Science Course: Biology

Science Course: Biology

ISS/CCSS

Ist Semester Text Analysis and Writing Preassessment Scientific Method

9-10.B.1.1.1 Explain the scientific meaning of system, order, and organization.

9-10.B.1.1.2 Apply the concepts of order and organization to a given system. (648.01a)

9-10.B.1.2.3 Develop scientific explanations based on knowledge, logic and analysis. (648.02c)

9-10.B.1.3.1 Measure changes that can occur in and among systems. (648.03b)

9-10.B.1.3.2 Analyze changes that can occur in and among systems. (648.03b)

9-10.B.1.3.3 Measure and calculate using the metric system. (648.03c)

9-10.B.1.6.1 Identify questions and concepts that guide scientific investigations. (649.01a)

Essential Questions

What are the steps of the scientific method?

What is the scientific method used for?

How can the scientific method be used to design your own experiment?

What is the importance of each step of the scientific method?

What is the difference between a hypothesis, theory, and a law?

When is the metric system used?

What are the methods of conversion from English to Standard?

What are the appropriate metric units used to measure volume, distance and size?

Essential Vocabulary

scientific method observation hypothesis prediction controlled experiment control group dependent variable independent variable data analyze conclusion theory law

investigative design inferring quantitative qualitative

Metric Units (SI) Volume Length Mass

Learning Targets

Students will describe the steps of the scientific method used in their experiment.

Given a problem students will form a hypothesis then design and carry out a scientific experiment to test their hypothesis.

Students will create hypotheses that are testable.

Students will document lab results and report their findings to the class.

Students will convert between units within the metric system using dimensional analysis.

Students will write their own question which can be investigated scientifically.

Learning Resources

Department selected article for pre-assessment.

McDougall Littell Biology ? Manipulating Independent Variables Lab (Chapter 1)

Related POGIL activities

Biology Corner scientific method materials

The Science Spot metric system materials.

Gale Library for current issues to investigate, research, or lab ideas.

Science News articles

Biointeractive website videos and activity resources

Spongelab website for interactive activities

Mrs. Bone's Biology Class LOTS of video, power points, activities, worksheets on all biology topics

Curriculum Based

Assessment

Pre-assessment rubric.

Student demonstrates he/she can follow scientific method.

Independent lab design and accurate lab report written in proper format.

Student reports lab measurements using metric system.

Written summaries of test materials.

Microscope usage

Unit test

9-10.B.1.6.2 Utilize the components of scientific problem solving to design, conduct, and communicate results of investigations. (649.01b)

9-10.B.1.6.3 Use appropriate technology and mathematics to make investigations. (649.01c)

9-10.B.1.6.4 Formulate scientific explanations and models using logic and evidence. (649.01d)

9-10.B.1.6.7 Explain the differences among observations, hypotheses, and theories. (649.01g)

9-10.B.1.8.1 Analyze technical writing, graphs, charts, and diagrams. (658.02a)

9-10.B.5.2.1 Explain how science advances technology. (655.01a)

9-10.B.5.2.2 Explain how technology advances science. (655.01a)

9-10.B.5.2.3 Explain how

Science Course: Biology

Students will utilize technology by creating their own graphs.

Summarize the differences between observations, hypotheses, law, and theories.

Summarize information from technical writing, graphs, charts, and diagrams.

Students will investigate how scientific findings advance technology.

Students will investigate how technology advances science. Students will explain the different roles of technology and science.

How is a microscope used? What are the parts of a microscope? What is the difference between fine and coarse adjustment? How do you calculate total

science and technology are pursued for different purposes. (656.01b)

RST.9/10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

RST.9/10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

RST.9/10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9?10 texts and topics.

RST.9/10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

Science Course: Biology

magnification ?

Read departmentassigned text material and write a summary paragraph.

RST.9/10.8 Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.

RST.9/10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9?10 text complexity band independently and proficiently.

WHST.9/10.2 Write informative/explan atory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

WHST.9/10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

WHST.9/10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing

Science Course: Biology

on addressing what is most significant for a specific purpose and audience.

WHST.9/10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

WHST.9/10.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9/10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in

Science Course: Biology

Science Course: Biology

answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

WHST.9/10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Chemistry of Life 9-10.B.3.2.4 Describe cellular respiration and the synthesis of macromolecules. (653.01d)

RST.9/10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

WHST.9/10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or

What are the similarities and differences between the four macromolec ules?

How do enzymes affect chemical reactions?

How do exothermic and endothermic reactions differ?

Monomer Polymer Carbohydrate Lipid Protein Amino acid Nucleic acid Equilibrium Activation energy Exothermic Endothermic Enzyme Catalyst Substrate

Classify the different types of macromolecul es.

McDougall Littell Biology ? Testing pH Lab, Enzymatic Lab (Chapter 2)

Related POGIL activities

Macromolecule construction

POGIL activity mastery

Build a

Biology Corner scientific method Lab performance

macromolecule materials

and reports

Explain how organisms use chemical energy.

Enzyme Lab

Gale Library for current issues to investigate, research, or lab ideas.

Unit test

Science News articles

Mrs. Bone's Biology Class LOTS of video, power points, activities, worksheets on all biology topics

two) for a range of discipline-specific tasks, purposes, and audiences, including relationships among key terms (e.g., force, friction, reaction force, energy).

Science Course: Biology

Science Course: Biology

Cell Structure and Function 9-10.B.3.3.1 Identify the particular structures that underlie the cellular functions. (651.01a)

9-10.B.3.3.2 Explain cell functions involving chemical reactions. (651.01b)

9-10.B.3.2.3 Show how the energy for life is primarily derived from the sun through photosynthesis . (653.01c)

9-10.B.3.2.4 Describe cellular respiration and the synthesis of macromolecul es. (653.01d)

RST.9/10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

What are the differences between prokaryotic and eukaryotic cells?

What are the functions of various parts of the cell?

What are the differences between plant and animal cells?

What is the cell theory?

What is the difference between a multicellular and a unicellular organism?

What is the importance of cellular respiration?

What is the importance of photosynthesi s?

What is the difference between aerobic and anaerobic respiration?

Why are (most) plants green?

How are photosynthesi s and cellular

organelle nucleus DNA mitochondria Golgi apparatus ribosomes chloroplasts cell wall plasma membrane vacuole lysosomes endoplasmic reticulum cytoskeleton cilia flagella cytoplasm nucleolus photosynthesis cellular respiration glucose ATP active transport osmosis diffusion passive transport facilitated diffusion hypotonic hypertonic isotonic Eukaryote Prokaryote Cell theory Cell membrane Cytoplasm Vesicles

Students will identify and describe the function of each cell organelle and cellular structures.

Edible cell lab or build your own cell

Students will define osmosis, diffusion, facilitated diffusion, active transport, and passive transport.

Students will explain how solar energy is converted into chemical energy by plants.

Students will explain how chemical energy from plants is converted to cellular energy in both plants and animals.

McDougall Littell Biology ? Diffusion Across a Membrane Lab (Chapter 3); Rates of Photosynthesis Lab (Chapter 4); Investigate Fermentation in Foods (Chapter 5)

Related POGIL activities

Biology Corner cell activities

Biointeractive for video and interactive information on stem cells

Cells Alive interactive organelle identification.

The Science Spot Edible Cells and "Eggs-cellent Ideas for Osmosis and Diffusion"

Gale Library for current issues to investigate, research, or lab ideas.

Science News articles

Biointeractive website videos and activity resources

Spongelab website for interactive activities

Mrs. Bone's Biology Class LOTS of video, power points, activities, worksheets on all biology topics

Osmosis and Diffusion Lab

Cell Model design and presentation following rubric

Llab performance and report.

POGIL activity mastery

Lab performance and reports

Unit test

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