River Dell Regional School District Biology Curriculum Curriculum...Unit 5 RNA, Protein Synthesis...

River Dell Regional School District

Biology Curriculum

2019

Mr. Patrick Fletcher Superintendent

River Dell Regional Schools

Ms. Lorraine Brooks Mr. Richard Freedman Principal Principal River Dell High School River Dell Middle School

Mr. William Feldman

Assistant Superintendent of Curriculum and Instruction

Curriculum Committee Ms. Maria Ceppaglia

Ms. Ellen DeRosa-Hill Ms. Michele DeVincenzo

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Biology Curriculum

Approved October 22, 2019

TABLE OF CONTENTS

Rationale Page 3 Course Description Page 4 Unit 1 Origin Of Life Page 5 Unit 2 Transport Page 11 Unit 3 Energy Processing Page 16 Unit 4 Cell Cycle, DNA, Mitosis 1 Unit 5 RNA, Protein Synthesis Page 27 Unit 6 Meiosis, Mendelian Genetics, Inheritance Page 32 Unit 7 Evolution And Population Genetics Page 38 Unit 8 Ecology Page 44

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Biology Curriculum


Rationale

The Biology course provides the opportunity to develop knowledge and understanding of how living things originated and are sustained. Biology offers students the opportunity to investigate through experimental design the components of living organisms and the interactions between them. The study of life spans from the creation of macromolecules to the inner workings of cells to the complex interactions of entire ecosystems through the information stored in DNA to the ways genetic information evolves over time. In preparation for careers and life choices, students must comprehend the impact of science and technology on their world. The Biology course is comprised of the following key units of study: origin of life and biological molecules, transport, energy processing, cell cycle, DNA, mitosis, RNA, protein synthesis, meiosis, Mendelian genetics, inheritance patterns, evolution population genetics and ecology. This sequence of key units has been designed to build upon the previous Chemistry course offered. The Biology course begins with the study of the chemical building blocks of life and develops into the study of macro-systems. Biology is offered in two levels, Honors Biology and Biology. The distinction between the courses is indicated in the italicized text under Learning Objectives. These separate tracks will allow students from the different level Chemistry courses to be appropriately challenged. This basic knowledge and appreciation of how science works have become elements of good citizenship in an era when informed evaluations of health issues, environmental problems and applications of new technology are critical.

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Biology Curriculum


Course Descriptions

Biology In this course students explore the origin of life, biochemistry, transport, energy processing, cell cycle, mitosis, DNA, RNA, protein synthesis, meiosis, inheritance patterns, evolution, ecology, Mendelian and molecular genetics. Students will have the opportunity to explore these ideas through class discussion, lab experiences and independent research. Students will analyze authentic data as a part of case studies to form evidence- based conclusions. Ideas discussed in this course will lead to an understanding of societal challenges as well as career paths to affect change in those areas. Pre-requisite: Completion of 10th grade Chemistry

Honors Biology In this course students explore the origin of life, biochemistry, transport, energy processing, cell cycle, mitosis, DNA, RNA, protein synthesis, meiosis, inheritance patterns, evolution, ecology, Mendelian and molecular genetics. Students will additionally explore the role of oncogenes and proto-oncogenes, control of gene expression, Hardy-Weinberg equilibrium and population genetics. Students who elect to take Honors Biology have the advantage to expand their science background in a more academically rigorous way. Honors Biology builds upon the abstract reasoning skills acquired in Honors Chemistry. Students will have the opportunity to explore these ideas through class discussion, lab experiences and independent research. Students will analyze authentic data as a part of case studies to form evidence- based conclusions. Ideas discussed in this course will lead to an understanding of societal challenges as well as career paths to affect change in those areas.

Pre-requisites: Completion of 10th Grade Honors Chemistry or 95+ in 10th Grade

Chemistry with teacher recommendation

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Biology Curriculum


BY THE END OF ELEVENTH GRADE BIOLOGY

UNIT ONE: ORIGIN OF LIFE AND BIOLOGICAL MOLECULES (4 WEEKS)

STATE STANDARDS HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA

determines the structure of proteins which carry out the essential functions of life through systems of specialized cells

HS-LS1-5 Use a model to illustrate how photo synthesis transforms light energy into stored chemical energy

HS-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy

HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions

HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere

HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller more manageable problems that can be solved through engineering

HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts

HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.

http://www.corestandards.org/ELA-Literacy/RST/11-12/1/




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RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

RST.11-12.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of

multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and origin in graphs and data displays

HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement

when reporting quantities HSS-ID.A.1 Represent data with plots on the real number line HSS-IC.A.1 Understand statistics as a process for making inferences about population

parameters based on a random sample from that population HSS-IC. B.6 Evaluate reports based on data HSF-IF.C.7 Graph functions expressed symbolically and show key features of the

graph, by hand in simple cases and using technology for more complicated cases

HSF-BF.A.1 Write a function that describes a relationship between two quantities CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools

8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory

8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of the results

8.1.12.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve real world problems






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8.1.12.F.1 Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision

9.1.12.A.1 Apply critical thinking and problem solving strategies during structured learning experiences

9.1.12.C.4 Demonstrate leadership and collaborative skills when participating in online communities and structured learning experiences

9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context

9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets

9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences

9.2.12.A.1 Analyze the relationship between various careers and personal earning goals.

9.2.12.A.2 Identify a career goal and develop a plan and timetable for achieving it, including educational/training requirements, costs, and possible debt.

9.2.12.A.3 Analyze how the economic, social, and political conditions of a time period can affect starting a business and can affect a plan for establishing such an enterprise.

9.2.12.A.4 Summarize the financial risks and benefits of entrepreneurship as a career choice.

9.2.12.A.5 Evaluate current advances in technology that apply to a selected occupational career cluster solution and make an informed decision

SCIENCE AND ENGINEERING PRACTICES • Developing and using models

• Analyzing and interpreting data

• Constructing explanations and designing solutions

• Obtaining, evaluating, and communicating information

DISCIPLINARY CORE IDEAS See Science standards above

CROSS CUTTING CONCEPTS • Patterns

• Cause and Effect

• Scale, Proportion, Quantity

• Energy and Matter

• Structure and Function

BIG IDEAS/COMMON THREADS Chemistry is intimately linked to the evolution of life.

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ENDURING UNDERSTANDINGS Atoms are bonded together in molecules that undergo chemical reactions to form life on Earth. Life’s molecular diversity is based on the properties of macromolecules.

ASSESSMENTS • Model Building-building complex molecules

• Investigative Labs: Nutrient testing, Peroxidase Learning Activities

• Modeling-Natural Selection

• Create Timeline of Life on Earth

• Evidence of Evolution- molecular, structural, embryological

• Index Fossil Hunt

• Lecture

• Power point notes

• Video clips

• Solve Hardy-Weinberg Equilibrium Problems

• Web quest

• Online simulation-H-W Equilibrium

• Guided Reading

ESSENTIAL QUESTIONS • How did the inorganic molecules present on primitive Earth give rise to living

organisms?

• How has Earth’s atmosphere changed as a result of organic evolution?

• How did the first cell on Earth give rise to the biodiversity present today?

• What is the chemical basis for life on Earth?

• What is the relationship between the structure and function of each type of biomolecule?

• How do proteins function as enzymes?

• How can models be used to simulate systems and interactions?

• How does energy and matter flow into, out of, and within a system?

• How does an examination of the properties of different materials, the structures of different components, and connections of the components contribute to the investigation or design of new systems?

• How does feedback stabilize or destabilize a system?

• What empirical evidence distinguishes between cause and effect?

• How does the concept of orders of magnitude allow one to understand how a model of one scale relates to a model of at another scale?

• Why do some things change or remain stable?

• How are advances in science and technology interrelated?

• What are the patterns that emerge at the different scales at which a system is studied?

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LEARNING OBJECTIVES Students will be able to….

• provide evidence for the “primordial soup” model of the origin of life on Earth

• explain how the addition of oxygen to Earth’s atmosphere changed life on Earth itself

• provide evidence for the heterotroph hypothesis

• explain why carbon is the chemical basis of life on earth due to its ability to readily form 4 covalent bonds with a wide variety of atoms

• understand that biomolecules consist of monomer building blocks that can be easily assembled into polymers with various functions depending upon the addition of specific side group

• explain how enzymes are essential components of all metabolic pathways

LEARNING ACTIVITIES • Model anabolic and catabolic processes

• Lecture

• Power point notes o Video clips

• On-line activities/simulations

• Web quest

• Labs

• Guided Reading

• Develop and use models based on evidence to illustrate the relationships between systems and between components of systems

• Plan and conduct an investigation individually and collaboratively to produce data and serve as the basis for evidence

• Construct an explanation based on valid and reliable evidence obtained from a variety of resources

• Use mathematical representations of phenomena or design solution to support claims

• Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments

• Ask questions that arise from examining models or a theory to clarify a relationship

• Apply concepts of statistics and probability to scientific and engineering questions

• Make and defend a claim based on evidence about the natural world that reflects scientific knowledge and student-generated evidence

• Create or revise a simulation of a phenomenon, designed device, process or system

• Communicate scientific information in multiple formats

RESOURCES

• Video-World of Chemistry

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• New York Times articles

• Faculty.nl.edu-Macromolecules of Life

• www.chem4.kids.com Sweet Sweet carbs

• Textbook

• On-line resources

• Video- Charles D

Modifications for IEP, 504, ELL, G & T, and At Risk

• Reading resources will be provided to accommodate different reading levels.

• Students will be given options on types of products that will show mastery of a specific skill.

• Learning modules will contain learning resources, including but not limited to OneNote, videos, primary sources, PowerPoint, Movie Maker, and so on.

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UNIT TWO: TRANSPORT (4 WEEKS)



HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions of life through systems of specialized cells

HS-LS1-3 Plan and conduct an investigation to provide evidence those feedback mechanisms maintain homeostasis


















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HSF-BF.A.1 Write a function that describes a relationship between two quantities CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a

real world problem or theory 8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of

the results 8.1.12.E.1 Effectively use a variety of search tools and filters in professional public

databases to find information to solve real world problems 8.1.12.F.1 Explore a local issue, by using digital tools to collect and analyze data to

find a solution and make an informed decision 9.1.12.A.1 Apply critical thinking and problem solving strategies during structured

learning experiences





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CROSS CUTTING CONCEPTS

• Patterns





BIG IDEAS/COMMON THREADS All living things must work to maintain homeostasis.

ENDURING UNDERSTANDINGS A cell membrane structure enables living things to regulate the transport of molecules to achieve the homeostatic state.

ASSESSMENTS

• Investigative lab - Plasmolysis, Dialysis Membrane and Diffusion

• Tests and quizzes

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• Lab quizzes

• Reading and writing response to current event article

ESSENTIAL QUESTIONS • How does the structure of the plasma membrane allow it to function in regulating

what passes into and out of the cell in response to changes internally and externally?

• What processes enable molecules to pass through the plasma membrane?

• Why is transport an essential characteristic of living things?










LEARNING OBJECTIVES Students will be able to…

• describe how the phospholipid bilayer blocks almost all substances from passing and how the

• proteins embedded in this bilayer allow specific molecules to pass

• Compare and contrast the passive and active transport processes. Explain the passive transport

• processes of diffusion, ion channels, and facilitated diffusion with the active transport processes of pumps, co-transport and bulk

• Provide examples of how regulating what enters and exits a cell maintains homeostasis and thereby is essential in all living things.

LEARNING ACTIVITIES • Diagram identification

• Lecture



• Web quest

• Labs

• Guided Reading

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RESOURCES • Videos on cell membrane structure, Active/Passive transport


• Textbook

• www.sascurriculumpathways.com






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BY THE END OF ELEVENTH GRADE

BIOLOGY UNIT THREE: ENERGY PROCESSING (4 WEEKS)

STATE STANDARDS HS-LS1-5 Use a model to illustrate how photo synthesis transforms light energy into

stored chemical energy HS-LS1-6 Construct and revise an explanation based on evidence for how carbon,

hydrogen, and oxygen from sugar molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy

HS-LS1-7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy





SL.11-12.4 Present claims and findings emphasizing salient points in a focused coherent manner with relevant evidence, sound valid reasoning, and well-chosen details, use appropriate eye contact, adequate volume, and clear pronunciation

SL.11-12.5 Make strategic use of digital media in presentations to enhance to enhance understanding of findings, reasoning, and evidence and to add interest





parameters based on a random sample from that population

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HSS-IC. B.6 Evaluate reports based on data HSF-IF.C.7 Graph functions expressed symbolically and show key features of the


HSF-BF.A.1 Write a function that describes a relationship between two quantities CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence RST.11-12.1 Cite specific textual evidence to support analysis of science and technical

texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.









8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a


the results










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• Patterns





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BIG IDEAS/COMMON THREADS All organisms are directly or indirectly dependent upon energy from the Sun.

ENDURING UNDERSTANDINGS Cellular respiration and photosynthesis are the metabolic processes whereby living things cycle energy.

ASSESSMENTS

• Investigative lab-Respiration Plant Tissue/Paper Chromatography/

• On-line simulations (Aquatic weeds)


• Lab quizzes


ESSENTIAL QUESTIONS • How can sunlight power the synthesis of organic compounds?

• How do all organisms make and use energy to survive?

• What is the relationship between photosynthesis and respiration?

• How are the rates of photosynthesis and cellular respiration affected by environmental conditions?

• How does the structure of specific organelles, chloroplasts and mitochondria, allow for the multistep, enzymatically controlled biochemical pathways of photosynthesis and cellular respiration?











• explain how photosynthesis converts solar energy into the chemical energy of food

• describe the ways in which organisms change food into usable forms of energy through glycolysis, anaerobic and aerobic cellular respiration

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• relate the processes of photosynthesis and cellular respiration to the flow of carbon and energy through an ecosystem

• explain how temperature, pH, light intensity, carbon dioxide levels, availability of oxygen and other conditions affect rates of photosynthesis and cellular respiration

• explain the step by step pathways of the light dependent and light independent pathways of photosynthesis as well as those of glycolysis, anaerobic and aerobic respiration with respect to organelle structure

LEARNING ACTIVITIES

• Graphing Activity/Absorption of Light in Plants

• Lecture



• Web quest

• Labs

• Guided Reading-Turning of Leaves

• Research Activity-finding simulation of photosynthesis online











RESOURCES • Videos on cell membrane structure, Active/Passive transport


• Textbook


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UNIT FOUR: CELL CYCLE, DNA, MITOSIS (4 WEEKS)




HS-LS1-4 Use a model to illustrate the role of cellular division and differentiation in producing and maintaining complex organisms

HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring

HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, (3) mutations caused by environmental factors











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real world problem or theory







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8.1.12.A.4 Graph and calculate data with a spread sheet and present a summary of the results













SCIENCE AND ENGINEERING PRACTICES

• Developing and using models






• Patterns





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BIG IDEAS/COMMON THREADS All cells come from pre-existing cells.

ENDURING UNDERSTANDINGS Cell division is a complex, carefully regulated process. Cancer is the result of unregulated cell division.

ASSESSMENTS • Investigative labs – Gel Electrophoresis


• Lab quizzes


• Multimedia presentation of DNA replication

ESSENTIAL QUESTIONS • How and why do cells replicate?

• How is the structure of DNA related to its function?

• What is the relationship between DNA and cell division?

• What is cancer and how is it related to the cell cycle?

• What is the role of proto-oncogenes and oncogenes in cancer?

• How can models be used to simulate systems and interactions










• explain the importance of the cell cycle and chromosomes for maintenance, growth, repair and reproduction

• describe the structure of a chromosome and how chromosome number is maintained and/or differs between haploid and diploid cells in cell division

• explain the history of the discovery of DNA as genetic material

• describe how DNA replicates and explain the importance of mutations

• explain how cells produce new cells through the process of cell division or mitosis

• explain the relationship between the cell cycle and cancer

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• discuss the role of proto-oncogenes and oncogenes in cancer

DIFFERENTIATED LEARNING OBJECTIVES

• Explain the importance of the cell cycle

• Describe the structure of the chromosome and how chromosome number is

maintained

• Describe how DNA replicates and the importance of mutations

• Explain how cells produce new ones

• Explain the relationship between the cell cycle and cancer

LEARNING ACTIVITIES

• Modeling-DNA structure and function, mitosis

• Lecture


• On-line activities/simulations-Onion Root Tip

• Web quest o Labs- Asexual Reproduction-Planaria o Guided Reading











DIFFERENTIATED LEARNING ACTIVITIES • Heterogeneous grouping

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• Individualized support based on pre-assessment data

• Access to resources through content library

• Online activities completed at student’s pace

RESOURCES

• Videos on DNA, Cell Cycle, Molecular Causes of Cancer


• Textbook


Topics related to Civil Rights/Inhumanity Students study Epigenetics to determine the impact inhumanity has on future generations due to genetic changes caused by environmental factors





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UNIT FIVE: RNA, PROTEIN SYNTHESIS (4 WEEKS)

STATE STANDARDS

HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells


HS-LS1-4 Use a model to illustrate the role of cellular division and differentiation in producing and maintaining complex organisms

















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• Patterns





BIG IDEAS/COMMON THREADS Genetic information is coded from DNA to RNA to amino acid sequences.

ENDURING UNDERSTANDINGS The copying of the genetic code from DNA to RNA is transcription. RNA provides the blueprint for specific amino acid sequences that make up proteins.

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ASSESSMENTS • On-line simulations Learn.Genetics.utah.edu-transcription and translation



ESSENTIAL QUESTIONS • How does DNA provide the basis for amino acid sequence?

• What roles do DNA and RNA play in protein synthesis?

• How is gene expression controlled in eukaryotes and prokaryotes?











• describe the flow of genetic information from DNA to protein through transcription and translation

• explain the differences between RNA and DNA

• compare the roles of mRNA, rRNA, and tRNA in protein synthesis

• understand that the human genome is important as it relates to medical breakthroughs

• compare and contrast how genes are expressed in eukaryotes and prokaryotes

LEARNING ACTIVITIES

• Modeling-Transcription, Translation, Protein Synthesis

• On-line simulations Learn.Genetics.utah.edu-transcription and translation

• Lecture


• Web quest

• Guided Reading


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RESOURCES

• Videos Genetic Code


• Textbook






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UNIT SIX: MEIOSIS, MENDELIAN GENETICS, INHERITANCE PATTERNS (4 WEEKS)

STATE STANDARDS HS-LS2-2 Use mathematical representations to support and revise explanations

based on evidence about factors affecting biodiversity and populations in ecosystems of different scales

HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem

HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce

HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring


HS-LS3-3 Apply concepts of statistics and probability to explain the variations and distribution of expressed traits in a population

HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence

HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait

HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptations of populations





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HSF-BF.A.1 Write a function that describes a relationship between two quantities CRP1 Act as a responsible and contributing citizen and employee CRP2 Apply appropriate academic and technical skills CRP4 Communicate clearly and effectively and with reason CRP5 Consider the environmental, social and economic impacts of decisions










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CRP6 Demonstrate creativity and innovation CRP7 Employ valid and reliable research strategies CRP9 Model integrity, ethical leadership and effective management CRP11 Use technology to enhance productivity CRP12 Work productively in teams while using cultural global competence 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools 8.1.12.A.3 Use and/or develop a simulation that provides an environment to solve a




















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BIG IDEAS/COMMON THREADS Sexual reproduction ensures diversity within a species

ENDURING UNDERSTANDINGS Meiosis and fertilization allows for genetic recombination which determines the genotype that is expressed through the phenotype.

ASSESSMENTS • Investigative lab-Fruit Flies, Probability

• Case Study



ESSENTIAL QUESTIONS • How does the process of gene replication result in the development of diverse

complex organisms?

• How does cellular differentiation occur?

• What is the effect of DNA mutation in an offspring’s success rate in the environment?











• explain how genetic recombination is regulated by the process of Meiosis

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• describe the role of gene expression in an organism’s development

• understand why DNA coding is the mechanism in which mutations occur

LEARNING ACTIVITIES • Modeling-meiosis, karyotyping, lac operon

• Lecture


• Genetics Problem Solving

• Genetics Pedigree Chart

• Web quest

• Online simulation-karyotyping

• Guided Reading











RESOURCES


• Textbook


• Video-Ghost in Our Genes




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UNIT SEVEN: EVOLUTION AND POPULATION GENETICS (4 WEEKS)

STATE STANDARDS HS-LS2-1 Use mathematical and/or computational representations to support

explanations of factors that affect carrying capacity of ecosystems at different scales

HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales


HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce


HS-LS3-3 Apply concepts of statistics and probability to explain the variations and distribution of expressed traits in a population

HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence

HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in numbers, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, (4) the proliferation of those organisms that are better able to survive and reproduce in the environment

HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait

HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptations of populations

HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals in some species, (2) the emergence of new species over time, (3) the extinction of other species


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MP.2 Reason abstractly and quantitatively MP.4 Model with mathematics RST.11-12.1 Cite specific textual evidence to support analysis of science and technical

texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.









HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and origin in graphs and data displays


when reporting quantities HSS-ID.A.1 Represent data with plots on the real number line










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HSS-IC.A.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population

HSS-IC. B.6 Evaluate reports based on data HSF-IF.C.7 Graph functions expressed symbolically and show key features of the
















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BIG IDEAS/COMMON THREADS The environment impacts the genetic make-up of populations over time.

ENDURING UNDERSTANDINGS Natural selection explains how living things change over time.

ASSESSMENTS • Investigative lab - Half-life Penny Lab, Camouflage

• Lab reports

• Case Study-White Clover



ESSENTIAL QUESTIONS • How does DNA mutation affect the natural selection process?

• What is the effect of DNA mutation in an offspring’s success rate in the environment?

• How does the dating of fossils determine the history of the earth?

• What was Darwin’s Theory of Evolution?

• What evidence do we have that supports Evolution?

• How can the rate of evolution be measured?



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• explain how the chemistry of RNA and DNA can mutate a species

• discuss how a mutation in the species line will be affected by the species environment

• discuss how the sequence of anatomical and cellular progression serves as evidence of evolution

• explain Darwin’s Theory of Evolution through natural selection

• explain how to use half- life radiation data to determine the history of the earth

• calculate the rate of evolution

LEARNING ACTIVITIES • Modeling-Natural Selection

• Create Timeline of Life on Earth

• Evidence of Evolution- molecular, structural, embryological

• Index Fossil Hunt

• Lecture

• Power point notes o Video clips o Solve Hardy-Weinberg Equilibrium Problems

• Web quest

• Online simulation-H-W Equilibrium

• Guided Reading





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RESOURCES


• Textbook


• Video- Charles Darwin





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UNIT EIGHT: ECOLOGY (4 WEEKS)

STATE STANDARDS HS-LS1-6 Construct and revise an explanation based on evidence for how carbon,

hydrogen, and oxygen from sugar molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy

HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales

HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales

HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions

HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem

HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere


HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity

HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity





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HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity

HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth Systems and how those relationships are being modified due to human activity

HS-ESS3-5 Analyze geoscience data and the results from the global science models to make an evidenced-based forecast of the current rate of global or regional climate change and associated future impacts on earth systems

HS-ESS3-3 Create a computational simulation to illustrate the relationship among management of natural resources, the sustainability of human populations, and biodiversity













when reporting quantities










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HSS-ID.A.1 Represent data with plots on the real number line HSS-IC.A.1 Understand statistics as a process for making inferences about population
















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BIG IDEAS/COMMON THREADS There is interdependence between matter and energy in living and non-living things.

ENDURING UNDERSTANDINGS Humans impact the environment in a positive and negative way.

ASSESSMENTS

• Investigative lab-Cooling Lab, Lesson of the Kaibob

• Case Study-Fish Kill



ESSENTIAL QUESTIONS • How are nutrients cycled through living and nonliving components of the

environment?

• What is the source of energy for all living things?

• How do organisms use energy to carry out essential life processes?

• How are all parts of the ecosystems dependent on each other?

• How are ecosystems disrupted?

• What is the relationship between all matter and energy globally?



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• How have the availability of natural resources, occurrences of natural hazards, and changes in climate influence human activity?

• How has human activity impacted our hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere

• What are examples of evidence that climate change impacts earth systems?

• How are the management of natural resources, the sustainability of human populations, and biodiversity related?

LEARNING OBJECTIVES Student will understand that….

• there is a reservoir of nutrients that are stored and utilized by organisms and transferred back to the reservoir

• The sun is the primary source of energy and changes form as it cycles through the ecosystems

• photosynthesis and cellular respiration are the primary processes that transform energy

• the interdependence of organisms exists through relationships such as predator prey, symbiosis and competition

• ecosystems are naturally disrupted by hurricanes, tornado, drought etc. as well as by human interference such as population growth pollution etc.

• the biogeochemical cycles budgets and balance all matter and energy globally

LEARNING ACTIVITIES • Modeling-Oil Spill, Biogeochemical Cycles

• Global Warming Venn diagram

• Human Impact on Food Webs: Cats into Borneo, Vanishing Sea Otters, Butter and Old Maid

• Lecture


• Web quest

• Online simulation- Cycles

• Guided Reading

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Biology Curriculum












RESOURCES • New York Times articles

• Textbook


• Video- Tuvalu





River Dell Regional School District Biology Curriculum Curriculum...Unit 5 RNA, Protein Synthesis...

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