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Course Title: Introductory Biology
Subject: Science
Grade Level: 10 and 11
Duration: 1 year
Prerequisite: Physical Science and teacher recommendation
Elective or Required: Required
Department Mission Statement:
The Glen Ridge Public School’s science curriculum seeks to inspire scientific literate
citizens who will be able to complete in the technologically driven global community.
Our program fosters a spirit of intellectual curiosity and collaborative problem solving
that is innovative, hands-on, inquiry based and developmentally appropriate. This is
done through the study of Life, Physical, Earth & Space, and Engineering Sciences.
Our students will use scientific methodology to evaluate and critique global issues.
Students will be challenged and encouraged to take risks and develop critical
scientific thinking skills.
Course Description:
The focus of the Introductory Biology curriculum is to provide a more in-depth study
of the basic principles of biology while developing emergent higher level thinking
skills. The introduction of new concepts will build upon previous scientific knowledge
(i.e. concepts learned in Life Science 7) to enhance student perspective of the world
in which they live as well as instill confidence and a desire to pursue scientific study.
The course begins with a review of the scientific method, measurements, laboratory
skills, tools, safety, characteristics of life and everyday applications of science.
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The course will then connect ecological science through the exploration of
organisms and their relationships, the flow of energy and cycling of matter in an
ecosystem, population dynamics and biodiversity. A connection to physical science
will be made through the study of chemistry: elements, compounds, water and
inorganic and organic molecules, such as proteins, lipids, carbohydrates and nucleic
acids. The cell, the basic unit of life for all organisms, is the starting point for the next
series of topics. Prokaryotic and eukaryotic cell structure and function; cell
processes such as photosynthesis and respiration, and microscopes will be
reintroduced and discussed in more detail. Through the genetics unit, chromosome
structure and function, cell growth, cell reproduction, genetic disorders and patterns
of trait inheritance by organisms will also be reintroduced and discussed in more
detail. These topics will lead into the introduction of new concepts such as
adaptations, natural selection and fossil evidence to describe how organisms have
evolved over time. A specific focus will be placed on Darwin’s Theory of Natural
Selection. The course will conclude with an overview of the major functions of the
muscular, nervous, circulatory, respiratory, digestive, immune and reproductive body
systems.
The Next Generation Science Standards and New Jersey Core Curriculum Content
standards will be met using a hands-on approach that encourages scientific inquiry
and teamwork. An emphasis on math will be achieved through graphing, working
with ratios and probability, using scientific notation and converting between SI and
English measurement systems. An emphasis on writing will be achieved through
writing lab reports, recording observations, using vocabulary, and answering
analysis questions. A special emphasis on investigation, problem-solving and critical
thinking skills will be achieved through completing projects, conducting research,
performing labs, using technology, analyzing the textbook and journal articles.
Required Text: Biggs, A., Hagins, W. C., Holliday, W. G., Kapicka, C. L., Lundgren,
L., MacKenzie, A. H., . . . Zike, D. (2012). Glencoe Science: Biology. Columbus,
OH. The McGraw-Hill Companies, Inc.
Author: Danielle M. Purciello
Date Submitted: Summer 2014
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Introductory Biology
Student Guide: The Study of Life (Chapter 1)
Approximate # Of Weeks: 2 weeks
Essential Questions:
Chapter 1: The Study of Life
Section 1: Introduction to Biology
 What is the goal of science?
 Why do we need science?
 What are the roles of scientists?
 What are the characteristics of all living things?
 What is the difference between a stimulus and a response?
 What characteristics define a living organism?
 How can life be studied at different levels?
Section 2: The Nature of Science
 What are the characteristics of scientific inquiry?
 How does technology like the microscope aid biologists learning about the
natural world?
 Why is scientific literacy important?
Section 3: Methods of Science
 How does one use the scientific method to solve a problem or answer a
question?
 What is a control?
 What are the standard/universal units of measurement in science?
 How do we collect, organize and report scientific data?
 What constitutes useful scientific evidence?
 How does scientific knowledge benefit, deepen, and broaden from
scientists sharing and debating ideas and information with peers?
 Why is safety important in a laboratory setting?
Upon completion of this unit students will be able to:
 Apply safety rules when working in the lab (NGSS: PS4.C; NJCCC:
5.1.12.A.1, 5.1.12.D.3)
 Assess the impact various types of scientists and their contributions have on
past and present society (NGSS: ESS3.C; NJCCC: 5.1.12.A.1, 5.1.12.A.3,
5.1.12.C.1-3, 5.1.12.D.1)
 Determine the benefits and limits of science and technology (NGSS: PS4.C;
NJCCC: 5.1.12.A.1-3, 5.1.12.C.1-3, 5.1.12.D.1-3)
 Apply the scientific method to solve a scientific problem (NGSS: PS4.C;
NJCCC: 5.1.12.B.1-4, 5.1.12.C.1-3, 5.1.12.D.1-3)
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Measure with scientific units (NGSS: PS4.C; NJCCC: 5.1.12.A.2-3,
5.1.12.B.1-4, 5.1.12.C.1-3, 5.1.12.D.1-3)
Record qualitative and quantitative data using appropriate instruments, units
and measurement skills in gathering each (NGSS: PS4.C; NJCCC:
5.1.12.A.2-3, 5.1.12.B.1-4, 5.1.12.C.1-3, 5.1.12.D.1-3)
Collect, organize, summarize and report scientific data (NGSS: PS4.C;
NJCCC: 5.1.12.A.2-3, 5.1.12.B.1-4, 5.1.12.C.1-3, 5.1.12.D.1-3)
Analyze scientific data in chart and graph form (NGSS: PS4.C; NJCCC:
5.1.12.A.2-3, 5.1.12.B.1-4, 5.1.12.C.1-3, 5.1.12.D.1-3)
Differentiate between useful and non-useful scientific evidence (NGSS:
PS4.C; NJCCC: 5.1.12.A.2-3, 5.1.12.B.1-4, 5.1.12.C.1-3, 5.1.12.D.1-3)
Reevaluate the characteristics of life (NGSS: PS4.C; NJCCC: 5.1.12.A.2-3,
5.1.12.B.1-4, 5.1.12.C.1-3, 5.1.12.D.1-3)
Demonstrate the difference between a stimulus and response (NGSS: PS4.C;
NJCCC: 5.1.12.A.2-3, 5.1.12.B.1-4, 5.1.12.C.1-3, 5.1.12.D.1-3)
Common Core Standards:
 CCSS.ELA.RST.3 Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical
tasks, attending to special cases or exceptions defined in the text.
 CCSS.ELA.RST.7 Translate quantitative or technical information expressed in
words in a text into visual form (e.g., a table or chart) and translate
information expressed visually or mathematically (e.g., in an equation) into
words.
 CCSS.ELA.WHST.7 Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under
investigation.
 CCSS.ELA.WHST.8 Gather relevant information from multiple authoritative
print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
 CCSS.ELA.RST.9 Compare and contrast findings presented in a text to those
from other sources (including their own experiments), noting when the
findings support or contradict previous explanations or accounts.
 CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to solve realworld and mathematical problems, e.g., by reasoning about tables of
equivalent ratios, tape diagrams, double number line diagrams, or equations.
Interdisciplinary Standards (njcccs.org)
 Standard 8.1 – Computer and Information Literacy
All students will use computer applications to gather and organize information
and to solve problems.
 Standard 8.2 – Technology Education
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All students will develop an understanding of the nature and impact of
technology, engineering, technological design, and the designed world as
they relate to the individual, society, and the environment.
Activities – include 21st Century Technologies:
 Read, outline and answer related text questions
 Take notes using guided note sheet
 Take notes from PowerPoint lectures
 Complete book worksheets
 Watch videos
 Complete article summaries and analyses
 Successfully complete assessments: quizzes and tests
 Successfully complete labs and activities
 Successfully complete in-class worksheets
 Debate the advancements of biotechnology
 Listen and watch They Might Be Giants: Science is Real music video
 Perform the lab “Dancing Raisins” to work with the scientific method
 Have a paper airplane competition to apply the scientific method
 Listen and watch They Might Be Giants: Put it to the Test music video
 Make a metric system ruler to practice converting between units
 Construct and interpret graphs based on experimental data
 Analyze the accuracy of measurements made using laboratory equipment
 Play review Jeopardy games to assess knowledge
 Create notecard study tools
Enrichment Activities:
 Design an experiment for growing plants under different amounts of light
 Design an experiment for blowing gum bubbles using different types of gum
 Complete worksheets “Spot (and explain) what is wrong with the scientific
method”
Methods of Assessments/Evaluation:
 Chapter tests and quizzes
 Pre-assessments of material
 Exit slips (written or oral)
 Think Pair Share
 Review Jeopardy
 1-2-3-4 Class Assessment
 Discovery Ed./United Streaming
 PowerPoint Presentations
 Calculators
 Thumbs Up/Thumbs Down
 Revisit Essential Questions
 Lab reflective
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Laboratory activities
Class presentation of experimental design
Self-Assessment (Check-off competencies)
Homework
Independent work
Observation of whole group and individual
Microscope worksheet
Design your own experiment labs
Metric system lab analysis questions
Resources/Including Online Resources
 Online Textbook Information: http://www.biologygmh.com/
 Teacher Webpage
 Discovery Ed./United Streaming, http://www.discoveryeducation.com
 Life Science video series
 Glencoe online Launch a Lab
 Glencoe online Concepts in Motion videos
 Glencoe online Personal Tutor Review
 Glencoe online Assessment/quiz review
 Glencoe online Webquest
 Youtube.com
 Journal articles
 Popular Science magazine
 Odyssey magazine
 www.pbs.org
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Introductory Biology
Unit 1: Ecology (Chapters 2-5)
Approximate # Of Weeks: 6 weeks
Essential Questions:
Chapter 2: Principles of Ecology
Section 1: Organisms and Their Relationships
 What is the difference between abiotic and biotic factors?
 What are the interactions between the levels of biological communities?
 What is the difference between an organism’s habitat and niche?
 How does the environment effect organisms and how to organisms effect the
environment?
 How do organisms live symbiotically?
 How are competition and predation related?
 What are the three kinds of symbiotic relationships and what are examples of
each?
Section 2: Flow of Energy in an Ecosystem
 What are the producers and consumers in an ecosystem?
 How does energy flow through an ecosystem?
 What are food chains, food webs and ecological pyramids models?
 What is the difference between autotroph and heterotroph and what are
examples of each?
 What is the difference between an herbivore, carnivore, omnivore, detritivore
and decomposer and what are examples of each?
 How are pyramids of energy, biomass and numbers related?
Section 3: Cycling of Matter
 How do nutrients move through biotic and abiotic parts of an ecosystem?
 Why are nutrients important to living organisms?
 What are the biogeochemical cycles of nutrients and how are they alike?
Different?
 What are the main processes involved in the water cycle and what is the
primary function of each?
 What are the main processes involved in the carbon and oxygen cycles and
what is the primary function of each?
 How are the carbon and oxygen cycles related to photosynthesis and
respiration?
 How are the carbon and oxygen cycles related to the burning of fossil fuels
and depletion of the ozone layer?
 What are the similarities and differences between nitrogen fixation and
denitrification?
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What are the similarities and differences between the long-term and shortterm cycles of phosphorus?
Chapter 3: Communities, Biomes and Ecosystems
Section 1: Community Ecology
 How do unfavorable biotic and abiotic factors affect species?
 What is a species range of tolerance?
 How do ranges of tolerance affect the distribution of organisms?
 What are the stages of primary and secondary succession?
 How do primary and secondary successions differ?
 What is a climax community?
Section 2: Terrestrial Biomes
 How is latitude related to the three major climate zones?
 How are biomes influenced by climate and location?
 What plant life and animal life dominates each terrestrial biome?
 How are the terrestrial biomes distinguished by climate and biotic factors?
 How do winds and ocean currents affect biomes?
Section 3: Aquatic Ecosystems
 What are the major abiotic factors that determine the aquatic biomes?
 What are transitional aquatic ecosystems and why are they important?
 What are the zones of marine ecosystems?
 How does salinity content determine what types of species can living a
particular aquatic ecosystem?
 What plant life and animal life dominates each aquatic biome?
 Why are coral reefs good examples of biodiversity?
Chapter 4: Population Ecology
Section 1: Population Dynamics
 What are the characteristics of populations and how they are distributed?
 What are the differences between density-independent and densitydependent limiting factors?
 What are the similarities and differences between different models used to
quantify the growth of a population?
 How does carrying capacity affect reproductive rates?
 What is the difference between uniform, clumped and random dispersion
patterns?
 How can one population exhibit multiple dispersion patterns?
 How are J- and S- population curves related?
Section 2: Human Population
 What limits human population growth?
 What is the impact of the growth of the human population on the environment
and on organisms?
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What are current and past trends of human population growth?
What are age structure diagrams and how do they relate to human population
growth?
What are the age structures of zero growth, slow growth and rapid growth
countries?
What are some consequences of continued population growth?
Chapter 5: Biodiversity and Conservation
Section 1: Biodiversity
 What are three types of biodiversity?
 Why is biodiversity important?
 What are the direct and indirect values of biodiversity?
Section 2: Threats to Biodiversity
 What are the threats to biodiversity and how can humans counteract these
effects?
 How is the current extinction rate different from the background extinction
rate?
 How can the decline and/or extinction of a single species affect an entire
ecosystem?
 What is biological magnification?
 What are the ramifications of biological magnification?
Section 3: Conserving Biodiversity
 What are some classes of natural resources?
 What are some methods used to conserve and protect biodiversity?
 What are some techniques used to restore biodiversity?
 What is the difference between renewable and nonrenewable resources and
what are examples of each?
 What is a biodiversity hot spot and what is an example?
Upon completion of this unit students will be able to:
 Compare the different levels of biological organization and living relationships
important in ecology (NGSS: ESS2.E; NJCCC: 5.3.12.B.1,5)
 Compare, contrast and recognize different types of symbiotic relationships
(NGSS: ESS2.E; NJCCC: 5.3.12.B.1,5)
 Distinguish between biotic and abiotic factors in the environment (NGSS:
ESS2.E, ESS23.A; NJCCC: 5.3.12.B.1,5)
 Distinguish between intraspecific and interspecific competition (NGSS:
ESS2.E, ESS23.A; NJCCC: 5.3.12.B.1,5)
 Trace the pathways of matter and energy through an ecosystem (NGSS:
ESS2.E, ESS23.A, LS2.A-B; NJCCC: 5.3.12.B.1,3,5)
 Determine the feeding relationships of organisms within a food web (NGSS:
ESS2.E, ESS23.A, LS2.A-B; NJCCC: 5.3.12.B.1,3,5)
 Interpret the ecological pyramids of energy, numbers and biomass in terms of
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the flow of energy through a community (NGSS: ESS2.E, ESS23.A, LS2.A-B;
NJCCC: 5.3.12.B.1,3,5)
Analyze and discuss the nitrogen, carbon, oxygen, water and phosphorous
cycles (NGSS: ESS2.E, ESS23.A, LS2.A-B; NJCCC: 5.3.12.B.1,3,5)
Assess how limiting factors and ranges of tolerance affect the distribution of
organisms (NGSS: ESS2.E, ESS23.A, LS2.A-B; NJCCC: 5.3.12.B.1,3,5)
Sequence the stages of ecological succession, both primary and secondary
(NGSS: ESS2.E, ESS23.A, LS2.A-B; NJCCC: 5.3.12.B.1,3,5; 5.4.12.F.1-3)
Distinguish among terrestrial biomes and identify limiting factors affecting
distribution of organisms (NGSS: ESS2.E, ESS23.A, LS2.A-C; NJCCC:
5.3.12.B.1,3,5; 5.4.12.F.1-3)
Distinguish the zones of the marine biome (NGSS: ESS2.E, ESS23.A, LS2.AC; NJCCC: 5.3.12.B.1,3,5; 5.4.12.F.1-3)
Compare and contrast linear and exponential growth models (NGSS:
ESS2.E, ESS23.A, LS2.A-C; NJCCC: 5.3.12.B.1,3,5)
Relate the reproductive strategies of different populations of organisms to
models of population growth (NGSS: ESS2.E, ESS23.A, LS2.A-C; NJCCC:
5.3.12.B.1,3,5)
Predict effects of environmental factors on population growth (NGSS:
ESS2.E, ESS23.A, LS2.A-C; NJCCC: 5.3.12.C.1,2)
Compare and analyze the age structure of rapid-growth, slow-growth and nogrowth countries (NGSS: ESS2.E, ESS23.A, LS2.A-C; NJCCC: 5.3.12.C.1,2)
Explain biodiversity, its importance, and various threats to it (NGSS: ESS2.E,
ESS23.A, LS2.A-C; NJCCC: 5.3.12.C.1,2)
Describe and distinguish types of air and water pollution, their causes and
possible remediation methods (NGSS: ESS2.E, ESS23.A, LS2.A-C; NJCCC:
5.3.12.C.1,2)
Describe strategies used in conservation biology (NGSS: ESS2.E, ESS23.A,
LS2.A-C; NJCCC: 5.3.12.C.1,2; 5.4.12.F.1-3)
Describe the three types of biodiversity (NGSS: ESS2.E, ESS23.A, LS2.A-C;
NJCCC: 5.3.12.C.1,2)
Evaluate methods used to protect endangered species (NGSS: ESS2.E,
ESS23.A, LS2.A-C; NJCCC: 5.3.12.C.1,2; 5.4.12.F.1-3)
Evaluate methods to counteract threats to biodiversity (NGSS: ESS2.E,
ESS23.A, LS2.A-C; NJCCC: 5.3.12.C.1,2; 5.4.12.F.1-3)
Common Core Standards
 CCSS.ELA.RST.3 Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical
tasks, attending to special cases or exceptions defined in the text.
 CCSS.ELA.RST.4 Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or
technical context
 CCSS.ELA.RST.5 Analyze the structure of the relationships among concepts
in a text, including relationships among key terms
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CCSS.ELA.RST.7 Translate quantitative or technical information expressed in
words in a text into visual form (e.g., a table or chart) and translate
information expressed visually or mathematically (e.g., in an equation) into
words.
CCSS.ELA.RST.9 Compare and contrast findings presented in a text to those
from other sources (including their own experiments), noting when the
findings support or contradict previous explanations or accounts.
CCSS.ELA.WHST.7 Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under
investigation.
CCSS.MATH.CONTENT.7.RP.A.2.A Decide whether two quantities are in a
proportional relationship, e.g., by testing for equivalent ratios in a table or
graphing on a coordinate plane and observing whether the graph is a straight
line through the origin.
CCSS.MATH.CONTENT.7.RP.A.2.B Identify the constant of proportionality
(unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of
proportional relationships.
CCSS.MATH.CONTENT.7.SP.A.1 Understand that statistics can be used to
gain information about a population by examining a sample of the population;
generalizations about a population from a sample are valid only if the sample
is representative of that population. Understand that random sampling tends
to produce representative samples and support valid inferences.
CCSS.MATH.CONTENT.7.SP.A.2 Use data from a random sample to draw
inferences about a population with an unknown characteristic of interest.
Generate multiple samples (or simulated samples) of the same size to gauge
the variation in estimates or predictions.
CCSS.MATH.CONTENT.7.SP.C.5 Understand that the probability of a
chance event is a number between 0 and 1 that expresses the likelihood of
the event occurring. Larger numbers indicate greater likelihood. A probability
near 0 indicates an unlikely event, a probability around 1/2 indicates an event
that is neither unlikely nor likely, and a probability near 1 indicates a likely
event.
CCSS.MATH.CONTENT.7.SP.C.6 Approximate the probability of a chance
event by collecting data on the chance process that produces it and observing
its long-run relative frequency, and predict the approximate relative frequency
given the probability.
CCSS.MATH.CONTENT.7.SP.C.8.C Design and use a simulation to generate
frequencies for compound events.
Interdisciplinary Standards (njcccs.org)
 Standard 9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration, and
problem-solving skills needed to function successfully as both global citizens
and workers in diverse ethnic and organizational cultures.
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Standard 6.3 Active Citizenship in the 21st Century
All students will acquire the skills needed to be active, informed citizens who
value diversity and promote cultural understanding by working collaboratively
to address the challenges that are inherent in living in an interconnected
world.
Activities – include 21st Century Technologies:
 Read, outline and answer related text questions
 Take notes using guided note sheet
 Take notes from PowerPoint lectures
 Complete book worksheets
 Successfully complete assessments
 Successfully complete labs and activities
 Play review Jeopardy games to assess knowledge
 Watch videos
 Complete article summaries and analyses
 Design a terrestrial or aquatic biome travel brochure
 Design an invasive species wanted poster
 Design a food web
 Watch and analyze the movie Avatar
 Analyze symbiotic relationships using YouTube videos
 Draw primary versus secondary succession
 Draw various food webs
 Compare and contrast intra and interspecific competition using Venn
diagrams
 Compare and contrast symbiotic relationships using Venn diagrams
 Spot biodiversity in landscape pictures
Enrichment Activities:
 Kaibab deer free response assessment
 Design a food web
 Write a short story about how a mutualism, parasitism or commensalism
came to be
 Research the acronym HIPPO and present how it related to decreasing
biodiversity
 Research the scientist E.O. Wilson and his theories and relate them to
biodiversity concepts
Methods of Assessments/Evaluation:
 Chapter tests and quizzes
 Pre-assessments of material
 Exit slips (written or oral)
 Think Pair Share
 Review Jeopardy
 1-2-3-4 Class Assessment
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Discovery Ed./United Streaming
PowerPoint Presentations
Thumbs Up/Thumbs Down
Revisit Essential Questions
Lab reflective
Laboratory activities
Self-Assessment (Check-off competencies)
Homework
Independent work
Observation of whole group and individual
Concept games
Biome brochure and presentation
Invasive species wanted poster
Pill bug lab design
Student short question and answer
Quiz bowl
Biodiversity presentations
Goldfish mark-recapture lab
Resources/Including Online Resources
 Online Textbook Information: http://www.biologygmh.com/
 Teacher Webpage
 Discovery Ed./United Streaming, http://www.discoveryeducation.com
 Biology video series
 Glencoe online Launch a Lab
 Glencoe online Concepts in Motion videos
 Glencoe online Personal Tutor Review
 Glencoe online Assessment/quiz review
 Glencoe online Webquest
 Youtube.com
 Journal articles
 Popular Science magazine
 Odyssey magazine
 www.pbs.org
 Glencoe advanced biology text
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Introductory Biology
Unit 2: The Cell (Chapters 7-9)
Approximate # Of Weeks: 8 weeks
Essential Questions:
Chapter 7: Cellular Structure and Function
Section 1: Cell Discovery and Theory
 How was the invention of the microscope important to the discovery of cells
and the development of the cell theory?
 Which scientists were involved in the development of the cell theory and what
were the roles of each?
 How is the cell the basic unit of life?
 What are the differences and similarities between prokaryotic and eukaryotic
cells?
 What are the different kinds of organelles and how does the specific job of
each contribute to cell functioning?
Section 2: The Plasma Membrane
 What is the structure of the cell membrane and how does it determine what
materials enter or leave cells?
 What are the roles of carbohydrates, cholesterol and proteins in the plasma
membrane?
 How is selective permeability related to homeostasis?
 What is the fluid mosaic model?
Section 3: Structures and Organelles
 What are the structures and function of the cell organelles?
 How are the organelles related to each other?
 What are the limits to cell size?
Section 4: Cellular Transport
 What is diffusion?
 How do materials enter and leave cells via passive and active transports?
 What are the different types of passive and active transports?
 What is the difference between hyper-, hypo- and isotonic solutions?
 What is the difference between endo- and exocytosis and how are these
processes involved in maintaining homeostasis?
 What is plasmolysis?
 What is turgor pressure and what is its relationship to plant health?
Chapter 8: Cellular Energy
Section 1: How Organisms Obtain Energy
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What are the two laws of thermodynamics?
What is the difference between anabolic and catabolic pathways?
How does ATP work in a cell?
In general, how do organisms obtain energy?
What is the key difference between an autotroph and a heterotroph?
Section 2: Photosynthesis
 What is photosynthesis and where and how does it occur?
 How is the structure of a chloroplast related to its function in photosynthesis?
 What are the two phases of photosynthesis and the main goals of each?
 How can electron transport be described and diagrammed?
 What is the absorption spectrum and what does it show?
 How is visible light energy related to photosynthesis rate?
 What is the Calvin Cycle and what roles does it play in photosynthesis?
Section 3:Cellular Respiration
 What is cellular respiration and where and how does it occur?
 What is glycolysis and what is its role in respiration?
 What is the Kreb’s Cycle and what is its role in respiration?
 How does the Electron Transport Chain produce ATP?
 What is fermentation and why does it take place?
 What are the similarities between alcoholic and lactic acid fermentation?
 How are the processes of fermentation used in industry?
 How are photosynthesis and cellular respiration linked?
Chapter 9: Cellular Reproduction
Section 1: Cellular Growth
 Why are cells relatively small?
 What are the primary stages of the cell cycle?
 What are the stages of interphase?
 How does each stage of interphase contribute to readying the cell for
division?
Section 2: Mitosis and Cytokinesis
 What are the events of each stage of mitosis?
 What distinguishes the stages of the cell cycle from each other?
 What is the process of cytokinesis?
 Why is mitosis important in maintaining genetic continuity?
 Pictorially, how is each phase of mitosis different?
Section 3: Cell Cycle Regulation
 What happens if something goes awry during mitosis?
 What is the role of proteins in controlling the cell cycle?
 How does cancer relate to the cell cycle?
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What are some different types of cancer and what genes are mutated in
each?
What is apoptosis and why do cells perform it?
What are the two types of stem cells and what are their potential uses?
What are the controversies surrounding stem cell research?
Upon completion of this unit students will be able to:
 Relate advances in microscope technology to discoveries about cell structure
(NGSS: LS1.A; NJCCC: 5.3.12.A.1,3, 5.1.12.C.1-3)
 Compare the operation of a compound light microscope with that of an
electron microscope (NGSS: LS1.A; NJCCC: 5.3.12.A.1,3, 5.1.12.C.1-3)
 Explain the contributions of von Leeuwenhoek, Hooke, Schleiden, Schwann
and Virchow to the development of the Cell Theory (NGSS: LS1.A; NJCCC:
5.3.12.A.1,3, 5.1.12.C.1-3, 5.3.A.1.,4)
 State the main ideas of the cell theory (NGSS: LS1.A; NJCCC: 5.3.12.A.1,3,
5.1.12.C.1-3, 5.3.A.1.,4)
 Relate the structure and function of the parts of a typical eukaryotic cell
(NGSS: LS1.A; NJCCC: 5.3.12.A.1,3, 5.1.12.C.1-3, 5.3.A.1.,4)
 Compare and contrast different cell sizes with functions (NGSS: LS1.A;
NJCCC: 5.3.12.A.1,3,4 5.1.12.C.1-3)
 Compare and contrast organelle structures and functions (NGSS: LS1.A;
NJCCC: 5.3.12.A.1,3,4, 5.1.12.C.1-3)
 Explain cell specialization and relate its importance to multicellular organisms
(NGSS: LS1.A; NJCCC: 5.3.12.A.1,3,4, 5.1.12.C.1-3)
 Describe the levels of organization in multicellular organisms (NGSS: LS1.A;
NJCCC: 5.3.12.A.1,3,4, 5.1.12.C.1-3)
 Compare and contrast plant and animal cells (NGSS: LS1.A; NJCCC:
5.3.12.A.1,3,4, 5.1.12.C.1-3)
 Examine the fluid mosaic model of the plasma membrane and relate its
function to its structure (NGSS: LS1.A; NJCCC: 5.3.12.A.1,3,4, 5.1.12.C.1-3)
 Explain the processes of diffusion, active and passive transport and assess
their importance to cell homeostasis (NGSS: LS1.C; NJCCC: 5.3.12.A.1,3,4,
5.1.12.C.1-3, 5.2.12.D.1)
 Explain how selective permeability is related to homeostasis (NGSS: LS1.C;
NJCCC: 5.3.12.A.1,3,4, 5.1.12.C.1-3, 5.2.12.D.1)
 Predict the direction of diffusion of a dissolved substance (NGSS: LS1.C;
NJCCC: 5.3.12.A.1,3,4, 5.1.12.C.1-3, 5.2.12.D.1)
 Define ATP and describe its function as the immediate energy course in living
cells (NGSS: LS1.C; NJCCC: 5.3.12.A.1,3,4, 5.1.12.C.1-3, 5.2.12.D.1)
 List the requirements for photosynthesis (NGSS: LS1.C; NJCCC:
5.3.12.A.1,3,4, 5.1.12.C.1-3, 5.2.12.D.1)
 Describe the Calvin Cycle and its importance in photosynthesis (NGSS:
LS1.C; NJCCC: 5.3.12.A.1,3,4, 5.1.12.C.1-3, 5.2.12.D.1)
 List the requirements for respiration (NGSS: LS1.C; NJCCC: 5.3.12.A.1,3,4,
5.1.12.C.1-3, 5.2.12.D.1)
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Describe the Kreb’s Cycle and its importance in cellular respiration (NGSS:
LS1.C; NJCCC: 5.3.12.A.1,3,4, 5.1.12.C.1-3, 5.2.12.D.1)
Describe the process and importance of glycolysis, anaerobic and aerobic
respiration (NGSS: LS1.C; NJCCC: 5.3.12.A.1,3,4, 5.1.12.C.1-3, 5.2.12.D.1)
Relate the reactions of photosynthesis to the structure of the leaf and
chloroplast (NGSS: LS1.C; NJCCC: 5.3.12.A.1,3,4, 5.1.12.C.1-3, 5.2.12.D.1)
Relate the process of aerobic respiration to the structure of the mitochondrion
(NGSS: LS1.C; NJCCC: 5.3.12.A.1,3,4, 5.1.12.C.1-3, 5.2.12.D.1)
Relate the process of aerobic respiration to breathing (NGSS: LS1.C;
NJCCC: 5.3.12.A.1,3,4, 5.1.12.C.1-3, 5.2.12.D.1)
Explain the relationship between protozoans and bacteria and early Earth
(NGSS: LS1.C; NJCCC: 5.3.12.A.1-4, 5.1.12.C.1-3, 5.2.12.D.1)
Draw the structure of a chromosome (NGSS: LS1.A-B, LS3.A-B; NJCCC:
5.3.A.3-6, 5.3.12.D.1-3)
Distinguish between autosomes and sex chromosomes (NGSS: LS1.A-B,
LS3.A-B; NJCCC: 5.3.A.3-6, 5.3.12.D.1-3)
Explain the importance of mitosis in maintaining genetic continuity (NGSS:
LS1.A-B, LS3.A-B; NJCCC: 5.3.A.3-6, 5.3.12.D.1-3)
Explain the need for reduction division of chromosomes during gamete
formation (NGSS: LS1.A-B, LS3.A-B; NJCCC: 5.3.A.3-6, 5.3.12.D.1-3)
Draw the phases of the cell cycle and state why each phase is important to
growing organisms and cellular repair (NGSS: LS3.A-B; NJCCC: 5.3.A.3-6,
5.3.12.D.1-3)
Distinguish between plant and animal cell mitosis and cytokinesis (NGSS:
LS3.A-B; NJCCC: 5.3.A.3-6, 5.3.12.D.1-3)
Explain cell apoptosis and its importance in organism (and tissue) health
(NGSS: LS3.A-B; NJCCC: 5.3.A.3-6, 5.3.12.D.1-3)
Debate main benefits and costs of stem cell research (NGSS: LS3.A-B;
NJCCC: 5.1.12.C.1-2, 5.1.12.D.1-3, 5.3.A.3-6, 5.3.12.D.1-3)
Relate different kinds of cancer to mutations that occur from mistakes in the
cell cycle (NGSS: LS3.A-B; NJCCC: 5.1.12.C.1-2, 5.1.12.D.1-3, 5.3.A.3-6,
5.3.12.D.1-3)
Identify possible benefits to stem cell research and biotechnology (NGSS:
LS3.A-B; NJCCC: 5.1.12.C.1-2, 5.1.12.D.1-3, 5.3.A.3-6, 5.3.12.D.1-3)
Describe the role of enzymes in the regulation of the cell cycle (NGSS:
LS3.A-B; NJCCC: 5.1.12.C.1-2, 5.1.12.D.1-3, 5.3.A.3-6, 5.3.12.D.1-3)
Distinguish between a normal cell cycle and the abnormal events of cancer
(NGSS: LS3.A-B; NJCCC: 5.1.12.C.1-2, 5.1.12.D.1-3, 5.3.A.3-6, 5.3.12.D.13)
Common Core Standards:
 CCSS.ELA.RST.3 Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical
tasks, attending to special cases or exceptions defined in the text.
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CCSS.ELA.RST.4 Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or
technical context
CCSS.ELA.RST.5 Analyze the structure of the relationships among concepts
in a text, including relationships among key terms
CCSS.ELA.RST.9 Compare and contrast findings presented in a text to those
from other sources (including their own experiments), noting when the
findings support or contradict previous explanations or accounts.
CCSS.ELA.WHST.2 Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or technical
processes.
CCSS.ELA.WHST.6 Use technology, including the Internet, to produce,
publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information
flexibly and dynamically.
CCSS.ELA.WHST.7 Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under
investigation.
CCSS.ELA.WHST.8 Gather relevant information from multiple authoritative
print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
CCSS.MATH.CONTENT.7.RP.A.2.A Decide whether two quantities are in a
proportional relationship, e.g., by testing for equivalent ratios in a table or
graphing on a coordinate plane and observing whether the graph is a straight
line through the origin.
CCSS.MATH.CONTENT.7.RP.A.2.B Identify the constant of proportionality
(unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of
proportional relationships.
Interdisciplinary Standards (njcccs.org)
 Standard 9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration, and
problem-solving skills needed to function successfully as both global citizens
and workers in diverse ethnic and organizational cultures.
 Standard 6.3 Active Citizenship in the 21st Century
All students will acquire the skills needed to be active, informed citizens who
value diversity and promote cultural understanding by working collaboratively
to address the challenges that are inherent in living in an interconnected
world.
Activities – include 21st Century Technologies:
 Read, outline and answer related text questions
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Take notes using guided note sheet
Take notes from PowerPoint lectures
Complete book worksheets
Successfully complete assessments
Successfully complete labs and activities
Play review Jeopardy games to assess knowledge
Watch videos
Complete article summaries and analyses
Debate: the potential uses of stem cells
Complete the “Microscope and it’s parts” worksheet to identify and learn the
functions of the parts of microscope
Investigate the letter “e” using a compound, light microscope
Investigate the similarities and differences between prokaryotic and
eukaryotic cells via a microscope lab
Design a Life of an Organelle Facebook poster
Create an analogy for the parts of a cell
Draw and color the parts of the cell
Test the rate of the diffusion of iodine and water at different temperatures
Construct a model plasma membrane and observe the process of diffusion
Test the rate of the diffusion of different colored dye at varying temperatures
Microscopically observe plasmolysis and turgor pressure in plant cells in
solutions of varying osmolality
Design an experiment to test the permeability of sandwich bags
Separate and identify plant pigments using paper chromatography
Play with cell membrane models and show how proteins move substances
Listen and watch They Might Be Giants: Roy G. Biv music video
Listen and watch They Might Be Giants: Photosynthesis music video
Observe a rainbow to show the visible light spectrum
Compare respiration to a check and a dollar bill
Compare and contrast levels of CO2 produced before and after exercise
Submerge an unshelled egg in water and syrup to investigate diffusion and
properties of the cell membrane
Smell balloons to determine what spices are inside to investigate diffusion of
different-sized particles
Compare and contrast the levels of CO2 use and O2 production by differentsized Elodea plants
Enrichment Activities:
 Using pipe cleaners, reenact the process of mitosis
 Examine photomicrographs of cell and sub-cellular structures with the aid of
internet research
 Compare the rates of yeast fermentation at different temperatures and with
different foods
Methods of Assessments/Evaluation:
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Chapter tests and quizzes
Pre-assessments of material
Exit slips (written or oral)
Think Pair Share
Review Jeopardy
1-2-3-4 Class Assessment
Discovery Ed./United Streaming
PowerPoint Presentations
Thumbs Up/Thumbs Down
Revisit Essential Questions
Lab reflective
Laboratory activities
Self-Assessment (Check-off competencies)
Homework
Independent work
Observation of whole group and individual
Cell Facebook Project
Oral presentation of cell project
Peer-grading of cell project
Review laboratory analysis questions
Review in-class worksheets and activities
Concept games
Resources/Including Online Resources
 Online Textbook Information: http://www.biologygmh.com/
 Teacher Webpage
 Discovery Ed./United Streaming, http://www.discoveryeducation.com
 Biology video series
 Glencoe online Launch a Lab
 Glencoe online Concepts in Motion videos
 Glencoe online Personal Tutor Review
 Glencoe online Assessment/quiz review
 Glencoe online Webquest
 Youtube.com
 Journal articles
 Popular Science magazine
 Odyssey magazine
 www.pbs.org
 Glencoe advanced biology text
20
Introductory Biology
Unit 3: Genetics (Chapters 10-13)
Approximate # Of Weeks: 10 weeks
Essential Questions:
Chapter 10: Sexual Reproduction and Genetics
Section 1: Meiosis
 What is a chromosome and how does its structure relate to its function?
 What are the stages of meiosis and how are they important?
 Why is meiosis important in maintaining genetic variability?
 What is meiosis and how is it similar and different from mitosis?
 How does the reduction of chromosome number occur during meiosis?
 What is the difference between haploid and diploid cells and how are they
related?
 What is the difference between sexual and asexual reproduction and how is
each important?
Section 2:Mendelian Genetics
 What is the difference between heredity and genetics?
 What was Mendel’s role in the history of genetics?
 What are dominant alleles and recessive alleles?
 What is the difference between an individual’s genotype and phenotype?
 How does genotype influence phenotype?
 How can techniques, such as Punnett Squares, karyotypes and pedigree
charts be used to predict future offspring?
 How are traits passed from one generation to the next in cases of incomplete
dominance, codominance, multiple alleles, polygenic traits and sex-linked
traits?
Section 3: Gene Linkage and Polyploidy
 How does the process of meiosis produce genetic recombination?
 How can gene linkage be used to create chromosome maps?
 What is polyploidy and how does it contribute to genetic variability?
 Why is polyploidy important to the field of agriculture?
Chapter 11: Complex Inheritance and Human Heredity
Section 1: Basic Patterns of Human Inheritance
 How can genetic patterns be analyzed to determine dominant or recessive
inheritance patterns?
 What are examples of dominant and recessive genetic disorders?
 How can human pedigrees be constructed from genetic information?
 What specifics about family genetics do pedigrees show?
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What are causes, effects and treatments of cystic fibrosis, albinism and TaySachs disease?
How can one predict genetic disorders in families with multiple offspring
Section 2: Complex Patterns of Inheritance
 What are differences between various complex inheritance patterns?
 What is the difference between incomplete and codominance?
 What are the costs and benefits of being heterozygous for cycle cell disease?
 What are the two most common X-linked traits and how are they inherited?
 What is the advantage of studying inheritance patterns in twins?
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Section 3: Chromosomes and Human Heredity
 How are karyotypes used to study genetic disorders?
 What are the main traits that karyotypes show?
 What is the role of telomeres?
 How is nondisjunction related to Down syndrome and other genetic
abnormalities?
 Other than nondisjunction, how else do genetic abnormalities occur?
 What are the benefits and risks of genetic testing?
 Why is genetic modification so controversial?
Chapter 12: Molecular Genetics
Section 1: DNA: The Genetic Material
 Which experiments led to the discovery of DNA as the genetic material?
 What is the structure of DNA and what does it do?
 Which scientists contributed to the discovery of DNA as the genetic material
and its structure?
 What were the experiments of Avery, Hershey and Chase, Watson and Crick,
Franklin, McLeod, Griffith, Wilkins and Chargaff and how did each contribute
to the discovery of DNA?
 How is the structure of DNA related to its functions in replication and protein
synthesis?
 What is the basic structure of eukaryotic chromosomes?
Section 2: Replication of DNA
 What is replication and how does it produce identical copies of DNA?
 What is the role of enzymes in the replication of DNA?
 How are leading and lagging strands synthesized differently?
 How does DNA replication compare in eukaryotes and prokaryotes?
 What is semiconservative replication and why is it important in replication?
Section 3: DNA, RNA and protein
 What is transcription and translation and how do they produce proteins?
 How are DNA and RNA similar? Different?
 What are the roles of RNA molecules in protein synthesis?
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How are messenger RNA, ribosomal RNA and transfer RNA involved in the
transcription and translation of genes?
What is the role of RNA polymerase in the synthesis of messenger RNA?
How is the code of DNA translated into messenger RNA and utilized to
synthesize a protein?
What are introns and exons and what is their role in transcription?
What role do scientists now think that introns play in holding the key to
genetic disorders?
What is the one gene-one enzyme hypothesis?
What is the role of the ribosome in translation?
Section 4: Gene regulation and Mutation
 How do changes in genes lead to changes in phenotypes and potential
genetic disorders?
 How do changes in chromosome number occur and how do they affect
organisms?
 What is the genetic link to cancer?
 How do selective breeding, DNA fingerprinting and biotechnology contribute
to societal advancements?
 What is the Human Genome Project and what are its applications and future
implications?
 How are bacteria able to regulate their gens via operons?
 How do eukaryotes regulate their genes?
 What is the different between eukaryotic and prokaryotic gene regulation?
 What are the various types of chromosomal and base pair mutations?
Chapter 13: Genetics and Biotechnology
Section 1: Applied Genetics
 How is selective breeding used to produce organisms with desired traits?
 What are the controversies over selective breeding?
 What are similarities and differences between inbreeding and hybridization?
 How does a test cross help determine an unknown genotype?
Section 2: DNA Technology
 What are different tools and processes used in genetic engineering?
 How does genetic engineering manipulate recombinant DNA?
 How can genetic engineering be used to improve human life?
 What are the controversies linked to genetic engineering?
 Who is Dolly and how was she cloned?
 What is a transgenic organism?
Section 3: The Human Genome
 What are the components of the human genome?
 What is the human genome project?
 How do forensic scientists use DNA fingerprinting?
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How can information from the human genome be used to treat diseases?
What is a microarray and what does it show?
What is gene therapy and how can it be beneficial or detrimental to the health
of an organism?
Upon completion of this unit students will be able to:
 Draw the structure of a chromosome (NGSS: LS1.A-B, LS3.A-B; NJCCC:
5.3.12.D.1-3)
 Distinguish between autosomes and sex chromosomes (NGSS: LS1.A-B,
LS3.A-B; NJCCC: 5.3.12.D.1-3)
 Explain the importance of meiosis in maintaining genetic variability (NGSS:
LS3.A-B; NJCCC: 5.3.12.D.1-3)
 List the major differences between mitosis and meiosis (NGSS: LS3.A-B;
NJCCC: 5.3.12.D.1-3)
 Explain the need for reduction division of chromosomes during gamete
formation (NGSS: LS3.A-B; NJCCC: 5.3.12.D.1-3)
 Draw the phases of the cell cycle and state why each phase is important to
growing organisms and cellular repair (NGSS: LS3.A-B; NJCCC: 5.3.12.D.13)
 Distinguish between plant and animal cell mitosis and meiosis (NGSS: LS3.AB; NJCCC: 5.3.12.D.1-3)
 Describe the experiments of Gregor Mendel (NGSS: LS1.A-B, LS3.A-B;
NJCCC: 5.3.12.D.1-3)
 Explain Mendel’s laws of dominance, segregation and independent
assortment (NGSS: LS1.A-B, LS3.A-B; NJCCC: 5.3.12.D.1-3)
 Explain how traits are inherited (NGSS: LS1.A-B, LS3.A-B; NJCCC:
5.3.12.D.1-3, 5.3.12.E.2)
 Distinguish between dominant and recessive traits (NGSS: LS1.A-B, LS3.AB; NJCCC: 5.3.12.D.1-3, 5.3.12.E.2)
 Recognize Mendel’s role in the history of genetics (NGSS: LS1.A-B, LS3.A-B;
NJCCC: 5.3.12.D.1-3, 5.3.12.E.2)
 Predict the results of crosses using a Punnett Square (NGSS: LS1.A-B,
LS3.A-B; NJCCC: 5.3.12.D.1-3, 5.3.12.E.2)
 Analyze the phenotypic and genotypic ratios (probabilities) of offspring that
results from monohybrid and dihybrid crosses (NGSS: LS1.A-B, LS3.A-B;
NJCCC: 5.3.12.D.1-3, 5.3.12.E.2,5)
 Compare and contrast the difference between an individual’s genotype and
phenotype (NGSS: LS1.A-B, LS3.A-B; NJCCC: 5.3.12.D.1-3, 5.3.12.E.2)
 Define and discuss dominance, incomplete dominance and codominance
(NGSS: LS1.A-B, LS3.A-B; NJCCC: 5.3.12.D.1-3, 5.3.12.E.2)
 Define polygenic inheritance and cite examples of polygenic traits (NGSS:
LS1.A-B, LS3.A-B; NJCCC: 5.3.12.D.1-3, 5.3.12.E.2)
 Describe the process of crossing over and explain how it increases genetic
variety (NGSS: LS1.A-B, LS3.A-B; NJCCC: 5.3.12.D.1-3, 5.3.12.E.2,5)
 Explain the inheritance of human blood groups through multiple alleles
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(NGSS: LS1.A-B, LS3.A-B; NJCCC: 5.3.12.D.1-3, 5.3.12.E.2,5)
Trace traits through family trees using pedigrees (NGSS: LS1.A-B, LS3.A-B;
NJCCC: 5.3.12.D.1-3, 5.3.12.E.2,5)
Identify the inheritance patterns associated with genetic disorders, especially
Down Syndrome, Turner’s Syndrome and Kleinfelter’s Syndrome (NGSS:
LS1.A-B, LS3.A-B; NJCCC: 5.3.12.D.1-3, 5.3.12.E.2,5)
List the contributions of various scientists to the identification of DNA as the
genetic material (NGSS: LS1.A-B, LS3.A-B; NJCCC: 5.3.12.D.1-3,
5.3.12.E.2,5)
Describe the structure and function of DNA (NGSS: LS1.A-B, LS3.A-B;
NJCCC: 5.3.12.D.1-3, 5.3.12.E.2,5)
Explain the process of DNA replication (NGSS: LS1.A-B, LS3.A-B; NJCCC:
5.3.12.D.1-3, 5.3.12.E.2,5)
List the structural similarities and differences between DNA and RNA (NGSS:
LS1.A-B, LS3.A-B; NJCCC: 5.3.12.D.1-3, 5.3.12.E.2,5)
Identify the three types of RNA and their functions (NGSS: LS1.A-B, LS3.A-B;
NJCCC: 5.3.12.D.1-3, 5.3.12.E.2,5)
Distinguish between DNA replication, transcription and translation (NGSS:
LS1.A-B, LS3.A-B; NJCCC: 5.3.12.D.1-3, 5.3.12.E.2,5)
Describe the functions of replication, transcription and translation in creating
proteins from genes (NGSS: LS1.A-B, LS3.A-B; NJCCC: 5.3.12.D.1-3,
5.3.12.E.2,5)
Define the word mutation and distinguish how mutagens cause mutations
(NGSS: LS1.A-B, LS3.A-B; NJCCC: 5.3.12.D.1-3, 5.3.12.E.2,5)
Describe the Human Genome Project and predict future applications for it
(NGSS: LS1.A-B, LS3.A-B; NJCCC: 5.1.12.C.1-3, 5.3.12.D.1-3, 5.3.12.E.2,5)
Distinguish the different between eukaryotic and prokaryotic gene regulation
(NGSS: LS1.A-B, LS3.A-B; NJCCC: 5.1.12.C.1-3, 5.3.12.D.1-3, 5.3.12.E.2,5)
Relate base pair and chromosome mutations to cancer (NGSS: LS1.A-B,
LS3.A-B; NJCCC: 5.3.12.D.1-3, 5.3.12.E.2,5)
Describe the different tools and processes used in genetic engineering
(NGSS: LS1.A-B, LS3.A-B; NJCCC: 5.1.12.C.1-3, 5.3.12.D.1-3, 5.3.12.E.2,5)
Perform DNA gel electrophoresis (NGSS: LS1.A-B, LS3.A-B; NJCCC:
5.1.12.C.1-3, 5.3.12.D.1-3, 5.3.12.E.2,5)
Describe how genetic engineering manipulates recombinant DNA (NGSS:
LS1.A-B, LS3.A-B; NJCCC: 5.1.12.C.1-3, 5.3.12.D.1-3, 5.3.12.E.2,5)
Relate popular television shows to DNA fingerprinting and genetic
engineering concepts (NGSS: LS1.A-B, LS3.A-B; NJCCC: 5.1.12.C.1-3,
5.3.12.D.1-3, 5.3.12.E.2,5)
Describe methods of gene therapy and the benefits and consequences of
using it (NGSS: LS1.A-B, LS3.A-B; NJCCC: 5.1.12.C.1-3, 5.3.12.D.1-3,
5.3.12.E.2,5)
Common Core Standards:
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CCSS.ELA.RST.3 Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical
tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA.RST.4 Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or
technical context
CCSS.ELA.RST.5 Analyze the structure of the relationships among concepts
in a text, including relationships among key terms
CCSS.ELA.RST.7 Translate quantitative or technical information expressed in
words in a text into visual form (e.g., a table or chart) and translate
information expressed visually or mathematically (e.g., in an equation) into
words.
CCSS.ELA.RST.9 Compare and contrast findings presented in a text to those
from other sources (including their own experiments), noting when the
findings support or contradict previous explanations or accounts.
CCSS.ELA.WHST.7 Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under
investigation.
CCSS.MATH.CONTENT.7.RP.A.2.A Decide whether two quantities are in a
proportional relationship, e.g., by testing for equivalent ratios in a table or
graphing on a coordinate plane and observing whether the graph is a straight
line through the origin.
CCSS.MATH.CONTENT.7.RP.A.2.B Identify the constant of proportionality
(unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of
proportional relationships.
CCSS.MATH.CONTENT.7.SP.A.1 Understand that statistics can be used to
gain information about a population by examining a sample of the population;
generalizations about a population from a sample are valid only if the sample
is representative of that population. Understand that random sampling tends
to produce representative samples and support valid inferences.
CCSS.MATH.CONTENT.7.SP.A.2 Use data from a random sample to draw
inferences about a population with an unknown characteristic of interest.
Generate multiple samples (or simulated samples) of the same size to gauge
the variation in estimates or predictions.
CCSS.MATH.CONTENT.7.SP.C.5 Understand that the probability of a
chance event is a number between 0 and 1 that expresses the likelihood of
the event occurring. Larger numbers indicate greater likelihood. A probability
near 0 indicates an unlikely event, a probability around 1/2 indicates an event
that is neither unlikely nor likely, and a probability near 1 indicates a likely
event.
CCSS.MATH.CONTENT.7.SP.C.6 Approximate the probability of a chance
event by collecting data on the chance process that produces it and observing
its long-run relative frequency, and predict the approximate relative frequency
given the probability.
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CCSS.MATH.CONTENT.7.SP.C.8.C Design and use a simulation to generate
frequencies for compound events.
Interdisciplinary Standards (njcccs.org)
 Standard 9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration, and
problem-solving skills needed to function successfully as both global citizens
and workers in diverse ethnic and organizational cultures.
 Standard 9.3 - Career Awareness, Exploration, and Preparation
All students will apply knowledge about and engage in the process of career
awareness, exploration, and preparation in order to navigate the globally
competitive work environment of the information age.
Activities – include 21st Century Technologies:
 Read, outline and answer related text questions
 Take notes using guided note sheet
 Take notes from PowerPoint lectures
 Complete book worksheets
 Successfully complete assessments
 Successfully complete labs and activities
 Watch videos
 Complete article summaries and analyses
 Play review Jeopardy games to assess knowledge
 Design a Chromosome by cutting traits out of magazines
 Create a mitosis and meiosis flip book
 Identify interphase and mitotic phases: interphase, prophase, metaphase,
anaphase, telophase and cytokinesis in onion root tip cells
 Study G0 phase through observing a plush neuron cell
 Send a mitosis article Tweet or text
 Listen and watch They Might Be Giants: The Bloodmobile music video
 Create a baby dragon by pairing homologous chromosomes
 Read, summarize, analyze and answer questions about an article on
Mendelian genetics
 Play with plush red and white blood cells and plasma
 Present a genetic disorder
 Complete monohybrid, dihybrid, incomplete dominance, codominance,
multiple allele, sex-linked inheritance and pedigree problem sets
 Perform a “Penny Probability” lab
 Complete a Sponge Bob genetics worksheet
 Study polygenic traits through analyzing hand spans
 Play with an antibodies and antigens model
 Perform a “Smiley Face” genetics lab
 Put together a DNA puzzle
 Make a DNA model out of candy
 Solve a crime using the “Who Dun’ It?” blood lab
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Model DNA replication, transcription and translation using a BioRad kit
Read and analyze the article “Rosalind Franklin: The Woman Who Should
Have Won the Nobel Prize”
Debate: Who were the true discoverers of DNA; did Watson and Crick
deserve the accolades they received? Does Rosaland Franklin deserve more
credit for her work?
Watch and analyze the movie Gattaca
Perform a DNA gel electrophoresis lab
Watch CSI, Castle and/or Law and Order episodes
Enrichment Activities:
 Model the division of chromosomes during mitosis and meiosis using pipe
cleaners
 Perform advanced dihybrid crosses
 Analyze concerns about gene therapy presented in a journal article
 Replicate, transcribe and translate a sequence of DNA on paper
 Analyze the article “Is Addiction in Your Genes?”
 Create a baby dragon with mutations
 Perform a DNA microarray analysis using internet resources and light bright
Methods of Assessments/Evaluation:
 Chapter tests and quizzes
 Pre-assessments of material
 Exit slips (written or oral)
 Think Pair Share
 Review Jeopardy
 1-2-3-4 Class Assessment
 Discovery Ed./United Streaming
 PowerPoint Presentations
 Thumbs Up/Thumbs Down
 Revisit Essential Questions
 Lab reflective
 Laboratory activities
 Self-Assessment (Check-off competencies)
 Homework
 Independent work
 Calculators
 Observation of whole group and individual
 Partner grading of genetic worksheets
 Teacher grading of genetic worksheets
 White board genetics problem races
Resources/Including Online Resources
 Online Textbook Information: http://www.biologygmh.com/
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Teacher Webpage
Discovery Ed./United Streaming, http://www.discoveryeducation.com
Biology video series
Glencoe online Launch a Lab
Glencoe online Concepts in Motion videos
Glencoe online Personal Tutor Review
Glencoe online Assessment/quiz review
Glencoe online Webquest
Youtube.com
Journal articles
Popular Science magazine
Odyssey magazine
www.pbs.org
Glencoe advanced biology text
29
Introductory Biology
Unit 4: History of Biological Diversity (Chapters 14-17)
Approximate # Of Weeks: 6 weeks
Essential Questions:
Chapter 14: The History of Life
Section 1: Fossil Evidence of Change
 What is evolution?
 What are the major lines of evidence provide the basis for evolution?
 How do fossils form an how do they provide evidence for evolution?
 What does the fossil record show?
 What are the major events on the geological time scale?
Section 2: The Origin of Life
 What is the difference between spontaneous generation and biogenesis?
 How did scientists Redi, Spallanzani, Oparin, Miller and Urey, Pasteur and
Needham contribute to the theory of biogenesis?
 What is serial endosymbiosis and how is it related to the origin of eukaryotic
organisms?
Chapter 15: Evolution
Section 1: Darwin’s Theory of Evolution by Natural Selection
 What was Lamarck’s theory of evolution?
 What is Darwin’s theory of evolution by natural selection?
 How is natural selection related to species fitness, variations and
adaptations?
 How does the example of the peppered moths contribute to the theory of
evolution?
 What are the three steps in which a species evolves?
 What is extinction?
 How can natural selection change a population?
 What are the four principles of natural selection?
Section2: Evidence of Evolution
 How do fossils form an how do they provide evidence for evolution?
 What does the fossil record show?
 How does sedimentary rock form?
 What are two ways to measure the age of fossils?
 How do homologous, analogous and vestigial structures support evolution?
 What is comparative anatomy?
 What are types of adaptations and how do they aid in the survival of
organisms?
30
Section 3: Shaping Evolutionary Theory
 What are the conditions of the Hardy-Weinberg principle?
 What patterns can be observed in evolution?
 What is speciation and what factors influence it?
 What is the difference between punctuated equilibrium and gradualism?
 What is the difference between directional, diversifying and stabilizing
selection?
 How did the evolution of the peppered moths contribute to the theory of
natural selection?
Chapter 16: Primate Evolution
Section 1: Primates
 What are similarities and differences of different primate groups?
 How the evolution of primates be traced?
 What are the characteristics of primates?
Section 3: Human Ancestry
 How have humans evolved and who were their ancestors?
 What are the differences among living and deceased primates?
 What evidence do we use to hypothesize about the development of the
hominid?
 What are distinguishing characteristics of primates?
Chapter 17: Organizing Life’s Diversity
Section 2: Modern Classification
 What is a cladogram and how do you construct one?
 What does a cladogram show?
 What is the relationship between gene locations on chromosomes and a
cladogram?
Upon completion of this unit students will be able to:
 Discuss how the fossils form and how the fossil record is used to support
evolution (NGSS: ESS1.C; NJCCC: 5.3.12.E.1,3,4)
 Distinguish between relative and absolute dating of fossils (NGSS: ESS1.C;
NJCCC: 5.3.12.E.1,3,4)
 Cite evidence in support of evolution from comparative embryology,
comparative anatomy and modern biochemistry (NGSS: LS4.A; NJCCC:
5.3.12.E.1-4)
 Summarize the major geological and biological events of the Geologic Time
Scale (NGSS: ESS1.C; NJCCC: 5.3.12.E.1,3,4)
 Compare modern theories of the origin of life on earth through studying the
experiments of Redi, Spallanzani, Oparin, Miller and Urey, Pasteur and
Needham (NGSS: ESS1.C; NJCCC: 5.3.12.E.1,3,4)
 Explain the hypothesis of spontaneous generation (NGSS: LS1.A; NJCCC:
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5.3.12.E.1,3,4)
Compare and contrast early experiments about spontaneous generation and
biogenesis (NGSS: ESS1.C; NJCCC: 5.3.12.E.1,3,4)
Trace how scientific methods led to the idea of biogenesis (NGSS: ESS1.C;
NJCCC: 5.3.12.E.1,3,4)
Explain Oparin's hypothesis for the origin of life on Earth (NGSS: ESS1.C;
NJCCC: 5.3.12.E.1-4)
Identify characteristics of the first true cells (prokaryotic and eukaryotic)
(NGSS: ESS1.C; NJCCC: 5.3.12.E.1,3,4)
Explain serial endosymbiosis (NGSS: ESS1.C; NJCCC: 5.3.12.E.1,3,4)
Identify and evaluate the basic assumptions of Lamarck's theory of evolution
(NGSS: LS4.A-B; NJCCC: 5.3.12.E.1,3,4)
Summarize the theory of evolution by natural selection (NGSS: LS4.A-B;
NJCCC: 5.3.12.E.1,3,4)
Relate the idea of natural selection to the origin of structural, behavioral and
physiological adaptations (NGSS: LS4.A-C; NJCCC: 5.3.12.E.1-4)
Compare and contrast small and mass extinctions throughout the world,
throughout time (NGSS: ESS1.C; NJCCC: 5.3.12.E.1,3,4)
Cite evidence from the industrial revolution (peppered moths) as an example
of evolution (NGSS: ESS1.C; NJCCC: 5.3.12.E.1,3,4)
Compare and contrast directional, diversifying and stabilizing selection
(NGSS: ESS1.C; NJCCC: 5.3.12.E.1,3,4)
Compare and contrast punctuated equilibrium and gradualism (NGSS:
ESS1.C; NJCCC: 5.3.12.E.1,3,4)
Compute phenotypic and genotypic percentages using the Hardy-Weinberg
equation (NGSS: ESS1.C; NJCCC: 5.3.12.E.1-4)
Define primates and relate their adaptations to life in the trees (NGSS: LS4.B;
NJCCC: 5.3.12.E.1-4)
Sequence the evolutionary history of modern primates (NGSS: LS4.A-C;
5.3.12.E.1-4)
Compare and contrast the adaptations of australopithecines with those of
apes and humans (NGSS: LS4.A-C; NJCCC: 5.3.12.E.1-4)
Summarize and discuss the importance of the major anatomical changes in
hominids during human evolution (NGSS: LS4.A-C; NJCCC: 5.3.12.E.1-4)
Construct and interpret a cladogram (NGSS: LS4.A-C; NJCCC: 5.3.12.E.1-4)
Common Core Standards:
 CCSS.ELA.RST.1 Cite specific textual evidence to support analysis of
science and technical texts, attending to the precise details of explanations or
descriptions.
 CCSS.ELA.RST.2 Determine the central ideas or conclusions of a text; trace
the text's explanation or depiction of a complex process, phenomenon, or
concept; provide an accurate summary of the text.
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CCSS.ELA.RST.3 Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical
tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA.WHST.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA.WHST.8 Gather relevant information from multiple authoritative
print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
CCSS.ELA.WHST.10 Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences
CCSS.MATH.CONTENT.7.EE.B.4.A Solve word problems leading to
equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific
rational numbers. Solve equations of these forms fluently. Compare an
algebraic solution to an arithmetic solution, identifying the sequence of the
operations used in each approach.
CCSS.MATH.CONTENT.7.EE.B.4.B Solve word problems leading to
inequalities of the form px + q > r or px + q < r, where p, q, and r are specific
rational numbers. Graph the solution set of the inequality and interpret it in the
context of the problem.
Interdisciplinary Standards (njcccs.org)
 Standard 6.3 Active Citizenship in the 21st Century
All students will acquire the skills needed to be active, informed citizens who
value diversity and promote cultural understanding by working collaboratively
to address the challenges that are inherent in living in an interconnected
world.
Activities – include 21st Century Technologies:
 Read, outline and answer related text questions
 Take notes using guided note sheet
 Take notes from PowerPoint lectures
 Complete book worksheets
 Successfully complete assessments
 Successfully complete labs and activities
 Watch videos
 Complete article summaries and analyses
 Play review Jeopardy games to assess knowledge
 Create a game that assess knowledge of early scientists: Redi, Spallanzani,
Oparin, Miller and Urey, Pasteur, Needham
 Summarize and analyze the article “Germ Warfare”
 Listen and watch They Might Be Giants: My Brother the Ape music video
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Listen and watch They Might Be Giants: I am a Paleontologist music video
Complete a final project that that traces an organism’s adaptation through
time
Observe and distinguish between amber, imprint, cast, ice and mineralized
fossils
Play an embryo evolution activity to show that organisms are related through
ancestry
Engage in a “Survivor Natural Selection” adaptation lab that helps develop
fluency in concepts of evolution, specifically how adaptations and
environmental changed work together in the process of natural selection
Tape their thumbs down and perform tasks such as tying shoes, texting and
writing their name to show the importance of opposable thumbs
Perform a peppered moth simulation activity that describes the importance of
coloration in avoiding predation
Read the comic strip “Survival of the Sneakiest” and compare and contrast
beneficial to non-beneficial environmental traits
Create origami creatures to simulate evolution or an organism through
evolving paper
Camouflage a frog, butterfly or other small organism to something in the
classroom to show to coloration adaptations are advantageous to an
organism’s survival
Read and analyze “The Dodo Bird: Why it Wasn’t Fit Enough”
Play a natural selection beak lab game
Teddy Graham Hardy-Weinberg lab
Enrichment Activities:
 Read, summarize and analyze the article “Dog: How and where did a wild
animal become our best friend?”
 Complete a critical reading on the theory of evolution and answer analysis
questions on the reading
 Construct a cladogram of reptiles and birds
Methods of Assessments/Evaluation:
 Chapter tests and quizzes
 Pre-assessments of material
 Exit slips (written or oral)
 Think Pair Share
 Review Jeopardy
 1-2-3-4 Class Assessment
 Discovery Ed./United Streaming
 PowerPoint Presentations
 Thumbs Up/Thumbs Down
 Revisit Essential Questions
 Lab reflective
 Laboratory activities
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Evolution final project
Self-Assessment (Check-off competencies)
Homework
Independent work
Observation of whole group and individual
Poster display of organism and trait
Project peer-editing
Open ended questions on worksheets and assessments
Evolution video questions
Article summaries
Cladogram construction
Resources/Including Online Resources
 Online Textbook Information: http://www.biologygmh.com/
 Teacher Webpage
 Discovery Ed./United Streaming, http://www.discoveryeducation.com
 Biology video series
 Glencoe online Launch a Lab
 Glencoe online Concepts in Motion videos
 Glencoe online Personal Tutor Review
 Glencoe online Assessment/quiz review
 Glencoe online Webquest
 Youtube.com
 Journal articles
 Popular Science magazine
 Odyssey magazine
 www.pbs.org
 Glencoe advanced biology text
35
Introductory Biology
Unit 9: The Human Body (Chapters 32-37)
Approximate # of Weeks: 4 weeks
Essential Questions:
Chapter 32: Integumentary, Skeletal and Muscular Systems
 What is the skeletal system and what is its primary function?
 What is the muscular system and what is its primary function?
 What are the three different types of muscle and where are they each found?
Chapter 33: Nervous System
 What is the nervous system and what is its primary function?
 How does your body respond to a stimulus?
Chapter 34: Circulatory, Respiratory and Excretory Systems
 How are the circulatory and respiratory systems related?
 How do the heart and lungs work together to deliver oxygenated blood to the
body?
 How does blood move through arteries, veins and capillaries?
 What are the different parts of blood and how is each important?
Chapter 35: Digestive and Endocrine Systems
 How do the digestive and excretory systems work together?
 What is the integumentary system and what is its primary function?
 What is the endocrine system and what are its functions?
Chapter 36: Human Reproduction and Development
 What is the reproductive system and what is its primary function?
 How is the reproductive system related to meiosis and genetics?
Chapter 37: The Immune System
 What is the immune system and what are its primary functions?
 What are white blood cells and what do they do?
 What is a vaccine and how does it help with immunity to certain diseases?
Upon completion of this unit students will be able to:
 Identify vital organs via a pig dissection (NGSS: LS1.A; NJCCC: 5.3.12.E.1,4)
 Relate the circulatory and respiratory system through their primary functions
(NGSS: LS1.A; NJCCC: 5.3.12.E.1,4)
 Model how the heart and lungs work together to deliver oxygenated blood to
the body (NGSS: LS1.A; NJCCC: 5.3.12.A.2,3,6)
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Differentiate between the different parts of blood (NGSS: LS1.A; NJCCC:
5.3.12.A.2,3,6)
Explain blood’s importance in the body (NGSS: LS1.A; NJCCC:
5.3.12.A.2,3,6)
Describe the importance of the layers of the integumentary system (NGSS:
LS1.A; NJCCC: 5.3.12.A.2,3,6)
Describe the importance of the endocrine system and how it relates to fight or
flight responses (NGSS: LS1.A; NJCCC: 5.3.12.A.2,3,6)
Explain how pores help regulate temperature (NGSS: LS1.A; NJCCC:
5.3.12.A.2,3,6)
Draw the pathway of digestion and excretion (NGSS: LS1.A; NJCCC:
5.3.12.A.2,3,6)
Differentiate between male and female reproductive systems and explain their
changes during puberty (NGSS: LS1.A; NJCCC: 5.3.12.A.2,3,6)
Demonstrate what would happen if organisms did not have bones (NGSS:
LS1.A; NJCCC: 5.3.12.A.2,3,6)
Differentiate between the three types of muscle and show where in the body
each are found (NGSS: LS1.A; NJCCC: 5.3.12.A.2,3,6)
Illustrate how the body is like a simple machine (NGSS: LS1.A, PS3.C;
NJCCC: 5.3.12.A.2,3,6)
Explain how the nervous system works in transmitting impulses from a body
part to the brain and back (NGSS: LS1.A; NJCCC: 5.3.12.A.2,3,6)
Explain what a vaccine is and how it aids immunity (NGSS: LS1.A; NJCCC:
5.3.12.A.2,3,6)
Common Core Standards:
 CCSS.ELA.RST.3 Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical
tasks, attending to special cases or exceptions defined in the text.
 CCSS.ELA.WHST.7 Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under
investigation.
 CCSS.ELA.RST.9 Compare and contrast findings presented in a text to those
from other sources (including their own experiments), noting when the
findings support or contradict previous explanations or accounts.
 CCSS.MATH.CONTENT.7.G.B.6 Solve real-world and mathematical
problems involving area, volume and surface area of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes,
and right prisms.
Interdisciplinary Standards (njcccs.org)
 Standard 8.1 – Computer and Information Literacy
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All students will use computer applications to gather and organize information
and to solve problems.
Standard 8.2 – Technology Education
All students will develop an understanding of the nature and impact of
technology, engineering, technological design, and the designed world as
they relate to the individual, society, and the environment.
Standard 6.3 Active Citizenship in the 21st Century
All students will acquire the skills needed to be active, informed citizens who
value diversity and promote cultural understanding by working collaboratively
to address the challenges that are inherent in living in an interconnected
world.
Activities – include 21st Century Technologies:
 Read, outline and answer related text questions
 Take notes using guided note sheet
 Take notes from PowerPoint lectures
 Complete book worksheets
 Successfully complete assessments
 Successfully complete labs and activities
 Watch videos
 Complete article summaries and analyses
 Play review Jeopardy games to assess knowledge
 Listen to heartbeat using stethoscopes
 Take blood pressure using a sphygmomanometer
 Observe normal red and white blood cells, plasma and sickle cells under a
microscope
 Compare and contrast human blood to frog blood by studying both under a
microscope
 Compare and contrast heart rate and blood pressure before and after
exercise using a stethoscope and a sphygmomanometer
 Read and summarize an article about skin graphs and burn victims
 Conduct research on and present a disease to the class
 Compare and contrast the structure and functions three types of muscle after
observing them under the microscope
 Write a persuasive paragraph about the importance of the different layers of
skin
 Fetal pig dissections
 Vaccine presentation
 Body system presentation and demonstration
Enrichment Activities:
 Write a short story that describes the functions of a vaccine
 Write a short story that describes the journey of a red blood cell through the
human circulatory system
 Take apart and put together the human body model
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
Research a topic: How do x-rays work? Where did the funny bone get its
name? How do doctors categorize different bone fractures? What does it
mean to “pull a muscle”? and present it to the class
Methods of Assessments/Evaluation:
 Chapter tests and quizzes
 Exit slips (written or oral)
 Think Pair Share
 Review Jeopardy
 1-2-3-4 Class Assessment
 Discovery Ed./United Streaming
 PowerPoint Presentations
 Thumbs Up/Thumbs Down
 Revisit Essential Questions
 Lab reflective
 Laboratory activities
 Self-Assessment (Check-off competencies)
 Homework
 Independent work
 Observation of whole group and individual
 Project peer-editing
 Open ended questions on worksheets and assessments
 Article summaries
 Lab analysis questions
Resources/Including Online Resources
 Online Textbook Information: http://www.biologygmh.com/
 Teacher Webpage
 Discovery Ed./United Streaming, http://www.discoveryeducation.com
 Biology video series
 Glencoe online Launch a Lab
 Glencoe online Concepts in Motion videos
 Glencoe online Personal Tutor Review
 Glencoe online Assessment/quiz review
 Glencoe online Webquest
 Youtube.com
 Journal articles
 Popular Science magazine
 Odyssey magazine
 www.pbs.org
 Glencoe advanced biology text
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