BIO1.LS2: Ecosystems: Interactions, Energy, and Dynamics€¦ · BIO1.LS2: Ecosystems:...
Transcript of BIO1.LS2: Ecosystems: Interactions, Energy, and Dynamics€¦ · BIO1.LS2: Ecosystems:...
BIO1.LS2: Ecosystems: Interactions, Energy, and Dynamics
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS2.1 Analyze mathematical and/or computational representations of population data that support explanations of
factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem
and based on interdependent relationships present, predict population size effects due to a given disturbance.
Pearson Lessons: 5.1,5.2,5.3,6.1, PBA (The populations of Yellowstone) pg 194-195
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Main Objectives:
Students will analyze the relationships in an
ecosystem. Population size, biotic factors,
population growth, and competition for resources
will all be introduced. Disturbances such as
disease, and resource depletion will be
investigated.
Learning Outcomes: Students should observe mathematical representations of population components, including numbers and types of organisms, boundaries, resources, climate, or population changes, in forms such as graphs, histograms, averages, or even spreadsheet-based data. From such mathematical representations, students should make and support claims regarding the influences of factors (boundaries, resources, climate, and competition) on the ecosystem. Analysis should address the degree to which a given factor influences a population, as well as the idea that the significance of a factor depends on properties of the population (size, tolerance, dispersion). Population data can be collected (logistic or exponential growth) from simulations that model ecosystem interactions and/or graphs that plot a population size versus affecting factors, such as predation, resource availability, competition, etc. Using the information collected and an understanding of population-affecting factors, students can predict the impact of a variety of disturbances such as natural disasters, new species introduction, population crash due to disease, abiotic resource depletion, etc.
Population Dynamics
CROSSCUTTING CONCEPT: Systems and System Models Students make predictions from models taking
into account assumptions and approximations.
Stability and Change Students provide examples and explanations for sudden and gradual changes.
SCIENCE AND ENGINEERING PRINCIPLE: Using mathematics and computational thinking Students can apply and test computational models for the function of a device.
BIO1.LS2: Ecosystems: Interactions, Energy, and Dynamics
TN Ready Learning Outcome Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: Bio1.LS2.2 Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Pearson Lesson(s): 4.1,4.3, CS Wrap up(From harmless algal bloom to toxic menace) pg. 132-133, PBA (Can algal blooms be useful) pg 136-137,7.2,7.3
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Main Objectives:: Understanding of carbon pools(stores) with models that account for the effects of changes in one pool on another. Learning Outcomes:
Students should identify how photosynthesis and respiration provide carbon inputs and outputs for various connected systems within the ecosystem. examples: Growth of new forest, formation of peat soils, or the oceans ability to absorb CO2. Students can predict arguments such as how do human activities cause carbon sinks to release
increased amount of inorganic carbon.
Case study wrap up (From harmless
algal bloom to toxic menace)
Performance based assessment (Can
algal blooms be useful)
Attack of the killer fungi Megafauna Extinction: Humans or Climate?
CROSSCUTTING CONCEPT: Systems and System Models Students make predictions from models taking into account assumptions and approximations. SCIENCE AND ENGINEERING PRINCIPLE: Developing and using models Students can create models for interactions of two separate systems.
BIO1.LS2: Ecosystems: Interactions, Energy, and Dynamics
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS2.3 Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical
for ecosystem function.
Pearson Lesson(s): 4.3,6.3
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Main Objective: Biogeochemical cycles include the movement of matter through both living and non-living systems and the transformation of elements between usable and unusable forms. Living organisms must incorporate matter from their surroundings in order to grow. Some organisms are able to fix elements directly from the atmosphere such as plants through photosynthesis, or bacteria through nitrogen fixation. Learning outcomes: Students focus should be on understanding that fixation or abiotic processes permit the production of usable forms of the elements needed to support life. Understanding of these processes is vital to successful agricultural processes that can overuse some resources, creating imbalances in ecosystem dynamics and highly developed interspecific dependencies.
Carbon Cycle Nitrogen Cycle Phosphorus Cycle
CROSSCUTTING CONCEPT:
Energy and Matter
Students demonstrate and explain
conservation of mass and energy in
systems including systems with inputs
and outputs. Scale, Proportion, and Quantity Students use proportional relationships to predict how changing one property will affect another in a system.
SCIENCE AND ENGINEERING PRINCIPLE:
Developing and using models
Students can create models for
interactions of two separate systems. Analyzing and interpreting data. Students should derive proportionalities and equalities for dependent variables which include multiple independent variables, considering uncertainty, and limitations of collected data.
BIO1.LS2: Ecosystems: Interactions, Energy, and Dynamics
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS2.4 Analyze data demonstrating the decrease in biomass observed in each successive trophic levels.
Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Pearson Lesson(s): 4.2
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Main objective: Matter is not created nor destroyed, but transferred throughout our ecosystem. In addition, it should be recognized that energy transfer is inefficient with loss of approximately 90% at each trophic level transfer. Students will track energy through trophic levels, and determine if organisms are produces or consumers. Students will create a model that illustrates the “10% rule.”
Learning Outcomes: Students should use mathematical models (graphs, data tables, histograms) should incorporate ecosystem information including the organisms, energy, matter, and food web, including how both energy and matter cycle in the ecosystem. The models should account for the way that both matter and energy transfer between different organisms in the ecosystem as well as between organisms and the physical environment. Energy and matter transferred to the physical environment should include both energy used by organisms as part of actively sustaining life, and energy that is not recaptured when an organism dies and decays. Students should consider the laws of conservation of energy and matter, an explanation should strive to explain how and where energy and matter transfer from the organic pools in each trophic level.
Energy Pyramid Activity Quicklab How can you model energy flow in ecosystems pg 121
CROSSCUTTING CONCEPT:
Energy and Matter
Students explain the conservation of energy by discussing the transfer mechanisms between objects
or fields as well as into or out of a system.
Stability and Change Students provide examples and explanations for sudden and gradual changes.
SCIENCE AND ENGINEERING PRINCIPLE:
Obtaining, evaluating, and communicating
information (Observe/Evaluate) Students can critically
read scientific literature, integrating, extracting, and accurately simplifying main ideas from multiple
sources while maintaining accuracy and validating data whenever possible. Students can provide written
and oral explanations for phenomena and multi-part systems using models, graphs, data tables, and
diagrams.
Using mathematics and computational thinking Students can apply and test computational models for the function of a device.
BIO1.LS2: Ecosystems: Interactions, Energy, and Dynamics
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS2.5 Analyze examples of ecological succession, identifying and explaining the order of events responsible for the formation
of a new ecosystem in response to extreme fluctuations in environmental conditions or catastrophic events.
Pearson Lesson(s):CS(How do species interactions shape ecosystems) pg. 173, 6.2, Quick Lab (How does succession occur) pg. 184
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Main objectives: Determine if succession is primary or secondary. Students will identify pioneer and climax species in an ecosystem. Students will give examples of events that lead to different types of succession. Learning Outcomes: Students can research primary succession examples such as a glacial retreat in Alaska, volcanism in Hawaii, or wetland development in Florida everglades, and secondary succession examples such as the conversion of natural areas to agricultural land before subsequent abandonment, forest fire devastation, or other natural disaster events. The order of events might include movement from pioneer species through several communities to the climax community
Succession
CROSSCUTTING CONCEPT:
Stability and Change
Students provide examples and explanations for sudden and gradual changes.
Scale, Proportion, and Quantity Students use proportional relationships to predict how changing one property will affect another in a system.
SCIENCE AND ENGINEERING PRINCIPLE:
Constructing explanations and
designing solutions
Students form explanations that incorporate
sources (including models, peer reviewed
publications, their own investigations), invoke scientific theories, and can evaluate the degree to
which data and evidence support a given
conclusion.
Obtaining, evaluating, and communicating information (O/E) Students can critically read scientific literature, integrating, extracting, and accurately simplifying main ideas form multiple sources while maintaining accuracy and validating data whenever possible. I Students can provide written and oral explanations for phenomena and multi-part systems using models, graphs, data tables, and diagrams.
BIO1.LS1: From Molecules to Organisms: Structures and Processes
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS1.1 Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the
characteristics of life. Engage in argument about the designation of viruses as non- living based on these characteristics.
Pearson Lesson(s):1.3, 8.1, 8.4
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Main Objectives: Determine the characteristics of living things. Discover viral particles and viral cycles, decide if viruses are considered living or non-living.
Learning outcomes: Microscopic analysis of a variety of cells can be employed to compare shapes, sizes, and visible structures in order to help students recognize patterns in the similarities and differences, as well as aiding in model development, limitations, and interpretations. Student discussions introduce viral particles and viral cycles, building on student understanding of living organisms to engage in an argument regarding the classification of a viral particle as either living or non-living.
Viruses Characteristics of Life
CROSSCUTTING CONCEPT:
Pattern
Students recognize, classify, and
record patterns in quantitative data
from empirical research and
mathematical representations.
SCIENCE AND ENGINEERING
PRINCIPLE:
Engaging in argument from
evidence Students critically evaluate
evidence supporting an argument and
create written or oral arguments that
invoke empirical evidence, scientific
reasoning and scientific explanations.
BIO1.LS1: From Molecules to Organisms: Structures and Processes
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS1.2 Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures.
Pearson Lesson(s):2.3,8.1, 8.2 Quick Lab (What is a cell) pg 243, Quick Lab (How can you make a model of a cell) pg 255
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Main Objective: Students discuss the structure and function of major cellular organelles in seventh grade. Building on this understanding, Biology I students should shift their focus to the different types of cells found in organisms and how the role of each cell type relates to its composition and organelles within that cell. Varying cell types can include both prokaryotic and eukaryotic cell types Learning outcomes: Students should compare models for cells with differing roles in an organism. Students should focus on the relationship between: the function of the cell in the organism, the prevalence of various organelles within that cell, and the composition of the different organelles. The relationships between these components can connect to specific cellular examples such as: the absence (or enucleation) of the nucleus in red blood cells in mammals providing for increased levels of oxygen transport in organisms, abundant cytoskeletal protein for movement in animal muscle cells, or the lack of centrioles in most neurons.
Organelle and Function Chart
CROSSCUTTING CONCEPT:
Systems and System Models
Students create and manipulate a
variety of different models: physical,
mathematical, computational.
SCIENCE AND ENGINEERING
PRINCIPLE:
Developing and using models
Students can test the predictive
abilities of their models in a real-
world setting and make comparisons
of two models of the same process or
system.
BIO1.LS1: From Molecules to Organisms: Structures and Processes
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS1.3 Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an
explanation for how DNA serves as a template for self-replication and encodes biological information. Pearson Lesson(s):13.1,13.2,13.3 PBA (an eight hour task: How does DNA replicate so quickly) pg 432
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Main Objective: Biology 1 represents a student’s introduction to a molecular model of DNA as well as the organization of DNA into genes and genes into chromosomes. Students should address interactions between genes in proteins which regulate both the shape and reproduction of DNA molecules.
Learning Outcomes: Students will specifically discuss that chromosomes are made of DNA, that genes are sequences of DNA, and the structure of a single nucleotide or strand of DNA. Student should use structural models can include regions contained in a strand of DNA, the chemical components of the DNA molecule (sugar, phosphate, nitrogenous base), and the relative strengths of bonds connecting these components
Shape of DNA Build a DNA model
CROSSCUTTING CONCEPT:
Structure and Function
Students apply patterns in structure
and function to unfamiliar
phenomena.
SCIENCE AND ENGINEERING
PRINCIPLE:
Developing and using models
Students can test the predictive
abilities of their models in a real-
world setting and make comparisons
of two models of the same process or
system.
BIO1.LS1: From Molecules to Organisms: Structures and Processes
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS1.4 Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to
synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes.
Pearson Lesson(s):14.1,14.2,14.3 Case study (How does a plant remember winter) pg 462, PBA ( a new kinds of drug;mRNA) pg 466, Quick lab (how can you model DNA and RNA) pg442
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Main Objective: Biology 1 discusses genotypic and phenotypic relationships by establishing a connection between genotypes and the phenotypes resulting from expression of the genes. In such pathways, students can demonstrate the role of various RNA types in the production of a protein through the processes of transcription and translation. Learning Outcomes:
Students can demonstrate the role of various RNA types in the production of a protein through the processes of transcription and translation.
Transcription, Translation, and Replication Types of RNA
CROSSCUTTING CONCEPT:
Structure and Function
Students apply patterns in structure
and function to unfamiliar
phenomena.
SCIENCE AND ENGINEERING
PRINCIPLE:
Developing and using models
Students can test the predictive
abilities of their models in a real-
world setting and make comparisons
of two models of the same process or
system.
BIO1.LS1: From Molecules to Organisms: Structures and Processes
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS1.5 Research examples that demonstrate the functional variety of proteins and construct an argument based on
evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test prediction
about factors which should cause an effect on the structure and function of a protein.
Pearson Lesson(s):2.3,2.4
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Main Objective: Focus of this standard is on the activities of proteins and the role of the structure of proteins in carrying out these activities. Roles of proteins include cellular regulation, cell signaling, enzymatic function, and structural components
Learning outcomes:
Student will establish that a protein’s function is an outcome of its structure. By extension, this means that changes to the structure of a protein, either through mutation (Bio1.LS3.2) or through interactions with the environment, will affect the protein’s ability to function.
Enzymes Protein Structure
CROSSCUTTING CONCEPT:
Structure and Function
Students infer the function of a
component of a system based on its
shape and interactions with other
components.
SCIENCE AND ENGINEERING
PRINCIPLE:
Planning and carrying out
controlled investigations
Students plan and perform
investigations to aid in the
development of a predictive model for
interacting variables, considering the
quantity of data with respect to
experimental uncertainty, and select
methods for collection and analysis of
data.
BIO1.LS1: From Molecules to Organisms: Structures and Processes
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS1.6 Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell
division in various eukaryotic cell types in multicellular organisms.
Pearson Lesson(s):11.1,11.2,Quick Lab( Make a model of Mitosis) pg 347
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Main Objective: Students first discuss
mitosis in seventh grade, specifically focusing
on the role of mitosis in creating genetically
identical daughter cells. Biology 1 discussions
should connect a student’s understanding of
gene expression and protein function with
the process of mitosis to explore the
differentiation of cell types from otherwise
identical daughter cells. Mitotic rates will also
be discussed.
Learning Outcome:
Students should explore the requirements for cellular division and the events occurring during interphase that fulfill material requirements for cellular division. Students should generally recognize that expression of different genes leads to differentiation of cell types, but are not responsible for understanding the mechanisms that affect gene regulation. Discussions should also include varying rates of mitotic division and the relationship between these rates of division and the function of specific cell types within eukaryotic organisms Models of the eukaryotic cycle in biology 1 should also account for the relative amounts of time a cell spends in the different portions of the cycle
Mitosis Animation Mitotic Rates and Differentiation
CROSSCUTTING CONCEPT:
Pattern
Students recognize, classify, and
record patterns in quantitative data
from empirical research and
mathematical representations.
SCIENCE AND ENGINEERING
PRINCIPLE:
Developing and using models
Students can test the predictive
abilities of their models in a real-
world setting and make comparisons
of two models of the same process or
system.
BIO1.LS1: From Molecules to Organisms: Structures and Processes
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS1.7 Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions
about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Pearson Lesson(s):8.2,8.3
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Main Objective: Compare and contrast active and passive transportation. Create a diagram of the cell membrane, and the proteins found embedded within. Learning outcomes: Students will utilize the fluid mosaic model to make sense of cellular phenomena Student investigations into transport across membranes might include making predictions regarding factors affecting the transport of molecules including molecular properties (sizes or polarities), membrane components, intracellular and extracellular environments. Types of transported materials might include gases, water, small ions, monomers, polymers, viruses, or single celled organisms.
Cell Membrane Diagram Active vs. Passive Transport Potato core lab
CROSSCUTTING CONCEPT:
Systems and System Models
Students make predictions from
models taking into account
assumptions and approximations.
SCIENCE AND ENGINEERING
PRINCIPLE:
Constructing
explanations and
designing solutions
Students form explanations that
incorporate sources (including models,
peer reviewed publications, their own
investigations), invoke scientific
theories, and can evaluate the degree
to which data and evidence support a
given conclusion.
BIO1.LS1: From Molecules to Organisms: Structures and Processes
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS1.8 Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to
explain energy transfer from light energy into stored chemical energy in the product. Pearson Lesson(s):CS (What would it take to make an artificial leaf) pg 281,9.1,9.2,9.3 CS wrap up (What would it take to make an artificial leaf)? pg298, PBA(Data from the corn field pg 302
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Main Objective: Students should address the
processes used during photosynthesis to convert
light energy (solar radiation) into stored
chemical energy. Students will breakdown the
chemical reactions that take place within the
process, in particular the transfer of carbon.
Learning Outcomes:
Students will specifically, consider the role of photosynthesis in capturing carbon, hydrogen, and oxygen needed to produce other cellular macromolecules such as proteins, lipids, and DNA necessary for growth and reproduction. The chemical reactions needed for constant reorganization of these elements to form new compounds provides a way to transfer energy between systems across all levels of organization.
Photosynthesis Animation Photosynthesis Concept Map
CROSSCUTTING CONCEPT:
Energy and Matter
Students explain the conservation of
energy by discussing the transfer
mechanisms between objects or fields
as well as into or out of a system.
SCIENCE AND ENGINEERING
PRINCIPLE:
Planning and carrying out
controlled investigations
Students plan and perform
investigations to aid in the
development of a predictive model for
interacting variables, considering the
quantity of data with respect to
experimental uncertainty, and select
methods for collection and analysis of
data.
BIO1.LS1: From Molecules to Organisms: Structures and Processes
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS1.9 Create a model of aerobic respiration demonstrating flow of matter and energy out of a cell. Use the model to explain
energy transfer mechanisms. Compare aerobic respiration to alternative processes of glucose metabolism.
Pearson Lesson(s):10.1,10.2,10.3
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Main Objective: Cellular respiration is a set of
reactions that allow for sugars to re-organized to
form other macromolecules. Students should
consider differences in the efficiencies of
different processes of glucose metabolism. Both
matter and energy are conserved throughout
transformations.
Learning outcomes:
students should be building familiarity with these models in explain phenomena in living organisms. For example, rather than simply comparing models to aerobic and anaerobic respiration, students might be asked to use the models explain why greater amounts of glucose are metabolized by organisms when they switch to anaerobic pathways under similar conditions of energy expenditure. Student can use models of aerobic respiration to explain how the absence of oxygen necessitates an alternate way to process the byproducts of glycolysis so that organisms can continue to oxidize glucose when oxygen is unavailable.
Cellular Respiration Types of Anaerobic Respiration
CROSSCUTTING CONCEPT:
Energy and Matter
Students explain the conservation of
energy by discussing the transfer
mechanisms between objects or fields
as well as into or out of a system.
SCIENCE AND ENGINEERING
PRINCIPLE:
Planning and carrying out
controlled investigations
Students plan and perform
investigations to aid in the
development of a predictive model for
interacting variables, considering the
quantity of data with respect to
experimental uncertainty, and select
methods for collection and analysis of
data.
BIO1.LS3: Heredity
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS3.1 Model chromosome progression through meiosis and fertilization in order to argue how the process of sexual
reproduction leads to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and
asexual reproduction, identifying the advantages and disadvantages of each.
Pearson Lesson(s):11.2,12.4,15.2
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Main Objective: While meiosis can be viewed
as a unique form of cell division that provides a
mechanism that results in offspring with genetic
variation. Asexual reproduction results in
offspring with traits identical to the parent, with
the exception of mutations.
Learning outcomes:
Student emphasis should be placed on events that lead to genetic differences (mutations, crossing over, random segregation of alleles, independent assortment, and random fertilization) and explanations for how the mechanisms of DNA replication and transmission lead to organisms that resemble their parents.
Student models of meiosis should be useful in demonstrating how chromosome-based diseases such as Trisomy 21 occur or how sterile hybrids (e.g., mules or seedless watermelons) cannot complete meiosis due to non-homologous DNA from different parent species
Stages of Meiosis Asexual vs. Sexual Reproduction
CROSSCUTTING CONCEPT:
Cause and Effect
Students use cause and effect models
at one scale to make predictions about
the behavior of systems at different
scales. SCIENCE AND ENGINEERING PRINCIPLE:
Developing and using models
Students can test the predictive
abilities of their models in a real-
world setting and make comparisons
of two models of the same process or
system.
BIO1.LS3: Heredity
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS3.2 Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or
germline mutations.
Pearson Lesson(s):14.3,14.4,15.2, CS wrap up pg 494-495,18.1,18.4
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Main Objective: This standard is designed to
complete the connection between genotypes,
protein synthesis, and resulting phenotypes by
examining concrete examples. It should become
clear that recessive traits occur when neither
diploid copy of a gene produces a functional
protein.
Examples: PTC taster, ABO blood types
Learning outcomes:
Students could research the cause of specific and relatively simple examples of monogenic traits Students should recognize that phenotypic variation arises not only from genotypic variation, but also from gene expression variation, the latter of which can often be the result of environmental influences.
PTC Lab Sickle Cell
CROSSCUTTING CONCEPT:
Cause and Effect
Students use cause and effect models
at one scale to make predictions about
the behavior of systems at different
scales. SCIENCE AND ENGINEERING PRINCIPLE:
Constructing
explanations and
designing solutions
Students form explanations that
incorporate sources (including models,
peer reviewed publications, their own
investigations), invoke scientific
theories, and can evaluate the degree
to which data and evidence support a
given conclusion.
BIO1.LS3: Heredity
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS3.3 Through pedigree analysis, identify patterns of trait inheritance to predict family member genotypes. Use mathematical
thinking to predict the likelihood of various types of trait transmission. Pearson Lesson(s):15.1,PBA pg 498-499,quick lab pg 479
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Main Objective: Students will expand upon
knowledge of Punnett squares. Students will
become fluent in pedigree creation and
analysis. Modes of inheritance should include
autosomal and sex-linked genes that are
dominant/recessive, codominant, or
incompletely dominant.
Learning Outcomes: Students can practice deductive reasoning using a basic set of criteria (including successive generation transmission and male/female ratio) in order to predict a mode of inheritance for a trait, define alleles for the trait, and assign genotypes to the family members of a given pedigree. Students can also practice using probability-based mathematics to predict offspring genotypes and phenotypes based on a given parental set.
Pedigree Activity
CROSSCUTTING CONCEPT:
Pattern
Students recognize, classify, and
record patterns in quantitative data
from empirical research and
mathematical representations.
SCIENCE AND ENGINEERING PRINCIPLE:
Constructing
explanations and
designing solutions
Students form explanations that
incorporate sources (including models,
peer reviewed publications, their own
investigations), invoke scientific
theories, and can evaluate the degree
to which data and evidence support a
given conclusion.
BIO1.LS4: Biological Change: Unity and Diversity
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS4.1 Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology.
Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor. Pearson Lesson(s):17.1,17.3,18.4,19.2,CS wrap up pg 630-631,20.1,20.2,CS wrap up pg.666-667
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Main Objective: Students will discuss the
significance of similarities between the genomes
of extinct and extant organisms. Similarities in
genomes provide a rationale for common amino
acid sequences. Well- documented examples for
data analysis could include but are not limited to
the following: Fossil record, molecular genetics,
biological studies, etc. Learning Outcomes:
The students will use a variety of data analysis
to determine that all life shares the same genetic
codes.
Missing Link Activity Lizard Evolution Lab
CROSSCUTTING CONCEPT:
Stability and Change
Students provide examples and
explanations for sudden and gradual
changes. SCIENCE AND ENGINEERING PRINCIPLE:
Engaging in argument from
evidence Students critically evaluate
evidence supporting an argument and
create written or oral arguments that
invoke empirical evidence, scientific
reasoning and scientific explanations.
BIO1.LS4: Biological Change: Unity and Diversity
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS4.2 Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Pearson Lesson(s):18.1,18.2,18.3,CS wrap up pg.600-601,PBA pg. 604-605, Quick lab 588
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Main Objective: Students will identify
various examples of natural selection
(bird beak size). Students will discover
how isolation and population impact
evolution and allele frequency.
Learning Objectives: Students should investigate the mechanism by which isolation (reproductive isolation, geographical isolation, temporal isolation) can lead to evolutionary change. Students should interact with data, simulations, labs, etc. that provide them opportunities to see changes in allele frequency over time. Students can analyze a variety of common examples of adaptations such as bird beak adaptations, insect mimicry, antibacterial-resistant strains of bacteria, etc.
Natural Selection Lab Bird Beak Lab
CROSSCUTTING CONCEPT:
Cause and Effect
Students use and evaluate empirical
evidence to classify causation vs.
correlation.
SCIENCE AND ENGINEERING
PRINCIPLE:
Students plan and perform
investigations to aid in the
development of a predictive model
for interacting variables,
considering the quantity of data
with respect to experimental
BIO1.LS4: Biological Change: Unity and Diversity
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.LS4.3 Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role of human activities have on disruption of these services. Pearson Lesson(s):6.3,7.1,7.2,7.3,7.4,PBA pg 230-231,Quick lab pg.208
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Main Objective: Students will discover the
importance of biodiversity, and determine how
humans are negatively impacting biodiversity.
Discussing human activities draws this
conversation to a larger scale. The loss of
biodiversity or species has the same impact
globally as it would at ecosystem levels.
Natural selection is expedited by significant
changes to ecosystems. Without deliberate
efforts, human development causing habitat
loss can be the significant change wiping out
ecosystems.
Learning Outcomes: Students should appreciate that biodiversity increases with preservation of evolutionary lineages (decreased extinction rates) and in a feed-forward mechanism, biodiversity promotes ecosystem stability, which decreases extinction rates. Students can investigate the various levels of biodiversity (genetic, species, ecosystem) required to provide services such as food, medicine, water purification, pollination, etc. and maintain ecosystem stability through climate stabilization, waste decomposition, maintenance of interdependent relationships, etc.
Biodiversity Case Study Human Impact
CROSSCUTTING CONCEPT:
Scale, Proportion, and Quantity:
Students use cause and effect models
at one scale to make predictions
about the behavior of systems at
different scales.
SCIENCE AND ENGINEERING PRINCIPLE:
Asking questions (for science) and defining problems (for engineering)
Questions about arguments and interpretations should elicit further elaboration or investigation.
Bio1.ETS2 Engineering, technology, Science and Society
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.ETS2.1 Obtain, evaluate and communicate information on how molecular biotechnology may be used in a variety of fields Pearson Lesson(s):PBA pg. 274-275,11.3, Case study wrap up pg362-363,PBA pg. 366-367,Case study wrap up pg.428-429,15.3,16.1,16.2,16.3,16.4, PBA pg.532-533
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Main Objective: Some specific applications of molecular biotechnology found within a variety of fields include: biopharma, gene therapy, bioremediation, genetic engineering, evolutionary biology, The goal is to help students appreciate that the new scientific understandings can be used to design useful tools for further scientific use in, medical treatments, agricultural yields, etc. Students should develop a “big picture” appreciation through specific examples.
Learning Outcomes: Students will consider the pros and cons of biotechnical applications. Student techniques might include: PCR, Electrophoresis, restriction enzyme digestion of DNA, DNA sequencing, plasmid-based transformation, transfection, etc.
Cross Cutting Concept: Cause and Effect Students design a system to produce a desired outcome. Science and Engineering Practice: Obtaining, evaluating, and communicating information (O/E) Students can critically read scientific literature, integrating, extracting, and accurately simplifying main ideas form multiple sources while maintaining accuracy and validating data whenever possible. (C) Students can provide written and oral explanations for phenomena and multi-part systems using models, graphs, data tables, and diagrams.
Bio1.ETS2 Engineering, technology, Science and Society
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.ETS2.2: Investigate the means by which karyotypes are utilized in diagnostic medicine Pearson Lesson(s):15.1,15.2
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Main Objective: Engineers incorporate growing scientific knowledge in order to increase benefits to humans and decrease cost and risks. Karyotyping technology and its use in medical diagnosis can complement the standards from LS3: Hereditary: Inheritance, and Variation of Traits, as the students are learning about chromosomal organization of genomic information that determines one’s phenotype.
Learning Outcomes: Student will analyze a large set of karyotypes to identify common patterns. Student will identify variations from the most commonly observed patterns and correlate them with patient phenotypes to propose a cause and effect relationship, discussing limitations of correlative data interpretation.
Cross Cutting Concept: Systems and System Models Students make predictions from models taking into account assumptions and approximations.
Science and Engineering Practice: Planning and carrying out controlled investigations Students plan and perform investigations to aid in the development of a predictive model for interacting variables, considering the quantity of data with respect to experimental uncertainty, and select methods for collection and analysis of data.
Bio1.ETS2 Engineering, technology, Science and Society
Time Frame Learning Outcomes Online Resources Crosscutting Concepts (CCC)
Science and Engineering Practices (SEP)
Standard: BIO1.ETS2.3 Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms Pearson lesson(s):CS wrap up pg.270-271,CS pg.337,11.4,PBA pg. 366-367,15.3,CS pg.505,16.3,16.4,PBA pg. 532-533
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Main Objective: The utilization of new technologies in any field of science is dependent on both economic and social factors. In addition to evaluating these factors, scientists must also consider long-term consequences that may not be initially apparent.
Learning Outcomes: Students should begin to appreciate the differences in ethical values that exist, and recognize that discussion of these values is imperative as knowledge and technology continue to advance, even when resolutions of differences can be rare. Students can write a position paper and/or participate in a classroom debate after initial investigation of a specific biotechnology application
Cross Cutting Concept: Cause and Effect Students use and evaluate empirical evidence to classify causation vs correlation.
Science and Engineering Practice: Asking questions (for science) and defining problems (for engineering) Questions about arguments and interpretations should elicit further elaboration or investigation.
Cross Cutting Concept Here (change color to match state’s)
Time Frame Learning Outcomes Online Resources Tasks
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Cross Cutting Concept Here (change color to match state’s)
Time Frame Learning Outcomes Online Resources Tasks
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Cross Cutting Concept Here (change color to match state’s)
Time Frame Learning Outcomes Online Resources Tasks
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