Teacher_________________Dates_________________Class period______
Unit 3 Taxonomy and classification
16.Understand and explain the hierarchical classification scheme (i.e., domain, kingdom, phylum, class, order, family, genus, species),
including:
 classification of an organism into a category
 similarities of organisms reflecting evolutionary relationships.
Engage
 Think Pair Share: Why is there a need to classify organisms? Then: Does it connect to evolutionary theory?
Activities
 Introduce Animalia course project
Explore
Explain
Activity
Explore
Explain
 Research and create a graphic organizer on the history of classification systems
http://www.usoe.k12.ut.us/CURR/Science/sciber00/7th/classify/sciber/history.htm
Student and teacher develop Cornell Notes: Three Domains and seven taxa; Six Kingdoms History of classification
systems - relate to advances in technology ex using eye vs DNA analysis
Reconnect: Species
Vocabulary building activities (4-square cards, graphic organizers, Word Wall):
Genus, Family, Order, Class, Phylum, Division, Kingdom, Species, Domain, Classification, Taxonomy
 Organism sorting activity to create dichotomous key ex students sort themselves into two groups, then those
groups sort into two other groups , and so on….Reconnect to IS2 genetics traits. Students have classified in
IS2.
 “Creatures of Pamishan”*
 Option: “Make a Dichotomous Key Using Lab Equipment”*
Salamander dichotomous Key”*
Student and teacher develop Cornell Notes: Purpose Dichotomous keys
Explore
Activity
Choose ONE of the following:
 “Making Cladograms, ”* or
 “The IS-Clad Method of Cladistics, ”*
 Article: “Shaking the Tree of Life”*
Explain
Student and teacher develop Cornell notes on: Purpose of cladograms; Tree of Life
Elaborate
Activities
Evaluate
 Research cladograms for course project
Standardized test Practice Questions Questions18-25 (p465)
2009 GISD IS3-Biology
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Teacher_________________Dates_________________Class period______
Unit 4
Prokaryotes: Archaebacteria and Eubacteria
Engage Activities


(DVD)- Looking for Life (Extremophiles)
(Reconnect IS2 Earth Science and IS1 VTT Cosmic Evolution)
Discuss archaebacteria in geysers
Explore Activities
Research role of archaebacteris: ex role of methanogens in global warming*
Explain Activities
Student and teacher develop Cornell Notes on: Archaebacteria
Explore




Read and discuss “All she lost: My sister’s battle with Lyme disease”*
Teachers Choice: Lab activity bacterial population growth
Create a graphic organizer to compare and contrast prokaryotic and eukaryotic cells
Where are Eubacteria and Archaebacteria on the Tree of Life? Why? (p484-485)
Explain Activities

Student and teacher develop Cornell Notes on:
 Compare and contrast Eubacteria and Archaebacteria (Reconnect: IS1 and IS2 cell
division, sexual & asexual reproduction)
 Mode of nutrition of Eubacteria and Archaebacteria
Bacterial structure
 Asexual and sexual reproduction
 Adaptation
 Roles of bacteria
Vocabulary building activities (4-square cards, graphic organizers, Word Wall): Binary Fission,
Conjugation, Anaerobic, Aerobic, Endospore, Toxin, Nitrogen Fixation, chemosynthesis, obligate
aerobe, obligate anaerobe, plasmid, pilus, capsule, flagellum
Elaborate Activities


Research Project: Are bacteria always harmful?
Optional Independent Investigation:
p. 496-497 How Sensitive are Bacteria to Antibiotics
Evaluate

Presentation of Research Project and or lab
Teacher choice on presentation method (ie., posters, Powerpoints, etc)
Use GISD Presentation Rubric to score
2009 GISD IS3-Biology
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Teacher_________________Dates_________________Class period______
Protista
Engage
Activities
Explore
Activities
Under microscope, view sample of pond water (or river water)
Draw what you see
Students explore Protista through lab activities that include observations of live
and preserved specimens; data collection; guided reading; internet websites;
simulations;
Resource: Protist Demoslides. Carolina Biological
Explain
Activities
Student and teacher develop Cornell Notes on: Protists and their role in
ecosystems
Elaborate
Activities
Vocabulary building activities (4-square cards, graphic organizers, Word Wall):
Protozoan, Alga, Pseudopodia, Asexual, Flagellate, Ciliate, Sporozoan, Spore,
Thallus, Colony, Fragmentation, Alternation of Generations, Gametophyte,
Sporophyte, Plasmodium
Options:
 Phylogeny of Protists* (Reconnect Taxonomy)
 Algae Lab*
 Comparing the Amoeba to the Paramecium Lab*
Kingdom Protista Concept Map*
Evaluate
2009 GISD IS3-Biology
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Teacher_________________Dates_________________Class period______
Fungi
Engage
Activity
Explore
Activities


News in Science – Humungous Fungus: world’s largest organism
Think Pair Share: What fungi do you eat? What are the roles of Fungi?

Students explore Fungi through lab activities that include observations of live and
preserved specimens; data collection; guided reading; internet websites;
simulations
 Examples
 MiniLab 20.1 – Observe and Infer Growing Mold Spores
 Make yeast bread
 Reconnect IS1: Cellular Respiration : Biolab p544
 Role of fungi as a decomposer ex Compost columns
http://www.hgsubsidence.org/conservation/docs/compost%20column%20directions.p
df
Explain
Teacher and students build Cornell notes on: Characteristics of Fungi ; Adaptations of
Fungi; Reproduction of Fungi; Diversity of Fungi
Reconnect: sexual/asexual reproduction, autotrophs/heterotrophs
Vocabulary building activities (4-square cards, graphic organizers, Word Wall):
Hypha, Mycelium, Chitin, Budding, Sporangium, Rhizoid, Zygospore, Gametangium,
Ascus, Ascospore, Conidiophore, Conidium, Basidium, Basidiospore, Mycorrhiza, Lichen,
symbiosis
Elaborat
e
And
Evaluate
Open ended question p555 #22
p548 #16 & 17
p549 #28 & 29
Create a concept map: Unit 6 Review: Focus on adaptations
2009 GISD IS3-Biology
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Teacher_________________Dates_________________Class period______
Unit 5
Plantae
Engage Activity
Explore Activities
Explain

Examine the back of a fern? What are those round things?

Students explore Plantae through lab activities that include observations of live and preserved
specimens; data collection; guided reading; internet websites; simulations
 What is a plant
 Adapting to life on land
 Reproduction: Alternation of generations; Life Cycles
 Non-seed and seed plants
 Medicines from plants
 Diversity
 Vascular and non-vascular plants
 Plant Adaptations—plant biota in biomes
 Monocots and Dicots
 Structure and Function—cells and tissues
 Photosynthesis
 Transpiration
 Plant responses

Teacher and students build Cornell notes on
o
o
Reconnect IS1: Photosynthesis and Carbon Cycle; non-renewable resources
Reconnect IS2: Photosynthesis/Cellular respiration reactions; Carboniferous Period;
Vocabulary building activities (4-square cards, graphic organizers, Word Wall): as needed , Alternation of
Generations, Gametophyte, Sporophyte,
Elaborate
And Evaluate
Create a concept map: Unit 7 Review: Focus on adaptations
Teacher Choice: Open ended questions
2009 GISD IS3-Biology
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Teacher_________________Dates_________________Class period______
Unit 6: Animalia
Course Project (continued next page)
IS3-Biology Course Project
“Travels through the Tree of Life”
Your task is to create a visual and oral
presentation, using a Science Fair board, which
provides explanations about one of the Animal
groups. The project will be shared, and
evaluated, in a science fair-like setting with your
peers; it will also be judged by your teacher and
a panel of experts. On presentation day you will
create notes from each exhibit and later
use them in the evaluation.
Due Dates:
Research Paper (Items 1-3 and 10)
Presentation
Requirements:
Use text, data, models and illustrations etc to explain:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Location on Tree of Life
Variety of organisms in the group
Scientific explanations and evidence for location on Tree of Life ex. molecular and
anatomical evidence
Role in food webs and ecosystems
Economic impact/contribution of the group
Possible effects of global climate change on the group
Endangered species within the group including the cause for endangerment. Provide
examples from within New Mexico if possible
Careers, including academic requirements, related to the group
Other ex. literature, historical topic, food samples or product from the group
Source citations of all references
Resources:
All references must be from a legitimate scientifically researched website or print resource.
Examples:
http://tolweb.org/tree/
http://evolution.berkeley.edu/
http://www.pbs.org/wgbh/evolution/
http://www.pbs.org/wgbh/evolution/change/family/index.html
http://www.tyrrellmuseum.com/peek/
2009 GISD IS3-Biology
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2009 GISD IS3-Biology
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