Curriculum-New-Page
NEWARK PUBLIC SCHOOLS
Honors Biology-BSCS Grade 12
CURRICULUM GUIDE
2008
NEWARK PUBLIC SCHOOLS
A D M I N I S T R A T I O N
2008-2009
State District Superintendent Dr. Clifford B. Janey
Chief Financial Officer Mr. Ronald Lee
School Business Administrator
Chief of Staff …………………………………………………………………………………………………………………Ms. Sadia White
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 19
Course Pacing 20
Standards, Goals, and Objectives 21
Appendix 100
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 child’s 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.
District Superintendent: Dr. Clifford Janey
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 COMMITTEE
Mr. Victor Micah– Biology Teacher
Mrs. Kristin Furlong – Biology Teacher
Newark Public Schools
Type Course Name Here
Course Philosophy
Mission Statement/Philosophy
This curriculum is specifically developed for Science Park High School seniors who have successfully completed one year of physics and one year of chemistry. Chemistry is a prerequisite for this 12th grade biology course. The goals of this curriculum are similar to the ones that are provided in the Biological Sciences Curriculum Study (BSCS) Blue Version: Biological Science and Developing Biological Literacy (1993). The goals for this course are as follows:
1. To generate and maintain student interest in the natural world.
2. To assist students in probing new areas of interest.
3. To enable pupils to develop research skills and expand the concepts introduced within the classroom by fostering independent research through inquiry.
4. To enable students to employ inquiry and technology in their learning process.
5. To enable pupils to apply their knowledge of biology to make informed decisions which have a personal, social and ethical meaning.
6. To enable pupils to utilize the information gathered in class and through outside research to develop thesis statements and write persuasive essays.
This curriculum stresses instructional strategies that are more student-centered and less teacher-centered. Inquiry learning activities, cooperative learning, research and laboratory activities constitute the main body of the course. Lecture is kept at a minimum. Students are required to gather information from magazines, newspapers, and television on current topics pertaining to the following unifying principles that this curriculum embraces:
1. Evolution
2. Genetic Continuity
3. Growth, Development and Differentiation
4. Energy, Matter and Organization
5. Maintenance of a Dynamic Equilibrium
6. Environmental Systems
Newark Public Schools
Honors Biology for 12th Grade-BSCS
Course Description
Prerequisite: Chemistry and Physics
This year long 10 credit laboratory course is specifically developed for Science Park High School seniors who have successfully completed one year of physics and one year of chemistry. It is a student-centered, in depth look at a variety of topics which will consist of the chemical basis of life, molecular biology, genetics, plant diversity, evolution, and ecological interactions. Students will have the opportunity to learn about the above areas of study through investigations, field trips, case studies, Problem Based Learning (PBL), experiments, news articles, research, and presentations. The school greenhouse will be incorporated into the areas of study through research projects, class activities, and science competitions. Application and transfer of knowledge will be stressed through inquiry based assessments. Students will also be prepared for the End of Course Biology Test (EOCB), with prompts and other assessments which will be used to predict student performance on the state test. All NPS objectives are aligned to the Cumulative Progress Indicators (CPI) designed by the New Jersey Department of Education.
Recommended Textbooks/Resources
Resources:
Biological Science: A Molecular Approach, BSCS Blue Version, Ninth Edition – Text Book
Biological Science: A Molecular Approach, BSCS Blue Version, Ninth Edition – Teacher’s Resource Book
Biological Science: A Molecular Approach, BSCS Blue Version, Ninth Edition – Study Guide
Developing Biological Literacy: A Guide to Developing Secondary and Post-secondary Biology Curricula (BSCS)
Biology, Miller and Levine, Prentice Hall Biology. Boston: Pearson Prentice Hall.
Biology, Miller and Levine, Prentice Hall, 2006- Laboratory Manual
Biology: The Unity and Diversity of Life, Starr and Taggart, Ninth Edition
Biological Science: An Ecological Approach, BSCS Green Version, Tenth Edition-Textbook
Biological Science: An Ecological Approach, BSCS Green Version, Tenth Edition-Study Guide
Understanding Biotechnology: An Integrated and Cyber-Based Approach.
Biology: Principles and Explorations, Johnson and Raven
NIH Curriculum supplement Series: In the following areas: Cell Biology and Cancer; The Brain: Understanding Neurology through the study of Addiction; Human Genetic Variation; Sleep Disorders, and Biological Rhythms; Emerging and Re-emerging Infectious Diseases.
BSCS website:
National Center for Case Study Teaching in Science:
New Jersey Performance Assessment Alliance (NJPAA)- End Of Course Biology Test (EOCB) Prompts
Grow Lab-Activities for Growing Minds, 2002, National Gardening Association.
Science Park High School Video and DVD Collection and Cyber Ed Software
Note to the Teacher: The activities provided in this curriculum are to be selected by the teacher to supplement the lesson. The activities are suggested and all of the activities were not intended to be utilized.
Course Proficiencies
Prologue: Biology and the Molecular Perspective
1. Develop a definition for biological science and determine the specific characteristics of biology as a natural science.
2. Explain why our biological knowledge is continually changing. Use examples from current events to support your explanation.
3. Discuss the importance of biology and biotechnology in everyday life.
4. Relate the problem-solving methods of science to the development of a theory of evolution.
5. Illustrate the difference between acquired characteristics and genetic characteristics when applied to natural selection.
6. Support the statement: “Evolution is an ongoing process.”
7. Explain why creationism is considered a pseudo science and the theory of evolution is not.
Chapter 17: The Origin of Life
1. List four currently held beliefs regarding the origin of life. Explain which of these ideas can be investigated using the scientific method.
2. Differentiate between chemical and biological evolution, include the heterotroph hypothesis.
3. Provide a definition for the term “living” based upon the process of biological evolution.
4. Distinguish between protein, RNA and DNA life forms.
5. Explain the evolutionary changes from prokaryotes to eukaryotes, giving example of each.
6. Describe the chemistry of the early oceans and atmosphere, explaining why the oceans and atmosphere could or could not support life.
Chapter 6: Cell Structures and their Functions
1. Explain the evolutionary significance of the development of eukaryotic cells.
2. Distinguish between the structures present in prokaryotic and eukaryotic cells
3. Describe the function of cell organelles, how they contribute to the organization of cells and the equilibrium mechanism of cells.
4. Explain, using examples, how cellular design is important in the functioning of multicellular organisms.
5. Describe the specific characteristics that limit the sizes of cells, including the ability of a cell to maintain homeostasis, and provide examples of the variance in cell size.
6. Provide an historical perspective of the development of the cell theory, include the impact of technology on our current knowledge of cell/organelle structure and function.
7. List the basic chemical components of cells and the structures they comprise.
8. Utilize the amoeba and paramecium to illustrate how unicellular organisms have evolved specific organelles/structures to maintain homeostasis and supply energy needs.
9. Describe the evolutionary significance of symbiotic relationships between prokaryotes and homo sapiens, utilizing E coli as an example.
Chapter 3: Exchanging Materials with the Environment
1. Discuss the structure and function of membranes in living organisms.
2. Discuss how materials are exchanged across membranes.
Chapter 18: Diversity and Variation
1. Explain our current classification system based upon evolutionary history and the relationship among various organisms.
2. Name the kingdoms in the five kingdom system of classification and indicate the evolutionary relationship between the kingdoms.
3. Explain how adaptation results in speciation.
4. Provide examples of some chemical and structural relationships that are indicators of some common ancestry.
5. Using a dichotomous key and our current system of taxonomy, classify representative members of the plant and animal kingdom.
6. Use the principles of classification to classify an unknown organism given a specific set of characteristics.
7. List the factors that result in changes of classification.
Chapter 1: The Chemistry of Life
1. Using examples from biochemistry, explain the statement that biological function is dependent upon chemical structure.
2. Explain the importance of polar molecules, such as water, to the living organism.
3. Explain the specific roles that proteins play in cell metabolism and evolutionary classification.
4. Illustrate the interchangeability of lipids, carbohydrates and proteins as sources of energy within the human body, indicating the evolutionary significance of this.
5. Explain and provide examples of primary, secondary and tertiary protein structure and illustrate how humans can and do alter the structure of proteins.
6. Distinguish between a dipeptide and polypeptide, describing how each type of molecule is synthesized.
7. Describe the currently held recommendation for a healthy diet and describe the relationship between diet and disease.
8. Distinguish between HDLs and LDLs, including the significance of monitoring these lipoproteins.
9. Explain what is meant by hydrogenated oils and trans fatty acids, indicating the dietary significance of these lipids.
Chapter 2: Energy, Life and the Biosphere
1. Explain the currently held theory of the mechanism by which enzymes catalyze chemical reactions.
2. Summarize the relationship between synthesis and decomposition; illustrate using examples from human systems how these two types of reactions constitute metabolism..
3. Explain the role that energy plays in each type of reaction.
4. Develop a concept map, which illustrates cell metabolism.
5. Explain how cell metabolism illustrates the laws of bioenergetics.
6. Explain based upon current research, the impact of disease upon cell metabolism; for example, hyper or hypothyroidism, Epstein bar virus, Chronic fatigue syndrome, etc.
7. Describe energy flow through an ecosystem.
8. Summarize the importance of ATP in cellular energy transfer.
9. Define ATP and ADP. Describe the structure of each and indicate the relationship between them, indicating how the ATP/ADP cycle illustrates the theme of energy balance and homeostasis.
Chapter 4: Autotrophy: Collecting Energy from the Nonliving Environment (Photosynthesis)
1. State the importance of photosynthesis, including its evolutionary significance.
2. Describe the structure of the leaf, and indicate the functions of each tissue layer.
3. Describe the structure of a chloroplast, including the role of pigment molecules present within the chloroplasts (chlorophyll a and b, carotenes, anthrocyanins).
4. Explain why leaves change color in the fall.
5. Utilize a concept map to describe the process of photosynthesis, including the light and dark reactions.
6. Describe how environmental factors affect the rate of photosynthesis..
7. Describe the evolutionary origin of photosynthetic organisms; including photosynthetic bacteria and protists.
8. Describe the relationship between the greenhouse effect and photosynthesis.
9. Write the general chemical equation for the process of photosynthesis.
10. Explain how C3, C4 and CAM plants are adapted for photosynthesis in their environments.
11. Define photorespiration, and describe the conditions that give rise to photorespiration.
Chapter 11: Plant Growth and Development
1. Describe the structures involved in seed germination.
2. Explain primary and secondary growth in plants.
3. Discuss the factors that affect plant germination and growth.
4. 4.Discuss the actions of various plant hormones.
5. Describe how plants respond to light, gravity, and day length.
Chapter 5: Cell Respiration – Releasing Chemical Energy
1. Define cellular respiration and write the general chemical equation for the process.
2. Relate the processes of metabolism and cellular respiration.
3. Distinguish among the three hydrogen-carrier molecules and their function.
4. Trace the path taken by a glucose molecule as it moves through the three stages of cellular respiration using a concept map.
5. Compare the ATP production of aerobic respiration and fermentation.
6. Discuss the importance of oxygen to the electron transport chain.
7. Explain the central role of the Krebs or citric acid cycle in metabolism.
8. Compare muscle fermentation to yeast fermentation.
9. Describe the role of muscle fermentation in the functioning of muscles.
10. Describe the economic importance of fermentation.
11. Explain the significance of fermentation and respiration to evolution..
12. Discuss the relationship between photosynthesis and respiration, using the concept map of the carbon-oxygen cycle.
13. Explain the role of creatine phosphate in the production of ATP in muscle cells.
Chapter 8: Cell Cycle
1. Define mitosis and explain the importance of this process to the functioning of an organism.
2. Compare the process of cell division in prokaryotes and eukaryotes.
3. Describe the four phases of the cell cycle and how they are controlled.
4. List the stages that occur in mitosis; describe the major changes that occur in each phase and identify each stage.
5. Summarize the events of DNA replication and evaluate the importance of correcting DNA replication errors.
6. Compare and contrast mitosis in plant and animal cells.
7. Describe the evolutionary significance of mitosis to plant and animal cells.
8. Describe the impact of technology on our current knowledge of cell division.
Chapter 12: Reproduction
1. Describe vegetative reproduction in plants and animals.
2. Distinguish between sexual and asexual reproduction.
3. Distinguish between the haploid and diploid number of chromosomes.
4. Explain the importance of meiosis in maintaining the chromosome numbers and identify the stages of meiosis.
5. Explain how crossing over contributes to genetic variation and evolution.
6. Explain the advantages of a dominant diploid stage in the life cycle of plants and animals.
7. Utilize a concept map to compare mitosis to meiosis.
8. Define nondisjunction and describe three genetic disorders caused by nondisjunction in human chromosomes.
9. Compare internal and external fertilization; include the survival rate of the offspring and the relationship to evolution.
10. List the parts of a flower and their function.
11. Define pollination; distinguish between cross- and self-pollination..
12. Describe fertilization in a flowering plant; explain its evolutionary significance.
13. Define and give examples of coevolution.
14. List the parts of a seed and their function; explain the evolutionary significance of a seed.
15. Define and describe methods of seed dispersal.
16. Distinguish between a vegetable and a fruit.
Chapter 1: DNA Structure – Genetic Coding in cells (Section 1.11)
1. Define and describe the structure of the DNA molecule based upon the initial discoveries of Watson and Crick.
2. List the components of a nucleotide.
Chapter 9: Expressing Genetic Information (Protein Systhesis)
1. Explain the connection between DNA and RNA in protein synthesis.
2. Describe the stages of transcription.
3. Compare the three types of RNA, indicating the function of each in translation.
4. Describe the stages of translation and the synthesis of proteins.
5. Given a DNA sequence, identify the base sequence of mRNA codon and the tRNA anticodon.
6. Infer the consequences of RNA translation errors.
7. Compare reverse transcription to transcription.
8. Distinguish between a virus and retrovirus, giving an example of each type of virus..
9. Explain how the AIDS virus enters the cell and affects the immune system of the body.
10. Describe the role of RNA polymerase in transcription.
11. Summarize the events that occur in RNA processing, distinguishing between introns and exons.
12. Describe how genes control an organism’s development and behavior, susceptibility to disease, intelligence, creativity and aggression. (DBL)
13. Explain the use of DNA to determine evolutionary and genetic relationships.
14. Describe the process of electrophoresis and indicate its practical application.
Chapter 13: Patterns of Inheritance
1. Explain the relationship between alleles, genes and chromosomes.
2. Give examples of how sex is determined in several organism.
3. Apply the principles of probability to predicting the outcomes of monohybrid and dihybrid crosses.
4. Use Punnett squares to predict the probability of genetic disease transmission.
5. Distinguish between an organism’s phenotype and genotype.
6. Explain the difference between the terms homozygous, heterozygous, hybrid and purebred.
7. State and apply Mendel’s principles of segregation and independent assortment.
8. Contrast multifactorial inheritance with inheritance involving multiple alleles.
9. Utilize the ABO blood type as an example of inheritance of multiple alleles, and explain the principles behind blood typing and transfusion.
10. Explain how X-linked traits differ from other linked traits, including disorders such as color blindness and hemophilia.
11. Discuss the interaction of heredity and environment.
12. Interpret a pedigree.
Chapter 15: Advances in Molecular Genetics
1. Explain the techniques of gene splicing and cloning.
2. Analyze ethical issues involved in gene technology.
3. Define mutation and distinguish between a frameshift, point, large-scale chromosomal mutation.
4. Distinguish between the four types of chromosomal mutations: deletion, duplication, inversion and translocation.
5. Define genetic engineering and list two applications of this process.
6. Explain the role of gene therapy in the future treatment of human genetic diseases.
Chapter 16: Population Genetics
1. Relate the study of genetics to that of population genetics and discuss the factors that can affect gene-pool equilibrium.
2. Explain the Hardy-Weinberg Model.
3. Discuss evolution through natural selection.
4. Explain genetic drift and contrast its effects on large and small populations.
5. Discuss the role of quantitative traits in microevolution.
Chapter 19: Changes in Species
1. Cite evidence that supports the theory of evolution through natural selection.
2. Relate the study of genetics with that of population genetics and discuss the factors that can affect gene pool equilibrium.
3. Discuss the isolation mechanisms that cause speciation..
4. Compare gradualism to punctuated equilibrium.
5. Explain the importance of mass extinctions to evolution of life on earth.
6. Discuss whether or not we are currently experiencing a mass extinction.
Chapter 20: Human Evolution
1. Describe the characteristics of primates, including the importance of an opposable thumb.
2. Explain how hominids differ from other primates.
3. Describe four evolutionary trends in hominids.
4. Discuss whether or not scientists believe that Neanderthals were ancestors to modern humans; provide evidence to support their hypotheses.
5. Explain how Homo sapiens differ from other hominids.
6. Provide reasons for the differences in the gene pools of modern human populations.
Chapter 24: Ecosystem Structure and Function (Biodiversity)
1. Using the Pine Barrens as a non-urban ecosystem and Newark as an urban ecosystem, distinguish between abiotic and biotic factors within ecosystems, giving examples of each.
2. Compare primary succession and climax communities in terrestrial and aquatic biomes.
3. Describe the major terrestrial and aquatic biomes and their limiting factors.
4. Explain how carbon, nitrogen and water are recycled within an ecosystem.
5. Describe biotic and abiotic factors that affect health in an urban ecosystem, such as Newark
Chapter 25: Changes in Ecosystems
1. Describe different types of terrestrial biomes.
2. Describe the different types of aquatic biomes..
3. Discuss the consequences of a new species moving into an area.
4. Relate the concept of succession to ecosystems and their stability.
5. Explain how humans depend on ecosystems and list services performed by ecosystems.
6. Discuss the relationship between humans and the environment.
7. Relate the concept of sustainability to the future of the planet
Chapter 21: Nervous Systems
1. Describe the parts of a neuron.
2. Explain the biochemical process involved in the transmission of nerve impulses. Include depolarization and repolarization of the nerve cell membrane as it relates to chemical processes. Include chemical reactions at the site of synapse, noting the concentration of sodium and potassium ions and acetylcholine.
3. Distinguish between the three major types of neurons. Trace the path of nerve impulses through a reflex arc.
4. Explain how the nervous system (sensory receptors) maintains homeostasis.
5. Describe how the nervous system has evolved within the animal kingdom.
6. Explain why a nervous system is not present in plants and explain the evolutionary significance of plants producing chemicals that affect the nervous systems of animals.
Chapter 7: Transport Systems
1. Summarize the adaptations made by plants to life on land.
2. Compare the structure and function of xylem and phloem tissues.
3. Explain the difference between an open and closed circulatory system; giving examples of organisms with each type of system.
4. Describe the evolutionary advantages offered by a closed circulatory system.
5. Name the constituents of blood and describe the function of each. Define representative disorders such as anemia, sickle cell, hemophilia, and leukemia.
6. List the causes and methods of prevention of heart disease, including low density and high density lipoproteins.
7. Trace the path of blood through the heart and blood vessels, comparing amphibian to mammalian circulation.
8. Explain how the circulatory system functions in homeostasis.
9. Distinguish between the systolic and diastolic blood pressure, and indicate what constitutes high blood pressure; describe the risks of hypertension.
Curriculum Units
Mission Statement/Course Philosophy
Resources
Prologue Biology and the Molecular Perspective
Chapter 17: The Origin of Life
Chapter 6: Cell structures and their Functions
Chapter 3: Exchanging Materials with the Environment
Chapter 18: Diversity and Variation
Chapter 1: Chemistry of Life(Section 1.1-1.10)
Chapter 2: Energy, Life and Biosphere. (Section 2.1-2.8)
Chapter 4: Autotrophy: Collecting Energy from the Nonliving Environment(Photosynthesis)
Chapter 5:Cell Respiration: Releasing Chemical Energy
Chapter 8: The Cell Cycle
Chapter 12: Reproduction
Chapter 1: DNA Structure-Genetic Coding in Cells(section 1.11)
Chapter 9: Expressing Genetic Information (Protein Synthesis)
Chapter 13: Patterns of Inheritance
Chapter 15: Advances in Molecular Genetics
Chapter 16: Population Genetics
Chapter 19: Changes in Species
Chapter 20: Human Evolution
Chapter 24: Ecosystem Structure and Function (Biodiversity)
Chapter 25: Changes in Ecosystems
Chapter 21: Nervous Systems
Chapter 7: Transport Systems
Alternative Assessment: Midterm Examination
Alternative assessment: Final Examination
Problem Based Learning
Appendices-*
Suggested Course Pacing
80 Minute Period (Year Long) 80 Minute Period (Half Year)
|Month |Topic |Topic |
|September |Prologue : Biology and the Molecular Perspective |Prologue : Biology and the Molecular Perspective |
| |Chapter 17: The Origin of Life |Chapter 17: The Origin of Life |
| | |Chapter 6: Cell Structures and their Functions |
| | |Chapter 3: Exchanging Materials with the Environment |
|October |Chapter 6: Cell Structures and their Functions |Chapter 18: Diversity and Variation |
| |Chapter 3: Exchanging Materials with the Environment |Chapter 1: Chemistry of Life (sections 1.1-1.10) |
| | |Chapter 2: Energy, Life and Biosphere.(sections 2.1-2.8) |
| | |Chapter 4: Autotrophy: Collecting Energy from the Nonliving Environment(Photosynthesis) |
|November |Chapter 18: Diversity and Variation |Chapter 5: Cell Respiration: Releasing Chemical Energy |
| |Chapter 1: Chemistry of Life (sections 1.1-1.10) |Chapter 8: The Cell Cycle |
| | |Chapter 12: Reproduction |
| | |Chapter 1: DNA Structure-Genetic Coding in Cells(Section 1.1) |
|December |Chapter 2: Energy, Life and Biosphere.(sections 2.1-2.8) |Chapter 9: Expressing Genetic Information(Protein Synthesis) |
| |Chapter 4: Autotrophy: Collecting Energy from the Nonliving |Chapter 13: Patterns of Inheritance |
| |Environment(Photosynthesis) |Chapter 15: Advances in Molecular Genetics |
| |Chapter 11: Plant Growth and Development |Chapter 16: Population Genetics |
|January |Chapter 5: Cell Respiration: Releasing Chemical Energy |Chapter 19: Changes in Species |
| |Chapter 8: The Cell Cycle |Chapter 20: Human Evolution |
| | |Chapter 24: Ecosystem Structure and Function (Biodiversity) |
| | |Chapter 25: Changes in Ecosystems |
|February |Chapter 12: Reproduction | |
| |Chapter 1: DNA Structure-Genetic Coding in Cells(Section 1.1) | |
| |Chapter 9: Expressing Genetic Information(Protein Synthesis) | |
|March |Chapter 13: Patterns of Inheritance | |
| |Chapter 15: Advances in Molecular Genetics | |
|April |Chapter 16: Population Genetics | |
| |Chapter 19: Changes in Species | |
| |Chapter 20: Human Evolution | |
|May |Chapter 24: Ecosystem Structure and Function (Biodiversity) | |
| |Chapter 25: Changes in Ecosystems | |
|June |Chapter 21: Nervous Systems | |
| |Chapter 7: Transport Systems | |
Appendices
Appendix A
Students are to bring in articles on a weekly basis in order to develop an awareness of the importance of biology in our society. The following format is to be utilized by the students:
Article:
Title:
Source and date:
Application to biology:
What information did you gain from this article which you did not know before or which you thought was correct and how has changed. Be specific.
Were any scientists mentioned in the article? If so, list their names and indicate their credentials.
What information in this article would you question, and why? Again, be specific.
Provide a brief summary of the article:
The Cell: Appendix B
Complete the following chart indicating the functions of the major organelles found in plant and animal cells. Indicate whether the organelle is found in plant cells, animal cells or both.
|Cell Structure: |Is the cell structure present in plant |Function: |
| |cells, animal cells, or both? | |
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Appendix C
Appendix D
Molecular Models: Carbohydrates Name___________
Objective: to explain the difference between monosaccharides, disaccharides and polysaccharides; and describe the process of dehydration synthesis.
Procedure:
1. Each student is to build a molecular model of glucose.
2. Within your cooperative group, combine two molecules of glucose to form a disaccharide.
3. Within your cooperative group, combine two disaccharides to form a polysaccharide.
4. Combine the polysaccharides from each group to produce a class polysaccharide.
Questions:
1. Based on the molecular models you constructed, explain the difference between a monosaccharide, disaccharide and polysaccharide.
2. How many water molecules were formed from the synthesis of a
a. disaccharide?
b. Polysaccharide consisting of four glucose units?
3. Write the chemical equation for the synthesis of a molecule of maltose.
4. What was the molecular formula of the polysaccharide molecule that was created from four glucose subunits?
5. If you utilized fructose and glucose to construct a disaccharide, what is the name of the disaccharide that would be produced? Would the disaccharide be an isomer of maltose? Explain.
6. Explain why the reactions that produced a disaccharide and a polysaccharide are called dehydration synthesis reactions.
7. Determine the molecular formula of the class polysaccharide. How many water molecules were formed as a result of the synthesis of this polysaccharide (starch) molecule?
Molecular Models: Proteins
Text Reference: Understanding Biology
Raven and Johnson
pp. 52, 54, 60
As a Group:
1. Construct four different amino acids: glycine, alanine, threonine, valine (p.54).
2. Combine two amino acids to form a dipeptide.
3. Combine three or four amino acids to form a polypeptide..
Questions:
1. What functional groups do all amino acids share?
2. How do the twenty different amino acids differ from one another?
3. What functional group is present in both amino acids and fatty acids?
4. How could you distinguish between an amino acid and a fatty acid (p. 52)?
5. Explain the difference between a dipeptide and a polypeptide.
6. How might different proteins differ from one another?
7. What process is utilized to digest protein, such as cow protein obtained from steak?
8. How are the amino acids obtained from cow protein utilized by humans?
9. How might cow muscle protein differ from human muscle protein?
10. Where do cells store the information needed to build proteins? (p. 60)
11. The amino acids that compose polypeptides interact with one another resulting in folding. Explain the difference between a protein’s primary, secondary and tertiary structures. (pp. 55-58)
Molecular Models: Fats
Objectives: 1) to describe the structures of alcohols and fatty acids 2) to distinguish between unsaturated and saturated fatty acids 3)to construct a molecular model of a triglyceride.
Procedure:
Triglycerides or fat molecules consist of 3 fatty acids and 1 glycerol molecule. Triglycerides comprise 95% of the lipids found in food. To construct a triglyceride, you must first create three fatty acids and 1 glycerol molecule. Below are the structural formulas of three fatty acids:
1. Within your cooperative group, build each type of fatty acids and a glycerol molecule.
2. Combine the fatty acids to the glycerol molecule to form a triglyceride.
[pic]
[pic][pic]
Questions:
1. Determine the molecular formula of glycerol: C_H_(OH)_
Note: Glycerol is an organic compound called an alcohol, because of the presence of hydroxide groups.
2. Determine the molecular formulas of the fatty acids:
a. Stearic acid: C_H_COOH
b. Oleic acid: C_H_COOH
c. Linoleic acid: C_H_COOH
3. The process by which a triglyceride is formed is dehydration synthesis. How many water molecules were produced when the three fatty acids were bonded to the glycerol molecule?
4. What is the chemical equation for the synthesis of a triglyceride?
______________+________________+_______________+_________________
( __________________+________________
5. What did all the fatty acids have in common?
6. Explain how a saturated fatty acid differs from an unsaturated fatty acid.
7. How does a monounsaturated fatty acid differ from a polyunsaturated fatty acid?
8. Lipids and carbohydrates provide chemical energy to living organisms. The chemical energy is stored within the bonds of the molecules, and is released when the bonds are broken. Which type of molecule is able to provide more energy, a lipid or carbohydrate?
Why?
9. Compare the ratio of H:O in lipids and in carbohydrates.
10.Lipids that are saturated contain fatty acids that are saturated, and are usually of animal origin. Triglycerides that are unsaturated contain fatty acids that are unsaturated, and usually are of plant origin. Which type of triglyceride or lipid is associated with coronary artery disease?
Appendix E
Nutrient Tests: Carbohydrates Name________________
Purpose: to test for the presence of carbohydrates in foods
Background:
A solution of iodine, Lugol’s iodine solution, is the reagent used to test for the presence of starch. Lugol’s solution is yellow-brown. However, it reacts chemically with starch to form a blue-black substance called iodide of starch.
Benedict’s solution, a clear blue solution of sodium and copper salts, is used to test for the presence of simple sugars. In the presence of simple sugars, Benedict’s solution changes color to green, yellow , or brick red, depending on the amount of sugar.
Procedure:
Part I:
1. Obtain two test tubes, label one “S” and one “C.” In the test tube labeled “S,” place 10 mL of starch solution. In the test tube labeled “C,” place 10 mL of water. Add one drop of Lugol’s iodine solution to each test tube. Stir the mixture in each test tube. Observe the color of the mixtures in each test tube. Add 5 more drops of Lugol’s solution to the mixture. Then stir it thoroughly. Observe the color. Record your results below: The Test For Starch
|Test tube : |Observations after 1 drop of |Observations after 5 drops of |
| |iodine: |iodine |
|S | | |
|C | | |
2. Label a clean test tube “G,” for glucose. Pour 5 mL of glucose solution into the test tube. Label another clean test tube “C.” Pour 5 mL of water into the test tube labeled, “C.” Add 3 mL of Benedict’s solution to each test tube. Mix the contents of each test tube by carefully swirling them. Place both test tubes in a boiling water bath for 3 minutes. During the heating, observe the contents for any color changes. Record your results below: The Test For Simple Sugars
|Test tube: |Observations : |
|G | |
|C | |
Part II:
1. Obtain five food samples. Place the food samples on separate pieces of paper towel, and number each food sample (1-5). Keep the food samples separate to prevent contamination. Chop each food sample to be tested into tiny pieces.
Before you test the foods for starches and simple sugars, predict which foods will contain starches and which foods will contain simple sugars in the table below: Predictions:
|Foods containing starch: | |
|Foods containing simple sugars: | |
2. Number five depressions in a spot plate from 1 to 5. Place a small quantity of the food samples in the depressions and add a few drops of Lugol’s solution to each food sample. Observe the samples for any color changes indicating a positive result for starch. Record your results in the table below:
3. Number five test tubes 1-5. Place each crushed food sample in the proper test tube. Add 3 mL of water to each test tube. Then add 3 mL of Benedict’s solution to each tube. Swirl the contents to mix them. Place the test tubes in the boiling water bath for 3 minutes. Remove the test tubes, and place them in a test tube rack. Observe them for the presence of simple sugars. Record your results in the table below:
|Foods tested: |Observations after |Presence of |Observations after |Presence of |
| |iodine test: |Starch |Benedict’s test: |Simple |
| | |(+ or -) | |Sugars or Monosaccharides |
| | | | |(+ or -) |
|1 | | | | |
|2 | | | | |
|3 | | | | |
|4 | | | | |
|5 | | | | |
Questions:
1. What was the purpose of part I?
2. Did your results differ from your predictions? If so, provide an explanation for the difference between your predictions and your results.
3.Did any of the food colors interfere with your results? Explain.
Appendix 2E
Laboratory: Testing for Fats Name__________________
The presence of fats in a substance can be detected by using unglazed brown paper, such as a paper towel. Fats leave an oily, translucent smear when touched to brown paper.
Part I:
Using a pipette, place 1 drop of salad oil on a square of unglazed paper. Label the spot oil. Place 1 drop of water on the same piece of brown paper. Label the spot water.
Set the piece of paper aside until the water evaporates or dries. Record your observations in data table 1.
Data table 1:
|Substance: |Observations: |
|Oil | |
|Water | |
Part II: Obtain five food samples. Label five areas of a brown paper towel. If the food sample is a liquid, place 1 drop of the food sample on the brown paper towel. If the food sample is a solid food, rub the food sample on the labeled areas of the brown paper towel.
Record your observations in data table 2.
Data table 2:
|Food Sample: |Observations: |Lipids present: (+ or -) |
| | | |
| | | |
| | | |
| | | |
| | | |
Appendix 3E:
Testing for Proteins Name_________________________________________________________
Biuret solution, a blue solution, is used to test for the presence of proteins in a substance. In the presence of proteins, biuret reagent changes color to pink-purple.
3. Obtain two test tubes. Label a clean test tube P, for protein. Pour 5 mL of egg albumin into the test tube. Label another clean test tube C, for control. Add 5 mL of water to the test tube labeled C. Add 15 drops of biuret solution to each test tube. Record your observations in data table1:
Data Table 1:
|Test tube : |Observations after 15 drops of|
| |biuret solutions: |
|P | |
|C | |
Part II:
3. Obtain five food samples. Place the food samples on separate pieces of paper towel, and number each food sample (1-5). Keep the food samples separate to prevent contamination. Chop each food sample to be tested into tiny pieces.
Before you test the foods for protein, predict which foods will contain protein.
Predictions:
|Foods containing protein: | |
4. Number five test tubes 1-5. Place each crushed food sample in the proper test tube. Add 3 mL of water to each test tube. Then add 15 drops of biuret solution to each tube. Swirl the contents to mix them. Observe them for the presence of protein. Record your results in data table 2:
Data Table 2:
|Foods tested: |Observations biuret |Presence of |
| |test: |Protein |
| | |(+ or -) |
|1 | | |
|2 | | |
|3 | | |
|4 | | |
|5 | | |
Questions:
1. Did your results differ from your predictions? If so, provide an explanation for the difference between your predictions and your results.
2.What are good sources of dietary proteins?
3.Are foods mixtures of nutrients or do foods consist of only one type of nutrient? Provide an example to support your answer.
Appendix F
A Nutritious Lunch:
Your task is to test the school lunch for complex and simple carbohydrates, proteins and fats. This task is one test grade.
Title, Purpose, Procedure :(30 points)
Data table and results: (30 points)
Conclusion: Would you consider the lunch you tested nutritious? Why or why not? How would you improve the nutritional value of the school lunch? Utilize the reference provided for additional information on nutrition (20 points).
Cooperative Skills: Staying on task, Active listening, Quiet Voices (20 points)
Appendix G
CATALASE: Observing an Enzyme Name_____________________________________
Objective: To describe the action of catalase in cells; to describe the effect of temperature and pH on enzyme activity.
Data Tables:
Table 1: Occurrence of Catalase (0-5)
Sample_____Rate of Enzyme Activity
Liver_____________
Potato____________
Apple____________
Table 2: Temperature/Catalase Activity (0-5)
Temperature______Rate of Enzyme Activity
0 deg. C ______________________
Room Temperature______________
37 deg. C______________________
100 deg. C_____________________
Table 3: pH effect on Catalase Activity
pH/Sample_________Rate of Enzyme Activity (0-5)
pH 3
pH 7
pH 10
Questions:
Part I
2. What gas is being released?
3. Has it gotten warmer or colder? Is the reaction endothermic or exothermic?
4. What is happening in your test tube?
5. What is this liquid composed of? What do you think would happen if you added more liver(enzyme) to this liquid? Why?
6. Can you observe a reaction? What do you think would happen if you poured off this liquid and added more hydrogen peroxide (substrate) to the remaining liver?
Are enzymes reusable?
7. Which tissues contained catalase?
Part II:
8. What will boiling do to an enzyme?
9. What is happening in the test tube?
11. What is the optimum temperature for catalase? This is the temperature at which the reaction proceeds fastest.
Why did the reaction proceed slowly at ) deg. C?
Why did the reaction not proceed at all at 100 deg. C?
Summarize the effect of temperature on catalase activity:
12. Does there appear to be a pH optimum? At what pH?
13. What is the effect oflow or high pH on catalase activity?
Appendix H
Appendix I
Appendix J
The Biology Project: Cell Biology Name___________________________________________
Date____________________
Objectives: The student will be able to
1. identify and describe the phases of mitosis
2. define cancer and explain the role of p53 and p27 in the formation of cancerous cells.
I. Select: Online Onion Root tips (Activities)
Click on next to begin the activity. A picture of a cell will be shown. Click on the correct phase. There will be 36 cells. Afterwards, fill in the table.
| |Interphase |Prophase |Metaphase |Anaphase |Telophase |
|Fingertip | | | | | |
|Palm of hand | | | | | |
|Back of hand | | | | | |
|Inside of forearm | | | | | |
|Back of neck | | | | | |
|Trial |Distance between |Distance between |Distance between |Distance between |Distance between |
| |pencil mark and |pencil mark and |pencil mark and |pencil mark and |pencil mark and |
| |probe: fingertip |probe: Palm of hand |probe: Back of hand |probe: Inside of |probe: Back of neck |
| | | | |forearm | |
|1 | | | | | |
|2 | | | | | |
|3 | | | | | |
|Average | | | | | |
Analysis and Conclusion Question:
1. Of the parts of the body you tested, which part was best able to distinguish between the closest stimuli? Which part was least able to distinguish between the closest stimuli?
2. What does your answer to question #1 indicate about the distribution of touch receptors in the skin?
3. On which part of the body you tested were you best able to locate a stimulus? On which part were you least able to locate a stimulus?
4. Were the results of both data tables related? Explain.
5. Were there any differences between your results and those of your partner? If so, what might account for the differences?
6. How does the body’s arrangement of nerve receptors for touch make the Braille system possible?
7. In addition to touch receptors, the skin contains receptors for pain. How are pain receptors an evolutionary adaptation?
8. In what way is the concentration of touch receptors in the human hand related to its functions?
9. When you put on a wristwatch, you become aware of the pressure it applies to the touch receptors in your wrist. Why do you think that you will not be aware of the presence of the watch after a period of time?
Appendix N
|Kingdoms |Structural Characteristics |Reproductive System |Special Adaptations to |Mechanism of Movement |Food Intake and Metabolism |Transport System |Response to |
| | | |Environment | | | |Environment |
|Virus | | | | | | | |
| | | | | | | | |
|Monera (Bacteria)| | | | | | | |
| | | | | | | | |
|Protista (Amoeba)| | | | | | | |
| | | | | | | | |
|Green Algae | | | | | | | |
| | | | | | | | |
|Fungi (Mushroom) | | | | | | | |
| | | | | | | | |
|Yeast | | | | | | | |
| | | | | | | | |
|Plantae | | | | | | | |
|(Flowering | | | | | | | |
|Plants) Monocot | | | | | | | |
|(corn) | | | | | | | |
|Dicot (Maple) | | | | | | | |
| | | | | | | | |
Appendix O
|Phylum |Common Name or Examples|Structural |Habitat |Symmetry |Special Additions to|Mechanisms of |Food Intake and Metabolism|
| | |Characteristics | | |Environment |Movement |(Conversion of Energy) |
|Porifera | | | | | | | |
| | | | | | | | |
| | | | | | | | |
|(Sponges) | | | | | | | |
| | | | | | | | |
| | | | | | | | |
|Cnidaria (Jellyfish| | | | | | | |
|Sea Anemone) | | | | | | | |
| | | | | | | | |
| | | | | | | | |
|Nematoda | | | | | | | |
|(Roundworms) | | | | | | | |
| | | | | | | | |
| | | | | | | | |
|Mollusca | | | | | | | |
| | | | | | | | |
| | | | | | | | |
| | | | | | | | |
|Annelida (Segmented| | | | | | | |
|Worms) | | | | | | | |
| | | | | | | | |
| | | | | | | | |
|Arthropoda | | | | | | | |
| | | | | | | | |
| | | | | | | | |
|Echinodermata | | | | | | | |
| | | | | | | | |
| | | | | | | | |
Appendix P
|Phylum |Common Name or Examples |Structural Characteristics|Habitat |Symmetry |Special Additions to |Mechanisms of |Food Intake and Metabolism |
| | | | | |Environment |Movement |(Conversion of Energy) |
|Agnatha (Jawless | | | | | | | |
|Fish) | | | | | | | |
| | | | | | | | |
| | | | | | | | |
| | | | | | | | |
|Chondrichthyes | | | | | | | |
|(Cartilaginous Fish) | | | | | | | |
| | | | | | | | |
| | | | | | | | |
| | | | | | | | |
|Osteichthyes (Bony | | | | | | | |
|Fish) | | | | | | | |
| | | | | | | | |
| | | | | | | | |
| | | | | | | | |
|Amphibia | | | | | | | |
| | | | | | | | |
| | | | | | | | |
| | | | | | | | |
|Reptilia | | | | | | | |
| | | | | | | | |
| | | | | | | | |
| | | | | | | | |
|Aves | | | | | | | |
| | | | | | | | |
| | | | | | | | |
| | | | | | | | |
|Mammalia | | | | | | | |
| | | | | | | | |
| | | | | | | | |
Appendix Q
Biomes |Latitude |Longitude |Average Temperature |Annual Rainfall |Types of Vegetation |Types of Animals |Location |Special Features | |Tropical Rain Forest
| | | | | | | | | |Savanna
| | | | | | | | | |Desert
| | | | | | | | | |Temperate Grassland
| | | | | | | | | |Temperate Deciduous Forest
| | | | | | | | | |Taiga
| | | | | | | | | |Tundra
| | | | | | | | | |
Appendix R
Scientist Profile
name of scientist:
years of scientist’s life:
nationality of scientist:
major fields of study (chemistry, astronomy, biology, etc.):
major contributions to humanity:
publications:
special recognition and awards:
other information:
-----------------------
How Evolution Works:
Scientific Method:
Why Evolution Matters:
Article for opening activity:
Opening Activity: Biological Science is one of the Natural Sciences
Part I:Teacher will distribute a different newspaper article to each group of 4 students, and determine the recorder and communicator for each group.
Students will: In cooperative groups of 4 read the article, and come to consensus providing a three-paragraph summary of the article, including why the article relates to the biological sciences. The groups will also provide a group definition for “biological sciences.” One paper will be submitted for each group.
The communicator will: move to one other group and listen to the other group’s summary and reasons why the group considers their article relates the biological sciences. The communicator returns to their original group.
Students will revise their group’s definition of the biological sciences and present their definition to the class.
Grow Lab: Scientific Method:-Enough is Enough-p. 48
.
Chapter Prologue:
1. (NPS) Develop a definition of biology and determine the specific characteristics of biology as natural science.
2. (NPS) Explain why our biological knowledge is continually changing
3. (CPI) Discuss the importance of biology and biotechnology in everyday life.
4. (NPS) Relate the problem-solving methods of science to the development of a theory of evolution.
What is biology?
What are characteristics of natural science?
Why is our biological knowledge continually changing?
Why are biology and biotechnology essential in everyday life?
What is relationship between problem-solving methods of science to the development of the theory of evolution.?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate the diversity of life.
A1: Relate the structure of molecules to their function in cellular structure and metabolism.
Natural Selection:
Part 2 : Group or Individual Quiz
In relationship to the article that was read, students will respond to the following questions:
1. Could the information provided in your article be subject to change? Why and how might it change over time?
2. Is the information considered public? Do you think it was always accessible to the public? How do you know this?
3. Is this empirical knowledge (look this up)?
4. Is the information that is provided with respect to science reproducible by other scientists?
5. Based upon this activity, explain why biology is a natural science.
5. (NPS) Illustrate the difference between acquired characteristics and genetic characteristics when applied to natural selection.
6. (NPS) Explain why creationism is considered a pseudoscience and the theory of evolution is not.
What is the difference between acquired characteristics and genetic characteristics?
What are the characteristics of natural science?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate the diversity of life.
A1: Relate the structure of molecules to their function in cellular structure and metabolism.
WGBH and Evolution:
Part 3: Inquiry: Support the Statement:: “Evolution is an ongoing Process.”
Appendix A: a) Article Summary Format b) Format for cataloguing the weekly articles.
BSCS Study Guide
PA The Methods of Science
PB Designing an Experiment
PC Beavers and Their Habitat
PD Adaptations for Survival
BSCS Text pp. 689-690, 690-691
Investigation PA Analyzing Ethical Issues
Investigation PB Scientific Observation
Investigation PD Developing Concept Maps:
Parts B and C
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate the diversity of life.
A1: Relate the structure of molecules to their function in cellular structure and metabolism.
Sickle Cell Anemia:
Biology Principles and Exploration (Johnson and Raven)
Sickle Cell Anemia Reveals Evidence of Microevolution
pp. 262-263
Students will answer the following questions:
1. What is sickle cell anemia?
2. What causes sickle cell anemia?
3. Where did sickle cell anemia originate?
4. In Africa, why was the carrier of sickle cell anemia the most fit and best adapted individual?
5. In the U.S., would natural selection maintain the sickle cell gene in the African American population? Explain. (Is the frequency of African American carriers the same as African carriers?)
6. How is sickle cell anemia in Africa an example of biological evolution?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate the diversity of life.
A1: Relate the structure of molecules to their function in cellular structure and metabolism.
Additional Activities:
1. Developing Biological Literacy p. 25
Essay: What is Natural science? By John Moore.
Summary or Answering 5 Questions based on the Essay.
2. USE THE SCIENTIST PROFILE FORM TO DESCRIBE THE CONTRIBUTIONS OF THE FOLLOWING SCIENTISTS:
Charles Darwin, Alfred Wallace, Thomas Malthus, Jean Batiste Lamarck.
Performance Assessment Prompt-Ice Cream Blues
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate the diversity of life.
A1: Relate the structure of molecules to their function in cellular structure and metabolism.
What is Astrobiology:
Encarta and Astrobiology:
Astrobiology Adventure:
Inquiry:
Choose one:
1. Do scientists believe that life exists beyond Earth? Support your position with at least four pieces of evidence.
2. Compare the early atmosphere on Earth to Earth’s current atmosphere. Account for the differences. Explain why Earth’s early atmosphere could not support life, but Earth’s current atmosphere can. Is Earth’s atmosphere still changing? Explain. How does this impact life on Earth now?
Chapter 17:
7. (NPS) List four currently held beliefs regarding the origin of life. Explain which of these can be investigated using the scientific method.
8. (NPS) Differentiate between chemical and biological evolution, include the heterotroph hypothesis.
9. (NPS) Provide a definition for the term “living” based upon the process of biological evolution.
10. (CPI) Distinguish between Protein, RNA and DNA life forms.
What are the four currently held beliefs regarding the origin of life?
What is required for life to begin?
What is the difference between chemical and biological evolution?
What is the heterotroph hypothesis?
What are the characteristics of living things based on biological evolution?
What is the difference between Protein, RNA and DNA life forms?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics)
All students will gain an understanding of the structure characteristics, and basic needs of organism and investigate
the diversity of life.
Strand B1: Explain that through evolution the Earth's present species developed from earlier distinctly different species.
Astrobiology:
BSCS Text:
p. 457 #1-4
Additional Questions: Students will utilize the internet sources to answer the questions listed below:
1. What is astrobiology?
2. What are the building blocks of life?
3. When were they created?
4. What evidence exists that life endures extreme environments?
5. Is there possible life beyond earth? If so, what evidence exists that life exists beyond earth?
6. What requirements are necessary for life to exist on other planets?
7.Describe the Oparin/Haldane hypothesis.
8.How did Miller and Urey provide evidence to support the Oparin/Haldane hypothesis?
9.Which planets in our solar system could support life? Why?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics)
All students will gain an understanding of the structure characteristics, and basic needs of organism and investigate
the diversity of life.
Strand B1: Explain that through evolution the Earth's present species developed from earlier distinctly different species.
Coacervates:
Creating Coacervates:
BSCS Study Guide:
17A Putting Time into Perspective
17B Predicting the Future Atmosphere
17C The Beginnings of Life (Concept Map)
Additional concepts that may be added include:
Big Bang Theory, The Solar System, The Milky Way Galaxy, Ozone Layer, Energy: Ultraviolet Light, Radioactivity, Lightning, Cosmic Rays, Heat, Chemical Reactions produce simple organic compounds (amino acids), Chemical reactions produce complex organic compounds (proteins, nucleic acids), Virus-like life form, Precell droplets called coacervates, Prokaryotes, Eukaryotes.
17D Early Life and the Atmosphere
17E Extraterrestrial Life
WARD’S Kit: Forming Coacervates
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics)
All students will gain an understanding of the structure characteristics, and basic needs of organism and investigate
the diversity of life.
Strand B1: Explain that through evolution the Earth's present species developed from earlier distinctly different species.
Endosymbiont Hypothesis:
Additional Activities:
1. Developing Biological Literacy p.88
Essay:Form and Function. By Christian de Duave
2. Students will research The Theory of Endosymbiosis by Lynn Margulis (Johnson and Raven, pp.419-420)
3. Type III Writing:
The theory of endosymbiosis by Lynn Margulis is one of the hypotheses that explain the evolution of prokaryotic cells into eukaryotic cells. According to Margulis, how did eukaryotic cells evolve?
FCA’s
1. Describe the theory of endosymbiosis, explaining how prokaryotes evolved into eukayotes. (20)
2. Explain what symbiosis is. (10)
3. Write in complete sentences, using correct grammar and spelling. (5)
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics)
All students will gain an understanding of the structure characteristics, and basic needs of organism and investigate
the diversity of life.
Strand B1: Explain that through evolution the Earth's present species developed from earlier distinctly different species.
4. USE THE SCIENTIST PROFILE FORM TO DESCRIBE THE CONTRIBUTIONS OF THE FOLLOWING SCIENTISTS:
Oparin, Louis Lerman, Lynn Margulis, Stanley Miller, Harold Urey
BLOOM’S TAXONOMY: Knowledge, Comprehension, Application, Synthesis
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics)
All students will gain an understanding of the structure characteristics, and basic needs of organism and investigate
the diversity of life.
Strand B1: Explain that through evolution the Earth's present species developed from earlier distinctly different species.
Cells Alive:
The Cell:
Cells Power Point:
Interactive Cells:
Inquiry: E coli in the human intestine is a necessary inhabitant, but under other circumstances E coli can cause death. Explain how it is possible for E coli to be both pathogenic and beneficial to humans. Include the evolutionary significance behind these different interspecies relationships.
BSCS Text :
Investigation PC: The Compound Microscope p. 691
Investigation 6A: Cell Structure p. 723
(appendix 6a and 6b)
Investigation 6B:
Part A: Diffusion Through a Membrane (appendix 6c)
Part B: Osmosis and the Living Cell p. 711
Demonstration: Utilizing the videoflex camera, make a wet mount of onion cells. Add salt solution to one corner of the cover slip and observe the consequences.
Investigation 6C: Membranes in Living and Dead Cells
Chapter 6:
11. (NPS) Explain the evolutionary significance of the development of eukaryotic cells.
12. (NPS) Distinguish between the structures present in prokaryotic and eukaryotic cells.
13. (NPS) Describe the function of cell organelles, how they contribute to the organization of cells and the equilibrium mechanism of cells.
14. (NPS) Provide a historical perspective of the development of the cell theory, include the impact of technology on our current knowledge of cell/organelle structure and function.
How did the eukaryotic cells evolve?
What structures are present in prokaryotic and eukaryotic cells.
What are the functions of the cell organelles?
What would happen if a specific organelle was removed?
What is the basic tenets of the cell theory?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism.
Cell City:
Cell Analogy Collage:
Stem Cells:
BSCS Study Guide:
6A Early Cell Observation
6B Structure and Function of Cells
Cells Alive Website: Determine the functions of the organelles.
Bioethics: Pros and Cons of the research with stem cells
Laboratory: Observing Protists
WARD’S Kit: Antibiotic Sensitivity
WARD’S Kit: Viral Infection Lab
WARD’S Kit: Why Cells Swell/Shrink
WARD’S Kit: Gram Staining
WARD’S Kit: Bacterial Sensitivity
LAB AIDS Kit: Bacterial Study
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
.
Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism.
Appendix B: Biology Assignment: Chapter 6 Structure and Function of Cells
Performance Assessment Prompt: Cell Me Your Idea
USE THE SCIENTIST PROFILE FORM TO DESCRIBE THE CONTRIBUTIONS OF THE FOLLOWING SCIENTISTS: Robert Hooke, Anton von Leeuwenhoek, Theodor Schwann, Matthias Schleiden, Lyn Margulis
BLOOM’S TAXONOMY: Knowledge, Comprehension, Application, Evaluatio
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism.
Osmosis and Diffusion :
Hypertonic, Hypotonic, Isotonic :
Active and Passive Transport:
Structure of the Plasma Membrane (Johnson and Raven, pp. 55-64) Students will:
1. Draw a diagram of the structure of the cell membrane. Label the phospholipid bilayer and proteins.
2. Describe the structure of the phospholipid. Indicate the polar and nonpolar regions.
3. Which part of the cell membrane acts as a barrier?
4. List three types of surface proteins. Describe their functions.
5. What is passive transport? Explain the difference between two types of passive transport, osmosis and diffusion.
Chapter 3:
15. (NPS) Discuss the structure and function of membranes in living organisms.
16. ( NPS) Explain how various organisms are adapted to maintain water balance while processing nitrogenous wastes.
17. (NPS) Relate the structure of the human nephron to its function
How do living organisms exchange materials with their surroundings?
What molecular processes are responsible for exchange of materials?
How are some organisms adapted to maintain water balance?
What is the function of the human nephron?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism.
Endocytosis and Exocytosis:
6. Explain the difference between isotonic, hypotonic and hypertonic solutions. Describe what happens to a cell in each of these solutions.
7. Explain what is meant by the cell membrane being described as selectively permeable. What determines the ability of substances to pass through the selective pores of a membrane.
8. What is active transport? Explain the difference between endocytosis and exocytosis. Explain the difference between pinocytosis and phagocytosis.
Neo Sci Kit: Osmosis and Diffusion
Performance Assessment Prompt- Stranded At Sea
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism.
Osmosis and Diffusion:
Investigation 3A: Cells and Movement of Materials-p. 709 PartA
PartC: Osmosis and the Living Cell-p. 711 (Lab on Hypotonic, Isotonic, and Hypertonic
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
the diversity of life.
Replace the X.X above with the appropriate number, then highlight this text and type the standard’s short description. If using copy and paste, please make sure the result is Times New Roman, 14, Bold.
Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism.
“ The Truth About Dieting,” Consumer Reports, June 2002.
Diets and Fats:
Videotape: Biochemistry 19, 38, 48, 135
Chemisty of Life :
Interactive Sites :
Nutritional Plans :
Macromolecules :
Inquiry:
Choose one:
The Atkins Diet is a popular low-carbohydrate, high protein diet that lets followers eat bacon and eggs for breakfast and steak for lunch and dinner. Take a position regarding the safety of this diet and support your position with adequate research in order to persuade a friend to consider or not consider this diet to lose weight.
Effective January 1, 2006, the FDA has required the amount of trans fatty acids present in foods declared on nutrition labels. As a consequence of the recent developments concerning “trans fats,” people everywhere are asking, “What the heck is a trans fatty acid, anyway? Why should I care about the quantity of trans fatty acids in the foods I consume?”
Your job is to provide detailed answers to the above questions
.
Chapter 1:
18. (NPS) Explain the relationships among atoms, molecules, elements and compounds.
19. (NPS) Explain the importance of polar molecules, such as water, to the living organism.
20. (NPS) Explain the specific roles that proteins play in cell metabolism and evolutionary classification.
21. (NPS) illustrate the interchangeability of lipids, carbohydrates and proteins as sources of energy within the human body, indicating the evolutionary significance of this.
What is the relationship among atoms, molecules, elements and compounds?
Why are polar molecules important to living organisms?
What role do proteins play in cell metabolism and evolutionary classification?
What is the evolutionary significance of the interchangeability of lipids, carbohydrates, and proteins as sources of energy within the humans?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life
Strand A 1: Relate the structure of molecules to their function in cellular structure and metabolism.
Testing for Lipids, Carbohydrates, and Proteins :
Animations :
BSCS Text :
Concept Questions p.49 #1-6
Investigation 1B Compounds in Living Organisms p. 621
(or see laboratory below: Nutrient Tests)
BSCS Study Guide:
Activity 1A: Atoms and Molecules
Concept Map: Organic Compounds (Appendix C)
Concept Map: Carbohydrates (Appendix C)
Lab Aids #505-10: Molecules of Life Kit (Carbohydrates)
Lab Aids #505-11: Molecules of Life Kit (Lipids)
Lab Aids #505-12: Molecules of Life Kit (Proteins)
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life
Strand A 1: Relate the structure of molecules to their function in cellular structure and metabolism.
WARD’S Kit: Testing for Nutrients
RMI Kit: Food Analysis
Note: Each of the Lab Aids activities is done in a COOP format.
Laboratory: Nutrient Tests Carbohydrates (Appendix E)
Laboratory: Testing for Fats (Appendix 2E)
Laboratory: Testing for Proteins (Appendix 3E)
Laboratory: A Nutritious Lunch (Test Grade) (Appendix F)
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life
Strand A 1: Relate the structure of molecules to their function in cellular structure and metabolism.
Inquiry/Research:
Does eating too much sugar cause hyperactivity in children?
Does eating too much sugar cause diabetes?
Are natural sugars healthier than added sugars?
Is asthma linked with diet?
Do the requirements for dietary protein change as an individual ages?
Describe situations that require greater amounts of dietary protein.
Why is eating excess protein considered biologically and economically wasteful?
What happens during starvation?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life
Strand A 1: Relate the structure of molecules to their function in cellular structure and metabolism.
CONTEMPORARY ISSUES
Do you agree with the Food and Administration’s findings that meat, milk, and eggs from cloned animals are safe to eat?
What is the South Beach Diet, how does it differ from Atkins?
Grow Lab: Plant Acid-pg 251
BLOOM’S TAXONOMY: Knowledge, Comprehension, Analysis, Application, Evaluation
22. (NPS) Explain and provide examples of primary, secondary and tertiary protein structure and illustrate how humans can and do alter the structure of proteins.
23. (NPS) Distinguish between a dipeptide and a polypeptide, and describe how each type of molecule is synthesized.
24. (NPS) Distinguish between HDLs and LDLs, including the significance of monitoring these lipoproteins.
25. (NPS) Explain what is meant by hydrogenated oils and trans fatty acids, indicating the dietary significance of these lipids.
What is the difference among primary, secondary and tertiary proteins?
What is the difference between a dipeptide and a polypeptide?
What is the difference between HDLs and LDLs?
What is the difference between hydrogenated oils and trans fatty acids?
What is the dietary significance of these lipids?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life
Strand A 1: Relate the structure of molecules to their function in cellular structure and metabolism.
Tree of Life:
Viruses-The 7th Kingdom?:
Taxonomy :
Kingdoms :
Inquiry:
Describe how the methods taxonomists have used to classify organisms have changed over time. Give one example of how this change has impacted classification.
BSCS Text:
Investigation 18A Classifying Flowering Plants
Investigation 18B Structural Characteristics of Animals
Focus on Species p. 465
Type I Writing:
Is a mule a separate species? Explain why or why not.
Chapter 18:
26. (NPS) Explain our current classification system based upon evolutionary history and the relationship among various organisms.
27. (NPS) Name the kingdoms in the five kingdom system.
28. (NPS) Explain how adaptation results in speciation.
29. (NPS) Provide examples of some chemical and structural relationships that are indicators of some common ancestry.
What is our current classification system based upon?
What is the five kingdom classification system?
How does adaptation lead to speciation?
What is species?
What are examples of chemical and structural relationships that are indicators of some common ancestry?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12
All students will gain an understanding of the structure characteristics, and the basic needs of organism and will investigate
the diversity of life.
Strand B1: Explain that through evolution the Earth's present species developed from earlier distinctly different species.
Classification of the Giant Panda-Biological Challenges Research p. 473
Why do scientists disagree about the classification of the Giant Panda?
Explain how bears, raccoons and pandas diverged into separate families.
Concept Map: Five Kingdoms/Archaebacteria
WARD’S Kit: Experiments with Protists
BSCS Study Guide:
18A Taxonomy
18B Using and Constructing a Dichotomous Key
18C Following a Plant Key
18D Population and Species
Laboratory: Vertebrate Skeletons (Homologous Structures)
Miller and Levine Laboratory Manual p. 453
30. (NPS) Using a dichotomous key and our current system of taxonomy, classify representative members of plant and animal kingdom.
31. (NPS) Describe three ways to classify species.
How is a dichotomous key used to classify representative members of plant and animal kingdom?
What are three ways to classify species?
What is a bacterium?
What diseases are caused by bacteria?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of structure characteristics, and the basic needs of organism and will investigate
the diversity of life.
Strand B1: Explain that through evolution the Earth's present species developed from earlier distinctly different species.
USE THE SCIENTIST PROFILE FORM TO DESCRIBE THE CONTRIBUTIONS OF THE FOLLOWING SCIENTISTS:
Carolus Linnaeus, Ernst Hoeckel, Herbert Copeland, Robert Whittaker. Carl Woese.
Developing Biological Literacy
Essay: Biodiversity: A Matter of Species Survival.
By Margulis and Dorion Sagan. P.59
Grow Lab: Diverseedy-p. 160
Grow Lab: Lettuce Be Different-p. 163
Grow Lab: Mystery Family Ties-p. 166
Grow Lab: Order in the Class-p. 169
Vuruses and Bacteria-Johnson and Raven p. 462-468 and 469-471.
BLOOM’S TAXONOMY: Knowledge, Comprehension, Application
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of structure characteristics, and the basic needs of organism and will investigate
the diversity of life.
Strand B1: Explain that through evolution the Earth's present species developed from earlier distinctly different species.
Testing for Lipids, Proteins, and Carbohydrates :
Enzymes :
Cell Energy :
Animations :
Inquiry:
Case Study:
A father took a 12-year old male complaining of fatigue, aching joints and a sore throat to his family physician. These symptoms were apparent when the boy woke up that morning, although the patient related a history of feeling “flu-like” for the past week or so. Initial examination by the physician revealed swollen lymph nodes and an elevated temperature. A mono spot test was negative and other laboratory results were unremarkable. The patient was sent home.
The patient returned to the doctor’s office the next day with a further elevated temperature and increased pain from sore throat and, now generalized, aching. ()
.
Chapter 2:
32. (NPS) Summarize the relationship between synthesis and decomposition; illustrate using examples from human systems how these two types of reactions constitute metabolism
33. (NPS) Explain the role that energy plays in each type of reaction.
34. (NPS) Develop a concept map which illustrates cell metabolism.
35. (NPS) Describe energy flow through an ecosystem.
What is the relationship between synthesis and decomposition?
What role does energy play in biological reaction?
What is metabolism?
What are the laws of bioenergetics?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate
the diversity of life.
Strand A3: Relate the structure of molecules to their function in cellular structure and metabolism.
Epstein-Barr Virus:
Epstein bar virus has infected this patient. Explain the impact of this virus on cell structure and metabolism.
NIH Curriculum Supplement Series-Emerging and Re-emerging Infectious Diseases. Activity 1 p.39.
.
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate
the diversity of life.
Strand A3: Relate the structure of molecules to their function in cellular structure and metabolism.
Food Chains and Food Webs:
BSCS Study Guide:
Activity 2E: Enzymes
Activity 2A: The Platte River Flow and the Regal Fritillary Butterfly
Activity 2B:
Part I: Synthesis of Organic Compounds
Part II: Food Chains and Webs
Part IV: Entropy and the Human Diet
Activity 2D: Interpreting Concept Maps
Laboratory: Catalase: Observing an Enzyme (Appendix G)
Laboratory: Observing Enzyme Activity (Johnson and Raven, pp 92-93)
Computer lab research on diseases or illnesses that are caused by lack of enzymes.
Quiz question based onDeveloping Biological Literacy p. 93
Essay: Bioenergetics By Franklin M. Harold
36. (NPS) Summarize the importance of ATP in cellular energy transfer.
What is the importance of ATP in cellular energy transfer?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate
the diversity of life.
Strand A3: Relate the structure of molecules to their function in cellular structure and metabolism.
Diseases and Missing Enzymes:
Computer lab research on diseases or illnesses that are caused by lack of enzymes.
Quiz question based on Developing Biological Literacy p. 93
Essay: Bioenergetics By Franklin M. Harold
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate
the diversity of life.
Strand A3: Relate the structure of molecules to their function in cellular structure and metabolism.
CONTEMPORARY ISSUES IN BIOENERGETICS:
1. Is global warming happening, and if so, do humans contribute to the warming by using sources of energy such as fossil fuels?
2. How does the amount and rate of energy of matter used by humans determine how the biosphere functions?
3. Which parameters are most important to know about the function of the biosphere and to predict global changes.
Student can select one issue and conduct a short research.
LAB AIDS Kit: Molecules of Metabolism
LAB AIDS Kit: Enzyme Activity
BLOOM’S TAXONOMY:Knowledge, Synthesis, Evaluation
37. (NPS) Define ATP and ADP. Describe the structure of each and indicate the relationship between them, indicating how the ATP/ADP cycle illustrates the theme of energy balance and homeostasis.
What are ADP and ATP?.
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate
the diversity of life.
Strand A1: Relate the structure of molecules to their function in cellular and metabolism.
CyberEd Software: Photosynthesis
Biotechnology Magazine:
yourworld.html
Photosynthesis :
Inquiry:
Describe how scientists are trying to provide for more efficient food production in plants/agriculture.
BSCS Text:
Investigation 4A Photosynthesis Parts A,B and C p.714
Investigation 4B Rate of Photosynthesis p.716
Summarize the following issues on website: Plant-Made Pharmaceuticals, Gene Therapy, Environmental Biotechnology
BSCS Study Guide:
Activity 4A The Light Reactions p. 55
Activity 4B The Calvin Cycle p. 57
Activity 4D Useful Plants p.59
Activity 4E Leaves and Photosynthesis
Chapter 4:
38. (NPS) State the importance of photosynthesis, including its evolutionary significance
39. (NPS) Describe the structure of the leaf, and indicate the functions of each tissue layer.
40. (NPS) Describe the structure of a chloroplast, including the role of pigment molecules present within the chloroplasts (chlorophyll a and b, carotenes, anthrocyanins
What is the importance of photosynthesis?
What is the evolutionary importance of photosynthesis?
What is the structure of a leaf?
What are the functions of the leaf tissues?
What is the function of chloroplast in the leaf?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of the basic needs of organism and will investigate
the diversity of Life
Strand A2: Explain how plants convert light energy to chemical energy.
Photosynthesis:
What is Photosynthsis ?:
Photosynthesis :
Chloroplasts:
Plant Pigments and Photosynthesis:
Concept map: Photosynthesis (Appendix H)
Laboratory: Plant Pigments Laboratory Manual, Miller and Levine, p. 105
Type 1 Writing:
Why is photosynthesis an important biochemical process?
Type 3 Writing:
How is photosynthesis essential to life on earth?
FCA’s
1. Explain its use as a source of energy (20)
2. Explain its role as a source of raw materials and in maintaining atmospheric conditions. (40)
3. Correct grammar. (10)
NEO SCI Kit: Investigations in Photosynthesis
NEO SCI Kit: Ink Chromatography
41. (NPS) Explain why leaves change color in the fall.
42. (NPS) Utilize a concept map to describe the process of photosynthesis, including the light and dark reactions.
43. (NPS) Describe how environmental factors affect the rate of photosynthesis..
Why do leaves change color in the fall?
How do environmental factors affect the rate of photosynthesis?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 A2 : Explain how plants convert light energy to chemical energy.
.
WARD’S Kit: Chromotography of Plant Pigments
USE THE SCIENTIST PROFILE FORM TO DESCRIBE THE CONTRIBUTIONS OF THE FOLLOWING SCIENTIST: Melvin Calvin, Edmund D. Brodie, David Burney, Simon Conway Morris
Inquiry/Research:
How are plants able to withstand adverse environmental conditions such as drought and freezing temperatures?
Grow Lab: Puzzled by Photosynthesis-p. 81
Grow Lab: Lighten Up-p.93
BLOOM’S TAXONOMY: Knowledge, Comprehension, Application, Synthesis
44. (NPS) Describe how environmental factors affect the rate of photosynthesis..
45. (NPS) Describe the relationship between the greenhouse effect and photosynthesis.
46. (NPS) Write the general chemical equation for the process of photosynthesis.
How do environmental factors affect the rate of photosynthesis?
What is the relationship between the greenhouse effect and photosynthesis?
What is the chemical equation for photosynthesis?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate
the diversity of life.
Strand A2: Explain how plants convert light energy to chemical energy.
Types of Photosynthesis:
Photorespiration:
47. (NPS) Explain how C3, C4 and CAM plants are adapted for photosynthesis in their environments
48. (NPS) Define photorespiration, and describe the conditions that give rise to photorespiration.
How are C3, C4 and CAM plants adapted for photosynthesis in their environments?
What is photorespiration?
What conditions give rise to photorespiration?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate
the diversity of life.
Strand A2: Explain how plants convert light energy to chemical energy.
Seed Germinations:
Primary and Secondary Growth:
Plant Hormones:
BSCS Investigation 11A: Seeds and Seedlings, Parts A-C-p. 737.
BSCS Study Guide: Activity 15A-C.
BSCS Text: Concept Map-p. 312
BSCS Text: Review Exercise-Using Concepts-p. 313 #1-9.
Plant Hormones: Miller and Levine (Elephant) p. 299.
Grow Lab: Root Watch-p.56
Grow Lab: Root Loops-p. 63
Grow Lab: Lighten Up-p. 93
Chapter 11:
49. (NPS) Describe the structures involved in seed germination.
50. (NPS) Explain primary and secondary growth in plants.
51. (NPS) Discuss the factors that affect plant germination and growth.
52. (NPS) Discuss the actions of various plant hormones.
53. (NPS) Describe how plants respond to light, gravity, and day length.
What structures are involved in seed germination?
What is the difference between primary and secondary growth in plants?
What factors affect plant germination?
How do the various plant hormones act on plants?
How do plants respond to light, gravity, and day length?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism.
How Exercise Works:
CyberEd Software:
Respiration
Videotape: Cell Respiration
40,89,92,96
Animations :
Cellular Respiration and Fermentation :
Inquiry:
Choose one:
1. One of your friends wants to lift weights and build muscle mass. He walks by a health food store that is selling creatine to enhance weight lifting performance. Would you recommend that your friend takes this supplement? Explain why or why not utilizing a persuasive essay format.
2. Agree or disagree with the following statement and support your position with evidence: Gatorade combats muscle fermentation.
BSCS Text:
Investigation 5A: How Does Oxygen Affect Cells? P. 719
Develop a Concept Map utilizing the terms on p.150
Chapter 5:
54. (NPS) Define cellular respiration and write the general chemical equation for the process.
55. (NPS) Relate the processes of metabolism and cellular respiration.
56. NPS) Distinguish among the three hydrogen-carrier molecules and their function.
57. (NPS) T race the path taken by a glucose molecule as it moves through the three stages of cellular respiration using a concept map.
What is cellular respiration?
What is the general chemical equation for the process?
What is the relationship between metabolism and cellular respiration?
What are the three hydrogen-carrier molecules and their function?
What is the path taken by a glucose molecule as it moves through the stages of cellular respiration?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate
the diversity of life.
Strand A2: Explain how plants convert light energy to chemical energy.
Bacteriology:
ATP Production:
Krebs Cycle:
Fermenation:
BSCS Text:
Text Questions: Check and Challenge #1-6 p. 134
Text Questions: Check and Challenge #1-6 p. 144
Text Questions: Concepts p.151 #1-9
BSCS Study Guide:
Activity 5A Fermentation and Respiration
Activity 5B Food Pathway
Activity 5C Respiration and Photosynthesis
Concept map: Respiration (Appendix I)
Laboratory: Fermentation
Quiz questions based on BSCS Teacher’s Resource Book p.183.
ESSAY-Coming to Grips with the World’s Greenhouse Gases. By Karen Schmdt..
58. (NPS) Compare the ATP production of aerobic respiration and fermentation
59. (NPS) Discuss the importance of oxygen to the electron transport chain.
60. (NPS) Explain the central role of the Krebs or citric acid cycle in metabolism.
61. (NPS) Compare muscle fermentation to yeast fermentation
What is the difference between ATP production of aerobic respiration and fermentation?
What is the importance of oxygen to the electron transport chain?
What is the central role of the Krebs or citric acid cycle in metabolism?
What is the difference between muscle fermentation and yeast fermentation?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
The diversity of Life.
Strand A1: Explain how plants convert light energy to chemical energy.
Muscle Fermentation:
Photosynthesis and Respiration:
USE THE SCIENTIST PROFILE FORM TO DESCRIBE THE CONTRIBUTIONS OF THE FOLLOWING SCIENTISTS: Hans Kreb, Otto Fritz, Fritz Albert Lipmann, Peter D. Mitchell.
Performance Assessment Prompt: No Pain, No Gain
Performance Assessment Prompt- The Winning Formula
BLOOM’S TAXONOMY: Knowledge, Comprehension, Analysis
62. (NPS) Describe the role of muscle fermentation in the functioning of muscles.
63. (NPS) Describe the economic importance of fermentation?
64. (NPS) Explain the significance of fermentation and respiration to evolution..
65. (NPS) Discuss the relationship between photosynthesis and respiration, using the concept map of the carbon-oxygen cycle.
66. (NPS) Explain the role of creatine phosphate in the production of ATP in muscle cells.
What is the role of muscle fermentation in the functioning of muscles?
What is the economic importance of fermentation?
What is the evolutionary significance of fermentation?
What is the relationship between photosynthesis and cellular respiration?
What is the role of creatine phosphate in the production of ATP?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate
the diversity of life
Strand A2: Explain how plants convert light energy to chemical energy.
Onion Root Mitosis
Videotape # 17, 24, 32
Cancer and Cell Cycle :
Animations :
Cell Cycle :
Inquiry:
Unsafe sex increases the risk of cervical cancer. Support this statement with evidence.
BSCS Text:
Investigation 9A Bacteria, Pneumonia and DNA : Parts A-D
Investigation 9B: DNA Replication Parts A&B
Investigation 9C Mitotic Cell Division (prepared slide of onion root tip cells)
Text Questions: Check and Challenge p.216 #1-5, p. 222 #1-5, p. 225 #1-3
BSCS Study Guide:
Activity 8A Phases of the Cell Cycle
Activity 8B Growth Rate Experiment
Activity 8C Cell Growth and Cancer
Activity 8D DNA Replication
Activity 8E Mitosis
Chapter 8:
67. (NPS) Define mitosis and explain the importance of this process to the functioning of an organism.
68. (NPS) Compare the process of cell division in prokaryotes and eukaryotes.
69. (NPS) Describe the four phases of the cell cycle and how they are controlled.
70. (NPS) List the stages that occur in mitosis; describe the major changes that occur in each phase and identify each stage
What is mitosis?
What is the importance of mitosis?
What is the difference between cell division in prokaryotes and eukaryotes?
What are the four phases of the cell cycle?
How are they controlled?
What are the stages of mitosis?
What major changes occur in each stage?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All Students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Replace the X.X above with the appropriate number, then highlight this text and type the standard’s short description. If using copy and paste, please make sure the result is Times New Roman, 14, Bold.
Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism.
DNA Replication:
1.Internet Activity: The Biology Project: Cell Biology (Appendix J)
2.NIH CURRICULUM SUPPLEMENT SERIES:
Cell Biology and Cancer: Activity 2 and Activity 3
BLOOM’S TAXONOMY: Knowledge, Comprehension, Evaluation
71. (NPS) Summarize the events of DNA replication and evaluate the importance of correcting DNA replication errors.
72. (NPS) Compare and contrast mitosis in plant and animal cells.
73. (NPS) Describe the evolutionary significance of mitosis to plant and animal cells.
74. (NPS) Describe the impact of technology on our current knowledge of cell division.
What are the events of DNA replication?
What is the importance of correcting DNA errors?
What are the similarities and differences between mitosis in plants and mitosis in animals?
What is the evolutionary significance of mitosis to plants and animals?
What is the impact of technology on our current knowledge of cell division?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate
the diversity of life.
Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism.
Karotyping:
CyberEd software: Meiosis
Videotape: Plant Reproduction #32, Private Life of Plants: Seed Dispersal
Reproduction of Microorganisms :
Case Study:
Jessica is a 19-year old homeless woman living in Boston. She has just learned that she is 3 months pregnant. She suffers from diabetes, emphysema, bipolar disorder (maniac depression), and alcohol addiction. She has not been successful at treatment for any of these conditions in the past because she is not able to keep structure in life. She wants what is best for her baby but is fearful of residential substance abuse treatment programs. Her social worker has advised her to seek prenatal care. The doctor she sees feels that under the laws of mandated reporting, she must be reported to the Department of Social Services because her behavior and refusal to seek treatment may be extremely harmful to the fetus growing inside her. The Department of Social Services is seeking a court order to have her committed to a state run facility for the remainder of her pregnancy in the interest of saving the baby from the
Chapter 12:
75. (NPS) Describe vegetative reproduction in plants and animals
76. (NPS) Distinguish between sexual and asexual reproduction.
77. (NPS) Distinguish between the haploid and diploid number of chromosomes.
What is vegetative reproduction in plants and animals?
What is the difference between sexual and asexual reproduction?
What is the difference between haploid and diploid number of chromosomes?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12 (Characteristics of Life)
All students will gain an understanding of structure characteristics, and the basic needs of organism and will investigate
the diversity of life
Strand C2: Explain how genetic material can be altered by natural and/or artificial means; mutations and new gene combinations may have positive, negative, or no effect on organisms or species.
Meiosis:
Mitosis vs. Meiosis:
harm she might do it if allowed to continue living on her own.
Identify the problem(s) in this case.
1. Identify 3 options for Jessica.
2. Assuming you are a judge and this case is being presented to you; how would you rule this case? Give two reasons for your decision.
Inquiry/Research: You are a county agent in an urban county. A home owner calls you about a problem she is having with several redbud trees in her backyard. Although the trees have been planted for over five years, they have yet to flower. She is very disaapointed about this, and asks you what she should do to encourage flowering.
1. what might explain why her trees are not flowering?
2. What advice would you give her to encourage flowering?
78. (NPS) Explain the importance of meiosis in maintaining the chromosome numbers and identify the stages of meiosis.
79. (NPS) Explain how crossing over contributes to genetic variation and evolution.
80. (NPS) Utilize a concept map to compare mitosis to meiosis.
.
What is the importance of meiosis in maintaining the chromosome numbers?
What are stages of meiosis
How does crossing over contribute to genetic variation and evolution?
What is the difference between mitosis and meiosis?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate
the diversity of life.
Strand C2: Explain how genetic material can be altered by natural and/or artificial means; mutations and new gene combinations may have positive, negative, or no effect on organisms or species.
Coevolution and Pollination :
Plant Pollination :
BSCS Study Guide:
Activity 12A Meiosis
Activity 12B Comparing Mitosis and
Meiosis Concept Map: Compare and contrast mitosis to meiosis
(Appendix K)
Karyotyping Activity (Internet: The Biology Project)
Interpreting Karyotypes: Exercise (Coop)
Laboratory: Flowers, Seeds, Fruits (Miller and Levine pp. 317-322)
NEO SCI Kit: Meiosis Simulation
81. (NPS) Define nondisjunction and describe three genetic disorders caused by nondisjunction in human chromosome.
82. (NPS) Compare internal and external fertilization; include the survival rate of the offspring and the relationship to evolution
83. (NPS) List the parts of a flower and their function.
What is nondisjunction?
What are the three genetic disorders in human chromosome?
What is the difference between internal fertiluization and external fertilization?
What are the parts of a flower?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate
The diversity of Life.
Strand C2: Explain how genetic material can be altered by natural and/or artificial means; mutations and new gene combinations may have positive, negative, or no effect on organisms or species.
Pollination:
Coevolution:
Parts of a seed:
Type 3 Writing: Describe various methods by which different plant species disperse their seeds. Explain why it is an advantage for a plant species to disperse its seeds.
FCA’s
1. Describe 3 methods of seed dispersal (30)
2. Explain the evolutionary importance of seed dispersal (20)
Grow Lab: Flowers Up Close-p. 125
Grow Lab: Petal Attraction-p. 128
Flower Structure and Function: Miller and Levine Lab Manual (Elephant)-p. 317, 323, 329.
84. (NPS) Define pollination; distinguish between cross- and self-pollination.
85. (NPS) Describe fertilization in a flowering plant; explain its evolutionary significance.
86. (NPS) Define and give examples of coevolution.
87. 84. (NPS) List the parts of a seed and their function.
What is Pollination?
What is the difference between cross and self pollination?
How does fertilization occur in plants?
What is coevolution?.
What are the parts of a seed and how does it relate to evolution?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (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 organism and will investigate
the diversity of life.
Strand C2: Explain how genetic material can be altered by natural and/or artificial means; mutations and new gene combinations may have positive, negative, or no effect on organisms or species.
Seeds:
Seed Dispersal:
Grow Lab: The Eyes Have It-p. 148
Grow Lab: Go Seeds Go!-p. 191
Frutis and Seeds, Miller and Levine Lab Manual (Elephant), p. 323
Germination and Seed Development, Miller and Levine Manual (Elephant), p. 329
BLOOM’S TAXONOMY: Knowledge, Comprehension, Synthesis
88. (NPS) Define and describe methods of seed dispersal.
89. (NPS) Explain the evolutionary significance of a seed.
90. (NPS) Distinguish between a vegetable and a fruit.
What are the methods of seed dispersal?
What are the parts and their functions of a seed?
What is the difference between a vegetable and a fruit?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Replace the X.X above with the appropriate number, then highlight this text and type the standard’s short description. If using copy and paste, please make sure the result is Times New Roman, 14, Bold.
Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism.
DNA Workshop:
Genetic Science Learning Center:
Inquiry/Research:
Choose one.
1. What is the relative contribution of the environment and of genes to alcoholism, aging, and obesity?
2. Provide a history of the research that lead to the discovery of the structure of DNA. Include the contributions of individuals in addition to Watson and Crick. Also include any controversial aspects of the race to discover DNA’s structure.
Activity: DNA Model Kits
USE THE SCIENTIST PROFILE FORM TO DESCRIBE THE CONTRIBUTIONS OF THE FOLLOWING SCIENTISTS:
James Watson, Francis Crick, Rosalind Franklin, Errwin Chargaff,
Maurice Wilkins, Linus Pauling, Alfred Hershey, Martha Chase.
Dr.Francis Crick died on July 27 2004 in San Diego.
Chapter 1: (Sections 1.110-1.11)
91. (NPS) Define and describe the structure of the DNA molecule based upon the initial discoveries of Watson and Crick.
92. (NPS) List the components of a nucleotide.
What is the structure of a DNA molecule?
What is contained in a nucleotide?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand C1: Describe how information is encoded and transmitted in genetic material.
Bioethics: Case Study
After the car that he is driving at high speed hits a telephone pole, Mr. Potter is brought to the hospital emergency room in serious condition. The physicians who examine him recommend surgery to repair major internal hemorrhage. But the sixty-eight year old man refuses, saying he wants to be “left alone to die”. The physicians also learn that three weeks earlier, Mr. Potter was diagnosed as having carcinoma of the tongue. He has refused surgery for the lesion and has asked his own physician not tell his wife that he has the fatal disease. The hospital physicians believe that Mr. Potter will die without surgery for the hemorrhage, and call a psychiatric resident, Dr. Meese, to evaluate the patient. Dr. Meese interviews Mr. Potter and finds him coherent, rational and alert.
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand C1: Describe how information is encoded and transmitted in genetic material.
Mr. Potter describes himself as a man who values independence. He feels he has had a good professional life as an engineer and a good personal life with his wife and two children. He expresses some sadness at his situation, but says, “I have had a good full life and now it’s over.”
• Dr. Meese suggests, and Mr. Potter does not deny, that the automobile accident was a deliberate suicide attempt.What should Dr. Meese recommend?
• That the patient’s treatment refusal for immediate surgery be accepted as the act of a rational person?
• That refusal not be honored, and a court order be sought on the grounds that the refusal that a presumed suicide attempt may be considered evidence of mental incompetence.
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand C1: Describe how information is encoded and transmitted in genetic material.
Analysis:
1. Identify the problem(s) or Issues presented in this case.
2. Identify three options you have in this case.
3. Discuss the implications or consequences of these options.
4. State your position in this case and identify your decision.
BLOOM’S TAXONOMY: Knowledge, Comprehension, Application, Synthesis
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand C1: Describe how information is encoded and transmitted in genetic material.
HIV/AIDS:
Immunology:
Videotape DNA and Protein Synthesis, DNA and genes – tape #34, Sickle Cell Anemia tape #38&45,
Tape # 6,25,57,74
CyberEd Software:
From DNA to Protein
Nature vs. Nurture
Bioethics:
1. What are the legal implications of utilizing DNA to identify individuals?
2. In what ways do you think the Human Genome Project will be useful to society, and what ways will it cause problems?
BSCS Text:
Text questions: Check and Challenge p.226 #1-5
Fill in incomplete concept map on p.240 using concepts listed on p.241.
Text questions p.241 Using Concepts #1-8
BSCS Study Guide:
9A Genetic Code
9B Viral DNA
9C Analysis of Protein and RNA
9E Mutations
Chapter 9:
93. (NPS) Explain the connection between DNA and RNA in protein synthesis.
94. (NPS) Describe the stages of transcription.
95. (NPS) Compare the three types of RNA, indicating the function of each in translation.
96. (NPS) Describe the stages of translation and the synthesis of proteins.
What is the connection between DNA and RNA?
How does transcription occur?
What are the 3 types of RNA? Describe their functions.
How does translation occur? How are proteins made?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand C1: Describe how information is encoded and transmitted in genetic material.
Transcriptionn and Translation:
Inquiry/Research:
What is the importance of a pathogen’s genetic makeup, growth, virulence, motility, and resistance to the host’s defense mechanisms in relation to its ability to enter a host and adhere to its tissues and cells?
Activity: Simulating Protein Synthesis (Miller and Levine, pp117-120)
Laboratory: Extracting DNA From Onion Cells
(Preparation of Genomic DNA from Onion)
Laboratory: Electrophoresis
Using Onion DNA
97. (NPS) Given a DNA sequence, identify the base sequence of mRNA codon and the tRNA anticodon.
98. (NPS) Infer the consequences of RNA translation errors.
99. (NPS) Compare reverse transcription to transcription.
100. (NPS) Distinguish between a virus and retrovirus, giving an example of each type of virus..
How are codons and anticodons derived from a DNA sequence?
What is the result of RNA translation errors?
How does reverse transcription compare to transcription?
What is the difference between a virus and a retrovirus?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand C1: Describe how information is encoded and transmitted in genetic material.
HIV/AIDS:
EDVO-Kit: Using Electrophoresis to Assist in Solving Crimes
EDVO-Kit #109 DNA Fingerprinting I
WARD’S Kit: DNA Detectives
EDVO-Kit: Biology Toys & Games (Protein Synthesis)
INCLUDE THE CONTRIBUTIONS OF THE FOLLOWING SCIENTISTS: Fred Griffith, Alfred Hershey, Martha Chase, and Oswald Avery
Bacteria and Virues-Johonson and Raven-p. 455-461 and 469-471.
BLOOM’S TAXONOMY: Knowledge, Comprehension, Analysis, Application, Synthesis, Evaluation
101. (NPS) Explain how the AIDS virus enters the cell and affects the immune system of the body.
102. Describe the role of RNA polymerase in transcription.
103. Summarize the events that occur in RNA processing, distinguishing between introns and exons.
How does the AIDS virus affects the immune system?
What is the role of RNA polymerase in transcription?
What is the difference between an intron and an exon?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand C1: Describe how information is encoded and transmitted in genetic material.
DNA Extraction:
Electrophoresis:
104. (NPS) Describe how genes control an organism’s development and behavior, susceptibility to disease, intelligence, creativity and aggression. (DBL)
105. (NPS) Explain the use of DNA to determine evolutionary and genetic relationships.
106. (NSP) Describe the process of electrophoresis and indicate its practical application.
How do genes control different aspects of an organism’s life?
How is DNA used to determine evolutionary relationships?
What is electrophoresis and why is it used?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand C1: Describe how information is encoded and transmitted in genetic material.
Punnett Square Animation:
Probability and Inheritance:
Inquiry/ Research:
There was a couple, John and Sara, who had a little foster girl in their care since birth. Unfortunately, the little girl’s mom had been diagnosed with Huntington’s Disease, had been found not be be a fit mom. The dad was not in the picture. John and Sara really wanted to adopt her if she was gene negative for Huntington’s Disease. The policy of the genetic testing service was not to test children under the age of 18. Their position is there is no prevention available anyway, and the child would be parented differently
Chapter 13:
107. (NPS) Explain the relationship between alleles, genes and chromosomes.
108. (NPS) Give examples of how sex is determined in several organism.
109. (NSP) Apply the principles of probability to predicting the outcomes of monohybrid and dihybrid crosses.
110. (NPS) Use Punnett squares to predict the probability of genetic disease transmission.
What is the relationship between alleles, genes, and chromosomes?
How is sex determined?
How is probability used to predict outcomes of genetic crosses?
How are Punnett squares used to predict the probability of genetic disease?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand C2: Explain how genetic material can be altered by natural and/or artificial means; mutations and new gene combinations may have positive, negative, or no effect on organisms or species.
Do you agree with the police of the testing service? Or, should the testing service change its policy for this one case, so that the child will be adopted? Provide reasons for your position. (adapted from )
Introductory Activity: Star Ledger Article Focusing on a Genetic Disease: Sanfilippo Syndrome
“Three Little Girls, One Couple’s Heartache,’”Bob Braun, January 20, 2003, pp 9 and 16.
BSCS Text:
Text questions: Check and Challenge p.276 #1-5
Investigation 12A Probability
NIH Curriculum Supplement Series:
Human Genetic Variation Activities 3 and 4.
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand C2: Explain how genetic material can be altered by natural and/or artificial means; mutations and new gene combinations may have positive, negative, or no effect on organisms or species.
Mendel’s Laws:
Multifactorial Inheritance:
BSCS Study Guide:
13A Chromosomes and Sex Determination
13B Probability-From Meiosis to Genetics
13C Meiosis Creatures
14B Part I: Pedigrees, Part II: Genetic Counseling
Genetic Problems: (Coop)
One-Factor Crosses
Applying Mendelian Genetics to Human Traits
Codominance, Incomplete Dominance, and Multiple Alleles
Two Factor Crosses
X-linked traits
Pedigree Studies
Investigating Inherited Human Traits (Miller and Levine pp. 157-159)
Genscope Lessons
1. Dragon Inheritance
2. Labrador Inheritance
3. Human Inheritance
111. (NPS) Distinguish between an organism’s phenotype and genotype.
112. (NPS) Explain the difference between the terms homozygous, heterozygous, hybrid and purebred.
113. (NPS) State and apply Mendel’s principles of segregation and independent assortment.
114. (NPS) Contrast multifactorial inheritance with inheritance involving multiple alleles.
What is the difference between a genotype and phenotype?
What is meant by homozygous, heterozygous, hybrid, and purebred?
What are Mendel’s principles?
What is the difference between multifactorial inheritance and inheritance involving multiple alleles?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand C2: Explain how genetic material can be altered by natural and/or artificial means; mutations and new gene combinations may have positive, negative, or no effect on organisms or species.
Blood Typing:
Blood Transfusions:
X-Linkage:
Pedigrees:
EDVO-Kit #116: Genetically Inherited Disease Detection
LAB AIDS: Human Genetics
LAB AIDS & NEO SCI: Blood Typing
NEO SCI: Heredity of Human Traits
WARD’S: Drosophilia Culturing
WARD’S: Principles of Mendelian Genetics
LAB AIDS: Probability
Questions:
Supplementary topic 5:Heredity and the Environment.
Biological Science BSCS-Teacher’s Resource Book p.9
USE THE SCIENTIST PROFILE FORM TO DESCRIBETHE CONTRIBUTIONS OF THE FOLLOWING SCIENTISTS:
Gregor Mendel, Reginald Punnett, Thomas Hunt Morgan,
Barabara McClintock
BLOOM’S TAXONOMY: Knowledge, Comprehension, Analysis, Application, Synthesis, Evaluation
115. (NPS) Utilize the ABO blood type as an example of inheritance of multiple alleles, and explain the principles behind blood typing and transfusion.
116. (NPS) Explain how X-linked traits differ from other linked traits, including disorders such as color blindness and hemophilia.
117. (NPS ) Discuss the interaction of heredity and environment.
118. (NPS) Interpret a pedigree.
How and why is blood typed?
How are X-linked traits different from other linked traits?
What is the relationship between heredity and environment?
How is a pedigree interpreted?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand C2: Explain how genetic material can be altered by natural and/or artificial means; mutations and new gene combinations may have positive, negative, or no effect on organisms or species.
Issues and Bioethics:
DNA and Heredity-ThinkQuest:
Inquiry/Research:
1. Suppose your are a doctor who has been asked by a child’s parents to prescribe a genetically engineered growth hormone to make sure that their normal child grows tall. Discuss what your response to the parents would be. (Biology Matters by D.C. Heath and Company)
2. A transgenic pig is growing much faster than its companions that lack its special gene for producing lean meat. However, the pig has trouble walking because its legs are very short and are swollen with arthritis.
Chapter 15:
119. (NPS) Explain the techniques of gene splicing and cloning.
120. (NPS) Analyze ethical issues involved in gene technology.
121. (NPS) Define mutation and distinguish between a frameshift, point, large-scale chromosomal mutation.
How are genes spliced and cloned?
What ethical issues exist in gene technology?
What is a mutation and what types of mutations exist?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand C3: Assess the impact of current and emerging technologies on our understanding of inherited human characteristics.
Genetic Disorders:
Should this affect similar experiments the genetic engineer may be considering? Select a position and support the position with a persuasive essay. (adapted from Biology Matters by D.C. Heath and Company)
3. What advances in biotechnology will come as our understanding increases about genetics and the biology of living things?
BSCS Text:
Review Questions Using Concepts #1-4 p.415
Using Concepts p.414: Concept Map
Investigation 15A Direct Detection of Genetic Disorders
Investigation 15B Recombinant DNA
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand C3: Assess the impact of current and emerging technologies on our understanding of inherited human characteristics.
Gene Therapy:
BSCS Study Guide:
15A Genetic Variability
15C Engineering Heredity
15D Comparison of DNA Sequencing with Protein Structure
KEMTEC & LAB AIDS: Plant Cloning
NIH Curriculum Supplement Series: Human genetic variation-Activity 4 and 5 p.55
Developing Biological Literacy
Essay; Genetic Continuity By Francisco Ayala p.79
Alternative Assessment: Genetic Engineering Friend or Foe
(Appendix L)
INCLUDE THE CONTRIBUTIONS OF THE FOLLOWING SCIENTISTS:
Stanley Cohen and Herbert Boyer.
BLOOM’S TAXONOMY: Knowledge, Comprehension, Analysis, Application, Synthesis, Evaluation
122. (NPS) Distinguish between the four types of chromosomal mutations: deletion, duplication, inversion and translocation.
123. (NPS) Define genetic engineering and list two applications of this process.
124. (NPS)Explain the role of gene therapy in the future treatment of human genetic diseases.
What are the four types of chromosomal mutations?
What is genetic engineering and how is it used?
How can gene therapy be used to treat genetic disorders?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand C3: Assess the impact of current and emerging technologies on our understanding of inherited human characteristics.
Cyber Ed: Evolution (Tutorials and Self Test)
Population Genetics Video
Hardy Weinberg Problems:
Evolution and Natural Selection:
LAB AIDS: Genetics Equilibrium and Natural Selection.
BSCS Study Guide :
Investigation 16A Sickle Cell Diseases Parts A&B p. 758.
Investigation 16A-A Study in Population Evolution in Bacteria, -p.127.
Investigation 16B-The Fossil Record and Evolution-p. 130
BSCS Study Guide-Ecologial Approach:
Activity 9.2-Outlining the Theory of Evolution by Natural Selection
Chapter 16:
125. (NPS) Relate the study of genetics to that of population genetics and discuss the factors that can affect gene-pool equilibrium.
126. (NPS) Explain the Hardy-Weinberg model.
127. (NPS) Discuss evolution through natural selection.
How are genetics and population genetics related?
What is the Hardy-Weinberg model?
How does evolution occur through natural selection?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand B2: Explain how the theory of natural selection accounts for extinction as well as an increase in the proportion of individuals with advantageous characteristics within a species.
Peppered Moth:
Genetic Drift:
Microevolution:
Activities on Natural Selection and the Peppered Moth.
Review exercise using concepts: p.434-435 #1-6.
128. (NPS) Explain genetic drift and contrast its effects on large and small populations.
129. (NPS) Discuss the role of quantitative traits in microevolution.
What is genetic drift? Does it effect large and small populations in the same manner?
What role do quantitative traits play in microevolution?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand B2: Explain how the theory of natural selection accounts for extinction as well as an increase in the proportion of individuals with advantageous characteristics within a species.
PBS-WBGH-Evolution:
CyberEd Software:
Evolution
Videotapte #5: Theory of Evolution
Speciation:
Inquiry/Research: Choose one.
Case Study: Mystery Disease
1.FARMER: Bill and I, we’ve had a lot of years together. But that’s what a brother’s for, I guess, to share the years, long and short, good and bad. We had rain all last winter, a perfect spring, and one of our best wheat crops yet. Yea, a good, long year. Once the harvesting was done, Bill was so happy he got it into his head that the barn needed a whole new roof. He was in a working mood I guess, and that roof was going bad. We went at it hard. Bill never stopped. He was working four, five hours past when I’d go home to the wife and kids. When we got done, Bill went to bed with chills and a fever. Overwork I figured. Then he had trouble breathing, so we took him right to the hospital. Two days later, he was dead. And he was only 46 years old.
Using the resources at your disposal, determine what disease killed Bill.(A list of possible diseases have been provided).
Chapter 19:
130. (NPS) Cite evidence that supports the theory of evolution through natural selection.
131. (NPS) Relate the study of genetics with that of population genetics and discuss the factors that can affect gene pool equilibrium.
132. (NPS) Discuss the isolation mechanisms that cause speciation.
What evidence supports the theory of evolution through natural selection?
How are genetics and population genetics related?
What isolation mechanisms cause speciation?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand B2: Explain how the theory of natural selection accounts for extinction as well as an increase in the proportion of individuals with advantageous characteristics within a species.
Punctuated Equilibrium:
Gradualism:
Mass Extinctions:
2.We are currently in the midst of a mass extinction. Support or refute this thesis statement utilizing a persuasive essay.
3.From an evolutionary point of view, explain why it is now difficult for physicians to use antibiotics to treat some infections or diseases.
BSCS Text:
Text Questions: Using Concepts p. 517 #1-7, Synthesis #1-3, Extension #5
Investigation 19A Variation in Size of Organisms
Investigation 19B Frequency Distribution Table and Histogram
BSCS Study Guide:
Activity 19A Study in Population Evolution in Bacteria
Activity 19B The New Fossil Record and Evolution
133. (NPS) Compare gradualism to punctuated equilibrium.
134. (NPS) Explain the importance of mass extinctions to evolution of life on earth.
135. (NPS) Discuss whether or not we are currently experiencing a mass extinction.
How can gradualism and punctuated equilibrium be compared?
How are mass extinctions important to the evolution of life?
Are we experiencing a mass extinction?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand B2: Explain how the theory of natural selection accounts for extinction as well as an increase in the proportion of individuals with advantageous characteristics within a species.
LAB AIDS: Introduction to Radioactivity and Half-Life
LAB AIDS: Fossils
LAB AIDS: Examining Fossils
Biological science BSCS Teachers’ Resource Book.
Supplementary Topic 10 p.15
Biology (Johnson and Raven)
p. 283 #1-5, p. 288 #1-6
Type 3 Writing:
Cite evidence that supports the theory of evolution through natural selection.
FCA’s
1. Describe three examples of evidence that supports evolution through natural selection. (30)
2. Well written paragraph. (10)
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand B2: Explain how the theory of natural selection accounts for extinction as well as an increase in the proportion of individuals with advantageous characteristics within a species.
Activity:
Interpreting Events From Fossil Evidence (Miller and Levine)
p.167
USE THE SCIENTIST PROFILE FORM TO DESCRIBE THE CONTRIBUTIONS OF THE FOLLOWING SCIENTISTS: Charles Darwin, Jean Lamarck, Charles Lyell, Thomas Malthus.
Performance Assessment Prompt- Activating Johnny
BLOOM’S TAXONOMY: Knowledge, Comprehension, Analysis, Application, Synthesis, Evaluation
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand B2: Explain how the theory of natural selection accounts for extinction as well as an increase in the proportion of individuals with advantageous characteristics within a species.
Various:
NOVA-Neanderthals on Trial:
NOVA-Neanderthals on Trial Site Map:
Inquiry:
Choose one
1.Provide the most recent information about the oldest hominid. Is this information debatable amongst scientists? Explain.
2.Modern humans are still evolving. Support or refute this statement.
BSCS Text:
Investigation 20A Interpretation of Fossils: Parts A and B
Investigation 20B Archaeological Interpretation: Parts A and B
Text Questions Using Concepts #1-8, Synthesis #1-3 p.543
Construct a Concept Map Utilizing the Key Concepts p.398
BSCS Study Guide:
20A Comparing Primate Fossils
20B Classifying Fossils
20C Chromosome Structure
Chapter 20:
136. (NPS) Describe the characteristics of primates, including the importance of an opposable thumb.
137. (NPS) Explain how hominids differ from other primates.
138. (NPS) Describe four evolutionary trends in hominids
What characteristics do primates have? What purpose does the opposable thumb serve?
How do hominids differ from other primates?
What are four evolutionary trends in hominids?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand B1: Explain that through evolution the Earth's present species developed from earlier distinctly different species.
Biology (Johnson and Raven)
p.301 #1-4
p.308 #1-6
Developing Biological Literacy
Essay: Evolution by Ernst Mayr. P.63
Activity: Examining the Usefulness of the Opposable Thumb (Miller and Levine, p. 439)
BLOOM’S TAXONOMY: Knowledge, Comprehension, Analysis, Application, Synthesis, Evaluation
139. (NPS) Discuss whether or not scientists believe that Neanderthals were ancestors to modern humans; provide evidence to support their hypotheses.
140. (NPS) Explain how Homo sapiens differ from other hominids.
141. (NPS)Provide reasons for the differences in the gene pools of modern human populations.
Do scientists believe Neanderthals were ancestors to modern humans? What evidence exists?
How do Homo sapiens differ from other hominids?
Why are gene pools in modern human populations different?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand B1: Explain that through evolution the Earth's present species developed from earlier distinctly different species.
Videotapes:
Biomes, Ecosystems and Populations: Tapes #72, 44, 30, 64, 19
New Jersey Pine Barrens:
New Jersey Pine Barrens Teacher Resources:
Inquiry:
List and describe the most destructive factors that are affecting biodiversity today. Explain what we can do to prevent the loss of species.
BSCS Text:
Text Questions: Using Concepts #1-8, Synthesis #1-3, Extension #1-2 p.599
Biodiversity in Danger p.595
BSCS Study Guide:
24B The Oxygen-Carbon Dioxide Cycle
24C Food Pyramids
LAB AIDS: Pollutant Effects of Phosphates and Nitrates
Chapter 24:
142. (NPS) Using the Pine Barrens as a non-urban ecosystem and Newark as an urban ecosystem, distinguish between abiotic and biotic factors within ecosystems, giving examples of each.
143. (NPS) Compare primary succession and climax communities in terrestrial and aquatic biomes.
144. (NPS) Describe the major terrestrial and aquatic biomes and their limiting factors.
What are the abiotic and biotic factors?
How can primary succession and climax communities be compared to each other?
What are the major terrestrial and aquatic biomes and their limiting factors?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.10.12 (Environmental Systems)
All Students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through ecosystems.
Carbon, Nitrogen, Water Cylces:
Completion of Chart Comparing the Terrestrial Biomes
(to be developed)
BSCS BIOLOGY TEACHERS’ RESOURCE BOOK.
ESSAY: A Species’ Fate, by The Numbers
By Charles C. Mann and Mark L. Plummer
Alternative Assessment: NJ Pine Barrens (Appendix 26A)
Performance Assessment Prompt: What is Killing the Fish?
BLOOM’S TAXONOMY: Knowledge, Comprehension, Analysis, Application
145. (NPS) Explain how carbon, nitrogen and water are recycled within an ecosystem.
146. (NPS) Describe biotic and abiotic factors that affect health in an urban ecosystem, such as Newark.
How are carbon, nitrogen, and water recycled within an ecosystem?
What biotic and abiotic factors affect health in an urban ecosystem?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.10.12 (Environmental Systems)
All Students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through ecosystems.
New Jersey Pine Barrens:
New Jersey Pine Barrens Teacher Resources:
Ecolgocial Succession:
Introductory questions p 651
Answer questions on:
p. 662 #1-4
p.668 #1-5
p. 667 #1-8
Reviewing Ideas:
P 678-679 #1-13
Using Concepts:
p.679 #1-7
Biome Worksheet-Appendix Q
Using Pine Barrens site:
1. Where are the Pine Barrens located?
2. What type of biome are the Pine Barrens?
3. Name 20 fauna and flora (with the scientific names) in the Pine Barrens. Indicate five animals and five plants that are on the Endangered Species list.
Chapter 25:
147. (NPS) Describe different types of terrestrial biomes.
148. (NPS) Describe different types of aquatic ecosystems.
149. (NPS) Discuss the consequences of new species moving into a new area.
150. (NPS) Relate the concept of succession to ecosystems and their stability.
What are the different types of terrestrial biomes?
What are the different types of aquatic ecosystems?
What are the consequences of a new species moving into a new area?
How is succession related to ecosystems and their stability?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.10.12 (Environmental Systems)
All Students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through ecosystems.
4. Are there any industries in the Pine Barrens? If so, name at least two of them.
5. The Pine Barrens are being threatened. Describe the factors that threaten the area.
6. What is the New Jersey Pineland Commission? Explain the function.
Global Change-Johnson and Raven-p. 389-406
BSCS Study Guide Ecological Approach:
Activity 11.5-Rice-p. 92
Activity 22.3-Biomes in Three Dimensions-p. 170
Biome Chart –Appendix Q
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.10.12 (Environmental Systems)
All Students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena.
.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through ecosystems.
Humans and Environment:
151. (NPS) Explain how humans depend on ecosystems and list services performed by ecosystems.
152. (NPS) Discuss the relationship between humans and the environment.
153. (NPS) Relate the concept of sustainability to the future of the planet.
How do humans depend on ecosystems?
What relationship exists between humans and the environment?
How is sustainability related to the future of the planet?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.10.12 (Environmental Systems)
All Students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena.
.
Strand B1: Assess the impact of human activities on the cycling of matter and the flow of energy through ecosystems.
Neuroscience for Kids Home:
Neuroscience for Kids:
Videotape:
The Nervous System: Tape #31, 32
The Senses: Tape #31
LAB AIDS: Senses
Skin Sensivity: Appendix M
Constructing a Model of a Nerve Cell, Miller and Levine Lab Manual (Elephant), p. 461
Chapter 21:
154. (NPS) Describe the parts of a neuron.
155. (NPS) Explain the biochemical process involved in the transmission of nerve impulses. Include depolarization and repolarization of the nerve cell membrane as it relates to chemical processes. Include chemical reactions at the site of synapse, noting the concentration of sodium and potassium ions and acetylcholine.
156. (NPS) Distinguish between the three major types of neurons. Trace the path of nerve impulses through a reflex arc.
What are the parts of a neuron?
How is a nerve impulse transmitted?
What are the three major types of neurons?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism.
Anatomy of Brain:
Central Nervous System:
157. (NPS) Explain how the nervous system (sensory receptors) maintains homeostasis.
158. (NPS) Describe how the nervous system has evolved within the animal kingdom.
159. (NPS) Explain why a nervous system is not present in plants and explain the evolutionary significance of plants producing chemicals that affect the nervous systems of animals.
How does the nervous system maintain homeostasis?
How has the nervous system evolved?
Why do plants lack a nervous system?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism.
Plant Adaptations:
Xylem and Phloem:
Circulatory Systems:
Inquiry/Research:
1.How does water climb to the top of a tree 112 metes tall?
2.What factors have contributed to the rise of high blood pressure rates in the Newark area? What are increased risks of this disease.
BSCS Text:
Text Questions: Using Concepts p.211 #1-8, Synthesis #1-4
Develop a Concept Map Using the Key Concepts on p.210
Investigation 7A: Water Movement in Plants
BSCS Study Guide:
7A Transport System Review
7B Transport in Plant Stems
7C Transport Systems in Animals
7D Adaptations in Transport Systems
Chapter 7:
160. (NPS) Summarize the adaptations made by plants to life on land.
161. (NPS) Compare the structure and function of xylem and phloem tissues.
162. (NPS) Explain the difference between an open and closed circulatory system; giving examples of organisms with each type of system.
What are the adaptations made by plants to life on land?
How can the structure and function of the xylem and phloem be compared?
What is the difference between an open and closed circulatory system?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism.
Circulatory System:
Test Your Blood Pressure IQ:
Videotapes:
Life on Earth Series: Invasion of the Land
The Heart and Circulation-Tape #17, 31
Bioethics: Mothers and Fetuses:Whose Rights Are More Important?
Biological Science BSCS: Teacher’s Resource Book. P.13
Laboratory: Frog Dissection
Laboratory: LAB-AIDS #1-S Simulated Blood Typing Kit
Blood Typing Questions: See Miller and Levine p.507
Activity: Taking Blood Pressure
COM[PARATIVE ANATOMY: compare the transport systems of the following organisms: Oak tree, Paramecium, Earthworm, Grasshopper and humans.
Comparative Chart: Representative Organisms (Appendix )
163. (NPS) Describe the evolutionary advantages offered by a closed circulatory system.
164. (NPS) Name the constituents of blood and describe the function of each. Define representative disorders such as anemia, sickle cell, hemophilia, and leukemia.
165. (NPS) List the causes and methods of prevention of heart disease, including low density and high density lipoproteins.
What is the evolutionary advantage of a closed circulatory system?
What are the constituents of blood and what is the function of each?
What are the causes and methods of preventions for heart disease?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism.
Heart Anatomy:
Cyberheart:
The Franklin Institute- The Human Heart:
Net Frog:
Heart Diagram (Quiz):
Internet Research:
Blood Pressure: How have blood pressure guidelines changed?
Why do veins appear blue? (Is oxygen poor blood blue?)
INCLUDE THE CONTRIBUTIONS OF THE FOLLOWING SCIENTISTS:
William Harvey, Daniel Hale Williams, Charles Drew, Christian Barnard
BLOOM’S TAXONOMY: Knowledge, Comprehension, Analysis Application, Synthesis, Evaluation
166. (NPS) Trace the path of blood through the heart and blood vessels, comparing amphibian to mammalian circulation.
167. (NPS) Explain how the circulatory system functions in homeostasis.
168. (NPS) Distinguish between the systolic and diastolic blood pressure, and indicate what constitutes high blood pressure; describe the risks of hypertension.
What pathway is taken by blood as it flows through the heart and blood vessels?
How does the circulatory system function in maintaining homeostasis?
What is the difference between systolic and diastolic blood pressure?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard 5.5.12(Characteristics of Life)
All students will gain an understanding of the structure characteristics, and basic needs of organism and will investigate
the diversity of life.
Strand A1: Relate the structure of molecules to their function in cellular structure and metabolism.
Priamry and Secondary Growth:
Factors Affecting Plant Growth:
Plant Hormones:
BSCS Investigation 11A: Seeds and Seedlings, Parts A-C-p. 737.
BSCS Investigation 11B-Tropisms
BSCS Study Guide: Activity 15A-C.
BSCS Text:
Concept Map-p. 312
Review Exercise-Using Concepts-p. 313 #1-9.
Check and Challenge-p.300 #1-4, p. 308 #1-4
Comparing Monocots and Dicots: Miller and Levine Lab Manual (Elephant)-p. 273.
Root and Stem Structures: Miller and Levine Lab Manual (Elephant) p. 277.
Plant Hormones: Miller and Levine Lab Manual(Elephant) p. 299.
Grow Lab: Root Watch-p.56
Grow Lab: Root Loops-p. 63
Grow Lab: What a Sy-Sytem!-p. 70
Grow Lab: Lighten Up-p. 93
Kemtec Kit: Plant Cloning
Chapter 11:
169. (NPS) Describe the structures involved in seed germination.
170. (NPS) Explain primary and secondary growth in plants.
171. (NPS) Discuss the factors that affect plant germination and growth.
172. (NPS) Discuss the actions of various plant hormones.
173. (NPS) Describe how plants respond to light, gravity, and day length.
What structures are involved in seed germination?
What is the difference between primary and secondary growth in plants?
What factors affect plant germination?
How do the various plant hormones act on plants?
How do plants respond to light, gravity, and day length?
Suggested Resources
Types of Research Based Activities and Assessments that could illustrate Objectives
Instructional Objectives / Skills and Benchmarks (CPIs)
Essential Questions
Standard X.X
Replace the X.X above with the appropriate number, then highlight this text and type the standard’s short description. If using copy and paste, please make sure the result is Times New Roman, 14, Bold.
Strand X: Strand Name (Replace the X with the strand/goal letter; then highlight this text and type in the strand/goal name.) (Bold, 12)
NEWARK PUBLIC SCHOOLS ADVISORY BOARD MEMBERS
2008-2009
Mr. Samuel Gonzalez, Chairperson
Ms. Shanique L. Davis-Speight, Vice Chairperson
Mr. Tharien Arnold
Ms. Barbara King
Mr. Anthony Machado
Ms. Eliana Pintor
Ms. Arelis Romero
Mr. Felix A. Rouse
Mr. Carlos Valentin, Jr.
................
................
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