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