Transcript of Science Course: Biology
Science Course: BiologyBased
Assessment Ist Semester Text Analysis and Writing Pre- assessment
Scientific Method 9-10.B.1.1.1 Explain the scientific meaning of
system, order, and organization. 9-10.B.1.1.2 Apply the concepts of
order and organization to a given system. (648.01a) 9-10.B.1.2.3
Develop scientific explanations based on knowledge, logic and
analysis. (648.02c) 9-10.B.1.3.1 Measure changes that can occur in
and among systems. (648.03b) 9-10.B.1.3.2 Analyze changes that can
occur in and among systems. (648.03b) 9-10.B.1.3.3 Measure and
calculate using the metric system. (648.03c) 9-10.B.1.6.1 Identify
questions and concepts that guide scientific investigations.
(649.01a)
What are the steps of the scientific method? What is the scientific
method used for? How can the scientific method be used to design
your own experiment? What is the importance of each step of the
scientific method? What is the difference between a hypothesis,
theory, and a law? When is the metric system used? What are the
methods of conversion from English to Standard? What are the
appropriate metric units used to measure volume, distance and
size?
scientific method observation hypothesis prediction controlled
experiment control group dependent variable independent variable
data analyze conclusion theory law investigative design inferring
quantitative qualitative Metric Units (SI) Volume Length Mass
Students will describe the steps of the scientific method used in
their experiment. Given a problem students will form a hypothesis
then design and carry out a scientific experiment to test their
hypothesis. Students will create hypotheses that are testable.
Students will document lab results and report their findings to the
class. Students will convert between units within the metric system
using dimensional analysis. Students will write their own question
which can be investigated scientifically.
Department selected article for pre-assessment. McDougall Littell
Biology – Manipulating Independent Variables Lab (Chapter 1)
Related POGIL activities Biology Corner scientific method materials
The Science Spot metric system materials. Gale Library for current
issues to investigate, research, or lab ideas. Science News
articles Biointeractive website videos and activity resources
Spongelab website for interactive activities Mrs. Bone's Biology
Class LOTS of video, power points, activities, worksheets on all
biology topics
Pre-assessment rubric. Student demonstrates he/she can follow
scientific method. Independent lab design and accurate lab report
written in proper format. Student reports lab measurements using
metric system. Written summaries of test materials. Microscope
usage Unit test
9-10.B.5.2.1 Explain how science advances technology.
(655.01a)
9-10.B.5.2.2 Explain how technology advances science. (655.01a)
9-10.B.5.2.3 Explain how
Students will utilize technology by creating their own graphs.
Summarize the differences between observations, hypotheses, law,
and theories. Summarize information from technical writing, graphs,
charts, and diagrams. Students will investigate how scientific
findings advance technology. Students will investigate how
technology advances science. Students will explain the different
roles of technology and science. How is a microscope used? What are
the parts of a microscope? What is the difference between fine and
coarse adjustment? How do you calculate total
Science Course: Biology
science and technology are pursued for different purposes.
(656.01b) RST.9/10.1 Cite specific textual evidence to support
analysis of science and technical texts, attending to the precise
details of explanations or descriptions. RST.9/10.2 Determine the
central ideas or conclusions of a text; trace the text’s
explanation or depiction of a complex process, phenomenon, or
concept; provide an accurate summary of the text. RST.9/10.4
Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 9–10 texts and
topics. RST.9/10.5 Analyze the structure of the relationships among
concepts in a text, including relationships among key terms (e.g.,
force, friction, reaction force, energy).
magnification ? Read department- assigned text material and write a
summary paragraph.
Science Course: Biology
RST.9/10.8 Assess the extent to which the reasoning and evidence in
a text support the author’s claim or a recommendation for solving a
scientific or technical problem. RST.9/10.10 By the end of grade
10, read and comprehend science/technical texts in the grades 9–10
text complexity band independently and proficiently. WHST.9/10.2
Write informative/explan atory texts, including the narration of
historical events, scientific procedures/ experiments, or technical
processes. WHST.9/10.4 Produce clear and coherent writing in which
the development, organization, and style are appropriate to the
task, purpose, and audience. WHST.9/10.5 Develop and strengthen
writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing
Science Course: Biology
on addressing what is most significant for a specific purpose and
audience. WHST.9/10.6 Use technology, including the Internet, to
produce, publish, and update individual or shared writing products,
taking advantage of technology’s capacity to link to other
information and to display information flexibly and dynamically.
WHST.9/10.7 Conduct short as well as more sustained research
projects to answer a question (including a self- generated
question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
WHST.9/10.8 Gather relevant information from multiple authoritative
print and digital sources, using advanced searches effectively;
assess the usefulness of each source in
Science Course: Biology
answering the research question; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism
and following a standard format for citation. WHST.9/10.10 Write
routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and
audiences.
Chemistry of Life 9-10.B.3.2.4 Describe cellular respiration and
the synthesis of macromolecules. (653.01d) RST.9/10.5 Analyze the
structure of the relationships among concepts in a text, including
relationships among key terms (e.g., force, friction, reaction
force, energy). WHST.9/10.10 Write routinely over extended time
frames (time for reflection and revision) and shorter time frames
(a single sitting or a day or
What are the similarities and differences between the four
macromolec ules? How do enzymes affect chemical reactions? How do
exothermic and endothermic reactions differ?
Monomer Polymer Carbohydrate Lipid Protein Amino acid Nucleic acid
Equilibrium Activation energy Exothermic Endothermic Enzyme
Catalyst Substrate
Classify the different types of macromolecul es. Build a
macromolecule
Explain how organisms use chemical energy.
McDougall Littell Biology – Testing pH Lab, Enzymatic Lab (Chapter
2) Related POGIL activities Biology Corner scientific method
materials Enzyme Lab
Gale Library for current issues to investigate, research, or lab
ideas. Science News articles Mrs. Bone's Biology Class LOTS of
video, power points, activities, worksheets on all biology
topics
Macromolecule construction POGIL activity mastery Lab performance
and reports Unit test
two) for a range of discipline-specific tasks, purposes, and
audiences, including relationships among key terms (e.g., force,
friction, reaction force, energy).
Science Course: Biology
Cell Structure and Function 9-10.B.3.3.1 Identify the particular
structures that underlie the cellular functions. (651.01a)
9-10.B.3.3.2 Explain cell functions involving chemical reactions.
(651.01b) 9-10.B.3.2.3 Show how the energy for life is primarily
derived from the sun through photosynthesis . (653.01c)
9-10.B.3.2.4 Describe cellular respiration and the synthesis of
macromolecul es. (653.01d) RST.9/10.2 Determine the central ideas
or conclusions of a text; trace the text’s explanation or depiction
of a complex process, phenomenon, or concept; provide an accurate
summary of the text.
What are the differences between prokaryotic and eukaryotic cells?
What are the functions of various parts of the cell? What are the
differences between plant and animal cells? What is the cell
theory? What is the difference between a multicellular and a
unicellular organism? What is the importance of cellular
respiration? What is the importance of photosynthesi s? What is the
difference between aerobic and anaerobic respiration? Why are
(most) plants green? How are photosynthesi s and cellular
organelle nucleus DNA mitochondria Golgi apparatus ribosomes
chloroplasts cell wall plasma membrane vacuole lysosomes
endoplasmic reticulum cytoskeleton cilia flagella cytoplasm
nucleolus photosynthesis cellular respiration glucose ATP active
transport osmosis diffusion passive transport facilitated diffusion
hypotonic hypertonic isotonic Eukaryote Prokaryote Cell theory Cell
membrane Cytoplasm Vesicles
Students will identify and describe the function of each cell
organelle and cellular structures. Edible cell lab or build your
own cell
Students will define osmosis, diffusion, facilitated diffusion,
active transport, and passive transport. Students will explain how
solar energy is converted into chemical energy by plants. Students
will explain how chemical energy from plants is converted to
cellular energy in both plants and animals.
McDougall Littell Biology – Diffusion Across a Membrane Lab
(Chapter 3); Rates of Photosynthesis Lab (Chapter 4); Investigate
Fermentation in Foods (Chapter 5) Related POGIL activities Biology
Corner cell activities Biointeractive for video and interactive
information on stem cells Cells Alive interactive organelle
identification. The Science Spot Edible Cells and “Eggs-cellent
Ideas for Osmosis and Diffusion” Gale Library for current issues to
investigate, research, or lab ideas. Science News articles
Biointeractive website videos and activity resources Spongelab
website for interactive activities Mrs. Bone's Biology Class LOTS
of video, power points, activities, worksheets on all biology
topics Osmosis and Diffusion Lab
Cell Model design and presentation following rubric Llab
performance and report. POGIL activity mastery Lab performance and
reports Unit test
Science Course: Biology
WHST.9/10.10 Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline- specific tasks,
purposes, and audiences.
respiration and related? What is fermentation and how is it
currently being used to benefit our society? What is the basic
structure of the cell membrane? What is the difference between
active and passive transport? What is the fluid mosaic model? What
is the difference between diffusion and osmosis? What is the
difference between a hypertonic and a hypotonic solution?
Fermentation Lab Pigment Separation Lab
Sketches and diagrams depiction various solutions where students’
predict the net flow of water movement
Cell Division 9-10.B.1.2.2 Develop models to explain concepts or
systems. 9-10.B.3.3.1 Identify the particular structures that
underlie the
What is the purpose of mitosis? What are the phases of mitosis in
order? What is the major event that occurs within each
cell cycle interphase prophase metaphase anaphase telophase
cytokinesis Gametes Zygote Diploid Haploid Autosomes
Chromatid
Students will explain the steps of mitosis. Students will explain
the steps of meiosis.
McDougall Littell Biology – Mitosis in Onion Root Cells (Chapter
5), Modeling Meiosis (Chapter 6) Related POGIL activities Biology
Corner cell activities Biointeractive cancer cell video and
activities. The Science Spot Mitosis Flip Book and others
Accuracy in listing/describing the stages of cell division. Mastery
of argument paper following rubric Presentations POGIL activity
mastery
Science Course: Biology
cellular function. 9-10.B.3.3.2 Explain cell functions involving
chemical reactions. Know that genetic information is both encoded
in genes and replicated. 9-10.B.3.3.3 Explain how cells use DNA to
store and use information for cell functions. (651.01c) RST.9/10.2
Determine the central ideas or conclusions of a text; trace the
text’s explanation or depiction of a complex process, phenomenon,
or concept; provide an accurate summary of the text. WHST.9/10.10
Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or
two) for a range of
phase of mitosis? How is the cell cycle related to cancer and
mutation? What is the purpose of meiosis? What is the major event
that occurs within each phase of meiosis? What are the similarities
and differences between meiosis and mitosis? What were the
contributions of Watson and Crick? What is the basic structure of a
DNA molecule? What is the role/importan ce of DNA? Why do organisms
replicate their DNA? What are the components of a nucleotide? What
are various types of mutations
Chromatin Centromere Chromosomes Cytokinesis Interphase Sister
chromatids Centromere Spindle Fertilization Homologous chromosomes
Crossing over Tetrads Monosomy Trisomy Nondisjunction
Gale Library for current issues to investigate, research, or lab
ideas. Science News articles Learn Genetics Mrs. Bone's Biology
Class LOTS of video, power points, activities, worksheets on all
biology topics Diagrams/figures and presentations on mitosis and
meiosis Pipe Cleaner Labs on mitosis and meiosis Microscope Lab
(meiosis and mitosis slides) Computer Labs Cancer Research and
Presentations Argument paper topics – Should people be required to
have cancer screenings?
Lab performance and reports Unit test
DNA can undergo?
2nd Semester Genetics 9-10.B.3.3.3 Explain how cells use DNA to
store and use information for cell functions. (651.01c)
9-10.B.3.3.4 Explain how selective expression of genes can produce
specialized cells from a single cell. (651.01e) 9-10.B.1.6.5
Analyze alternative explanations and models. (649.01e) 9-10.B.1.6.6
Communicate and defend a scientific argument. (649.01f) RST.9/10.2
Determine the central ideas or conclusions of a text; trace the
text’s explanation or depiction of a complex process,
phenomenon,
What are the important contributions made to genetics made by
Mendel? What is the difference between genotype and phenotype? What
is the difference between heterozygous and homozygous? What is the
difference between dominant and recessive? How are traits passed
from parent to offspring? How can probability be used to predict
possible offspring? Why is it sometimes impossible to determine the
genotype of an organism that has a dominant phenotype?
genotype phenotype allele dominant recessive trait homozygous
heterozygous gametes chromosome probability Mendel Heredity Traits
Law of Segregation Law of Dominance Law of Independent assortment
Monohybrid crosses Genotype Phenotype Alleles Dominant Recessive
Homozygous Heterozygous Punnett squares Mutation Pedigree Karyotype
Sex-linked traits Human genome Homologous chromosomes Crossing
over
Students will identify the role of genes in cell specialization in
multicellular organisms. Students will explain the difference
between genotype and phenotype. Students will compare and contrast
two or more possible explanations for a set of data. Students will
debate the pros and cons of a current event that is based on
scientific data.
McDougall Littell Biology – Probability Practice Lab (Chapter 6)
Related POGIL activities The Science Spot genetics activities
Biology Corner for genetics activities Biointeractive for genetics
video and interactive activities. Learn Genetics Spongelab website
for interactive activities Mrs. Bone's Biology Class LOTS of video,
power points, activities, worksheets on all biology topics Argument
paper topics – Should parents be able to choose their child’s
genes? Should human cloning be allowed?
Punnett square accuracy Debate participation Accuracy of argument
paper following rubric POGIL activity mastery Lab performance and
reports Unit test
Science Course: Biology
or concept; provide an accurate summary of the text. WHST.9/10.10
Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline- specific tasks, purposes, and
audiences.
DNA and Protein Synthesis 9-10.B.3.3.3 Explain how cells use DNA to
store and use information for cell functions. (651.01c) RST.9/10.2
Determine the central ideas or conclusions of a text; trace the
text’s explanation or depiction of a complex process, phenomenon,
or concept; provide an accurate summary of the text. WHST.9/10.10
Write routinely
RNA amino acids transcription translation enzyme DNA replication
nucleotide double helix base pair adenine guanine thymine cytosine
deoxyribose nucleic acid phosphate rRNA mRNA tRNA ribosome codon
anticodon Watson and Crick Nitrogenous base
Students will construct a DNA model. Students will identify the
structure and role of DNA and RNA within a cell.
McDougall Littell Biology – DNA Extraction Lab (pg 229) The Science
Spot DNA activities Biology Corner for DNA/RNA activities
Biointeractive for DNA video and interactive activities. Learn
Genetics for DNA to Protein animation and GREAT interactive protein
synthesis activities Spongelab website for interactive activities
Mrs. Bone's Biology Class LOTS of video, power points, activities,
worksheets on all biology topics DNA extraction lab
DNA model accuracy Replication with model accuracy POGIL activity
mastery Lab performance and reports Unit test
Science Course: Biology
over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range
of discipline- specific tasks, purposes, and audiences.
Evolution 9-10.B.3.1.1 Use the theory of evolution to explain how
species change over time. (652.01a) 9-10.B.3.1.2 Explain how
evolution is the consequence of interactions among the potential of
a species to increase its numbers, genetic variability, a finite
supply of resources, and the selection by the environment of those
offspring better able to survive and reproduce. (652.01a)
RST.9/10.2 Determine the central ideas or conclusions of a text;
trace
inheritance patterns variation artificial selection Darwin genetic
fitness genetic variability resources selection
Discuss the evidence that convinced Darwin that species could
change over time. Students will use evidence such as the fossil
record, genetic inheritance, patterns of mutation to explain how
organisms evolve. Students will identify the processes that result
in changes in a population. Cite specific examples of natural
selection and artificial selection. Show how natural selection
can
McDougall Littell Biology – Animated Biology at Classzone.com
Chapter 10 Adaptation online activity Radioactive Decay lab (pg
364) Biology Corner for natural selection activities Biointeractive
for natural and evolution video and interactive activities. Learn
Genetics Variation, Selection, and Time animation Spongelab website
for interactive activities on natural selection Mrs. Bones Biology
Class https://sites.google.com/site/mrsbon
esbiologysite/home/unit-5-cell-
reproduction LOTS of video, power points, activities, worksheets on
all biology topics
Activity accuracy and participation Creation of logical hypothesis
and defense POGIL activity mastery Lab performance and reports Unit
test
Science Course: Biology
the text’s explanation or depiction of a complex process,
phenomenon, or concept; provide an accurate summary of the text.
WHST.9/10.10 Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline- specific tasks,
purposes, and audiences.
change a population. When given a specific case of a change in a
population, students will write a hypothesis to define the causes
of the change and orally defend their hypothesis.
Ecology and Classification 9-10.B.3.2.1 Explain how matter tends
toward more disorganized states (entropy). (653.01a) 9-10.B.3.2.2
Explain how organisms use the continuous input of energy and matter
to maintain their chemical and physical organization. (653.01b)
Show how matter cycles
Earth’s major biomes? How does succession play a part in
ecosystems? What are limiting factors that affect growth rates?
What are differences between intra- and inter- specific competition
between organisms? What is symbiosis?
interactions habitat niche ecosystem carrying capacity limiting
factors autotroph heterotroph population community biosphere energy
pyramids entropy decompositio n
Predict what happens to a population when the following conditions
change: Carrying Capacity, Limiting Factors, Genetic Variability
and Fitness. Students will identify the ultimate source of energy
for a system and explain how energy flows through that
system.
McDougall Littell Biology – Abiotic Factors and Plant Growth lab
(pg 405) Biology Corner for ecology activities Biointeractive for
natural and evolution video and interactive activities. Learn
Genetics Great Salt Lake ecology activities Spongelab website for
interactive activities on ecosystems Mrs. Bones Biology Class
https://sites.google.com/site/mrsb
onesbiologysite/home/unit-5-cell- reproduction LOTS of video,
power
points, activities, worksheets on all biology topics
Food chain/food web designs POGIL activity mastery Lab performance
and reports Biome Research Biome diorama Project/Presentation Unit
test
and energy flows through the different levels of organization of
living systems (cells, organs, organisms, communities) and their
environment. (653.01h) 9-10.B.5.1.1 Analyze environmental issues
such as water and air quality, hazardous waste, forest health, and
agricultural production. (656.01a) 9-10.B.5.3.1 Describe the
difference between renewable and nonrenewable resources. (656.03a)
RST.9/10.1 Cite specific textual evidence to support analysis of
science and technical texts, attending to the precise details of
explanations or descriptions. RST.9/10.2 Determine the central
ideas or conclusions of a text; trace the text’s explanation
or
What are examples of different symbiotic relationships? How do
climates affect biotic and abiotic factors? Does age effect
population growth? Has the human population reached its carrying
capacity? How do you estimate the size of various populations? What
are some threats to biodiversity in various biomes?
Students will design a food web and orally present it to the class.
Students will identify the specific parts of a food web. Students
will explain what happens to a system when the energy source is
lost. Students will describe the roles of biogeochemic al cycles in
an ecosystem. Explain the impact of using renewable and nonrenewabl
e resources. Students will identify the impact of humans on the
environment.
Science Course: Biology
depiction of a complex process, phenomenon, or concept; provide an
accurate summary of the text. RST.9/10.4 Determine the meaning of
symbols, key terms, and other domain- specific words and phrases as
they are used in a specific scientific or technical context
relevant to grades 9–10 texts and topics. RST.9/10.5 Analyze the
structure of the relationships among concepts in a text, including
relationships among key terms (e.g., force, friction, reaction
force, energy). RST.9/10.8 Assess the extent to which the reasoning
and evidence in a text support the author’s claim or a recommendati
on for solving a scientific or
Science Course: Biology
technical problem. RST.9/10.9 Compare and contrast findings
presented in a text to those from other sources (including their
own experiments), noting when the findings support or contradict
previous explanations or accounts. WHST.9/10.4 Produce clear and
coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. WHST.9/10.5 Develop
and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience. WHST.9/10.6
Use
Science Course: Biology