Biology 2016-2017

Topics & Standards

Quarter

1

A. Cell structure and function [Note: This topic focuses on the cell as a system itself (single-celled organism); as a part of larger systems (multicellular organism), and sometimes as part of a multicellular organism. But they are always as part of an ecosystem.]

1. The living conditions is dependent on the structure, function and interrelatedness of cell a living cell is composed of a small number of elements - - mainly carbon, hydrogen, nitrogen, oxygen, phosphorous and sulfur

a. because of its small size and four available bonding electrons, carbon can join to other carbon atoms in chains and rings to form large and complex molecules (macromolecules; organic building blocks / amino acids)

b. the essential functions of cells involve chemical reactions that involve water and carbohydrates, proteins, lipids and nucleic acids

c. cell functions are regulated; complex interactions among the different kinds of molecules in the cell cause distinct cycles of activities - - such as growth and division

d. most cells function within a narrow range of temperature and pH; at very low temperatures, reactions are slow; high temperatures and/or extremes of pH can irreversibly change the structure of most protein molecules; even small changes in pH can alter how molecules interact.

e. examples of homeostasis at the cellular level to maintain equilibrium are diffusion, osmosis, and active transport

f. cellular organelles include cytoskeleton, Golgi complex, and endoplasmic reticulum g. every cell is covered by a membrane that controls what can enter and leave the cell

g. within the cell are specialized parts for the transport of materials, energy transformation, protein building, wasted disposal, information feedback and movement

h. most cells in multicellular organisms perform some specific functions that others do not 2. Scientists believe that prokaryotic cells (in the form of bacteria) were the first life forms on earth

a. from about 4 billion years ago to about 2 billion years ago, only simple, single-celled microorganisms (prokaryotic cells) are found in the fossil record

b. once cells with nuclei developed about a billion years ago, increasingly complex multicellular (eukaryotic) cells c. in all but quite primitive cells, a complex network of proteins provides organization and shape.

Cellular Processes B. Cellular processes

1. Characteristics of life are regulated by cellular processes

Biology 2016-2017

a. the cell is a system that conducts a variety of functions associated with life b. a special group of proteins, enzymes, enables chemical reactions to occur within living systems c. the sequence of DNA bases on a chromosome determines the sequence of amino acids in a protein.

(1) proteins catalyze most chemical reactions in cells (2) protein molecules are long, usually folded chains made from combinations of the 20 typical amino acid

sub-units found in the cell (3) the function of each protein molecule depends on its specific sequence of amino acids and the shape the

chain takes as a result of that sequence Note 1: The idea that protein molecules, assembled by cells, conduct the work that goes on inside and outside the cells in an organism can be learned without going into the biochemical details. It is sufficient for students to know that the molecules involved are different configurations of a few amino acids and that the different shapes of the molecules influence what they do. Note 2: The concept of the cell and its parts as a functioning system is more important than memorizing parts of the cell

2. Cellular processes include photosynthesis, chemosynthesis, cellular respiration, cell division, differentiation, cell division and differentiation

Vision into Practice:

Investigate the effect of different chemicals on the growth of algal colonies. Use mathematics to explain why even under ideal situations the colonies cannot continue exponential growth.

Plan and design an investigation to determine the factors that affect the activity of enzymes on their substrates Research and provide a written explanation of how unicellular organisms are used for industrial purposes.

Time

Frame

Curriculum

Units/

Assessment

(Evidence)

Opportunities

for Integration Resources

(Curriculum /Textbook) Instructional Practices/

Differentiation

Cell Structure and Function Weeks

1-6

UBD Framework Unit :

From Molecules to Organisms: Structure

and Processes

Math: Reason quantitatively and use units to solve problems. N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step

McGraw-Hill Chapters 6-8 (pages 146-235), 10.1 (pages 268-276) Gizmo: Cell Structure Osmosis Paramecium Homeostasis

Investigative scenarios that explore abiotic effects on the cell cycle;

Biology 2016-2017

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4

AND/OR

● 3-5 FATPs /

RAFTs

At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

*Assessments located within unit or

see below for suggestions

Formative Assessments: FATP: Write a text message

problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data

displays. ★ N.Q.2 Define appropriate quantities for the purpose of

descriptive modeling.★ N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when

reporting quantities.★

Discovery Learning:

Action of Salivary Enzymes

Active Transport

Biology In Focus: Cell Transport Enzymes Function

Biology 2016-2017

conversation between an enzyme and substrate describing their first encounter. FATP: Create a cartoon that shows a molecule of waters journey through photosynthesis. CER: Based on the enzyme activity graph, describe the enzyme activity. Include details about how the variable is affecting the enzyme.

*Be sure to use the

McGraw-Hill curriculum

assessments

Cell Processes

Weeks

7-9

UBD Framework Unit :

From Molecules to Organisms: Structure

and Processes

RST.1 Cite specific textual evidence to support analysis of

science and technical texts, attending to the

precise details of explanations or

descriptions.

McGraw-Hill Chapters 6-8 (pages 146-235), 10.1 (pages 268-276) Gizmo: Photosynthesis Lab Discovery Learning:

Real-world applications of cells that play a foundational role in engineering

and industry (e.g., fermentation, medicine);

Diagrams of photosynthesis, cellular respiration, and/or chemosynthesis connected to a real world scenario;

Biology 2016-2017

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4

/OR

● 3-5 FATPs /

RAFTs

At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

*Assessments located within unit or

see below for suggestions

Formative Assessments FATP: Create a cartoon that shows a molecule of waters journey through photosynthesis.

WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Biology Concepts for Students: cellular Respiration

Biology In Focus: Photosynthesis

Biology in Focus: Photosynthesis and Cellular Respiration

Diagrams of cells from a variety of organisms connected to a real-world scenario. (e.g., plant vs. animal cells,

prokaryotic vs. eukaryotic, cells with or without potassium pump);

Diagrams of cellular transport.

Biology 2016-2017

CER: How Does the Type of Food Source Affect the Rate of Cellular Respiration in Yeast?

Why Do Temperature and

Light Intensity Affect the Rate of

Photosynthesis in Plants?

*Be sure to use the McGraw-Hill curriculum

assessments

Biology 2016-2017

Topics & Standards

Quarter

2

HEREDITY A. Cellular Genetics

1. Genomes are the DNA that are part of the genes. a. life is specified by genomes (each organism has a genome that contains all the biological information needed to

build and maintain a living example of that organism). b. biological information in genome is encoded in DNA and carried in genes; genes are segments of DNA and code

for protein c. the sequence of DNA bases in a chromosome determines sequence of amino acids in a protein

2. Meiosis is reviewed from 8th grade. Variations occur in reproduction. a. recombination occurs in sexual reproduction b. sorting occurs at meiosis

B. Structure and Function of DNA in cells 1. Sequence of DNA bases determines the sequence of amino acids used to build a specific protein. 2. Body cells can be very different from one another.

a. they are descended from a single cell and have identical genetic instructions b. different genes are active in different types of cells (differentiation results from gene regulation) c. DNA is influenced by the cell’s environment and past history

C. Mutations 1. Inserting, deleting, substituting segments of DNA alters genes

a. altered gene may be passed on to every cell that develops from it b. resulting features may help, harm or have little or no effect on offspring’s success in its environment

2. Gene mutations - - when they occur in gametes - - can be passed to offspring 3. Gene mutations result in specific features.

HEREDITY

D. Genetic Mechanisms and inheritance 1. Basic principles of genetics (review of 8th grade work) include Mendel’s laws, heterozygous and homozygous, phenotype

and genotype, dominant and recessive, Punnett Squares. 2. The components of genetic mechanisms and inheritance include –

a. incomplete dominance b. sex-linked traits c. dihybrid cross and goodness of fit test (Chi-square) through real-world examples; dihybrid crosses used to

explore linkage groups

Biology 2016-2017

d. pleiotropy – genes that affect more than one trait e. epistasis – traits affected by more than one gene f. polygenetic traits – using simple real-world examples g. genes that modify or regulate the expression of another gene h. cloning

E. Modern Genetics 1. In genetics, cloning refers to the process of making an identical copy of the DNA of an organism. 2. Genetic engineering is the direct human manipulation of an organism's genome using modern DNA technology. 3. Technological developments lead to the current knowledge of heredity.

a. the model for DNA structure has advanced the study of genetics Watson and Crick developed the final model, but others had done the original studies

Vision into Practice:

Develop a timeline from Mendel’s, Darwin’s and Wallace’s work to the present day.

Design and implement an investigation to test the effect of low doses of different common chemicals (e.g., boric acid, acetone or vinegar) on the development of a plant from seed to adult. Represent the data in a way that demonstrates the relationship, if any, between the chemical and changes in the development pattern. Explain how the investigation is similar to or different from the processes that occur in the natural environment. Note: Only plants should be used in this experiment.

Time Frame

Curriculum

Units/

Assessment

(Evidence)

Opportunities

for

Integration

Resources

(Curriculum /Textbook) Instructional Practices/

Differentiation

Cell Genetics UBD Framework Unit :

Inheritance and Variation of Traits

Formative/Summative

WHST.4 Produce clear and coherent writing in

which the development,

organization, and style are appropriate to task, purpose, and audience

McGraw-Hill Chapters 10.2, (pages277-282), 10.3

(pages 283-287)

Discovery Learning: Genetics and Reproduction

Diagrams of DNA to illustrate protein synthesis;

Diagrams that illustrate crossing over;

Diagrams of a variety of genetic crosses;

Historical data from DNA discoveries.

Biology 2016-2017

● 4-7 performance tasks

that reach DOK level 4

AND/OR

● 3-5 FATPs / RAFTs

At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

*Assessments located within unit or see below for

suggestions

CER: Does the process of Meiosis increase or reduce the number of chromosomes in reproductive cells?

*Be sure to use the McGraw-Hill curriculum assessments

DNA structure and Function

UBD Framework Unit :

Inheritance and Variation of Traits

RST.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

McGraw-Hill Chapters 12.1-12.3

(pages 324-341)

Gizmo: Building DNA

RNA and Protein Synthesis

Codon chart to build a protein;

Parent and daughter cells before and after meiosis;

Biology 2016-2017

Formative/Summative

● 4-7 performance tasks

that reach DOK level 4

AND/OR

● 3-5 FATPs / RAFTs

At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

*Assessments located within unit or see below for

suggestions

FATP: Write a play involving the following characters: thymine, adanine, guanine, cytosine, and uracil when they are stuck on an elevator and one molecule must leave.

*Be sure to use the McGraw-Hill curriculum

assessments

WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Discovery Learning:

Biologix: DNA Replication

Biologix: Transcription to DNA to mRNA

Biology In Focus: What are DNA and RNA

Genetic Mechanism and Inheritance

UBD Framework Unit :

Inheritance and Variation of Traits

Math: Understand and evaluate random processes underlying statistical experiments.

McGraw-Hill Chapters 10.2 (pages277-282), 10.3

(pages 283-287)

Discovery Learning:

Biology 2016-2017

Formative/Summative

● 4-7 performance tasks

that reach DOK level 4

AND/OR

● 3-5 FATPs / RAFTs

At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

*Assessments located within unit or see below for

suggestions

CER: Why are the stem and leaf color traits of the Wisconsin fast plant inherited in a predictable pattern? *Be sure to use the McGraw-Hill curriculum assessments

S.IC.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population.

Genetics

Bovine Genetics

Mutations UBD Framework Unit :

McGraw-Hill Chapter 12.4 (pages 342-351)

Diagrams of gene sequences showing a mutation;

Biology 2016-2017

Inheritance and Variation of Traits

Formative/Summative

● 4-7 performance tasks

that reach DOK level 4

AND/OR

● 3-5 FATPs / RAFTs

At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

*Assessments located within unit or see below for

suggestions

CER: Look at the DNA and mRNA sequence and explain the type of mutation that occurred. *Be sure to use the McGraw-Hill curriculum assessments

Discovery Learning:

Mutation Introducing Mutations

Modern Genetics UBD Framework McGraw-Hill Chapters 13 (pages 358-381)

Biology 2016-2017

Unit : Inheritance and Variation

of Traits

Formative/Summative

● 4-7 performance tasks

that reach DOK level 4

AND/OR

● 3-5 FATPs / RAFTs

At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

*Assessments located within unit or see below for

suggestions

CER: Compare the gels and give justification if the

accused criminal should or should not be released

from jail

Authentic Performance Assessment

DefineSTEM.com

Gizmo: DNA Analysis

Discovery Learning:

Introducing GMOs

Genetic Engineering

Genetically Engineering and Agriculture

Genetically Engineering Genius

Biology 2016-2017

Forensic Scientist Agricultural Lobbyist

*Be sure to use the

McGraw-Hill curriculum assessments

Biology 2016-2017

Topics & Standards

Quarter

3

DIVERSITY AND INTERDEPENDENCE OF LIFE Topics A. Classification systems

1. These frameworks were created by scientists to describe the vast diversity of organisms and yet indicate the degree of relatedness between organisms.

2. The great diversity of organisms and ecological niches they occupy result from more than 3.5 billion years of evolution. 3. Recent molecular-sequence data generally support earlier hypotheses regarding lineages of organisms based upon

morphological comparisons. 4. Both morphological comparisons and molecular evidence must be used to describe biodiversity (cladograms can be used to

address this); study of the diversity and similarity of organisms (molecular level).

A. DIVERSITY AND INTERDEPENDENCE OF LIFE ( 2 Weeks) B. Ecosystems

1. Homeostasis is the condition of balance created by various relationships in an environment. a. some ecosystems have persisted over hundreds or thousands of years b. misconceptions exist about population growth capacity, interspecies and intra-species competition for resources,

and what occurs when a species immigrates to or emigrates from ecosystems c. physical/chemical constraints have an effect on all biological relationships and systems d. mathematical graphing and algebraic knowledge are used to explain carrying capacity and homeostasis within

biomes 2. The mechanisms of homeostasis can be expressed with mathematical models; these include - -

a. the use real-time data to investigate population changes that occur locally and regionally b. the exponential growth model and the logistic growth model c. the logistic growth model of dN/dt = rN (K-N/K) [ the only new variable added to the exponential model is K for

carrying capacity ] d. mathematical graphing and algebraic knowledge must be used to explain concepts of carrying capacity and

homeostasis within biomes

C. Note 1: Exponential growth equation in simplest form, change in population size N per unit time t is a product of r (the per capita reproductive rate) and N (population size).

D. Note 2: Carrying capacity is defined as the population equilibrium sized when births and deaths are equal; hence dN/dt = zero E. Note 3: Constructing food webs/food chains to show interactions between organisms within ecosystems is not appropriate for this

grade. Students may use these diagrams to help explain real-world relationships or events within an ecosystem, but not to identify simple trophic levels, consumers, producers, predator-prey and symbiotic relations.

Biology 2016-2017

4. Deviation from the Hardy–Weinberg equilibrium denotes the evolution of a species.

a. ecosystems tend to have cyclic fluctuations around a state of rough equilibrium b. ecosystems always change as geological and biological conditions vary c. organisms transform energy (flow of energy) and matter (cycles of matter) as they survive and reproduce. The

cycling of matter and flow of energy occurs at all levels of biological organization, from molecules to ecosystems. d. the concept of energy flow is unidirectional in ecosystems

Vision Into Practice: Construct a model to exemplify bio-magnification in an ecosystem such as mercury in Lake Erie. Include a

quantification of the distribution and buildup of the potentially damaging molecule that was introduced into the ecosystem. Within the model,

predict and explain why the consequences occur at each trophic level as the relative concentration of the chemical increases. Include in your

justification the changes in the number of organisms at each trophic level, matter cycling and energy transfer from one level to another.

Time

Frame

Curriculum

Units/

Assessment

(Evidence)

Opportunities

for Integration Resources

(Curriculum

/Textbook)

Instructional Practices/

Differentiation

Classification UBD Framework Unit:

Interdependent Relationships in

Ecosystem

Formative/Summative

McGraw-Hill Chapters 3-5 Pages 28-114

Discovery Learning:

Basis for Classification

Cladograms;

Data tables showing genetic relatedness between organisms.

Biology 2016-2017

● 4-7 performance

tasks that reach

DOK level 4

AND/OR

● 3-5 FATPs / RAFTs

At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

*Assessments located within unit or see below suggestions

Formative Assessments CER: Create a cladogram of the salamanders and explain the location of each organism. *Be sure to use the McGraw-Hill curriculum assessments

Biology 2016-2017

Ecosystems UBD Framework Unit:

Interdependent Relationships in

Ecosystem

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4

AND/OR

● 3-5 FATPs / RAFTs

At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

*Assessments located

within unit or see below for suggestions

Math Understand and evaluate random processes underlying statistical experiments. S.IC.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population. S.IC.3 Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.

★ S.IC.4 Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.

★S.IC.5 Use data from a randomized experiment to compare two treatments; use

McGraw-Hill Chapters 2-5 Pages 28-114

Gizmo:

Rabbit Population by Season Coral Reefs 1: Abiotic Factor

Discovery Learning:

Marine Ecology and Biodiversity

Population Ecology

Population Simulation

Rapidly Reproducing Rabbits

Environments Under Stress

Diagrams of food chains and webs to explain real-world relationships or events within an ecosystem (e.g., bio-magnification, invasive

species, energy flow and nutrient cycle changes

Population graphs or charts containing authentic, real-world data;

Scenarios involving remediation and habitat restoration programs (e.g., fish populations in

the Great Lakes);

Scenarios involving niche partitioning, competition for resources,

immigration/emigration from an ecosystem, or environmental change;

Biology 2016-2017

Formative: FATP: Write a letter to the Mayor to explain your concerns about

the population of geese in the local park and give solutions to

control the population CER: Explain the population graph of the wolf and sheep. Authentic Performance Assessments DefineSTEM.com Invasive Species *Be sure to use the McGraw-Hill curriculum assessments

simulations to decide if differences between sample statistics are statistically significant.

★ S.IC.6 Evaluate reports based on data.

Biology 2016-2017

Topics & Standards

Quarter

4

EVOLUTION Topics A. Mechanisms

1. Natural selection is the process by which traits become more and less common in a population. a. it is due to consistent environmental effects upon the survival or reproduction of the individual with the trait (survival

of the fittest) b. it works on the phenotype - - different phenotypes result from new combinations of existing genes or from mutations

of genes in reproductive cells c. [ combine grade 8 knowledge with ] it explains the internal structure and function of chromosomes d. heritable characteristics influence how likely an organism is to survive and reproduce in a particular environment; when

an environment changes, the survival value of inherited characteristics may change; this may or may not cause a change in species that inhabit the environment

2. Mutations are described in the Content Elaboration for Heredity D. a. mutations are changes in a genomic sequence; i.e., the DNA sequence of a cell's genome or the DNA or RNA sequence

of a virus b. they are defined as sudden and spontaneous changes in the cell c. mutations are caused by radiation, viruses, transposons and mutagenic chemicals, as well as errors that occur during

meiosis or DNA replication 3. Genetic drift involves mutation over time.

a. mutation and genetic drift are evident in real-world examples (e.g., African cheetahs exist in small populations; and smaller populations have less variation and, therefore, a lower ability to respond favorably to changing conditions)

b. descent with modification occurs in a population over time 4. Gene flow involves both immigration and emigration.

a. examples in the real-world include: (1) in the 1960s and1970s, U.S. soldiers had children in Southeast Asia with Vietnamese women; this altered the

gene pool frequencies of the Vietnamese population. (2) if all red-haired people were to leave Scotland, the next generation there would likely have very few people with

this trait; the Scottish population would have evolved - - as would the populations into which the red haired people migrated

(3) segments of DNA may be transferred from one species to another by viruses as they invade the cells of animals or plants (rare, but documented in some species of insects, fish, reptiles, mammals, and especially microorganisms; not conclusively demonstrated for humans) b. explanations for gene flow are revised based on gene flow between species rather than within them

Biology 2016-2017

5. Sexual selection is a type of natural selection that affects the traits that influence an individual's ability to attain or choose a mate, instead of the traits that influence an individual's ability to survive.

a. different phenotypes result from new combinations of existing genes or mutations in reproductive cells b. explanations for sexual selection can be formulated and revised (e.g., many elaborate morphological features, such as

long plumes in birds, courtship displays, and bright colors). 6. The history of life on Earth is documented in the evolution of various species.

a. present-day species descended from earlier, common ancestral species b. evolution is the descent with modification of different lineages from common ancestors c. recent molecular-sequence data as evidence for evolution generally, but not always, support earlier hypotheses

regarding lineages of organisms based upon morphological comparisons d. modern ideas about evolution provide a natural explanation for the diversity of life on Earth as represented in the fossil

record, in the similarities of existing species, and in modern molecular evidence 7. Modern theories are the synthesis of genetics and evolution, based on the historical perspectives of evolutionary theory.

EVOLUTION ( 4 weeks)

B. Diversity of Life 1. Speciation and biological classification are based on molecular evidence.

a. modern ideas about evolution provide a natural explanation for the diversity of life on Earth as represented in the fossil record, in the similarities of existing species and in modern molecular evidence

b. biological evolution explains the natural origins for the diversity of life c. present species descended from common ancestor

2. Variation of organisms within a species is due to population genetics and gene frequency. a. selection of individuals with a particular trait shifts to changing proportions of a trait in populations b. Hardy-Weinberg’s laws are used to explain gene frequency patterns in a population c. populations evolve over time d. evolution is the consequence of the interactions of - -

(1) the potential for a population to increase its numbers (2) the genetic variability of offspring due to mutation and recombination of genes (3) a finite supply of the resources required for life (4) the differential survival and reproduction of individuals with the specific (5) technology allows access to real-time/authentic data to study population changes and growth in specific locations

Biology 2016-2017

Vision into Practice: Manipulate variables (e.g., distribution of traits, number of organisms and change in environmental conditions) in a simulation that represents natural selection in terms of how changes in environmental conditions can result in selective pressure on a population of organisms. Analyze the data to determine the relationship, if any, between the environmental changes and the population. Explain how each part of the simulation is similar to or different from the process of natural selection.

Time

Frame

Curriculum

Units/

Assessment

(Evidence)

Opportunities

for Integration Resources

(Curriculum

/Textbook)

Instructional Practices/

Differentiation

Mechanism of Evolution

UBD Framework

Unit: Natural Selection and

Evolution

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4

AND/OR

● 3-5 FATPs / RAFTs

At least 1 GRASP per quarter

McGraw-Hill Chapter 15

(Pages 416-443)

Gizmo: Evolution: Mutation and Selection

Natural and Artificial Selection Rainfall and Bird Beak

Microevolution

Discovery Learning:

Basic Unit of Evolution

Elements of Biology: Biological Evolution

Drivers of Evolution

Islands of Evolution Hawaii Environments Under Stress

Evidence of evolutionary theory from real-world examples (e.g., antibiotic resistant bacteria, fossil record, molecular and structural homology);

Cladograms showing relationships between species;

Scenarios in which environmental changes influence selective pressure on a population

Biology 2016-2017

At least 1 Common Short Cycle per quarter

*Assessments located within unit or see

below for suggestions

Formative:

CER: Read scenario about the Yellow Stone wolves. Graph the population data within the reading and predict and provide evidence of why the population has changed and provide the specific mechanism of evolution. *Be sure to use the McGraw-Hill curriculum assessments

Diversity of Life

UBD Framework Unit: Natural Selection and

Evolution

McGraw-Hill Chapter 17 (Pages 482-505)

Gizmo

Hardy-Weinberg

Discovery Learning

Examples of speciation between isolated populations (e.g., leopard frogs, anole lizard,

Central American hummingbirds);

Tables or data showing gene frequency

changes over time (e.g., bottleneck cheetahs).

Biology 2016-2017

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4

AND/OR

● 3-5 FATPs / RAFTs

At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

*Assessments located

within unit or see below for suggestions

Formative

CER: Make observations of the population data data and explain if the population is in Hardy-

Applying the Hardy Weinberg Principal

Five Conditions of Hardy Weinberg

Introduction: The Hardy Weinberg

Biology 2016-2017

Weinberg equilibrium and explain why or why not. *Be sure to use the McGraw-Hill curriculum assessments