Glen Ridge Public Schools –Science Curriculum

Course Title: Biology Honors

Subject: Science

Grade Level: 9, 10

Duration: Full year

Prerequisite: Teacher recommendation

Elective or Required: Elective

Department Mission Statement: The Glen Ridge Public School’s science curriculum seeks to inspire scientific literate citizens who will be able to complete in the technologically driven global community. Our program fosters a spirit of intellectual curiosity and collaborative problem solving that is innovative, hands-on, inquiry based and developmentally appropriate. This is done through the study of Life, Physical, Earth & Space, and Engineering Sciences. Our students will use scientific methodology to evaluate and critique global issues. Students will be challenged and encouraged to take risks and develop critical scientific thinking skills. Course Description: Biology is the study of living things, their structure, life processes and interactions with their environment. Students will gain an appreciation for their role in the global ecosystem and understand the evolutionary forces that gave rise to the diversity of life on Earth. In these contexts, students will study various aspects of life, from the molecular level all the way up to the ecosystem level. The laboratory component of the course gives students experience in the methods and instruments of modern biology. The Honors Biology course will cover the structure, function and relatedness of living things, at a faster pace and in greater detail than the College Prep course. Author: Michael Levine Date Submitted: Summer 2014

Biology Honors Topic/Unit: THE SCIENCE OF LIFE: AN INTRODUCTION TO BIOLOGY Approximate # Of Weeks: 2 Essential Questions:

• What is the goal of science? • How can one use the scientific method to solve a problem or answer a

question? • Why do we need to understand concepts of Biology? • What characteristics define a living organism? • How can life be studied at different levels? • How does technology such as the microscope aid biologists learning about the

natural world?

Upon completion of this unit students will be able to: 1. Define biology and distinguish its branches and themes. (NGSS: LS1 -

LS4; NJCCC: 5.1, 5.3) 2. Describe the steps in the Scientific Method and use the steps to solve a problem. (NGSS: LS1 - LS4; NJCCC: 5.1, 5.3) 3. Identify the parts of the compound light microscope and demonstrate their

proper care and use. (NGSS: LS1 - LS4; NJCCC: 5.1, 5.3) 4. Identify and use correctly the basic units of metric measurement. (NGSS: LS1 - LS4; NJCCC: 5.1, 5.3) 5. Describe instruments and technologies used by biologists. (NGSS: LS1 - LS4; NJCCC: 5.1, 5.3) 6. List and describe the characteristics of living things. (NGSS: LS1 - LS4; NJCCC: 5.1, 5.3) Common Core Standards:

• CCSS.ELA.RST.1, CCSS.ELA.RST.2, CCSS.ELA.RST.3, CCSS.ELA.RST.4, CCSS.ELA.RST.5, CCSS.ELA.RST.6, CCSS.ELA.RST.7, CCSS.ELA.RST.8, CCSS.ELA.RST.9, CCSS.ELA.RST.10, CCSS.ELA.WHST.1, CCSS.ELA.WHST.2, CCSS.ELA.WHST.4, CCSS.ELA.WHST.5, CCSS.ELA.WHST.6, CCSS.ELA.WHST.7, CCSS.ELA.WHST.9, CCSS.ELA.WHST.10, CCSS.Math.Content.HSN.Q.A.1, CCSS.Math.Content.HSN.Q.A.2, CCSS.Math.Content.HSN.Q.A.3, CCSS.Math.Content.HSA.REI.D.10, CCSS.Math.Content.HSF.IF.C.7, CCSS.Math.Content.HSS.ID.A.1, CCSS.Math.Content.HSS.ID.A.2

Interdisciplinary Standards (njcccs.org)

• Standard 6.3, Standard 8.1, Standard 8.2, Standard 9.1, Standard 9.3

Activities:

• Design an experiment to determine how environmental factors, such as pH or temperature affect a living thing.

• Practice making metric measurements using laboratory equipment and determine the accuracy and precision of the measurements.

• Use a compound light microscope. Observe its properties and use them to determine the absolute size of an object from its microscopic image.

• Examine the characteristics of living things and list in an organizational chart Enrichment Activities:

• Pose a scientific question, design and conduct a scientific experiment and report findings

Methods of Assessments/Evaluation:

• Tests and quizzes • Formal lab reports • Homework checks • Organization charts • Think/Pair/Share • Blog posts • Journal reflective • Exit slips

Resources/Including Online Resources

• Inquiry Into Life, 14th Edition • Online Textbook Information: ConnectPlus and Internet resources • Teacher Webpage

Biology Honors Topic/Unit: ECOLOGY Approximate # Of Weeks: Summer + 2 weeks Essential Questions:

• What are the different levels on which we can study ecology?

• How are biomes influenced by climate and location? What plant life and animal life dominates each biome?

• How does the environment affect organisms and how do they in turn affect the environment?

• How are energy and nutrients made available to all members of a • community?

• How are all organisms interdependent through the food web and other interactions?

• How do populations of organisms grow, at what rate and what limits their growth?

• What is the impact of human activities on the environment and on organisms and how can we protect Biodiversity?

• How has evolution shaped diversity in ecosystems and life within? Upon completion of this unit students will be able to: 1. Define ecology, biosphere and ecosystem and explain their organization.

(NGSS: LS2.A, LS4.C, ESS2.C-E; NJCCC: 5.1, 5.3.12.B.1, 5.3.12.C.1, 5.3.12.E.1-4)

2. Describe the process of ecological succession. (NGSS: LS2.A, LS2.C, LS4.C; NJCCC: 5.1, 5.3.12.B.1, 5.3.12.C.1, 5.3.12.C.2, 5.3.12.E.1-4)

3. Explain how biomes are classified and describe the characteristics of each land biome. (NGSS: LS2.A, LS2.C, LS2.D, LS4.C, ESS2.C-E; NJCCC: 5.1, 5.3.12.B.1, 5.3.12.C.1, 5.3.12.C.2, 5.3.12.E.1-4, 5.4.12.F.1-3)

4. Describe the three aquatic biomes and list abiotic factors that affect them. (NGSS: LS2.A, LS2.C, LS2.D, LS4.C, ESS2.C-E; NJCCC: 5.1, 5.3.12.B.1, 5.3.12.C.1, 5.3.12.C.2, 5.3.12.E.1-4, 5.4.12.F.1-3)

5. Explain how energy flows through an ecosystem. (NGSS: LS1.C, LS2.A, LS2.B, LS2.C, LS2.D, LS4.C; NJCCC: 5.1, 5.2.12.D.2, 5.3.12.B.1-6, 5.3.12.C.1-2, 5.3.12.E.1-4, 5.4.12.E.1-2, 5.4.12.F.1-3)

6. Discuss how water, nitrogen, carbon and oxygen are recycled in the environment. (NGSS: LS1.C, LS2.A, LS2.B, LS2.C, LS2.D, LS4.C, ESS2.E; NJCCC: 5.1, 5.3.12.B.1-6, 5.3.12.C.1-2, 5.3.12.E.1-4, 5.4.12.G.7)

7. Construct a food chain and a food web and discuss the trophic relationships, which they depict. (NGSS: LS1.C, LS2.A, LS2.B, LS2.C, LS2.D, LS4.C, ESS2.E; NJCCC: 5.1, 5.3.12.B.1-6, 5.3.12.C.1-2, 5.3.12.E.1-4)

8. Relate population growth to a population's carrying capacity. (NGSS: LS1.C, LS2.A, LS2.B, LS2.C, LS2.D, LS4.C, ESS2.E; NJCCC: 5.1, 5.3.12.B.1-6, 5.3.12.C.1-2, 5.3.12.E.1-4)

9. Interpret logistic growth curves and distinguish from exponential growth. (NGSS: LS1.C, LS2.A, LS2.B, LS2.C, LS2.D, LS4.C; NJCCC: 5.1, 5.3.12.B.1-6, 5.3.12.C.1-2, 5.3.12.E.1-4)

10. Distinguish between density dependent and density independent limiting factors. (NGSS: LS1.C, LS2.A, LS2.B, LS2.C, LS2.D, LS4.C, ESS2.E; NJCCC: 5.1, 5.3.12.B.1-6, 5.3.12.C.1-2, 5.3.12.E.1-4)

11. Compare parasitism, commensalism and mutualism and cite examples of each. (NGSS: LS1.C, LS2.A, LS2.B, LS2.C, LS2.D, LS4.C, ESS2.E; NJCCC: 5.1, 5.3.12.B.1-6, 5.3.12.C.1-2, 5.3.12.E.1-4)

12. Discuss trends in human population growth and how this, combined with human activity affects planet Earth. (NGSS: LS1.C, LS2.A, LS2.B, LS2.C, LS2.D, LS4.C, LS4.D ESS3.C-D; NJCCC: 5.1, 5.3.12.B.1-6, 5.3.12.C.1-2, 5.3.12.E.1-4, 5.4.12.G.1-7)

13. Explain the importance of Biodiversity and identify ways to protect it. (NGSS: LS1.C, LS2.A, LS2.B, LS2.C, LS2.D, LS4.C, LS4.D, ESS3.C-D; NJCCC: 5.1, 5.3.12.B.1-6, 5.3.12.C.1-2, 5.3.12.E.1-4, 5.4.12.G.1-7)

Common Core Standards:

• CCSS.ELA.RST.1, CCSS.ELA.RST.2, CCSS.ELA.RST.3, CCSS.ELA.RST.4, CCSS.ELA.RST.5, CCSS.ELA.RST.6, CCSS.ELA.RST.7, CCSS.ELA.RST.8, CCSS.ELA.RST.9, CCSS.ELA.RST.10, CCSS.ELA.WHST.1, CCSS.ELA.WHST.2, CCSS.ELA.WHST.4, CCSS.ELA.WHST.5, CCSS.ELA.WHST.6, CCSS.ELA.WHST.7, CCSS.ELA.WHST.9, CCSS.ELA.WHST.10, CCSS.Math.Content.HSN.Q.A.2, CCSS.Math.Content.HSF.IF.B.4, CCSS.Math.Content.HSF.IF.B.6, CCSS.Math.Content.HSF.LE.A.1, CCSS.Math.Content.HSF.LE.A.2, CCSS.Math.Content.HSF.LE.A.3, CCSS.Math.Content.HSF.LE.B.5

Interdisciplinary Standards (njcccs.org)

• Standard 6.3, Standard 8.1, Standard 8.2, Standard 9.1, Standard 9.3 Activities:

• Observe ecological succession in a pond water ecosystem and determine the effect of changes in abiotic factors on the community.

• Observe the oxygen cycle in a closed environment using plants and measuring oxygen production

• Interpret graphs of predator/prey relationships. • Determine types of air and water pollutants present in air and water samples

taken around GRHS. • Design an experiment to test the effects of acid rain and detergent on seed

germination. • Study the growth characteristics of a yeast population.

• Model the affect of various abiotic factors and pollution on Eagle populations. • Construct a model biome and describe characteristic climate and organisms

and present • “Identify the Biome” review game

• Create a food web using given lists of organisms Enrichment Activities:

• Choose an organism, describe its characteristics, how it has adapted to its biome and explain the effects of climate change on this species

• Write a research paper outlining the debate about climate change and identify strengths and weaknesses to both sides of the debate.

Methods of Assessments/Evaluation:

• Tests and quizzes • Formal lab reports • Homework checks • Summer assignment • Organizational charts of the biomes, relationships, etc. • Presentations (Power point/Prezi) on biomes • Think/Pair/Share • Blog posts • Journal reflective • Exit slips

Resources/Including Online Resources

• Inquiry Into Life, 14th Edition • Online Textbook Information: ConnectPlus and Internet resources • Teacher Webpage

Biology Honors Topic/Unit: BIOCHEMISTRY Approximate # Of Weeks: 4 Essential Questions:

• How do the interactions of atoms, elements and compounds affect living things?

• How do atoms and compounds form bonds?

• What is a chemical reaction and how do they affect living organisms?

• What are enzymes and how do they function?

• What is the source and role of energy in chemical reactions in living organisms?

• What is a solution and how are they important to the study of Biology?

• What is the structure of a water molecule?

• How does water’s polarity relate to its importance and function to living things?

• Why is water considered to be the universal solvent?

• What are the defining characteristics of the four organic?

• How do the organic compounds interact in forming living things?

Upon completion of this unit students will be able to: 1. Distinguish between chemical and physical properties of matter. (NGSS:

LS1.C, PS1.A; NJCCC: 5.1, 5.2.12.A.1-6, 5.3.12.E.1-4) 2. Relate the particle structure of an atom to the identity of elements. (NGSS:

LS1.C, PS1.A; NJCCC: 5.1, 5.2.12.A.1-6, 5.2.12.B.1-3, 5.3.12.E.1-4) 3. Define and distinguish among elements, compounds, mixtures, solutions

and suspensions. (NGSS: LS1.C, PS1.A; NJCCC: 5.1, 5.2.12.A.1-6, 5.2.12.B.1-3, 5.3.12.E.1-4)

4. Describe the formation of ionic and covalent bonds and relate it to the stability of atoms. (NGSS: LS1.C, PS1.A, PS1.B; NJCCC: 5.1, 5.2.12.A.1-6, 5.2.12.B.1-3, 5.3.12.B.6, 5.3.12.E.1-4)

5. Interpret the formulas of chemical compounds and the meaning of chemical equations. (NGSS: LS1.C, PS1.A, PS1.B; NJCCC: 5.1, 5.2.12.A.1-6, 5.2.12.B.1-3, 5.3.12.B.1, 5.3.12.B.6, 5.3.12.E.1-4)

6. Distinguish between exergonic and endergonic reactions with respect to energy transfer. (NGSS: LS1.C, LS2.B, PS1.A, PS1.B; NJCCC: 5.1, 5.2.12.A.1-6, 5.2.12.B.1-3, 5.2.12.D.2, 5.2.12.D.5, 5.3.12.B.2, 5.3.12.B.6, 5.3.12.E.1-4)

7. Relate the properties of water to its molecular polarity and explain its significance to life of Earth. (NGSS: LS1.A, LS1.C, LS4.C, PS1.A, PS1.B, ESS2.C; NJCCC: 5.1, 5.2.12.A.1-6, 5.2.12.B.1-3, 5.3.12.E.1-4)

8. Describe properties of acids and bases and their significance to organisms. (NGSS: LS1.C, PS1.A, PS1.B; NJCCC: 5.1, 5.2.12.A.1-6, 5.2.12.B.1-3, 5.3.12.B.6, 5.3.12.E.1-4)

9. Distinguish organic compounds and relate their structure to function (NGSS: LS1.A, LS1.C, LS4.C, PS1.A, PS1.B; NJCCC: 5.1, 5.2.12.A.1-6, 5.2.12.B.1-3, 5.3.12.E.1-4)

10. Describe the function of proteins, carbohydrates, lipids, and nucleic acids in living systems. (NGSS: LS1.A, LS1.C, LS4.C, PS1.A, PS1.B; NJCCC: 5.1, 5.2.12.A.1-6, 5.2.12.B.1-3, 5.3.12.E.1-4)

11. Describe the nature of enzymes and discuss ways in which their activity is controlled in living cells (NGSS: LS1.C, LS2.B, PS1.A, PS1.B; NJCCC: 5.1, 5.2.12.A.1-6, 5.2.12.B.1-3, 5.2.12.D.2, 5.2.12.D.5, 5.3.12.B.2, 5.3.12.B.6, 5.3.12.E.1-4)

Common Core Standards:

• CCSS.ELA.RST.1, CCSS.ELA.RST.2, CCSS.ELA.RST.3, CCSS.ELA.RST.4, CCSS.ELA.RST.5, CCSS.ELA.RST.6, CCSS.ELA.RST.7, CCSS.ELA.RST.8, CCSS.ELA.RST.9, CCSS.ELA.RST.10, CCSS.ELA.WHST.1, CCSS.ELA.WHST.2, CCSS.ELA.WHST.4, CCSS.ELA.WHST.5, CCSS.ELA.WHST.6, CCSS.ELA.WHST.7, CCSS.ELA.WHST.9, CCSS.ELA.WHST.10, CCSS.Math.Content.HSA.SSE.A1, CCSS.Math.Content.HSA.CED.A.1, CCSS.Math.Content.HSA.CED.A.4, CCSS.Math.Content.HSF.IF.B.4, CCSS.Math.Content.HSF.IF.B.6

Interdisciplinary Standards (njcccs.org)

• Standard 6.3, Standard 8.1, Standard 8.2, Standard 9.1, Standard 9.3 Activities:

• Observe and distinguish physical and chemical changes. • Determine the pH of common materials and relate them to relative

acidity/alkalinity. • Create an organizational chart to differentiate the four classes of organic

compounds

• Identify organic compounds in foods by standard laboratory tests. • Identify the organic compound present in unknown solutions

• Construct molecular models of organic compounds, modeling dehydration synthesis and hydrolysis.

• Use laboratory tests to determine properties of enzymes, rates of enzyme activity and the effect of variables on the reaction rates.

• Test the effects of temperature and pH on the effectiveness of enzymes Enrichment Activities:

• Construct a model of a protein and write a report explaining how the structure determines its function, citing examples and describing how loss in structure leads to malfunction.

Methods of Assessments/Evaluation: • Tests and quizzes • Formal lab reports • Homework checks • Organizational charts of the organic compounds • Presentations (Power point/Prezi) on designed experiment testing

environmental effects on action of enzymes • Think/Pair/Share • Blog posts • Journal reflective • Exit slips

Resources/Including Online Resources

• Inquiry Into Life, 14th Edition • Online Textbook Information: ConnectPlus and Internet resources • Teacher Webpage

Biology Honors Topic/Unit: CELL STRUCTURE AND FUNCTION Approximate # Of Weeks: 10-12 Essential Questions:

• What is the cell and how does it function in living organisms?

• What is the structure of the cell membrane and how does it maintain cell homeostasis?

• How do materials enter and leave cells via passive and active transports?

• What are the structures and function of the cell organelles?

• What are the levels of organization in multicellular organisms?

• How does a cell get and use energy?

• What is the structure and function of ATP?

• What is photosynthesis and where and how does it occur?

• What is cellular respiration and where and how does it occur?

• When and where does each type of fermentation take place?

• How are photosynthesis and cellular respiration linked?

• What are the limits to cell size?

• What are the stages of the cell cycle and how are they important?

• What is the role of the cell cycle in organisms?

• Why is mitosis important in maintaining genetic continuity?

• Why is reduction division of meiosis necessary during gamete formation?

• How do the steps of meiosis ensure proper reduction division of chromosomes?

• How are mitosis and meiosis similar? Different? Upon completion of this unit students will be able to: 1. State the main ideas of the Cell Theory and list scientists’ contributions to

its development. (NGSS: LS1.A, LS4.C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.E.1-4)

2. Distinguish between prokaryotic and eukaryotic cells. (NGSS: LS1.A, LS4.C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.E.1-4)

3. Describe the structure cellular organelles and relate their structure to their function. (NGSS: LS1.A, LS4.C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.E.1-4)

4. Examine the fluid mosaic model of the plasma membrane and relate structure to function of maintaining homeostasis. (NGSS: LS1.A, LS4.C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.E.1-4)

5. Explain the processes of cell transport (passive and active) and predict the direction of movement of a dissolved substance. (NGSS: LS1.A, LS4.C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.E.1-4)

6. Describe the four levels of organization in a multicellular organism. (NGSS: LS1.A, LS1.B, LS4.C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.E.1-4)

7. Define ATP and describe its function as the immediate energy source in living cells (NGSS: LS1.A, LS1.C, LS2.B, LS4.C, PS1.B, PS3.A, PS3.B, PS3.D; NJCCC: 5.1, 5.2.12.A.1, 5.2.12.B.2, 5.2.12.D.2, 5.2.12.D.5, 5.3.12.A.1-3, 5.3.12.B.11-6, 5.3.12.E.1-4)

8. Describe the steps of photosynthesis and explain the relationship between the light and dark reactions. (NGSS: LS1.A, LS1.C, LS2.B, LS4.C, PS1.B, PS3.A, PS3.B, PS3.D; NJCCC: 5.1, 5.2.12.A.1, 5.2.12.B.2, 5.2.12.D.2, 5.2.12.D.5, 5.3.12.A.1-3, 5.3.12.B.11-6, 5.3.12.E.1-4)

9. Relate the reactions of photosynthesis to the structure of the leaf and chloroplast. (NGSS: LS1.A, LS1.C, LS2.B, LS4.C, PS1.B, PS3.A, PS3.B, PS3.D; NJCCC: 5.1, 5.2.12.A.1, 5.2.12.B.2, 5.2.12.D.2, 5.2.12.D.5, 5.3.12.A.1-3, 5.3.12.B.11-6, 5.3.12.E.1-4)

10. Describe the processes of glycolysis, anaerobic and aerobic respiration. (NGSS: LS1.A, LS1.C, LS2.B, LS4.C, PS1.B, PS3.A, PS3.B, PS3.D; NJCCC: 5.1, 5.2.12.A.1, 5.2.12.B.2, 5.2.12.D.2, 5.2.12.D.5, 5.3.12.A.1-3, 5.3.12.B.11-6, 5.3.12.E.1-4)

11. Relate the process of aerobic respiration to the structure of the mitochondrion. (NGSS: LS1.A, LS1.C, LS2.B, LS4.C, PS1.B, PS3.A, PS3.B, PS3.D; NJCCC: 5.1, 5.2.12.A.1, 5.2.12.B.2, 5.2.12.D.2, 5.2.12.D.5, 5.3.12.A.1-3, 5.3.12.B.11-6, 5.3.12.E.1-4)

12. Compare the relative energy yields of aerobic and anaerobic respiration. (NGSS: LS1.A, LS1.C, LS2.B, LS4.C, PS1.B, PS3.A, PS3.B, PS3.D; NJCCC: 5.1, 5.2.12.A.1, 5.2.12.B.2, 5.2.12.D.2, 5.2.12.D.5, 5.3.12.A.1-3, 5.3.12.B.11-6, 5.3.12.E.1-4)

13. Compare and contrast photosynthesis and respiration with respect to materials and energy. (NGSS: LS1.A, LS1.C, LS2.B, LS4.C, PS1.B, PS3.A, PS3.B, PS3.D; NJCCC: 5.1, 5.2.12.A.1, 5.2.12.B.2, 5.2.12.D.2, 5.2.12.D.5, 5.3.12.A.1-3, 5.3.12.B.11-6, 5.3.12.E.1-4)

14. Describe the limitations to cell size. (NGSS: LS1.A, LS1.B, LS4.C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

15. List the stages of the cell cycle and describe the events of each. (NGSS: LS1.A, LS1.B, LS4.C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

16. Distinguish the four phases of mitosis based on cellular activity. (NGSS: LS1.A, LS1.B, LS4.C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

17. Distinguish between cytokinesis in plant and animal cells. (NGSS: LS1.A, LS1.B, LS4.C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

18. Explain the importance of mitosis in maintaining genetic continuity. (NGSS: LS1.A, LS1.B, LS4.C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

19. Explain the need for reduction division of chromosomes during gamete formation. (NGSS: LS1.A, LS1.B, LS4.C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

20. Demonstrate how the phases of meiosis provide for the orderly reduction of chromosome number. (NGSS: LS1.A, LS1.B, LS4.C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

21. Distinguish between mitosis and meiosis and the respective processes involved in asexual and sexual reproduction. (NGSS: LS1.A, LS1.B, LS4.C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

Common Core Standards:

• CCSS.ELA.RST.1, CCSS.ELA.RST.2, CCSS.ELA.RST.3, CCSS.ELA.RST.4, CCSS.ELA.RST.5, CCSS.ELA.RST.6, CCSS.ELA.RST.7, CCSS.ELA.RST.8, CCSS.ELA.RST.9, CCSS.ELA.RST.10, CCSS.ELA.WHST.1, CCSS.ELA.WHST.2, CCSS.ELA.WHST.4, CCSS.ELA.WHST.5, CCSS.ELA.WHST.6, CCSS.ELA.WHST.7, CCSS.ELA.WHST.9, CCSS.ELA.WHST.10, CCSS.Math.Content.HSN.Q.A.1, CCSS.Math.Content.HSN.Q.A.2, CCSS.Math.Content.HSN.Q.A.3, CCSS.Math.Content.HSA.SSE.A1, CCSS.Math.Content.HSS.ID.A.1, CCSS.Math.Content.HSS.ID.C.7, CCSS.Math.Content.HSS.ID.C.9

Interdisciplinary Standards (njcccs.org)

• Standard 6.3, Standard 8.1, Standard 8.2, Standard 9.1, Standard 9.3 Activities:

• Prepare wet mount slides and conduct microscopic comparisons of plant and animal cells and their structures.

• Construct a model “plasma membrane” and observe the processes of osmosis and diffusion

• - Design an experiment to test the permeability of plastic sandwich bags to various solutes, such as iodine, starch and glucose.

• Using phenolphthalein agar, observe the relationship between diffusion efficiency and cell surface area.

• Examine photomicrographs of cells and subcellular structures with the aid of Internet research.

• Separate and identify plant pigments using paper chromatography. • - Observe turgor and plasmolysis in plant cells with the aid of the microscope. • - Design an experiment to measure and record the effect of variables on the

rate of photosynthesis using the spinach-leaf technique. • Measure and compare the rates of cellular respiration in germinating and non-

germinating seeds. • Measure the release of energy from monosaccharides as indicated by

temperature increase in a yeast culture. • - Observe the process of mitosis in prepared slides of plant and animal cells. • Prepare and analyze slides of growing onion root tips to determine the relative

amount of time cells spend in each phase of the cell cycle.

• Using yarn or bead chromosomes, reenact the processes of mitosis and meiosis and compare the genetic makeup of the daughter cells to that of the original cell.

Enrichment Activities:

• Research and report on how we can create an alternate fuel source using photosynthetic algae.

• Describe the connection between mitosis and regulating the cell cycle and the occurrence of cancer

Methods of Assessments/Evaluation:

• Tests and quizzes • Formal lab reports • Homework checks • “Cells Alive!” web quest assignment • Concept maps comparing photosynthesis to cellular respiration

and/or mitosis to meiosis • Mitosis/Meiosis Flip-book assignment • Presentations (Power point/Prezi) on designed experiment testing

environmental effects on photosynthesis • Think/Pair/Share • Blog posts • Journal reflective • Exit slips

Resources/Including Online Resources

• Inquiry Into Life, 14th Edition • Online Textbook Information: ConnectPlus and Internet resources • Teacher Webpage

Biology Honors Topic/Unit: GENETICS Approximate # Of Weeks: 8-10 Essential Questions:

• What has Gregor Mendel’s experiments taught us about inheritance?

• How does Mendel’s conclusions of segregation and independent assortment relate to the process of meiosis?

• How does genotype affect phenotype?

• How can tools and techniques, such as Punnett Squares, karyotypes and pedigree charts be used to predict future offspring?

• How are traits passed from from one generation to the next in cases of incomplete dominance, codominance, multiple alleles, polygenic traits and sex-linked traits?

• What is the structure and function of DNA?

• How is the structure of DNA related to its functions in replication and protein synthesis?

• How do genes code for proteins?

• How are DNA and RNA similar? Different?

• What are the roles of RNA molecules in protein synthesis? Other roles?

• What is transcription? Translation? How do they produce proteins?

• How do changes in genes lead to changes in phenotypes and potential genetic disorders?

• How do changes in chromosome number occur and how do they affect organisms?

• What is the genetic link to cancer?

• How and why do organisms control gene expression?

• How do we manipulate DNA with modern genetic engineering and for what purposes?

• What is the Human Genome Project and what are it’s applications?

• What are stem cells? What are the practical uses for research on stem cells?

• What are GMO’s? Are they helpful or harmful to humans and to the ecosystem?

Upon completion of this unit students will be able to: 1. Explain Mendel’s laws of dominance, segregation and independent

assortment. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

2. Use a Punnett square and laws of probability to predict the outcome of various types of monohybrid and dihybrid crosses. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

3. Relate Mendel's conclusions about segregation and independent assortment to the process of meiosis. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

4. Recognize various patterns of inheritance including codominance, incomplete dominance, polygenic, linked and sex linked traits and provide examples of each. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

5. Explain linkage groups and describe how the process of crossing-over increases genetic variety. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

6. Analyze a gene map based on cross-over frequencies (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

7. List the contributions of various scientists to the identification of DNA as the genetic material. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

8. Describe the structure and function of DNA. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

9. Explain the process of DNA replication, including differentiating between leading and lagging strands. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

10. Compare and contrast the structural and functional properties of DNA and RNA (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

11. Describe the processes of transcription and translation (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

12. Distinguish between types of mutations, explain how they are caused and their potential results, including specific examples. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

13. Describe the relationship between oncogenes, proto-oncogenes and some forms of cancer. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

14. Explain how nondisjunction can lead to specific human disorders. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

15. Describe the regulation of the lac operon in prokaryotes as an example of control of gene expression. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

16. List and describe various methods of regulation of gene expression in eukaryotic organisms. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

17. Describe the process used to produce recombinant DNA and cite applications of the technology. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

18. Describe the process of gel electrophoresis and cite applications of the technology (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

19. Describe the Human Genome Project and project future applications for it. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.B-C; NJCCC: 5.1, 5.3.12.A.1-6, 5.3.12.D.1-3, 5.3.12.E.1-4)

20. Describe the steps of cell differentiation and the role of stem cells. (NGSS: LS1.A, LS1.B, LS3.A; NJCCC: 5.1, 5.3.12.A.5, 5.3.12.A.6)

Common Core Standards:

• CCSS.ELA.RST.1, CCSS.ELA.RST.2, CCSS.ELA.RST.3, CCSS.ELA.RST.4, CCSS.ELA.RST.5, CCSS.ELA.RST.6, CCSS.ELA.RST.7, CCSS.ELA.RST.8, CCSS.ELA.RST.9, CCSS.ELA.RST.10, CCSS.ELA.WHST.1, CCSS.ELA.WHST.2, CCSS.ELA.WHST.4, CCSS.ELA.WHST.5, CCSS.ELA.WHST.6, CCSS.ELA.WHST.7, CCSS.ELA.WHST.9, CCSS.ELA.WHST.10, CCSS.Math.Content.HSN.Q.A.1, CCSS.Math.Content.HSN.Q.A.2, CCSS.Math.Content.HSS.ID.A.1, CCSS.Math.Content.HSS.ID.A.2, CCSS.Math.Content.HSS.ID.A.4, CCSS.Math.Content.HSS.ID.B.5, CCSS.Math.Content.HSS.IC.A.1, CCSS.Math.Content.HSS.IC.A.2, CCSS.Math.Content.HSS.MD.A.3

Interdisciplinary Standards (njcccs.org)

• Standard 6.3, Standard 8.1, Standard 8.2, Standard 9.1, Standard 9.3 Activities:

• Use Punnett Squares to predict the outcome of monohybrid and dihybrid crosses.

• Use coins to simulate gametes and allelic segregation in one and two factor crosses.

• Analyze and create gene maps based on cross-over frequencies

• Extract DNA from common materials (kiwi, bacteria, strawberries, etc.). • Using paper and/or bead models, simulate the processes of DNA replication,

transcription and translation. • Construct a three dimensional model of a DNA molecule, DNA replication or

protein synthesis. • Prepare a karyotype and examine it for genetic defects. • Construct and interpret a human pedigree. • Solve a hypothetical mystery using simulated blood typing. • Complete web-based simulated lac operon activity. • Prepare a recombinant paper DNA plasmid using restriction enzymes to

produce sticky ends and DNA ligase to recombine the DNA fragments. • Carry out gel electrophoresis of dyes to separate the mixed colors. • Identify a “perpetrator” based on restriction analysis and electrophoresis of

paper DNA RFLP’s. • Create a prezi presentation on the applications of DNA technology

• Create a genetics portfolio of the student and family, following family inheritance of various traits.

Enrichment Activities:

• Write a research paper outlining the debate about the use of GMO’s and identify strengths and weaknesses to both sides of the debate.

• Research and report the engineering and use of glow-in-the-dark cats

Methods of Assessments/Evaluation:

• Tests and quizzes • Formal lab reports • Homework checks • Genetics Portfolio project • Organizational chart comparing DNA to RNA • Concept map regarding the different types of stem cells (Embryonic,

Adult, Induced Pluripotent, etc.) • Presentations (Power point/Prezi) on applications for DNA

technology • Think/Pair/Share • Blog posts • Journal reflective • Exit slips

Resources/Including Online Resources

• Inquiry Into Life, 14th Edition • Online Textbook Information: ConnectPlus and Internet resources • Teacher Webpage

Biology Honors Topic/Unit: EVOLUTION Approximate # Of Weeks: 6 Essential Questions:

• What were the conditions on early Earth that led to the origins of life?

• How did life originate on Earth and how did evolution progress in the most earliest life forms?

• How did Lamarck, Hutton, Lyell and Malthus and his experience on the Galapagos Islands influence Charles Darwin in his development of his theory of evolution by natural selection?

• How is natural selection related to species fitness and adaptations?

• How does evolution occur by natural selection and what evidence do we have to support evolution?

• How do we date and analyze forms of evidence for evolution?

• How is natural selection involved in divergent and convergent evolution and coevolution?

• What are the main sources of variation within a population?

• What conditions are necessary for a new species to evolve?

• What are the 5 conditions necessary for Hardy-Weinberg genetic equilibrium and how can a disruption lead to evolution?

• How can we use allelic frequency of a population to determine if evolution is occurring?

• How have modern humans evolved and who were their ancestors?

• What evidence do we use to hypothesis about the development of hominids?

• How do we classify organisms and why is it important?

• How are phylogeny and cladistics used in classification?

Upon completion of this unit students will be able to: 1. Describe modern theories of the origin of life on earth. (NGSS: LS1.A,

LS1.C, LS3.A-B, LS4.A-D, ESS1.C, ESS2.E; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4, 5.4.12.A.5, 5.4.12.B.1)

2. Describe the evolution of the first life forms, from first prokaryotes to unicellular eukaryotes to multicellular eukaryotes (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.A-D, ESS1.C, ESS2.E; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4, 5.4.12.A.5, 5.4.12.B.1)

3. Discuss how the fossils form and how the fossil record is used to support evolution. (NGSS: LS3.A-B, LS4.A-D, ESS1.C, ESS2.E; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4, 5.4.12.A.5, 5.4.12.B.1)

4. Describe how fossil age is determined and what it teaches about evolution of life (NGSS: LS3.A-B, LS4.A-D, ESS1.C, ESS2.E; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4, 5.4.12.A.5, 5.4.12.B.1-3)

5. Summarize the major geological and biological events of the Geologic Time Scale. (NGSS: LS1.A, LS1.C, LS3.A-B, LS4.A-D, ESS1.C, ESS2.E; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4, 5.4.12.A.5, 5.4.12.B.1)

6. Identify and evaluate the basic assumptions of Lamarck's theory of evolution by inheritance of acquired characteristics (NGSS: LS2.D, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4)

7. Summarize the theory of evolution by natural selection as outlined by Charles Darwin (NGSS: LS2.D, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4)

8. Cite evidence in support of evolution from comparative embryology, comparative anatomy and modern biochemistry. (NGSS: LS2.D, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4)

9. Relate the idea of natural selection to the origin of structural, behavioral and physiological adaptations. (NGSS: LS2.D, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4)

10. Explain the role of natural selection in divergent and convergent evolution and coevolution (NGSS: LS2.D, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4)

11. Explain the process of speciation and describe how it might occur. (NGSS: LS2.D, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4)

12. Relate mechanisms of speciation to changes in genetic equilibrium. (NGSS: LS2.D, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4)

13. Compute allelic and phenotype frequencies of a population (NGSS: LS2.D, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4)

14. Explain Hardy-Weinberg genetic equilibrium and how disruptions to equilibrium might change allelic frequencies and lead to evolution. (NGSS: LS2.D, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4)

15. Describe characteristics of primates and sequence their evolutionary history, including adaptations made (NGSS: LS2.D, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4)

16. Identify the need for a classification system and explain the Linnean system of binomial nomenclature. (NGSS: LS2.D, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4)

17. Compare and contrast cladistic and phylogenetic methods of classification. (NGSS: LS2.D, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4)

18. Explain the use of biochemistry and evolutionary relationships in modern taxonomy. (NGSS: LS2.D, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4)

19. Describe the six-kingdom classification system and relate it to the three-domain system. (NGSS: LS2.D, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.D.3, 5.3.12.E.1-4)

Common Core Standards:

• CCSS.ELA.RST.1, CCSS.ELA.RST.2, CCSS.ELA.RST.3, CCSS.ELA.RST.4, CCSS.ELA.RST.5, CCSS.ELA.RST.6, CCSS.ELA.RST.7, CCSS.ELA.RST.8, CCSS.ELA.RST.9, CCSS.ELA.RST.10, CCSS.ELA.WHST.1, CCSS.ELA.WHST.2, CCSS.ELA.WHST.4, CCSS.ELA.WHST.5, CCSS.ELA.WHST.6, CCSS.ELA.WHST.7, CCSS.ELA.WHST.9, CCSS.ELA.WHST.10, CCSS.Math.Content.HSN.Q.A.1, CCSS.Math.Content.HSN.Q.A.2, CCSS.Math.Content.HSA.SSE.A1, CCSS.Math.Content.HSA.REI.A.1, CCSS.Math.Content.HSA.REI.A.2, CCSS.Math.Content.HSA.REI.B.3, CCSS.Math.Content.HSA.REI.B.4.b, CCSS.Math.Content.HSA.REI.C.5, CCSS.Math.Content.HSA.REI.C.6

Interdisciplinary Standards (njcccs.org)

• Standard 6.3, Standard 8.1, Standard 8.2, Standard 9.1, Standard 9.3 Activities:

• Construct a concept map outlining the formation of life on Earth and the early evolutionary steps

• Interpret events from fossil evidence. • Make “fossils” out of everyday items. • Determine evolutionary relationships among diverse organisms based on

amino acid sequence in hemoglobin and cytochrome c. • Observe variation within populations of various organisms, such as

grasshoppers, leaves, beans, and humans. • View the presentation: “Walking with Cavemen” and answer question sets. • Prepare and observe coacervates and microspheres. • Research/Writing assignment: “Guess Who’s Coming to Dinner” • Given a set of environmental conditions, create a fictitious organism and

describe the adaptations it has developed to survive in its environment • Predict and observe changes in allelic frequencies in model gene pools based

on selective pressures. • Use the Hardy-Weinberg equation to predict genotype and phenotype

frequencies in future generations of a given population. • Design and conduct an experiment to measure allelic frequencies of a plant

population and its evolution

• Make and use a dichotomous key to identify organisms. • Construct a phylogenetic tree based on genetic changes and divergences as

determined by chance selections Enrichment Activities:

• Hypothesize about future adaptations that might arise as a result of climate change, research and report on findings.

Methods of Assessments/Evaluation:

• Tests and quizzes • Formal lab reports • Homework checks • Creation of fictitious organism and its adaptations • Writing assignment: “Guess Who’s Coming to Dinner” accompanied

by presentation • Concept map regarding the origins of life • Think/Pair/Share • Blog posts • Journal reflective • Exit slips

Resources/Including Online Resources

• Inquiry Into Life, 14th Edition • Online Textbook Information: ConnectPlus and Internet resources • Teacher Webpage

Biology Honors Topic/Unit: DIVERSITY OF LIFE Approximate # Of Weeks: 2/Enrichment Essential Questions:

• What factors are used to describe prokaryotes? • What is a virus? • How do viruses reproduce? • What are the defining characteristics of protists? • What are the defining characteristics of fungi? • What are the defining characteristics of all plants? • What are the defining characteristics of seedless nonvascular, seedless

vascular and seed plants (Gymnosperms and Angiosperms)? • How do plants of all types reproduce? • What are the defining characteristics of animals? • How do animal systems operate together to form a fully functional animal? • What are the functions of the digestive system? • What organs make up the digestive system and what is the role of each in

digestion? • What is the role of the circulatory system in delivering the nutrients? • What is the function of the respiratory system? • What organs make up the respiratory system and what is the role of each? • How does gas exchange take place? • How are the respiratory and circulatory systems linked? • What are the organs of the circulatory system and what is the role of each? • How does the structure of the heart relate to its function? • What are the major organs and functions of the nervous system? • What are the major parts of the brain and what are their functions? Upon completion of this unit students will be able to: 1. Distinguish between Archaebacteria and Eubacteria. (NGSS: LS1.A-C,

LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4) 2. Describe the structure of a typical bacterium. (NGSS: LS1.A-C, LS3.A-B,

LS4.A-D; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4) 3. Define virus and describe its structure. (NGSS: LS1.A-C, LS3.A-B, LS4.A-

D; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4) 4. Distinguish the lytic and lysogenic life cycles of a virus. (NGSS: LS1.A-C,

LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4) 5. Describe the defining characteristics of protists. (NGSS: LS1.A-C, LS3.A-

B, LS4.A-D; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4) 6. Describe the defining characteristics of fungi (NGSS: LS1.A-C, LS3.A-B,

LS4.A-D; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4)

7. Describe the defining characteristics of all plants (NGSS: LS1.A-C, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4)

8. Differentiate between seedless nonvascular plants (mosses), seedless vascular plants (ferns) and seed plants (Gymnosperms and Angiosperms) (NGSS: LS1.A-C, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4)

9. Describe the alternation of generations of plant reproduction (NGSS: LS1.A-C, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4)

10. Describe the defining characteristics of animals (NGSS: LS1.A-C, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4)

11. List and describe the organs of the digestive system and explain their role in digestion (NGSS: LS1.A-C, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4)

12. List and describe the organs of the respiratory system and explain their role in gas exchange (NGSS: LS1.A-C, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4)

13. List and describe the organs of the circulatory system and explain their role in circulating nutrients and waste (NGSS: LS1.A-C, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4)

14. List and describe the organs of the nervous system and explain their role in coordinating all functions of the organism (NGSS: LS1.A-C, LS3.A-B, LS4.A-D; NJCCC: 5.1, 5.3.12.A.1-4, 5.3.12.D.3, 5.3.12.E.1-4)

Common Core Standards:

• CCSS.ELA.RST.1, CCSS.ELA.RST.2, CCSS.ELA.RST.3, CCSS.ELA.RST.4, CCSS.ELA.RST.5, CCSS.ELA.RST.6, CCSS.ELA.RST.7, CCSS.ELA.RST.8, CCSS.ELA.RST.9, CCSS.ELA.RST.10, CCSS.ELA.WHST.1, CCSS.ELA.WHST.2, CCSS.ELA.WHST.4, CCSS.ELA.WHST.5, CCSS.ELA.WHST.6, CCSS.ELA.WHST.7, CCSS.ELA.WHST.9, CCSS.ELA.WHST.10, CCSS.Math.Content.HSN.Q.A.1, CCSS.Math.Content.HSN.Q.A.2

Interdisciplinary Standards (njcccs.org)

• Standard 6.3, Standard 8.1, Standard 8.2, Standard 9.1, Standard 9.3 Activities:

• Research the mechanisms by which HIV and other human viruses infect cells. • Investigate the effectiveness of antibacterial soaps against common hand

bacteria. • Microscopically examine and identify representative protists. • Examine mushrooms and bread mold using stereoscopes and microscopes. • Microscopically observe the structure of roots stems and leaves. • Dissect a variety of flowers and identify parts. • Create a pamphlet/brochure on the different types of plants

• Dissect the digestive system of fetal pig.

• Measure vital capacity of students’ lungs. • Dissect fetal pig respiratory system. • Observe prepared slides of blood cells. • Perform simulated blood typing. • Dissect fetal pig heart and systemic circulatory system. • Measure blood pressure and heart rates of students. • Determine the distribution and sensitivity of touch receptors in the human body. • Measure reaction times with and without distractions. • Dissect fetal pig brain. • Virtual pig dissection Enrichment Activities:

• Research and prepare presentation on the cause, symptoms and treatment of a bacterial, viral or fungal human disease.

Methods of Assessments/Evaluation:

• Tests and quizzes • Formal lab reports • Homework checks • Presentation (Power Point/Prezi) on diseases caused by bacteria

and/or virus • Plant pamphlet/brochure • Think/Pair/Share • Blog posts • Journal reflective • Exit slips

Resources/Including Online Resources

• Inquiry Into Life, 14th Edition • Online Textbook Information: ConnectPlus and Internet resources • Teacher Webpage