BIOLOGY
GRADE 10
THE EWING PUBLIC SCHOOLS
1331 Lower Ferry Road
Ewing, NJ 08618
BOE Approval Date:
Written by:
11/29/10
Sean Hammer
Jeannine Hutchinson
Don Wahlers
Jennifer Wilson
Michael Nitti
Superintendent
In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and
found to be in compliance with all policies and all affirmative action criteria.
TABLE OF CONTENTS
Page
Preface
1
Course Description and Rationale
2
Scope of Essential Learning:
Unit 1: Introduction to Biology (Scientific Method/Characteristics of Life)
Unit 2: Chemical Basis of Life
Unit 3: Evolution
Unit 4: Taxonomy/Classification
Unit 5: Cell Theory/Cellular Transport
Unit 6: Cellular Reproduction
Unit 7: Genetics
Unit 8: DNA, Protein Synthesis and Biotechnology
Unit 9: Bioenergetics
Unit 10: Ecology
4
7
10
13
16
19
22
25
28
32
1
Preface
This curriculum guide is intended to provide a vertical and horizontal framework for the
science program of the Ewing Township Public Schools. It is designed to identify the
essential components needed by teachers when they prepare instruction in science
which will best meet the needs of their students.
The teacher’s knowledge of their students’ level of development, learning styles, and
general readiness of the student to learn should be the guiding factors in selecting the
most appropriate ways to reach the goals and objectives defined by this guide. The
selected published materials are intended to provide resources to teachers in their
preparation of instructional activities and teachers should feel free to integrate other
resources where appropriate as long as they are consistent with the goals and
philosophy as outlined.
Integration of concepts and skill developed in science into other content areas is
encouraged to stimulate real-life experiences and meaning. All students are not the
same. They have different needs, learning styles, and levels of readiness. Therefore,
teachers will need to make choices in planning instruction so that the needs of each
student are addressed and the scope of the curriculum is accomplished.
2
Course Description and Rationale
The need for scientific literacy in today's increasingly technological world has been well
documented. All students can and must learn enough science to assume their role as
concerned citizens equipped with needed information and decision making skills.
Feelings that an understanding of fundamental scientific principles, or the development
of these skills is limited on the basis of gender, economic status, cultural diversity or
ability, can and must be dispelled.
Over the years, an enormous volume of scientific content has accumulated at an
accelerated rate, causing textbooks to thicken as material is added and rarely deleted.
Teachers have recognized this as a counterproductive trend. The following science
curriculum, therefore, is an attempt to define what all students should know and be able
to do as they grow towards scientific literacy in Biology. Recognizing the need for the
inclusion of fundamental understandings, the development of critical thinking skills is
nonetheless considered to be of paramount importance. Science should not be taught
at any level devoid of its connectivity with other subjects or the needs of society. It is
expected that the relationship of the various disciplines of science to each other and of
science to the overall learning experience will be strongly emphasized.
To this end, the planning, delivery and assessment of each student's learning and
progress towards the necessary level of scientific literacy shall be guided by the
following basic set of standards.
1.
The study of science will promote intellectual honesty, skepticism, tolerance of
ambiguity, open-mindedness, communication and sharing, positive attitudes and
value, curiosity, reflection and a willingness to participate and take intellectual
risks.
a.
b.
c.
d.
2.
Develop an awareness of the need for ethics when deciding socioscientific issues.
Evaluate scientific issues with respect to social, political, geographic and
economic concerns.
Take intellectual risks, actively participate in discussion, make judgments
and form and defend their convictions based on accurate findings.
Develop an appreciation of the role science in their everyday lives.
The study of science will develop problem solving, decision making and inquiry
skills reflected by formulating usable questions and hypotheses, planning
experiments, conducting systematic observations, interpreting and analyzing
data, conducting risk assessments, drawing conclusions and communicating
results.
a.
Design and conduct an experiment that involves the selection and use of
appropriate instrumentation.
3
b.
c.
d.
e.
3.
Recognize and explain the limitations of measuring devices, instruments
or experimental design.
Prepare a presentation of experimental results using investigation.
Explain how experimental results may lead to further investigation.
Assess the impact of new technologies or patterns of human activity on
the overall quality of life.
The study of biology will include an understanding of the structure, characteristics
and requirements of organisms. Emphasis will be placed on understanding the
diversity of life and how it has occurred.
a.
b.
c.
d.
e.
Organization and Development: Living organisms are composed of
cellular units (structures) that carry out functions required for life. Cellular
units are composed of molecules, which also carry out biological
functions.
Matter and Energy Transformations: Food is required for energy and
building cellular materials. Organisms in an ecosystem have different
ways of obtaining food, and some organisms obtain their food directly from
other organisms.
Interdependence: All animals and most plants depend on both other
organisms and their environment to meet their basic needs.
Heredity and Reproduction: Organisms reproduce, develop, and have
predictable life cycles. Organisms contain genetic information that
influences their traits, and they pass this on to their offspring during
reproduction.
Evolution and Diversity: Sometimes, differences between organisms of
the same kind provide advantages for surviving and reproducing in
different environments. These selective differences may lead to dramatic
changes in characteristics of organisms in a population over extremely
long periods of time.
4
Unit 1: Introduction to Biology (Scientific Method/Characteristics of Life) (6 Days)
Why Is this Unit Important?
This introductory unit will serve as a guide through which students will scientifically
question and explore topics and concepts throughout the entire course. The big ideas
included through out this unit include:
•
•
•
All living things share the characteristics of life and identify the possible benefits
from studying biology.
Science is a process based on inquiry that seeks to develop explanations and
conceptual knowledge guide about scientific inquiries.
Scientific explanations must meet certain criteria (e.g., they must be consistent
with experimental and observational evidence about nature, make accurate
predictions about systems being studied, be logical, respect the rules of
evidence, be open to criticism, report methods and procedures, make a
commitment to making knowledge public) to be considered valid.
Enduring Understandings
1.
2.
3.
4.
5.
6.
7.
8.
9.
Students will identify possible benefits from studying biology
Students will exercise reasoning skills in understanding
Students will identify and summarize the characteristics of living things
Students will frame, analyze, and synthesize information in order to solve
problems and answer questions
Students will explain the characteristics of science by evaluating the information
critically and competently
Students will formulate scientific questions about an issue
Students will differentiate among control, independent variable, and dependent
variable
Students will identify that structure and function are correlated at all levels of
biological organization
Students will understand that despite the diversity of life, there are a set of
characteristics that are shared by all living things.
Essential Questions
1.
2.
3.
4.
5.
6.
7.
What are the benefits of studying biology?
What sets ‘scientific inquiry’ apart from common questioning?
What are the characteristics of science?
How is a scientific theory proven to be correct?
What are the differences in the ways that data can be collected in biological
research?
What does it mean to be alive?
Why is life organized?
5
Acquired Knowledge
1.
2.
3.
4.
5.
6.
In scientific investigation all variables must be identified and controlled for except
the one variable being tested.
Science is the study of nature and is rooted in observation and experiment.
Biologists study the structure and function of living things, their history, their
interactions with the environment, and many other aspects of life.
Differentiate between hypothesis, theory and law.
Understand the basic steps of scientific method.
Identify parts of an experiment (variable, controls, etc.)
Acquired Skills
1.
2.
3.
4.
Making observations an orderly way of gathering information.
Explaining how all living things share the characteristics of life.
Seeking to develop scientific explanations based on experiments.
Differentiate the difference between living and nonliving things.
Differentiation
Enrichments
•
Students read book excerpts describing famous scientific discoveries (e.g.,
Leeuwenhoek, Pasteur) and determine which steps of the scientific method were
followed in each case.
•
Students will be given descriptions of experiments and asked to identify the
independent and dependent variables, experimental group, control group, and
constant variables.
Supplements
•
“Using the Scientific Method: Growing Freshwater Plants in Saltwater.” Students
identify the parts of the scientific method and interpret data.
Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks,
Authentic Assessments, Etc.)
Performance Task: Conduct a scientific inquiry experiment, analyze the results, and
record the collected data.
Characteristics of Life Lab Part 2: Students identify whether various objects are alive,
dormant, dead, or nonliving and provide a rationale based on their understanding of the
characteristics common to all living organisms.
List of Applicable NJCCCS and Strands/CPIs Covered in This Unit
5.1.12.A.1-4
5.1.12.B.1-2
6
5.1.12.C.1
5.3.12.D.1
Suggested Learning Experiences and Instructional Activities
Anticipatory Sets
•
Heated Duco Cement in Petri Dish on Overhead Projector (Movement)
In-Class Activities
•
Characteristics of Life Lab Part 1 – Examples of Life are used to formulate the
Characteristics of Life
- Version 1 only Living Things are Examined
- Version 2 Living versus Nonliving Things are Examined
Technology
•
Scientific Method, Hypothesis Testing, and Simulating Photosynthesis
Experiments (http://biology.clc.uc.edu/courses/bio104/sci_meth.htm)
7
Unit 2: Chemical Basis of Life (6 Days)
Why Is this Unit Important?
Biochemistry underpins and explains the essential processes carried out by living
things. Students will greatly benefit from a clear understanding of basic chemistry
concepts when studying cell structure and function, bioenergetics, genetics, and
evolution. Students will also be able to apply this unit to their everyday lives by gaining
fundamental knowledge of carbohydrates, lipids, proteins, and nucleic acids. They will
perform activities that will help them further grasp these concepts and that will allow
them to relate this information directly to their own function as a human being. The big
ideas within this unit are:
•
•
•
•
Matter is composed of tiny particles called atoms.
Chemical reactions allow living things to grow, develop, reproduce, and adapt.
The properties of water make it well suited to help maintain homeostasis in an
organism.
Organisms are made up of carbon-based molecules.
Enduring Understandings
1.
2.
3.
4.
Students will understand unity in diversity – all atoms are composed of the same
fundamental building blocks.
Students will understand unity in diversity – all living things are composed of the
same chemical building blocks.
Students will understand that structure and function are often related – a
molecule’s atomic configuration determines its chemical and physical properties,
including its shape (e.g., glucose vs. starch, saturated/unsaturated fats, protein
structure/function).
Students will understand that the building blocks of life form more complex
structures in recognizable patterns.
Essential Questions
1.
2.
3.
4.
5.
If all atoms are composed of the same fundamental building blocks, how is it that
different atoms can behave chemically in vastly different ways?
If all organisms are composed of the same fundamental building blocks, how can
there be such great diversity among living things?
Can life on Earth exist without water? Why or why not?
To get the building blocks (monomers) needed for making macromolecules
(polymers), we must eat other organisms. To get these building blocks, does it
matter if we eat just other animals, just plants, or both animals and plants?
Among the macromolecules (carbohydrates, lipids, and proteins), why is it that
proteins exhibit the greatest structural diversity? What is the purpose of this
diversity?
8
Acquired Knowledge
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Identify the different types of bonds and their properties (covalent, ionic,
hydrogen).
Differentiate between physical and chemical changes in matter.
Relate conservation of matter to chemical equations.
Identify the unique properties of water as they relate to its polarity (cohesion,
adhesion, solubility).
Relate the properties of water to their importance in biological systems.
Understand the pH scale and its impact on living things.
Identify the four major classes of organic biomolecules (carbohydrates, lipids,
proteins, nucleic acids) and their functions.
Understand how enzymes aid in speeding chemical reactions.
Name the monomers and polymers of each class of organic biomolecule and
identify sources of each in plants and animals.
Explain how dehydration synthesis and hydrolysis reactions are chemical
processes that build and break down biomolecules.
Acquired Skills
1.
2.
3.
4.
5.
6.
7.
Predict how many covalent bonds carbon forms.
Explain solubility, surface tension, and capillarity based on water’s polarity and
hydrogen bonding between water molecules.
Differentiate between atoms and molecules.
Predict that when covalent bonds are made energy is stored and when broken
energy is released.
Balance a chemical equation.
Relate structure of organic compound to function.
Explain the effects of a change in pH or temperature on the structure/function of
selected organic compounds (e.g. proteins, enzymes, nucleic acids).
Differentiation
Enrichments
•
Reagent Testing: Students will use chemical reagents to test for the presence of
simple sugars, starch, lipids, and proteins in various food substances. Using the
results of these tests, they will then identify the components of an unknown
substance.
Supplements
•
“Liver and Potatoes Make Bubbles”: Qualitative enzymatic activity lab using
hydrogen peroxide, raw potato/liver, and boiled potato/liver.
9
Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks,
Authentic Assessments, Etc.)
Interpreting graphics – effects of temperature on enzymatic activity (test questions)
List of Applicable NJCCCS and Strands/CPIs Covered in This Unit
5.1.12.C.1
5.3.12.A.1-3, 5
5.3.12.D.1-2
Suggested Learning Experiences and Instructional Activities
Anticipatory Sets
•
Matching Exercise to Introduce the 4 Macromolecules with Their Function
(example: DNA Model with Blueprint)
In-Class Activities
•
Enzyme Reactivity Lab
•
Macromolecule Expert Jigsaw Activity
Technology
•
•
Enzyme tutorial (http://www.lew-port.com/10712041113402793/lib/
10712041113402793/Animations/Enzyme_activity.html)
HHMI’s BioInteractive videos on Molecular Structure of Fat and How the Body
Uses Fat (http://www.hhmi.org/biointeractive/click/index.html)
10
Unit 3: Evolution (8 Days)
Why Is this Unit Important?
This unit will establish the idea of evolution in life as the underlying theme of all areas of
study in biology. Evolution is like a thread, running through the fabric of biological
inquiries, and uniting seemingly diverse topics, such as molecular biology, genetics,
structure and function in living things, ecology, and cellular biology, to name just a few.
The big ideas embedded in this unit are:
•
•
•
Life on planet earth has, over geologic time, changed, or evolved, from relatively
simple early beginnings, to the complex diversity observed in nature today.
Life continues to evolve.
The generally accepted mechanism of evolution is that which was first spelled
out in the 19th century by Charles Darwin: evolution by means of natural
selection.
Enduring Understandings
1.
2.
3.
4.
5.
6.
7.
8.
Students will understand that evolutionary views of life were generally not
accepted before Darwin’s lifetime.
Students will understand that Darwin, over many years, and through much
research and careful observation of nature, was able to write a comprehensive
description of how evolution occurs, by means of natural selection, in his book
Origin of Species.
Students will appreciate the impact of the publishing of Origin of Species on the
way that human beings think of themselves, and their place in nature.
Students will comprehend the mechanism of “natural selection”.
Students will identify sources of diversity within populations.
Students will investigate the various evidences of evolution found in many
branches of biological study.
Students compare and contrast gradualism and punctuated equilibrium as
possible paradigms of evolution.
Students will compare and contrast convergent and divergent evolutionary
patterns.
Essential Questions
1.
2.
3.
4.
5.
How is the vast amount of diversity of life explained?
How does science support the concept of evolution having occurred among living
things?
How is the concept of evolution evidenced in the many areas of biological study?
What is microevolution, and how does it compare to macroevolution?
Theodore Dobzhansky said, “Nothing in biology makes sense except in the light
of evolution.” What does this mean?
11
Acquired Knowledge
1.
2.
3.
4.
5.
6.
Life as we observe it is the result of hundreds of millions of years of evolution.
Much evidence exists to support the idea of evolution among living things.
Life continues to evolve today and likely into the future.
Understand the difference between Lamarck’s and Darwin’s theories of evolution.
Identify how variation and adaptation to the environment play key roles in natural
selection.
Explain the parallel nature of Darwin’s theory and Mendel’s laws.
Acquired Skills
1.
2.
3.
4.
Interpret charts and tables representing accumulated data.
Understand the application of deductive and inductive reasoning styles to solving
of scientific problems.
Explain evolution as a unifying theme in biology.
Identify selection pressure and adaptation given an example (e.g. peppered
moth).
Differentiation
Enrichments
•
Whale Evolution Activity from BSCS – “Whale’s Tale”. Students determine the
ancestry of the whale using molecular and morphological data. Using DNA
sequences, pictures of molar teeth, and ankle bones, students construct a
cladogram showing whale ancestry and explain their reasoning. Step further:
students write a story explaining how the whale got its fins using their knowledge
of natural selection.
Supplements
•
Darwin’s Great Voyage of Discovery
(http://www.pbs.org/wgbh/evolution/educators/lessons/lesson2/act1.html)
o
Students read excerpts of Darwin’s travel journal and plot the course of the HMS
Beagle.
Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks,
Authentic Assessments, Etc.)
Natural Selection Simulation Lab (camouflage)
List of Applicable NJCCCS and Strands/CPIs Covered in This Unit
5.1.12.C.1-3
5.3.12.E.2-4
12
Suggested Learning Experiences and Instructional Activities
Anticipatory Sets
•
Define Evolution and list what you know about it.
In-Class Activities
•
Colored Moth Lab
•
Evidence for Evolution Video
•
Evidence for Evolution Stations Activity
Technology
•
Flashy Fish Lab
(http://www.pbs.org/wgbh/evolution/educators/lessons/lesson4/act2.html)
13
Unit 4: Taxonomy/Classification (5 Days)
Why Is this Unit Important?
Global biodiversity is being lost at an unprecedented rate as a result of human activities,
and decisions must be taken now to combat this trend. But how do decision-makers
decide where to establish protected areas if they don't know what is being protected?
How can regulators identify and combat harmful invasive species if they cannot
distinguish them from native species? Taxonomy provides basic understanding about
the components of biodiversity which is necessary for effective decision-making about
conservation and sustainable use. In a more everyday sense, taxonomy also provides
the basic answer to the question, “What creature is this?” This unit will explore the
relatedness of all organisms, the binomial nomenclature system, and the tools we use
to identify and distinguish amongst species. It will further determine the major
differences between the three domains and the six kingdoms. The big ideas embedded
in this unit are:
•
•
Linnaeus’ binomial nomenclature system provides scientists with a universal
language for identifying and classifying species.
Organisms are classified using hierarchical levels based on their evolutionary
relationships.
Enduring Understandings
1.
2.
The natural world is complex and the complexity and fundamental units change
in extended hierarchies of organization.
Understanding interactions and relatedness between organisms.
Essential Questions
1.
2.
3.
What is that creature? How do we know?
What’s in a name?
How should we classify the things around us?
Acquired Knowledge
1.
2.
3.
Understand the importance of Linnaeus’ contribution in classification and
binomial nomenclature.
Identify the levels in the modern hierarchy of taxonomy (DKPCOFGS) (3
domains, 5-7 kingdoms).
Explain how molecular biology is used to determine hierarchies (gene and
protein sequences).
14
Acquired Skills
1.
2.
3.
4.
Use a dichotomous key.
Construct a dichotomous key.
Analyze a cladogram.
Relate an organism’s scientific name to its classification.
Differentiation
Enrichments
•
Construct a cladogram using gene sequence data.
Supplements
•
Alien Taxonomy – Using a dichotomous key to identify alien organisms based on
morphology
Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks,
Authentic Assessments, Etc.)
Taxonomy Project (classification, binomial nomenclature, dichotomous key, food web)
List of Applicable NJCCCS and Strands/CPIs Covered in This Unit
5.1.12.C.1
5.3.12.E.2
5.3.12.E.3
Suggested Learning Experiences and Instructional Activities
Anticipatory Sets
•
“Guess the Classification” Game – students call out organisms and teacher
writes them in columns representing the kingdoms and/or phyla. Game continues
until students can determine the criteria used for classification.
In-Class Activities
•
Create a classification scheme for a collection of classroom objects
•
Use a dichotomous key to identify selected organisms
•
Construct a dichotomous key that can be used to identify common objects
•
Given an assemblage of organisms use physical traits of such organisms to
determine the degree to which they should be classified together
Technology
•
PBS “All in the Family” Cladogram activity
(http://www.pbs.org/wgbh/evolution/change/family/)
15
•
•
Tutorial on dichotomous keys
(http://www.biologyjunction.com/dichotomous_keying.htm)
Glencoe’s Section Launcher movie “Classify This”
(http://www.glencoe.com/sec/science/biology/bio2000/biomovies/e20_1int.html)
16
Unit 5: Cell Theory/Cellular Transport (8 Days)
Why is this Unit Important
This unit will explore how the invention of microscopes led to the discovery of cells and
describe how the plasma membrane helps to maintain a cell’s homeostasis. It will
determine the difference between a prokaryotic cell and a eukaryotic cell and explain
how cellular transport moves substances into and out of the cell. The big ideas
embedded in this unit are:
•
•
•
Prokaryotic and eukaryotic cells differ in structure.
Plant and animal cells differ in organelles.
The cell membrane regulates movement of substances into and out of the cell
and allows diffusion of materials to maintain homeostasis.
Enduring Understandings
1.
2.
3.
4.
5.
6.
7.
8.
Students will summarize the principles of the cell theory.
Students will differentiate between a prokaryotic cell and a eukaryotic cell.
Students will compare and contrast structures of plant and animal cells.
Students will identify the structure and function of the parts of the prokaryotic cell
and a eukaryotic cell.
Students will describe how a cell’s plasma membrane functions.
Students will identify the roles of proteins, carbohydrates, and cholesterol in the
plasma membrane.
Students will explain the processes of diffusion, facilitated diffusion, and active
transport.
Students will predict the effect of a hypotonic, hypertonic, or isotonic solution on
a cell.
Essential Questions
1.
2.
3.
4.
5.
How do cell structures differ among living things?
How is the cell structure related to the cell’s functions?
How is the cell membrane organized?
How does the cell membrane control movement of substances into and out of the
cell?
How does a cell reestablish homeostasis when its environment changes?
Acquired Knowledge
1.
2.
3.
The invention of the microscope led to the discovery of cells.
The plasma membrane helps to maintain a cell’s homeostasis.
Eukaryotic cells contain organelles that allow the specialization and the
separation of functions within the cell.
17
4.
5.
Cellular transport moves substances within the cell and moves substances into
and out of the cell.
Identify the components of the cell theory.
Acquired Skills
1.
2.
3.
4.
Draw and create a diagram/model of the plant cell and animal cell and label the
structural parts and organelles for each.
Create diagrams of the cell membrane.
Differentiate the key concepts of cellular transport, osmosis, and active transport.
Relate the surface area/ volume ratio to limits of the cell size.
Differentiation
Enrichments
•
Discussion of endosymbiosis; similarities between prokaryotes, mitochondria,
and chloroplasts.
•
Characteristics of the proto-cell.
•
Observing plasmolysis in Elodea or red onion
Supplements
•
“Cell City” project: Students will create a “city” (or other similar analogy) that
shows the parallel between the organelles in a cell and the components of a city
in both structure and function. Their analogy must also account for the transport
of substances into and out of the cell.
Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks,
Authentic Assessments, Etc.)
Quiz questions: labeling plant/animal cells, differences between prokaryotic and
eukaryotic cells
Diffusion and osmosis lab (e.g., egg lab, dialysis tubing)
List of Applicable NJCCCS and Strands/CPIs Covered in This Unit
5.1.12.A.1
5.1.12.B.1, 3
5.1.12.C.1, 3
5.1.12.D.1-2
5.3.12.A.1, 3, 6
Suggested Learning Experiences and Instructional Activities
Anticipatory Sets
•
Dialysis Tubing, Phenolphthalein, and Ammonium Hydroxide Demonstration
18
In-Class Activities
•
Comparison of Types of Cells Microscope Lab
Technology
•
•
•
Cells Alive (http://www.cellsalive.com)
Animations of cell functions (http://www.johnkyrk.com)
The Biology Project: Cell Biology
http://www.biology.arizona.edu/CELL_BIO/cell_bio.html
19
Unit 6: Cellular Reproduction (6 Days)
Why Is this Unit Important?
The only way an organism can grow or heal itself is by cellular reproduction. The timing
and rate of cell reproduction are important to the health of an organism. Although the
cell cycle has a system of quality control checkpoints, it is a complex process that
sometimes fails. When cells do not respond to the normal cell cycle control
mechanisms, cancer can result.
However, not all cells can be produced via mitosis and cytokinesis. In order to maintain
the same chromosome number from generation to generation, sexually reproducing
organisms must produce gametes that have half the number of chromosomes of a
normal (somatic) cell. Meiosis also explains the basis of the genetic variation that lies at
the heart of Darwin’s theory of natural selection and enables the long-term survival of
species. The big ideas within this unit are:
•
•
•
•
Cells grow until they reach their size limit, then they either stop growing or divide.
Eukaryotic cells reproduce by mitosis, the process of nuclear division, and
cytokinesis, the process of cytoplasm division.
Reproductive cells, which pass on genetic traits from the parents to the child, are
produced by the process of meiosis.
Genetic variation commonly results from events during meiosis.
Enduring Understandings
1.
2.
Students will understand that the continuity of life is dependent on the process of
reproduction.
Students will understand that meiosis is the process that ensures genetic
diversity and continuity while mitosis works to maintain genetic consistency and
continuity.
Essential Questions
1.
2.
To what extent is genetic consistency from generation to generation important?
To what extent is genetic diversity from generation to generation important?
Acquired Knowledge
1.
2.
3.
Complex interactions among the different kinds of molecules in the cell cause
distinct cycles of activities such as growth and division.
Mitosis is a process by which cells make identical copies of themselves. It is a
part of asexual reproduction.
Meiosis is a process by which cells halve their genetic material and is a part of
sexual reproduction.
20
4.
5.
6.
7.
Variation is introduced in meiosis through the process of crossing over and
independent assortment of chromosomes.
Chromosomal abnormalities result from non-disjunction of chromosomes during
cell division.
Explain the connection between the control of the cell cycle and cancer.
Stem cells have the ability to differentiate into many different types of cells and
therefore hold promise as potential treatments for disease.
Acquired Skills
1.
2.
3.
4.
5.
Use the compound microscope to identify the stages of mitosis (onion root tip).
Compare and contrast sexual and asexual reproduction.
Differentiate between chromosomes and chromatids.
Explain the impact of meiotic processes on genetic variability.
Explain why meiosis must precede fertilization.
Differentiation
Enrichments
•
Some organisms (e.g. bacteria, ferns, mosses) reproduce both sexually and
asexually. How is this possible and under what circumstances do they reproduce
via each method? What evolutionary advantage is there to being able to
reproduce by both methods? Why has this adaptation evolved?
•
In-depth discussions of cancer
•
Ethics of stem cell research debate
Supplements
•
Modeling Mitosis and Meiosis (e.g., paper cutouts, yarn, sockosomes)
•
Ethics of stem cell research debate (research materials provided)
Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks,
Authentic Assessments, Etc.)
Mitosis/Meiosis modeling lab
List of Applicable NJCCCS and Strands/CPIs Covered in This Unit
5.1.12.B.1, 2
5.3.12.A.4-6
21
Suggested Learning Experiences and Instructional Activities
Anticipatory Sets
•
Pre-assess the student’s knowledge of cancer – what is it, what causes it,
cellular and organism effects
•
Reasons for cell division – surface area to volume ratio demos (nesting boxes)
In-Class Activities
•
Mitosis Dance Activity
•
Mitosis and Meiosis Microviewers
Technology
•
Online Onion Root Tips
(http://www.biology.arizona.edu/cell_bio/activities/cell_cycle/cell_cycle.html)
•
Control of the Cell Cycle Game
(http://nobelprize.org/educational_games/medicine/2001/index.html)
•
Animations of mitosis and meiosis
http://www.cellsalive.com/mitosis.htm
o
o
http://www.cellsalive.com/meiosis.htm
o
http://www.pbs.org/wgbh/nova/baby/divi_flash.html
22
Unit 7: Genetics (10 Days)
Why Is this Unit Important?
Darwin had a fundamental problem with his theory of evolution by means of natural
selection. On the one hand, in order for it to work, there had to be variation in offspring.
On the other hand, those variations which were environmentally favorable, must be able
to be passed on to succeeding generations, in order to effect changes in populations.
What, then, is the precise mechanism of inheritance that can yield both variation and
continuity of traits in offspring?
Aside from the evolutionary issues, perhaps more identifiable, practical questions would
be those such as, how can two short parents have children noticeably taller than they
are?; how can two black dogs have puppies that are golden?; why is it that some traits
seem to “skip” generations, in a patterned way?
Modern genetics is an area of biology that answers many of these queries.
The big ideas within this unit are:
•
•
•
•
Inheritance involves “particulate” units; it is not a “blending” type of process.
The relationship between physical traits and the genetics that have resulted in
them is rarely simple: there are numerous patterns of genetic inheritance.
The physical appearance and chemistry of an organism is not solely dependent
upon the genes it has received; environment plays a large role in an individual’s
size, structure, and overall fitness.
Genes, when reproduction is occurring, are organized into packets called
chromosomes. An understanding of chromosomal inheritance is essential to
gaining a thorough knowledge of hereditary patterns.
Enduring Understandings
1.
2.
3.
Students will understand that patterns can be used to predict the inheritance of a
characteristic or trait.
Students will understand that sometimes real outcomes contradict probabilitybased predictions.
Students will understand the basic principles of heredity, as discovered and
delineated by Gregor Mendel.
Essential Questions
1.
2.
3.
What is a gene?
How are maternal and paternal genes inherited?
How does meiosis explain observed inheritance patterns?
23
4.
5.
How can mutations be good?
Can our knowledge of genetics predict human disorders?
Acquired Knowledge
1.
2.
3.
4.
5.
6.
7.
8.
9.
Inheritance is best explained using a particulate model.
Probability of offspring types can be calculated mathematically according to
Mendel’s laws.
Variation is produced during gamete production, through meiosis (independent
assortment and crossing over).
Random mating adds to variation possibilities.
Numerous inheritance patterns have been identified, thus clarifying the apparent
mysteries of inheritance.
Exceptions to Mendel’s laws (codominance, incomplete dominance, sex linkage,
and multiple alleles).
Human genetics and the processes used to detect disorders (karyotypes and
pedigrees).
Environmental influences on traits seen in individuals.
Gene and chromosomal abnormalities, and their various effects.
Acquired Skills
1.
2.
3.
4.
Use Punnett squares to predict probable offspring ratios.
Use mathematical formulae to predict probable offspring ratios.
Follow the flow options in meiosis, to predict possible gamete types.
Interpret and analyze data from genetics experiments, pedigrees, and
karyotypes.
Differentiation
Enrichments
•
Polygenic inheritance
•
Epistasis
•
Mutagens
•
Debate: could two species of humans could arise, based on socioeconomic
differences?
Supplements
•
Practice genetic problems (mono-, dihybrid crosses)
Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks,
Authentic Assessments, Etc.)
Performance Assessment: “Who’s Your Daddy?” – matching parents and babies using
Punnett squares
24
List of Applicable NJCCCS and Strands/CPIs Covered in This Unit
5.1.12.C.2
5.1.12.D.1-3
5.3.12.D.3
5.3.12.E.1, 4
Suggested Learning Experiences and Instructional Activities
Anticipatory Sets
•
Phenotypic Trait Self Inventory
In-Class Activities
•
Dragon Genetics Lab
•
Probability Lab (Coin Tossing)
Technology
•
Monohybrid Cross Problem Set
(http://www.biology.arizona.edu/mendelian_genetics/problem_sets/monohybrid_c
ross/monohybrid_cross.html)
•
Who’s Your Daddy? (http://www.cccoe.net/genetics/daddyhome.html)
•
Using Karyotypes to Predict Genetic Disorders
(http://learn.genetics.utah.edu/content/begin/traits/predictdisorder/index.html)
25
Unit 8: DNA, Protein Synthesis and Biotechnology (15 Days)
Why Is this Unit Important?
This unit will serve to develop an understanding of DNA and its relevance in all
biological processes. The big ideas embedded through this unit are:
•
•
•
•
The discovery that DNA is the genetic code involved many experiments.
DNA replicates by making a strand that is complementary to each original
strand.
DNA codes for RNA, which guides protein synthesis.
Gene expression is regulated by the cell and mutations can affect this
expression.
Enduring Understandings
1.
2.
3.
4.
Students will understand that DNA molecules code for proteins that determine
genetic traits.
Students will understand that the structures of DNA and RNA are related to their
functions in storing and expressing genetic information.
Students will understand that the genetic code is universal to all living things.
Students will understand that changes in the genetic code provide the raw
material for evolution.
Essential Questions
1.
2.
3.
4.
5.
6.
7.
What is the relationship among DNA, proteins, and traits?
How does the chemical structure of nucleic acids relate to their function?
If all living things have the same genetic code, how can there be such a great
variety of species?
If all the cells in the human body contain the same genetic information, how do
different tissues arise?
How can a change in the genetic code have a benign effect, a deleterious effect,
or no effect at all?
To what extent can DNA analysis be used to determine relatedness among
individuals and to help solve crimes?
Just because we can, does it mean that we should?
Acquired Knowledge
1.
2.
Describe nucleic acids.
Explain the contribution and impact of the following scientists on our
understanding of the structure and function of DNA:
o
Griffith’s “transforming substance”
o
Hershey and Chase
26
3.
4.
5.
6.
7.
8.
9.
10.
o
Chargaff
o
Franklin and Wilkins
o
Watson and Crick
Show how the sequence of bases directs protein formation.
Distinguish among the roles of DNA, mRNA, tRNA, and rRNA in protein
synthesis.
Explain how proteins control traits.
Explain how the ribosome is involved in protein synthesis.
Changes in the DNA sequence (such as inserting, deleting, or substituting DNA
nucleotides) are called mutations and can be passed on to subsequent
generations.
The experiences an organism has during its lifetime can affect its offspring only if
the genes in the sex cells are changed by the experience.
Advances in biotechnology, such as genetic engineering, have had significant
impact in the areas of health and medicine.
Advances in biotechnology force us to make ethical choices that weigh the
benefits against the risks.
Acquired Skills
1.
2.
3.
4.
Create and/or interpret graphics.
Use models and computer simulations to extend his/her understanding of DNA
replication, transcription and translation.
Interpret chart of the genetic code. Predict the effects of selected mutations on
protein synthesis.
Explain the relationship between DNA replication, mitosis, and the cell cycle.
Differentiation
Enrichments
•
Genetic engineering – cloning, PCR, plasmids, sequencing
•
Gel electrophoresis lab
•
Bacterial transformation lab
Supplements
•
“The Killer’s Trail” – Students assemble a DNA fingerprint online and use it to
identify the culprit in a hypothetical crime
(http://www.pbs.org/wgbh/nova/sheppard/labwave.html)
•
Design a GMO
Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks,
Authentic Assessments, Etc.)
Performance Task: Using the beta-globin gene, students will transcribe and translate
the gene into the amino acid sequence for normal and sickle beta-globin. Students will
27
then analyze the effects of various mutations to the sequence (e.g., silent mutation,
missense, nonsense).
List of Applicable NJCCCS and Strands/CPIs Covered in This Unit
5.3.12.D.1-3
5.3.12.E.1
Suggested Learning Experiences and Instructional Activities
Anticipatory Sets
•
DNA Extraction Demo/Lab (wheat germ, onion, strawberries)
•
Comparison of extracted DNA to a model then to the amount of information found
in a phone book
•
Read Watson and Crick’s paper on DNA structure – What ideas can you infer
about replication?
•
Introduction to Transcription – students listen to a recorded speech or book
passage read aloud and try to write what they hear
In-Class Activities
•
DNA Model Projects
•
Race for the Double Helix Video (Jeff Goldblum)
Technology
•
•
•
•
•
Blackett Family DNA Profiling Activity
(http://www.biology.arizona.edu/human_bio/activities/blackett/children.html)
Video clips from Jurassic Park, Gattaca, etc.
Gel Electrophoresis Virtual lab (http://learn.genetics.utah.edu/content/labs/gel/)
Access GenBank databases to study human gene DNA sequences
Use Internet to research DNA mutations and common genetic diseases
28
Unit 9: Bioenergetics (10 Days)
Why Is this Unit Important?
One of the very fundamental understandings that scientists have about the universe is
that it has an ongoing tendency toward disorder and randomness. A quantity called
entropy is used as a measure of this disorder, and the place of entropy in the universe
is described in the 2nd law of thermodynamics: All energy transfers result in the loss
of usable energy and an increase in total entropy.
How then is the complexity seen in living organisms and systems on planet earth
reconciled with the 2nd Law? This would be the overarching question or theme of a unit
on biological energetics.
Big ideas within this unit are:
•
•
•
•
•
•
•
•
•
•
•
Organisms transform energy.
The energy transformations in organisms are subject to two laws of
thermodynamics:
The 1st Law states that energy cannot be created or destroyed.
The 2nd Law states that in every energy transformation, there is an increase in
the total entropy of the universe.
Planet earth is an “open” system, in which energy is transformed and used to
build complexity. It represents an “island” of complexity, in a “sea” of entropy.
Earth systems can result in complexity at the expense of entropy elsewhere in
the universe. In other words, the source of energy for the earth, the sun, is
consistently becoming more disordered, and the energy utilized in living systems
on earth will ultimately be degraded to heat.
Metabolism is the sum of all chemical reactions in a cell. Some metabolic
reactions build complexity and require energy (anabolic/endergonic), while other
reactions breakdown matter, and release energy (catabolic/exergonic).
Some organisms are autotrophic, and can make their own food, while others are
heterotrophic, and must ingest their food from sources outside of themselves.
The energy “currency” of all life forms on earth is a molecule called adenosine
triphosphate (ATP).
Photosynthesis is the energy-trapping process carried out primarily by green
plants, in which light energy from the sun is transformed into chemical energy of
food.
Cellular Respiration is an energy-releasing process in which food energy is
transformed into ATP, and thereby made available for use by living things.
29
Enduring Understandings
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Students will understand that energy is the ability to do work.
Students will understand that energy can take many different forms, but cannot
be created or destroyed.
Students will understand that the sun is the ultimate source of most energy used
by life on earth.
Students will understand that the basic molecule of energy used throughout the
living world is ATP.
Students will understand that photosynthetic organisms can convert light energy
to chemical energy, and therefore are the basis for energy capture in most living
systems on earth.
Students will understand that energy capture in photosynthesis is accomplished
by the formation of complex carbon compounds, in which energy is stored.
Students will understand the structure and functioning of the chloroplast.
Students will understand that complex biological molecules resulting from
photosynthesis can be broken down again, gradually, in cellular respiration, and
can thereby provide the energy necessary for the formation of ATP.
Students will understand the difference between aerobic and anaerobic
respiration.
Students will understand the structure and functioning of the mitochondrion.
Students will understand the difference between endergonic and exergonic
reactions, and how ATP bridges the gap between the two, in living systems.
Students will understand the crucial role of enzymes in all metabolic processes.
Essential Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
What is energy?
Do plants “breathe”?
Can life exist without the sun?
How can energy be transformed?
How does ATP, in both photosynthesis and cellular respiration, link energyreleasing reactions to energy-requiring reactions?
What is metabolism?
What happens in the chloroplast to change light energy into chemical energy?
What happens in glycolysis and in the mitochondrion, to produce ATP?
How do enzymes allow metabolic reactions to occur at relatively low
temperatures, yet at relatively fast rates?
Acquired Knowledge
1.
2.
3.
4.
Energy is the ability to do work.
Energy can be transformed but cannot be created or destroyed.
In an open system such as planet earth, complexity can arise, at the expense of
entropy somewhere else in the universe.
ATP supplies just the right amount of energy for most metabolic activities.
30
5.
6.
7.
8.
Enzyme action enables metabolic activities to occur at relatively low
temperatures.
Photosynthesis, making use of the molecule chlorophyll and the organelle
chloroplast, is the process in which light energy is transformed into chemical
energy.
Chemical energy can be used to power living systems.
Chemical energy stored in the process of photosynthesis can be released at just
the right rate, and captured in ATP, during the process known as cellular
respiration.
Acquired Skills
1.
2.
3.
4.
5.
6.
7.
8.
List the various forms in which energy might be found.
Diagram the photosynthesis-cellular respiration cycle, including CO2, H2O, O2,
and glucose.
Diagram the ATP-ADP cycle, including the terms “exergonic” and “endergonic”,
and “inorganic phosphate”.
Label the parts of a leaf.
Label the parts of a chloroplast.
Label the parts of a mitochondrion.
Interpret an absorption spectrum graph of various plant pigments.
Relate plant structure to process of photosynthesis.
Differentiation
Enrichments
•
Understandings
o
Students will understand that the universe is tending toward disorder and
degradation of energy into its most useless form, heat.
o
Students will understand that planet earth is an “open” system regarding
energy, and does exist within the framework of thermodynamic laws.
o
Students will understand how life can exist without violating the 2nd Law of
Thermodynamics.
•
Activities
o
Photosynthesis Inquiry Lab: students design and perform an experiment to
test effect of a variable (e.g., light wavelength, light intensity, temperature)
on the rate of photosynthesis
Supplements
•
Pigment chromatography lab
Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks,
Authentic Assessments, Etc.)
Performance Assessment / Transfer Task – “Photosynthesis and Cellular Respiration:
Do They Really Need Each Other?” Students will design a controlled experiment to
31
prove the relationship between a plant and an animal. Students will be given a few lab
materials (bromothymol blue, Elodea, aquatic snail, lamp, water, glass jars with lids).
Students will be asked to demonstrate their knowledge of photosynthesis and cellular
respiration as well as their understanding of controlled experiments.
List of Applicable NJCCCS and Strands/CPIs Covered in This Unit
5.1.12.D.1-3
5.3.12.A.2
5.3.12.B.1-6
Suggested Learning Experiences and Instructional Activities
Anticipatory Sets
•
Cell Respiration (Anaerobic – Lactic Acid build up) Demonstration – student
performing a wall sit and then explaining why their legs burn
In-Class Activities
•
Burn the Peanut Lab
•
Food Label Activity
Technology
•
•
•
NOVA’s Illuminating Photosynthesis activity
(http://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html#) and
supplementary worksheet (http://www.nclark.net/photosynthesis_webquest.doc)
Detailed photosynthesis animation
(http://www.web.virginia.edu/gg_demo/movies/figure18_12b.html)
Aerobic vs. Anaerobic cellular respiration animations
(http://www.sp.uconn.edu/~terry/Common/respiration.html)
32
Unit 10: Ecology (12 Days)
Why Is this Unit Important?
This unit will provide an understanding of the importance of maintaining a healthy
biosphere as well as methods to accomplish this. The big ideas embedded through this
unit are:
•
•
•
•
Energy is required to cycle materials through living and nonliving systems.
Limiting factors and ranges of tolerance are factors that determine where
ecosystems exist.
Population growth is a critical factor in a species’ ability to maintain homeostasis
within its environment.
Community and ecosystem homeostasis depend on a complex set of interactions
among biologically diverse individuals.
Enduring Understandings
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Students will understand that biotic and abiotic factors interact in complex ways
in communities and ecosystems
Students will understand that autotrophs capture energy, making it available for
all members of a food web.
Students will understand that essential nutrients are cycled through
biogeochemical processes.
Students will understand that all living organisms are limited by factors in the
environment.
Students will understand that populations of species are described by density,
spatial distribution and growth rate.
Students will understand that population growth changes over time.
Students will understand that biodiversity maintains a healthy biosphere and
provides direct and indirect value to humans.
Students will understand that some human activities reduce biodiversity in
ecosystems, and current evidence suggests that reduced biodiversity might have
serious long term effects on the biosphere.
Students will understand that people are using many approaches to slow the rate
of extinction and to preserve biodiversity.
Students will understand that in all ecosystems, there is continuity of life. When
one organism dies, it opens up space for more life to flourish.
Students will understand that all living things are linked directly or indirectly with
each other in any given ecosystem.
Essential Questions
1.
2.
What is an ecosystem?
How do ecosystems change over time?
33
3.
4.
5.
6.
How do matter and energy move through the biosphere?
What relationships exist between living things?
Can human activities affect the environment? How so?
Why do some biomes never reach the climax community?
Acquired Knowledge
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
12.
13.
14.
Explain the differences between abiotic and biotic factors.
Describe the levels of biological organization.
Differentiate between an organism’s habitat and its niche.
Describe the flow of energy through an ecosystem.
Identify the ultimate energy source for photosynthetic producers.
Describe food chains, food webs, and pyramid models.
Describe how nutrients move through the biotic and abiotic parts of an
ecosystem.
Explain the importance of nutrients to living organisms.
Compare the biogeochemical cycles of nutrients.
Recognize how unfavorable abiotic and biotic factors affect a species.
Describe how ranges of tolerance affect the distribution of organisms.
Sequence the stages of primary and secondary succession.
Describe the characteristics of populations.
Understand the concepts of carrying capacity and limiting factors.
Describe the ways in which populations are distributed.
Explain the trends in human population growth.
Predict the consequences of continued population growth.
Explain the importance of biodiversity and describe factors that threaten
biodiversity.
Describe how the decline of a single species can affect an entire ecosystem.
Identify methods used to conserve/preserve biodiversity.
Acquired Skills
1.
2.
3.
4.
5.
6.
Analyze pyramids.
Use graphs and displays to support arguments and claims in both written and
oral communication.
Predict the consequences of removing a species from a food web.
Determine the symbiotic relationships that exist in different ecosystems.
Explain the relationship between limiting factors and population growth.
Explain cyclic nature of matter versus linear flow of energy through an
ecosystem.
Differentiation
Enrichments
•
“Exploring the Life and Ecology of Mono Lake” – students construct a field guide
that includes researched descriptions of local wildlife and geography as well as a
34
food web illustrating the transfer of energy in the Mono Lake ecosystem.
(http://serc.carleton.edu/microbelife/k12/alkaline/WQprocess.html)
Supplements
•
“Webquest: Create Life” – students design imaginary organisms, giving them
names, niches, and existence to show the relationships that are evident in all
ecosystems (food webs, ecological pyramids). Their ecosystem will then undergo
an environmental disturbance of the students’ choosing. Students will ultimately
create an Environmental Impact Report (EIR) describing the expected effects of
the disturbance and their recommendations for preventing or limiting the effects
of future disturbances.
(http://www.cantonma.org/myweb/schmidte/WebQuestEco/Home.html)
Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks,
Authentic Assessments, Etc.)
Performance Assessment / Transfer Task – Create a food web for a chosen biome
(minimum 10 species – at least 3 autotrophs, 2 primary consumers, 1 secondary
consumer, 1 decomposer). What would happen to the other members of the food web if
one species became extinct?
List of Applicable NJCCCS and Strands/CPIs Covered in This Unit
5.1.12.B.4
5.1.12.C.1-2
5.3.12.C.1-2
Suggested Learning Experiences and Instructional Activities
Anticipatory Sets
•
Food Web Party - “ So this lion and this antelope go to a party…”
•
Planet Earth movie clips – discussion on mutualism
•
Trials of Life video clips – discussion on symbiosis
In-Class Activities
•
Deer: Predation or Starvation
(http://www.biologycorner.com/worksheets/deer_predation.html)
•
Night Creatures of the Kalahari
(http://www.pbs.org/wgbh/nova/teachers/activities/2501_kalahari.html)
Technology
•
Virtual Owl Pellet Dissections (http://www.kidwings.com/owlpellets/index2.htm)
35
•
Online Food Webs
(http://teacher.scholastic.com/activities/explorer/ecosystems/be_an_explorer/ma
p/line_experiment14.swf)