Alexander County Schools 2012-2013€¦ · Alexander County Schools 2012-2013 ... molecules...

Alexander County Schools 2012-2013

Biology Unit 1: Organic Compounds

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 4.1.1 Compare the structures and functions of major biological molecules (carbohydrates, proteins, lipids, and nucleic acids) as related to the survival of living organisms. 3.1.1 Explain the double-stranded, complementary nature of DNA as related to its function in the cell. (This unit provides only an introduction to DNA structure. DNA’s function and a more detailed discussion of DNA structure in the cell will be covered in Unit 5.) 4.1.3 Explain how enzymes act as catalysts for biological reactions.

Transfer: Students will be able to independently use their learning to…

Recognize that four biological molecules (carbohydrates, lipids, proteins, and nucleic acids) compose the framework for living things and provide their source of energy.

Identify the importance and purpose of enzymes in living systems.

Meaning

Understandings: Students will understand that…

Organic molecules are made from different elements and their bonds hold energy.

Biological organic compounds are necessary for healthy cellular activity.

Organic compounds are in the foods we eat; and that the improper use of these compounds may affect a living organism’s health and quality of life.

Certain environmental factors (biotic and abiotic) change molecular structure and chemical reactions in living systems.

Essential Question(s):

Why must all living things obtain and use organic compounds?

What chemical factors could enhance, sustain, prolong or destroy life?

Acquisition

Students will know:

The difference between an inorganic and an organic molecule.

The structure and function of carbohydrates (including glucose, sucrose, cellulose, starch, and glycogen).

The structure and function of proteins (including insulin, enzymes, and hemoglobin).

The structure and function of lipids (fats, phospholipids, and steroids).

The structure of nucleic acids (DNA and RNA). o The structure of DNA is a double helix or “twisted ladder”

structure. The sides are composed of alternating phosphatesugar groups and “rungs of the DNA ladder” are

Students will be skilled at:

Building chemical models of organic compounds and/or their subunits.

Identifying the biologic compounds that make up common foods using chemical tests (e.g. iodine test for starch).

Choosing foods that support a healthy lifestyle

composed of complementary nitrogenous base pairs (always adenine (A) to thymine (T), and cytosine (C) to guanine (G), joined by weak hydrogen bonds.

Enzymes have a specific three-dimensional shape that is linked to the specific protein function.

Enzymes are organic catalysts that speed up chemical reactions by lowering their activation energy.

Enzymes are specific and reusable.

The three-dimensional structure of an enzyme is affected by such factors as pH, radiation, and temperature.

Essential Vocabulary: ● activation energy ● active site ● amino acid ● carbohydrate ● catalyst ● cellulose ● disaccharide ● DNA ● enzyme ● enzyme-substrate complex ● fat ● glucose ● glycogen

● hemoglobin ● insulin ● lipid ● monosaccharide ● nucleic acid ● nucleotide ● peptide bond ● pH ● phospholipid ● polysaccharide ● protein ● RNA ● starch ● steroids ● sucrose

Extended Vocabulary (Honors): ● buffer ● dehydration synthesis ● denature ● hydrolysis ● inhibitor

IT Standards: IT Strategies:

Unit Title: Organic Compounds Subject: Biology

STAGE 2

Understandings:

Students will understand:

Organic molecules are made from different elements and their bonds hold energy. Biological organic compounds are necessary for healthy cellular activity.

Organic compounds are in the foods we eat; and that the improper use of these compounds may affect a living organism’s health and quality of life.

Certain environmental factors change molecular\ structure and chemical reactions in living systems.

Essential Questions:

Why must all living things obtain and use organic compounds?

What chemical factors could enhance, sustain,

prolong or destroy life?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments

(Evidences)

Identify the structure and purpose of organic compounds in living systems by:

o Writing journal entries o Answering informal

questions in class o Completing ticket-out-

the door or similar activities

Compare and analyze specific diets (for example, analyze two fast food meals) for caloric (energy) value and nutrient composition.

Construct and recognize three dimensional or two-dimensional models of organic compounds.

Examine and predict the effect of temperature, pH, and change in enzyme/substrate concentration in enzymatic reactions

Summative Assessment

On a quiz and/or unit test: o Identify organic

compounds o Predict the outcome of

catalyzed and uncatalyzed reactions

o Recognize the importance of organic compounds in living systems

Develop and employ an investigation, which identifies the organic composition of common foods with Benedict’s reagent, iodine, and other tests.

STAGE 3

Approximate number of days spent on unit:

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Strategies:


Biology Unit 2: Cells, Organelles, and Cellular Homeostasis Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 1.1.2 Compare prokaryotic and eukaryotic cells in terms of their general structures (plasma membrane and genetic material) and degree of complexity. 1.1.1 Summarize the structure and function of organelles in eukaryotic cells (including the nucleus, plasma membrane, cell wall, mitochondria, vacuoles, chloroplasts, and ribosomes) and ways that these organelles interact with each other to perform the function of the cell. 1.2.1 Explain how homeostasis is maintained in a cell and within an organism in various environments (including temperature and pH). 1.2.3 Explain how specific cell adaptations help cells survive in particular environments (focus on unicellular organisms). 4.2.2 Explain ways that organisms use released energy for maintaining homeostasis (active transport).


Identify the cell as the basic unit of life.

Recognize that life requires organization, and organization requires an input of energy.

Understand that cells are specialized (differentiated) for the jobs that they perform.

Observe that living things respond and adapt to stimuli in their environment.

Meaning


The difference between a eukaryotic and a prokaryotic (bacterial) cell.

The structures that characterize a plant cell and an animal cell.

Cells contain organelles that have different functions.

Cells must respond and adapt to changes in the environment or they will not survive.

The cell membrane is vital to cellular health, since it controls chemicals and stimuli that enter and leave the cell.


What are the biological criteria for “life”? (What makes one mass of molecules living and another nonliving?)

How do small cellular structures influence the function and health of a complex, multicellular organism?

Acquisition

Students will know:

Prokaryotic cells are less complex than eukaryotic cells. o Eukaryotic cells contain membrane-bound organelles –

mitochondria, a nucleus, vacuoles, and chloroplasts. Prokaryotic cells do not.

o DNA and RNA are present in both eukaryotic and prokaryotic cells, but are not enclosed by a membrane in prokaryotes.

o Ribosomes are present in both eukaryotic and prokaryotic cells. o Prokaryotic cells may have circular strands of DNA called

plasmids. Eukaryotic cells contain linear chromosomes.


Using a compound light microscope. They will use proper microscope techniques to prepare a slide, handle a microscope, and clean a microscope.

Identifying prokaryotic cell, a plant cell, and an animal cell.

Identifying micrographs taken with a compound light microscope, a scanning electron microscope, and a transmission electron microscope.

Calculating the total magnification of a prepared specimen.

o Prokaryotic cells are smaller than eukaryotic cells.

How to identify the following organelles in diagrams of plant and animal cells (as appropriate): the nucleus, the plasma membrane, cell wall, mitochondria, vacuoles, chloroplasts, and ribosomes.

The structure of an organelle determines its function (for example, the folded inner membrane in the mitochondrion increases surface area for energy production during aerobic cellular respiration).

Organelles interact to carry out functions such as energy production and use, transport of molecules, disposal of waste, and synthesis of new molecules (for example, DNA codes for proteins, which are assembled by the ribosomes and used as enzymes for energy production at the mitochondria).

How cells use buffers to regulate cell pH and how cells can respond to maintain temperature, glucose levels, and water balance in organisms.

The difference between the mechanisms of passive transport (diffusion and osmosis) versus active transport.

The function of the molecules that make up the plasma membrane.

Changes in osmotic pressure occur when cells are placed in solutions of differing concentrations.

Various structures of unicellular organisms help that organism survive. o The contractile vacuoles, cilia, flagella, pseudopods, and

eyespots are vital for adaptive behaviors, like chemotaxis and phototaxis.

Energy production by organisms is vital for maintaining homeostasis, and that maintenance of homeostasis is necessary for life. Examples include: o Active transport of necessary molecules o Ridding the cell of toxins o Movement to avoid danger o Movement to find food, water, or mates o Synthesizing needed molecules

Essential Vocabulary: ● active transport ● adaptation ● ATP ● buffer ● cell wall ● chemotaxis ● chloroplast ● cilia ● compound light microscope ● contractile vacuole ● cytoplasm ● diabetes ● differentiation ● diffusion ● energy ● eukaryotic cell

● eyespots ● flagella ● glucagon ● insulin ● mitochondrion ● multicellular ● nucleus ● osmosis ● passive transport ● pH ● phospholipid bilayer ● phototaxis ● plasma membrane ● plasmid ● prokaryotic cell ● pseudopods ● ribosome

● scanning electron microscope (SEM) ● solute ● solution ● solvent ● stain ● stimulus ● surface area ● total magnification ● toxin ● transmission electron microscope (TEM) ● transport protein ● unicellular ● vacuole ● glucose ● homeostasis

Extended vocabulary: ● antigens ● cholesterol ● endocytosis ● exocytosis ● facilitated diffusion ● glycoprotein ● MHC (major histocompatibility complex) ● negative feedback mechanism ● phagocytosis ● pinocytosis ● sodium/potassium pump ● transcytosis


Unit Title: Cells, Cell Organelles, and Cellular Homeostasis Subject: Biology

STAGE 2

Understandings:


The difference between a eukaryotic and a prokaryotic (bacterial) cell.

The structures that characterize a plant cell and an animal cell.

Cells contain organelles that have different functions.

Cells must respond and adapt to changes in the environment or they will not survive.

The cell membrane is vital to cellular health, since it controls chemicals and stimuli that enter and leave the cell.


What are the biological criteria for “life”? (What makes one mass of molecules living and another nonliving?)

How do small cellular structures influence the function and health of a complex, multi-cellular organism?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state

Formative Assessments (Evidences)

Identify and examine eukaryotic and prokaryotic cells while: o Examining different cells using a

compound light microscope o Sketching pictures of the cells o Answering informal questions in

class

Compare and demonstrate the function of common cell organelles by: o Dramatizing the “workings” of a cell

in a play, rap, poem, or similar activity.

Predict the movement of material (particularly water) into or out of a cell using selected experiments or demonstrations (for example, placing cells in pure water or concentrated sugar solutions).


On a quiz and/or unit test: o Identify prokaryotic and

eukaryotic (plant and animal) cells

o Compare the organelles found in both prokaryotic and eukaryotic cells

o Recognize the importance of homeostasis in living systems

o Locate the molecules that make up the plasma membrane of all cells and describe their function

Demonstrate the difference between a eukaryotic plant or animal cell or prokaryotic cell by creating a cell model (with organelles), which will be presented and discussed in front of the class.

STAGE 3









Resources:

Strategies:


Biology Unit 3: Cell Energy (Photosynthesis and Cellular Respiration)

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 4.2.1 Analyze photosynthesis and cellular respiration in terms of how energy is stored, released, and transferred within and between these systems. 2.1.1 Analyze the flow of energy and cycling of matter (such as water, carbon, nitrogen and oxygen) through ecosystems relating the significance of each to maintaining the health and sustainability of an ecosystem. (The flow of energy and cycling of matter is covered in more detail in Unit 8. This unit primarily deals with carbon cycling.)


Recognize that sunlight is necessary to maintain life on Earth.

Identify that producers perform photosynthesis, while consumers do not.

Analyze the impact of human activities on the energy transfer in an ecosystem.

Meaning


The sun ultimately provides almost all of the energy used on Earth.

The basic energy storing and releasing properties of ATP and ADP.

Photosynthesis is performed by producers (plants, algae, and photosynthesizing bacteria), which convert carbon dioxide and the sun’s light energy into sugar and oxygen.

Cellular respiration may be an aerobic or anaerobic process.

Aerobic cellular respiration provides most of the energy needed to sustain life.

Anaerobic respiration is called fermentation; it produces smaller amounts of energy without the presence of oxygen.

The products and reactants of photosynthesis and respiration.

Photosynthesis and respiration are critical energy processes, which are intricately linked to support life.


How could life be sustained in a place where the sun (or a similar light-producing source) did not exist?

How are species dependent on each other for energy and survival?

Acquisition

Students will know:

The overall reactions including reactants and products for photosynthesis and cellular respiration.

The factors which affect the rates of photosynthesis and cellular respiration (amounts of reactants, temperature, pH, light, etc.).

The difference between anaerobic and aerobic organisms.

How to compare the photosynthesis, aerobic cellular respiration, and anaerobic fermentation (including lactic acid fermentation and alcoholic fermentation) processes with regard to: o Efficiency of ATP formation, o The types of organisms using these processes, o The organelles involved.

The carbon cycle as it relates to photosynthesis, cellular respiration, decomposition, and climate change.

The factors (involving products or reactants of photosynthesis and respiration) that influence climate, such as: o The greenhouse effect (relate to carbon cycle and the human

impact on atmospheric CO2).


Identifying the products of organisms that use photosynthesis, aerobic cellular respiration, and anaerobic respiration, and the factors that influence the rates of these reactions.

Essential Vocabulary: ● ADP ● aerobe ● alcoholic fermentation ● anaerobe ● anaerobic respiration (fermentation) ● ATP ● autotroph (producer) ● carbon cycle ● cellular respiration ● chemical energy ● chlorophyll

● chloroplast ● decomposer ● global warming ● greenhouse effect ● heterotroph (consumer) ● lactic acid fermentation ● light (radiant) energy ● mitochondrion ● photosynthesis ● pigment ● product ● reactant

Extended vocabulary (Honors): ● Calvin cycle ● carbon fixation ● chemiosmosis ● cristae ● electron transport chain ● glycolysis ● granum/grana ● Krebs cycle (citric acid cycle) ● light dependent reaction ● light independent reaction ● matrix ● phosphate group ● photolysis ● photosytem


Unit Title: Cells Energy (Photosynthesis and Cell Respiration) Subject: Biology

STAGE 2

Understandings: Students will understand that . . .

The sun ultimately provides almost all of the energy used on

Earth.

The basic energy storing and releasing properties of ATP and ADP.

Photosynthesis is performed by producers (plants, algae, and photosynthesizing bacteria), which convert carbon dioxide and the sun’s light energy into sugar and oxygen.

Cellular respiration may be an aerobic or anaerobic process.

Aerobic cellular respiration provides most of the energy needed to sustain life.

Anaerobic respiration is called fermentation; it produces smaller amounts of energy without the presence of oxygen.

And recognize the products and reactants of photosynthesis and respiration.

Photosynthesis and respiration are critical energy processes, which are intricately linked to support life.


How could life be sustained in a place where the sun (or a similar light-producing source) did not exist?

How are species dependent on each other for energy and survival?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Describe the structure of ATP (adenosine triphosphate) and explain how ATP stores and releases energy in a cell.

Compare the chemical equations for photosynthesis and respiration.

Design and defend an energy cycle that illustrates the interconnectedness of photosynthesis and respiration on Earth.

Examine and sketch the structure of a leaf (including the location of chloroplasts, guard cells, and stomata). Explain the purpose and effectiveness of each structure. Identify and examine the products of lactic acid and alcoholic fermentation by: o Experimenting with the rate of

fermentation using yeast and different energy sources (for example, sucrose, fructose, or lactose); or

o Producing a food product using lactic acid fermentation (for example, yogurt or sauerkraut).

Discuss the use of aerobic and aerobic cellular respiration in the human body and the efficiency of both processes.


On a quiz and/or unit test: o Identify the reactants and

products of photosynthesis, aerobic and anaerobic respiration.

o Locate organisms that use photosynthesis, aerobic cellular respiration, and anaerobic respiration.

o Recognize why heterotrophic organisms (consumers) must ingest food.

o Compare the structure and energy-holding capabilities of ADP and ATP.

o Evaluate the flow of energy from the sun through an ecosystem.

o Identify the flow of carbon through the environment and the consequences of excessive carbon dioxide on plant and animal life.

Design and implement an experiment that illustrates a variable (for example, light intensity, temperature, or wavelength of light) that affects the rate of photosynthesis in plants (aquatic or terrestrial). Predict the results of the experiment, and then perform the experiment.

STAGE 3









Resources:

Strategies:


Biology Unit 4: The Cell Cycle (Mitosis) and Meiosis

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 1.2.2 Analyze how cells grow and reproduce in terms of interphase, mitosis, and cytokinesis. 3.2.1 Explain the role of meiosis in sexual reproduction and genetic variation.


Identify organisms that reproduce sexually and asexually.

Recognize that sexual reproduction leads to genetic variation in a population, which may increase the chances of the survival of a species.

Recognize that gamete formation may be effected by genetic and environmental factors.

Meaning


Meiosis produces gametes with half the number of chromosomes of the original cell; mitosis produces cells that are identical to the parent cell.

The difference between sexual reproduction and asexual reproduction in a variety of living organisms.

That asexual reproduction produces genetically identical offspring, but sexual reproduction leads to genetic variation.

Mitosis is part of the cell cycle.

Major processes of mitosis including chromosome replication and cell division.

The mechanisms that lead to genetic variability in sexually reproducing organisms (including crossing over, random assortment of chromosomes, gene mutation, nondisjunction, and fertilization).


What positive or negative social, ecological, and economic impacts will genetic manipulation have on agriculture and human populations in the future?

What advantages or disadvantages would we have if all agricultural organisms were cloned?

Cancer is basically “mitosis out of control.” Knowing the steps of mitosis, what medication or procedure could you develop cure cancer?

Acquisition

Students will know:

The stages of the cell cycle – Growth 1 (G1), synthesis (S), Growth 2 (G2), mitosis, and cytokinesis.

Mitosis is a part of asexual reproduction.

How to organize diagrams of mitotic phases and describe what is occurring throughout the process.

The process of meiosis and identify processes occurring in diagrams of stages (stage names do not need to be memorized or the order of the stage names).


Identifying the steps in mitosis using either microscope slides or pictures.

Identifying the steps in meiosis using either microscope slides or pictures.

Creating and interpreting charts

Following instructions

Analyzing information collected from class activities

Communicating, using scientific vocabulary

Teamwork

The importance of the genes being on separate chromosomes as it relates to meiosis.

How the process of meiosis leads to independent assortment and ultimately to greater genetic diversity.

Sources of genetic variation in sexually reproducing organisms including crossing over, random assortment of chromosomes, gene mutation, nondisjunction, and fertilization.

How to compare meiosis and mitosis including: type of reproduction (sexual or asexual); replication and separation of DNA and cellular material; changes in chromosome number; number of cell divisions; and number of cells produced in a complete cycle.

Essential Vocabulary: ● asexual reproduction ● cancer ● cell cycle ● cell division ● clone ● crossing over ● cytokinesis ● daughter cell ● diploid (2n) ● egg ● fertilization ● gamete ● gene mutation ● genetic variation

● growth 1 (G1) ● growth 2 (G2) ● haploid (n) ● homologous chromosome ● independent assortment ● interphase ● meiosis ● mitosis ● nondisjunction ● pollen ● sexual reproduction ● sperm ● spindle fibers ● synthesis (S) ● zygote

Extended vocabulary (Honors): ● anaphase ● aneuploid ● cell plate ● chromatid ● centromere ● karyokinesis ● metaphase ● pluripotent cells


Unit Title: The Cell Cycle (Mitosis) and Meiosis Subject: Biology

STAGE 2

Understandings:


Meiosis produces gametes with half the number of chromosomes of the original cell; mitosis produces cells that are identical to the parent cell.

The difference between sexual reproduction and asexual reproduction in a variety of living organisms.

That asexual reproduction produces genetically identical offspring, but sexual reproduction leads to genetic variation.

Mitosis is part of the cell cycle.

Major processes of mitosis including chromosome replication and cell division.

The mechanisms that lead to genetic variability in sexually reproducing organisms (including crossing over, random assortment of chromosomes, gene mutation, nondisjunction, and fertilization)

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Outline (written or verbally) the major events of the cell cycle.

Write a paragraph on the activity of chromosomes as they progress through each part of the cell cycle.

Examine and evaluate the phases of the cell cycle using the compound light microscope or an interactive lab.

Review the process of sexual reproduction in plants and animals.

Examine and evaluate the process of meiosis in plants and animals through a demonstration or interactive lab.

Construct a model that: o Compares the cellular

products (including chromosome number) of cells that have undergone mitosis and meiosis.

o Illustrates mechanisms that lead to genetic variability in sexually reproducing organisms.


On a quiz and/or unit test: o Identify the products of the

cell cycle and meiosis. o Predict the chromosome

number of various cells after the cell cycle or meiosis.

o Recognize the advantages and disadvantages of asexual and sexual reproduction.

o Define crossing over, random assortment of chromosomes, gene mutation, nondisjunction, and fertilization.

Complete a project that compares the cell cycle and meiosis by: o Dramatizing the processes. o Creating a flipbook

illustrating the processes.


What positive or negative social, ecological, and economic impacts will genetic manipulation have on agriculture and human populations in the future?

What advantages or disadvantages would we have if all agricultural organisms were cloned?

Cancer is basically “mitosis out of control.” Knowing the steps of mitosis, what medication or procedure could you develop cure cancer?

Judge the advantages and disadvantages of asexual and sexual reproduction through a class discussion.

Examine and define cancer through class discussion, journal entries, or a similar activity. Evaluate current treatments for cancer.

Research a media source (magazine, internet, etc.) on certain cancer and present it to the classroom.

STAGE 3









Resources:

Strategies:


Biology Unit 5: Genetics and Biotechnology

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 3.1.1 Explain the double-stranded, complementary nature of DNA as related to its function in the cell. (The structure of DNA is covered in Unit 1 and reviewed in this unit.) 3.1.2 Explain how DNA and RNA code for proteins and determine traits. 3.1.3 Explain how mutations in DNA that result from interactions with the environment (i.e. radiation and chemicals) or new combinations in existing genes lead to changes in function and phenotype. 3.2.1 Explain the role of meiosis in sexual reproduction and genetic variation. (This objective is also covered in Unit 4). 3.2.2 Predict offspring ratios based on a variety of inheritance patterns (including dominance, codominance, incomplete dominance, multiple alleles, and sex-linked traits). 3.2.3 Explain how the environment can influence the expression of genetic traits. 3.3.1 Interpret how DNA is used for comparison and identification of organisms. 3.3.2 Summarize how transgenic organisms are engineered to benefit society. 4.1.1 Evaluate some of the ethical issues surrounding the use of DNA technology (including cloning, genetically modified organisms, stem cell research, and the Human Genome Project). 4.1.2 Summarize the relationship among DNA, proteins and amino acids in carrying out the work of cells and how this is similar in all organisms.


Predict possible genetic outcomes of simple genetic crosses using the laws of probability.

Comprehend the general role DNA plays in controlling the characteristics of life and patterns of inheritance.

Recognize the significant contributors to the discovery of DNA’s structure and function.

Realize that environmental factors influence the expression of DNA.

Understand the significance of genetic engineering and biotechnology in modern society and be aware of some of the risks and benefits of these sciences.

Meaning


The history of our understanding of inheritance and molecular genetics including: o Gregor Mendel’s contributions to our understanding of single-

trait (monohybrid) inheritance patterns. o The work of James Watson, Francis Crick, Rosalind Franklin,

and Maurice Wilkins on the structure of DNA. o The purpose of the Human Genome Project and current related

projects that are in-progress.


What are the consequences, good and bad, inherent in genetic engineering and biotechnology?

How does society control genetic information and experimentation without violating the privacy and rights of individuals?

How does genetics support evolution (and vice versa)?

Prediction of the outcome of genetic crosses or patterns, including: o Simple dominant/recessive monohybrid traits. o Sex-linked alleles (particularly, recessive X-linked traits). o Blood-type traits (excluding problems dealing with the Rhesus

factor). o Recognition of polygenic traits.

How to read simple- three to four-generation pedigrees.

The structure of DNA is similar in all living things and the structure of DNA contributes to infinite replication

DNA holds the universal blueprint for all proteins, which are made through the process of protein synthesis (transcription and translation) in living things. Proteins function as enzymes, functional, and structure molecules in all living things.

Individual organisms have a unique genetic fingerprint, which can be analyzed using technology like gel electrophoresis.

The promise and uses for genetic engineering and biotechnology, and the ethical decisions society faces with new technology.

Acquisition

Students will know:

The sequence of nucleotides in DNA codes for specific amino acids which link to form proteins.

Identify the five nitrogenous bases (A, T, C, G and U) found in nucleic acids as the same for all organisms.

Summarize the process of protein synthesis. (Students are not expected to memorize the names and/or structures or characteristics of the 20 amino acids. The focus should be on the fact that side chains are what make each of the amino acids different and determine how they bond and fold in proteins. Some of this information is covered in Unit 1.)

A cause-and effect model relating the structure of DNA to the functions of replication and protein synthesis: o The structure of DNA is a double helix or “twisted ladder” structure.

The sides are composed of alternating phosphatesugar groups and “rungs of the DNA ladder” are composed of complementary nitrogenous base pairs (always adenine (A) to thymine (T), and cytosine (C) to guanine (G), joined by weak hydrogen bonds.

o The sequence of nucleotides in DNA codes for proteins, which is central key to cell function and life.

o Replication occurs during the S phase of the cell cycle and allows daughter cells to have an exact copy of parental DNA.

o Cells respond to their environments by producing different types and amounts of protein.

o With few exceptions, all cells of an organism have the same DNA but differ based on the expression of genes.


Working genetics problems including simple autosomal dominant/ recessive monohybrid crosses, simple sex-linked crosses, and incomplete/co-dominant single trait crosses.

Identifying amino acids from a codon chart.

Predicting gender or genetic disorders from a karyotype.

Determining the parental cross of a monohybrid cross or a pedigree.

Interpreting the results of gel electrophoresis of a set of DNA molecules.

The advantages (injury repair) and disadvantages (cancer) of the overproduction, underproduction or production of proteins at the incorrect times. (This was also covered in Unit 4.)

The process of protein synthesis: o Transcription that produces an RNA copy of DNA, which is further

modified into the three types of RNA o mRNA traveling to the ribosome (rRNA) o Translation – tRNA supplies appropriate amino acids o Amino acids are linked by peptide bonds to form polypeptides.

Polypeptide chains form protein molecules. Proteins can be structural (forming a part of the cell materials) or functional (hormones, enzymes, or chemicals involved in cell chemistry).

(This was also covered in Unit 1.)

How to interpret a codon chart to determine the amino acid sequence produced by a particular sequence of bases.

How an amino acid sequence forms a protein that leads to a particular function and phenotype (trait) in an organism.

Mutations are changes in DNA coding and can be deletions, additions, or substitutions. Mutations can be random and spontaneous or caused by radiation and/or chemical exposure.

How to develop a cause and effect model in order to describe how mutations occur: changing amino acid sequence, protein function, phenotype. Only mutations in sex cells (eggs and sperm) or in the zygote produced from the primary sex cells can result in heritable changes.

Infer the importance of the genes being on separate chromosomes as it relates to meiosis. (This was also covered in Unit 4.)

Interpret Punnett squares (monohybrid only) to determine genotypic and phenotypic ratios. Understand that dominant alleles mask recessive alleles.

Determine parental genotypes based on offspring ratios.

Interpret karyotypes (gender and chromosomal abnormalities).

Recognize a variety of intermediate patterns of inheritance (codominance and incomplete dominance).

Recognize that some traits are controlled by more than one pair of genes and that this pattern of inheritance is identified by the presence of a wide range of phenotypes (skin, hair, and eye color).

Interpret autosomal inheritance patterns: sickle cell anemia including the relationship to malaria (incomplete dominance), cystic fibrosis (recessive heredity), and Huntington’s disease (dominant heredity).

Solve and interpret codominant crosses involving multiple alleles including blood typing problems (blood types: A, B, AB, and O with alleles IA, IB, and i). Students should be able to determine if parentage is possible based on blood types.

The human sex chromosomes and interpret crosses involving sexlinked traits (color-blindness and hemophilia). Students should understand why males are more likely to express a sex-linked trait.

Interpret phenotype pedigrees to identify the genotypes of individuals and

the type of inheritance.

Develop a cause-and-effect relationship between environmental factors and expression of a particular genetic trait. Examples include the following: o Lung/mouth cancer – tobacco use o Skin cancer – vitamin D, folic acid and sun exposure o Diabetes – diet/exercise and genetic interaction o PKU (phenyketonuria) – diet o Heart disease – diet/exercise and genetic interaction

Summarize the process of gel electrophoresis as a technique to separate molecules based on size. Students should learn the general steps of gel electrophoresis – using restriction enzymes to cut DNA into different-sized fragments and running those fragments on gels with longer fragments moving slower than smaller ones.

Interpret or “read” a gel.

Exemplify applications of DNA fingerprinting – identifying individual; identifying and cataloging endangered species.

Generalize the applications of transgenic organisms (plants, animals, and bacteria) in agriculture and industry including pharmaceutical applications such as the production of human insulin.

Summarize the steps in bacterial transformation (insertion of a gene into a bacterial plasmid; getting bacteria to take in the plasmid; selecting the transformed bacteria; and producing the product).

Identify the reasons for establishing the Human Genome Project.

Recognize that the project is useful in determining whether individuals may carry genes for genetic conditions and in developing gene therapy.

Evaluate some of the science of gene therapy (e.g., Severe Combined Immunodeficiency (SCID) and cystic fibrosis).

Critique the ethical issues and implications of genomics and biotechnology (stem cell research, gene therapy and genetically modified organisms).

Essential Vocabulary: ● adenine ● allele ● amino acid ● anticodon ● biotechnology ● cancer ● chromosome ● clone ● codominance ● codon ● color-blindness ● complimentary bases ● cystic fibrosis ● cytosine ● deoxyribose

● diploid (2n) ● DNA (deoxyribonucleic acid) ● DNA fingerprinting ● dominant trait ● fertilization ● gametes ● gel electrophoresis ● gene ● gene therapy ● genetic engineering ● genotype ● guanine ● haploid (n) ● hemophilia ● heterozygous ● homozygous

● Human Genome Project ● Huntington’s disease ● hybrid ● hydrogen bond ● incomplete dominance ● independent assortment ● karyotype ● meiosis ● monohybrid cross ● mRNA ● multiple alleles ● mutation ● nitrogenous base ● nondisjunction ● nucleic acid ● nucleotide

● pedigree ● peptide bond ● phenotype ● phenylketonuria (PKU) ● phosphate group ● polygenic trait ● polypeptide ● protein synthesis ● Punnett squares ● recessive trait ● replication ● restriction enzymes ● ribose ● ribosome ● RNA (ribonucleic acid) ● rRNA

● plasmid ● segregation ● sex-linked trait ● sickle cell anemia (disease) ● stem cells ● thymine ● trait ● transcription ● transgenic ● translation ● tRNA ● uracil ● zygote

Extended vocabulary (Honors): ● aneuploidy ● autosome ● chromatid ● chromatin ● Down syndrome (trisomy 21) ● endonucleases ● gene pool ● homologous chromosomes ● PCR (polymerase chain reaction) ● pluripotent cells ● polyploid ● recombinant DNA ● synapsis ● totipotent cells


Unit Title: Genetics and Biotechnology Subject: Biology

STAGE 2

Understandings:


The history of our understanding of inheritance and molecular genetics including: o Gregor Mendel’s

contributions to our understanding of single-trait

o (monohybrid) inheritance patterns.

o The discovery of early scientists (like James Watson, Francis Crick, Rosalind Franklin, and Maurice

o Wilkins) of the structure of DNA.

o The purpose of the Human Genome Project and current related projects that are in progress.

Prediction of the outcome of genetic crosses or patterns, including: o Simple dominant/recessive

monohybrid traits. o Sex-linked alleles

(particularly, recessive X linked traits).

o Blood-type traits (excluding problems dealing with the Rhesus factor).

o Recognition of polygenic traits.

How to read simple- three to four-generation pedigrees.

The structure of DNA is similar

in all living things and the

structure of DNA contributes to

infinite replication

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Construct a DNA molecule using the components of nucleotides to reproduce the work of James Watson and Francis Crick.

Dramatize protein synthesis and the steps of transcription and translation with the appropriate mRNA codes, tRNA molecules, and amino acids; and then construct appropriate protein molecule “sentences.”

Recognize, interpret, and/ or solve monohybrid crosses, including simple dominant/ recessive problems, sex-linked problems, and blood-type problems.

Experiment (either physically or virtually) with restriction enzymes and use gel electrophoresis to emulate a forensics scenario.

Sort chromosomes into a karyotype and interpret the gender and genetic abnormalities of the karyotype.

Evaluate recent ethical and/or legal situations that have arisen over genetics-based events. Defend your position.


On a quiz and/or unit test: o Recognize the structural

and functional differences between DNA and the three types of RNA (mRNA, tRNA, and rRNA).

o Predict the “relatedness” of organisms using molecular information.

o Solve and interpret one trait genetics crosses and pedigrees.

o Demonstrate the processes of protein synthesis, compare transcription and translation, and recall the purpose of the process.

o Defend and judge the use of biotechnology and genetic engineering in modern society.

Complete and evaluate a “Baby Project,” to demonstrate meiosis, random selection of genes, the laws of probability, fertilization, independent assortment and segregation, karyotyping, multiple alleles, polygenic traits, and the variability between offspring produced by sexual reproduction.

DNA holds the universal blueprint for all proteins, which are made through the process of protein synthesis (transcription and translation) in living things. Proteins function as enzymes, functional, and structure molecules in all living things.

Individual organisms have a unique genetic fingerprint, which can be analyzed using technology like gel electrophoresis.

The promise and uses for genetic engineering and biotechnology, and the ethical decisions society faces with new technology.


What are the consequences, good and bad, inherent in genetic engineering and biotechnology?

How does society control genetic information and experimentation without violating the privacy and rights of individuals?

How does genetics support evolution (and vice versa)?

STAGE 3









Resources:

Strategies:


Biology Unit 6: Classification, Systematics, and Adaptations

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 3.5.1 Explain the historical development and changing nature of classification systems. 3.5.2 Analyze the classification of organisms according to their evolutionary relationships (including dichotomous keys and phylogenetic trees). 2.1.2 Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations.


Identify an organism from each of the six kingdoms and three domains.

Recognize that organisms are identified worldwide by their assigned scientific name (genus and species name).

Appreciate the importance of biodiversity to the Earth’s health and stability.

Use an identification key.

Meaning


The contribution of Carolus Linnaeus to classification and will recognize the value of his system of binomial nomenclature.

The classification hierarchy (kingdom to species) and the relationship of one level to the next.

How to classify and compare organisms using a dichotomous key.

That new research emphasizes molecular evolutionary relationships when classifying organisms instead of grouping organisms by physical similarities..

How to construct and read a phylogenetic tree (cladogram).

The importance of various adaptations to the successful survival of a species.


What are the problems and advantages of using DNA analysis to classify all species of organisms on Earth?

Why is classification important to medicine, chemistry, and other sciences that appear unrelated to taxonomy?

Acquisition

Students will know:

The changing nature of classification based on new knowledge generated by research on evolutionary relationships and the history of the classification system.

How to classify organisms using a dichotomous key.

How to compare organisms on a phylogenetic tree in terms of relatedness and time of appearance in geologic history.


The use of a dichotomous key.

Classifying common organisms into their proper kingdom or domain.

That various organisms accomplish the following life functions through adaptations within particular environments (for example, water or land) and that these adaptations have evolved to ensure survival and reproductive success. o Transport and excretion – how different organisms get what

they need to cells; how they move waste from cells to organs of excretion. Focus is on maintaining balance in pH, salt, and water. Include plants – vascular and nonvascular.

o Respiration – how different organisms take in and release gases (carbon dioxide or oxygen, water vapor); cellular respiration.

o Nutrition – feeding adaptations and how organisms get nutrition (autotrophic and heterotrophic) and how they break down and absorb foods.

o Reproduction, growth and development – sexual versus asexual, eggs, seeds, spores, placental, types of fertilization.

Analyze behavior adaptations that help accomplish basic life functions such as suckling, taxes/taxis, migration, estivation and hibernation, habituation, imprinting, classical conditioning (Pavolv’s dog—stimulus association), and trial and error learning.

Essential Vocabulary: ● absorption ● adaptation ● asexual reproduction ● autotroph ● binomial nomenclature ● biodiversity ● Carolus Linnaeus ● cladogram ● class ● classical conditioning ● classification ● dichotomous key ● DNA (gene) sequencing ● domain

● eggs ● estivation ● excretion ● external fertilization ● genus ● habituation ● heterotroph ● hibernation ● imprinting ● innate behavior ● internal fertilization ● kingdom ● learned behavior ● migration ● nonvascular plant ● order ● pH

● phylogenetic tree ● phylum ● placental mammals ● response ● seed ● sexual reproduction ● species ● spore

● stimulus ● suckling ● taxis/taxes ● taxonomy ● trial and error learning ● vascular plant

Extended Vocabulary: ● clade ● fitness ● parsimony ● success ● survival (in the biological sense)


Unit Title: Classification, Systematics, and Adaptation Subject: Biology

STAGE 2

Understandings:


The contribution of Carolus Linnaeus to classification and will recognize the value of his system of binomial nomenclature.

The classification hierarchy (kingdom to species) and the relationship of one level to the next.

How to classify and compare organisms using a dichotomous key.

That new research emphasizes molecular evolutionary relationships when classifying organisms instead of grouping organisms by physical similarities.

How to construct and read a phylogenetic tree (cladogram).

The importance of various adaptations to the successful survival of a species.


What are the problems and advantages of using DNA analysis to classify all species of organisms on Earth?

Why is classification important to medicine, chemistry, and other sciences that appear unrelated to taxonomy?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Develop a classification system for a small group of objects and evaluate the advantages and disadvantages of that classification system.

Review the naming system hierarchy for several living organisms.

Identify organisms using a dichotomous key.

Construct a phylogenetic tree (cladogram) using a list of derived characteristics.

Interpret phylogenetic trees on worksheets or quizzes.

Dissect several organisms (virtually or in class) and compare the anatomical differences between the two organisms. Discuss the advantages and disadvantages of different types of organisms.

Experiment with different adaptations in various environments (for example, perform an insect camouflage lab, a bird beak adaptation lab, or similar activity).


On a quiz and/or unit test: o Recognize the hierarchal

classification system and the system of binomial nomenclature.

o Predict the “relatedness” of organisms using a phylogenetic tree.

o Recognize the advantages and disadvantages of using classification systems based on morphology and biochemical similarities.

o Evaluate the function and importance of adaptations to species survival.

Identify and classify organisms in a lab practical using living, preserved, or photographed specimens.

STAGE 3









Resources:

Strategies:


Biology Unit 7: Natural Selection and Evolution

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 3.4.1 Explain how fossil, biochemical, and anatomical evidence support the theory of evolution. 3.4.2 Explain how natural selection influences the changes in species over time. 3.4.3 Explain how various disease agents (bacteria, viruses, chemicals) can influence natural selection.


Know there is scientific evidence for evolution.

Realize that natural selection drives evolution (as stated by Charles Darwin).

Connect the current changes viral/bacterial resistance to medicine and chemicals to evolution.

Meaning


The structure and development of the first forms of life.

Evidences to support evolution including fossils, and biochemical and anatomical similarities.

That evolution is an ongoing process.

The discoveries and scientists that contributed to the development of evolution as a theory.

The process of natural selection as “survival of the fittest.”


How did life come about?

Why does life change?

How does life change?

Acquisition

Students will know:

A summary of the hypothesized early atmosphere and experiments that suggest how the first “cells” may have evolved and how early conditions affected the type of organism that developed (first anaerobic and prokaryotic, then photosynthetic, then eukaryotic, then multicellular).

How fossil evidence informs our understanding of the evolution of species and what can be inferred from this evidence.

What biochemical (molecular) similarities tell us about evolution (generalize).

What shared anatomical structures (homologies) tell us about evolution (generalize).

A cause and effect model for the process of natural selection: o Species have the potential to increase in numbers

exponentially. o Populations are genetically variable due to mutations and

genetic recombination.


Recognizing basic genetics (mutations) connections with evolution.

Identifying ways natural selection has and will lead to evolution of species.

Looking at natural events of the past to predict the future.

o There is a finite supply of resources required for life. o Changing environments select for specific genetic phenotypes. o Those organisms with favorable adaptations survive, reproduce

and pass on their alleles. o The accumulation and change in favored alleles leads to

changes in species over time.

How to illustrate the role of geographic isolation in speciation.

A cause and effect model for the role of disease agents in natural selection including evolutionary selection of resistance to antibiotics and pesticides in various species, passive/active immunity, antivirals and vaccines.

Essential Vocabulary: ● active immunity ● adaptations ● alleles ● antibiotic resistance ● Charles Darwin ● evolution ● exponential growth ● fossil ● geographic isolation

● homologous structures ● mutations ● natural selection ● passive immunity ● pesticide ● pesticide resistance ● populations ● speciation ● species ● strata ● vaccine ● genetic drift ● gradualism ● punctuated equilibrium ● stabilizing selection

Extended vocabulary: ● Alfred Wallace ● artificial selection ● directional selection ● disruptive selection ● founder effect


Unit Title: Natural Selection and Evolution Subject: Biology

STAGE 2

Understandings:


The structure and development of the first forms of life.

Evidences to support evolution including fossils, and biochemical and anatomical similarities.

That evolution is an ongoing process.

The discoveries and scientists that contributed to the development of evolution as a theory.

The process of natural selection as “survival of the fittest.”


How did life come about?

Why does life change?

How does life change?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state

Formative Assessments (Evidences)

Research the discoveries and scientists that contributed to the development of the theory of evolution.

Construct a timeline showing the development of life and new life forms across the recognized eras of time.

Evaluate theories of the origin of life using scientific ideas.

Assemble a list of populations (particularly pathogenic/host) populations that show evidence of natural selection.

Perform an experiment that illustrates founder’s effect or a similar mechanism of change.


On a quiz and/or unit test: o Recognize the ideas of

various scientists that contributed to the theory of evolution.

o Identify mechanisms of natural selection (including the effects of disruptive, stabilizing, and directional selection).

o Evaluate the evidences used to support the theory of evolution.

o Select scenarios that indicate a population change due to natural selection.

**This unit may use some of the assessments that were listed in Unit 6 (Classification, Systematics, and Adaptations).

STAGE 3









Resources:

Strategies:


Biology Unit 8: Ecology

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 2.1.1 Analyze the flow of energy and cycling of matter (such as water, carbon, nitrogen and oxygen) through ecosystems relating the significance of each to maintaining the health and sustainability of an ecosystem. (The flow and cycling of carbon is also covered in Unit 3.) 2.1.3 Explain various ways organisms interact with each other (including predation, competition, parasitism, and mutualism) and with their environments resulting in stability within ecosystems. 2.1.4 Explain why ecosystems can be relatively stable over hundreds or thousands of years, even though populations may fluctuate (emphasizing availability of food, availability of shelter, number of predators and disease). 2.2.1 Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction and introduction of nonnative species) may impact the environment. 2.2.2 Explain how the use, protection and conservation of natural resources by humans impact the environment from one generation to the next.


Recognize that human populations continue to make significant and detrimental changes to the environment.

Without protection and conservation of natural resources, the well-being, health, and quality of life for future generations will be negatively impacted.

Become individually responsible for conserving and protecting our natural resources.

Understand that all living things depend on and influence each other.

Meaning


That the energy for life which starts with the sun, is lost (primarily as heat) at each “feeding” level.

Nutrients and water are cycled through the environment. Human action may disrupt these important cycles, diminishing the health and well-being of all life.

That living things interact and communicate with each other in many different ways to maintain stability individually and within an ecosystem.

How to interpret population graphs and explain the factors that may affect a population that is increasing, stable, or decreasing.

That the human population is currently in an unusual exponential growth pattern. They will explain the cause of this growth and why this pattern is detrimental to the environment.

Some of the ecological problems of North Carolina ecosystems and the potential solutions to these problems.

The importance of conservation and stewardship of our natural resources


How may just one person make a significant impact on the environmental issues we face today?

Many environmental problems should be addressed and fixed at an international level. How can the world community effectively encourage, penalize, or prosecute countries who do not follow international ecological guidelines?

How may we continue to improve the world-wide standard of living and maintain sustainable, environmentally-friendly business practices?

Are global warming and climate change scientific or political phenomena?

Acquisition

Students will know:

How to deconstruct the carbon cycle as it relates to photosynthesis, cellular respiration, decomposition and climate change.

A summary of the nitrogen cycle (including the role of nitrogen fixing bacteria) and its importance to synthesis of proteins and DNA.

Factors that influence climate such as: o greenhouse effect (relate to the carbon cycle and human impact

on atmospheric CO2). o natural environmental processes (relate to volcanic eruption and

other geological processes).

The recycling of matter within ecosystems and the tendency toward a more disorganized state.

How to analyze energy pyramids for direction and efficiency of energy transfer. o Living systems require a continuous input of energy to maintain

organization. The input of radiant energy which is converted to chemical energy allows organisms to carry out life processes.

o Within ecosystems energy flows from the radiant energy of the sun through producers and consumers as chemical energy that is ultimately transformed into heat energy. Continual refueling of radiant energy is required by ecosystems.

How to identify and describe symbiotic relationships such as mutualism and parasitism.

Various forms of communication and territorial defense including communication within social structure using pheromones (Examples: bees, ants, termites), courtship dances, territorial defense (Example: fighting fish).

Patterns in predator/prey and competition relationships and how these patterns help maintain stability within an ecosystem with a focus on population dynamics.

That although some populations have the capacity for exponential growth (generalizing), there are limited resources that create specific carrying capacities and population sizes are in a dynamic equilibrium with these factors (e.g. food availability, climate, water, and territory).

How to interpret various types of population graphs – human population growth graphs indicating historical and potential changes, factors influencing birth rates and death rates, and effects of population size, density and resource use on the environment.

How to explain that disease can disrupt ecosystem balance (Examples: AIDS, influenza, tuberculosis, Dutch Elm disease,


Interpreting and drawing graphs that represent population changes over time.

Predicting changes in an ecosystem when resources or populations are modified by disease, predation, or human action.

Interpreting the impact of population changes in a food web.

Pfisteria, and others).

Humans modify ecosystems through population growth, technology, consumption of resources and production of waste.

How to interpret data regarding the historical and predicted impact on ecosystems and global climate.

Factors that impact North Carolina ecosystems. (Examples: acid rain effects in mountains, beach erosion, urban development in the Piedmont leading to habitat destruction and water runoff, waste lagoons on hog farms, kudzu as an invasive plant, and others.

The impact of humans on natural resources (e.g. resource depletion, pesticide use, and bioaccumulation).

About successful conservation methods and stewardship.

Essential Vocabulary: ● abiotic factors ● acid rain ● bioaccumulation ● biosphere ● biotic factors ● carbon cycle ● carrying capacity ● chemical energy ● climate change ● communication (behavior) ● community ● conservation ● consumers (heterotrophs) ● courtship dance ● decomposers ● disease ● ecosystem ● efficiency ● energy flow ● energy pyramids ● erosion ● exponential growth ● global warming ● greenhouse effect

● greenhouse gases ● invasive plant ● limiting factor ● logistic growth ● mutualism ● nitrogen cycle ● nitrogen-fixing bacteria ● nonrenewable resource ● ozone ● parasitism ● pathogen ● pesticide ● pheromones ● population ● predator ● prey ● producers (autotrophs) ● radiant energy ● recycling ● renewable resource ● sigmoid growth curve ● stewardship ● sustainable resource ● symbiosis ● territorial defense

Extended vocabulary: ● biomagnification ● chlorofluorocarbons ● density-dependent factors ● density-independent factors ● entropy ● habitat ● K strategists ● mortality ● natality ● niche ● r strategists


Unit Title: Ecology and the Environment Subject: Biology

STAGE 2

Understandings:

Students will understand: That the energy for life which

starts with the sun, is lost (primarily as heat) at each “feeding” level.

Nutrients and water are cycled through the environment. Human action may disrupt these important cycles, diminishing the health and well-being of all life.

That living things interact and communicate with each other in many different ways to maintain stability individually and within an ecosystem.

How to interpret population graphs and explain the factors that may affect a population that is increasing, stable, or decreasing.

That the human population is currently in an unusual exponential growth pattern. They will explain the cause of this growth and why this pattern is detrimental to the environment.

Some of the ecological problems of North Carolina ecosystems and the potential solutions to these problems.

The importance of conservation and stewardship of our natural resources.

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Interpret a food chain, a food web, and an energy pyramid, and differentiate organisms at each level through worksheets, laboratory activities, or ecosystem surveys.

Recognize that nutrients are cycled through the environment by testing ecosystems (for example, a compost pile or aquatic ecosystem) at different times during the semester or by using virtual labs.

Construct, interpret, and evaluate population graphs (for example, predator-prey graphs, age structure graphs, exponential and logistic growth graphs) from virtual or sample data.

Discuss the impact of human activity (including individual activity) on developed and poorly developed countries.

Visit a conservation project (virtually or on a field trip) and formulate a stewardship plan for a family, a school, or community. Support the decisions made for the plan and a written or verbal presentation.


On a quiz and/or unit test: o Recognize organisms at

each trophic level in a food chain, food web, or energy pyramid.

o Calculate the amount of energy at each trophic level of an energy pyramid.

o If a trophic level is changed (eliminated, reduced, or increased) predict the impact on a food web or energy pyramid.

o Illustrate the nutrient and hydrologic cycles and recall the importance of these cycles to life.

o Explain human population growth and list the reasons that human population growth is currently exponential.

o Interpret population graphs and predict changes in the graphs when biotic and abiotic factors change.

Research and defend a position on a current ecological issue (for example, mountain top removal in the Appalachian mountains or water conservation and water source inequity on the Catawba River).


● How may just one person make a significant impact on the environmental issues we face today? ● Many environmental problems should be addressed and fixed at an international level. How can the world community effectively encourage, penalize, or prosecute countries who do not follow international ecological guidelines? ● How may we continue to improve the worldwide standard of living and maintain sustainable, environmentally-friendly business practices? ● Are global warming and climate change scientific or political phenomena?

STAGE 3









Resources:

Strategies:

Alexander County Schools 2012-2013€¦ · Alexander County Schools 2012-2013 ... molecules...

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