2013-2014 GENERAL BIOLOGY

2013-2014 GENERAL BIOLOGY COURSE CODE: 2000310S COURSE NAME: GENERAL BIOLOGY

UNIT TITLE: INTRODUCTION TO BIOLOGY (10 DAYS)

SEMESTER: 1ST GRADING PERIOD: 1ST

UNIT ESSENTIAL QUESTION/S:

CONCEPT CONCEPT CONCEPT

Syllabus

Safety Contract

The Study of Life/ Unifying Themes

Scientific Method

Safety Test

EOC Predictive Test

Parts and Usage of a Light Microscope/ vs. TEM and SEM

Tools used in Biology Nature of Science , Math and Language Art Standards will be addressed throughout this course

STANDARDS STANDARDS STANDARDS

NGSSS: SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:

Pose questions about the natural world.

Conduct systematic observation

Examine books and other sources of information to see what is already known

Review what is known in light of empirical evidence

Common Core ELA: LA.910.2.2.3-The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping paraphrasing, summarizing, comparing, contrasting, or outlining).

Common Core MATHEMATICS:

MA.912.A.1.2-Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment. MA.912.S.3.2-Collect, organize, and analyze data sets, determine the best format for the data and present visual summaries from the following: bar graphs, line graphs, stem and leaf plots, circle graphs, histograms, box and whisker plots, scatter plots, and cumulative frequency graphs.

What role does science play in the study of life?

2013-2014 GENERAL BIOLOGY Plan investigations

Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs)

Pose answers, explanations, or descriptions of events

Generate explanations that explicate or describe natural phenomena (inferences)

Use appropriate evidence and reasoning to justify these explanations to others

Communicate results of scientific investigations

Evaluate the merits of the explanations produced by others.

SC.912.N.1.3-Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. (LOW) SC.912.N.1.4-Identify sources of information and assess their reliability according to the strict standards of scientific investigation. (HIGH)

LA.910.4.2.2-The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information. LACC.910.RST.1.1-Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LACC.910.RST.1.3-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. LACC.910.RST.3.7-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. LACC.910.WHST.1.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LACC.910.WHST.3.9-Draw evidence from informational texts to support analysis, reflection, and research.

2013-2014 GENERAL BIOLOGY SC.912.N.1.6-Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. (MODERATE) SC.912.N.2.1-Identify what is science, what clearly not science is, and what superficially resembles science (but fails to meet the criteria for science). (HIGH) SC.912.N.2.2-Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. (HIGH) SC.912.N.3.1-Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. (HIGH) SC.912.N.3.4-Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. (MODERATE) SC.912.L.16.10*-Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. (HIGH)

2013-2014 GENERAL BIOLOGY SC.912.L.14.4-Compare and contrast structure and function of various types of microscopes. (MODERATE)

LESSON ESSENTIAL QUESTIONS



What are the goals of science?

What procedures are at the core of scientific methodology?

Why are hypothesis so important to controlled experiments?

Why is peer review important?

What is the relationship between science and society?

What characteristics do all living things share?

How is metric system important to science?

VOCABULARY VOCABULARY

VOCABULARY

Observation inference hypothesis controlled experiments independent variable Dependent variable control group data theory bias stimulus homeostasis Metabolism sexual reproduction asexual reproduction

ACTIVITIES/RESOURCES ACTIVITIES/RESOURCES

ACTIVITIES/RESOURCES

Study Workbook A 1.1 Worksheets Biology.com Art in Motion: Experimental Design Art Review: Revising Hypothesis Assessment Resource Book Visual Quiz

Inquiry 1.2 Quick Lab p. 13 Study Workbook A 1.2 Worksheets

Inquiry 1.3 Analyzing Data p. 20 Study Workbook A 1.3 Worksheets

2013-2014 GENERAL BIOLOGY ADDITIONAL INFORMATION

Scientific Method Lab- design experiment Examples:

Fun with Bubbles Lab (HOT Lab manual)

Termite lab (Hansen)

Little Red Fish (Dow) Interactive Scientific method http://sunshine.chpc.utah.edu/labs/scientific_method/sci_method_main.html Growing Plants http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=615 Intro to Microscope Lab Examples: “E” lab Cheek cell vs. elodea GIZMO http://www.paec.org/biologypartnership/

Reference: Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.

UNIT TITLE: Cells – Cell Structure (15 DAYS)

SEMESTER: 1ST GRADING PERIOD: 1ST

http://sunshine.chpc.utah.edu/labs/scientific_method/sci_method_main.html

http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=615

http://www.paec.org/biologypartnership/

2013-2014 GENERAL BIOLOGY UNIT ESSENTIAL QUESTION/S:


Cell theory

Cell Organelles

Prokaryotic vs. Eukaryotic Cells

Animal Cells vs. Plant Cells

Cell membrane

Diffusion and Osmosis

Cell Transport


NGSSS SC.912.L.14.1- Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. (MODERATE) SC.912.L.14.3*-Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. (MODERATE) SC.912.L.14.2*-Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly

Common Core ELA: LACC.1112.RST.1.1-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. LACC.1112.WHST.1.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings),

Common Core Math: MACC.912.F-IF.3.7-Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. MACC.912.N-Q.1.1-Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

How are cell structures adapted to their functions?

http://www.cpalms.org/Standards/PublicPreviewBenchmark6195.aspx











2013-2014 GENERAL BIOLOGY selective barrier (passive and active transport). (MODERATE)

graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

f.

2013-2014 GENERAL BIOLOGY




What is the cell theory?

How do microscopes work?

How are eukaryotic and prokaryotic cells different?

What is the role of cell nucleus?

Why is the cell membrane sometimes referred to as fluid mosaic?

What is passive transport? Active transport?

How do individual cells maintain homeostasis?

How do the cells of multi cellular organisms work together to maintain homeostasis?


VOCABULARY

Cell cell theory cell membrane nucleus eukaryote prokaryote cytoplasm organelle lysosome cytoskeleton centriole ribosome endoplasmic reticulum golgi apparatus chloroplast mitochondrion cell wall bilipid layer selectively permeable diffusion facilitated diffusion osmosis isotonic hypertonic hypotonic osmotic pressure tissue organ organ system receptor



Student Edition (Pearson), pp. 190-195 Inquiry 7.1 Quick Lab p. 193 Study Workbook A 7.1 Worksheets Student Edition (Pearson), pp. 196-207 Inquiry 7.2 Quick Lab, p. 203 Study Workbook A 7.2 Worksheets

Students Edition (Pearson),pp. 208-213 Study Workbook A 7.3 Worksheets

Students Edition (Pearson, pp. 214-217 Inquiry 7.4 Analyzing Data, p 216 Biology.com Data Analysis: Maximizing Mitochondria


ADDITIONAL INFORMATION

Comparing Plant and animal cells lab Examples:

3-D Cell Model Project (HOT lab )

Elodea vs. cheek cell microscope lab

Interactive Cell structure http://www.cellsalive.com/cells/cell_model.htm Cell Membrane lab Example: Quick Lab: Modeling the Cell membrane p. 83 (15 min.) Osmosis Lab Example:

Inquiry Lab: Design Your own Investigation Diffusion Across a Membrane text p. 88

Rubber Egg lab

Diffusion and Osmosis (HOT lab) http://www.biologycorner.com http://www.paec.org/biologypartnership/


http://www.cellsalive.com/cells/cell_model.htm

http://www.biologycorner.com/


2013-2014 GENERAL BIOLOGY UNIT TITLE: CELLULAR ENERGY(12 DAYS) SEMESTER: 1st GRADING PERIOD: 1st



Chemical Energy

Role of ATP

Overview of Photosynthesis

Plants (Tissues, Limited to meristematic, ground, dermal and vascular tissues, Structures, Limited to cambium, guard cells, stomata, phloem, xylem)

Overview of Cellular Respiration (Aerobic) vs. Fermentation (Anaerobic)


NGSSS: SC.912.L.18.10*-Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. (MODERATE) SC.912.L.18.7*-Identify the reactants, products, and basic functions of photosynthesis. (MODERATE) SC.912.L.14.7*-Relate the structure of each of the major plant organs and tissues to physiological processes. (MODERATE) SC.912.L.18.8*-Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. (HIGH) SC.912.L.18.9*-Explain the interrelated nature of photosynthesis and cellular respiration.

Common Core ELA: LACC.1112.RST.1.1-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. LACC.910.RST.1.3-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. LACC.910.RST.2.4-Determine the meaning of symbols, key terms, and other domain-specific

Common Core Math: MACC.912.N-Q.1.1-Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

How do plants and other organisms capture energy from the sun?

How do organisms obtain energy?



















2013-2014 GENERAL BIOLOGY (MODERATE) words and phrases as they are used in a specific

scientific or technical context relevant to grades 9–10 texts and topics. LACC.910.RST.3.7-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.




Why is ATP useful to cells?

What happens during the process of photosynthesis?

What are the reactants and products of photosynthesis?

What factors affect photosynthesis?

Why do most organisms undergo the process of cellular respiration?

How do cells release energy from food in the presence of oxygen? How do cells release energy from food without oxygen?


VOCABULARY

ATP heterotroph autotroph photosynthesis cellular respiration fermentation aerobic respiration anaerobic respiration chlorophyll pigment thylakoid stroma Calvin cycle Glycolysis Krebs’s cycle NAD+













Student Edition, pp. 226-229 Study Workbook 8.1 Worksheets Student Edition, pp. 230-234 Inquiry 8.2 Quick Lab, p.234 Study Workbook 8.2 Worksheets Student Edition, pp. 235-241 Inquiry 8.3 Analyzing Data, p. 240 Study Workbook 8.3 Worksheets

Biology.com Visual Analogy: ATP as a Charged Battery Biology.com Visual Analogy: Carrying Electrons Study Workbook B 8.1-8.3 Worksheets

Lab Manual A: Plant Pigments and Photosynthesis Lab Manual B: Plant Pigments and Photosynthesis Data Analysis: Rates of Photosynthesis


Photosynthesis

Investigating the Effect of Light Intensity on Photosynthesis (HOT lab) Cellular Respiration

Cellular Respiration (HOT lab) The interrelated nature of photosynthesis and cellular respiration lab Virtual Lab: Carbon transfer through Snails and Elodea http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/virtual_labs/virtualLabs.html http://www.paec.org/biologypartnership/


http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/virtual_labs/virtualLabs.html



UNIT TITLE: Chemistry of Life (15 DAYS) SEMESTER: 1st

GRADING PERIOD: 2nd



Atoms, Ions and molecules- Properties of Water (transport in plants through roots, stems and leaves) Carbon- based molecules Chemical Reactions and Enzymes


NGSSS SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. (MODERATE) SC.912.L.18.12 Discuss the special properties of water that contribute to Earth’s suitability as an environment for life; cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. ( Moderate) SC.912.L.14.7* Relate the structure of each of the major plant organs and tissues to physiological processes. (MODERATE)

Common Core ELA LACC.1112.RST.1.1-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. LACC.1112.RST.1.3-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. LACC.910.RST.4.10-By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

Common Core MATHEMATICS MACC.912.N-Q.1-Reason quantitatively and use units to solve problems. MACC.912.N-Q.1.1-Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

What are the basic chemical principles that affect living things?















http://www.cpalms.org/Standards/PublicPreviewIdea1509.aspx

http://www.cpalms.org/Standards/PublicPreviewIdea1509.aspx







2013-2014 GENERAL BIOLOGY SC.912.L.18.11* Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. (MODERATE)




How does the structure of water contribute to its unique properties?

How does water’s polarity influence its properties as a solvent?

Why is it important for cells to buffer solutions against rapid change in pH?

What element does carbon bond with to make up life’s molecules?

What are the functions of each of the four groups of macromolecules?

What happens to chemical bonds during chemical reactions?

How do energy changes affect whether a chemical reaction will occur?

What role do enzymes play in living things and what affects their function?


VOCABULARY

Cohesion Adhesion Mixture Solution Solute Solvent Suspension Monomer Polymer Carbohydrate Monosaccharide Lipid Nucleic acids Nucleotide Protein Amino acid Chemical reaction Reactant Product Activation energy Catalyst Enzyme substrate




Properties of Water: Student Edition, pp. 40-44 Inquiry 2.2 Quick Lab, p. 43 Study Workbook A 2.2 Worksheets Biology.com Art in Motion: Salt Solution Data Analysis: Acid Rain Study Workbook B 2.2 Worksheets Lab Manual A: Temperature Affects Enzymes

Carbon Compounds: Student Edition, pp. 45-49 Inquiry 2.3 Analyzing Data, p. 48 Study Workbook A 2.3 Worksheets Study Workbook B 2.3 Worksheets Lab Manual A: Making Models of Molecules

Chemical Reactions and Enzymes Student Edition, pp. 50-53 Study Workbook A 2.4 Worksheets Study Workbook B 2.4 worksheets Lab Manual A: Enzymes in Detergents


Water lab Ex.

Properties of Water Lab (HOT lab)

Penny lab, pepper lab, wax paper lab The Properties of Water Web Tutorial http://kisdwebs.katyisd.org/campuses/MRHS/teacherweb/hallk/Teacher%20Documents/AP%20Biology%20Materials/Chemistry%20of%20Life/The%20Properties%20of%20Water/02_A02s.swf Identifying Nutrients GIZMO http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=452 Enzymatic activity (how factors like temp. and pH affect activity) Ex.

Pineapple/ gelatin lab

Toothpick-ase- http://www.paec.org/biologypartnership/


http://kisdwebs.katyisd.org/campuses/MRHS/teacherweb/hallk/Teacher%20Documents/AP%20Biology%20Materials/Chemistry%20of%20Life/The%20Properties%20of%20Water/02_A02s.swf

http://kisdwebs.katyisd.org/campuses/MRHS/teacherweb/hallk/Teacher%20Documents/AP%20Biology%20Materials/Chemistry%20of%20Life/The%20Properties%20of%20Water/02_A02s.swf

http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=452


2013-2014 GENERAL BIOLOGY UNIT TITLE: Cell Growth – Mitosis and Meiosis (18 DAYS)

SEMESTER: 2nd GRADING PERIOD: 3rd



Cell cycle

Mitosis

Cytokinesis

Regulation of Cell Cycle

Asexual reproduction

Chromosomes and Meiosis (genetic variation)


NGSSS SC.912.L.16.14-Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. (MODERATE) SC.912.L.16.8-Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. (MODERATE)

Common Core ELA LACC.1112.RST.1.1 -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. LACC.1112.RST.3.7- 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.

Common Core Mathematics MACC.912.N.Q.1.2- Define appropriate quantities for the purpose of descriptive modeling.

How does a cell produce a new cell?














2013-2014 GENERAL BIOLOGY SC.912.L.16.16-Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. (MODERATE) SC.912.L.16.17* -Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. (HIGH) SC.912.L.15.15-Describe how mutation and genetic recombination increase genetic variation.(Moderate)

LACC.910.RST.2.4-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 relevant to grades 9–10 texts and topics.




What are some of the difficulties a cell faces as it increases in size?

How do sexual and asexual reproduction compare?

What is the role of chromosomes in cell division?

What are the main events of the cell cycle?

What events occur during each of the four phases of mitosis?

How do daughter cells split apart after mitosis?

How is the cell regulated?

How do cancer cells differ from other cells?

How do cells become specialized for different functions?

What are stem cells?

What are some possible benefits and issues associated with stem cell research?








VOCABULARY

Cell division chromosome chromatin Cell cycle interphase mitosis cytokenesis prophase centromere chromatid centriole metaphase anaphase telophase cancer



Cell Growth, Division, and Reproduction: Student Edition, pp. 274- 278 Inquiry 10.1 Quick Lab, p. 275 Study Workbook A 10.1 Worksheets Biology.com Visual Analogy: Growing Pains The Process of Cell Division Student Edition, pp. 279-285 Inquiry 10.2 Quick Lab, p. 283 Students Workbook A 10.2 Worksheets Lab Manual A Regeneration of Planaria

Regulating the Cell Cycle: Student Edition, pp. 286-291 Inquiry 10.3 Analyzing Data, p. 288 Study Workbook A 10.3 Worksheets Study Workbook B 10.3 Worksheets Lab Manual B Regeneration in Planaria Data Analysis: The Rise and Fall of Cyclins Hands-on Activity: Comparing Surface Area to Volume

Cell Differentiation: Student Edition, pp. 292-297 Inquiry 10.4 Analyzing Data, p. 294 Study Workbook A 10.4 Worksheets Study Workbook B 10.4 Worksheets Cellular Differentiation of C. elegans


Compare the stages of mitosis lab Examples: Teach with Technology : “Cell Division Supervisor” classzone.com

Investigation: Mitosis in Onion Root Cells Virtual Onion tip lab (Katie) Jill’s Mitosis Dance

2013-2014 GENERAL BIOLOGY Recombinant DNA activity Example: Engineering a Crop “Harvest of Fear GMO’s student interactive. http://www.pbs.org/wgbh/harvest/engineer/index.html (Dow write –up)


http://www.pbs.org/wgbh/harvest/engineer/index.html

2013-2014 GENERAL BIOLOGY UNIT TITLE: DNA and RNA Replication – Protein Synthesis (15 DAYS)

SEMESTER: 2nd GRADING PERIOD: 3rd



DNA and RNA Structure

DNA Replication

DNA transcription and translation

Protein Synthesis

Biotechnology / ethics (DNA fingerprinting, Genetic Engineering)


NGSSS: SC.912.L.16.9- Explain how and why the genetic code is universal and is common to almost all organisms. (MODERATE) SC.912.L.16.3*- Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. (HIGH) SC.912.L.16.5-Explain the basic processes of transcription and translation, and how they result in the expression of genes. (HIGH)

Common Core ELA LACC.1112.RST.1.3-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. LACC.1112.RST.3.7-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. LACC.1112.WHST.3.9- Draw evidence from informational texts to support analysis, reflection, and research.

Common Core Mathematics MACC.912.N-Q.1.3 -Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

What is the structure of DNA, and how does it function in genetic inheritance?

How does information flow from DNA to RNA to direct the synthesis of proteins?

















2013-2014 GENERAL BIOLOGY SC.912.L.16.4-Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. (HIGH) SC.912.L.16.10* Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. (HIGH) SC.912.L.14.6 Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. (HIGH) SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. (HIGH)

LACC.910.RST.2.4-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 relevant to grades 9–10 texts and topics.




How did scientists determine that DNA is responsible for storing, copying, and transmitting genetic information?

How was the basic structure of DNA discovered?

How do cells copy their DNA?

What is RNA?

How do cells make proteins?

What happens when cell’s DNA changes?

How do cells regulate gene expression?








VOCABULARY

Transformation bacteriophage replication Telomere DNA polymerase RNA transcription RNA polymerase genetic code poly peptide codon anticodon mutation point mutation mutagen



The Structure of DNA: Student Edition, pp. 344-349 Inquiry 12.2 Analyzing Data, p. 345 Study Workbook A 12.2 Worksheets Lab Manual A: Extracting DNA DNA Replication: Student Edition, pp. 350-353 Inquiry 12.3 Quick Lab, p. 352 Study Workbook A 12.3 Worksheets Lab Manual B: Extracting DNA Data Analysis: Base Percentages Hands-on Activity: Modeling DNA Replication

RNA: Student Edition, pp. 362-365 Study Workbook A 13.1 Worksheets Lab Manual A: From DNA to Protein Synthesis Ribosomes and Protein Synthesis: Student Edition, pp. 366-371 Inquiry 13.2 Quick Lab, p. 367 Workbook A 13.2 Worksheets Workbook B 13.2 Worksheets Lab Manual B: From DNA to Protein Synthesis Data Analysis: The Discovery of RNA Interference

Mutations: Student Edition, pp. 372-376 Inquiry 13.3 Quick Lab, p. 374 Study Workbook A 13.3 Worksheets Student Edition. Pp. 377-383 Inquiry 13.4 Analyzing Data, p. 381

2013-2014 GENERAL BIOLOGY ADDITIONAL INFORMATION

Building a DNA Model Project (HOT lab ) DNA Extraction (strawberry) Lab (Hot lab) Cheek cell DNA extraction Virtual DNA fingerprinting http://www.pbs.org/wgbh/nova/teachers/body/create-dna-fingerprint.html Impacts of Biotech

Cloning Movie

Stem Cell Research

Making Karyotypes (HOT lab )



http://www.pbs.org/wgbh/nova/teachers/body/create-dna-fingerprint.html


2013-2014 GENERAL BIOLOGY UNIT TITLE: Genetics and Heredity (15 DAYS) SEMESTER: 2nd GRADING PERIOD: 3rd



Mendel’s laws of segregation

Mendel’s laws of independent assortment

Structure and Reproductive Parts of Flower

Monohybrid Punnett Squares.

Dihybrid Punnett squares

Pedigree Chart

Inheritance Patterns


NGSSS SC.912.L.16.1* Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. (HIGH) SC.912.L.16.2* Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. (HIGH) SC.912.L.14.7* Relate the structure of each of the major plant organs and tissues to physiological processes. (MODERATE)

Common Core ELA LACC.910.RST.1.1 Cite specific textual

evidence to support analysis of science and

technical texts, attending to the precise details of

explanations or descriptions.

LACC.910.RST.1.3 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.

LACC.910.RST.3.7 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.

Common Core Mathematics MACC.K12.MP.1: Make sense of problems and persevere in solving them. MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.] MACC.K12.MP.4: Model with mathematics. MACC.K12.MP.5: Use appropriate tools strategically.

How does biological information pass from one generation to another?

2013-2014 GENERAL BIOLOGY LACC.910.WHST.1.2 Write

informative/explanatory texts, including the

narration of historical events, scientific

procedures/ experiments, or technical processes.

LACC.910.WHST.3.9 Draw evidence from

informational texts to support analysis,

reflection, and research.

MACC.K12.MP.6: Attend to precision. MACC.K12.MP.7: Look for and make use of structure. MACC.K12.MP.8: Look for and express regularity in repeated reasoning.




How does an organism pass its characteristics on to its offspring?

How can you predict the outcome of genetic cross?

How can interactions between alleles, genes, and environment affect an organism’s trait?

How does a cell divide to create cells with exactly half of the original cell’s genetic information?


VOCABULARY

Genetics fertilization trait Hybrid gene allele principle of dominance segregation Gamete Probability Homozygous Heterozygous Phenotype Genotype Punnett square Independent assortment



The Work of Mendel: Student Edition, pp.308-312 Inquiry 11.1 Quick Lab, p. 311 Study Workbook A and B, 11.1 Worksheets Spanish Study Workbook, 11.1 Worksheets Applying Mendel’s Principles: Student Edition, pp. 313-318 Study Workbook A and B, 11.2 Worksheets Spanish Study Workbook, 11.2 Worksheets

Other Patterns of Inheritance: Student Edition, pp. 319-322 Study Workbook A and B, 11.3 Worksheets Spanish Study Workbook, 11.3 Worksheets Lab Manual B, 11.3 Data Analysis Worksheet

Meiosis: Student Edition, pp. 323-329 Study Workbook A and B, 11.4 Worksheets Spanish Study Workbook, 11.4 Worksheets Lab Manual B, 11.4 Data Analysis Worksheet Biology.com: Lesson Overview • Lesson Notes • Activities: Art in Motion, Tutor Tube, Data Analysis • Assessment: Self-Test, Lesson Assessment

2013-2014 GENERAL BIOLOGY Lab Manual A, 11.2 Quick Lab Worksheet Lab Manual B, 11.2 Hands-On Activity


Punnett Square Practice

Pedigree Chart Lab

Inheritance Patterns Ex. Investigating Inherited Traits (HOT lab) Genetic Disorders: Informational Poster and Presentation (HOT lab) Genetic Disorder Library http://learn.genetics.utah.edu/content/disorders/whataregd/ http://www.paec.org/biologypartnership/


http://learn.genetics.utah.edu/content/disorders/whataregd/



UNIT TITLE: Evolution and History Life (15 DAYS)

SEMESTER: 2nd GRADING PERIOD: 4th



Darwin and natural selection

Theory of Natural selection

Evidence of Evolution

Other Mechanisms of Evolution (Gene flow and genetic drift)

Origin of Life

Early Single-celled Organisms

Primate Evolution (Skulls)


NGSSS: SC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. (MODERATE) SC.912.L.15.1* Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. (HIGH)

Common Core ELA

LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

LACC.910.RST.1.3 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.

Common Core Mathematics

MACC.K12.MP.1: Make sense of problems and persevere in solving them.

MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.] MACC.K12.MP.4: Model with mathematics. MACC.K12.MP.5: Use appropriate tools

What is natural selection?

How can populations evolve to form new species?

How do fossils help biologists understand the history of life on Earth?

2013-2014 GENERAL BIOLOGY SC.912.L.15.14* Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. (MODERATE) SC.912.L.15.8 Describe the scientific explanations of the origin of life on Earth. (MODERATE) SC.912.L.15.10* Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. (MODERATE)

LACC.910.RST.3.7 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.

LACC.910.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

strategically. MACC.K12.MP.6: Attend to precision. MACC.K12.MP.7: Look for and make use of structure. MACC.K12.MP.8: Look for and express regularity in repeated reasoning.




What patterns of biodiversity did Darwin observe while traveling aboard the Beagle?

What is Darwin’s theory of evolution by natural selection?

What are the main lines of scientific evidence that support Darwin’s theory of evolution by natural selection?

How do genes make evolution possible?

What can genes tell us about an organism’s evolutionary history?

How do scientists use fossils to study Earth’s history?

What are some patterns in which evolution has occurred?

What happened during Earth’s early history?



VOCABULARY

Evolution fossil adaptation Fitness natural selection biogeography homologous structure analogous structure vestigial structure gene pool gradualism punctuated equilibrium coevolution adaptive radiation convergent evolution



Ideas That Shaped Darwin’s Thinking: Student Edition, pp. 450-453 Study Workbooks A and B, 16.2 Worksheets Spanish Study Workbook, 16.2 Worksheets Inquiry 16.2 Quick Lab, p. 457 Evidence of Evolution Student Edition, pp. 465-473 Study Workbooks A and B, 16.4 Worksheets Spanish Study Workbook, 16.4 Worksheets Lab Manual B, 16.4 Data Analysis Worksheet, Hands-On Activity Worksheet Biology.com Lesson Overview • Lesson Notes • Activities: Art Review, Visual Analogy • Assessment: Self-Test, Lesson Assessment

The Fossil Record Student Edition, pp. 538-545 Inquiry 19.1 Quick Lab, p. 541 Study Workbooks A and B, 19.1 Worksheets Spanish Study Workbook, 19.1 Worksheets Biology.com Lesson Overview • Lesson Notes • Activities: Art in Motion, Visual Analogy • Assessment: Self-Test, Lesson Assessment Patterns and Processes of Evolution: Student Edition, pp. 546-552 Study Workbooks A and B, 19.2 Worksheets Spanish Study Workbook, 19.2 Worksheets Lab Manual B, 19.2 Data Analysis Worksheet

Earth’s early History Student Edition, pp. 553-563 Inquiry 19.3 Analyzing Data, p.556 Study Workbooks A and B, 19.3 Worksheets Spanish Study Workbook, 19.3 Worksheets Lab Manual B, 19.3 Hands-On Activity Worksheet Biology.com Lesson Overview • Lesson Notes • Activity: Art Review • Assessment: Self-Test, Lesson Assessment


Natural selection Lab Examples:

Natural Selection (Beak lab) (HOT lab )

Moth lab

Wooly Worm lab (Dow)

Predator –Prey Pursuit Evidence for the Theory of Evolution (HOT lab) Virtual Lab Comparing Hominid Skulls http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/virtual_labs/virtualLabs.html

http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/virtual_labs/virtualLabs.html


Reference: Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson


UNIT TITLE: Classification/Kingdoms (15 DAYS) SEMESTER: 2nd GRADING PERIOD: 4th



Comparison of Kingdoms

Classification of organisms

Dichotomous Keys


NGSS SC.912.L.15.6* Discuss distinguishing characteristics of the domains and kingdoms of living organisms. (MODERATE) SC.912.L.15.4* Describe how and why organisms are hierarchically classified and based on evolutionary relationships. (HIGH) SC.912.L.15.5 Explain the reasons for changes in how organisms are classified. (HIGH)

Common Core ELA





MACC.K12.MP.1: Make sense of problems and persevere in solving them.

MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.] MACC.K12.MP.6: Attend to precision. MACC.K12.MP.7: Look for and make use of structure. MACC.K12.MP.8: Look for and express regularity in repeated reasoning.

What is the goal of biologists who classify living things?







Why do scientists classify organisms?

How do evolutionary relationships affect the way scientists classify organisms?

What are the major groups within which organisms are currently classified?

What is the goal of evolutionary classification?

What is a cladogram?

How are DNA sequences used in classification?

What are the six kingdoms of life as they are now identified?

What does the tree of life show?


VOCABULARY

Binomial nomenclature genus systematic taxon family order class phylum kingdom phylogeny clade monophyletic group cladogram derived character domain bacteria archaea eukarya




Finding Order in Diversity: Student Edition, pp. 510-515 Inquiry 18.8 Quick Lab, p. 512 Study Workbooks A and B, 18.1 Worksheets Spanish Study Workbook, 18.1 Worksheets Lab Manual B, 18.1 Hands-On Activity Worksheet Biology.com Lesson Overview • Lesson Notes • Activity: Art in Motion • Assessment: Self-Test, Lesson Assessment

Modern Evolutionary Classification: Student Edition, pp. 516-522 Study Workbook A and B, 18.2 Worksheets Spanish Study Workbook, 18.2 Worksheets www.biology.com Lesson Overview • Lesson Notes • Activities: InterActive Art, Data Analysis • Assessment: Self-Test, Lesson Assessment

Building the Tree of Life: Student Edition, pp. 523-529 Inquiry 18.3 Analyzing Data, p. 524 Study Workbook A and B, 18.3 Worksheets Spanish Workbook, 18.3 Worksheets Lab Manual B, 18.3 Data Analysis Worksheet


Distinguish Characteristics of Six Kingdoms Example:

6-kingdom booklet (Dow) Dichotomous Key activity Example:

Shoe lab

Using a Dichotomous Key for Invertebrate Phyla (HOT lab)


http://www.biology.com/


UNIT TITLE: Organization & Development of Living Organisms (10 DAYS)

SEMESTER: 2nd GRADING PERIOD: 4th



Label and Identify Major Parts of Brain

Cardiovascular System

Immune System

Reproductive System


NGSSS: SC.912.L.14.26 Identify the major parts of the brain on diagrams or models. (LOW) SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system. (MODERATE) HE.912.C.1.8 Analyze strategies for prevention, detection and treatment of communicable and chronic diseases. HE.912.C.1.4 Analyze how heredity and family history can impact personal health. SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines,

Common Core ELA




MACC.K12.MP.1: Make sense of problems and persevere in solving them. MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.] MACC.K12.MP.7: Look for and make use of structure. MACC.K12.MP.8: Look for and express regularity in repeated reasoning.

Where does processing of information occur in the nervous system?

How does the structures of the circulatory and respiratory systems allow for their close functional relationship?

How does the body fight against invading organisms that may disrupt homeostasis?

2013-2014 GENERAL BIOLOGY and antibiotics. (MODERATE) SC.912.L.16.13* Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. (MODERATE)







What are the different parts of the brain?

What are the four lobes of the brain?

What are the functions of the circulatory system?

How does the heart pump blood through the body?

What are the three types of blood vessels?

What are the common circulatory diseases?

What are the main functions of the male reproductive system? Female reproductive system?

What important events occur during the later stages of human development?


VOCABULARY

Zygote blastocyst implantation Gastrulation neurolation placenta fetus puberty testis scrotum seminiferous tubules epididymis vas deferens semen ovary

2013-2014 GENERAL BIOLOGY menstrual cycle ovulation myocardium atrium ventricle valve pulmonary circulation systemic circulation artery capillary vein cerebrum cerebral cortex brain stem parietal occipital temporal frontal



The Human Brain: Student Edition, pp 901-905 Study Workbook A 31.2 Worksheets

Cardiovascular System: Student Edition, pp. 948-953 Inquiry 33.1 Quick Lab, p. 951 Study Workbook A 33. 1 Lab Manual A: Tidal Volume and Vital Capacity Student Edition, pp. 1014-1019 Inquiry 35.2 Analyzing Data, p. 1017 Study Workbook A 35.2 Worksheets

Reproductive System: Student Edition, pp. 988-994 Inquiry 34.3 Quick Lab, p 990 Study Workbook A 34.3 worksheets Fertilization and Development: Student Edition, pp. 995-1001 Inquiry 34.4 Quick Lab, p. 1000 Study Workbook A 34.4 Worksheets


Brain Labeling Worksheet

Pinky and the Brain Video - http://youtu.be/snO68aJTOpM

Stimuli Effects on Heart Rate: Sympathetic Stimuli and Coughing (HOT lab) Heart Dissection http://youtu.be/g4LafB-UUZw

Antibodies Virtual Lab - http://www.hhmi.org/biointeractive/vlabs/immunology/

Reproductive System Labeling


http://youtu.be/snO68aJTOpM

http://youtu.be/g4LafB-UUZw

http://www.hhmi.org/biointeractive/vlabs/immunology/


UNIT TITLE: Ecology (20 DAYS) SEMESTER: 2nd GRADING PERIOD: 4th



Population

Food Webs (trophic levels)

Biogeochemical Cycles (water and carbon)

Climate Change

Loss of Biodiversity

Renewable and Non-renewable Resources


NGSSS SC.912.L.17.5* Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. (HIGH) SC.912.L.17.9* Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. (MODERATE) SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. (HIGH)

Common Core ELA



LACC.910.RST.3.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and


MACC.K12.MP.1: Make sense of problems and persevere in solving them. MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.] MACC.K12.MP.4: Model with mathematics. MACC.K12.MP.5: Use appropriate tools strategically. MACC.K12.MP.6: Attend to precision. MACC.K12.MP.7: Look for and make use of structure. MACC.K12.MP.8: Look for and express regularity

How do Earth’s living and non living parts interact and affect the survival of organisms?

How do abiotic and biotic factors shape ecosystems?

What factors contribute to changes in populations?

How have human activities shaped local and global economy?

2013-2014 GENERAL BIOLOGY SC.912.L.17.4* Describe changes in ecosystems resulting from seasonal variations, climate change and succession. (MODERATE) SC.912.L.17.2* Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. (HIGH) SC.912.L.17.8* Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. (HIGH) SC.912.L.17.11* Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. (HIGH) SC.912.L.17.13* Discuss the need for adequate monitoring of environmental parameters when making policy decisions. (HIGH) SC.912.L.17.20* Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. (HIGH)

translate information expressed visually or mathematically (e.g., in an equation) into words.



in repeated reasoning.




What is ecology?

What are biotic and abiotic factors?

What methods are used in ecological studies?

What are primary producers?

How do consumers obtain energy and nutrients?

How does energy flow through ecosystems?

What do the three types of ecological pyramids illustrate?

How does matter move through the biosphere?



VOCABULARY

Biosphere species community ecology ecosystem biome biotic factor abiotic factor autotroph primary producers photosynthesis chemosynthesis heterotroph consumer carnivore herbivore scavenger omnivore decomposer detritivore tolerance habitat niche resource competitive exclusion principle predation herbivory keystone species symbiosis mutualism parasitism commensalism ecological succession primary succession pioneer species secondary succession photic zone aphotic zone wetland estuary population density age structure immigration emigration exponential growth logistic growth carrying capacity limiting factors density dependent density independent demography



A Changing Landscape: Student Edition, pp. 154-157 Inquiry 6.1 Quick Lab, p. 155 Study Workbook A 6.1 Worksheets Using Resource Wisely: Student Edition, pp. 158-165 Inquiry 6.2 Analyzing Data, p. 164 Study Workbook A 6.2 Worksheets Biodiversity: Student Edition, pp. 166-172 Inquiry 6.3 Analyzing Data, p. 172 Study Workbook A 6.3 Worksheets

How Populations Grow: Student Edition, pp. 130-136 Inquiry 5.1 Analyzing Data, p. 135 Study Workbook A 5.1 Worksheets Limits to Growth: Student Edition, pp. 137-141 Inquiry 5.2 Quick Lab, p. 138 Study Workbook A 5.2 Worksheets 9400110200882803695699Student Edition, pp. 142-145 Study Workbook A 5.3 Worksheets

What is Ecology: Student Edition, pp. 64-68 Inquiry 3.1 Quick Lab, p. 67 Study Workbook A 3.1 Worksheets Energy, Producers, and Consumers Student Edition, pp. 69-72 Inquiry 3.1 Quick Lab, p. 72 Study Workbook A 3.2 Worksheets

2013-2014 GENERAL BIOLOGY Meeting Ecological Challenges: Student Edition, pp. 173-179 Study Workbook A 6.4 Worksheets Lab Manual A Acid Rain and Seeds Oil Eating Bacteria

Lab Manual A: The Growth Cycle of Yeast Niches and Community Interactions: Student Edition, pp. 99-105 Inquiry 4.2 Analyzing Data, p 102 Study Workbook A 4.2 Worksheets Succession: Student Edition, pp. 106-109 Inquiry 4.3 Quick Lab, p. 108 Study Workbook A 4.3 Worksheets Aquatic Ecosystems: Student Edition, pp. 117-121 Study Workbook A 4.5 Worksheets Lab Manual: Abiotic Factors and Plant Selection

Energy Flow in Ecosystems: Student Edition, pp. 73-78 Inquiry 3.3 Analyzing Data, p. 77 Study Workbook A 3.3 Worksheets Cycles of Matter: Student Edition, pp. 79-87 Study Workbook A 3.4 Worksheets Lab Manual A: Effect of Fertilizer on Algae


Limiting Factors (HOT Lab) Designing Food Chains and Food Webs (HOT lab) Dissolved O2 Lab: Dissolved O2 Titration kit or DO2 Sensor. Compare DO2 levels in water samples taken from sites with varying levels of light and/or temp. and compare. Human Impact – Effects of Acid Rain (HOT lab ) Acid Rain Tutorial (from Environmental Protection Agency): http://www.epa.gov/acidrain/education/site_students/acid_anim.html Species Diversity Index Study on Human Impacted areas of campus vs. areas less impacted. http://www.countrysideinfo.co.uk/simpsons.htm


http://www.epa.gov/acidrain/education/site_students/acid_anim.html

http://www.countrysideinfo.co.uk/simpsons.htm

2013-2014 GENERAL BIOLOGY

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