ࡱ>    ` bjbjss \ d     YYYb8ܼhT eD ""L($7h,Y9&*9&9&,  ""A]u]u]u9&L 8"^WV]u9&]u]u4.BY '7^&\W0-)K-|-Y]u!#+,,5u(9&9&9&9&eee$WeeeY6_b        NEWARK PUBLIC SCHOOLS BIOLOGY CURRICULUM GUIDE 2007  NEWARK PUBLIC SCHOOLS A D M I N I S T R A T I O N 2007-2008 District Superintendent Dr. Marion A. Bolden Chief Financial Officer Mr. Ronald Lee Human Resource Services Assistant Superintendent Ms. Joanne C. Bergamotto School Leadership Team I Assistant Superintendent Mr. Roger Leon School Leadership Team II Assistant Superintendent Dr. Glenda Johnson-Green School Leadership Team III Assistant Superintendent Ms. Lydia Silva School Leadership Team IV Assistant Superintendent Dr. Don Marinaro School Leadership Team V Assistant Superintendent Dr. Gayle W. Griffin Department of Teaching and Learning Assistant Superintendent Dr. Kevin West Department of Special Programs TABLE OF CONTENTS Title Page 1 Board Members 2 Administration 3 Table of Contents 4 District Mission Statement 5 District Goals and Guiding Principles 6 Curriculum Committee 8 Course Philosophy 9 Course Description 10 Recommended Textbooks 11 Course Proficiencies 12 Curriculum Units and Course Pacing 13 Essential Questions, Objectives, Activities and Resources 15 Appendix 70 Mission Statement The Newark Public Schools recognize that each child is a unique individual possessing talents, abilities, goals, and dreams. We further recognize that each child can only be successful when we acknowledge all aspects of that childs life addressing their needs, enhancing their intellect, developing character, and uplifting their spirit. Finally, we recognize that individuals learn, grow, and achieve differently; and it is therefore critical that as a district, we provide a diversity of programs based on student needs. As a district, we recognize that education does not exist in a vacuum. In recognizing the rich diversity of our student population, we also acknowledge the richness of the diverse environment that surrounds us. The numerous cultural, educational and economic institutions that are part of the greater Newark community play a critical role in the lives of our children. It is equally essential that these institutions become an integral part of our educational program. To this end, the Newark Public Schools is dedicated to providing a quality education, embodying a philosophy of critical and creative thinking and designed to equip each graduate with the knowledge and skills needed to be a productive citizen. Our educational program is informed by high academic standards, high expectations, and equal access to programs that provide and motivate a variety of interests and abilities for every student based on his or her needs. Accountability at every level is an integral part of our approach. As a result of the conscientious, committed, and coordinated efforts of teachers, administrators, parents, and the community, all children will learn. Marion A. Bolden, District Superintendent GOALS AND GUIDING PRINCIPLES Reaching for the Brass Ring GOALS Goal 1 IMPROVE STUDENT ACHIEVEMENT Provide all students with equal access to opportunities that demonstrate high academic standards, high expectations, instructional rigor and alignment with the NJCCCS, and which embody a philosophy of critical and creative thinking. Goal 2 DEVELOP STUDENT MORAL AND SOCIAL RESPONSIBILITY Equip students to be productive citizens by addressing needs, enhancing intellect, developing character, and instilling pride and hope. Goal 3 STRUCTURE THE ORGANIZATION TO BE EFFICIENT, EFFECTIVE AND ALIGNED WITH THE DISTRICT MISSION Allocate and align resources on the basis of student needs with high achievement as the ultimate goal. Schools and district offices will have effective and efficient programs, processes, operations and services to assure that all students and other customers will have access to certificated, highly trained professionals. Budget and fiscal systems will support the focus on student achievement through timely and accurate processing of documents. Goal 4 ENFRANCHISE COMMUNITY / EMPOWER PARENTS Engage community and family in meaningful decision-making and planning for Newark children. GOALS AND GUIDING PRINCIPLES Reaching for the Brass Ring GUIDING PRINCIPLES FOCUS ON STUDENTS Every Newark Public Schools employee must be committed to high achievement for all students and assume responsibility for that success. Everyone clearly communicates the vision, focus, and goals of the district. All district policies, procedures and activities are aligned in support of student achievement. HIGH EXPECTATIONS / STANDARDS DRIVEN All district personnel are constantly analyzing data and feedback to ensure high standards and support to enable all students to be successful. All school communities are constantly monitoring data and feedback to ensure that each student has the necessary personalized support and quality-learning environment to meet high standards and expectations for learning. CARING AND SAFE ENVIRONMENT The district is committed to safe, clean, aesthetically pleasing educational work environments. Students and employees diverse backgrounds, abilities, interests, and needs are respected. Structures and practices that promote personalization and equity of access are provided. SHARED DECISION MAKING The district participates openly and honestly in productive, collaborative and reflective communication and systemically solicits feedback from multiple stakeholders. Systemic feedback loops are established to ensure that all stakeholders (including district offices, administrators, teachers, parents and students) are engaged in dialogue for the purpose of shared decision-making. CURRICULUM WRITING COMMITTEE Hafeezah Abdullah - Biology Teacher Sobakin Akinronbi - Chemistry Teacher Shonda Davis - Biology Teacher Henri Frederique - Biology Teacher William Graff - Biology Teacher Ivory Kilpatrick - Biology Teacher Victor Micah - Biology Teacher Sonya Rolle-Hinton - Biology Teacher Lakeisha Sewell - Biology Teacher Kathleen Tierney - Comprehensive Science Newark Public Schools BIOLOGY Course Philosophy Biology is the scientific exploration of the vast and diverse world of living organisms; an exploration that has expanded enormously within the last four decades, revealing a wealth of knowledge about ourselves and about the millions of other organisms with whom we share this planet Earth. Francisco Ayala Our science education philosophy is simple and relevant. We wish to provide a foundation that will serve the whole child for a lifetime. Science is a process by which students can learn and employ skills such as observing, questioning, inferring, experimenting, calculating, analyzing and evaluating. These processes will expand and enhance their natural curiosity about the world in which they live and enable them to gain knowledge needed to be successful in the next millennium. Science is not something new. Science is for everyone and is a lifelong learning process. It goes back before recorded history, when people first discovered regularities and relationships in nature. People learned to make predictions based on these regularities, and to make connections between things that at first seemed to have no relationship. More and more they learned about the workings of nature. That body of knowledge, growing all the time, is part of science. The greater part of science is the method used to produce that body of knowledge. Science is an activity-a human activity-as well as a body of knowledge that continues to evolve-as evidenced by current events that are composed, in large part, of scientific discoveries, theories, and applications. The terms and circumstances of human existence can be expected to change radically during the next human life span. Science, mathematics, and technology will be at the center of that change; causing it, shaping it, responding to it. Therefore, the challenge for educators is to weave these disciplines together so that they reinforce one another. This will be essential to the education of todays children for tomorrows world. Newark Public Schools BIOLOGY Course Description This lab course is designed to prepare students for entrance into the first year college Biology at level expected of a Biology major. Traditional lecture is integrated with demonstrations, problem solving activities, and laboratory applications. The course presents an in depth exploration of the major themes of the life science. The application of the scientific method in exploring the chemical basis of life, molecular biology, genetics, evolution, and ecological interactions are covered. A full complement of laboratory investigation is an integral part of this course. Students will become proficient in using some of the tools of the biologist. Utilization of technology, lab safety, and career explorations are included in the syllabus. The following indicators will be used in assessment: test, quizzes, lab reports, projects, homework, class participation, and adherence to the Districts attendance policy. Note: the teacher may employ other forms of assessment. Textbook: Prentice Hall Biology (2006) FIRST SEMESTER All students should receive and process content in chapters 1-3, 7-10, 12, 19. SECOND SEMESTER All students should receive and process content in chapters 11, 13-18, 3, 4, 6. Recommended Textbooks/Resources The required student text for this course is: Miller, Kennith R. and Levine, Joseph. (2006). Prentice Hall Biology. Boston: Pearson Prentice Hall. ISBN#.0-13-166255-4 Teacher Reference Texts There are extensive teacher reference materials that are designed to supplement the Prentice Hall Biology text. Teachers using this guide should make sure to obtain the following reference materials: Prentice Hall Biology: Teacher Edition; ISBN# 0-13-166288-0 Prentice Hall Biology: PHSuccessnet Teacher Online Access Pack; ISBN# 0-13-181164-9 Prentice Hall Biology: Teacher Resources; ISBN# 0-13-115545-8 Prentice Hall Biology: Lesson Plans; ISBN# 0-13-115528-8 Prentice Hall Biology: Diagnostic Test; ISBN# 0-13-115532-6 Prentice Hall Biology: Standardized Test Prep Workbook; ISBN# 0-13-190458-2 Prentice Hall Biology: Test Taking Tip with Transparencies; ISBN# 0-13-25643-2 Prentice Hall Biology: Issues and Decision Making; ISBN# 0-13-115293-9 Prentice Hall Biology: Biotechnology Manual; ISBN# 0-13-044162-7 Prentice Hall Biology: Transparencies Plus; ISBN# 0-13-115285-8 Prentice Hall Biology: Reading and Study Workbook A; ISBN# 0-13-166257-0 Prentice Hall Biology: Adapted Reading and Study Workbook B; ISBN# 0-13-166259-7 Prentice Hall Biology: Lab Manual A; ISBN# 0-13-11528-X Prentice Hall Biology: Teacher Express CD-ROM; ISBN# 0-13-166433-6 Prentice Hall Biology: ExamView Test Bank with CD-ROM; ISBN# 0-13-115543-1 Prentice Hall Biology: BioDetective Videotapes; ISBN# 0-13-054661-5 Prentice Hall Biology: Lab Simulations CD-ROM; ISBN# 0-13-115520-0 Further Resources Recommended - Essential Questions Essential questions are included in this curriculum guide. Below are links that will help in understanding how essential questions are developed and used in teaching.  HYPERLINK "http://www.thirteen.org/edonline/concept2class/interdisciplinary/implementation.html#s4d" http://www.thirteen.org/edonline/concept2class/interdisciplinary/implementation.html#s4d  HYPERLINK "http://www.tnellen.com/alt/essential.html" http://www.tnellen.com/alt/essential.html  HYPERLINK "http://www.galileo.org/tips/essential_questions.html" http://www.galileo.org/tips/essential_questions.html  HYPERLINK "http://www.fno.org/sept96/questions.html" http://www.fno.org/sept96/questions.html  HYPERLINK "http://www.kn.sbc.com/wired/fil/pages/listessentiaca1.html" http://www.kn.sbc.com/wired/fil/pages/listessentiaca1.html Course Proficiencies Title: Biology Department: Science Credits 7.50 Course Description: This lab course presents an in-depth exploration of the major themes of the life sciences. The application of the scientific method, the chemical basis of life, ecological interactions, molecular biology, genetics, heredity, evolution, the origin of life, and the diversity of life on earth are covered in the Biology curriculum. A full complement of laboratory investigations is an integral part of this course. Students will become proficient in using some of the tools of biologists. Utilization of technology, lab safety, and career explorations are included in the syllabus. In order to successfully complete the course requirements in biology, students will demonstrate the following proficiencies: Course Content/ Performance Objectives Develop problem solving, decision-making, and inquiry skills. Integrate mathematics and metric measurements, as a tool for problem solving in science, and as a means of expressing and/or modeling scientific theories. Apply safety principles in the laboratory and in daily activities. Learn to identify systems of interacting components and understand how their interactions combine to produce the overall behavior of the system. Understand and use technology and instrumentation. Identify ways in which the study of biology serves as a foundation for many career opportunities. Develop an understanding of how people of various cultures have contributed to the advancement of science and technology. Develop an understanding of how major biological discoveries and technologies have impacted on society. Be aware of and evaluate current biological issues. Develop skills for the workplace and skills necessary for higher education. Distinguish between living and nonliving things by investigating the basic characteristics of life. Identify and explain the structure and function of molecules that control cellular activities. Discuss the properties, phases, composition, and interactions of matter, including the chemistry of water and organic compounds. Define ecology and explain its importance. Describe the flow of energy and the movement of nutrients through the biosphere. Define population, and discuss factors that control population growth. Discuss natural resources and their conservation and differentiate among the various types of pollution. State the cell theory and describe the structures and activities of cells. Distinguish between prokaryotic and eukaryotic cells; plant and animal cells; unicellular and multicellular organisms. Describe the processes by which materials enter or leave cells. Discuss the relationship between photosynthesis and respiration. Summarize the process of mitosis and relate cell growth to cell division. Relate the principles of dominance, segregation, and independent assortment to patterns of inheritance and meiosis. Describe the structures and functions of DNA and RNA and relate them to protein synthesis. Discuss the forms of genetic engineering and its ethical ramifications. Describe how and why the human genome is studied. Describe patterns of inheritance in humans and other organisms (regulation, modification and transmission of genes). Describe the geological, fossil, embryological, anatomical and biochemical evidence of evolution. Discuss the history of evolutionary thought from before Darwin to the present. Compare natural selection and artificial selection and discuss their role in evolution. Relate the theory of evolution to genetics. Discuss trends in animal evolution. Discuss the process of classifying organisms. Discuss the impact of viruses and bacteria on living things. Compare the ways that animals, invertebrates through vertebrates, carry out their life functions. BIOLOGY Course Units & Suggested Pacing Guide Block Schedule: 80 minute periods ~ Regular Schedule: 40 minute periods *Instructional lessons and labs are included in totals. SEMESTER IUNITCHAPTERBLOCKREGULARTheme 1: Matter, Energy and Organization of Living Systems 1. The Science of Biology5 periods10 periods2. The Chemistry of Life4 periods8 periods3. The Biosphere2 periods4 periods7. Cell Structure and Function6 periods12 periods8. Photosynthesis3 periods6 periods9. Cellular Respiration2 periods4 periods10. Cell Growth and Division3 periods6 periods19. Bacteria and Viruses3 periods6 periodsTheme 2: Reproduction and Heredity  12. DNA and RNA 6 periods12 periodsREVIEWS & ASSESSMENTS5 periods10 periodsTOTAL3978 periods Theme 1 Biologically Speaking: active site, aerobic, anaerobic, autotroph, carbohydrate, cellular respiration, cell theory, chlorophyll, cohesion, dehydration synthesis, deletion, diffusion, enzyme, energy pyramid, equilibrium, heterotroph, hypertonic, hypotonic, indicator, lipid, lock and key, lysogenic, lytic, osmosis, pH, photosynthesis, protein, solute, solvent, substrate Theme 2 Biologically Speaking: adenine, allele, chromatid, cross-over, cytosine, dihybrid, diploid, F1 cross, F2 cross, genotype, guanine, haploid, heterozygous, homozygous, incomplete dominance, karyotype, nitrogen base, nucleotide, pedigree, phenotype, polygenic, purine, pyrimidine, replication, recombinant, tetrad, test-cross, thymine, transcription, translation, uracil  BIOLOGY Course Units & Suggested Pacing Guide Block Schedule: 80 minute periods ~ Regular Schedule: 40 minute periods *Instructional lessons and labs are included in totals. SEMESTER IIUNITCHAPTERBLOCKREGULARTheme 2: Reproduction and Heredity11. Introduction to Genetics3 periods6 periods13. Genetic Engineering2 periods4 periods14. The Human Genome2 periods4 periodsTheme 3: Diversity and Biological Evolution 15. Darwins Theory of Evolution3 periods6 periods16. Evolution of Populations2 periods4 periods17. History of Life2.5 periods5 periods18. Classification2 periods4 periodsTheme 4: Environmental Systems3. The Biosphere1 period2 periods4. Ecosystems and Communities2 periods4 periods5. Populations2 periods4 periods6. Humans in the Biosphere1.5 periods3 periodsREVIEWS & ASSESSMENTS5 periods10 periodsTOTAL28 periods56 periods Theme 2 Biologically Speaking: adenine, allele, chromatid, cross-over, cytosine, dihybrid, diploid, F1 cross, F2 cross, genotype, guanine, haploid, heterozygous, homozygous, incomplete dominance, karyotype, nitrogen base, nucleotide, pedigree, phenotype, polygenic, purine, pyrimidine, replication, recombinant, tetrad, test-cross, thymine, transcription, translation, uracil Theme 3 Biologically Speaking: adaptation, adaptive radiation, analogous, cladogram, convergent evolution, derived characteristic, divergent evolution, domain, evolution, extinction, fossil record, homologous, kingdom, natural selection, phylogeny, punctuated equilibrium, recombination, species, taxon, taxonomy Theme 4 Biologically Speaking: abiotic, acid rain, biome, biotic, competition, consumer, ecosystem, food chain, global warming, habitat, niche, ozone layer, population, producer, succession, water cycle                                                         APPENDICES  HYPERLINK \l "APPENDIXA" Appendix A - Helpful Hints for Teachers  HYPERLINK \l "APPENDIXB" Appendix B - Evaluation Criteria and Abbreviation Key  HYPERLINK \l "APPENDIXC" Appendix C - Tips for Reducing Test Anxiety  HYPERLINK \l "AppendixD" Appendix D - NJ Core Curriculum Content Standards- Science Technology Literacy/ Career Education, and Consumer, and Family, and Life Skills National Technology Standards: Grades 9-12  HYPERLINK \l "AppendixE" Appendix E - Changing Emphasis  HYPERLINK \l "AppendixF" Appendix F - Holistic Scoring Guide (Generic Rubric)  HYPERLINK \l "AppendixG" Appendix G - Multiculturalism in Mathematics, Science, and Technology  HYPERLINK \l "AppendixH" Appendix H - Blooms Taxonomy & Higher Order of Learning  HYPERLINK \l "AppendixI" Appendix I - Science Safety APPENDIX A Helpful Hints for Teachers Online Coding for Active Art: Please be aware that the coding for Active Art in the text is different for students and teachers. The student code will bring the student to a web site that has a guided activity with questions for them to answer. The teacher code will bring to a web site that contains the answers to the student questions. Teaching Resources: This book contains black-line masters for all Exploration Labs found in the text at the end of each chapter. Miller and Levine web site: This site is extremely helpful as it contains updates on various topics and many links for activities. It is  HYPERLINK "http://millerandlevine.com/" millerandlevine.com . Investigative Project: An investigative project has been suggested in the curriculum guide. This project can be used for the science fair or for your other school functions. Please make sure these projects are experimental in design. Science Fair: The district science fair occurs each year. Please start thinking about a science fair project at the beginning of the year. There is usually a theme each year so check with your DC before you start to work on it. Projects should be experimental/ investigative in nature and follow the scientific method. Try to avoid making models and research-based projects that do not follow the scientific method. In addition to the district science fair, there are many others that you can enter with your students. Below are some helpful links about science fairs and projects:  HYPERLINK "http://www.northwesternenergy.com/safety/educators/science_fair/science-intro.htm" http://www.northwesternenergy.com/safety/educators/science_fair/science-intro.htm  HYPERLINK "http://www.sciencebuddies.org/mentoring/science-fairs.shtml" http://www.sciencebuddies.org/mentoring/science-fairs.shtml  HYPERLINK "http://www.showboard.com/" http://www.showboard.com/  HYPERLINK "http://www.accessexcellence.org/AE/ATG/data/released/0327-JudyWilliams/index.html" http://www.accessexcellence.org/AE/ATG/data/released/0327-JudyWilliams/index.html APPENDIX B Evaluation Criteria The assessment of the students achievement in College Preparatory Biology should be based on a variety of evaluative tools. Some suggestions are offered below. There has been no weight assigned to the following tools. As the classroom teacher you are best equipped to assign weights to each item based on the composition and dynamics of your classes. We suggest, however, that consideration be given to assigning a greater weight to formal tests. A well- constructed comprehensive test should give you a fairly accurate picture of a students mastery of content as well as identify the areas of strength and weaknesses. Suggested criteria for evaluation include, but are not limited to: Adherence to district-wide attendance policy Formal Tests and Quizzes Laboratory Performance Performance- based AssessmentsSpecial Projects Standardized Test Performance District-wide Mid-Term and Final Computer-assisted Assessments Writing Assignments Class Participation Abbreviation Key SEStudent EditionBDBioDetectives VideotapesTETeachers EditionSTPWStandardized Test Prep WorkbookLMALaboratory Manual ABTMBiotechnology ManualLMBLaboratory Manual BIDMIssues and Decision MakingLALaboratory AidesBTBiotechnology ManualTRCore Teaching ResourcesLSLab SimulationsHWNew Jersey HSPA Grade 11 WorkbookNSNeo-SciIFBioDetectives: Investigations in Forensics VLVirtual Labs * Indicates websites that require registration. APPENDIX C TIPS FOR REDUCING TEST ANXIETY In order to reduce test anxiety, it is necessary for students to know all about the test. Nothing should be left to chance. Some of the things the student should know are in the table below with the Chemistry Mid-term and Final Examinations as examples. Things to KnowMid-termFinalTopics covered in the test (Chapters) (1-3,7-10,12,19)) (11,13-18,3,4,6)Exact content of the test30 multiple choice; 2 of 4short answer problem solving; 1 prompt.30 multiple choice; 2 of 4 short answer problem solving; 1 Prompt.Time limits of the test2 hours2 hoursIf there is a penalty for guessingIf you guess incorrectlyIf you guess incorrectlyStrategies for answering the questionsRead all choices; process of elimination; careful attention to units; identify the known and unknown; outline thoughts before you writeRead all choices; process of elimination; careful attention to units; identify the known and unknown; outline thoughts before you writeGood preparation in study skillsRest, nutrition, organized materials, short sessions of studyDo not cram, recite out loud  It should be stressed that rote memory is not as important as reasoning. However, knowledge is necessary to understanding. The cumulative nature of the subject needs to be emphasized. Other questions that may be on students minds include: How will you answer the questions? Are calculators permitted? How will the test be scored? Are there special gimmicks in the test? How much will handwriting and spelling count? What supplies will you need to take the test? In addition to answering questions, activities for reducing anxiety include practice with old test copies, classroom unit testing with the parallel conditions. Consistent study never fails as an anxiety reducer. APPENDIX D New Jersey Core Curriculum Content Standards Science (CCCS)5.1 HYPERLINK "http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=1;" Scientific Processes All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results. 5.2 HYPERLINK "http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=2;" Science and Society All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology. 5.3 HYPERLINK "http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=3;" Mathematical Applications All students will integrate mathematics as a tool for problem solving in science, and as a means of expressing and/or modeling scientific theories. 5.4 HYPERLINK "http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=4;" Nature and Process of Technology All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology. 5.5 HYPERLINK "http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=5;" Characteristics of Life All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. 5.6 HYPERLINK "http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=6;" Chemistry All students will gain an understanding of the structure and behavior of matter. 5.7 HYPERLINK "http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=7;" Physics All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. 5.8 HYPERLINK "http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=8;" Earth Science All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth. 5.9 HYPERLINK "http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=9;" Astronomy & Space Science All students will gain an understanding of the origin, evolution, and structure of the universe. 5.10 HYPERLINK "http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=10;" Environmental Studies All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Technological Literacy/ Career Education, and Consumer, and Family, and Life Skills (TL/CECFLS)8.1 HYPERLINK "http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=7;" Physics All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. 8.2 HYPERLINK "http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=8;" Earth Science All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth. 9.1 HYPERLINK "http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=9;" Astronomy & Space Science All students will gain an understanding of the origin, evolution, and structure of the universe. APPENDIX E - CHANGING EMPHASES The National Science Education Standards envision change throughout the system. The science content standards encompass the following changes in emphases: LESS EMPHASIS ON MORE EMPHASIS ON Knowing scientific facts and information Understanding scientific concepts and developing abilities of inquiryStudying subject matter disciplines (physical, life, earth sciences) for their own sake Learning subject matter disciplines in the context of inquiry, technology, science in personal and social perspectives, and history and nature of science Separating science knowledge and science process Integrating all aspects of science contentCovering many science topics Studying a few fundamental science conceptsImplementing inquiry as a set of processesImplementing inquiry as instructional strategies, abilities, and ideas to be learned  CHANGING EMPHASES TO PROMOTE INQUIRY BASED LEARNING LESS EMPHASIS ON MORE EMPHASIS ON Activities that demonstrate and verify science content Activities that investigate and analyze science questions Investigations confined to one class period Investigations over extended periods of time Process skills out of context Process skills in context Covering many science topics Studying a few fundamental science concepts Emphasis on individual process skills such as observation or inference Using multiple process skills manipulation, cognitive, procedural Getting an answer Using evidence and strategies for developing or revising an explanation Science as exploration and experiment Science as argument and explanation Providing answers to questions about science content Communicating science explanations Individuals and groups of students analyzing and synthesizing data without defending a conclusion Groups of students often analyzing and synthesizing data after defending conclusions Doing few investigations in order to leave time to cover large amounts of content Doing more investigations in order to develop understanding, ability, values of inquiry and knowledge of science content Concluding inquiries with the result of the experiment Private communication of student ideas and conclusions to teacher Applying the results of experiments to scientific arguments and explanations Public communication of student ideas and work to classmates APPENDIX F Holistic Scoring Guide (Generic Rubric) for Science Open-Ended Items and Performance Assessment Tasks The zero-to-three-point generic scoring rubric below was created to help readers score open-ended responses consistently. In scoring, the reader should accept the use of appropriate diagrams, charts, formulas, and/or symbols, which are part of a correct answer even when the question does not specifically request their use. 3-point response: Student response is reasonably complete, clear, and satisfactory. 2-point response: Student response has minor omissions and/or some incorrect or non-relevant information. 1-point response: Student response includes some correct information, but most information included in the response is either incorrect or not relevant. 0-point response: Student attempts the task but the response is incorrect, irrelevant, or inappropriate.  APPENDIX G Addison-Wesley Multiculturalism in Mathematics, Science, and Technology: Readings and Activities GOALS Addison-Wesley publication Multiculturalism in Mathematics, Science, and Technology: Readings and Activities are designed to help infuse multicultural education into science and mathematics classrooms. Its goals are to: provide mathematics and science materials that help fulfill the vision of a global, multicultural education. provide role models that inspire all students to study mathematics and science. increase the mutual respect, pride, and understanding that come from the knowledge that all cultures have contributed to mathematics and science help teachers respond to requirements in many states that mandate multicultural education. improve instruction by relating high school mathematics and science to real-world situations. provide materials that help teachers integrate mathematics and science. ONLY A BEGINNING The materials in Multiculturalism in Multiculturalism in Mathematics, Science, and Technology: Readings and Activities are only a beginning in the ongoing effort to help teachers integrate multiculturalism into science and mathematics classes. Some of the most valuable multicultural examples and activities can be those that the teacher writes with the help of the class. Several local projects have been very successful by encouraging students to write their own problems. Naturally, these problems reflect the daily life of the students communities. Teachers may wish to network and share problems and activities that arise out of the real-world experiences of their own students. There are many ways teachers can go beyond the mathematics, scientists, and inventors discussed in this book. Every community has engineers, mathematicians, scientists, and inventors discussed in this book. Every community has engineers, mathematicians, and scientists-women as well as men-who can be invited to talk t a class. Many community and professional organizations stand ready to help in this type of effort. Contributions to Science from Individuals with Broad Ethnic Backgrounds Equity has many facets. It also has a variety of "meaning" to different people. In Science, many different ethnicities have contributed to the disciplines we now call Science. Below are some of the individuals (and groups) who have made contributions over the span of many centuries. Table of Scientists of Diverse Ethnicity and their Discoveries EthnicityNameTimeAchievementMexican-AmericanCelestino Belfran1980s ADInvention of "flow chart " for organization of informationAfrican-AmericanGeorge Washington Carver1860-1943 ADSuccessful development of commercial products from the crops (especially peanut) Major contributions to agricultural developmentWestern and Central EuropeThe Celts1000-100 BCThe making of butterAfrican-AmericanJewel Plummer Cobb1950s ADMajor contributions to cancer treatmentsAfrican-AmericanCharles Richard Drew1930s ADPioneer of the research on the preservation of human blood for transfusionArgentineBernardo Houssay1947 ADResearch on the role of the pituitary gland in the disease "diabetes mellitus"Japanese-AmericanHarvey Itano1950s ADExtensive research on sickle-cell anemiaAfrican-AmericanErnest Just 1883-1941 ADDiscovery of cytoplasm in living cellsAfrican-AmericanLewis Howard Latimer1890 ADInvention of the first practical electric light bulbAfrican-AmericanJan Matzeliger1846 ADInvention of the shoe-lasting machineMexican-AmericanYnez Mexia1926-1938 ADSignificant contribution to the understanding of biological diversity (through the discovery of countless new plant species)Native AmericanThe Native AmericansNotion of the pattern of the universe as a circle that is applicable in understanding science such as Solar system, ecosystem, Bohr model of chemical elements etc. Development of Pan-American agricultureNative AmericanThe NavajoInvention of woven rugs and textiles Discovery of plant medicinesJapanHideyo Noguchi1876-1928 ADDetection of syphilisMexican-AmericanEloy Rodriguez1970s ADIsolation of the medically effective chemicals from herbsArctic NorthThe SamiInvention of the "savih" (now known as a ski)African-AmericanGranville T. Woods1856-1910 ADInvention of the Railway Induction-Telegraph System Invention of many electro-mechanical devices such as dynamotor, electric incubator, phonograph etc.American-IndianThe Zuni1500s ADDevelopment of technologies to maintain the ecological well-being of the lands APPENDIX H BLOOMS TAXONOMY OF THE COGNITIVE DOMAIN In 1956, Benjamin Bloom outlined six (6) levels of cognitive function: Knowledge Comprehension Application Analysis Synthesis Evaluation Blooms Taxonomy has been a valuable tool to educators when developing curriculum and determining instruction. We look at the six levels and think of them in terms of action verbs. Educators use this taxonomy as a guide when developing tests, projects, and other assessment measures. ASSESSMENT VOCABULARY BASED ON BLOOMS TAXONOMY COGNITIVE DOMAINDESCRIPTIVE VERBASSORTMENT WORDS / PHRASEKnowledgeList, describe, catalog, itemize, define, classify, organize, identify, name, show, explain, readWho, what, where, when, why, how, how much, which one, describe, selectComprehensionChange, infer, outline, propose, replace, modify, summarize, alter, vary, condense, explainWhich are the facts and/or opinions? What does this mean? Outline the information in Re-state in your own words Summarize ApplicationSolve, predict, explain, diagnose, estimate, plan, protect, judgeWhat would happen if Explain the effects of What and how much would change?AnalysisExamine, compare, contrast, identify, equate, rank, deduceWhat conclusions can be drawn from? What is the theme or main idea? What is the relationship? What are the most important ideas? What is the motive of?SynthesisCreate, brainstorm, predict, plan, design, set up, imagineMake up, choose, create, design, planEvaluationJudge, rank, determine, critique, defend, concludeWhat is more important/ moral/logical/ appropriate/ valid? Compare and contrast Critique  HIGHER ORDER OF LEARNING A child enters school with little if any attainment in written expression and leaves capable of learning much from human culture. It was thought originally that this progress was just a matter of learning, memorizing, associating, and practicing. The work of psychologists has revealed, however, that the growth of the students intellectual powers must include a large element of development through different phases. Learning begins with simple psychomotor coordination, which leads to the beginnings of symbolizing, helped by the growth of language and play. Logical thought follows, provided the material is concrete. Finally, in mid-adolescence, the students acquire the ability to examine problems comprehensively, grasp their formal structure, and evoke explanation. Education must pace development, not follow it and / or ignore it. The components of a childs overall educational growth are physical and mental maturation, experience, formal teaching through language, and an urge in the learner to resolve discrepancies, anomalies, and dissonance in his experience. In his emotional life, a child progresses from direct, immediate, uninhibited reactions to more complex, less direct, and more circumspect responses. Any attempt to educate a child intellectually and emotionally must take account of these characteristics. A large part of the teachers role is as a group leader providing stimulating learning situations, and the group life of the school and the classroom must influence the teaching situation. The individual student conducts himself under the influence of the group (led by the teacher) to which he belongs. The students achievements and attitudes are subject to evaluation by the group, leading to support or ostracism, and he sets his standards according to these influences. What is required of a teacher is that he enjoys and is capable of sharing work programs with children, designed to modify their behavior and experience. This means making relevant experience available to the student at the right time. The teacher must be mature, have humor with a sense of status, be firm yet unruffled, and be sympathetic but not overly personal. The subject matter taught also has a marked influence on the total teaching situation. It may be conveniently divided into broad headings of languages, humanities, sciences, mathematics, and arts. Although each group of subjects has something in common with others in terms of the demands it makes on the thinker (student), each area also has something that is quite specific in its mode of development. Languages call for verbal learning and production based upon oral work, particularly during the early phases. The humanities call for an understanding of cause-effect relations of immediate and remote connections between persons and institutions and the learners environment. The sciences call for induction from experience, though deductive processes are required when the laws of science are formalized into mathematical terms. The humanities and sciences both depend on the ability of the learner to hypothesize. Mathematics calls for the ability to abstract, symbolize, and deduce. An interest in the formal and structural properties of the acts of counting and measuring is fundamental. Arts and literature call for a fairly free opportunity to explore and create. The permeation of emotional learning throughout the whole educative process is not always obvious. The Computer Applications program includes tasks and skills derived from the three domains of learning: Psychomotor Cognitive Affective PSYCHOMOTOR skills, such as typing a business letter or keyboarding, are manipulative in nature. These skills can be grouped by duties and objectives, which are then elevated through the use of performance standards that measure student proficiency in the manipulative aspect of the designed task. In the development of psychomotor learning, the teacher is concerned with the promotion of coordinated skills and their creative use. Demonstrating higher order of learning, students will be to able organize, itemize, examine, compare, deduce, create, set up, and produce business documents such as letters, memorandums, spreadsheets, tables, and reports. COGNITIVE SKILLS refer to understanding the procedure(s) necessary to complete a specific task. To type a business letter, the student must know the format of a business letter. To keyboard a mailing list, the student must know how to use the various commands of the word processing program. Thus, cognition is what goes on in the mind of the learner about the specific task to be completed. Cognitive training produces a thinker-observer aware of the modes of thought and judgment making up human intellectual activity. In the final stages, the teacher aims at a thinker, critic, organizer, and creator. It is the process by which information is stored, retrieved, and used. The learner gains cognition through real and imaginary experiences such as reading, viewing instructional visual aides, or by memorizing a task or process until it is retained. Literature, art, and the humanities are all directly involved; and the teaching of science and mathematics can bring about a positive attitude toward cognitive and theoretical values. Evaluation of cognitive skills may require that a student decide upon the proper procedure, sequence, or method to perform a specific task. This is cognitive activity (decision-making) at its highest level. Good cognition (thinking) enhances an employees productivity at the work place. AFFECTIVE SKILLS result from the development of emotions, attitudes, and values in response to learning. The permeation of emotional learning throughout the whole educational process is not always obvious, in part because very often it is brought about incidentally. Motivation from instructors and supervisors assists students in the acquisition of positive attitudes towards self, their school, fellow students, job, and co-workers. The acquisition and application of values and attitudes are marked by the time of adolescence and dominate the general life of the young individual. Affective attributes are demonstrated by the emotional behavioral patterns displayed when an individual shows his/her ability to perform tasks, such as punctuality, following directions, getting along with others, and workplace housekeeping. Potential employers are interested in the students attitude, because a cheerful, confident student will often become an employee with good work ethics; whereas, an angry or uncertain student will often become an employee with poor work ethics. APPENDIX I -Science Safety Science Safety Rules Working in the laboratory can be an exciting experience, but it can also be dangerous if proper safety rules are not followed at all times. To prepare yourself for a safe year in the laboratory, read the following safety rules. Make sure that you understand each rule. Ask your teacher to explain any rules you don't understand. Dress Code 1. Many materials in the laboratory can cause eye injury. To protect yourself from possible injury, wear safety goggles whenever you are working with chemicals, burners, or any substance that might get into your eyes. Avoid wearing contact lenses in the laboratory. Tell your teacher if you need to wear contact lenses to see clearly, and ask if there are any safety precautions you should observe. 2. Wear a laboratory apron or coat whenever you are working with chemicals or heated substances. 3. Tie back long hair to keep it away from any chemicals, burners, candles, or other laboratory equipment. 4. Before working in the laboratory, remove or tie back any article of clothing or jewelry that can hang down and touch chemicals and flames. General Safety Rules and First Aid 5. Read all directions for an experiment several times. Follow the directions exactly as they are written. If you are in doubt about any part of the experiment, ask your teacher for assistance. 6. Never perform investigations your teacher has not authorized. 7. Never handle equipment unless you have specific permission. 8. Take care not to spill any material in the laboratory. If spills occur, ask your teacher immediately about the proper cleanup procedure. Never pour chemicals or other substances into the sink or trash container. 9. Never eat, drink, or bring food into the laboratory. 10. Immediately report all accidents, no matter how minor, to your teacher. 11. Learn what to do in case of specific accidents, such as getting acid in your eyes or on your skin. (Rinse acids off your body with lots of water.) 12. Be aware of the location of the first-aid kit. Your teacher should administer any required first aid due to injury. Your teacher may send you to the school nurse or call a physician. Know where and how to report an accident or fire. Find out the location of the fire extinguisher, fire alarm, and phone. Report any fires to your teacher at once. Heating and Fire Safety 14. Never use a heat source such as a candle or burner without wearing safety goggles. 15. Never heat a chemical you are not instructed to heat. A chemical that is harmless when cool can be dangerous when heated. 16. Maintain a clean work area and keep all materials away from flames. Be sure that there are no open containers of flammable liquids in the laboratory when flames are being used. 17. Never reach across a flame. 18. Make sure you know how to light a Bunsen burner. (Your teacher will demonstrate the proper procedure for lighting a burner.) If the flame leaps out of a burner toward you, turn the gas off immediately. Do not touch the burner. It may be hot. Never leave a lighted burner unattended! 19. When you are heating a test tube or bottle, point the opening away from yourself and others. Chemicals can splash or boil out of a heated test tube. 20. Never heat a closed container. The expanding hot air, vapors, or other gases inside may blow the container apart, causing it to injure you or others. 21. Never pick up a container that has been heated without first holding the back of your hand near it. If you can feel the heat on the back of your hand, the container may be too hot to handle. Use a clamp or tongs when handling hot containers. Using Chemicals Safely 22. Never mix chemicals for the fun of it. You might produce a dangerous, possibly explosive substance. 23. Many chemicals are poisonous. Never touch, taste, or smell a chemical that you do not know for certain is harmless. If you are instructed to smell fumes in an experiment, gently wave your hand over the opening of the container and direct the fumes toward your nose. Do not inhale the fumes directly from the container. 24. Use only those chemicals needed in the investigation. Keep all container lids closed when a chemical is not being used. Notify your teacher whenever chemicals are spilled. 25. Dispose of all chemicals as instructed by your teacher. To avoid contamination, never return chemicals to their original containers. 26. Be extra careful when working with acids or bases. Pour such chemicals from one container to another over the sink, not over your work area. 27. When diluting an acid, pour the acid into water. Never pour water into the acid. 28. If any acids or bases get on your skin or clothing, rinse them with water. Immediately notify your teacher of any acid or base spill. Using Glassware Safely 29. Never heat glassware that is not thoroughly dry. Use a wire screen to protect glassware from any flame. 30. Keep in mind that hot glassware will not appear hot. Never pick up glassware without first checking to see if it is hot. 31. Never use broken or chipped glassware. If glassware breaks, notify your teacher and dispose of the glassware in the proper trash container. 32. Never eat or drink from laboratory glassware. Thoroughly clean glassware before putting it away. Using Sharp Instruments 33. Handle scalpels or razor blades with extreme care. Never cut material toward you; cut away from you. 34. Notify your teacher immediately if you cut yourself when in the laboratory. Working With Live Organisms 35. No experiments that will cause pain, discomfort, or harm to animals should be done in the classroom or at home. 36. Your teacher will instruct you how to handle each species that is brought into the classroom. Animals should be handled only if necessary. Special handling is required if an animal is excited or frightened, pregnant, feeding, or with its young. 37. Clean your hands thoroughly after handling any organisms or materials, including animals or cages containing animals. End-of-Experiment Rules 38. When an experiment is completed, clean up your work area and return all equipment to its proper place. 39. Wash your hands before and after every experiment. 40. Turn off all burners before leaving the laboratory. Check that the gas line leading to the burner is off as well. Appendix IScience Safety Safety Symbols These symbols appear in laboratory activities to alert you to possible dangers and to remind you to work carefully.  Safety Goggles Always wear safety goggles to protect your eyes during any activity involving chemicals, flames or heating, or the possibility of flying objects, particles, or substances.  Lab Apron Wear a laboratory apron to protect your skin and clothing from injury.  Breakage Handle breakable materials such as thermometers and glassware with care. Do not touch broken glass.  Heat-Resistant Gloves Use an oven mitt or other hand protection when handling hot materials. Heating plates, hot water, and glassware can cause burns. Never touch hot objects with your bare hands.  Plastic Gloves Wear disposable plastic gloves to protect yourself from contact with chemicals or organisms that could be harmful. Keep your hands away from your face, and dispose of the gloves according to your teacher's instructions at the end of the activity.  Heating Use a clamp or tongs to hold hot objects. Do not touch hot objects with your bare hands.  Sharp Object Scissors, scalpels, pins, and knives are sharp. They can cut or puncture your skin. Always direct sharp edges and points away from yourself and others. Use sharp instruments only as directed.  Electric Shock Avoid the possibility of electric shock. Never use electrical equipment around water, or when the equipment or your hands are wet. Be sure cords are untangled and cannot trip anyone. Disconnect equipment when it is not in use.  Corrosive Chemical This symbol indicates the presence of an acid or other corrosive chemical. Avoid getting the chemical on your skin or clothing, or in your eyes. Do not inhale the vapors. Wash your hands when you are finished with the activity.  Poison Do not let any poisonous chemical get on your skin, and do not inhale its vapor. Wash your hands when you are finished with the activity.  Physical Safety This activity involves physical activity. Use caution to avoid injuring yourself or others. Follow instructions from your teacher. Alert your teacher if there is any reason that you should not participate in the activity.  Animal Safety Treat live animals with care to avoid injuring the animals or yourself. Working with animal parts or preserved animals may also require caution. Wash your hands when you are finished with the activity.  Plant Safety Handle plants only as your teacher directs. If you are allergic to any plants used in an activity, tell your teacher before the activity begins. Avoid touching poisonous plants and plants with thorns.  Flames Tie back loose hair and clothing, and put on safety goggles before working with fire. Follow instructions from your teacher about lighting and extinguishing flames.  No Flames Flammable materials may be present. Make sure there are no flames, sparks, or exposed sources of heat present.  Fumes Poisonous or unpleasant vapors may be produced. Work in a ventilated area. Avoid inhaling a vapor directly. Test an odor only when directed to do so by your teacher, using a wafting motion to direct the vapor toward your nose.  Disposal Chemicals and other materials used in the activity must be disposed of safely. Follow the instructions from your teacher.  Hand Washing Wash your hands thoroughly when finished with the activity. Use antibacterial soap and warm water. Lather both sides of your hands and between your fingers. Rinse well.  General Safety Awareness You may see this symbol when none of the symbols described earlier applies. In this case, follow the specific instructions provided. You may also see this symbol when you are asked to design your own experiment. Do not start your experiment until your teacher has approved your plan.     The Newark Public Schools Biology Department of Teaching & Learning 2007  PAGE 1 Chapter 1- Section 1 Teaching Science:  HYPERLINK "http://newton.nap.edu/html/nses/html/3.html" http://newton.nap.edu/html/nses/html/3.html Scientific Method in Action:  HYPERLINK "http://www.biologycorner.com/worksheets/scientificmethodstories.html" http://www.biologycorner.com/worksheets/scientificmethodstories.html Chapter 1- Section 2 Science Fair/Scientific Method:  HYPERLINK "http://school.discovery.com/sciencefaircentral/scifairstudio/handbook/scientificmethod.html" http://school.discovery.com/sciencefaircentral/scifairstudio/handbook/scientificmethod.html Laws, Theories, Hypotheses:  HYPERLINK "http://wilstar.com/theories.htm" http://wilstar.com/theories.htm Text Activities: SE: Writing in Science, p. 13 Additional Activities: Nature of Science: HYPERLINK "http://www.indiana.edu/~ensiweb/lessons/hor.les.html"http://www.indiana.edu/~ensiweb/lessons/hor.les.html Text Activities: TE: Build Science Skills, pp. 4,8,13,14 SE: Inquiry Activity, p. 2 LMA: Scientific Method, pp.19, 23, 27, 31,35,49,55 Additional Activities: Procedure: HYPERLINK "http://www.ebstc.org/TechLit/lesson.html" \l "1"http://www.ebstc.org/TechLit/lesson.html#1 (NPS) Explain the goal of science. (NPS) Identify and explain each step of the scientific method. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. What is science and why is it different from other fields? How does testing hypotheses help scientists understand the natural world? Why is it advantageous for scientists to test only one variable at a time during an experiment? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Strand C1: Describe how information is encoded and transmitted in genetic material. Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources How is DNAs structure and composition related to its function? (EOC - TS) Describe how each strand in a DNA ladder is made up of a chain of nucleotides. (EOC - TS) Describe how the two strands in the DNA ladder are held together by hydrogen bonds between the nitrogen bases adenine and thymine and guanine and cytosine. Text Activities: TE: Demonstration, p. 291 SE: Inquiry Activity, p. 286 SE: Writing in Science, p. 293 LMB: Building a DNA Model, p. 105 LMA: Extracting DNA, p. 113 TE: Use Visuals, p. 294 TE: Reteach, p. 294 TE: Evaluate Understanding, p. 294 Additional Activities: Genes and DNA:  HYPERLINK "http://www.emints.org/ethemes/resources/S00001485.shtml" http://www.emints.org/ethemes/resources/S00001485.shtml DNA from the Beginning: HYPERLINK "http://www.dnaftb.org/dnaftb/15/concept/"http://www.dnaftb.org/dnaftb/15/concept/ Chapter 12 Section 1 DNA Fact Sheet: HYPERLINK "http://www.genome.gov/25520880"http://www.genome.gov/25520880 From Gene to Function Graphics Index Resources: HYPERLINK "http://www.accessexcellence.org/RC/VL/GG/index.html" \l "Anchor-From-14210" HYPERLINK "http://www.accessexcellence.org/RC/VL/GG/index.html" \l "Anchor-From-14210"http://www.accessexcellence.org/RC/VL/GG/index.html#Anchor-From-14210 Strand C1: Describe how information is encoded and transmitted in genetic material. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources How is DNA replicated? What is RNA and how does it compare to DNA? (EOC - TS) Explain how during replication, a DNA molecule separates into two strands then produces two complementary strands following the rules of base pairing. (EOC - TS) Identify the three main types of RNA: mRNA, tRNA, and rRNA. (NPS) Compare and contrast the structure and function of DNA and RNA Text Activities: TE: Demonstration, pp.295, 298 TE: Use Visuals, p. 298 SE: Analyzing Data, p. 296 SE: Thinking Visually, p. 299 TE: Build Science Skills, p. 299 TE: Reteach, p. 299 TR: Exploration, p. 154 SE: Modeling DNA Replication, p. 313 Additional Activities: Candy DNA and Replication:  HYPERLINK "http://www.accessexcellence.org/AE/ATG/data/released/0185-EllenMayo/index.html" http://www.accessexcellence.org/AE/ATG/data/released/0185-EllenMayo/index.html Text Activities: TE: Use Visuals, p. 300 Chapter 12 Section 2 DNA Replication Animation: HYPERLINK "http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter14/animations.html"http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter14/animations.html DNA Replication: HYPERLINK "http://www.brooklyn.cuny.edu/bc/ahp/BioInfo/SD.DNARep.HP.html"http://www.brooklyn.cuny.edu/bc/ahp/BioInfo/SD.DNARep.HP.html From Gene to Function Graphics Index: HYPERLINK "http://www.accessexcellence.org/RC/VL/GG/index.html" \l "Anchor-From-14210"http://www.accessexcellence.org/RC/VL/GG/index.html#Anchor-From-14210 DNA Replication Animation:  HYPERLINK "http://207.207.4.198/pub/flash/24/menu.swf" http://207.207.4.198/pub/flash/24/menu.swf Chapter 12 Section 3 From Gene to Function Graphics Index: HYPERLINK "http://www.accessexcellence.org/RC/VL/GG/index.html" \l "Anchor-From-14210"http://www.accessexcellence.org/RC/VL/GG/index.html#Anchor-From-14210 Chapter 12 Section 3 Transcription and Translation: HYPERLINK "http://www.brooklyn.cuny.edu/bc/ahp/BioInfo/SD.TransTrans.HP.html"http://www.brooklyn.cuny.edu/bc/ahp/BioInfo/SD.TransTrans.HP.html Interactive Protein Synthesis Animation:  HYPERLINK "http://www.lewport.wnyric.org/jwanamaker/animations/Protein%20Synthesis%20-%20long.html" http://www.lewport.wnyric.org/jwanamaker/animations/Protein%20Synthesis%20-%20long.html Transcription to Translation:  HYPERLINK "http://207.207.4.198/pub/flash/26/transmenu_s.swf" http://207.207.4.198/pub/flash/26/transmenu_s.swf Text Activities: TE: Use Visuals, pp. 301, 302 TE: Building Science Skills, p. 301 TE: Address Misconceptions, p. 301 SE: Go Further, p. 313 Additional Activities: Protein Synthesis Activities:  HYPERLINK "http://www.accessexcellence.org/AE/AEPC/WWC/1994/protein_synthesis.html" http://www.accessexcellence.org/AE/AEPC/WWC/1994/protein_synthesis.html (EOC - TS) Describe how during transcription RNA polymerase uses one strand of DNA as a template from which nucleotides are assembled into a strand of mRNA. What role does each type of RNA play in the process of protein synthesis? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand C1: Describe how information is encoded and transmitted in genetic material. Strand C1: Describe how information is encoded and transmitted in genetic material. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What role does each type of RNA play in the process of protein synthesis? (EOC - TS) Explain how during translation the cell uses information from mRNA to produce proteins. Text Activities: SE: Quick Lab, p. 303 TE: Use Visuals, p. 304 TE: Building Science Skills, p. 306 TE: Evaluate Understanding, p. 306 TE: Reteach, p. 306 SE: Writing in Science, p. 306 SE: Go Further, p. 313 SE: Performance-Based Assessment, p. 316 Additional Activities: Protein Synthesis: HYPERLINK "http://www.biocourse.com/biolabs/version3/protein/lab_manual.pdf"http://www.biocourse.com/biolabs/version3/protein/lab_manual.pdf Protein Synthesis Animation: HYPERLINK "http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=cbp&wcsuffix=4123"http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=cbp&wcsuffix=4123 Chapter 12 Section 3 Protein Synthesis Animation: HYPERLINK "http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter15/animations.html"http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter15/animations.html From Gene to Function Graphics Index: HYPERLINK "http://www.accessexcellence.org/RC/VL/GG/index.html" \l "Anchor-From-14210"http://www.accessexcellence.org/RC/VL/GG/index.html#Anchor-From-14210 Transcription to Translation:  HYPERLINK "http://207.207.4.198/pub/flash/26/transmenu_s.swf" http://207.207.4.198/pub/flash/26/transmenu_s.swf Interactive Protein Synthesis Animation:  HYPERLINK "http://www.lewport.wnyric.org/jwanamaker/animations/Protein%20Synthesis%20-%20long.html" http://www.lewport.wnyric.org/jwanamaker/animations/Protein%20Synthesis%20-%20long.html Strand C2: Explain how genetic material can be altered by natural and/or artificial means. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What is the significance of mutations in living things? (EOC TS) Explain how changes in DNA (mutations) can occur spontaneously at low rates. (NPS) Compare and contrast gene mutations and chromosomal mutations. (EOC TS) Describe how inserting, deleting, or substituting DNA segments can alter genes. Text Activities: TE: Evaluate Understanding, p. 308 Additional Activities: Mutations: HYPERLINK "http://genscope.concord.org/downloads/activities/mttnst.htm"http://genscope.concord.org/downloads/activities/mttnst.htm Text Activities: TE: Demonstration, p. 307 TE: Reading Strategy, p. 307 TE: Reteach, p. 308 SE: Writing in Science, p. 308 TE: Build Science Skills, pp. 307, 308 Additional Activities: Mutations I: HYPERLINK "http://www.koshlandsciencemuseum.org/exhibitdna/inh01.jsp"http://www.koshlandsciencemuseum.org/exhibitdna/inh01.jsp Chapter 12 Section 4 Mutations: HYPERLINK "http://www.brooklyn.cuny.edu/bc/ahp/BioInfo/SD.Mut.HP.html"http://www.brooklyn.cuny.edu/bc/ahp/BioInfo/SD.Mut.HP.html Chapter 12 Section 4 Genes and Mutations: HYPERLINK "http://www.ndsu.edu/instruct/mcclean/plsc431/mutation/mutation3.htm"http://www.ndsu.edu/instruct/mcclean/plsc431/mutation/mutation3.htm General Genetics Graphics: HYPERLINK "http://www.accessexcellence.org/RC/VL/GG/index.html" \l "Anchor-Genetics-35326"http://www.accessexcellence.org/RC/VL/GG/index.html#Anchor-Genetics-35326 Strand C2: Explain how genetic material can be altered by natural and/or artificial means. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What role do mutations play in the process of evolution? What are gametes, how are they produced and what role do they play in reproduction? (EOC TS) Explain how an altered gene may be passed onto every cell that develops from it. The resulting change may help, harm, or have little effect on an offsprings success in its environment. (NPS) Summarize the events of meiosis. Text Activities: SE: Performance Based Assessment, p. 390 TR: Exploration, p. 204 Additional Activities: Mutations II: HYPERLINK "http://www.msichicago.org/exhibit/genetics/mutations.html"http://www.msichicago.org/exhibit/genetics/mutations.html Text Activities: TE: Use Visuals, pp. 275, 276, 278 TE: Evaluate Understanding, p. 278 SE: Exploration, p. 281 TE: Reteach, p. 278 Additional Activities: Meiosis Tutorial: HYPERLINK "http://biology.about.com/gi/dynamic/offsite.htm?site=http://www.biology.arizona.edu/cell%5Fbio/tutorials/meiosis/page3.html"http://biology.about.com/gi/dynamic/offsite.htm?site=http://www.biology.arizona.edu/cell%5Fbio/tutorials/meiosis/page3.html NS: Meiosis Simulation Lab Chapter 12 Section 4 HW: Chapter 4 Mitosis and Cell Division How Genes Work: HYPERLINK "http://ghr.nlm.nih.gov/handbook/howgeneswork"http://ghr.nlm.nih.gov/handbook/howgeneswork Mutations and Health: HYPERLINK "http://ghr.nlm.nih.gov/handbook/mutationsanddisorders"http://ghr.nlm.nih.gov/handbook/mutationsanddisorders Chapter 11 Section 4 Meiosis I: HYPERLINK "http://www.phschool.com/science/biology_place/biocoach/meiosis/intro.html"http://www.phschool.com/science/biology_place/biocoach/meiosis/intro.html Meiosis II: HYPERLINK "http://biology.about.com/library/weekly/aa092100a.htm"http://biology.about.com/library/weekly/aa092100a.htm Interactive Meiosis Animation:  HYPERLINK "http://www.lewport.wnyric.org/jwanamaker/animations/meiosis.html" http://www.lewport.wnyric.org/jwanamaker/animations/meiosis.html Strand C2: Explain how genetic material can be altered by natural and/or artificial means. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources How does meiosis differ from mitosis? What are gametes, how are they produced and what role do they play in reproduction? (NPS) Compare and contrast the processes of mitosis and meiosis. (EOC TS) Explain how in sexually reproducing organisms, only mutations in germ cells [egg and sperm] can be passed onto an organisms offspring. Text Activities: TE: Address Misconceptions, p. 276 TR: Graphic Organizer, p. 139 TE: Build Science Skills, p. 278 Additional Activities: Meiosis vs. Mitosis: HYPERLINK "http://www.phschool.com/science/biology_place/labbench/lab3/intro.html"http://www.phschool.com/science/biology_place/labbench/lab3/intro.html Text Activities: TE: Build Science Skills, p. 277 Chapter 11 Section 4 HW: Chapter 4 Mitosis and Cell Division Meiosis vs. Mitosis Animations I: HYPERLINK "http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter12/animations.html"http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter12/animations.html Meiosis vs. Mitosis Animations II: HYPERLINK "http://www.pbs.org/wgbh/nova/baby/divide.html"http://www.pbs.org/wgbh/nova/baby/divide.html Chapter 11 Section 4 HW: Chapter 4 Mitosis and Cell Division Germinal and Somatic Mutations:  HYPERLINK "http://www.ndsu.nodak.edu/instruct/mcclean/plsc431/mutation/mutation2.htm" http://www.ndsu.nodak.edu/instruct/mcclean/plsc431/mutation/mutation2.htm Strand C2: Explain how genetic material can be altered by natural and/or artificial means. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What are gametes, how are they produced and what role do they play in reproduction? What is the significance of cross-over in genetic variation? What is the importance of probability in genetics? (EOC TS) Identify that most heritable differences are due to gene shuffling that occurs during the production of gametes. (EOC TS) Explain how cross-over, that occurs during meiosis, further increases the number of different genotypes that can appear in an offspring. (EOC TS) Describe how the principles of genetics and probability can be used to predict the outcome of genetic crosses. Text Activities: TE: Demonstration, p. 277 Text Activities: SE: Connecting Concepts, p. 278 Text Activities: TE: Build Science Skills, p. 266 TE: Make Connections, p. 267 Additional Activities: Inheritance and Probability:  HYPERLINK "http://www.uga.edu/srel/kidsdoscience/genetics/genetics-student-data-sheet.pdf" http://www.uga.edu/srel/kidsdoscience/genetics/genetics-student-data-sheet.pdf LA: Human Genetics Experiment Kit Chapter 11 Section 4 HW: Chapter 4 Mitosis and Cell Division What is Meiosis:  HYPERLINK "http://ilo.ecb.org/SourceFiles/predicting_heredity.swf" http://ilo.ecb.org/SourceFiles/predicting_heredity.swf Chapter 11 Section 4 Crossing-over and Recombination during Meiosis:  HYPERLINK "http://www.accessexcellence.org/RC/VL/GG/comeiosis.html" http://www.accessexcellence.org/RC/VL/GG/comeiosis.html Chapter 11 Sections 1,2 HW: Chapter 4 The Inheritance of Traits Strand C2: Explain how genetic material can be altered by natural and/or artificial means. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources How are Punnett squares used to predict genetic variations in a cross? (EOC TS) Complete a Punnett square and describe how it is used to predict which traits an offspring will have based on the traits found in its parents. Text Activities: LMB: Solving Heredity Problems, p. 101 TE: Demonstration, p. 273 TE: Use Visuals, p. 273 TE: Evaluate Understanding, p. 348 Additional Activities: Inheritance and Probability Worksheet:  HYPERLINK "http://www.uga.edu/srel/kidsdoscience/genetics/genetics-student-data-sheet.pdf" http://www.uga.edu/srel/kidsdoscience/genetics/genetics-student-data-sheet.pdf Genetics Practice Problems: HYPERLINK "http://biology.clc.uc.edu/courses/bio105/geneprob.htm"http://biology.clc.uc.edu/courses/bio105/geneprob.htm Punnett Squares: HYPERLINK "http://www.emints.org/ethemes/resources/S00001476.shtml"http://www.emints.org/ethemes/resources/S00001476.shtml Genes and DNA: HYPERLINK "http://www.emints.org/ethemes/resources/S00001485.shtml"http://www.emints.org/ethemes/resources/S00001485.shtml Chapter 11 Sections 2, 3 Chapter 14 Section 1 HW: Chapter 4 The Inheritance of Traits Punnett Squares, The Truth Tables of Life:  HYPERLINK "http://library.thinkquest.org/TQ0312650/pshwe.htm" http://library.thinkquest.org/TQ0312650/pshwe.htm Directions for Completing a Punnett Square:  HYPERLINK "http://www.christina.k12.de.us/shuemedill/ORIG-Site/Genetics/punnett/Directions%20for%20Constructing%20a%20Punnett%20Square.doc" http://www.christina.k12.de.us/shuemedill/ORIG-Site/Genetics/punnett/Directions%20for%20Constructing%20a%20Punnett%20Square.doc Punnett Square Animation:  HYPERLINK "http://www.is.wayne.edu/drbowen/gewf01/Agenda7Supp2.htm#Animation" http://www.is.wayne.edu/drbowen/gewf01/Agenda7Supp2.htm#Animation Probability and Inheritance:  HYPERLINK "http://anthro.palomar.edu/mendel/mendel_2.htm" http://anthro.palomar.edu/mendel/mendel_2.htm Strand C2: Explain how genetic material can be altered by natural and/or artificial means. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What are the fundamental principles of genetics? (EOC TS) Identify that characteristics are inherited as a result of hereditary factors called genes. Text Activities: SE: Inquiry Activity, p. 262 TE: Address Misconceptions, p. 306 Additional Activities: Mendelian Genetics: HYPERLINK "http://www.wsu.edu/~omoto/papers/cointoss.html"http://www.wsu.edu/~omoto/papers/cointoss.html Genetic Education Modules for Teachers: HYPERLINK "http://www.genome.gov/10005911"http://www.genome.gov/10005911 Chapter 11 Sections 1,3 Chapter 12 Section 3 HW: Chapter 4 The Inheritance of Traits General Genetics Graphics: HYPERLINK "http://www.accessexcellence.org/RC/VL/GG/index.html" \l "Anchor-Genetics-35326"http://www.accessexcellence.org/RC/VL/GG/index.html#Anchor-Genetics-35326 How Genes Work: HYPERLINK "http://ghr.nlm.nih.gov/handbook/howgeneswork"http://ghr.nlm.nih.gov/handbook/howgeneswork Strand C2: Explain how genetic material can be altered by natural and/or artificial means. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What are the fundamental principles of genetics? (EOC TS) Describe how the principle of dominance states that some genes are dominant and some are recessive. Text Activities: TE: Use Visuals, p. 264 SE: Thinking Visually, p. 266 TE: Build Science Skills, p. 348 SE: Writing in Science, p. 284 Additional Activities: Mendels Laws: HYPERLINK "http://www.phschool.com/science/biology_place/biocoach/inheritance/laws.html"http://www.phschool.com/science/biology_place/biocoach/inheritance/laws.html Classical Genetics: HYPERLINK "http://www.dnaftb.org/dnaftb/ 1/concept/"HYPERLINK "http://www.dnaftb.org/dnaftb/1/concept/index.html"http://www.dnaftb.org/dnaftb/1/concept/index.html  Genes and DNA: HYPERLINK "http://www.emints.org/ethemes/resources/S00001485.shtml"http://www.emints.org/ethemes/resources/S00001485.shtml NS: Heredity of Human Traits Lab Chapter 11 Section 1 Chapter 14 Section 1 HW: Chapter 4 The Inheritance of Traits General Genetics Graphics: HYPERLINK "http://www.accessexcellence.org/RC/VL/GG/index.html" \l "Anchor-Genetics-35326"http://www.accessexcellence.org/RC/VL/GG/index.html#Anchor-Genetics-35326 Strand C2: Explain how genetic material can be altered by natural and/or artificial means. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What are the fundamental principles of genetics? (NPS) Describe the principles of independent assortment and segregation. Text Activities: TE: Use Visuals, p. 265 SE: Thinking Visually, p. 266 Additional Activities: Genes and DNA: HYPERLINK "http://www.emints.org/ethemes/resources/S00001485.shtml"http://www.emints.org/ethemes/resources/S00001485.shtml Chapter 11 Section 1 HW: Chapter 4 The Inheritance of Traits Law of Independent Assortment: HYPERLINK "http://biology.about.com/library/weekly/aa110603a.htm"http://biology.about.com/library/weekly/aa110603a.htm Law of Segregation: HYPERLINK "http://biology.about.com/library/weekly/aa100903a.htm"http://biology.about.com/library/weekly/aa100903a.htm Strand C2: Explain how genetic material can be altered by natural and/or artificial means. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What is the relationship between genotype and phenotype? (NPS) Explain how an organisms genotype determines its phenotype. Text Activities: TE: Demonstration, p. 265 TE: Address Misconceptions, p. 306 LMA: Investigating Inherited Traits, p. 107 Additional Activities: Easter Egg Genetics: HYPERLINK "http://www.accessexcellence.org/AE/ATG/data/released/0256-AnneBuchanan/index.html"http://www.accessexcellence.org/AE/ATG/data/released/0256-AnneBuchanan/index.html Genetics of Organisms: HYPERLINK "http://www.phschool.com/science/biology_place/labbench/lab7/intro.html"http://www.phschool.com/science/biology_place/labbench/lab7/intro.html Oompah Loompa Genetics: HYPERLINK "http://www.biologycorner.com/worksheets/oompahgenetics.html"http://www.biologycorner.com/worksheets/oompahgenetics.html Genes and DNA: HYPERLINK "http://www.emints.org/ethemes/resources/S00001485.shtml"http://www.emints.org/ethemes/resources/S00001485.shtml Chapter 11 Sections 1,2 Chapter 12 Section 3 HW: Chapter 4 The Inheritance of Traits Genotypes and Phenotypes: HYPERLINK "http://www.brooklyn.cuny.edu/bc/ahp/BioInfo/SD.Geno.HP.html"http://www.brooklyn.cuny.edu/bc/ahp/BioInfo/SD.Geno.HP.html Strand C2: Explain how genetic material can be altered by natural and/or artificial means. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What are genes and how do they determine characteristics? (EOC TS) Explain that when alleles are recombined during sexual reproduction, they can produce dramatically different phenotypes. (NPS) Explain the relationship between genes and proteins. Text Activities: TE: Build Science Skills, p. 277 Additional Activities: Genes and DNA: HYPERLINK "http://www.emints.org/ethemes/resources/S00001485.shtml"http://www.emints.org/ethemes/resources/S00001485.shtml Text Activities: TE: Address Misconceptions, p. 306 Additional Activities: Genes to Protein Webquest: HYPERLINK "http://learn.genetics.utah.edu/teachers/tindex/"Genes to Protein Webquest - Activity Chapter 11 Section 4 HW: Chapter 4 The Inheritance of Traits Meiosis and Sexual Reproduction:  HYPERLINK "http://www.infoplease.com/cig/biology/meiosis-sexual-reproduction.html" http://www.infoplease.com/cig/biology/meiosis-sexual-reproduction.html Chapter 12 Section 3 Processing Genes Animation: HYPERLINK "http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter15/animations.html"http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter15/animations.html Protein Function: HYPERLINK "http://learn.genetics.utah.edu/units/basics/protein/"http://learn.genetics.utah.edu/units/basics/protein/ Strand C2: Explain how genetic material can be altered by natural and/or artificial means. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What are genes and how do they determine characteristics? What are the different types of inheritance patterns and how is each type expressed? (EOC TS) Explain how recessive traits from one parent may be hidden for one or more generations and then appear in future generations. (EOC TS) Identify that some alleles are neither dominant nor recessive. Text Activities: TE: Brain Teaser, p. 262 TE: Use Visuals, p. 265 TE: Address Misconceptions, p. 265 HW: Interpreting the Results of an Experiment, p. 89 Additional Activities: Genetics and Inheritance Patterns: HYPERLINK "http://www.athro.com/evo/gen/geframe.html"http://www.athro.com/evo/gen/geframe.html Text Activities: TE: Use Visuals, p. 272 TE: Build Science Skills, p. 272 Additional Activities: Genetics Basics:  HYPERLINK "http://www.emints.org/ethemes/resources/S00001486.shtml" http://www.emints.org/ethemes/resources/S00001486.shtml Chapter 11 Sections 1,3 HW: Chapter 4 The Inheritance of Traits What Mendel Discovered:  HYPERLINK "http://www.fieldmuseum.org/mendel/story_discovered.asp" http://www.fieldmuseum.org/mendel/story_discovered.asp Chapter 11 Section 3 HW: Chapter 4 The Inheritance of Traits Strand C2: Explain how genetic material can be altered by natural and/or artificial means. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What are the different types of inheritance patterns and how is each type expressed? (EOC TS) Explain that codominance is a condition in which two alleles contribute to the phenotype. (i.e. IAIB). Text Activities: TE: Build Science Skills, p. 344 TE: Make Connections, p. 344 Additional Activities: Blood Type Tutorial: HYPERLINK "http://www.biology.arizona.edu/Human_Bio/problem_sets/blood_types/inherited.html"http://www.biology.arizona.edu/Human_Bio/problem_sets/blood_types/inherited.html ABO Blood Group: HYPERLINK "http://anthro.palomar.edu/blood/ABO_system.htm"http://anthro.palomar.edu/blood/ABO_system.htm NS: ABO RH Blood Typing Chapter 11 Section 3 Chapter 14 Section 1 HW: Chapter 4 The Inheritance of Traits Genes and Blood Type: HYPERLINK "http://learn.genetics.utah.edu/units/basics/blood/"http://learn.genetics.utah.edu/units/basics/blood/ Strand C2: Explain how genetic material can be altered by natural and/or artificial means. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What are the different types of inheritance patterns and how is each type expressed? (NPS) Compare and contrast complete dominance, incomplete dominance, and codominance, multiple alleles, and polygenic traits. Text Activities: LMB: Solving Heredity Problems, p. 101 TE: Evaluate Understanding, p. 274 SE: Sharpen Your Skills, p. 274 Additional Activities: Incomplete Dominance: HYPERLINK "http://www.ksu.edu/biology/pob/genetics/incom.htm"http://www.ksu.edu/biology/pob/genetics/incom.htm Genes and DNA: HYPERLINK "http://www.emints.org/ethemes/resources/S00001485.shtml"http://www.emints.org/ethemes/resources/S00001485.shtml Inherited Immunity: HYPERLINK "http://www.pbs.org/wnet/secrets/lessons/lp_plague.html"http://www.pbs.org/wnet/secrets/lessons/lp_plague.html Chapter 11 Section 3 HW: Chapter 4 The Inheritance of Traits Patterns of Inheritance: HYPERLINK "http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter13/"http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter13/ General Genetics Graphics: HYPERLINK "http://www.accessexcellence.org/RC/VL/GG/index.html" \l "Anchor-Genetics-35326"http://www.accessexcellence.org/RC/VL/GG/index.html#Anchor-Genetics-35326 Strand C3: Assess the impact of current and emerging technologies on our understanding of inherited human characteristics. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. . Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources How has the relationship between genetics and technology improved the quality of life on our planet? What is the purpose of selective breeding and how has selective breeding advanced agriculture? (EOC TS) Explain how our understanding of genetics has led to the improved varieties of plants, animals, and medicine through the application of technology. (EOC TS) Explain how new varieties of cultivated plants and domesticated animals have resulted from selective breeding for particular traits. Text Activities: SE: Inquiry Activity, p. 318 SE: Writing in Science, pp. 321, 338 TR: Enrichment, p. 165 SE: Performance-Based Assessment, p. 338 SE: Issues in Biology, p. 330 TE: Evaluate Understanding, p. 360 Additional Activities: *Genetics and Drug Addiction: HYPERLINK "http://learn.genetics.utah.edu/units/addiction/index.cfm"http://learn.genetics.utah.edu/units/addiction/index.cfm Text Activities: TE: Build Science Skills, p. 319 TE: Use Visuals, p. 320 TE: Reteach, p. 321 TE: Evaluate Understanding, p. 321 Additional Activity: HYPERLINK "http://t4.jordan.k12.ut.us/teacher_resources/Science/modelclassroomroot/Activities/Biology Activities/Standard 4/Obj. 2/SelectiveBreeding.doc"Selective Breeding Chapter 13 Sections 1,3 Chapter 14 Section 3 Animal and Plant Transformation: HYPERLINK "http://www.ag.uiuc.edu/~vista/html_pubs/irspsm91/transfor.html"http://www.ag.uiuc.edu/~vista/html_pubs/irspsm91/transfor.html Knockout Mouse Part A: HYPERLINK "http://gslc.genetics.utah.edu/features/knockout/index.cfm"http://gslc.genetics.utah.edu/features/knockout/index.cfm Knockout Mouse Part B: HYPERLINK "http://www.genome.gov/12514551"http://www.genome.gov/12514551 Chapter 13 Section 1 *Bioengineered Foods:  HYPERLINK "http://www.teachersdomain.org/resources/tdc02/sci/life/gen/lp_bioengfood/index.html" http://www.teachersdomain.org/resources/tdc02/sci/life/gen/lp_bioengfood/index.html GE Foods Friend or Foe:  HYPERLINK "http://home.earthlink.net/%7Espcemonk/webquest.html" http://home.earthlink.net/%7Espcemonk/webquest.html Strand C3: Assess the impact of current and emerging technologies on our understanding of inherited human characteristics. Standard 5.5.12 All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What are some advantages and disadvantages of genetic engineering methods and applications? (EOC TS) Explain how genetic engineering has permitted the introduction of deliberate mutations, which may be maintained as new varieties. (NPS) List and describe methods of common genetic engineering methods and their applications. Text Activities: TE: Build Science Skills, p. 322 TR: Graphic Organizer, p. 166 Text Activities: TE: Use Visuals, pp. 327, 328 TE: Build Science, pp. 328, 329 SE: Writing in Science, pp. 329, 360 TE: Reading Strategy, p. 331 TE: Evaluate Understanding, p. 333 SE: You and Your Community, p. 333 Additional Activities: Cloning - I: HYPERLINK "http://www.msichicago.org/exhibit/genetics/cloning.html"http://www.msichicago.org/exhibit/genetics/cloning.html Cloning - II: HYPERLINK "http://learn.genetics.utah.edu/units/cloning/index.cfm"http://learn.genetics.utah.edu/units/cloning/index.cfm Chapter 13 Sections 2,4 Chapter 13 Sections 3,4 Chapter 14 Section 3 Genetic Engineering Techniques Animations: HYPERLINK "http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter16/"HYPERLINK "http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter16/animations.html"http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter16/animations.html Cloning Fact Sheet: HYPERLINK "http://www.genome.gov/25020028"http://www.genome.gov/25020028 Strand C3: Assess the impact of current and emerging technologies on our understanding of inherited human characteristics. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources How do autosomal genetic disorders compare to sex-linked genetic disorders in cause, characteristics, and prevalence? (NPS) Identify the different types of genetic disorders, such as autosomal and sex-linked. (NPS) Describe the characteristics and prevalence of common genetic disorders. Text Activities: TE: Addressing Misconceptions, pp. 345, 350 TE: Use Visuals, pp. 346, 347, 350 TE: Build Science Skills, pp. 346, 347, 350 TR: Graphic Organizer, p. 179 Additional Activities: *Genetic Disorders: HYPERLINK "http://learn.genetics.utah.edu/units/disorders/index.cfm"http://learn.genetics.utah.edu/units/disorders/index.cfm Color Blindness: HYPERLINK "http://www.k12science.org/curriculum/genproj/activity35.html"http://www.k12science.org/curriculum/genproj/activity35.html Sex-Linked Chromosomal Disorder: HYPERLINK "http://www.glc.k12.ga.us/builderv03/lptools/lpshared/lpdisplay.asp?Session_Stamp=21133:452036&LPID=96299"http://www.glc.k12.ga.us/builderv03/lptools/lpshared/lpdisplay.asp?Session_Stamp=21133:452036&LPID=96299 Chapter 14 Sections 1,2 Inheriting Genetic Conditions: HYPERLINK "http://ghr.nlm.nih.gov/handbook/inheritance"http://ghr.nlm.nih.gov/handbook/inheritance Genetic Conditions Index: HYPERLINK "http://ghr.nlm.nih.gov/ghr/page/BrowseConditions"http://ghr.nlm.nih.gov/ghr/page/BrowseConditions Strand C3: Assess the impact of current and emerging technologies on our understanding of inherited human characteristics. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources How are karyotypes and pedigree charts used to predict the genotype of family members? (NPS) Interpret the inheritance patterns of human traits using pedigree charts. Text Activities: TE: Use Visuals, pp. 342, 350 SE: Problem Solving, p. 343 SE: Thinking Visually, p. 348 TE: Building Science Skills, p. 350 Additional Activities: Using Family History to Improve Your Health: HYPERLINK "http://learn.genetics.utah.edu/units/health/index.cfm"http://learn.genetics.utah.edu/units/health/index.cfm Pedigree: HYPERLINK "http://learn.genetics.utah.edu/units/addiction/genetics/pi.cfm"http://learn.genetics.utah.edu/units/addiction/genetics/pi.cfm Chapter 14 Sections 1,2 Creating a Pedigree:  HYPERLINK "http://ggcepi.tripod.com/page1.html" http://ggcepi.tripod.com/page1.html Interpreting a Pedigree:  HYPERLINK "http://www.slh.wisc.edu/wps/wcm/connect/extranet/genetics/pedigree.html" http://www.slh.wisc.edu/wps/wcm/connect/extranet/genetics/pedigree.html Pedigree Charts PowerPoint:  HYPERLINK "http://www.glc.k12.ga.us/BuilderV03/Attachments/Pedigree%20Charts.ppt" http://www.glc.k12.ga.us/BuilderV03/Attachments/Pedigree%20Charts.ppt Strand C3: Assess the impact of current and emerging technologies on our understanding of inherited human characteristics. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources How are karyotypes and pedigree charts used to predict the genotype of family members? (NPS) Explain how karyotypes are used in the study of human genetics. Text Activities: TE: Use Visuals, p. 341 TE: Build Science Skills, pp. 342, 349 TE: Reteach, p. 348 TR: Enrichment, p. 178 LMA: Making Karyotypes, p. 123 Additional Activities: Using Karyotypes to Predict Genetic Disorders: HYPERLINK "http://learn.genetics.utah.edu/units/disorders/karyotype/karyotypeinfo.cfm"http://learn.genetics.utah.edu/units/disorders/karyotype/karyotypeinfo.cfm Chapter 14 Sections 1,2 Karyotyping: HYPERLINK "http://www.genome.gov/10000208"http://www.genome.gov/10000208 Strand C3: Assess the impact of current and emerging technologies on our understanding of inherited human characteristics. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What is the goal of the Human Genome Project? (EOC-TS) Describe how the Human Genome Project is an ongoing effort to analyze the human DNA sequence. Text Activities: TE: Use Visuals, p. 356 TE: Demonstration, p. 357 TE: Address Misconceptions, p. 358 Additional Activities: The Human Genome Project Talk Show Time:  HYPERLINK "http://www.pbs.org/opb/intimatestrangers/classroom/active11.html" http://www.pbs.org/opb/intimatestrangers/classroom/active11.html The Human Genome Project Advantages and Disadvantages:  HYPERLINK "http://www.science.org.au/nova/006/006act03.htm" http://www.science.org.au/nova/006/006act03.htm Chapter 14 Section 3 Understanding the Human Genome Project: HYPERLINK "http://www.genome.gov/25019879"http://www.genome.gov/25019879 Human Genome Project I: HYPERLINK "http://www.msichicago.org/exhibit/genetics/genome.html"http://www.msichicago.org/exhibit/genetics/genome.html Human Genome Project II: HYPERLINK "http://ghr.nlm.nih.gov/handbook/hgp"http://ghr.nlm.nih.gov/handbook/hgp Genetics and Genomes: HYPERLINK "http://www.genome.gov/Education/"http://www.genome.gov/Education/ DNA, Genes and Genomes: HYPERLINK "http://www.genome.gov/18016863"http://www.genome.gov/18016863 Strand C3: Assess the impact of current and emerging technologies on our understanding of inherited human characteristics. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources How has the Human Genome Project impacted the diagnosis and treatment of genetic disorders? (EOC TS) Describe how information about the human genome might be used to cure genetic disorders by gene therapy. The technique may replace an absent of faulty gene. Text Activities: TE: Use Visuals, p. 359 TE: Build Science Skills, p. 360 TE: Reteach, p. 360 Additional Activities: Genes and DNA: HYPERLINK "http://www.emints.org/ethemes/resources/S00001485.shtml"http://www.emints.org/ethemes/resources/S00001485.shtml *Gene Therapy: HYPERLINK "http://learn.genetics.utah.edu/units/genetherapy/index.cfm"http://learn.genetics.utah.edu/units/genetherapy/index.cfm Chapter 14 Section 3 A Map of the Human Genome: HYPERLINK "http://www.ncbi.nlm.nih.gov/SCIENCE96/"http://www.ncbi.nlm.nih.gov/SCIENCE96/ Gene Therapy: HYPERLINK "http://ghr.nlm.nih.gov/handbook/therapy"http://ghr.nlm.nih.gov/handbook/therapy Strand C3: Assess the impact of current and emerging technologies on our understanding of inherited human characteristics. Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources How is DNA manipulated and analyzed? (EOC TS) Explain how analyzing DNA sequences may reveal the degree of relatedness among individuals. Text Activities: TE: Use Visuals, pp. 322, 323 TE: Demonstration, p. 324 TE: Make Connections, p. 323 TE: Address Misconceptions, p. 325 TE: Reteach, p. 326 SE: Quick Lab, p. 326 SE: Real-World Lab, p. 361 SE: Go Further, p. 361 TR: Real-World Lab, p. 180 LMA: Investigating Gel Electrophoresis, p. 119 LMB: Investigating Gel Electrophoresis, p. 109 Additional Activities: Sort and Measure DNA Strands by Gel Electrophoresis Experiment: HYPERLINK "http://learn.genetics.utah.edu/units/biotech/gel/"http://learn.genetics.utah.edu/units/biotech/gel/ Chapter 13 Section 2 Chapter 14 Section 3 Genetics and Inheritance DNA Fingerprinting:  HYPERLINK "http://www.uga.edu/srel/kidsdoscience/genetics/genetics_files/frame.htm" http://www.uga.edu/srel/kidsdoscience/genetics/genetics_files/frame.htm Chapter 18-Section 3 Text Activities: TE: Demonstration, p.460 SE: Real World Lab, p.462 (EOC-TS) Compare and contrast Eubacteria, Archaebacteria, Protista, Fungi, Plantae, and Animalia. (EOC-TS) Analyze the relationship between the three-domain system and the six-kingdom system of classification. How is each biological kingdom distinguished from the others? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand B1: Explain that Earths present species developed from earlier distinctly different species. Chapter18- Section2 Chapter 18- Section 2 Classifying Living Things:  HYPERLINK "http://www.learner.org/channel/courses/essential/life/session2/index.html" http://www.learner.org/channel/courses/essential/life/session2/index.html Chapter 18- Section 2 Chapter 18-Section 3 Guide to Internet Resources for Biological Taxonomy and Classification:  HYPERLINK "http://mclibrary.nhmccd.edu/taxonomy/taxonomy.html" http://mclibrary.nhmccd.edu/taxonomy/taxonomy.html The Phylogeny of Life:  HYPERLINK "http://www.ucmp.berkeley.edu/alllife/threedomains.html" http://www.ucmp.berkeley.edu/alllife/threedomains.html Text Activities: SE: Quick Lab, p. 453 Additional Activities Cladogram Construction: The Missing Link:  HYPERLINK "http://www.pbs.org/wgbh/nova/teachers/activities/2905_link.html" http://www.pbs.org/wgbh/nova/teachers/activities/2905_link.html Additional Activities: Studying Species by Examining the Evolution of the Canidae Family  HYPERLINK "http://www.accessexcellence.org/AE/AEPC/WWC/1995/canidae.html" http://www.accessexcellence.org/AE/AEPC/WWC/1995/canidae.html DNA Adventure: Web of Life  HYPERLINK "http://www.pbs.org/safarchive/5_cool/galapagos/g52d_dna.html#introduction" http://www.pbs.org/safarchive/5_cool/galapagos/g52d_dna.html#introduction (EOC-TS) Explain how DNA evidence determines change in species over time. (EOC-TS) Utilize the method of cladistic analysis to demonstrate evolutionary classification. (EOC-TS) Analyze organisms by similarities at the molecular level. (NPS) Demonstrate the progression from a two-kingdom classification system to a six-kingdom classification system. How do taxonomic groups reflect the evolutionary relationships between organisms? How is each biological kingdom distinguished from the others? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand B1: Explain that Earths present species developed from earlier distinctly different species. Chapter 17- Section 4 Chapter 17-Section 4 What Killed the Dinosaurs?:  HYPERLINK "http://www.pbs.org/wgbh/evolution/extinction/dinosaurs/index.html" http://www.pbs.org/wgbh/evolution/extinction/dinosaurs/index.html Chapter 18- Section 1 Evolution at the Scene of the Crime:  HYPERLINK "http://evolution.berkeley.edu/evolibrary/news/060301_crime" http://evolution.berkeley.edu/evolibrary/news/060301_crime Chapter 18-Section 1 Text Activities: SE: Exploration, p. 441 Text Activities: SE: Analyzing Data, p. 438 Text Activities: SE: Inquiry Activity, p. 446 TE: Demonstration, p. 447 Text Activities: TE: Demonstration, p. 449 TE: Build Science Skills, p. 450 SE: Writing in Science, p. 450 LMB: Dichotomous Keys, p.131 LMA: Dichotomous Keys, p.147 SE: Technology & Society, p.456 (NPS) Describe the six contributors of macroevolution. (NPS) Relate extinction, adaptive radiation, and punctuated equilibrium to large-scale evolutionary patterns. (EOC-TS) Describe early systems of classifications, which grouped organisms by visible characteristics. (NPS) Evaluate taxonomic nomenclature according to Linnaeuss system of classification. (EOC-TS) Differentiate between early systems of classification and the modern classification by phylogeny. How have mass extinctions affected the history of life? How can we apply evolutionary theory to ways of improving human life? What is the significance of classifying living things? How do taxonomic groups reflect the evolutionary relationships between organisms? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand B2: Explain how natural selection accounts for extinction and an increase in individuals with advantageous characteristics in a species. Chapter 16-Section 2 Hardy-Weinberg Equation:  HYPERLINK "http://www.pbs.org/wgbh/evolution/educators/course/session6/teachers_b.html" http://www.pbs.org/wgbh/evolution/educators/course/session6/teachers_b.html Chapter 16 Section 3 Chapter 17 Section 4 Speciation:  HYPERLINK "http://www.evoled.org/lessons/speciation.htm#lessons" http://www.evoled.org/lessons/speciation.htm#lessons Issues in Evolution:  HYPERLINK "http://www.actionbioscience.org/evolution/index.html" http://www.actionbioscience.org/evolution/index.html Fossil Fun: Video Simulations:  HYPERLINK "http://www.abc.net.au/beasts/fossilfun/" http://www.abc.net.au/beasts/fossilfun/ Evolution and the Tree of Life:  HYPERLINK "http://www.learner.org/channel/courses/essential/life/session6" http://www.learner.org/channel/courses/essential/life/session6 Text Activities: TE: Making Connections, p. 401 Text Activities: TE: Build Science Skills, p.407 SE: Analyzing Data, p. 408 SE: Exploration, p. 411 Additional Activities: PBS.org: All in the Family:  HYPERLINK "http://www.pbs.org/wgbh/evolution/change/family/index.html" http://www.pbs.org/wgbh/evolution/change/family/index.html Rat Island (Adaptations):  HYPERLINK "http://accessexcellence.com/AE/ATG/data/released/0187-LeslieTong/index.html" http://accessexcellence.com/AE/ATG/data/released/0187-LeslieTong/index.html Peppered Moth Simulation:  HYPERLINK "http://biologycorner.com/worksheets/peppermoth_paper.html" http://biologycorner.com/worksheets/peppermoth_paper.html (NPS) Detail the conditions required to maintain genetic equilibrium. (Hardy Weinberg Principle) (EOC-TS) Evaluate the factors involved in the formation of new species. (NPS) Compare and contrast convergent evolution, divergent evolution, and coevolution. How are new species formed? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand B2: Explain how natural selection accounts for extinction and an increase in individuals with advantageous characteristics in a species. Chapter 16-Section 1 Evolution: Diving into the Gene Pool:  HYPERLINK "http://www.nhptv.org/natureworks/nwepevolution.htm" http://www.nhptv.org/natureworks/nwepevolution.htm Artificial Life Simulation:  HYPERLINK "http://www.swimbots.com/" http://www.swimbots.com/ Chapter 16-Section 1 Population Genetics:  HYPERLINK "http://www.anth.ucsb.edu/faculty/walker/classes/anth105/105lecture910_files/frame.htm" http://www.anth.ucsb.edu/faculty/walker/classes/anth105/105lecture910_files/frame.htm Mutations and Variations:  HYPERLINK "http://www.msichicago.org/exhibit/genetics/mutations.html" http://www.msichicago.org/exhibit/genetics/mutations.html Chapter 16-Section 2 Text Activities: SE: Inquiry Activity, p. 392 TE: Assess Prior Knowledge, p. 392 LMA: Modeling a Gene Pool, p.137 Text Activities: TE: Demonstration, p. 395 TE: Build Science Skills, p. 396 Text Activities: SE: Quick Lab, p. 401 TE: Build Science Skills, p.402 SE: Issues in Biology, p. 403 Additional Activities: HYPERLINK "http://accessexcellence.com/AE/ATG/data/released/0078-DonMils/index.html"Darwin vs. Lamarck Court Case (NPS) Describe the significance of gene pools in genetic variation. (EOC-TS) Evaluate mutations and gene shuffling as the two main sources of genetic variation. (NPS) Explain the effect of genetic drift on evolutionary change. How does evolution increase species fitness? Why does natural selection affect populations and not individual organisms? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand B2: Explain how natural selection accounts for extinction and an increase in individuals with advantageous characteristics in a species. Chapter 15- Section 3 Text Activities TE: Build Science Skills, pp. 378, 384 TE: Using Visuals, p. 385 LMB: Modeling Index Fossils, p.127 Additional Activities: Video: Isnt Evolution Just a Theory:  HYPERLINK "http://www.pbs.org/wgbh/evolution/educators/course/session1/explain_b.html" http://www.pbs.org/wgbh/evolution/educators/course/session1/explain_b.html Evidence of Evolution WebQuest:  HYPERLINK "http://www.pbs.org/wgbh/evolution/educators/lessons/lesson3/act2.html" http://www.pbs.org/wgbh/evolution/educators/lessons/lesson3/act2.html LA: Examining Fossils (EOC-TS) Relate the fossil record, geographic distribution, and structural, molecular and embryological similarities between species to the theory of evolution. What evidence exists that populations change over time? Why is evolution an accepted theory? Why is evolution so controversial? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmark (CPIs) Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand B2: Explain how natural selection accounts for extinction and an increase in individuals with advantageous characteristics in a species. Chapter 15-Section 3 Variation, Adaptations, & Nat. Selection:  HYPERLINK "http://www.learner.org/channel/courses/essential/life/session5" http://www.learner.org/channel/courses/essential/life/session5 Teaching Evolution in a Climate of Controversy:  HYPERLINK "http://www.millerandlevine.com/controversy/teach-evol.pdf" http://www.millerandlevine.com/controversy/teach-evol.pdf Text Activities TE: Addressing Misconceptions, p. 380 SE: Quick Lab, p. 379 LMA: Comparing Adaptations, p131 SE: Exploration, p. 387 Additional Activities Lamarck, Wallace, & Darwin- Historical Perspective:  HYPERLINK "http://books.nap.edu/html/evolution98/evol6-g.html" http://books.nap.edu/html/evolution98/evol6-g.html Survival of the Sneakiest:  HYPERLINK "http://evolution.berkeley.edu/evolibrary/article/sneakermales_01" http://evolution.berkeley.edu/evolibrary/article/sneakermales_01 LA: Genetic Equilibrium and Natural Selection (EOC-TS) Describe how natural selection increases a species fitness in its environment. How does natural selection drive evolution? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand B2: Explain how natural selection accounts for extinction and an increase in individuals with advantageous characteristics in a species. Chapter 15- Section 1 PBS Evolution Website:  HYPERLINK "http://www.pbs.org/wgbh/evolution" http://www.pbs.org/wgbh/evolution Chapter 15- Sections 2,3 AMNH: Darwin Exhibit:  HYPERLINK "http://www.amnh.org/exhibitions/darwin/?src=e_f" http://www.amnh.org/exhibitions/darwin/?src=e_f Teaching About Evolution:  HYPERLINK "http://newton.nap.edu/html/evolution98/" http://newton.nap.edu/html/evolution98/ PBS Video: Evolving Ideas  HYPERLINK "http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html" http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html Chapter 15- Section 3 Understanding Evolution:  HYPERLINK "http://evolution.berkeley.edu" http://evolution.berkeley.edu Text Activities: SE: Writing in Science, p. 377 Text Activities: TE: Brain Teaser, p. 368 TE: Addressing Misconceptions, p. 376 Text Activities: TE: Build Science Skills, pp. 372, 376, 381 SE: Writing in Science, p.375 TE: Demonstration, p. 377 LMB: Model Camouflage, p.119 LMB: Model Natural Selection, p123 (EOC-TS) Compare early geological investigations, which assert that the processes that changed earth in the past are the same processes that operate in the present. (NPS) Analyze the pattern Darwin observed among organisms of the Galapagos Islands. (EOC-TS) Analyze the theory that Earths present day species evolved from earlier, distinctly different species. (EOC-TS) Apply natural selection to changes in the inherited characteristics of a population. What is the history of evolutionary thought? How does natural selection drive evolution? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand B2: Explain how natural selection accounts for extinction and an increase in individuals with advantageous characteristics in a species. Strand A1: Distinguish natural occurring processes from those believed to have been modified by human interaction or activity. Standard 5.10.12B (Environmental Systems) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources How does the Earth maintain a suitable environment for the species inhabiting it? Can this environment be modified? How do the geosphere and atmosphere affect the biosphere? What is the composition of Earths atmosphere? What is the greenhouse effect? How do wind, water, and human actions alter the Earths surface? (CPI) Distinguish natural occurring processes from those believed to have been modified by human interaction or activity. (NPS) Identify the causes of climate focusing on atmosphere, temperature, and the greenhouse effect. (NPS) Explain how global environmental issues such as ozone depletion and erosion are related to or caused by human activities. Text Activities: SE: Technology and Society, p.66 Text Activities: TE: Make Connections, p.87 SE: Online Activity, p.88 Additional Activities: The Greenhouse Effect:  HYPERLINK "www.reachoutmichigan.org/funexperiments/agesubject/lessons/greenhouse.html%20" www.reachoutmichigan.org/funexperiments/agesubject/lessons/greenhouse.html Text Activities: TE: Make Connections, p.145 SE: Analyzing Data, p.158  HYPERLINK "http://weathereye.kgan.com/expert/warming/teachers.html"   Chapter 4 Section 1 Climate:  HYPERLINK "http://yosemite.epa.gov/oar/globalwarming.nsf/content/climate.html" http://yosemite.epa.gov/oar/globalwarming.nsf/content/climate.html Angry Red Planet:  HYPERLINK "http://www.accessexcellence.org/AE/mspot/arp/" http://www.accessexcellence.org/AE/mspot/arp/ Chapter 3 Section 1 Chapter 6 Section 4 Global Warming:  HYPERLINK "http://www.ncdc.noaa.gov/oa/climate/globalwarming.html" http://www.ncdc.noaa.gov/oa/climate/globalwarming.html Changes in the Atmosphere:  HYPERLINK "http://ozonewatch.gsfc.nasa.gov/index.html" http://ozonewatch.gsfc.nasa.gov/index.html Chapter 6 Section 2 Strand A1: Distinguish natural occurring processes from those believed to have been modified by human interaction or activity. Standard 5.10.12B (Environmental Systems) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What human activities lead to ozone production and how does this affect all species? What is the difference between threatened and endangered species? What are the causes for each? What worldwide efforts have been taken to prevent extinctions? What are the advantages and disadvantages of protecting entire ecosystems versus individual species? (EOC-TS) Describe human activities that can affect the biosphere. (NPS) Identify current threats to biodiversity. (EOC-TS) Describe the goal of conservation biology. Text Activities: TE: Making Connections, p.158 SE: Go Online, p.159 TE: Use Visuals, p.159 Text Activities: SE: Go Online, p.151 SE: Quick Lab, p. 153 TE: Use Visuals, p. 152 TE: Make Connections, p. 152 SE: Writing in Science, p.155 Text Activities: SE: Connecting Concepts, p.156 TE: Build Science Skills, p.155 Chapter 6 Section 3,4 Al Gore on Ecology: An Inconvenient Truth About Global Warming:  HYPERLINK "http://enn.com/aff.html?id=1295" http://enn.com/aff.html?id=1295 Chapter 6 Section 3 Threatened and Endangered Species information:  HYPERLINK "http://www.worldwildlife.org/endangered" www.worldwildlife.org/endangered Chapter 6 Section 3,4 The Kyoto Protocol  HYPERLINK "http://en.wikipedia.org/wiki/Kyoto_Protocol" http://en.wikipedia.org/wiki/Kyoto_Protocol Rainforest Tour Activity:  HYPERLINK "http://passporttoknowledge.com/rainforest/main.html" http://passporttoknowledge.com/rainforest/main.html The Highlands Conservation Act:  HYPERLINK "http://www.na.fs.fed.us/highlands/con_act/index.shtm" http://www.na.fs.fed.us/highlands/con_act/index.shtm Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Standard 5.10.12B (Environmental Systems) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What human activities can affect the quality and supply of renewable and non-renewable resources? What are the levels of organization and complexity in the biosphere? How does energy flow through living systems? Where does this energy originate? How is matter recycled in the biosphere using biogeochemical cycles (water, carbon, nitrogen, and phosphorus)? (NPS) Identify renewable and non-renewable resources and determine human impact on both. (NPS) Identify the levels of organization that ecologists study. (NPS) Identify the source of energy for life processes. (EOC-TS) Trace the recycling of matter in the biosphere. Text Activities: TE: Build Science Skills, p.144 SE: Reading Strategy, p144 SE: Interpreting Graphics, p.147 Text Activities: SE: Inquiry Activity, p. 62 TE: Brain Teaser p. 62 Text Activities: TE: Build Science Skills, p.71 SE: Go Online, p.72 TE: Make Connections, p.72 Text Activities: TE: Building Science Skills, p.75 SE: Go Online, p.76 SE: Analyzing Data, p.79 Chapter 6 Section 2 Life in a Drop of Water:  HYPERLINK "http://www.iit.edu/~smile/chbi0300.htm" http://www.iit.edu/~smile/chbi0300.htm Effects of Mining and Dumping:  HYPERLINK "http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/peril_mining_and_dumping.html" http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/peril_mining_and_dumping.html Chapter 3 Section 1 Chapter 3 Section 2,3 The Cycling of Matter from Living to Non-Living things:  HYPERLINK "http://library.thinkquest.org/20248/cm.html" http://library.thinkquest.org/20248/cm.html Chapter 3 Section 2,3 Human impact on the cycling of matter:  HYPERLINK "http://library.thinkquest.org/20248/impacts.html" http://library.thinkquest.org/20248/impacts.html Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through a system. Standard 5.10.12B (Environmental Systems) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources What is the process that environmental scientists use to determine the degree of environmental impact caused by humans? How does the use of CFCs affect the ozone layer? What is the environmental impact of overfishing and deforestation? What ongoing battle do farmers have with both pests and the land on which they farm? (CPI) Assess the impact of human activities on the cycling of matter and the flow of energy through a system. (NPS) Students will gain a clear understanding of the impact of farming methods and use of pesticides on the environment. Text Activities: SE: Design and Experiment, p.161 SE: Analyzing Data, p.158 TE: Use Visuals, p.159 Additional Activities: HES SE: Internet Activity-Ecotox and Iris, p.512  HYPERLINK "http://www.ncsu.edu/sciencejunction/terminal/lessons/brine.html" Brine Shrimp Project: http://www.ncsu.edu/sciencejunction/terminal/lessons/brine.html Text Activities: TE: Make Connections, p.152 TE: Use Visuals, p.152 Chapter 6 Section 4 The Effect of Rains on Niches and Ecosystems:  HYPERLINK "http://chesapeake.usgs.gov/High_flow_feature.pdf" http://chesapeake.usgs.gov/High_flow_feature.pdf Toxicity Impact: Topic- Toxicology Code- HE4082:  HYPERLINK "http://www.scilinks.org" www.scilinks.org Overfishing:  HYPERLINK "http://www.sciam.com/article.cfm?articleID=00028177-43C3-1C60-B882809EC588ED9F" http://www.sciam.com/article.cfm?articleID=00028177-43C3-1C60-B882809EC588ED9F Chapter 6 Section 3 Humans Affecting Environment:  HYPERLINK "http://www.sage.wisc.edu/pages/systems.html" http://www.sage.wisc.edu/pages/systems.html Strand B2: Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity. Standard 5.10.12B (Environmental Systems) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena Essential Questions Instructional Objectives / Skills and Benchmarks Types of Research Based Activities and Assessments that could illustrate Objectives Suggested Resources How do scientists take Earths current conditions and use them to predict possible environmental issues for the future? What are global warming and ozone layer depletion and why are they of concern to scientists? What environmentally wise decisions can people make in their daily lives to help conserve our resources? (CPI) Use scientific, economic and other data to assess environmental risks and benefits associated with societal activity. (NPS) Explain the effects of global warming and ozone depletion using information from charts and models. (NPS) Describe how humans are attempting to reverse the problem of depleting resources on our planet. Text Activities: SE: Using Tables and Graphs, p.164 Text Activities: TE: Use Visuals, p.159 Additional Activities: HES SE: Case Study, p.182 HES SE: Investigation, p.192 Text Activities: SE: You and Your Community, p.160 Chapter 6 Section 4 K.C. University Geocrack Model:  HYPERLINK "http://ww2.mne.ksu.edu/~geocrack/" http://ww2.mne.ksu.edu/~geocrack/ Chapter 6 Section 4 Al Gore on Ecology: An Inconvenient Truth About Global Warming:  HYPERLINK "http://enn.com/aff.html?id=1295" http://enn.com/aff.html?id=1295 Global Climate System:  HYPERLINK "http://www.ace.mmu.ac.uk/eae/climate_change/older/climate_system.html" www.ace.mmu.ac.uk/eae/climate_change/older/climate_system.html Chapter 6 Section 4 HES SE, Investigation- What causes a Population Explosion, p.350 Chapter 19 Sections 1, 2, 3 Whats Up With The Flu?  HYPERLINK "http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter12/animations.html#" http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter12/animations.html# Mad Cow Disease:  HYPERLINK "http://www.millerandlevine.com/news/bse/index.html" http://www.millerandlevine.com/news/bse/index.html Control of Microbes:  HYPERLINK "http://www.bact.wisc.edu/Microtextbook/modules.php?op=modload&name=Sections&file=index&req=viewarticle&artid=13&page=1" http://www.bact.wisc.edu/Microtextbook/modules.php?op=modload&name=Sections&file=index&req=viewarticle&artid=13&page=1 Chapter 19 Section 3 Disease Detectives: HYPERLINK "http://www.pbs.org/wgbh/aso/resources/guide/medact4index.html"http://www.pbs.org/wgbh/aso/resources/guide/medact4index.html Text Activities: SE: Issues in Biology, p. 484 Text Activities: SE: Careers in Biology, p.487 TE: Use Community Resources, p. 489 TE: Build Science Skills, p. 488 TE: Use Visuals, pp. 488, 489 Additional Activities: Medical Mysteries: HYPERLINK "http://medmyst.rice.edu/"http://medmyst.rice.edu/ (EOC-TS) Differentiate between the treatment of viral and bacterial infections. (NPS) List and describe major technological advances that have improved the quality of life on Earth. What diseases do bacteria and viruses cause? How do bacterial infections differ from viral infections? What is the best way to protect humans against most bacterial and viral diseases? How have advances in technology improved the quality of life on Earth? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. A4. Relate disease in humans and other organisms to infections or intrinsic failures of systems. Chapter 19 Section 2 Viruses:  HYPERLINK "http://www.tulane.edu/~dmsander/garryfavweb.html" http://www.tulane.edu/~dmsander/garryfavweb.html Cells Alive!:  HYPERLINK "http://www.cellsalive.com/toc.htm#microbiol" http://www.cellsalive.com/toc.htm#microbiol Chapter 19 Section- 2 Structure of Viruses:  HYPERLINK "http://biology.about.com/library/weekly/aa110200a.htm" http://biology.about.com/library/weekly/aa110200a.htm AIDS Tutorial:  HYPERLINK "http://www.nlm.nih.gov/medlineplus/tutorials/aids/htm/_no_50_no_0.htm" http://www.nlm.nih.gov/medlineplus/tutorials/aids/htm/_no_50_no_0.htm Difficult to Cure AIDS:  HYPERLINK "http://www.dana-farber.org/abo/news/publications/pop/fall-winter-2001/aids2.asp" http://www.dana-farber.org/abo/news/publications/pop/fall-winter-2001/aids2.asp Text Activities: TE: Build Science Skills, pp. 480, 482 TE: Use Visuals, p. 481 Text Activities: TE: Using Visuals, p. 481 TE: Build Science Skills, pp. 480, 482 TE: Address Misconceptions, p. 481 Additional Activities: Virus Newspaper: HYPERLINK "http://www.accessexcellence.org/AE/ATG/data/released/0302-KathyParis/description.html"http://www.accessexcellence.org/AE/ATG/data/released/0302-KathyParis/description.html Identifying Viruses: HYPERLINK "http://www.pbs.org/wnet/secrets/lessons/lp_virus.html"http://www.pbs.org/wnet/secrets/lessons/lp_virus.html (NPS) Describe the structure of a virus. (EOC-TS) Compare and contrast lytic and lysogenic infections. (EOC-TS) Describe how viruses produce diseases that disrupt the bodys normal equilibrium. What diseases do bacteria and viruses cause? Should viruses be considered a form of life? Explain How are viruses highly specific to the cells they infect? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. A4. Relate disease in humans and other organisms to infections or intrinsic failures of systems. Chapter 19 Section 1 Helpful/Harmful Bacteria:  HYPERLINK "http://www.flushing.k12.mi.us/fms/aharvey/bacteria.htm" http://www.flushing.k12.mi.us/fms/aharvey/bacteria.htm Bacteria Friend or Foe?:  HYPERLINK "http://biology.about.com/library/weekly/aa110200a.htm" http://biology.about.com/library/weekly/aa110200a.htm Chapter 19 Section 3 Classifying Bacteria: HYPERLINK "http://www.microbe.org/"http://www.microbe.org/ Chapter 19 Section 3 Text Activities: SE: Inquiry Activity, p. 470 Additional Activity: Microbial Ecology: HYPERLINK "http://commtechlab.msu.edu/sites/dlc-me/"http://commtechlab.msu.edu/sites/dlc-me/ Text Activities: TE: Use Visuals, p. 485 TE: Build Science Skills, pp. 486,487 Text Activities: SE: Go Online, p.488 TE: Build Science Skills, p. 488 TE: Use Visuals, p. 488 Additional Activities: Bacterial Cells: HYPERLINK "http://www.eurekascience.com/ICanDoThat/bacteria_cells.htm"http://www.eurekascience.com/ICanDoThat/bacteria_cells.htm (NPS) Explain why bacteria are vital to maintaining the living world. (EOC-TS) Describe the two ways (using cells for food/releasing toxins) that pathogens cause disease. (NPS) Explain the various methods used to control bacterial growth. Why are bacteria vital to maintaining the living world? How do bacteria affect other organisms? What are three methods used to prevent bacterial growth on food? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. A4. Relate disease in humans and other organisms to infections or intrinsic failures of systems. Chapter 3 Section 3 Mineral Nutrients:  HYPERLINK "http://www.biologie.uni-hamburg.de/b-online/e16/16a.htm" http://www.biologie.uni-hamburg.de/b-online/e16/16a.htm Nutrient Alteration:  HYPERLINK "http://www.biologie.uni-hamburg.de/b-online/e16/16a.htm" http://www.biologie.uni-hamburg.de/b-online/e16/16a.htm Importance of Biodiversity:  HYPERLINK "http://chge.med.harvard.edu/publications/documents/Biodiversity_v2_screen.pdf" http://chge.med.harvard.edu/publications/documents/Biodiversity_v2_screen.pdf Text Activities: TE: Use Visuals, p. 75 TE: Build Science Skills, pp. 78, 79, 80 TE: Make Connections, pp. 76 SE: Real World Lab, p. 80 TE: Reteach, p. 73 Additional Activities: Interactive Biogeochemical Cycles: HYPERLINK "http://ci.columbia.edu/ci/subjects/science/learningtool.html"http://ci.columbia.edu/ci/subjects/science/learningtool.html The Water Cycle: HYPERLINK "http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=cbp&wcsuffix=2033"http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=cbp&wcsuffix=2033 Ask an Expert: HYPERLINK "http://encarta.msn.com/author_askbillnye/Ask_Bill_Nye.html"http://encarta.msn.com/author_askbillnye/Ask_Bill_Nye.html A River Runs Through It: HYPERLINK "http://ed.fnal.gov/help/Meehan_Nolan/sum_page_dupage.shtml"http://ed.fnal.gov/help/Meehan_Nolan/sum_page_dupage.shtml (NPS) Describe the biogeochemical cycles. (NPS) Describe how the availability of nutrients affects the productivity of ecosystems. How does matter move through living and nonliving parts of an ecosystem? How are nutrients important in living systems? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. A3. Describe how plants produce substances high in energy content that becomes the primary source of energy for life. Chapter 3 Section 2 Why are Phytoplankton Important?:  HYPERLINK "javascript:popUpBig('gourl.asp?siteid=14211&scilink=CBN-2032')" http://kids.earth.nasa.gov/seawifs/phyto2.htm Chapter 3 Section 2 Food Chains and Energy Flow:  HYPERLINK "http://arcytech.org/java/population/facts_foodchain.html" http://arcytech.org/java/population/facts_foodchain.html Chemosynthesis:  HYPERLINK "javascript:popUpBig('gourl.asp?siteid=7158&scilink=CBN-2032')" http://www.ocean.udel.edu/deepsea/level-1/chemistry/chemistry.htm... Nutrient Alteration:  HYPERLINK "http://www.biologie.uni-hamburg.de/b-online/e16/16a.htm" http://www.biologie.uni-hamburg.de/b-online/e16/16a.htm Text Activities: TE: Reading Strategy, p.67 Text Activities: TE: Build Science Skills, pp.68, 69, 71 TE: Use Visuals, p. 69 SE: Quick Lab, p. 70 TE: Evaluate Understanding, p. 73 TE: Reteach, p. 73 SE: Teacher to Teacher, p. 71 (NPS) Identify the source of energy for life processes. (NPS) Compare and contrast autotrophs and heterotrophs. (EOC-TS) Explain why each step in a food web or a food chain is called a trophic level. (EOC-TS) Explain the organization within a food chain. (EOC-TS) Evaluate the efficiency of energy transfer among organisms in an ecosystem. (NPS) Describe the three different types of ecological pyramids. What is the ultimate source of energy? What are the two main forms of energy that power living systems? How efficient is the transfer of energy among organisms in a food chain? What portion of energy is transferred from one trophic level to the next in an ecosystem? What information can be obtained from ecological pyramids? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. A3. Describe how plants produce substances high in energy content that becomes the primary source of energy for life. Chapter 9 - Section 1 Cellular Respiration Animation: HYPERLINK "http://scholar.hw.ac.uk/site/biology/activity3.asp"http://scholar.hw.ac.uk/site/biology/activity3.asp Cellular Respiration Song:  HYPERLINK "http://biology.clc.uc.edu/courses/bio104/atp.htm" http://biology.clc.uc.edu/courses/bio104/atp.htm Chapter 9 Sections 1, 2 Virtual Lab: HYPERLINK "http://www.mhhe.com/biosci/genbio/tlw3/virtual_labs/lab5/labs/lab5/home.html"http://www.mhhe.com/biosci/genbio/tlw3/virtual_labs/lab5/labs/lab5/home.html Aerobic and Anaerobic Tutorial:  HYPERLINK "http://www.sp.uconn.edu/~terry/Common/respiration.html" http://www.sp.uconn.edu/~terry/Common/respiration.html Text Activities: TE: Inquiry Activity, p. 220 SE: Go Online, p. 222 TE: Build Science Skills, p. 222 Text Activities: TE: Build Science Skills, pp. 224,230,232 SE: Go Online, p. 228 TE: Make Connections, p. 230 TE: Use Visuals, pp. 227, 228 Additional Activities: Electron Transport and ATP Synthesis Animation: HYPERLINK "http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter9/animations.html"http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter9/animations.html (NPS) Explain the process of cellular respiration. (NPS) Identify where cellular respiration takes place. (NPS) Describe what happens during the processes of glycolysis, the Krebs cycle and the electron transport chain. (NPS) Differentiate between the two types of fermentation. What stages of cellular respiration occur in the mitochondria? What does glycolysis provide to the Krebs cycle and the electron transport chain? Why is cellular respiration considered to be much more efficient than glycolysis alone? What are three pathways the body uses to release energy during exercise? What are the similarities and differences between photosynthesis and cellular respiration? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. A2. Explain how plants convert light energy into chemical energy. Chapter 8 Section 1 Energy Production - I:  HYPERLINK "http://www.cptips.com/bscphys.htm" http://www.cptips.com/bscphys.htm Energy Production II:  HYPERLINK "http://www.wiley.com/college/pratt/0471393878/student/exercises/index.html" http://www.wiley.com/college/pratt/0471393878/student/exercises/index.html Chapter 8 Sections 2, 3 Photosynthesis Animation:  HYPERLINK "http://www.johnkyrk.com/photosynthesis.html" http://www.johnkyrk.com/photosynthesis.html Study Guide: HYPERLINK "http://www.sirinet.net/~jgjohnso/cellstudy.html"http://www.sirinet.net/~jgjohnso/cellstudy.html Calvin Cycle Animation: HYPERLINK "http://www.science.smith.edu/departments/Biology/Bio231/calvin.html"http://www.science.smith.edu/departments/Biology/Bio231/calvin.html Text Activities: TE: Inquiry Activity, p. 200 TE: Build Science Skills, pp. 201, 203 SE: Go Online, pp. 202 TE: Use Visuals, p. 202 Text Activities: TE: Build Science Skills, pp. 204,207 SE: Biology and History, pp. 204, 205 SE: Quick Lab, p. 206 TE: Use Visuals, pp. 208, 212 TE: Demonstration, p. 210 Additional Activities: Virtual Lab: HYPERLINK "http://www.mhhe.com/biosci/genbio/tlw3/virtual_labs/lab5/labs/lab5/home.html"http://www.mhhe.com/biosci/genbio/tlw3/virtual_labs/lab5/labs/lab5/home.html NS: Investigating Photosynthesis Lab (EOC-TS) Explain where plants and some microorganisms obtain the energy they need to produce food. (NPS) Describe the role of ATP in cellular activities. (EOC-TS) State the overall equation for photosynthesis. (NPS) Describe the structure and function of a chloroplast. (EOC-TS) Describe the light dependent and light independent reactions of photosynthesis. What is the ultimate source of energy? Where do plants get the energy they need to produce food? What is ATP and how is it used by cells? Why is photosynthesis important? What role do plant pigments play in the process of photosynthesis? What affect does the color of light have on photosynthesis? What are the reactants and products of photosynthesis? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. A2. Explain how plants convert light energy into chemical energy. Chapter 10 Section 2 Educational Games:  HYPERLINK "http://nobelprize.org/educational_games/medicine/2001/" http://nobelprize.org/educational_games/medicine/2001/ Chapter 10 Section 2 Cell Cycle and Mitosis Tutorial:  HYPERLINK "http://www.biology.arizona.edu/Cell_bio/tutorials/cell_cycle/cells3.html" http://www.biology.arizona.edu/Cell_bio/tutorials/cell_cycle/cells3.html Meiosis Tutorial:  HYPERLINK "http://www.biology.arizona.edu/cell_bio/tutorials/meiosis/page3.html" http://www.biology.arizona.edu/cell_bio/tutorials/meiosis/page3.html Text Activities: TE: Address Misconceptions, p. 244 TE: Demonstration, p. 244 Text Activities: TE: Build Science Skills, pp. 245, 246, 247 TE: Use Visuals, pp. 245, 246 SE: Go Online, pp.245, 246, 247 SE: Analyzing Data, p. 248 Additional Activities: Mitosis Internet Lesson: HYPERLINK "http://www.biologycorner.com/worksheets/mitosis.html"http://www.biologycorner.com/worksheets/mitosis.html Mitosis Histology Slides: HYPERLINK "http://www.aug.edu/biology/lesson_1.htm"http://www.aug.edu/biology/lesson_1.htm (NPS) Describe the structure and function of a chromosome. (EOC - TS) Name and describe the main events of the cell cycle. (EOC - TS) Summarize the events of mitosis. What is the structure and function of a chromosome? What are the main events of the cell cycle? What happens in each of the four phases of mitosis? What is the relationship between interphase and cell division? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism. Chapter 7 Section 3 In and Out of Cells:  HYPERLINK "http://www.emc.maricopa.edu/faculty/farabee/biobk/BioBooktransp.html" http://www.emc.maricopa.edu/faculty/farabee/biobk/BioBooktransp.html Membrane Animation: HYPERLINK "http://www.northland.cc.mn.us/biology/Biology1111/animations/transport1.html"http://www.northland.cc.mn.us/biology/Biology1111/animations/transport1.html Membrane Tutorial: HYPERLINK "http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter6/animations.html"http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter6/animations.html Chapter 7- Section 4 Cell Specialization - I:  HYPERLINK "http://www.psbc.org/hematology/01_specialization.htm" http://www.psbc.org/hematology/01_specialization.htm Cell Specialization II:  HYPERLINK "http://www.edquest.ca/content/view/181/" http://www.edquest.ca/content/view/181/ Text Activities: TE: Build Science Skills, pp. 184,186 TE: Demonstration, p. 185 SE: Quick Lab, p. 187 SE: Analyzing Data, p. 188 Additional Activities: Membrane Transport: HYPERLINK "http://www.wiley.com/college/pratt/0471393878/student/exercises/index.html"http://www.wiley.com/college/pratt/0471393878/student/exercises/index.html NS: Osmosis and Diffusion Lab Text Activities: TE: Build Science Skills, pp. 190,191,192 Additional Information: Chick Embryo Lab: HYPERLINK "http://www.inquiry.uiuc.edu/bin/update_unit.cgi?command=select&xmlfile=u10328.xml"http://www.inquiry.uiuc.edu/bin/update_unit.cgi?command=select&xmlfile=u10328.xml (NPS) Explain the processes of diffusion, osmosis, facilitated diffusion and active transport. (EOC - TS) Describe cell specialization. How are materials moved into and out of the cell? What is the difference between passive and active transport? What are the four levels of organization in multicellular organisms from most simple to most complex? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism. Chapter 7 Section 1,2 Cell Biology Animation:  HYPERLINK "http://www.johnkyrk.com/" http://www.johnkyrk.com/ The Biology Project:  HYPERLINK "http://www.biology.arizona.edu" www.biology.arizona.edu Cells Alive!:  HYPERLINK "http://www.cellsalive.com" www.cellsalive.com Cells:  HYPERLINK "http://www.visionlearning.com/library/module_viewer.php?mid=64&l=&c3" www.visionlearning.com/library/module_viewer.php?mid=64&l=&c3 Text Activities: SE: Inquiry Activity, p. 168 TE: Build Science Skills, pp.175, 177, 179 SE: Go Online, pp.172, 175 TE: Use Visuals, p. 173 TR: Enrichment, p. 87 TR: Concept Map, p.88 Additional Activities: Edible 3D Cells: HYPERLINK "../../../V024XPS/Local%20Settings/Temporary%20Internet%20Files/Content.IE5/P3CVFDN1/Summer%202006%20Curriculum%20Disk/Summer%202006%20Curriculum%20Disk/Summer%202006%20Curriculum%20Disk/Edible%203D%20Cells"../../../V024XPS/Local%20Settings/Temporary%20Internet%20Files/Content.IE5/P3CVFDN1/Summer%202006%20Curriculum%20Disk/Summer%202006%20Curriculum%20Disk/Summer%202006%20Curriculum%20Disk/Edible%203D%20Cells (NPS) Distinguish between eukaryotes and prokaryotes. (NPS) Describe the function of the nucleus. (EOC - TS) Identify and describe the functions of major cell organelles. What are the characteristics of prokaryotes and eukaryotes? What is the role of the nucleus? What are the roles of the major cell organelles? How is a cell like a factory? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism. Chapter 2 Section 4 Enzyme Flip Books:  HYPERLINK "http://www.accessexcellence.org/AE/ATG/data/released/0165-MarkPorter/description.html" http://www.accessexcellence.org/AE/ATG/data/released/0165-MarkPorter/description.html Chapter 7 Section 1 Cell Theory:  HYPERLINK "http://library.thinkquest.org/12413/theory.html" http://library.thinkquest.org/12413/theory.html Eukaryote:  HYPERLINK "http://www.mrs.umn.edu/~goochv/CellBio/lectures/euk/euk.html" http://www.mrs.umn.edu/~goochv/CellBio/lectures/euk/euk.html Text Activities: SE: Analyzing Data, p. 51 TE: Demonstration, p.49 TE: Build Science Skills, p. 53 TE: Use Visuals, p. 51 Text Activities: SE: Biology and History, pp. 170, 171 SE: Go Online, p. 171 SE: Inquiry Activity, p. 168 (EOC TS) Describe why enzymes are specialized proteins. (EOC- TS) Explain how enzymes control the rate of reactions. (EOC - TS) Explain the three components of the cell theory. Why is it important that energy-releasing reactions take place in living organisms? How do enzymes function in living things? What is the significance of the cell theory? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism. Chapter 2- Section 2 Acids, Bases, pH Scale:  HYPERLINK "http://lrs.ed.uiuc.edu/students/erlinger/water/background/ph.html" http://lrs.ed.uiuc.edu/students/erlinger/water/background/ph.html Chapter 2 Section 3 Organic Molecules for Teachers:  HYPERLINK "http://www.biologylessons.sdsu.edu/classes/lab6/lab6.html" http://www.biologylessons.sdsu.edu/classes/lab6/lab6.html Text Activities: SE: Quick Lab, p. 42 Additional Activities: Acids/Bases: HYPERLINK "http://www.brown.edu/Departments/Swearer_Center/Projects/PSO/Lessons/acidbase.htm"http://www.brown.edu/Departments/Swearer_Center/Projects/PSO/Lessons/acidbase.htm Text Activities: LMA: Identifying Organic Compounds, p. 59 TE: Build Science Skills, pp. 45, 47 TE: Use Visuals, pp. 46, 47 TR: Graphic Organizer, p. 22 Additional Activity: LA: Molecules of Metabolism Understanding Digestion and Respiration (NPS) Differentiate between acidic and basic solutions. (EOC - TS) Describe the function of the four groups of organic molecules. (NPS) Contrast monomers and polymers. What does pH measure? What is the significance of acidic and basic solutions in living systems? What are the functions of each group of organic compounds? What is the relationship between monomers and polymers? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism. Chapter 2- Section 1 Chemistry Review:  HYPERLINK "http://web.mit.edu/esgbio/www/chem/review.html" http://web.mit.edu/esgbio/www/chem/review.html Chapter 2 Section 2 Water:  HYPERLINK "http://www.biology.arizona.edu/biochemistry/tutorials/chemistry/page3.html" http://www.biology.arizona.edu/biochemistry/tutorials/chemistry/page3.html Life in a Drop of Water:  HYPERLINK "http://www.iit.edu/~smile/chbi0300.htm" http://www.iit.edu/~smile/chbi0300.htm Text Activities: TE: Build Science Skills- p. 38 TE: Use Visuals, pp. 38, 39 Text Activities: TE: Reteach, p. 43 TE: Thinking Visually, p. 43 Additional Activities: Isotopes: HYPERLINK "http://www.sciencenetlinks.com/lessons.cfm?DocID=176"http://www.sciencenetlinks.com/lessons.cfm?DocID=176 Chemical Reactions: HYPERLINK "http://www.spartechsoftware.com/reeko/Experiments/ExpSteelWoolGeneratingHeat.htm"http://www.spartechsoftware.com/reeko/Experiments/ExpSteelWoolGeneratingHeat.htm Particle Adventure: HYPERLINK "http://particleadventure.org/particleadventure/"http://particleadventure.org/particleadventure/ (NPS) Describe the main types of chemical bonds. (NPS) Use the structure of a water molecule to explain why it is polar. (NPS) List and describe the properties of water molecules. (EOC - TS) Explain why water is considered the single most important compound in living things. What happens to chemical bonds during chemical reactions? What are the properties of the different types of chemical bonds? Why is water considered the single most important compound in living things? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism. Chapter 1- Section 4 Lab Safety:  HYPERLINK "http://www.chem.unl.edu/safety/hslabcon.html" http://www.chem.unl.edu/safety/hslabcon.html Material Safety Data Sheets:  HYPERLINK "http://msds.ehs.cornell.edu/msdssrch.asp" http://msds.ehs.cornell.edu/msdssrch.asp How Stuff Works: Microscopes:  HYPERLINK "http://science.howstuffworks.com/light-microscope.htm" http://science.howstuffworks.com/light-microscope.htm Chapter 2- Section 1 Chemistry Review:  HYPERLINK "http://web.mit.edu/esgbio/www/chem/review.html" http://web.mit.edu/esgbio/www/chem/review.html Text Activities: SE: Exploration, p. 29 Text Activities: TE: Build Science Skills, p. 35 SE: Inquiry Activity, p. 34 TE: Address Misconceptions, p. 37 (NPS) Identify safety practices used by scientists and explain why such practices are important. (NPS) Compare and contrast light microscopes and electron microscopes. (NPS) Explain why an atom is considered the basic unit of matter. (EOC - TS) Identify the subatomic particles. What tools and procedures do scientists use? What is the relationship among atoms, elements, and compounds? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism. Chapter 1- Section 3 Characteristics of living things:  HYPERLINK "http://www.usoe.k12.ut.us/curr/science/sciber00/7th/classify/living/2.htm" http://www.usoe.k12.ut.us/curr/science/sciber00/7th/classify/living/2.htm Chapter 1- Section 4 HW: Chapter 1 Metric System:  HYPERLINK "http://www.essex1.com/people/speer/metric.html" http://www.essex1.com/people/speer/metric.html Text Activities: TE: Build Science Skills- pp. 16,21,22 SE: Quick Lab, p. 19 Additional Activities: Living or Nonliving: HYPERLINK "http://www.accessexcellence.org/AE/ATG/data/released/0067-HopkinsKathryn/index.html"http://www.accessexcellence.org/AE/ATG/data/released/0067-HopkinsKathryn/index.html The Martian and the Car: HYPERLINK "http://www.biologycorner.com/worksheets/martian.html"http://www.biologycorner.com/worksheets/martian.html Text Activities: TE: Address Misconceptions, p. 24 SE: Analyzing Data, p. 27 SE: Standard Test Prep, p. 33 TE: Use Visuals, p. 25 LMA: Calculations, pp. 27, 49, 55 Additional Activities: Measurements: HYPERLINK "http://www.quia.com/jg/9258.html"http://www.quia.com/jg/9258.html (EOC - TS) Identify and describe the characteristics of living things. (NPS) Explain how life can be studied on different levels. (NPS) List and describe the different branches of biology. (NPS) Distinguish between dependent and independent variables. (NPS) Appropriately interpret, construct, and label a bar graph, line graph, and circle graph according to the data provided. (NPS) Describe the measurement system used by most scientists. (NPS) Perform calculations and conversions using the metric system. At what levels do scientists study life? What are the characteristics of life? Where do you place the manipulated variable on a line graph? Which type of graph would you use to show comparison? How do scientists use the metric system? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism. Chapter 12 Section 1 Hershey and Chase Animation: HYPERLINK "http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter14/animations.html"http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter14/animations.html From Gene to Function Graphics Index: HYPERLINK "http://www.accessexcellence.org/RC/VL/GG/index.html" \l "Anchor-From-14210"http://www.accessexcellence.org/RC/VL/GG/index.html#Anchor-From-14210 Text Activities: TE: Build Science Skills, pp. 287, 289 TE: Use Visuals, pp. 288, 290 SE: Connecting Concepts, p. 294 Additional Activities: *Build a DNA Molecule:  HYPERLINK "http://learn.genetics.utah.edu/units/basics/builddna/" http://learn.genetics.utah.edu/units/basics/buildna/ *DNA Extraction: HYPERLINK "http://learn.genetics.utah.edu/units/activities/extraction/"http://learn.genetics.utah.edu/units/activities/extraction/ Genes and DNA:  HYPERLINK "http://www.emints.org/ethemes/resources/S00001485.shtml" http://www.emints.org/ethemes/resources/S00001485.shtml (EOC - TS) Explain how scientific discoveries identify DNA as the nucleic acid that stores and transmits genetic information from one generation of an organism to another. What is DNA and what role does it play in reproduction and heredity? Suggested Resources Types of Research Based Activities and Assessments that could illustrate Objectives Instructional Objectives / Skills and Benchmarks Essential Questions Standard 5.5.12 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and the basic needs of organisms and will investigate the diversity of life. Strand C1: Describe how information is encoded and transmitted in genetic material. NEWARK PUBLIC SCHOOLS ADVISORY BOARD MEMBERS 2007-2008 Mr. Samuel Gonzalez, Chairperson Ms. Shanique L. Davis-Speight, Vice Chairperson Mr. Tharien Arnold Mr. Richard Cammarieri Dr. Anasa Maat Mr. Anthony Machado Mr. Nelson Perez Mr. Felix A. 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" # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~  Oh+'0 $0 P \ h tCurriculum-New-PageNPS Teaching & LearningNormal jstanish84Microsoft Office Word@&@%%^@$B@%%^X ՜.+,D՜.+,@ hp|  NPSp Curriculum-New-Page Title 8@ _PID_HLINKSAhX]>http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=9;YZ>http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=8;VW>http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=7;0kT?http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=10;XQ>http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=9;YN>http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=8;VK>http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=7;WH>http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=6;TE>http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=5;UB>http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=4;R?>http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=3;S<>http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=2;P9>http://education.state.nj.us/njsdb/index.php?rm=21;ci=5;si=1;J6Rhttp://www.accessexcellence.org/AE/ATG/data/released/0327-JudyWilliams/index.html^3http://www.showboard.com/)o0<http://www.sciencebuddies.org/mentoring/science-fairs.shtmlm-Rhttp://www.northwesternenergy.com/safety/educators/science_fair/science-intro.htm%-*http://millerandlevine.com/ ' AppendixI $ AppendixH ! 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