Access Biology Teacher Resources Guide

ACCESS Biology 1 (#7920015)

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

For additional Access Biology course standards, resources, and related topics including important information for teachers working with English Language Learners (ELL) students,

please visit CPALMS Click here

Labs and Handouts referenced in this guide have been adopted from both the AGS Biology Cycles of Life Student Workbook and the AGS Biology Lab Manual. All labs and handouts are “suggested” class activities and may be supplemented and/or omitted depending on instructor’s progression through the Access Biology material.

Access Points

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: 3. examine books and other sources of information to see what is already known 6. Use tools to gather, analyze, and interpret data.

SC.912.N.1.In.1:

Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3.

Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and

observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions.

SC.912.N.1.Su.1:

Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible

Explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion.

SC.912.N.1.Pa.1:

Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution.

Unit 1

Unit 1 Vocabulary:

1. biosphere

2. biodiversity

3. species

4. biology

5. organism

6. cell

7. metabolism

8. DNA

9. system

10. ecosystem

11. homeostasis

12. evolution

13. adaptation

14. observation

15. data

16. hypothesis

17. experiment

18. independent variable

19. dependent variable

20. constant

21. theory

22. microscope

23. gene

24. molecular genetics

25. genomics

26. biotechnology

27. transgenic

Class Activity - “Biology in the News” – Every day, newspapers print articles related to biology; what biology news stories interest you?

Skill: Researching

Problem: What types of biology-based problems are reported in the news?

Procedure: Find a news story about a biology-based problem in the newspaper. Read the article as a class and/or individually and answer the following questions:

1. What is the topic of the article?

2. What is the problem, discovery, or event?

3. What is being decided?

4. Who are the people involved in making the decision.

5. What are all of the possible consequences of the decision?

6. What new questions are raised as a result of the discovery, situation, or research?

7. How is knowledge of biology useful for understanding this topic?

Lab#1 - “Safety in the Biology Laboratory” available on the Access Biology Resources PDF.

Lab #2 – “Stretchy Sweets” – by stretching confectionary laces, students learn that extension is not always proportional to load. They also gain experience in adopting consistent procedures to make and record measurements: Click here

Lab #3 - “Using a Microscope/Using a High Power Microscope” available on the Access Biology Resources PDF.

Handouts - “What is Biology” and “The Scientific Method” handouts are available on the Access Biology Resources PDF.

Unit 2

Unit 2 Vocabulary:

1. atom

2. element

3. compound

4. ion

5. ionic bond

6. covalent bond

7. molecule

Vocab Review: cell, organism

Class Activity #1 – “The 10 Most Abundant Elements in the Universe Poster Board Project”

Click here

Students using the website provided will pick one of the ten potential elements and construct a poster board with the following information: The elements name with letter symbol, atomic number, atomic weight, phase at room temperature, and elemental classification. Students will also include a brief history of the elements name and meaning (to include who/how the element was found and the year and location of the discovery. In addition, students should also be able to describe how the element is represented (or not) in our natural world.

Students are encouraged to be creative and use materials, colors, and other formats within their projects that make their creations standout.

Class Activity #2 – “The pH is Right Game” (Lab Alternative)

Teachers please watch the following video (prior to attempting this lab in class) at: Click here

Once on the Flinn Scientific Inc. page select the “Launch This Video in the Flinn Video Player” to view the video. In addition, below the video link is a PDF of the game/lab procedures so that you can duplicate this lab in your class. You will need common household chemicals and various food based products to demonstrate the required components of this lab in class. You will also need a Universal Indicator to determine whether a substance is an acid or base.

Lab -“Testing pH” - Universal indicator paper changes color depending on the pH of the solution being tested. Many substances around your home are acids and have a low pH. Others are bases and have a high pH. In this lab you will use pH indicator paper to investigate the pH of several common substances.

Materials List:

· 6 test tubes

· test tube rack

· 6 10-mL graduated cylinders

· lemon juice

· vinegar

· mouthwash

· window cleaner

· 2 unknown solutions (select one acid and one base)

· pH indicator paper

Skills: Observing, Analyzing, and Inferring

Problem: How acidic or basic are household substances?

Procedure:

1. Use a different graduated cylinder to pour 5 mL of each of the six solutions into each six test tubes.

2. Test the pH of each known solution with a different strip of pH indicator paper. Use the color scale on the indicator paper package to estimate the pH of each solution. Record the pH of the known solutions.

3. Construct a pH scale ranging from 0 (very acidic) to 14 (very basic), with 7 (neutral) in the center. Label your pH scale with the known solutions.

4. Test the pH of both unknown solutions with different strips of pH indicator paper, and record the pH of each.

5. Add labels for the unknown solutions to the pH scale that you made in step 3.

Analyze And Conclude:

1. Identify – Find out from your teacher what the unknown solutions are. Is the pH of any of the solutions different than you might have expected? Why or why not?

2. Apply – What is the pH range of the solutions tested? Are any of them very acidic or basic? What does this indicate about many common substances found in the home?

3. Analyze – Describe the hydrogen ion concentrations in each of the six solutions.

Handouts - “Properties of Water” and “Acids, Bases, and pH” handouts are available on the Access Biology Resources PDF.

Unit 3

Unit 3 Vocabulary:

1. relative dating

2. radiometric dating

3. isotope

4. half-life

5. index fossil

6. geologic time scale

7. era

8. period

9. epoch

10. nebula

11. ribozyme

12. cyanobacteria

13. endosymbiosis

14. Paleozoic

15. Cambrian explosion

16. Mesozoic

17. Cenozoic

18. primate

19. prosimian

20. anthropoid

21. hominid

22. bipedal

Vocab Review: mass extinction, adaptive radiation, prokaryote, anaerobic, eukaryote, aerobic, asexual reproduction, sexual reproduction.

Class Activity – Animated Biology – “Geologic Time Scale.” Please follow the directions at the beginning of this guide for tips on accessing Classzone.com. Select “Chapter 12” from the Chapter Home drop down box in the left corner of the Classzone home page. Click on “Animated Biology” and pick the last activity, “Chapter 12: Geologic Time Scale” to begin. It is suggested that this activity be done with the entire class on a Smart Board if available.

Lab - “Understanding Geologic Time Poster Lab/Activity” - The history of Earth has spanned the past 4.6 billion years. During that time, the oceans and the atmosphere have formed, life has begun, and species have evolved and become extinct. The geologic time scale can be broken into eras, periods, and epochs.

Materials List:

· Geologic Time Scale datasheet

Skills: Modeling

Procedure:

During this lab students will (in groups of 3-4) research, design, and present a poster about their assigned geologic era. Student groups can select one of the following four Eras:

· Cenozoic Era

· Mesozoic Era

· Paleozoic Era (split into 2, with half the periods going to one group in this Era and the other half assigned to another group)

· Precambrian Era

Student groups will research the material/information used to create their group posters and will present their posters to the overall class. If you choose to not have your student groups present their posters to the class they could instead post them around your classroom, with each group of students rotating around the classroom to tour/review each group’s posters. Questions regarding the content presented on each poster could be assigned prior to the poster viewing activity. Group poster content and individual student participation in this lab should be evaluated, please refer to the following rubric when grading student/group poster lab submissions:

Suggested Rubric:

Activity/Task

Scale

Total Potential Points

Time Period Notes (Group)

0-20

20

Poster Creativity/Overall Presentation

0-20

20

Group Participation Score

0-20

20

Provided Sources List From Research

0-20

20

Final Presentation to Class/Participation in Poster Viewing Activity

0-20

20

Additional Points (0-10)

Extra Work

T = 100

Students will be part of a group during this lab/project and must work together, with each group member doing a specific job. Student roles/jobs should include: Group Representative (to receive instructions from the teacher and communicate them to the group, bring any group issues to the teacher’s attention that the group can’t solve, etc.), Artistic Director (will work with the group and design the final poster, make sure that it is readable, and will check the poster to make sure all information on it is correct), Journalist (will lead the groups research, write up research notes to be turned in with the groups poster, and will work with the Artistic Director in the design of the overall poster), and the Groups Reporter (present the poster to the class/student groups and will explain the posters content/information, will explain the poster to the teacher, add pictures to the poster whether drawings and/or print outs, and will ensure that space on the poster is used correctly/filled up).

Unit 4

Unit 4 Vocabulary:

1. evolution

2. species

3. fossil

4. catastrophism

5. gradualism

6. uniformitarianism

7. variation

8. adaptation

9. artificial selection

10. heritability

11. natural selection

12. population

13. fitness

14. biogeography

15. homologous structure

16. analogous structure

17. vestigial structure

18. paleontology

19. taxonomy

20. taxon

21. binomial nomenclature

22. genus

23. phylogeny

24. cladistics

25. cladogram

26. derived character

27. molecular clock

28. mitochondrial DNA

29. ribosomal RNA

30. Bacteria

31. Archaea

32. Eukarya

Vocab Review: hybridization, phenotype, competition, species, taxon, prokaryote, eukaryote.

Class Activity #1 - Animated Biology – “Natural Selection.” Please follow the directions at the beginning of this guide for tips on accessing Classzone.com. Select “Chapter 10” from the Chapter Home drop down box in the left corner of the Classzone home page. Click on “Animated Biology” and pick the second activity listed, “Chapter 10: Natural Selection” to begin. It is suggested that this activity be done with the entire class on a Smart Board if available.

Class Activity #2 – “Developing Scientific Names” - In this activity, students will use Greek and Latin terms to create descriptive and unique two-part scientific names for fictional organisms. This can be done as a class activity or independently/in a small group.

Procedure: (The following information is intended to be given to students)

1. Carefully examine the fictional organisms pictured below. Think about what features they all have in common and what makes each organism unique.

2. Describe the features of each organism. Record your observations in your chart. An example for the second organism is shown below.

Organism #

Shape

Size

Other features

Scientific name

1

2

Circle

Medium

4 antennae

3

4

5

6

7

8

9

10

11

12

13

Use your list of Latin and Greek terms below to create scientific names for each organism.

The first name should describe the organism’s general body type, and the second name should be more specific and describe any combination of features. Record your names in your chart. An example for the second organism is shown below.

Organism #

Shape

Size

Other features

Scientific name

2

circle

medium

4 antennae

Cyclomorph quadantennae

After completeing your chart answer the following questions:

1) Were you able to think of a unique name for each organism? Which animals were the most difficult to name, and why?

2) Name a characteristic that all of your organisms share.

3) Scientific names have two parts, even though it would be easy to give each species one long name. Can you think of how scientists might use two-part names when studying how different species are related?

4) If you gave species 1 a common name, such as round-face-no-nose, would any other scientist know which of the organisms you were referring to? Explain your answer.

Lab - “Classifying Sports Equipment” lab available on the Access Biology Resources PDF.

Handouts - “What is Biological Evolution,” “Rates of Evolutionary Change,” and “Evidence of Evolution” handouts are available on the Access Biology Resources PDF.