Becoming Human worksheet:
http://www.biologycorner.com/worksheets/becominghuman.html
o. Geologic Time Scale activity:
http://school.discoveryeducation.com/lessonplans/programs/birthofearth/
p. Tool audio clip and informational site:
http://www.npr.org/templates/story/story.php?storyId=128676181
q. Elements of Biology: Biological Evolution video (United Streaming):
http://player.discoveryeducation.com/index.cfm?guidAssetId=AE274F5F-0937-430A-8762D4BB56C72CBC&blnFromSearch=1&productcode=US
r. (WC) New species found article: http://discovermagazine.com/2010/jan-feb/33
s. Resource for Deep Time Travel Brochure.
http://www.pbs.org/wgbh/evolution/change/deeptime/index.html
t. Genetic drift activity—Driftworms
http://www.biology.arizona.edu/evolution/act/drift/drift.html
u. Evidence for Evolution Web questions
v. Evolution experience natural selection game
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http://www.nhm.ac.uk/nature-online/evolution/what-is-evolution/natural-selection-game/theevolution-experience.html
w. Guppy color variation interactivity
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson4/act2.html
v. Pearson Virtual Lab
-“Something’s Fishy”
-“Odd Fish Out”
y. Page 570- Project “Evolution Documentary”
z. Emergency Lesson Plan- Article Review with evolution related article.
http://ycdl4.yukoncollege.yk.ca/~agraham/guides/asheet.htm
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III. Bio 1 – HEREDITY
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STAGE 1: IDENTIFY DESIRED RESULTS:
1. What enduring understandings are desired for students to understand?
a. DNA is important to organisms
b. Biotechnology plays a critical role in our everyday lives
c. Genetics determines inherited traits
d. genetic mutations are the basis for all genetic variation.
e. Some genetic mutations are harmful and may result in uncontrolled cell growth/cancer.
2. What essential questions will guide this unit and focus teaching and learning?
a. How does DNA determine an organism’s makeup?
b. Explain the role biotechnology plays in society?
c. How are traits passed from generation to generation?
d. How do mutations affect heredity?
e. How do cancerous cells form?
f. How does sexual reproduction provide variation to species?
3. What key knowledge and skills will students acquire as a result of this unit?
Knowledge
Students will know:
-Steps of Scientific method
- Know different types of variables
-Understand need for control group
- Parts of a lab report
-Microscope use
-Mendel's Laws
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-Punnett square/probability
-How traits inherited (modes)
-Similarities & differences of mitosis & meiosis
-Phases of Meiosis
-Meiosis maintains constant no. of chromosomes within a species
-How meiosis leads to variation (Genetic recombination, mutations, crossing over)
-DNA double-helix structure and composition
-DNA replication - errors & accuracy
-Significance of DNA replication (Conservation of Genetic Information)
-Base Pairing rules
-Structure & Composition of RNA
-Roles of RNA
-Process of transcription
-Process of translation
-Significance of Genetic Code
-Types of Mutations
-Effects of Mutations on organisms
-Biotechnology & ethical issues including cloning, stem cell research, gene transplant theory,
genetic engineering, GMO (genetically modified organisms).
-Causes of cancer
Skills
Students will be able to:
a. Predict genetic outcomes of offspring using Punnett square
b. Relate Punnett square model to parents’ gametes & probable outcome
c. Compare & contrast mitosis & meiosis
d. Compare asexual & sexual reproduction benefits & drawbacks
e. Demonstrate processes of replication, transcription & translation
f. Compare & Contrast DNA & RNA (structure & composition)
g. Identify mutations which are/ are not inherited
h. Design Experiment
i. Be able to analyze and defend conclusion based on experiment results.
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j. Examine experimental design and reported results for ways to correct design flaws and/or
faulty conclusions
k. Find and use credible scientific sources
Key Terms
Key terms students should understand and be able to use in context:
Heredity traits
Genes
Alleles
Genetics
Gametes (sperm & egg)
zygote
dominant
recessive
homozygous
heterozygous
Modes of inheritance
incomplete dominance
co-dominance
multiple alleles
polygenic traits
sex-linked traits
phenotype
genotype
Punnett square
Meiosis
Haploid
Diploid
sexual reproduction
law of segregation
law of independent assortment
Genetic recombination-- Crossing over
Mutation (frameshift, point, silent)
cancer
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homologous chromosomes
nucleotides
DNA
nitrogenous base (guanine, thymine, cytosine & guanine/ RNA - Uracil)
double helix
replication
RNA -mRNA & tRNA
Transcription
Translation
Genetic code
Codon, anticodon
Biotechnology
Clone
Stem cell
4. Standards/Benchmarks
SC.912.L.16.16 Describe the process of meiosis, including independent assortment and crossing over.
Explain how reduction division results in the formation of haploid gametes or spores.
SC.912.L.16.17 Compare and contrast mitosis and meiosis and relate to the processes of sexual and
asexual reproduction and their consequences for genetic variation.
SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic variation.
SC.912.L.16.1 Use Mendel’s laws of segregation and independent assortment to analyze patterns of
inheritance.
SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance,
including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles.
SC.912.L.16.3 Describe the basic process of DNA replication and how it relates to the transmission
and conservation of the genetic information.
SC.912.L.16.4 Explain how mutations in the DNA sequence may or may not result in phenotypic
change. Explain how mutations in gametes may result in phenotypic changes in
offspring.
SC.912.L.16.5 Explain the basic processes of transcription and translation, and how they result in the
expression of genes.
SC.912.L.16.8 Explain the relationship between mutation, cell cycle, and uncontrolled cell growth
potentially resulting in cancer.
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SC.912.L.16.9 Explain how and why the genetic code is universal and is common to almost all
organisms.
SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment,
including medical and ethical issues.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
5. Authentic assessment suggestions (in addition to traditional assessments).
a. Identify stages of mitosis/meiosis using drawings, microscope slides, models..
b. Label stages of replication on hand-out, use exit ticket activity on Smartboard
c. Recognize examples of complex modes of inheritance with hypothetical word problems using
phenotypical situations
d. Punnett square scenario
e. Debate a biotechnological issue http://learn.genetics.utah.edu/ (see “Genetic Technology” link
at bottom left of website)
f. Debate on individual genetic information v. insurance industry’s rights to access and use this
information.
STAGE 3: TEACHING IDEAS
6. Suggested teaching activities & resources:
a. (WC) Coin toss lab to show laws of probability:
http://sciencespot.net/Media/gen_smilewkst1.pdf
b. (S) Making a baby activity: http://mvhigh.net/jnevis/baby_lab.htm
c. (S) Making baby coin flip lab
d. Human Genome research project
e. Sponge Bob punnett square practice
f. (S) Strawberry DNA lab: http://learn.genetics.utah.edu/content/labs/extraction/howto
g. (S) Electrophoresis lab (Vernier) or online
http://learn.genetics.utah.edu/content/labs/gel/index.html
h. Model Meiosis with snap beads
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i. (S) Make Mitosis flip book: http://sciencespot.net/Media/mitosisbook.pdf
j. (WC) Mitosis Rap song: http://www.nclark.net/MitosisRap.mp3
k. (S) Mitosis & Meiosis animation: http://www.pbs.org/wgbh/nova/miracle/divi_flash.html
l. (S) Structure of DNA worksheet:
http://boe.jeff.k12.wv.us/education/page/download.php?fileinfo=ZG5hc3RydWN0dXJlLnBkZjo6
Oi93d3cvc2Nob29scy9zYy9yZW1vdGUvaW1hZ2VzL2RvY21nci85MjlmaWxlNzQwNC5wZGY=
m. Structure of DNA creative project – create DNA strand using hands-on materials
n. HHMI.org hypothetical phenotypical situations shown on Smartboard & discuss in groups and
class as a whole
o. (S with supervision) - (have students write down amino acid sequence)
Translation/Transcription virtual lab website:
http://learn.genetics.utah.edu/content/begin/dna/transcribe/
p. (WC) Nova Video on Translation & Transcription --http://www.pbs.org/wgbh/nova/sciencenow/3210/02.html
q. Transcription/Translation paper lab (DS) – Group to write supporting worksheet.
r. (WC) End if unit project on genetic disorders http://kumc.edu/gec/lpmccrei
s. (WC & S)Mendelian inheritance – class as whole or individual student
http://www.biology.arizona.edu/mendelian_genetics/mendelian_genetics.html
t. (WC) Mutations – http://www.nclark.net/GeneMutation.html
u. Have students research Long-term effects of Chernobyl Nuclear disaster on individuals.
v. (S) Gene Therapy - http://learn.genetics.utah.edu/content/tech/genetherapy/spacedoctor/
w. Blood typing lab –: http://nobelprize.org/educational/medicine/landsteiner/landsteiner.html
x. Smart Art using Microsoft word- Students create a concept map about how cancer is formed.
y. EMERGENCY ACTIVITY- Article review document to be used with an article relating to
heredity.
z. Build a DNA molecule- http://learn.genetics.utah.edu/content/begin/dna/builddna/
aa. Genetic testing student poll- http://www.pbs.org/wgbh/nova/body/genetic-testing.html
bb. DNAi website—Finding the structure, pieces of the puzzle activity
http://www.dnai.org/teacherguide/pdf/ss_structure_mc1.pdf
cc. Internet activities on alternate forms of inheritance
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dd. Use concept mapping software to create a timeline of major events in biotechnology.
ee. Genetically modified organisms project
ff. Pearson Virtual Labs
-Introduction to Genetics
-Canine Coat
-Color Blindness
-Sickle Cell Anemia
-Gene Linkage in Fruit flies
-Intro to Molecular (PCR, Gel Electrophoresis
-DNA profiling
gg. Page 446- Genetic Collage (Suggesting use of Prezi.com for this project)
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========================================================================
IV. Bio I – ORGANISMS
========================================================================
STAGE 1: IDENTIFY DESIRED RESULT
1. What enduring understandings are desired?
Students will understand:
a. Environmental & genetic factors affect cardiovascular health.
b. The body responds in many ways to ward off disease.
c. Human development from fertilization to birth is a rapid and intricate process.
d. Organisms are classified into kingdoms and domains based on derived traits.
2. What essential questions will guide this unit and focus teaching and learning?
a. How is cardiovascular health affected by lifestyle choices and genetic composition?
b. How does the body fight infection?
c. Describe the changes in the human development through a pregnancy.
d. What are the distinguishing characteristics of the kingdoms and domains of living things?
3. What key knowledge and skills will students acquire as a result of this unit?
Knowledge
Students will know:
-Scientific method
-Different types of variables
-Need for control group
- Parts of a lab report
-Lab Safety
-Microscope Use
-The basic anatomy of the CNS
-Major part of brain
-Pathway of blood through the human body
-Factors affecting blood flow (blood pressure, vaso-constriction/dilation, cholesterol)
-Specific Immune Response (antibodies, B&T cells, White blood cells)
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-Non-Specific Immune Response (inflammatory response, fever, chemistry of sweat, saliva,
stomach acid, tears)
-Factors affecting health (genetic, environmental & pathogenic)
-Functions of vaccines (virus v. bacteria)
-Anatomy of the male and female reproductive systems
-Functions of the reproductive systems
-Developmental milestones as they occur in each trimester of pregnancy
-Characteristics of organisms in each kingdom & domain
-Function of plant parts related to their phylogeny
Skills
Students will be able to:
a. Label a diagram of the human brain
b. Describe basic anatomy of human reproductive system
c. Label flow of blood through the human body
d. Sequence the fetal changes through human pregnancy
e. Distinguish between specific & non-specific immune response.
f. Label parts of plant
g. Design Experiment
h. write lab report
i. Find and use credible Scientific sources
Key Terms
Key terms students should understand and be able to use in context:
Central Nervous System
Cerebellum-Cerebrum-Medulla Oblongata
Brain stem
Cardiovascular system
white blood cell
antigen
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antibody
artery
capillary
vein
atrium
ventricle
blood pressure
cholesterol (HDL & LDL)
Immune system
Antibiotic
vaccine
bacteria
virus
infectious disease
pathogen
Specific & Non-specific immune response
T and B lymphocytes
Macrophage/phagocyte
Cervix
Uterus
Vagina
Ovaries
Penis
Urethra
Oviduct aka: fallopian tube
ovulation
scrotum
testes
semen
fertilization
gastula
blastula
zygote
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embryo
fetus
implantation
placenta
umbilical cord
labor
eubacteria
archaebacteria
autotroph
heterotroph
prokaryote
eukaryote
decomposer
consumer
producer
vertebrate
invertebrate
multicellular
unicellular
plants
nonvascular
vascular
leaf, root, stem
pistil
stamen
ovary
xylem
phloem
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4. Standards/Benchmarks
SC.912.L.14.26 Identify the major parts of the brain on
diagrams or models.
SC.912.L.14.36 Describe the factors affecting blood flow
through the cardiovascular system.
SC.912.L.14.52 Explain the basic functions of the human
immune system, including specific and
nonspecific immune response, vaccines,
and antibiotics.
SC.912.L.16.13 Describe the basic anatomy and
physiology of the human reproductive
system. Describe the process of human
development from fertilization to birth
and major changes that occur in each
trimester of pregnancy.
SC.912.L.14.6
Explain the significance of
genetic factors, environmental
factors, and pathogenic agents
to health from the perspectives
of both individual and public
health.
SC.912.L.15.6 Discuss distinguishing characteristics of the domains and kingdoms of living
organisms.
SC.912.L.14.7 Relate the structure of each of the major plant organs and tissues to
physiological processes.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
5. Authentic assessment suggestions (in addition to traditional assessments).
-Label brain diagram
-Trace pathway of blood through the human
-look up internet interactive source for immune system
(see CDC) (S) Interactive Immune Platoon:
http://www.bam.gov/sub_diseases/diseases_immuneplatoon.html
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-Identify reproductive parts on diagram
-Match reproductive structure with its function (index cards)
-Identify stages of development of embryo using microslides (J) or on Smartboard
-write a research paper on a childhood illness that is routinely vaccinated against
-read case study and identify symptoms as specific or nonspecific immune responses.
-Immune response word sort
STAGE 3: TEACHING IDEAS
6. A few suggested teaching ideas.
a. Blood flow song
http://www.cleanvideosearch.com/media/action/yt/watch?videoId=D8LK34hoVpU
b. Color by letter worksheet "anatomy of the brain"
c. Male vs. Female Reproductive system foldable
d. Group presentations (from Conception to Birth)
e. Human development from fertilization to birth chart
f. (WC) Case studies on immunology
http://ublib.buffalo.edu/libraries/projects/cases/immunology/immunology1.html
g. Research Current vaccine requirements for children
h. Anatomy of male and female reproductive systems color worksheets
i. Embryo development micro-slide lab
j. Male vs. Female reproductive systems foldable
k. NOVA website video, case studies & activities (individual links listed below):
http://www.pbs.org/wgbh/nova/teachers/activities/2816_miracle.html
l. Life’s Greatest Miracle video http://www.pbs.org/wgbh/nova/miracle/program.html
m. Case studies: http://www.pbs.org/wgbh/nova/teachers/activities/pdf/2816_miracle_03.pdf
n. Construct chart to include characteristics of each kingdom, types of organisms, energy
sources, cell structure with photographs and examples.
o. Anatomy Web Questions
p. Flower/plant dissection
q. Debate on requiring vaccines in children (public health issue) Text P. 593
r. Research bacteria/virus that cause disease—Have students write a letter from the viewpoint
of a bacteria or virus, explaining how it causes disease in humans.
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s. Microscope observations/drawings of cells of different kingdoms of organisms
t. Create a board game about the diversity of living things (Text P. 726)
u. Pearson Virtual Lab
-Systematics
-Bugs
-Creepy Crawlies
-Land Plants
-Seaweed
-Worms
-Unicellular Eukaryotic Life
EMERGENCY PLAN- Article review for topics relating to Organisms Unit.
http://ycdl4.yukoncollege.yk.ca/~agraham/guides/asheet.htm
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=======================================================================
IV.
Bio 1 –POPULATIONS
& ECOSYSTEMS
=======================================================================
STAGE 1: IDENTIFY DESIRED RESULTS
1. What enduring understandings are desired?
Students will understand:
a. Matter and energy cycle through nature in an efficient way.
b. Natural resources can be depleted, so conservation is key.
c. Humans have an important impact on sustainability of resources and the environment.
d. Ecosystems change seasonally and over time.
2. What essential questions will guide this unit and focus teaching and learning?
a. How does matter and energy cycle through nature?
b. Why are efforts to conserve natural resources important?
c. In what ways has the human influence impacted our environment?
d. How do ecosystems change seasonally and over time?
3. What key knowledge and skills will students acquire as a result of this unit?
Knowledge
Students will know:
-Steps of Scientific Method
-Dependent and Independent Variable
-Reason for use of control group.
-Parts of a lab report
-Microscope use
-Biogeochemical cycles (water, carbon, nitrogen, phosphorous)
-Water cycle- precipitation, condensation, evaporation, transpiration, evapotranspiration,
percolation
-*Carbon cycle (atmospheric, terrestrial, & aquatic)
-Effects of Greenhouse gases on the carbon cycle
-Nitrogen Cycle (nitrogen fixation)
-Phosphorous Cycle (short-term & long-term)
-Aquatic systems: difference in layers and organisms living in them based on temperature,
salinity, & light
-Effects of seasonal & climate changes in ecosystems
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-Succession - primary, secondary, pioneer species, & climax community
-Transfer of energy through trophic levels
-Effects on populations due to limiting factors (birth rate, death rate, immigration, emigration,
density dependent & independent)
-Differentiate between biotic factor & abiotic factor
-Effect of carrying capacity on population
-Factors affecting populations (birthrate, deathrate, immigration, emigration, etc…)
-What is biodiversity
-Recognize consequences & causes of biodiversity loss
-Know examples of renewable & non-renewable resources
-Fossil fuel v. alternative energy sources
-Effect of Governmental policies on environment
-Human impact on sustainability of natural resources/environment
- Examples of sustainability
-Causes and effects of Eutrophication
Skills
Students will be able to:
a. Compare/contrast producers, consumers & decomposers, autotrophs & heterotrophs
b. Able to graph data
c. Analyze graphs, data, charts, & diagrams on carrying capacity & population
d. Able to relate catastrophic & man-made events to loss of biodiversity
e. Debate environmental issues and governmental control
f. Identify sustainable practices for everyday
g. Graphing and Analyzing data
h. Select proper type of graph for information presented
i. Associate independent and dependent variables with x and y axis.
j. Design Experiment
f. Be able to defend conclusion based on experimental results.
h. write lab report
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Key Terms
Key terms students should understand and be able to use in context:
Scientific Method
Hypothesis
Experiment
Controls
Variables (dependent and independent)
data
Biogeochemical
precipitation
condensation
evaporation
transpiration
evapotranspiration
percolation
carbon cycle
Greenhouse gases
Global warming
water cycle
Nitrogen cycle
Phosphorous cycle
*Aquatic system (Freshwater, saltwater, brackish)
Estuary
Phytoplankton
Benthic
Zooplankton
Salinity
Turbidity
Halocline
Thermocline
Intertidal zone
Runoff
Eutrophication
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Algal bloom
season
succession (primary & secondary)
climax community
pioneer species
invasive & exotic species & non-native
niche
habitat
biome
species
energy
food web & food chain
trophic levels
autotroph
heterotroph
producer
consumer
birth rate
death rate
immigration
emigration
limiting factors
density dependent factors
Density Independent Factors
biotic factor
abiotic factor
carrying capacity
Population growth curves (J curve, S curve)
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Exponential growth
Logistic growth
Demographer/Demography
Rapid life history pattern
Slow life history pattern
biodiversity
Renewable resource
Non-renewable resource
fossil fuels
sustainability
4. Standards/Benchmarks
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical
cycles, including water and carbon.
SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry,
geography, light, depth, salinity, and temperature.
SC.912.L.17.4 Describe changes in ecosystems resulting from seasonal variations, climate
change and succession.
SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration,
emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic
events, climate changes, human activity, and the introduction of invasive, nonnative species.
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and
decomposers. Explain the pathway of energy transfer through trophic levels and the
reduction of available energy at successive trophic levels.
SC.912.L.17.11Evaluate the costs and benefits of renewable and nonrenewable resources, such
as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.13Discuss the need for adequate monitoring of environmental parameters when
making policy decisions.
SC.912.L.17.20Predict the impact of individuals on environmental systems and examine how
human lifestyles affect sustainability.
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Biochem benchmark: (review)
Discuss the special properties of water that contribute to Earth’s suitability as an
environment for life: cohesive behavior, ability to moderate temperature, expansion
upon freezing, and versatility as a solvent.
*Honors:
SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be
transformed from one form to another.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
5. Authentic assessment suggestions (in addition to traditional assessments).
a. Use information & charts based on population to produce graphs
b. Use graphs to answer analytical questions on population
c. Plan a conservation activity to promote sustainability
d. Create a food web distinguishing producers, consumers, trophic levels, and energy transfer.
STAGE 3: TEACHING IDEAS
6. Suggested teaching ideas.
a. Refer to NOAA website
b. Florida environments--- estuaries, marine environments,
c. Guest speaker from Southwest Florida Water Management District
d. Charlotte Harbor Environmental Center field trip for teachers/students
e. Powerpoint on aquatic life (D)………..see United Streaming
f. Florida Envirothon Study Packet Aquatic Section link
g. Videotape students: interviews, plays, songs, news reports, public service announcements
h. Travel pamphlet --- aquatic environments
i. http://plants.ifas.ufl.edu/education/powerpoint_hs.html on Invasive plants & aquatic habitats
j. (WC) http://www.rprogress.org/education/lesson_plans.htm on Sustainability
##k. http://www.nationalgeographic.com/xpeditions/lessons/16/gk2/everything.html on natural
resources
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##l. http://www.srh.weather.gov/jetstream/ocean/layers_ocean.htm on ocean layers & jet stream
m. http://www.srh.weather.gov/jetstream/ocean/layers_ocean.htm Webquest
##n. http://www.sciencenetlinks.com/lessons.php?BenchmarkID=8&DocID=26 on resources
o. Use Vernier probeware for graphing skills
p. NG.com biodiversity website resources
q. Debate governmental role and citizen responsibility in environmental monitoring
r. Research Educational Concerns for Hunger Organizations (ECHO) in Ft. Myers, Florida
ECHOnet.org on promoting sustainability for food source.
s. (WC)Research current theories on global warming:
http://www.pbs.org/now/classroom/globalwarming.html
t. Lesson on hydrothermal vents: (optional Nova video purchase)
http://www.pbs.org/wgbh/nova/teachers/activities/2609_abyss.html- Have students make food
web/energy pyramid from this video.
u. Succession:
(S) Mt. St. Helen’s biological succession article for use as classroom jigsaw:
http://m.www.helium.com/items/270521-the-surprising-biological-succession-process-after-themt-saint-helens-eruption
(WC) Mt. St. Helen’s succession guiding questions & informational website:
http://www.fs.fed.us/gpnf/mshnvm/education/teachers-corner/library/life-returns02.shtml
(S) General secondary succession animation: http://teachers.ecoplexity.org/node/496
(S)
http://www.wiley.com/college/strahler/0471480533/animations/ch23_animations/animation1.html
(S) Article on Succession influenced by human impact:
http://discovermagazine.com/2010/mar/05-elephants-roaming-america-big-idea-for-rebootingnature
v. (WC) Use Oh-Deer activity on carrying capacity:
http://www.riverventure.org/charleston/resources/pdf/population%20study%20game.pdf
w. Everglade draining- human impact
(WC) http://bart.tcc.virginia.edu/classes/ESEM/ESEM%20Readings/EVERGLADES.pdf
x. Invasion of exotic plants & animals in Florida & consequences to native species--- Melaleuca,
Brazilian Peppers, Pythons, Giant African Snails,frogs, Iguanas, Brown Anoles, Cuban tree
frogs:
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(WC) http://www.actionbioscience.org/biodiversity/simberloff.html
(WC) http://www.floridainvasives.org/toolbox/FloridaInvaders.pdf
(WC) http://www.fnps.org/pages/plants/invasives.php
y. Need for monitoring environmental parameters in policy decisions—the oil dispersant:
(WC) http://www.popsci.com/science/article/2010-05/how-do-oil-dispersants-work
z. Predict human impacts:
(S) Daily Water Use worksheet (to order or download)
http://www.swfwmd.state.fl.us/publications/type/all
(WC) Butler Oaks Farm - Sustainable agriculture- water use & runoff
http://www.floridaagriculture.com/videos/flash/Ag_Environ_Award_2007_Butler_Oaks_Farm.htm
AA. Water quality testing using probeware.
aa. Plastic baggie around plant leaves outside to demonstrate transpiration.
bb. Solar stills- Cheryl Moffat (amazon video clip) *INQUIRY LAB!
cc. Mono Lake webquest- http://serc.carleton.edu/microbelife/k12/alkaline/WQintro.html
dd. Pearson Virtual labs (Enter through lab manual)
-Intro to Ecology
- Invasive Species
-Keystone species
- Competition
ee. Article analysis:
EMERGENCY PLAN- Article review for topics relating to Populations & Ecosystems
Unit. http://ycdl4.yukoncollege.yk.ca/~agraham/guides/asheet.htm
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