Tri-District
Biology Curriculum
2014
Mr. Patrick Fletcher
Superintendent
River Dell Regional Schools
Ms. Lorraine Brooks
Principal
River Dell High School
Mr. Lawrence Hughes
Superintendent
Oradell Public School
Ms. Megan Bozios
Principal
Oradell Public School
Mr. Richard Freedman
Principal
River Dell Middle School
Dr. Tova Ben-Dov
Superintendent
River Edge Public Schools
Ms. Denise Heitman
Principal
Cherry Hill School
Ms. Marisa Kossoy
Principal
Roosevelt School
Mr. William Feldman
Tri-District Supervisor
Curriculum and Instruction
Science Committee
Maria Ceppaglia
Ellen DeRosa-Hill
Michele DiVincenzo
TABLE OF CONTENTS
Rationale
Page 3
Course Description
Page 4
Unit 1
Page 5
Unit 2
Page 9
Unit 3
Page 13
Unit 4
Page 17
Unit 5
Page 21
Unit 6
Page 23
Unit 7
Page 27
Unit 8
Page 31
21st Century Life & Career
Page 35
2
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
Rationale
The Biology course provides the opportunity to develop knowledge and understanding
of how living things originated and are sustained. Biology offers students the
opportunity to investigate through experimental design the components of living
organisms and the interactions between them. The study of life spans from the creation
of macromolecules to the inner workings of cells to the complex interactions of entire
ecosystems through the information stored in DNA to the ways genetic information
evolves over time. In preparation for careers and life choices, students must
comprehend the impact of science and technology on their world.
The Biology course is comprised of the following key units of study: origin of life and
biological molecules, transport, energy processing, cell cycle, DNA, mitosis, RNA,
protein synthesis, meiosis, Mendelian genetics, inheritance patterns, evolution
population genetics and ecology. This sequence of key units has been designed to
build upon the previous Chemistry course offered. The Biology course begins with the
study of the chemical building blocks of life and develops into the study of macrosystems.
Biology is offered in two levels, Honors Biology and Biology. The distinction between
the courses is indicated in the italicized text under Learning Objectives. These
separate tracks will allow students from the different level Chemistry courses to be
appropriately challenged. This basic knowledge and appreciation of how science works
have become elements of good citizenship in an era when informed evaluations of
health issues, environmental problems and applications of new technology are critical.
3
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
Course Descriptions
Biology
In this course students explore the origin of life, biochemistry, transport, energy
processing, cell cycle, mitosis, DNA, RNA, protein synthesis, meiosis, inheritance
patterns, evolution, ecology, Mendelian and molecular genetics. Students will have the
opportunity to explore these ideas through class discussion, lab experiences and
independent research. Students will analyze authentic data as a part of case studies to
form evidence- based conclusions. Ideas discussed in this course will lead to an
understanding of societal challenges as well as career paths to affect change in those
areas.
Pre-requisite: Completion of 10th grade Chemistry
Honors Biology
In this course students explore the origin of life, biochemistry, transport, energy
processing, cell cycle, mitosis, DNA, RNA, protein synthesis, meiosis, inheritance
patterns, evolution, ecology, Mendelian and molecular genetics. Students will
additionally explore the role of oncogenes and proto-oncogenes, control of gene
expression, Hardy-Weinberg equilibrium and population genetics. Students who elect to
take Honors Biology have the advantage to expand their science background in a more
academically rigorous way. Honors Biology builds upon the abstract reasoning skills
acquired in Honors Chemistry. Students will have the opportunity to explore these
ideas through class discussion, lab experiences and independent research. Students
will analyze authentic data as a part of case studies to form evidence- based
conclusions. Ideas discussed in this course will lead to an understanding of societal
challenges as well as career paths to affect change in those areas.
Pre-requisites: Completion of 10th Grade Honors Chemistry or 95+ in 10th Grade
Chemistry with teacher recommendation
4
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
BY THE END OF ELEVENTH GRADE
BIOLOGY
UNIT ONE: ORIGIN OF LIFE AND BIOLOGICAL MOLECULES
STATE STANDARDS
5.4.12.B.1
The evolution of life caused dramatic changes in the composition of
Earth’s atmosphere, which did not originally contain oxygen gas.
5.3.12.A.1
Cells are made of complex molecules that consist mostly of a few
elements. Each class of molecules has its own building blocks and
specific functions.
RST.11-12.1
Cite specific textual evidence to support analysis of science and
technical texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account.
RST.11-12.2
Determine the central ideas or conclusions of a text; summarize
complex concepts, processes, or information presented in a text by paraphrasing them
in simpler but still accurate terms.
RST.11-12.3
Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the specific
results based on explanations in the text.
RST.11-12.4
Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
RST.11-12.5
Analyze how the text structures information or ideas into
categories or hierarchies, demonstrating understanding of the information or ideas.
RST.11-12.6
Analyze the author’s purpose in providing an explanation,
describing a procedure, or discussing an experiment in a text, identifying important
issues that remain unresolved.
RST.11-12.7
Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem.
RST.11-12.8
Evaluate the hypotheses, data, analysis, and conclusions in a
science or technical text, verifying the data when possible and corroborating or
challenging conclusions with other sources of information.
5
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
RST.11-12.9
Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process, phenomenon, or
concept, resolving conflicting information when possible.
RST.11-12.10
By the end of grade 12, read and comprehend science/technical
texts in the grades 11–CCR text complexity band independently and proficiently.
WHST.11-12.1
Write arguments focused on discipline-specific content.
WHST.11-12.2
Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
WHST.11-12.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
WHST.11-12.5
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
WHST.11-12.6
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing feedback, including
new arguments or information.
WHST.11-12.7
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.
WHST.11-12.8
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard format for citation.
WHST.11-12.9
Draw evidence from informational texts to support analysis,
reflection, and research.
WHST.11-12.10
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.
BIG IDEAS/COMMON THREADS
Chemistry is intimately linked to the evolution of life.
6
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
ENDURING UNDERSTANDINGS
Atoms are bonded together in molecules that undergo chemical reactions to form
life on Earth. Life’s molecular diversity is based on the properties of
macromolecules.
Assessments













Model Building-building complex molecules
Investigative Labs: Nutrient testing, Peroxidase Learning Activities
Modeling-Natural Selection
Create Timeline of Life on Earth
Evidence of Evolution- molecular, structural, embryological
Index Fossil Hunt
Lecture
Power point notes
Video clips
Solve Hardy-Weinberg Equilibrium Problems
Web quest
Online simulation-H-W Equilibrium
Guided Reading
Resources







New York Times articles
Textbook
On-line resources
Video- Charles Darwin
Tests and quizzes
Lab quizzes
Reading and writing response to current event article
ESSENTIAL QUESTIONS
1. How did the inorganic molecules present on primitive Earth give rise to living
organisms?
2. How has Earth’s atmosphere changed as a result of organic evolution?
3. How did the first cell on Earth give rise to the biodiversity present today?
4. What is the chemical basis for life on Earth?
5. What is the relationship between the structure and function of each type of
biomolecule?
6. How do proteins function as enzymes?
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Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
LEARNING OBJECTIVES:
Students will be able to….
 provide evidence for the “primordial soup” model of the origin of life on Earth
 explain how the addition of oxygen to Earth’s atmosphere changed life on Earth
itself
 provide evidence for the heterotroph hypothesis.
 explain why carbon is the chemical basis of life on earth due to its ability to
readily form 4 covalent bonds with a wide variety of atoms.
 understand that biomolecules consist of monomer building blocks that can be
easily assembled into polymers with various functions depending upon the
addition of specific side group
 explain how enzymes are essential components of all metabolic pathways.
Learning Activities







Model anabolic and catabolic processes
Lecture
Power point notes
o Video clips
On-line activities/simulations
Web quest
Labs
Guided Reading
Resources






Video-World of Chemistry
New York Times articles
Faculty.nl.edu-Macromolecules of Life
www.chem4.kids.com Sweet Sweet carbs
Textbook
On-line resources
8
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
BY THE END OF ELEVENTH GRADE
BIOLOGY
UNIT TWO: TRANSPORT
STATE STANDARDS
5.3.12.A.3
Cellular function is maintained through the regulation of cellular processes
in response to internal and external environmental conditions
RST.11-12.1
Cite specific textual evidence to support analysis of science and
technical texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account.
RST.11-12.2
Determine the central ideas or conclusions of a text; summarize
complex concepts, processes, or information presented in a text by paraphrasing them
in simpler but still accurate terms.
RST.11-12.3
Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the specific
results based on explanations in the text.
RST.11-12.4
Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
RST.11-12.5
Analyze how the text structures information or ideas into categories
or hierarchies, demonstrating understanding of the information or ideas.
RST.11-12.6
Analyze the author’s purpose in providing an explanation,
describing a procedure, or discussing an experiment in a text, identifying important
issues that remain unresolved.
RST.11-12.7
Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem.
RST.11-12.8
Evaluate the hypotheses, data, analysis, and conclusions in a
science or technical text, verifying the data when possible and corroborating or
challenging conclusions with other sources of information.
RST.11-12.9
Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process, phenomenon, or
concept, resolving conflicting information when possible.
9
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
RST.11-12.10
By the end of grade 12, read and comprehend science/technical
texts in the grades 11–CCR text complexity band independently and proficiently.
WHST.11-12.1
Write arguments focused on discipline-specific content.
WHST.11-12.2
Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
WHST.11-12.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
WHST.11-12.5
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
WHST. 11-12.6
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing feedback, including
new arguments or information.
WHST.11-12.7
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.
WHST.11-12.8
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard format for citation.
WHST.11-12.9
Draw evidence from informational texts to support analysis,
reflection, and research.
WHST.11-12.10
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.
BIG IDEAS/COMMON THREADS
All living things must work to maintain homeostasis.
ENDURING UNDERSTANDINGS
A cell membrane structure enables living things to regulate the transport of molecules to
achieve the homeostatic state.
10
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
Assessments




Investigative lab-Plasmolysis, Dialysis Membrane and Diffusion
Tests and quizzes
Lab quizzes
Reading and writing response to current event article
ESSENTIAL QUESTIONS
1. How does the structure of the plasma membrane allow it to function in regulating
what passes into and out of the cell in response to changes internally and
externally?
2. What processes enable molecules to pass through the plasma membrane?
3. Why is transport an essential characteristic of living things?
LEARNING OBJECTIVES
Students will be able to…
 Describe how the phospholipid bilayer blocks almost all substances from passing
and how the
 proteins embedded in this bilayer allow specific molecules to pass.
 Compare and contrast the passive and active transport processes. Explain the
passive transport
 processes of diffusion, ion channels, and facilitated diffusion with the active
transport processes of
 pumps, co-transport and bulk.
 Provide examples of how regulating what enters and exits a cell maintains
homeostasis and thereby
 is essential in all living things.
Learning Activities
 Diagram identification
 Lecture
 Power point notes
o Video clips
 On-line activities/simulations
 Web quest
 Labs
 Guided Reading
11
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
Resources





Videos on cell membrane structure, Active/Passive transport
New York Times articles
Textbook
www.sascurriculumpathways.com
On-line resources
12
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
BY THE END OF ELEVENTH GRADE
BIOLOGY
UNIT THREE: ENERGY PROCESSING
STATE STANDARDS
5.2.12.D.2
The driving forces of chemical reactions are energy and entropy. Chemical
reactions either release energy to the environment (exothermic) or absorb
energy from the environment (endothermic).
5.2.12.D.4
Energy may be transferred from one object to another during collisions.
5.2.12.D.5
Chemical equilibrium is a dynamic process that is significant in many
systems, including biological, ecological, environmental, and geological
systems. Chemical reactions occur at different rates. Factors such as
temperature, mixing, concentration, particle size, and surface area affect
the rates of chemical reactions.
5.3.12.A.2
Cellular processes are carried out by many different types of molecules,
mostly by the group of proteins known as enzymes
5.3.12.B.4
Plants have the capability to take energy from light to form sugar
molecules containing carbon, hydrogen, and oxygen.
5.3.12.B.5
In both plant and animal cells, sugar is a source of energy and can be
used to make other carbon-containing (organic) molecules.
5.3.12.B.6
All organisms must break the high-energy chemical bonds in food
molecules during cellular respiration to obtain the energy needed for life
processes.
RST.11-12.1
Cite specific textual evidence to support analysis of science and
technical texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account.
RST.11-12.2
Determine the central ideas or conclusions of a text; summarize
complex concepts, processes, or information presented in a text by paraphrasing them
in simpler but still accurate terms.
RST.11-12.3
Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the specific
results based on explanations in the text.
13
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
RST.11-12.4
Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
RST.11-12.5
Analyze how the text structures information or ideas into categories
or hierarchies, demonstrating understanding of the information or ideas.
RST.11-12.6
Analyze the author’s purpose in providing an explanation,
describing a procedure, or discussing an experiment in a text, identifying important
issues that remain unresolved.
RST.11-12.7
Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem.
RST.11-12.8
Evaluate the hypotheses, data, analysis, and conclusions in a
science or technical text, verifying the data when possible and corroborating or
challenging conclusions with other sources of information.
RST.11-12.9
Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process, phenomenon, or
concept, resolving conflicting information when possible.
RST.11-12.10
By the end of grade 12, read and comprehend science/technical
texts in the grades 11–CCR text complexity band independently and proficiently.
WHST.11-12.1
Write arguments focused on discipline-specific content.
WHST.11-12.2
Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
WHST.11-12.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
WHST. 11-12.5
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
WHST. 11-12.6
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing feedback, including
new arguments or information.
WHST.11-12.7
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or
14
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
WHST.11-12.8
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard format for citation.
WHST.11-12.9
Draw evidence from informational texts to support analysis,
reflection, and research.
WHST.11-12.10
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.
BIG IDEAS/COMMON THREADS
All organisms are directly or indirectly dependent upon energy from the Sun.
ENDURING UNDERSTANDINGS
Cellular respiration and photosynthesis are the metabolic processes whereby living
things cycle energy.
ASSESSMENTS





Investigative lab-Respiration Plant Tissue/Paper Chromatography/
On-line simulations (Aquatic weeds)
Tests and quizzes
Lab quizzes
Reading and writing response to current event article
ESSENTIAL QUESTIONS
1.
2.
3.
4.
How can sunlight power the synthesis of organic compounds?
How do all organisms make and use energy to survive?
What is the relationship between photosynthesis and respiration?
How are the rates of photosynthesis and cellular respiration affected by
environmental conditions?
5. How does the structure of specific organelles, chloroplasts and mitochondria,
allow for the multistep, enzymatically controlled biochemical pathways of
photosynthesis and cellular respiration?
15
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
LEARNING OBJECTIVES
Students will be able to….
 Explain how photosynthesis converts solar energy into the chemical energy of
food.
 Describe the ways in which organisms change food into usable forms of energy
through glycolysis, anaerobic and aerobic cellular respiration.
 Relate the processes of photosynthesis and cellular respiration to the flow of
carbon and energy through an ecosystem.
 Explain how temperature, pH, light intensity, carbon dioxide levels, availability of
oxygen and other conditions affect rates of photosynthesis and cellular
respiration.
 Explain the step by step pathways of the light dependent and light independent
pathways of photosynthesis as well as those of glycolysis, anaerobic and aerobic
respiration with respect to organelle structure.
LEARNING ACTIVITIES








Graphing Activity/Absorption of Light in Plants
Lecture
Power point notes
o Video clips
On-line activities/simulations
Web quest
Labs
Guided Reading-Turning of Leaves
Research Activity-finding simulation of photosynthesis online
RESOURCES




Videos on cell membrane structure, Active/Passive transport
New York Times articles
Textbook
On-line resources
16
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
BY THE END OF ELEVENTH GRADE
BIOLOGY
UNIT FOUR: CELL CYCLE, DNA, MITOSIS
STATE STANDARDS
5.3.12.A.4
5.3.12.D.1
5.3.12.D.2
Cells divide through the process of mitosis, resulting in daughter cells that
have the same genetic composition as the original cell.
Genes are segments of DNA molecules located in the chromosome of
each cell. DNA molecules contain information that determines a sequence
of amino acids, which result in specific proteins.
Inserting, deleting, or substituting DNA segments can alter the genetic
code. An altered gene may be passed on to every cell that develops from
it. The resulting features may help, harm, or have little or no effect on the
offspring’s success in its environment.
RST.11-12.1
Cite specific textual evidence to support analysis of science and
technical texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account.
RST.11-12.2
Determine the central ideas or conclusions of a text; summarize
complex concepts, processes, or information presented in a text by paraphrasing them
in simpler but still accurate terms.
RST.11-12.3
Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the specific
results based on explanations in the text.
RST.11-12.4
Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
RST.11-12.5
Analyze how the text structures information or ideas into
categories or hierarchies, demonstrating understanding of the information or ideas.
RST.11-12.6
Analyze the author’s purpose in providing an explanation,
describing a procedure, or discussing an experiment in a text, identifying important
issues that remain unresolved.
RST.11-12.7
Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem.
17
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
RST.11-12.8
Evaluate the hypotheses, data, analysis, and conclusions in a
science or technical text, verifying the data when possible and corroborating or
challenging conclusions with other sources of information.
RST.11-12.9
Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process, phenomenon, or
concept, resolving conflicting information when possible.
RST.11-12.10
By the end of grade 12, read and comprehend science/technical
texts in the grades 11–CCR text complexity band independently and proficiently.
WHST.11-12.1
Write arguments focused on discipline-specific content.
WHST.11-12.2
Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
WHST.11-12.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
WHST. 11-12.5
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
WHST. 11-12.6
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing feedback, including
new arguments or information.
WHST.11-12.7
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.
WHST.11-12.8
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard format for citation.
WHST.11-12.9
Draw evidence from informational texts to support analysis,
reflection, and research.
WHST.11-12.10
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.
18
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
BIG IDEAS/COMMON THREADS
All cells come from pre-existing cells.
ENDURING UNDERSTANDINGS
Cell division is a complex, carefully regulated process. Cancer is the result of
unregulated cell division.
ASSESSMENTS





Investigative labs – Gel Electrophoresis
Tests and quizzes
Lab quizzes
Reading and writing response to current event article
Multimedia presentation of DNA replication
ESSENTIAL QUESTIONS
1.
2.
3.
4.
5.
How and why do cells replicate?
How is the structure of DNA related to its function?
What is the relationship between DNA and cell division?
What is cancer and how is it related to the cell cycle?
What is the role of proto-oncogenes and oncogenes in cancer?
LEARNING OBJECTIVES
Students will be able to….
 explain the importance of the cell cycle and chromosomes for maintenance,
growth, repair and reproduction.
 describe the structure of a chromosome and how chromosome number is
maintained and/or differs between haploid and diploid cells in cell division.
 explain the history of the discovery of DNA as genetic material.
 describe how DNA replicates and explain the importance of mutations.
 explain how cells produce new cells through the process of cell division or mitosis.
 explain the relationship between the cell cycle and cancer.
 discuss the role of proto-oncogenes and oncogenes in cancer.
LEARNING ACTIVITIES



Modeling-DNA structure and function, mitosis
Lecture
Power point notes
o Video clips
 On-line activities/simulations-Onion Root Tip
 Web quest
 Labs- Asexual Reproduction-Planaria
 Guided Reading
RESOURCES
19
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014




Videos on DNA , Cell Cycle, Molecular Causes of Cancer
New York Times articles
Textbook
On-line resources
20
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
BY THE END OF ELEVENTH GRADE
BIOLOGY
UNIT FIVE: RNA, PROTEIN SYNTHESIS
STATE STANDARDS
5.3.12.D.2
Inserting, deleting, or substituting DNA segments can alter the genetic code.
An altered gene may be passed on to every cell that develops from it. The
resulting features may help, harm, or have little or no effect on the
offspring’s success in its environment.
5.3.12.D.3
Sorting and recombination of genes in sexual reproduction result in a great
variety of possible gene combinations in the offspring of any two parents.
RST.11-12.1
Cite specific textual evidence to support analysis of science and
technical texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account.
RST.11-12.2
Determine the central ideas or conclusions of a text; summarize
complex concepts, processes, or information presented in a text by paraphrasing them
in simpler but still accurate terms.
RST.11-12.3
Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the specific
results based on explanations in the text.
RST.11-12.4
Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
RST.11-12.5
Analyze how the text structures information or ideas into categories
or hierarchies, demonstrating understanding of the information or ideas.
RST.11-12.6
Analyze the author’s purpose in providing an explanation,
describing a procedure, or discussing an experiment in a text, identifying important
issues that remain unresolved.
RST.11-12.7
Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem.
RST.11-12.8
Evaluate the hypotheses, data, analysis, and conclusions in a
science or technical text, verifying the data when possible and corroborating or
challenging conclusions with other sources of information.
21
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
RST.11-12.9
Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process, phenomenon, or
concept, resolving conflicting information when possible.
RST.11-12.10
By the end of grade 12, read and comprehend science/technical
texts in the grades 11–CCR text complexity band independently and proficiently.
WHST.11-12.1
Write arguments focused on discipline-specific content.
WHST.11-12.2
Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
WHST.11-12.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
WHST. 11-12.5
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
WHST. 11-12.6
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing feedback, including
new arguments or information.
WHST.11-12.7
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.
WHST.11-12.8
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard format for citation.
WHST.11-12.9
Draw evidence from informational texts to support analysis,
reflection, and research.
WHST.11-12.10
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.
BIG IDEAS/COMMON THREADS
Genetic information is coded from DNA to RNA to amino acid sequences.
22
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
ENDURING UNDERSTANDINGS
The copying of the genetic code from DNA to RNA is transcription. RNA provides the
blueprint for specific amino acid sequences that make up proteins.
ASSESSMENTS



On-line simulations Learn.Genetics.utah.edu-transcription and translation
Tests and quizzes
Reading and writing response to current event article
ESSENTIAL QUESTIONS
1. How does DNA provide the basis for amino acid sequence?
2. What roles do DNA and RNA play in protein synthesis?
3. How is gene expression controlled in eukaryotes and prokaryotes?
OBJECTIVES
Students will be able to….
 describe the flow of genetic information from DNA to protein through transcription
and translation.
 explain the differences between RNA and DNA.
 compare the roles of mRNA, rRNA, and tRNA in protein synthesis
 understand that the human genome is important as it relates to medical
breakthroughs.
 compare and contrast how genes are expressed in eukaryotes and prokaryotes.
LEARNING ACTIVITIES




Modeling-Transcription, Translation, Protein Synthesis
On-line simulations Learn.Genetics.utah.edu-transcription and translation
Lecture
Power point notes
o


Video clips
Web quest
Guided Reading
RESOURCES




Videos Genetic Code
New York Times articles
Textbook
On-line resources
BY THE END OF ELEVENTH GRADE
BIOLOGY
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Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
UNIT SIX: MEIOSIS, MENDELIAN GENETICS, INHERITANCE
PATTERNS
STATE STANDARDS
5.3.12.A.5
Cell differentiation is regulated through the expression of different genes
during the development of complex multicellular organisms.
5.3.12.D.2
Inserting, deleting, or substituting DNA segments can alter the genetic
code. An altered gene may be passed on to every cell that develops from
it. The resulting features may help, harm, or have little or no effect on the
offspring’s success in its environment.
5.3.12.D.3
Sorting and recombination of genes in sexual reproduction result in a
great variety of possible gene combinations in the offspring of any two
parents.
RST.11-12.1
Cite specific textual evidence to support analysis of science and
technical texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account.
RST.11-12.2
Determine the central ideas or conclusions of a text; summarize
complex concepts, processes, or information presented in a text by paraphrasing them
in simpler but still accurate terms.
RST.11-12.3
Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the specific
results based on explanations in the text.
RST.11-12.4
Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
RST.11-12.5
Analyze how the text structures information or ideas into categories
or hierarchies, demonstrating understanding of the information or ideas.
RST.11-12.6
Analyze the author’s purpose in providing an explanation,
describing a procedure, or discussing an experiment in a text, identifying important
issues that remain unresolved.
RST.11-12.7
Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem.
24
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
RST.11-12.8
Evaluate the hypotheses, data, analysis, and conclusions in a
science or technical text, verifying the data when possible and corroborating or
challenging conclusions with other sources of information.
RST.11-12.9
Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process, phenomenon, or
concept, resolving conflicting information when possible.
RST.11-12.10
By the end of grade 12, read and comprehend science/technical
texts in the grades 11–CCR text complexity band independently and proficiently.
WHST.11-12.1
Write arguments focused on discipline-specific content.
WHST.11-12.2
Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
WHST.11-12.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
WHST. 11-12.5
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
WHST. 11-12.6
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing feedback, including
new arguments or information.
WHST.11-12.7
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.
WHST.11-12.8
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard format for citation.
WHST.11-12.9
Draw evidence from informational texts to support analysis,
reflection, and research.
WHST.11-12.10
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.
25
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
BIG IDEAS/COMMON THREADS
Sexual reproduction ensures diversity within a species
ENDURING UNDERSTANDINGS
Meiosis and fertilization allows for genetic recombination which determines the
genotype that is expressed through the phenotype.
ASSESSMENTS




Investigative lab-Fruit Flies, Probability
Case Study
Tests and quizzes
Reading and writing response to current event article
ESSENTIAL QUESTIONS
1.
2.
3.
4.
How does the process of gene replication result in the development of diverse
complex organisms?
How does cellular differentiation occur?
What is the effect of DNA mutation in an offspring’s success rate in the
environment?
LEARNING OBJECTIVES
Students will be able to….
 explain how genetic recombination is regulated by the process of Meiosis.
 describe the role of gene expression in an organism’s development.
 understand why DNA coding is the mechanism in which mutations occur.
LEARNING ACTIVITIES



Modeling-meiosis, karyotyping, lac operon
Lecture
Power point notes
o





Video clips
Genetics Problem Solving
Genetics Pedigree Chart
Web quest
Online simulation-karyotyping
Guided Reading
RESOURCES




New York Times articles
Textbook
On-line resources
Video-Ghost in Our Genes
26
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
BY THE END OF ELEVENTH GRADE
BIOLOGY
UNIT SEVEN: EVOLUTION AND POPULATION GENETICS
STATE STANDARDS
5.3.12.D.2
5.3.12.E.1
5.3.12.E.2
5.3.12.E.3
5.3.12.E.4
5.4.12.B.2
5.4.12.B.3
Inserting, deleting, or substituting DNA segments can alter the genetic
code. An altered gene may be passed on to every cell that develops from
it. The resulting features may help, harm, or have little or no effect on the
offspring’s success in its environment.
New traits may result from new combinations of existing genes or from
mutations of genes in reproductive cells within a population.
Molecular evidence (e.g., DNA, protein structures, etc.) substantiates the
anatomical evidence for evolution and provides additional detail about the
sequence in which various lines of descent branched.
The principles of evolution (including natural selection and common
descent) provide a scientific explanation for the history of life on Earth as
evidenced in the fossil record and in the similarities that exist within the
diversity of existing organisms.
Evolution occurs as a result of a combination of the following factors:
 Ability of a species to reproduce
 Genetic variability of offspring due to mutation and recombination of
genes
 Finite supply of the resources required for life
Natural selection, due to environmental pressure, of those organisms
better able to survive and leave offspring
Relative dating uses index fossils and stratigraphic sequences to
determine the sequence of geologic events.
Absolute dating, using radioactive isotopes in rocks, makes it possible to
determine how many years ago a given rock sample formed.
RST.11-12.1
Cite specific textual evidence to support analysis of science and
technical texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account.
RST.11-12.2
Determine the central ideas or conclusions of a text; summarize
complex concepts, processes, or information presented in a text by paraphrasing them
in simpler but still accurate terms.
RST.11-12.3
Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the specific
results based on explanations in the text.
27
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
RST.11-12.4
Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
RST.11-12.5
Analyze how the text structures information or ideas into categories
or hierarchies, demonstrating understanding of the information or ideas.
RST.11-12.6
Analyze the author’s purpose in providing an explanation,
describing a procedure, or discussing an experiment in a text, identifying important
issues that remain unresolved.
RST.11-12.7
Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem.
RST.11-12.8
Evaluate the hypotheses, data, analysis, and conclusions in a
science or technical text, verifying the data when possible and corroborating or
challenging conclusions with other sources of information.
RST.11-12.9
Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process, phenomenon, or
concept, resolving conflicting information when possible.
RST.11-12.10
By the end of grade 12, read and comprehend science/technical
texts in the grades 11–CCR text complexity band independently and proficiently.
WHST.11-12.1
Write arguments focused on discipline-specific content.
WHST.11-12.2
Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
WHST.11-12.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
WHST. 11-12.5
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
WHST. 11-12.6
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing feedback, including
new arguments or information.
WHST.11-12.7
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or
28
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
WHST.11-12.8
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard format for citation.
WHST.11-12.9
Draw evidence from informational texts to support analysis,
reflection, and research.
WHST.11-12.10
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.
BIG IDEAS/COMMON THREADS
The environment impacts the genetic make-up of populations over time.
ENDURING UNDERSTANDINGS
Natural selection explains how living things change over time.
ASSESSMENTS





Investigative lab-Half-life Penny Lab, Camouflage
Lab reports
Case Study-White Clover
Tests and quizzes
Reading and writing response to current event article
ESSENTIAL QUESTIONS
1. How does DNA mutation affect the natural selection process?
2. What is the effect of DNA mutation in an offspring’s success rate in the
environment?
3. How does the dating of fossils determine the history of the earth?
4. What was Darwin’s Theory of Evolution?
5. What evidence do we have that supports Evolution?
6. How can the rate of evolution be measured.
29
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
LEARNING OBJECTIVES:
Students will be able to….
 explain how the chemistry of RNA and DNA can mutate a species.
 discuss how a mutation in the species line will be affected by the species
environment.
 discuss how the sequence of anatomical and cellular progression serves as
evidence of evolution.
 explain Darwin’s Theory of Evolution through natural selection.
 explain how to use half- life radiation data to determine the history of the earth.
 calculate the rate of evolution.
LEARNING ACTIVITIES






Modeling-Natural Selection
Create Timeline of Life on Earth
Evidence of Evolution- molecular, structural, embryological
Index Fossil Hunt
Lecture
Power point notes
o
o



Video clips
Solve Hardy-Weinberg Equilibrium Problems
Web quest
Online simulation-H-W Equilibrium
Guided Reading
RESOURCES




New York Times articles
Textbook
On-line resources
Video- Charles Darwin
30
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
BY THE END OF ELEVENTH GRADE
BIOLOGY
UNIT EIGHT: ECOLOGY
STATE STANDARDS
5.3.12.B.1
5.3.12.B.2
5.3.12.B.3
5.3.12.B.5
5.3.12.B.6
5.3.12.C.1
5.3.12.C.2
5.4.12.G.7
As matter cycles and energy flows through different levels of organization
within living systems (cells, organs, organisms, communities), and
between living systems and the physical environment, chemical elements
are recombined into different products.
Each recombination of matter and energy results in storage and
dissipation of energy into the environment as heat.
Continual input of energy from sunlight keeps matter and energy flowing
through ecosystems
In both plant and animal cells, sugar is a source of energy and can be
used to make other carbon-containing (organic) molecules.
All organisms must break the high-energy chemical bonds in food
molecules during cellular respiration to obtain the energy needed for life
processes
Biological communities in ecosystems are based on stable
interrelationships and interdependence of organisms.
Stability in an ecosystem can be disrupted by natural or human
interactions.
Earth is a system in which chemical elements exist in fixed amounts and
move through the solid Earth, oceans, atmosphere, and living things as
part of geochemical cycles. RST.11-12.1 Cite specific textual evidence to
support analysis of science and technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the
account.
RST.11-12.2
Determine the central ideas or conclusions of a text; summarize
complex concepts, processes, or information presented in a text by paraphrasing them
in simpler but still accurate terms.
RST.11-12.3
Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the specific
results based on explanations in the text.
RST.11-12.4
Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
RST.11-12.5
Analyze how the text structures information or ideas into categories
or hierarchies, demonstrating understanding of the information or ideas.
31
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
RST.11-12.6
Analyze the author’s purpose in providing an explanation,
describing a procedure, or discussing an experiment in a text, identifying important
issues that remain unresolved.
RST.11-12.7
Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem.
RST.11-12.8
Evaluate the hypotheses, data, analysis, and conclusions in a
science or technical text, verifying the data when possible and corroborating or
challenging conclusions with other sources of information.
RST.11-12.9
Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process, phenomenon, or
concept, resolving conflicting information when possible.
RST.11-12.10
By the end of grade 12, read and comprehend science/technical
texts in the grades 11–CCR text complexity band independently and proficiently.
WHST.11-12.1
Write arguments focused on discipline-specific content.
WHST.11-12.2
Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
WHST.11-12.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
WHST. 11-12.5
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
WHST. 11-12.6
Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing feedback, including
new arguments or information.
WHST.11-12.7
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.
WHST.11-12.8
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard format for citation.
32
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
WHST.11-12.9
Draw evidence from informational texts to support analysis,
reflection, and research.
WHST.11-12.10
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.
BIG IDEAS/COMMON THREADS
There is interdependence between matter and energy in living and non-living things.
ENDURING UNDERSTANDINGS
Humans impact the environment in a positive and negative way.
ASSESSMENTS




Investigative lab-Cooling Lab, Lesson of the Kaibob
Case Study-Fish Kill
Tests and quizzes
Reading and writing response to current event article
ESSENTIAL QUESTIONS
1. How are nutrients cycled through living and nonliving components of the
environment?
2. What is the source of energy for all living things?
3.How do organisms use energy to carry out essential life processes?
4. How are all parts of the ecosystems dependent on each other?
5. How are ecosystems disrupted?
6. What is the relationship between all matter and energy globally?
LEARNING OBJECTIVES
Student will understand that….
 That there is a reservoir of nutrients that are stored and utilized by organisms
and transferred back to the reservoir.
 The sun is the primary source of energy and changes form as it cycles through
the ecosystems.
 That photosynthesis and cellular respiration are the primary processes that
transform energy.
 The interdependence of organisms exists through relationships such as predator
prey, symbiosis and competition.
 Ecosystems are naturally disrupted by hurricanes, tornado, drought etc. as well
as by human interference such as population growth pollution etc.
 How the biogeochemical cycles budgets and balance all matter and energy
globally.
33
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
LEARNING ACTIVITIES





Modeling-Oil Spill, Biogeochemical Cycles
Global Warming Venn diagram
Human Impact on Food Webs: Cats into Borneo, Vanishing Sea Otters, Butter
and Old Maid
Lecture
Power point notes
o



Video clips
Web quest
Online simulation- Cycles
Guided Reading
RESOURCES




New York Times articles
Textbook
On-line resources
Video- Tuvalu
34
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
21ST CENTURY LIFE AND CAREER
STATE STANDARDS
9.4.12.O.(1).1 Apply the concepts, processes, guiding principles, and standards of
9.4.12.O.(1).2
9.4.12.O.(1).3
9.4.12.O.(1).8
9.4.12.O.(1).1
9.4.12.O.(1).2
9.4.12.O.(1).3
9.4.12.O.(1).4
9.4.12.O.(1).5
9.4.12.O.(1).6
9.4.12.O.(1).8
9.4.12.O.(1).1
9.4.12.O.(1).2
9.4.12.O.(1).3
9.4.12.O.(1).5
9.4.12.O.(1).6
9.4.12.O.(1).8
school mathematics to solve science, technology, engineering, and
mathematics problems.
Apply and use algebraic, geometric, and trigonometric relationships,
characteristics, and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of
measurement to solve problems.
Select and use a range of communications technologies, including word
processing, spreadsheet, database, presentation, email, and Internet
applications, to locate and display information.
Apply the concepts, processes, guiding principles, and standards of
school mathematics to solve science, technology, engineering, and
mathematics problems.
Apply and use algebraic, geometric, and trigonometric relationships,
characteristics, and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of
measurement to solve problems.
Demonstrate the ability to use Newton’s laws of motion to analyze static
and dynamic systems with and without the presence of external forces.
Explain relevant physical properties of materials used in engineering and
technology.
Explain relationships among specific scientific theories, principles, and
laws that apply to technology and engineering.
Select and use a range of communications technologies, including word
processing, spreadsheet, database, presentation, email, and Internet
applications, to locate and display information.
Apply the concepts, processes, guiding principles, and standards of
school mathematics to solve science, technology, engineering, and
mathematics problems.
Apply and use algebraic, geometric, and trigonometric relationships,
characteristics, and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of
measurement to solve problems.
Explain relevant physical properties of materials used in engineering and
technology.
Explain relationships among specific scientific theories, principles, and
laws that apply to technology and engineering.
Select and use a range of communications technologies, including word
processing, spreadsheet, database, presentation, email, and Internet
applications, to locate and display information.
35
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
9.4.12.O.(1).1 Apply the concepts, processes, guiding principles, and standards of
9.4.12.O.(1).2
9.4.12.O.(1).3
9.4.12.O.(1).6
9.4.12.O.(1).8
9.4.12.O.(1).1
9.4.12.O.(1).2
9.4.12.O.(1).3
9.4.12.O.(1).6
9.4.12.O.(1).8
9.4.12.O.(1).1
9.4.12.O.(1).2
9.4.12.O.(1).3
9.4.12.O.(1).5
9.4.12.O.(1).6
9.4.12.O.(1).8
9.4.12.O.(1).1
9.4.12.O.(1).2
9.4.12.O.(1).3
school mathematics to solve science, technology, engineering, and
mathematics problems.
Apply and use algebraic, geometric, and trigonometric relationships,
characteristics, and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of
measurement to solve problems
Explain relationships among specific scientific theories, principles, and
laws that apply to technology and engineering.
Select and use a range of communications technologies, including word
processing, spreadsheet, database, presentation, email, and Internet
applications, to locate and display information.
Apply the concepts, processes, guiding principles, and standards of
school mathematics to solve science, technology, engineering, and
mathematics problems.
Apply and use algebraic, geometric, and trigonometric relationships,
characteristics, and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of
measurement to solve problems.
Explain relationships among specific scientific theories, principles, and
laws that apply to technology and engineering.
Select and use a range of communications technologies, including word
processing, spreadsheet, database, presentation, email, and Internet
applications, to locate and display information.
Apply the concepts, processes, guiding principles, and standards of
school mathematics to solve science, technology, engineering, and
mathematics problems.
Apply and use algebraic, geometric, and trigonometric relationships,
characteristics, and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of
measurement to solve problems
Explain relevant physical properties of materials used in engineering and
technology.
Explain relationships among specific scientific theories, principles, and
laws that apply to technology and engineering.
Select and use a range of communications technologies, including word
processing, spreadsheet, database, presentation, email, and Internet
applications, to locate and display information.
Apply the concepts, processes, guiding principles, and standards of
school mathematics to solve science, technology, engineering, and
mathematics problems.
Apply and use algebraic, geometric, and trigonometric relationships,
characteristics, and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of
measurement to solve problems.
36
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014
9.4.12.O.(1).5 Explain relevant physical properties of materials used in engineering and
technology.
9.4.12.O.(1).6 Explain relationships among specific scientific theories, principles, and
laws that apply to technology and engineering.
9.4.12.O.(1).8 Select and use a range of communications technologies, including word
9.4.12.O.(1).1
9.4.12.O.(1).2
9.4.12.O.(1).3
9.4.12.O.(1).5
9.4.12.O.(1).6
9.4.12.O.(1).8
processing, spreadsheet, database, presentation, email, and Internet
applications, to locate and display information.
Apply the concepts, processes, guiding principles and standards of school
mathematics to solve science, technology, engineering and mathematics
problems.
Apply and use algebraic, geometric, and trigonometric relationships,
characteristics, and properties to solve problems.
Demonstrate the ability to select, apply, and convert systems of
measurement to solve problems.
Explain relevant physical properties of materials used in engineering and
technology.
Explain relationships among specific scientific theories, principles, and
laws that apply to technology and engineering.
Select and use a range of communications technologies, including word
processing, spreadsheet, database, presentation, email, and Internet
applications, to locate and display information.
37
Oradell, River Dell and River Edge Public School Districts
Biology
DRAFT March 2014