NEPTUNE TOWNSHIP SCHOOL DISTRICT
Lab Biology
Curriculum
Grades 9-10
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753-4836
September 25, 2013
Document C1#1
NEPTUNE TOWNSHIP BOARD OF EDUCATION
Jason A. Jones, President
Chanta L. Jackson, Vice President
Dwayne Breeden
Scott Fields
Laura G. Granelli
Fred C. Capolongo
Kerry J. Gizzi
Michelle A. Moss
Donna Puryear
SCHOOL DISTRICT ADMINISTRATION
David A. Mooij
Superintendent of Schools
Bertha L. Williams-Pullen
Assistant Superintendent of Schools
Matthew Gristina
Assistant Superintendent for Curriculum, Instruction & Assessment
Peter J. Leonard
Business Administrator/Board Secretary
Peter I. Bartlett
Assistant Business Administrator/Assistant Board Secretary
Kathleen M. Skelton
Director of Special Services
Jennifer M. Clearwaters
Director of School Counseling Services
Lori B. Burns
Administrator for Co-Curricular Activities & Athletics
Kathleen M. Thomsen
Supervisor of Early Childhood Education
ELEMENTARY SCHOOL ADMINSTRATION
Principals
Sally A. Millaway, Gables
James M. Nulle, Green Grove
Arlene M. Rogo, Ed.D., Midtown Community
Donato Saponaro, Shark River Hills
Jerard L. Terrell, Summerfield
Benedict P. Yennella, Early Childhood Center
MIDDLE SCHOOL ADMINSTRATION
Mark K. Alfone, Ed.D., Principal
Marjory V. Wilkinson, Vice Principal
Michael V. Smurro, Assistant Principal
HIGH SCHOOL ADMINISTRATION
Richard W. Allen, Principal
Titania M. Hawkins, Vice Principal
James H. Whitson, Vice Principal
DEPARTMENT CHAIRPERSONS
Thomas Decker
Lakeda D. Demery
Charles M. Kolinofsky
Joshua Loveland
Dawn Reinhardt
Tara L. Stephenson
Candice Wells
Hillary L. Wilkins
Cheryl L. Young
NEPTUNE TOWNSHIP SCHOOL DISTRICT
LAB BIOLOGY
CURRICULUM
Table of Contents
Acknowledgements..………………………………………………………………..i
District Mission Statement…………………………………..……………...............ii
District Educational Outcome Goals……………………………………………….iii
Course Description ………………………………………..……………………….iv
Curriculum
Unit Title
Page
The Nature of Science…….………………………………………………………... 1
Ecology……………………………………………………………………………..11
Cellular Processes……………………….………………………………………….20
Genetics………………….…………………………………………………………33
Evolution ……………….……………………………………………………….…46
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Lab Biology
Acknowledgements
The Lab Biology Curriculum guide was developed for Neptune High School through the
efforts of Dolores Dalelio, Neptune High School science teacher, in cooperation with
Tara Stephenson, Department Chairperson, and under the guidance of Matthew Gristina,
Assistant Superintendent for Curriculum, Instruction and Assessment.
The teacher is to be commended for her dedication in creating the syllabus and pacing
guide to align with the NJCCCS for Biology and the Common Core State Standards and
for her expertise in the area of biology. It is our hope that this guide will serve as a
valuable resource for the staff members who teach this course and that they will feel free
to make recommendations for its continued improvement.
.
i
NEPTUNE TOWNSHIP SCHOOL DISTRICT
DISTRICT MISSION STATEMENT
The primary mission of the Neptune Township School District is to prepare all students
for life in the twenty-first century by encouraging them to recognize that learning is a
continuing process. It is with high expectations that our schools foster:
• A strong foundation in academic areas, modern technologies, life skills and the arts.
• A positive and varied approach to teaching and learning.
• An emphasis on critical thinking skills and problem-solving techniques.
• A respect for and an appreciation of our world, its resources, and its people.
• A sense of responsibility, good citizenship, and accountability.
• An involvement by the parents and the community in the learning process.
ii
Neptune Township School District
Educational Outcome Goals
The students in the Neptune Township schools will become life-long learners and will:
Become fluent readers, writers, speakers, listeners, and viewers with comprehension
and critical thinking skills.
Acquire the mathematical skills, understandings, and attitudes that are needed to be
successful in their careers and everyday life.
Understand fundamental scientific principles, develop critical thinking skills, and
demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,
and interpreting information.
Become technologically literate.
Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS).
Develop the ability to understand their world and to have an appreciation for the
heritage of America with a high degree of literacy in civics, history, economics and
geography.
Develop a respect for different cultures and demonstrate trustworthiness,
responsibility, fairness, caring, and citizenship.
Become culturally literate by being aware of the historical, societal, and multicultural
aspects and implications of the arts.
Demonstrate skills in decision-making, goal setting, and effective communication,
with a focus on character development.
Understand and practice the skills of family living, health, wellness and safety for
their physical, mental, emotional, and social development.
Develop consumer, family, and life skills necessary to be a functioning member of
society.
Develop the ability to be creative, inventive decision-makers with skills in
communicating ideas, thoughts and feelings.
Develop career awareness and essential technical and workplace readiness skills,
which are significant to many aspects of life and work.
iii
LAB BIOLOGY
CURRICULUM
COURSE DESCRIPTION
(5 credits)
Lab Biology is a laboratory science course that investigates the relationship between
structure and function from molecules to organisms and systems, the interdependence and
interactions of biotic and abiotic components of the environment, and mechanisms that
maintain continuity and lead to changes in populations over time. Students explore
biological concepts through an inquiry approach. Embedded standards for English
Language Arts and Mathematics are taught in the context of the content standards for
Ecology, Cells, Genetics, Evolution, Interdependence, Flow of Matter and Energy,
Heredity, and Biodiversity and Change. This course prepares the students to take the
Biology Competency Test (BCT) in May.
Included in this document are supplemental assignments and rigor that address the
Honors level of this course.
iv
Unit Plan Title
Suggested Time Frame
The Nature of Science
3 weeks
Overview / Rationale
In this unit, students will be introduced to the class procedures and policies that will ensue
throughout the year in biology class. Students will review lab safety protocol, which is imperative
for proper and appropriate execution of laboratory experiments. This unit is designed to give
students a clear understanding of how scientific thought is used by focusing on life's building blocks
and characteristics. Students will explore the foundations of scientific process and thought, the
building blocks of life, and the characteristics of living things.
Science Common Core Standards 2009
5.1 Science Practices: All students will understand that science is both a body of knowledge
and an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills
that students must acquire to be proficient in science.
5.3: Life Science: All students will understand that life science principles are powerful
conceptual tools for making sense of the complexity, diversity, and interconnectedness of life
on Earth. Order in natural systems arises in accordance with rules that govern the physical
world, and the order of natural systems can be modeled and predicted through the use of
mathematics.
Strand A. Organization and Development: Living organisms are composed of cellular units
(structures) that carry
5.3.12.A.1 Represent and explain the relationship between the structure and function of each class of
complex molecules using a variety of models
5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an
experiment.
ELA Common Core Standards 2010
Reading:
Key Ideas and Details
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.
Craft and Structure
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.
Integration of Knowledge and Ideas
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.
1
Range of Reading and Level of Text Complexity
RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades
11–12 text complexity band independently and proficiently.
Writing:
Text Types and Purposes
WHST.11-12.1. Write arguments focused on discipline-specific content.
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
Production and Distribution of Writing
WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Research to Build and Present Knowledge
WHST.11-12.7. 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.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research
Range of Writing
WHST.11-12.10. 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.
2010 Mathematics Common Core Standards
Reason quantitatively and use units to solve problems.
N-Q.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 the origin in
graphs and data displays
N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
2009 NJCCCS Technology Standards
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively and to
create and communicate knowledge.
Strand A. Technology Operations and Concepts: The use of technology and digital tools requires
knowledge and appropriate use of operations and related applications.
8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to
manipulate data, generate charts and graphs, and interpret the results.
8.1.12.A.3 Participate in online courses, learning communities, social networks, or virtual worlds
and recognize them as resources for lifelong learning.
Essential Questions
What is science?
How do we find explanations for events in the natural world?
How does structure relate to function in living systems from the organism to the cellular
level?
2
What are the properties of certain compounds found in living things and how do we use
them?
What controls the activities in the cell?
Enduring Understandings
Science is an organized way of gathering and analyzing evidence about the natural world.
Biology is the study of life and provides evidence for events in the natural world.
Living systems, from the organism to the cellular level, demonstrate the complementary
nature of structure and function.
Certain compounds/molecules have unique properties that make them suitable for life.
Chemical reactions drive cell activities.
X
X
In this unit plan, the following 21st Century themes and skills are addressed
Check ALL that apply –
Indicate whether these skills are:
E – encouraged
21st Century Themes
T – taught
A – assessed
E
Global Awareness
Creativity and Innovation
ETA Critical Thinking and Problem
Environmental Literacy
Solving
ETA Communication
Health Literacy
ETA Collaboration
Civic Literacy
Financial, Economic, Business
and Entrepreneurial Literacy
Student Learning Targets / Objectives
Students will know that…
The steps used in scientific
methodology are a multi-step
procedure.
All living things share common
characteristics.
Unsafe practices will result in
numerous negative consequences.
Scientific attitudes generate new
ideas.
Peer review research is valid.
There is a relationship between
science and society.
How to use appropriate tools and
measurements.
Water has unique properties.
Water is the single most abundant
compound in living things.
Acidic and Basic solutions differ.
All organic compounds contain
Students will be able to…
Understand, evaluate, and perform safe
procedures for conducting science
investigations.
Select and use appropriate instrumentation to
design and conduct investigations.
Comprehend that scientific knowledge can be
revised as new evidence emerges.
Interact with others to test new ideas, solicit
and provide feedback, evaluate emerging
explanations, and develop shared
representations and models, and shared
consensus.
Use tools of data analysis to organize data
and formulate hypotheses.
Represent mathematical relationships using
tables and graphs
Explain whether a sample is living by
applying the characteristic of life.
Investigate the properties of water.
Design an investigation to test the pH of a
3
carbon.
There is a different structure and
functions of each of the four groups
of macromolecules.
Living cells are composed of
elements that form large, complex
molecules.
Chemical reactions affect chemical
bonds.
Energy changes affect how easily a
chemical reaction will occur.
Enzymes are important to living
things.
variety of samples.
Analyze and explain the role of buffers in
living systems.
Model the four major categories of organic
molecules (carbohydrates, fats, proteins, and
nucleic acids) using unique characteristics
and primary functions.
Determine how and why each major category
of organic molecule is essential for life.
Identify the six elements most common to
biological organisms: carbon, hydrogen,
oxygen, nitrogen, phosphorus, and sulfur.
Analyze and explain how cells carry out a
variety of chemical transformations that
allow the conversion of energy from one
form to another, the breakdown of molecules
into smaller units, and the building of larger
molecules from smaller ones.
Recognize that most chemical
transformations are made possible by protein
catalysts called enzymes.
Identify enzymes as proteins, and determine
how they catalyze biochemical reactions.
Perform experiments to demonstrate that
enzymes are affected by the surroundings.
Assessments
Pre-Assessments
Have students learned…
The characteristics of life?
The scientific method?
The properties of water?
Formative Assessments
Quiz- scientific method
Lab- scientific method
Quiz- safety
Exit ticket- characteristics of life OEQ
Lab- properties of water
Lab- Macromolecule identification
Internet activity- Scientific method tutorial
Lab- Modeling macromolecules
Activity- foldable macromolecules
Lab- Enzyme catalase reactions
Lab- pH of common household items
Quiz- Creating and interpreting graphs
Writing assignment- Andromeda strain excerpt. Students read an excerpt from the novel and
4
write an essay to explain the author’s idea of being alive by applying the characteristics of
life.
Summative Assessments
1)Written Unit Test: (includes 30 multiple choice; and one open ended question)
*Honors will include 2 open ended questions
2) Suggested Performance Tasks:
Your friend and biology lab partner sits down next to you at lunch with only a bottle filled with a
lemonade, cayenne pepper and honey mixture. She is in her fifth week of completing this liquidcleansing diet, and she looks pale and very weak. You and your friends have tried to convince her
to stop the diet, but because she is losing weight quickly, she refuses to stop. Use your knowledge
of essential biomolecules to explain to your friend the type of damage she is doing to her body.
Create a quick five-minute explanation of what is happening to her muscles and other body
systems due to the lack of nutrients to share with her during study hall. (Correlations: 5.1.12.A.1,
5.1.12.D.2 and 5.3.12.A.1)
The product must include evidence that you understand:
The four major categories of organic molecules (carbohydrates, fats, proteins, and nucleic
acids) using unique characteristics and primary functions.
How and why each major category of organic molecule is essential for life.
Homeostasis
The product must include evidence of:
Reliable and accurate resources, data and information to support your recommendations and
statements.
Present information in a clear, organized, and complete oral presentation
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
*Honors additional performance task.
You are a biochemist working for a company that wishes to develop an organic laundry detergent.
Conduct independent investigations to determine the optimal conditions (temperature, pH,
enzyme/substrate concentration) for maximum efficiency of enzyme function. When your
investigation is completed, create a consumer label identifying the chemical composition of the
detergent and directions for use. (Correlations: 5.1.12.B.1, 5.1.12.B.2 and 5.3.12.A.2)
The product must include evidence that you understand:
The four major categories of organic molecules (carbohydrates, fats, proteins, and nucleic
acids) using unique characteristics and primary functions.
Enzyme/substrate relationship
The effect of enzymes on chemical reactions.
The product must include evidence of:
Reliable and accurate resources, data and information to support your recommendations and
statements from lab investigations.
Present evidence in clear, organized Power Point slides
A complete written lab report will also accompany the presentation.
5
Resources
Texts:
Modern Biology. 2009. Holt, Rinehart and Winston. Chapter 1 -3
Websites:
http://www.state.nj.us/education/njpep/index.html (NJ Department of Education)
http://my.hrw.com (Holt McDougal Resources)
http://strandmaps.nsdl.org/ (Science Literacy Maps)
http://biologyjunction.com (Biology Teacher Resources)
http://biologycorner.com (Biology Teacher Resources)
http://education.nationalgeographic.com/education/ (National Geographic Resources)
Worksheets: (Electronic copies located on the H:drive in the Science folder and in Master Binder)
1) The language of science
2) Safety cartoon
3) Mapping the classroom
4) Scientific method tutorial
5) Sponge Bob scientific method with graphing
6) Effect of exercise on heart rate lab
7) Characteristics of life review sheet
8) Scientific method controls and variables
9) Lab: How is surface tension affected by soap?
10) Internet lessons: biomolecules
11) Simpsons worksheet- dependent/independent variables
12) Enzyme diagram
13) Interpreting enzyme graphs
14) Web lab- enzymes
15) Lab- testing for organic molecules in food
Lab/Activities: (Electronic copies located on the H:drive in the Science folder and in Master
Binder)
1) Lab- Exercise and heart rate
2) Lab-Penny lab
3) Lab-Identifying macromolecules
4) Lab- Enzymes and Catalase
5) Lab- pH of common household items
6
Guiding
Questions
Day 1 and 2:
Why is
science
important?
Why is it
important to
be safe in the
lab?
Teaching and Learning Strategies
Suggested Resources
Suggested Teaching Strategies/
(materials, websites, worksheets, etc.)
Assessment Strategies
Class rules hand out
Anticipatory Set: Students fill out
Grading policy hand out
informational note card. Students write
Lab safety contract
goals for the semester.
Ted video clip- David Gallo deep sea
exploration
http://www.ted.com/talks/david_gallo
_shows_underwater_astonishments.ht
ml
Introduction to class: Review the format of
the class, grading policy, discipline policy
and upcoming lessons.
Power Point notes- Introduction to
Biology
Show students the location of the fire
extinguisher, fire blanket, safety shower
and goggle cabinet.
*Honors- Create a list of safety rules for
the laboratory. Students will create a
posters of each rule
WS: Lab safety cartoon
Review the egress plan
WS: Accessing textbook information
http://my.hrw.com
Explain to students how to access the
online textbook and use the Accessing
textbook information worksheet to learn
about the format of the textbook.
Activity- mapping the classroom
WS: Language of science
Discuss the course syllabus. Provide
students with an understanding of the
themes in biology and the characteristics of
life
Day 3 and 4:
WS: Graphing Skills- 5 section
pages
How do
scientists
solve
problems?
Quiz: Lab Safety
Power Point notes- Scientific method
Activity- Technology lessonscientific method tutorial on laptops
*Honors lab: Creating a polymer
Guided practice WS: Identifying
controls and variables
Lab: Homeostasis and exercise
Closure: Explain the classroom procedure
for a fire drill.
Anticipatory Set: Graphing section #1 and
#2(multi-day WS)
Students will take quiz on lab safety.
Students must receive an 80% or better to
participate in lab. Students may retake the
quiz to achieve the benchmark.
Identify the steps of the scientific method
*Honors lab: Creating a polymer
Students work in teams to create a polymer
with limited materials list. Students must
use the scientific method to design an
experiment to reach the outcome of
creating a rubber ball from materials
7
WS: SpongeBob scientific method
Day 5:
Power Point notes- Properties of
water and pH
What are the
unique
properties of
water?
WS: pH scale
Students will work in groups to complete
the Homeostasis and exercise lab. Students
will graph their results.
Closure: Exit ticket- distinguish between
an independent and dependent variable.
Anticipatory Set: Graphing skills section
#3 and 4
Discuss the unique properties of water and
the role of those properties in living things.
Lab: Water and Surface Tension
Activity: pH and common household
items
How is pH
measured?
Day 6:
Students will work with a partner to review
the steps of the scientific method using the
laptops
Students demonstrate surface tension using
pennies.
Activity: pH and common household
items. Students will take pH readings of
common items using an electronic pH
meter and also pH paper. Students will
compare the accuracy of each.
*Honors- students will test additional
substances and order them to create a pH
scale
Quiz: graphing skills quiz
Collins Type 2 writing sample
How is energy
converted
Power Point notes- Chemical
from one form equations and energy.
to another?
WS: ATP molecule model
Closure: Exit ticket- Describe 3 properties
of water.
Anticipatory Set: Graphing skills section
#5
Quiz: graphing skills quiz
LAL Connection- Collins Type 2
writing:
- Use the structure of water to explain
polarity.
Analyze and explain how cells carry out a
variety of chemical transformations that
allow the conversion of energy from one
form to another.
Activity: students create a model of the
chemical conversion of energy using ATP
and ADP paper models.
8
Day 7 and 8:
Power point notes: Enzymes
WS: enzyme diagram
How do
enzymes
affect
chemical
reactions?
Activity: Enzyme foldable
WS: Interpreting enzyme graphs
Activity: Virtual enzyme lab
Closure: Have one student review your
model and provide peer- review of model
Anticipatory Set: Using your text book,
define activation energy. Write and
analogy for activation energy.
Recognize that most chemical
transformation are made possible by
protein catalysts called enzymes.
Activity: Students will complete the
foldable model of enzyme activity
Lab: Catalase lab
Lab: Pectinase lab
Activity: Students will work on the laptop
computers to complete an experiment using
enzymes to determine the optimal
conditions for enzyme function.
Lab: Catalase lab
Students use potatoes or liver (teacher
choice) to measure the catalase enzyme
reaction.
Lab: Pectinase lab
Students use apple sauce to determine the
optimal concentration of pectinase enzyme
for apple juice production
*Honors- students complete same lab as
inquiry- based performance task
Day 9 and
10:
Quiz: Enzyme note quiz
Closure: Exit ticket- Write a new
experimental question to test another
aspect of enzyme function.
Anticipatory Set: Explain why athletes
often eat a large pasta meal the night
before a big race.
Activity: macromolecule foldable
Quiz: Enzyme note quiz
Activity: Internet lessons:
Biomolecules
Lab: Identifying macromolecules
Determine how and why each major
category of organic molecule is essential
for life.
WS: Dehydration synthesis and
hydrolysis diagrams
Activity: Students will complete a foldable
model of the functions and structure of
each 4 classes of macromolecule
Power Point notes: Macromolecules
WS: Unit one test review
9
Activity- Students use the laptops to view
online tutorials about Lipids,
Carbohydrates, and Proteins and answer
questions about each.
Lab: Identifying macromolecules: Students
identify macromolecules present in several
unknown samples.
*Honors- students design the experiment to
test for the unknown molecules
Day 11
Unit Test: Biochemistry test 30
multiple choice and 2 open ended
questions
LAL Connection
Closure: Write a conclusion paragraph for
the results of the Identifying
Macromolecules lab
Anticipatory Set: Use your knowledge of
enzymes to define homeostasis
LAL Connections
Performance task page 5 Lab biology Performance task: Page 5 Lab biology
curriculum document
curriculum document
* Honors- students complete the
performance task on page 5-6 of Lab
biology curriculum document
*Indicates Honors level differentiation
Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science
folder on the H: drive. All hard copies are located in the master binder in the science prep
room.
Suggestions on how to differentiate in this unit:
Provide hands-on labs with format skeletons to groups of students.
Facilitate group discussions to assess understanding among varying ability levels of students.
Provide more opportunities for advanced students.
Draw and label diagrams to represent some of the data for visual learners.
Provide choice to students for group selections and roles in the group.
Provide modeling, where possible.
Provide real-life or cross-curricular connections to the material.
Provide time for revision of work when students show need.
ESSENTIAL VOCABULARY: (Supplement with text vocabulary):
Macromolecule
Enzyme
Control
Lipid
Independent variable pH
Acid
Alkaline
Carbohydrate
Cohesion
Polar
Base
Capillary action
Surface tension
Protein
Activation energy
Active site
Substrate
Reactant
Product
Buffer
Homeostasis
Dependent
Variable
Adhesion
10
Unit Plan Title
Ecology
Suggested Time Frame
3 weeks
Overview / Rationale
In this unit, student will learn that the Earth is a living planet in which all living things are linked
to each other and to land, water, and air. Through these links, energy flows and matter cycles in
ways that support life. These patterns are changing due to human activity on both the local and
global levels. Our goal is to study the impact of our activity on the biosphere and make changes
for a healthier future. The purpose of this unit is to develop the understanding that the existence of
life on earth depends on interactions between organisms and between organisms and their
environment. Various community interactions and dynamics will be explored that shape
ecosystems. This unit is designed to make students aware that the human society is part of the
biosphere and is the most powerful force for change.
Science Common Core Standards 2009
5.1 Science Practices: All students will understand that science is both a body of knowledge
and an evidence-based, model-building enterprise that continually extends, refines, and
revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
5.3: Life Science: All students will understand that life science principles are powerful
conceptual tools for making sense of the complexity, diversity, and interconnectedness of life
on Earth. Order in natural systems arises in accordance with rules that govern the physical
world, and the order of natural systems can be modeled and predicted through the use of
mathematics.
Strand B. Matter and Energy Transformations: Food is required for energy and building
cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some
organisms obtain their food directly from other organisms.
5.3.12.B.1 Cite evidence that the transfer and transformation of matter and energy links organisms
to one another and to their physical setting.
5.3.12.B.2 Use mathematical formulas to justify the concept of an efficient diet.
5.3.12.B.3 Predict what would happen to an ecosystem if an energy source was removed.
5.3.12.B.4 Predict what would happen to an ecosystem if an energy source was removed.
5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and flow of
energy) between photosynthesis and cellular respiration.
5.3.12.B.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.
Strand C. Interdependence: All animals and most plants depend on both other organisms and
their environment to meet their basic needs.
5.3.12.C.1 Analyze the interrelationships and interdependencies among different organisms, and
explain how these relationships contribute to the stability of the ecosystem.
5.3.12.C.2 Model how natural and human-made changes in the environment will affect individual
organisms and the dynamics of populations.
11
ELA Common Core Standards 2010
Reading:
Key Ideas and Details
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.
Craft and Structure
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.
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.
Integration of Knowledge and Ideas
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.
Range of Reading and Level of Text Complexity
RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades
11–12 text complexity band independently and proficiently.
Writing:
Text Types and Purposes
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
Production and Distribution of Writing
WHST.11-12.5. 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.
Range of Writing
WHST.11-12.10. 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.
2010 Mathematics Common Core Standards
Reason quantitatively and use units to solve problems.
N-Q.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
the origin in graphs and data displays
N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
2009 NJCCCS Technology Standards
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and collaboratively and
to create and communicate knowledge.
12
Strand A. Technology Operations and Concepts: The use of technology and digital tools
requires knowledge and appropriate use of operations and related applications.
8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to
manipulate data, generate charts and graphs, and interpret the results.
8.1.12.A.3 Participate in online courses, learning communities, social networks, or virtual worlds
and recognize them as resources for lifelong learning.
Strand C. Communication and Collaboration: Digital tools and environments support the
learning process and foster collaboration in solving local or global issues and problems
8.1.12.C.1 Develop an innovative solution to a complex, local or global problem or issue in
collaboration with peers and experts, and present ideas for feedback in an online community.
8.2 Technology Education, Engineering, and Design: All students will develop an
understanding of the nature and impact of technology, engineering, technological design,
and the designed world, as they relate to the individual, global society, and the environment.
Strand C. Technological Citizenship, Ethics, and Society: Knowledge and understanding of
human, cultural, and societal values are fundamental when designing technology systems and
products in the global society.
8.2.12.C.1 Analyze the ethical impact of a product, system, or environment, worldwide, and report
findings in a web-based publication that elicits further comment and analysis.
Strand D. Research and Information Fluency: Information-literacy skills, research, data
analysis, and prediction provide the basis for the effective design of technology systems.
8.2.12.D.1 Reverse-engineer a product to assist in designing a more eco-friendly version, using an
analysis of trends and data about renewable and sustainable materials to guide your work.
Essential Questions
How do Earth's living (biotic) and nonliving (abiotic) parts interact and affect the survival
of organisms and shape ecosystems?
What factors contribute to changes in populations?
How have human activities shaped local and global ecology?
Enduring Understandings
All organisms transfer matter and convert energy from one form to another. Both matter
and energy are necessary to build and maintain structures within the organism.
The survival of organisms is affected by interactions with each other their environment,
and can be altered by human manipulation.
The human society is part of the biosphere and is the most powerful force for change.
X
X
X
In this unit plan, the following 21st Century themes and skills are addressed
Check ALL that apply –
Indicate whether these skills are:
E – encouraged
21st Century Themes
T – taught
A – assessed
ET
Global Awareness
Creativity and Innovation
ETA Critical Thinking and Problem Solving
Environmental Literacy
ETA Communication
Health Literacy
ETA Collaboration
Civic Literacy
Financial, Economic, Business
and Entrepreneurial Literacy
13
Student Learning Targets / Objectives
Students will know that. . .
Students will be able to…
Energy changes as it moves through an
Identify the levels of organization that ecologists study
ecosystem.
and describe the methods used to study ecology.
Biotic and abiotic factors influence an
Trace the flow of energy through living systems and
ecosystem.
evaluate the efficiency of energy transfer among
organsims in an ecosystem.
There are many trophic levels within an
ecosystem.
Explain how biotic and abiotic factors influence an
ecosystem and describe how matter cycles among
The relationship between producers
these factors.
and consumers is dependent.
Describe how the availability of nutrients affects the
The difference between the three types
productivity of ecosystems.
of ecological pyramids.
Identify and describe that interactions that shape
Biogeochemical cycles have many
communities
integral components.
List the characteristics used to describe a population
Competition plays a role in shaping
and identify factors that affect population size.
communities.
Describe human activities that affect the biosphere and
Stages of primary and secondary
how ecosystems recover from a disturbance.
succession differ.
Explain how environmental resources are classified
There are characteristics used to
and identify the characteristics of sustainable
describe a population.
development.
There are several factors that affect a
Illustrate how plants have the capability to take energy
population’s growth.
from light to form sugar molecules containing carbon,
Human activities can affect the
hydrogen, and oxygen.
biosphere.
Differentiate how sugar is a source of energy and can
There are many benefits of
be used to make other carbon-containing (organic)
biodiversity.
molecules in both plants and animals.
Plants have the capability to take
Design an ecological footprint.
energy from light to form sugar
molecules containing carbon,
hydrogen, and oxygen.
In both plant and animal cells, sugar is
a source of energy and can be used to
make other carbon-containing (organic)
molecules.
All organisms must break the highenergy chemical bonds in food
molecules during cellular respiration to
obtain the energy needed for life
processes.
Several factors influence our ecological
footprint.
Assessments
Pre-Assessments
Have students learned…
Biogeochemical cycles?
Symbiotic relationships?
14
Formative Assessments
Do Now- Abiotic vs. Biotic OEQ
Lab- creating a food web
Activity- creating energy pyramids
Internet activity- ecology tutorial
Quiz- Energy in an ecosystem
Lab- Random sampling
Lab- Mark and recapture
Writing assignment- analyzing situation and decide on best method or counting a population
Internet activity- population simulations
Quiz- populations and symbiosis
Exit ticket- 1 minute response to an essential question from the unit.
Collins writing techniques and strategies for open ended questions
Summative Assessments
1) Written Unit Test: includes 30 multiple choice and 1 open ended question
*Honors will include 2 open ended questions.
2) Suggested Performance Tasks:
A.)You are a zookeeper at a nationally recognized zoo. You care for the largest mixed-species
exhibit at the zoo, which features a wide variety of organisms from the Amazonian rainforest. When
cleaning the exhibit, you have noticed that the soil contains far fewer worms and termites than
earlier in the year. Express your concern for the lack of “soil engineers” in terms of the energy flow
and matter cycling in the exhibit. Prepare a memo to the zoo director highlighting your concerns in
order to request emergency funds, explaining why all of the species living in the exhibit are at risk.
(Correlations: 5.1.12.A.2, 5.1.12.B.4 and 5.3.12.B.1)
The product must include evidence that you understand…
The relationship between producers and consumers
The biogeochemical cycles
How biotic and abiotic factors influence an ecosystem
Symbiotic relationships
The product must include evidence of…
Using reliable and accurate resources, data and information to support your recommendations.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
B.) Save the planet brochure. (see H drive for description handout with requirements)
C.) Students collect and analyze data about enzyme activity. In this activity students perform a
simple spot plate test to determine whether a certain enzyme is specific for only one disaccharide.
Handouts and explanations can be found at web address below.
http://pals.sri.com/tasks/9-12/Enzymes/
Resources
Texts:
Modern Biology. 2009. Holt, Rinehart and Winston. Unit 5, chapters 18-22
Websites:
http://www.state.nj.us/education/njpep/index.html\ (NJ Department of Education)
15
http://my.hrw.com (Holt McDougal Resources)
http://strandmaps.nsdl.org/ (Science Literacy Maps)
http://biologyjunction.com (Biology Teacher Resources)
http://biologycorner.com (Biology Teacher Resources)
http://pals.sri.com/tasks/tasks9-12.html (Science Performance Tasks)
Worksheets: (Electronic copies located on the H:drive in the Science folder and in Master Binder)
Energy pyramid worksheet
10% rule worksheet
Cycles of matter graphic organizer
Design your own food web
Human impact on Ecosystems worksheet
Ecology review worksheet
Internet lesson: Biomes
Internet lessons: biogeochemical cycles
Deer population graphing activity
Succession worksheet
Energy transfer worksheet
How fast can change take place in an ecosystem worksheet
Acid rain and organisms worksheet
Population graphing worksheet
Zebra mussel reading worksheet
Lab/Activities: (Electronic copies located on the H:drive in the Science folder and in Master
Binder)
Parts of the food chain and food web
Population ecology lab
Random sampling lab
Channel Island foxes lab
Virtual lab estimating population size
Predator and Prey population lab
Guiding
Questions
Day 1 and 2
What is
Ecology?
Teaching and Learning Strategies
Suggested Resources
Suggested Teaching Strategies/
(materials, websites, worksheets, etc.)
Assessment Strategies
Power Point: Introduction to
Anticipatory Set: Define Ecology
Ecology/Ecosystems
Explain the components of an ecosystem.
Handout: Ecology Study guide
Describe the factors that influence and ecosystem.
WS: Ecosystems
WS: How fast can change take
place in an Ecosystem?
WS: Biotic and Abiotic factors
Lab: How much water will soil
hold?
Guided practice: Ecosystem worksheet and Biotic
and Abiotic factor worksheet
Lab: Students will determine how much water, by
mass, a sample of soil will hold. Abiotic factors
in an ecosystem
16
Day 3 and 4: Power point: Energy flow and
Cycles of Matter
How do
WS: A Salt Marsh Food Web
energy and
Activity: What are Some Parts
matter move of a Food Chain and Food
through and
Web?
ecosystem?
Lab: Carbon dioxide
Closure: WS: How fast can change take place in
an ecosystem?
Anticipatory Set: What type of consumer is not
always visible on a food web but it still present?
Trace the flow of energy in an ecosystem.
Explain how matter changes and cycles through
and ecosystem.
Math Connection
10% rule. Students calculate the energy lost at
each step on a food pyramid.
Guided Practice: A Salt Marsh Food Web
Activity: What are Some Parts of a Food Chain
and Food Web? Students will create a food chain
and food web and compare the two.
Lab: Students will work in groups to determine if
plants give off carbon dioxide or use carbon
dioxide
Day 5 and 6: Power Point: Habitat and
Population and community
How do
interactions
organisms in
a community Video clip: Earth- Bird of
interact?
Paradise mating dance.
Closure: What makes the water cycle unique?
Anticipatory Set: At what level of organization in
an ecosystem would a scientist be studying a
polar bear and a seal?
Provide evidence of how organisms both
cooperate and compete in an ecosystem.
Differentiate between habitat and niche.
WS: Community interactions
Activity: Competition graphing
worksheet
Activity: Good Buddies
Tech activity: Good buddies. Students will use
the laptops to read a synopsis about a group of
organisms and determine their relationships.
Math Connection
Activity: Competition graphing. Student will
graph data to analyze how competition affects
population size.
Guided practice: Community interactions
worksheet
Closure: exit ticket 10% rule math question
Anticipatory set: Describe in your own words the
difference between habitat and niche.
Day 7:
Power point: Succession
What is
succession?
Video- NJ Pine barrens fire and
serotiny
Students will watch a video that illustrates
succession.
17
WS- Succession
Lab: How can a nonliving part
of an ecosystem help a living
thing?
Day 8 and 9: Lab: Random Sampling
What are the
best methods
for counting
populations?
Explain succession. Discuss the different types
of succession.
Guided practice: Succession worksheet
Lab: How can a nonliving part of an ecosystem
help a living thing?
Anticipatory Set: Why are there more zebras than
lions?
Lab: Mark and Recapture
WS: Writing prompt for
population performance task
and rubric
Lab: Random Sampling : students will simulate a
population count using this method
Lab: Mark and Recapture: students will simulate
a population count using this method.
LAL connection: Collins type 2 writing
Students will use the data collected from the 2
labs to write about the methods used and
determine the best method for a particular
population of organisms.
Day 10 and
11:
What is the
human
impact on an
ecosystem?
Power point: Human Impact
WS: Acid rain and aquatic
organisms
Article: Are Zebra mussels
really invading?
WS: Ecology test study guide
Test: Ecology unit test
Closure: What method would be best for a
moving population?
Anticipatory Set: What type of succession would
you find after a forest fire?
Describe the impact humans have on the
environment. Explain global climate change, and
biomagnification.
LAL connection
Close reading of the article, Are Zebra mussels
really invading?
Students will answer guiding questions about the
article.
Guided practice: Acid rain and aquatic organisms
worksheet
Students will complete the Ecology unit test
Closure: Cliff note Jr. technique- students make a
cheat sheet of important points from today’s
topic.
*Indicates Honors level differentiation
18
Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science folder on
the H: drive. All hard copies are located in the master binder in the science prep room.
Suggestions on how to differentiate in this unit:
Provide hands-on labs with format skeletons to groups of students.
Facilitate group discussions to assess understanding among varying ability levels of students.
Provide more opportunities for advanced students.
Draw and label diagrams to represent some of the data for visual learners.
Provide choice to students for group selections and roles in the group.
Provide modeling, where possible.
Provide real-life or cross-curricular connections to the material.
Provide time for revision of work when students show need.
ESSENTIAL VOCABULARY: (Supplement with text vocabulary):
Ecology
Population
Community
Ecosystem
Biome
Biotic
Abiotic
Biodiversity
Biogeochemical cycles
Detritivore
Carrying capacity
Energy pyramid
Habitat
Niche
dfe
Autotroph
Competitive Exclusion
Consumer
Decomposer
Keystone species
Heterotroph
Food web
Trophic level
Symbiosis (3 types)
Predation
Competition
Succession
Pioneer species
Producer
Smog
Greenhouse effect
Habitat fragmentation
Introduced species
Sustainable development
Ecological footprint
Renewable resources
Nonrenewable resources
Biomagnification
Mutualism
Parasitism
Commensalism
Climax community
19
Unit Plan Title
Suggested Time Frame
Cellular Processes
5 weeks
Overview / Rationale
In this unit, students will learn that cells are the most basic unit of life and are complex and
dynamic. Their structures are specifically adapted to their function, and have an overall goal of
maintaining homeostasis. In multi-cellular organisms, cells may become specialized to carry
out a particular function. The cells of our body operate as a transport systems and highly
effective communicators so that we can exist and survive. Just to stay alive, organisms and the
cells within them have to grow and develop, move materials around, build new molecules,
reproduce new cells, and respond to environmental changes. In order for an organism to
perform these necessary functions they must be able to obtain and utilize energy. Students will
learn the cell theory, as well as the structure and function of prokaryotic and eukaryotic cells,
the basis for life. Students will examine how cells grow and reproduce. This unit will provide
the foundation for understanding cellular transport and homeostasis.
Science Common Core Standards 2009
5.1 Science Practices: All students will understand that science is both a body of
knowledge and an evidence-based, model-building enterprise that continually extends,
refines, and revises knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be proficient in science.
5.3: Life Science: All students will understand that life science principles are powerful
conceptual tools for making sense of the complexity, diversity, and interconnectedness of
life on Earth. Order in natural systems arises in accordance with rules that govern the
physical world, and the order of natural systems can be modeled and predicted through
the use of mathematics.
Strand A. Organization and Development: Living organisms are composed of cellular units
(structures) that carry
5.3.12.A.1 Represent and explain the relationship between the structure and function of each
class of complex molecules using a variety of models
5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out
an experiment
5.3.12.A.3 Predict a cell’s response in a given set of environmental conditions.
5.3.12.A.4 Distinguish between the processes of cellular growth (cell division) and
development (differentiation).
5.3.12.A.5 Describe modern applications of the regulation of cell differentiation and analyze the
benefits and risks (e.g., stem cells, sex determination
5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and
relate this to possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance)
ELA Common Core Standards 2010
Reading:
Key Ideas and Details
RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex
20
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.
Craft and Structure
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.
Integration of Knowledge and Ideas
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.
Writing:
Text Types and Purposes
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.
Production and Distribution of Writing
WHST.11-12.4. Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
Research to Build and Present Knowledge
WHST.11-12.8. Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of each source
in terms of the specific task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citation.
WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and
research
Range of Writing
WHST.11-12.10. 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.
2010 Mathematics Common Core Standards
Reason quantitatively and use units to solve problems.
N-Q.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
the origin in graphs and data displays
N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
21
2009 NJCCCS Technology Standards
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
Strand A. Technology Operations and Concepts: The use of technology and digital tools
requires knowledge and appropriate use of operations and related applications.
8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to
manipulate data, generate charts and graphs, and interpret the results.
Strand B. Creativity and Innovation: The use of digital tools and media-rich resources
enhances creativity and the construction of knowledge.
8.1.12.B.1 Design and pilot a digital learning game to demonstrate knowledge and skills related
to one or more content areas or a real world situation.
Essential Questions
How does a cell maintain homeostasis both in itself and as a multi-cellular organism to
carry out life processes?
How does structure relate to function in living systems from the organismal to the
cellular level?
Enduring Understandings
Living systems, from the cellular level to the organism level, demonstrate the
complementary nature of structure and function.
The cell is the basic unit of life; the processes that occur at the cellular level provide
energy and basic structure organisms need to survive.
X
In this unit plan, the following 21st Century themes and skills are addressed
Check ALL that apply –
Indicate whether these skills are:
E – encouraged
21st Century Themes
T – taught
A – assessed
ETA Creativity and Innovation
Global Awareness
ETA Critical Thinking and Problem
Environmental Literacy
Solving
ETA Communication
Health Literacy
ETA Collaboration
Civic Literacy
Financial, Economic, Business
and Entrepreneurial Literacy
Student Learning Targets / Objectives
Students will know that…
Cells are made of complex molecules
that consist mostly of a few elements.
Each class of molecules has its own
building blocks and specific functions.
Students will be able to…
Model how processes are regulated both
internally and externally by environments in
which cells exist.
Explain how the fundamental life processes of
22
Cellular processes are carried out by
many different types of molecules,
mostly by the group of proteins known
as enzymes.
There is a relationship between the
specialization of cells in multi-cellular
organisms and the different patterns of
gene expression.
Many cells in an individual can be very
different from one another, even though
they are all descended from a single cell
and thus have essentially identical
genetic instructions
Cellular function is maintained through
the regulation of cellular processes in
response to internal and external
environmental conditions.
There is a relationship between the
organization of cells into tissues and the
organization of tissues into organs.
The structures and functions of organs
determine their relationships within
body systems of an organism.
Mathematical, physical, and
computational tools are used to search
for and explain core scientific concepts
and principles.
organisms depend on a variety of chemical
reactions that occur in specialized areas of the
organism's cells.
Model how cells are enclosed within semipermeable membranes that regulate their
interaction with their surroundings, including the
transport of materials into and out of the cell.
Trace the general process where the progeny
from a single cell form an embryo in which the
cells multiply and differentiate to form the many
specialized cells, tissues and organs that
comprise the final organism.
Relate the specialization of cells in multi-cellular
organisms to the different patterns of gene
expression rather than to differences of the genes
themselves.
Explain how the many cells in an individual can
be very different from one another, even though
they are all descended from a single cell and
thus have essentially identical genetic
instructions.
Relate the specialization of cells in multi-cellular
organisms to the different patterns of gene
expression rather than to differences of the genes
themselves.
Assessments
Pre-Assessments
Have students learned…
Cell organelles and their functions?
Cell division?
Formative Assessments
Venn diagram- mitosis v. meiosis
Exit ticket- cell cycle time frames
Internet activity- cells alive
Internet activity- Rutgers virtual microscope lab
Internet lesson- mitosis tutorial
Internet lesson- mitosis virtual lab
Quiz- cell cycle and mitosis
Activity- cell as a city poster
Lab- Diffusion and osmosis
Lab- Microscope lab using Elodea leaves to demonstrate plasmolysis
Lab- Making wet mount slide (letter “e”)
23
Quiz- diffusion and osmosis and the cell membrane function
Cell history timeline
Surface area to volume ratio activity
Exit ticket- diagram cell cycle
Lab- Determining time cells spend in each phase of the cell cycle.
Venn Diagram- Eukaryotic cell vs. Prokaryotic cell
Summative Assessments
1)Written Unit Test: 40 multiple choice and 1 open ended question
*Honors will include 2 open ended questions
2) Suggested Performance Task:
A.) Students will design and carry out an experiment to test the effects of two variables (time
and concentration) on diffusion of potassium permanganate into potato cubes.
Directions, rubric and worksheets for this Performance task can be found on the web and in the
H: drive. http://pals.sri.com/tasks/9-12/Diffusion/
B.) After biology class one day, you explain to a friend who isn’t in your biology class that all
humans start out as a single cell. Your friend is doubtful, so you decide to create a time-lapse
video using digital images of a fertilized egg developing into a human being to prove your
point. Narrate the video, explaining the specific changes that occur between each developmental
stage. You can also mention those certain stages where errors can occur in human development.
(Correlations: 5.1.12.A.1, 5.1.12.D.2 and 5.3.12.A.4)
This product must include evidence that you understand…
The differences between cell growth (cell division) and development (differentiation)
The relationship between structure and function within cells
The project must include evidence of…
Creating clear, organized power point slides
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
*Honors will include a 1 page written report to accompany the project.
C.) *Honors- A local politician has learned that your biology class has been studying cell
differentiation and discussing the possible applications in health and biotechnology. She is
particularly interested in gaining support from young people, so she has requested that you
share your thoughts on embryonic and adult stem cell research. Because stem cell research is a
topic embroiled in much controversy, you have decided to hold a town hall debate to share your
diverse thoughts about the topic as a group. Divide into groups based on your class’ positions
(pro vs. con, pro-adult stem cells vs. con-adult stem cells, pro-embryonic stem cells vs. conembryonic stem cells, etc.) and conduct research. Both sides should seek out and use specific
data and scientific evidence to support their claims about how stem cell research has or has not
led to improved therapies or disease prevention efforts. Each group should also consider the
moral, ethical, and political questions related to stem cell research. (Correlations: 5.1.12.B.3,
5.1.12.C.3, 5.1.12.D.1 and 5.3.12.A.5)
The product must include evidence that you understand…
24
Cell growth and differentiation
Stem cells
Biotechnologies associated with disease prevention and therapies
The product must include evidence of…
Using reliable and accurate resources, data and information to support your
recommendations.
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Work collaboratively to complete a unified, clear argument for your groups position
using PowerPoint or Prezi presentations.
Present information in a clear, organized, complete oral presentation using all group
members.
Resources
Texts:
Modern Biology. 2009. Holt, Rinehart and Winston. Chapters 4-8
Websites:
http://www.state.nj.us/education/njpep/index.html (NJ Department of Education)
http://my.hrw.com (Holt McDougal Resources)
http://strandmaps.nsdl.org/ (Science Literacy Maps)
http://biologyjunction.com (Biology Education Resources)
http://biologycorner.com (Biology Education Resources)
http://pals.sri.com/tasks/tasks9-12.html (Science Performance Tasks)
www.cellsalive.com (Interactive activities of cell topics)
http://bio.rutgers.edu/ (Rutgers University – Virtual Biology Labs)
Worksheets: (Electronic copies located on the H:drive in the Science folder and in Master
Binder)
Venn diagram- mitosis v. meiosis
Internet activity- cells alive
Internet lesson- mitosis tutorial
Activity- cell as a city poster
Cell history timeline
Surface area to volume ratio activity
Cell processes worksheet
Internet lesson- Classzone.com Online cell
Cell diagram plant/animal
Cell theory review questions worksheet
Venn Diagram- Eukaryotic v. Prokaryotic cells
Cell tutorial internet lesson
Microscope diagram worksheet
Microscope magnification math worksheet
Comparing mitosis and meiosis worksheet
25
Cell reproduction concept map
Mitosis flip book project worksheets
Lab/Activities: (Electronic copies located on the H:drive in the Science folder and in Master
Binder)
Internet activity- Rutgers virtual microscope lab
Internet lesson- mitosis virtual lab
Lab- Determining time cells spend in each phase of the cell cycle.
Lab- Diffusion and osmosis
Lab- Microscope lab using Elodea leaves to demonstrate plasmolysis
Lab- Making wet mount slide (letter “e”)
Lab- carrot lab- Case of the sad salad greens
Lab- Mitosis in onion root tip using microscope
Guiding
Questions
Day 1 and
2:
Teaching and Learning Strategies
Suggested Resources
Suggested Teaching Strategies/
(materials, websites, worksheets, etc.)
Assessment Strategies
Power Point- Water properties and
Anticipatory Set: List 3 important facts
pH
about water.
What are
the
Lab- Surface Tension in Pennies
properties of
water?
Handout- pH scale
Worksheet- Acid Rain and Aquatic
Organisms
Investigate the properties of water.
Analyze and explain the role of buffers in
living systems.
Lab- Surface Tension in Pennies- students
investigates the properties of water.
Lab- pH of Household Items
Lab- pH of Household Items students
investigate the pH of various substances
Day 3 and
4:
Power Point- Enzymes and Chemical
Reactions.
Closure: Review class data.
Anticipatory Set: Use the structure of
water to explain polarity.
Why are
enzymes
essential to
living
things?
Handout- Enzyme diagram
Worksheet- Interpreting enzyme
graphs
Explain that most chemical
transformations are made possible by
protein catalysts called enzymes. Identify
enzymes as proteins and determine how
they catalyze reactions.
Worksheet- Enzyme Webquest
Lab- Pectinase Lab
Handout- Enzyme foldable
MATH Connection
Interpret enzyme function graphs
Tech activity- Enzyme WebquestStudents use the laptops to discover how
26
Quiz- Enzymes and chemical
reactions
enzymes function in a variety of
organisms.
Lab- Enzymes- Students investigate the
effect of enzymes on apples.
*Honors students will write a formal lab
report
Activity- Students will create a graphic
organizer of the properties of enzymes.
Quiz- Enzymes and chemical reactions
Day 5 and
6:
Power Point- Macromolecules
Handouts- Biomolecules Webquest
What is a
Macromolec Lab- Making a Polymer
ule?
Worksheet- Macromolecule graphic
organizer
Handout- Macromolecule foldable
Closure: Highlight enzyme characteristics
in notes.
Anticipatory Set: MAC – What is the
radius of a cylinder with a diameter of
1.5cm?
Tech Activity- Biomolecule WebquestStudents use the laptops to discover the
variety of organisms that rely on enzymes.
Lab- Making a Polymer- Students will
work in a pair to create a polymer from
Elmer’s White Glue.
Handout- Biochemistry test review
Test- Biochemistry and the properties
of water.
Activity- Macromolecule foldableStudents create a graphic organizer with
the information about each type of
macromolecule.
Test- Biochemistry and the properties of
water.
Day 7:
How do we
test for
nutrients in
food
samples?
Lab- Food Nutrient Analysis
Closure: Compare group data and class
data for the food nutrient lab.
Anticipatory Set: Pre-lab question
Lab: Food Nutrient Analysis- Students
will identify an unknown sample of one of
the four types of macromolecule.
*Honors: Students will complete a formal
lab report.
Closure: Create a class data table.
27
Day 8 and
9:
What are
the features
of the cell?
Power Point- Cell theory and
structure
Anticipatory Set: K-W-L cell organelles
pre-test
Activity- Cell theory timeline
Explain how the fundamental life
processes of organisms depend on a
variety of chemical reactions that occur in
specialized areas of the cell.
Worksheet- Identify and label the
parts of the cell.
Handout- microscope diagram
Worksheet- Microscope
Magnification
Lab-Microscope lab
Activity- Students will research and create
a timeline to illustrate the development of
the cell theory.
Guided practice- Students identify and
label the parts of the cell
Guided practice- Students will add the
labels to the microscope diagram guided
by a overhead model.
Math Connection: Students will calculate
the magnification of each microscope
lenses.
Lab: Students will create a wet mount
slide and then observe and draw prepared
cell slides.
*Honors students will write a formal lab
report
Day 10 and
11:
Power Point- Comparing plant and
animal cells.
Power Point- Cell energy
transformation
Guided notes- Cell energy
transformation
Closure: What is the proper way of
putting the microscope away?
Anticipatory Set: What role did the
microscope play in the discovery of the
cell theory?
Differentiate between plant and animal
cells.
Discuss how photosynthesis and cell
respiration are linked. Describe the
organelles responsible.
Handout- Cell tutorial
Quiz- Cell structure
Lab: What Pigments do Leaves
Contain?
Guided notes- students’ use guided notes
for Cell Energy Transformation Power
Point.
Tech Activity- Students use laptops to
28
*Honors:
Handout: Cell analogy collage
complete the Cell Tutorial handout.
Lab: Students will use spinach leaves to
illustrate leaf chromatography.
*Honors: Students will create analogies
for cell structures and then illustrate those
analogies.
Quiz- Cell Structure
Day 12 and
13:
Power Point: Cell Membrane
structure and function.
What is the
function of
the cell
membrane?
Handout: Cell membrane coloring
diagram.
Worksheet: Osmosis
Closure: Microscope fill in diagram
Anticipatory set: Summarize the
differences between prokaryotic and
eukaryotic cells.
Describe the structure of the cell
membrane. Discuss how the cell
membrane regulates the internal and
external environment of a cell.
Handout: Osmosis Foldable
Handout: Cell transport writing
prompt
*Honors- Cell Membrane Model
Guided practice: Students complete the
Cell membrane coloring diagram.
Math Connection: Osmosis worksheet
Students calculate the percentage change
in each example.
Activity- Students create a foldable
graphic organizer for the terms related to
osmosis.
LAL Connection Collins Type 2
Students use the writing prompt to
complete this activity.
*Honors- Students create detailed models
of the cell membrane
Day 14:
Lab: Osmosis and Diffusion
How can we
observe
osmosis and
Mini-Lab: Osmosis and The Case of
the Sad Salad Greens
Closing: Describe semi permeable in your
own words.
Anticipatory set: Relate a cell to a city.
Describe your city.
Lab: Osmosis and Diffusion – Students
work in groups to create a cell and
29
diffusion of
substances?
calculate the amount of osmosis and
diffusion take place.
*Honors- students will write a formal lab
report
Mini-Lab- Students use celery and salt
water to illustrate the terms associated
with osmosis,
Students will use class data to graph the
mass of the celery before and after the
experiment.
Day 15:
What are
cell
processes?
Test- Cell structure and function and
cell transport
Handout- Cell reproduction
vocabulary
Closing- Why can’t you drink salt water?
Anticipatory set: Name 3 cell parts
common to both eukaryotes and
prokaryotes.
Test- Students will be assessed on Cell
structure and function and cell transport.
Independent practice- Students completes
the cell reproduction vocabulary after the
test.
Day 16 and
17:
Power Point: Cell cycle and cell
division
Why do
Worksheet: Surface area to volume
cells divide? ratios
Handout: Cell cycle and Mitosis
Tutorial
Handout: Cell cycle concept map
Lab: Rates of mitosis
Closing: Quarter 2 review question
Anticipatory set: What are some reasons
that a cell might need to divide?
Math Connection: Students calculate the
surface area to volume ratios for several
sized objects
Tech activity: Students use the laptops to
complete the Cell cycle and Mitosis
Tutorial.
Guided practice: Students complete the
cell cycle concept map
Lab: Rates of Mitosis- students work in
groups to identify number of cells in each
phase of mitosis using onion cell
micrographs. Students then
mathematically recreate the cell cycle
graph.
*Honors students will create a Power
30
Point presentation of results
Day 18:
Worksheet: Mitosis in a Root Tip
Can each
phase of
mitosis be
identified in
plant cells?
Handout: Rutgers virtual cell division
lab
Handout: Cell reproduction review
sheet
Closing- compares each groups graph and
discuss the similarities.
Anticipatory set: Diagram and label the
process that prokaryotes use for cell
division.
Guided practice: Students complete the
Mitosis in a Root Tip worksheet
Tech activity- Students work in pairs and
using the laptops, complete the Rutgers
virtual cell division lab.
Day 19 and
20:
Power Point: Cell cycle Regulation
and stem cells
How is the
cell cycle
regulated?
Worksheet- Cell cycle regulation
Handout: Apoptosis research writing
assignment.
Quiz- Cell Reproduction and division
Closing: What would happen if a cell
didn’t copy its chromosomes during S
phase?
Anticipatory set: During what stage of the
cell cycle is DNA copied?
Guided practice: Cell cycle regulation
worksheet
LAL connection:
Students will use the internet to research
apoptosis in organism development.
Students will write a one page summary
of their findings.
*Honors students will write 2 pages
Quiz- Students complete an assessment
for cell reproduction
Closing: Describe how uncontrolled cell
division is dangerous to an organism.
*Indicates Honors level differentiation
Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science
folder on the H: drive. All hard copies are located in the master binder in the science prep
room.
Suggestions on how to differentiate in this unit:
Provide hands-on labs with format skeletons to groups of students.
Facilitate group discussions to assess understanding among varying ability levels of students.
31
Provide more opportunities for advanced students.
Draw and label diagrams to represent some of the data for visual learners.
Provide choice to students for group selections and roles in the group.
Provide modeling, where possible.
Provide real-life or cross-curricular connections to the material.
Provide time for revision of work when students show need.
ESSENTIAL VOCABULARY: (Supplement with text vocabulary):
Cell
Plasma Membrane
Nucleus
Tissue
Hypertonic
Plasmolysis
Ion channel
Phagocyte
Cell Wall
Cell Theory
Cytoplasm
Prokaryote
Organ
Isotonic
Cytolysis
Vesicle
Exocytosis
Central vacuole
Eukaryote
Organ System
Passive transport
Equilibrium
Contractile vacuole
Carrier Protein
Pinocytosis
Chromosome
Photosynthesis
Organelle
Passive transport
Diffusion
Hypotonic
Turgor pressure
Facilitated diffusion
Phagocytosis
Cytoskeleton
Chloroplast
32
Unit Plan Title
Genetics
Suggested Time Frame 5 Weeks
Overview / Rationale
The genetics unit is an overview of basic genetic concepts emphasizing how biological information is
passed from one generation to another. Students will learn the basic principles of heredity and
various ways how traits are passed from one generation to another. They will also explore dominant
and recessive alleles and their hereditability. Students will master the used of tools such as a Punnett
square and pedigree to predict the results of various genetic crosses.
Science Common Core Standards 2009
5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills
that students must acquire to be proficient in science.
5.3: Life Science: All students will understand that life science principles are powerful
conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on
Earth. Order in natural systems arises in accordance with rules that govern the physical world,
and the order of natural systems can be modeled and predicted through the use of
mathematics.
Strand D. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life
cycles. Organisms contain genetic information that influences their traits, and they pass this on to
their offspring during reproduction.
5.3.12.D.1 Explain the value and potential applications of genome projects.
5.3.12.D.2 Predict the potential impact on an organism (no impact, significant impact) given a
change in a specific DNA code, and provide specific real world examples of conditions caused by
mutations.
5.3.12.D.3 Demonstrate through modeling how the sorting and recombination of genes during sexual
reproduction has an effect on variation in offspring (meiosis, fertilization).
ELA Common Core Standards 2010
Reading:
Key Ideas and Details
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.
Craft and Structure
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.
Integration of Knowledge and Ideas
RST.11-12.8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text,
33
verifying the data when possible and corroborating or challenging conclusions with other sources of
information.
Range of Reading and Level of Text Complexity
RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades
11–12 text complexity band independently and proficiently.
Writing:
Text Types and Purposes
WHST.11-12.1. Write arguments focused on discipline-specific content.
Production and Distribution of Writing
WHST.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research
Range of Writing
WHST.11-12.10. 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.
2010 Mathematics Common Core Standards
Reason quantitatively and use units to solve problems.
N-Q.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 the origin in
graphs and data displays
N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
Summarize, represent, and interpret data on single count or measurement variable.
S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).
Understand and evaluate random processes underlying statistical experiments.
S-IC.1. Understand statistics as a process for making inferences about population parameters based
on a random sample from that population.
S-IC.2. Decide if a specified model is consistent with results from a given data-generating process,
e.g., using simulation.
Make inferences and justify conclusions from sample surveys, experiments, and observational
studies.
S-IC.3. Recognize the purposes of and differences among sample surveys, experiments, and
observational studies; explain how randomization relates to each.
S-IC.6. Evaluate reports based on data.
2009 NJCCCS Technology Standards
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively and to create
and communicate knowledge.
34
Strand A. Technology Operations and Concepts: The use of technology and digital tools requires
knowledge and appropriate use of operations and related applications.
8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to
manipulate data, generate charts and graphs, and interpret the results.
Essential Questions
How is genetic information passed through generations?
What are genes and which important biological molecule is contained within a gene?
How does the structure of DNA function in inheritance?
How does genetic information encoded in DNA get translated into expression of traits in an
organism?
How does genetic information flow from a cell's DNA to direct protein synthesis?
How does the understanding and manipulation of genetics affect the quality of human life?
Enduring Understandings
Hereditary information is stored in DNA and is organized into genes and chromosomes and genes
are passed to offspring through reproductive cells.
DNA directs the synthesis of proteins, and ultimately the emergence of phenotypic traits.
The structure of DNA allows for self-replication and ensures the continuity of hereditary
information.
Genes direct cell growth, development, and regulation of the cell cycle.
Analysis of genetic information, in the form of DNA and protein sequence, is useful in
researching genetic mechanisms, inferring evolutionary relationships, studying populations
diagnosing diseases, and performing forensics analyses.
Advances in biotechnology have improved our understanding of genetics and have improved the
quality of human life.
X
In this unit plan, the following 21st Century themes and skills are addressed
Check ALL that apply –
Indicate whether these skills are:
E – encouraged
21st Century Themes
T – taught
A – assessed
ET
Global Awareness
Creativity and Innovation
Environmental Literacy
Critical Thinking and Problem Solving
ETA
ETA Communication
Health Literacy
ETA Collaboration
Civic Literacy
Financial, Economic, Business
and Entrepreneurial Literacy
Student Learning Targets / Objectives
Students will know that…
DNA is the hereditary material in a
cell.
The events and mechanisms involved
in DNA replication.
Probability is used to predict the
Students will be able to…
Describe and discuss Mendel's studies and explain how
his studies led to our current understanding of
inheritance.
Use a Punnett square and probability calculations to
predict the outcome of genetic crosses.
35
outcome of genetic crosses.
Mendel's research work and
conclusions about inheritance apply
to principles of all living things.
There are rules of dominance,
segregation of alleles, and
independent assortment of gametes.
There are many phases and events of
meiosis.
Meiosis allows for genetic variability
and is sexual reproduction.
Mitosis is a form of asexual
reproduction.
Mitosis and meiosis differ.
There are many patterns of
inheritance: complete dominance,
incomplete dominance, codominance, and sex-linked
inheritance.
Various genetic disorders such as
sickle-cell anemia, Huntington's
disease, and cystic fibrosis have
different patterns of inheritance.
The major historical events and
discoveries led to our understanding
about genetics and DNA.
There are similarities and differences
between DNA and RNA.
DNA is double-stranded and contains
nitrogen bases consisting of: adenine,
thymine, cytosine, and guanine.
DNA contains the sugar deoxyribose.
RNA is single stranded and contains
nitrogen bases consisting of: adenine,
uracil, cytosine, and guanine.
RNA contains the sugar ribose.
The central dogma of molecular
biology is the main thesis of
inheritance.
Transcription the process of creating
a complementary RNA copy of a
sequence of DNA.
Translation is the step in protein
biosynthesis wherein the genetic code
carried by mRNA is decoded to
produce the specific sequence of
amino acids in a polypeptide chain.
Simplify the process of calculating mono-, di-, trihybrid crosses using basic probability equations.
Identify and explain the chromosomal activities that
occur during meiosis.
Compare and contrast mitosis and meiosis.
Explain how and why and individual's chromosome
number needs to remain constant.
Apply knowledge of genetics to explain mechanisms of
inheritance.
Model the structure and function of a DNA molecule.
Illustrate the events of DNA replication.
Model the events of transcription, translation, and
polypeptide synthesis.
Illustrate a DNA molecule.
Illustrate a RNA molecule.
Compare and contrast DNA and RNA structure and
function.
Explain the central dogma of molecular biology.
Identify mutations in a DNA sequence and demonstrate
the effects of the mutations.
Predict the results from various genetic crosses
including multiple allele, sex-linked, autosomal
dominant, autosomal recessive, and codominant
crosses.
Explain how mutations occur.
Research a genetic disorder and present their ideas to
peers.
Evaluate, critique, debate, the effects of biotechnology
on the lives of humans.
36
The process follows transcription in
which the DNA sequence is copied
(or transcribed) into an mRNA.
Genes are regulated.
Mutations are variations in DNA.
Assessments
Pre-Assessments
Have students learned…
Principles of heredity?
Punnett Squares?
Structure of DNA?
Formative Assessments
Do Now- Probability questions
Exit ticket- 1 minute response to a unit essential question
Collins writing techniques and strategies
Quiz- Genetics Vocabulary
Quiz- Punnett Squares; monohybrid crosses
Internet activity- genetics tutorial
Lab- How well do Punnett square predict actual results
Do Now- Karyotype worksheet
Lab- Karyotyping to identify genetic disorders
Project- creating a pedigree
Do Now- DNA structure diagram
Internet activity- DNA tutorial
Lab- modeling DNA structure, and protein synthesis
Quiz- structure of DNA
Lab- DNA sequencing
Internet activity- Virtual biotechnology investigation
Summative Assessments
1) Written Unit Tests:
a) Principles of heredity test- 30 multiple choice, 1 open ended question
*Honors will also have 2 open ended questions
b) DNA structure and function test- 30 multiple choice, 1 open ended question
*Honors will contain 2 open ended questions
2) Suggested Performance Tasks:
A) As a class, you have been asked to create an online digital library of genetic disorder profiles.
Working in small groups, each select a disorder of interest. Conduct research on the disorder,
including a general description of the disorder, health-related resources provided by appropriate
sources such as the National Institutes of Health (NIH), links to accurate sites for organizations
and support groups, diagnostic or genetic testing information, clinical trials for patients, and
other miscellaneous web resources. The profile’s centerpiece is a digital slide show of the
mechanism of action for the disorder, beginning from the DNA error. In this digital
presentation, trace the effects on the human body over time, focusing on the relationships
among the DNA, cell, tissue, organ and systems affected. (Correlations: 5.1.12.D.2 and
5.3.12.A.6)
37
The product must include evidence that you understand…
Principles of heredity
DNA’s role in heredity
Demonstrate the effect of DNA mutations
The product must include evidence of…
Reliable and accurate resources, data and information to support your recommendations
and statements.
Present information in a clear, organized, and complete oral presentation
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Create clear, organized, Power Point or Prezi presentations.
B) Students analyze the genetic characteristics of some hypothetical seeds using the
link. Website provides rationale, rubric, and teacher instructions for this task
http://pals.sri.com/tasks/9-12/Anofasp/
following
C) Students will observe and analyze genetic data and use the data to predict outcomes using the
following link. Website provides rationale, rubric, and teacher instructions for this task.
http://pals.sri.com/tasks/9-12/Looking/
Resources
Texts:
Modern Biology. 2009. Holt, Rinehart and Winston. Chapters 9-13
Websites:
http://learn.genetics.utah.edu/ (Genetics Activities)
http://www.state.nj.us/education/njpep/index.html (NJ Department of Education)
http://my.hrw.com (Holt McDougal Resources)
http://strandmaps.nsdl.org/ (Science Literacy Maps)
http://biologyjunction.com (Biology Teacher Resources)
http://biologycorner.com (Biology Teacher Resources)
http://education.nationalgeographic.com/education/ (National Geographic Resources)
http://www.dnai.org/ (DNA Learning Center and Interactive Activities)
http://www.hhmi.org/ (Howard Hughes Medical Institute Resources)
Worksheets: (Electronic copies located on the H:drive in the Science folder and in Master Binder)
Do Now- Probability questions worksheet
Internet activity- genetics tutorial
Incomplete dominance/codominance practice worksheet
X-linked genes worksheet
Knowing your bloodtype worksheet
Pedigree worksheet
Basic genetics worksheet
Monohybrid crosses worksheet
Dihybrid crosses worksheet
Karyotype worksheet
38
Project- creating a pedigree
DNA structure diagram worksheet
Internet activity- DNA tutorial
Internet activity- Virtual biotechnology investigation
DNA origami worksheet
Transcription and translation coloring page
Lab/Activities: (Electronic copies located on the H:drive in the Science folder and in Master Binder)
Lab- How well do Punnett square predict actual results
Lab- Karyotyping to identify genetic disorders
Lab- modeling DNA structure, and protein synthesis
Lab- Can a mutation in DNA affect an organism?
Lab- DNA sequencing
Guiding
Questions
Day 1:
Teaching and Learning Strategies
Suggested Resources
Suggested Teaching Strategies/
(materials, websites, worksheets, etc.)
Assessment Strategies
Power Point: Chromosomes and Anticipatory Set: How many chromosomes do
Meiosis
humans have?
What role
do chromosomes play
in genetics?
Video clip: Meiosis
my.hrw.com
Handout: Venn diagram
Describe and diagram the structure of a
chromosome. Distinguish between diploid and
haploid chromosome numbers. Describe the end
result of meiosis. Explain the advantages of sexual
reproduction and genetic variability.
Worksheet: Meiosis Study guide
Worksheet: Karyotype review
Video: Online textbook video of process of
meiosis.
Activity: Students compare and contrast between
meiosis and mitosis with a list of possible
statements using the Venn diagram.
*Honors students will not receive the list of
possible statements.
Math connection:
Students calculate the diploid and haploid
chromosome numbers for a variety of organisms
using the Meiosis study guide.
Independent practice: Students analyze a
karyotype using the Karyotype review worksheet.
Day 2 and
3:
Handout: Meiosis Tutorial
Closure: summarize today’s lesson in 3 sentences.
Anticipatory Set: Explain the need for a second
division in meiosis.
Article: Mother and Fetuses:
39
What are
the steps to
meiosis?
Whose Rights Are More
Important?
Handout: Rights article project
explanation and scoring rubric.
Lab: Karyotyping
Tech activity: Students work in pairs using the
laptops to complete the meiosis online tutorial and
worksheet.
LAL connection Collins type 2
Close reading of the article: Mother and Fetuses:
Whose Rights Are More Important? Students will
then write a one page persuasive essay defending
one side of the debate from the article.
*Honors will write 2 pages
Lab: Students will use a sample of chromosomes
to create and analyze a karyotype. Students will
determine if the karyotype is normal or abnormal
and describe the abnormality.
*Honors will write a letter to the parent of the
child explaining the chromosomal abnormality.
Day 4 and
5:
Power Point- Mendel and
Genetics
What are the Worksheet: Genetic Vocabulary
basics of
genetics?
Worksheet: Simple Genetics
Lab: M & Ms and probability
Closure: What is the advantage of sexual
reproduction?
Anticipatory Set: MAC- What is the probablility
of rolling a 6 with a die? What if you rolled that
die 4 times? Does the probability change? Why?
Describe the history of genetics and the classical
experiments of Mendel. Emphasize the
importance of genetics vocabulary.
Guided practice: Students apply the genetics
vocabulary using the Simple Genetics worksheet.
Math connection
Lab: Students work in pairs with a bag of M &M
candies to calculate and apply probability.
Students will create a pie chart of color percents in
each bag and compare them with other student
groups.
Independent practice: Students will practice and
apply genetic vocabulary using the Genetic
Vocabulary worksheet.
Day 6 and 7: Power Point: Punnett Squares
and
How well do Genetic Crosses
Punnett
squares
Quiz- Genetic Vocabulary
Closure: Vocabulary review
Anticipatory Set: Explain why an organism cannot
have the heterozygous recessive genotype?
Quiz: Students are assessed on the application of
genetic vocabulary.
40
predict
ratios?
Lab: How Well Do Punnett
Squares Predict Ratios?
Worksheet: Expected and
Observed Results
Worksheet: Punnett Square
Practice
Explain how to use the Punnett square to predict
outcomes of genetic crosses. Apply the
knowledge of genetics to explain the mechanisms
for inheritance.
Guided practice: Students practice the monohybrid
crosses using the Expected and Observed Results
worksheet
Lab: Students use Punnett squares and probability
to predict the expected genetic ratios.
Independent practice: Monohybrid Punnett square
practice worksheet.
Day 8 and 9: Power Point: Dihybrid crosses,
Incomplete Dominance and CoCan you
dominance
predict
outcomes for Handout: Crosses that Involve 2
2 traits at
Crosses
once?
Worksheet: Genetic Tutorial
Worksheet: Co-dominance and
Incomplete Dominance
Worksheet: Crossing Mendel’s
Peas- A Dihybrid Cross activity
Handout: Genetics Review
packet
Closure: Create a monohybrid cross problem.
Anticipatory Set: Monohybrid cross practice
problem.
Tech Activity:
Students will use the laptops to research and apply
the genetics content using the Genetics Tutorial.
Explain the process of creating and analyzing a
dihybrid cross.
Students take notes on the handout: Crosses that
Involve 2 Crosses.
Guided practice: Students complete practice
problems applying the rules of co-dominance and
incomplete dominance
Activity: Students apply dihybrid cross
information to play a dice game: Crossing
Mendel’s Peas- A Dihybrid Cross
Day 10:
Quiz: Genetics
Can we apply
Movie: Dogs Decoded
the rules of
genetics to
Handout: Guiding movie
dogs?
question
Day 11 and Power Point: Human Genetics
12:
Worksheet: Blood types and
Closure: Review Genetics vocabulary
Anticipatory Set: Dihybrid practice problem
Movie: Students will complete guiding questions
as they watch the movie: Dogs Decoded
Closure: Discuss the movie
Anticipatory Set: Karyotype question
Describe the complex inheritance patterns in
41
What are the human inheritance
rules of
human
Worksheet: Incomplete
inheritance? Dominance
Worksheet: Color Blindness
Handout: Super hero Genetics
Lab: What Do Normal and
Sickle Cells Look Like?
human genetics.
Guided practice: Incomplete Dominance and Color
Blindness worksheets
Lab: What Do Normal and Sickle Cells Look
Like?-Students analyze cell slides to determine
what an x-linked trait cells look like.
* Honors students will write a formal lab report.
Activity- Superhero Genetics- Students use all of
the complex patterns of inheritance that they have
learned to create a fictional hero.
Day 13 and
14:
Power point- Pedigrees
Closure: Students share super heroes
Anticipatory set: Skills review: Line Graphs
Video clip: Pedigrees- DNAi
series
Explain the components of a pedigree and describe
how pedigrees trace traits within a family.
How can we
trace patterns
of inheritance Handout: Interpreting
in families? Information on a Pedigree
Worksheet: Tracing a Genetic
Disorder in a Family
Lab: How are sex Chromosomes
inherited?
Day 15:
Given
specific
examples,
can you
apply the
laws of
inheritance?
Day 16 and
17
Handout: Genetics review sheet
Test: Genetics and Human
Inheritance
Guided practice- Students analyze data about a
family and create a pedigree.
* Honors student will write a letter to a family
explaining the results.
Guided practice: Students will complete the
worksheet: Tracing a Genetic Disorder in a Family
Lab: How are sex Chromosomes inherited?
Students will simulate how sex chromosomes are
inherited and then analyze the results.
Anticipatory: Test review question
Students will review for the test.
Test: Students will be assessed on genetics and
human inheritance.
Closing: Assessment reflection
Power Point: DNA discovery
and structure
Article: Molecular Structure of
Nucleic Acids
What is the
structure and
function of
Worksheet: Guiding questions
DNA?
for Molecular Structure of
Nucleic Acids article.
Anticipatory set: What class of molecules,
discussed in the organic chemistry unit, does DNA
belongs to?
Describe how DNA structure was discovered.
Explain the structure of DNA and the process of
replication.
Video Clip: Show students the DNAi video clip
42
Handout: The Relationship
Between DNA and the Cell
for structure and replication. Review the parts of
the molecule.
Worksheet: DNA Structure and
How DNA copies itself
Handout: The Relationship Between DNA and the
Cell
Worksheet: The DNA Molecule
Guided practice: Students complete the worksheets
Worksheet: Replication diagram
Activity- Students build models of DNA using
Pop-beads to show the structure of the molecule.
Students will also model replication.
Video clip: DNAi Structure and
replication
Handout: DNA Pop-bead
instructions
Day 18
Quiz: DNA structure and
discovery
What is
transcription? Power Point- RNA and
Transcription
Video clip- DNAi RNA and
Transcription
LAL Connection
Close reading of Molecular Structure of Nucleic
Acids article. Students will answer guiding
questions about article.
*Honors- Students will summarize the article
Closing: Summarize today’s lesson in 3 sentences
Anticipatory set: What are genes made out of?
Quiz: Students will be assessed on the discovery
of DNA and its structure
Describe the different types of RNA. Explain the
process of transcription and where it occurs.
Video clip- DNAi RNA and Transcription
Worksheet: Transcription
diagram
Handout: DNA Transcription
Tutorial
Lab: Virtual DNA Extraction
Lab
Guided practice: Students complete the
transcription diagram worksheet
Tech Activity- DNA Transcription Tutorial
Students work in pairs using the laptops to
complete this guided tutorial
Lab: Virtual DNA Extraction. Students work in
pairs using the laptops to complete this simulation
of a DNA extraction
Day 19 and
20:
What is
protein
synthesis?
Power Point: Translation and
Mutations
Handout: Genetic code table
(circle)
Handout: Genetic code table
(square)
Closing: Distinguish between 3 types of RNA.
Anticipatory set: Transcription review
Describe and Explain the process of Translation
and relate transcription and translation to the
process of protein synthesis. Explain how
mistakes in the genetic code can affect an
organism.
43
Video clip- DNAi Translation
and protein synthesis
Video clip: DNAi Translation and protein
synthesis
Handout: Translation tutorial
Tech Activity- Students work in pairs to complete
the Translation tutorial on the laptops
Worksheet: How Can You Find
Changes in the Genetic Code?
Handout: Protein Creation
Pathway tutorial
Worksheet: Transcription and
Translation coloring worksheet
Activity: Genetic Code kit
Movie: Cracking the Code of
Life
Handout: Guiding questions for
Cracking the code of life
Lab: Extraction of DNA from
Strawberries
*Honors Lab: Cafeteria Food
Crisis
Guided practice: students complete How can you
find changes in the Genetic Code worksheet.
Independent practice: Students complete the
Transcription and Translation coloring worksheet
Activity: Students work as a class to act out
protein synthesis in the class. Roles are assigned
to students and can be changed several times to
give all students the opportunity to play each role.
Movie: Cracking the Code of Life. Students watch
the movie and answer guiding questions.
Lab: Students work in pairs to extract DNA from
strawberries.
*Honors Lab: Cafeteria Food Crisis- Honors
students will analyze genetic samples to determine
the source of a problem.
Closing: Given a sequence of DNA students
transcribe and translate it into a protein.
*Indicates Honors level differentiation
Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science folder on
the H: drive. All hard copies are located in the master binder in the science prep room.
Suggestions on how to differentiate in this unit:
Provide hands-on labs with format skeletons to groups of students.
Facilitate group discussions to assess understanding among varying ability levels of students.
Provide more opportunities for advanced students.
Draw and label diagrams to represent some of the data for visual learners.
Provide choice to students for group selections and roles in the group.
Provide modeling, where possible.
Provide real-life or cross-curricular connections to the material.
Provide time for revision of work when students show need.
ESSENTIAL VOCABULARY: (Supplement with text vocabulary):
Nucleotide
Mutagen
Ribosomal RNA
Double Helix
Gene Translocation
Codon
Replication
Frameshift mutation
Translation
44
DNA polymerase
RNA
Transcription
Transfer RNA
Silent Mutation
Mutation
Point mutation
Protein Synthesis
RNA polymerase
Messenger RNA
45
Unit Plan Title
Suggested Time Frame
Evolution
3 weeks
Overview / Rationale
The diversity and changing of life forms over many generations is the result of natural selection, in
which organisms with advantageous traits survive, reproduce, and pass those traits to offspring. In
this unit, students will recognize how heritable characteristics can strongly influence how likely an
individual is to survive and reproduce. Students will be able to describe how evolution involves
changes in the genetic make-up of whole populations over time, not changes in the genes of an
individual organism. How environmentally favored traits are perpetuated over generations resulting
in species survival, while less favorable traits decrease in frequency or may lead to extinction will
also be examined.
Science Common Core Standards 2009
5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills
that students must acquire to be proficient in science.
5.3: Life Science: All students will understand that life science principles are powerful
conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on
Earth. Order in natural systems arises in accordance with rules that govern the physical world,
and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand E. Evolution and Diversity: Sometimes, differences between organisms of the same kind
provide advantages for surviving and reproducing in different environments. These selective
differences may lead to dramatic changes in characteristics of organisms in a population over
extremely long periods of time.
5.3.12.E.1 Account for the appearance of a novel trait that arose in a given population.
5.3.12.E.2 Estimate how closely related species are, based on scientific evidence (e.g., anatomical
similarities, similarities of DNA base and/or amino acid sequence).
5.3.12.E.3 Provide a scientific explanation for the history of life on Earth using scientific evidence
(e.g., fossil record, DNA, protein structures, etc.).
5.3.12.E.4 Account for the evolution of a species by citing specific evidence of biological
mechanisms.
ELA Common Core Standards 2010
Reading:
Key Ideas and Details
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.
Craft and Structure
RST.11-12.5. Analyze how the text structures information or ideas into categories or hierarchies,
demonstrating understanding of the information or ideas.
46
Integration of Knowledge and Ideas
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.
Range of Reading and Level of Text Complexity
RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–
12 text complexity band independently and proficiently.
Writing:
Text Types and Purposes
WHST.11-12.1. Write arguments focused on discipline-specific content.
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
Production and Distribution of Writing
WHST.11-12.5. 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.
Research to Build and Present Knowledge
WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each source in terms of the
specific task, purpose, and audience; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard
format for citation.
Range of Writing
WHST.11-12.10. 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.
2010 Mathematics Common Core Standards
Reason quantitatively and use units to solve problems.
N-Q.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 the origin in
graphs and data displays
N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
2009 NJCCCS Technology Standards
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively and to create
and communicate knowledge.
Strand A. Technology Operations and Concepts: The use of technology and digital tools requires
knowledge and appropriate use of operations and related applications.
8.1.12.A.1 Construct a spreadsheet, enter data, and use mathematical or logical functions to
manipulate data, generate charts and graphs, and interpret the results.
8.1.12.A.3 Participate in online courses, learning communities, social networks, or virtual worlds and
recognize them as resources for lifelong learning.
47
Strand F. Critical Thinking, Problem Solving, and Decision-Making: Information accessed
through the use of digital tools assists in generating solutions and making decisions.
8.1.12.F.1 Select and use specialized databases for advanced research to solve real-world problems.
8.1.12.F.2 Analyze the capabilities and limitations of current and emerging technology resources and
assess their potential to address educational, career, personal, and social needs.
Essential Questions
How does natural selection encourage inter and intra-specific diversity over time?
What are the main lines of scientific evidence that support Darwin's theory of evolution by natural
selection?
Enduring Understandings
The diversity and changing of life forms over many generations is the result of natural selection, in
which organisms with advantageous traits survive, reproduce, and pass those traits to offspring.
Species alive today have evolved from ancient common ancestors.
x
x
In this unit plan, the following 21st Century themes and skills are addressed
Check ALL that apply –
Indicate whether these skills are:
E – encouraged
21st Century Themes
T – taught
A – assessed
ETA Creativity and Innovation
Global Awareness
ETA Critical Thinking and Problem Solving
Environmental Literacy
ETA Communication
Health Literacy
ETA Collaboration
Civic Literacy
Financial, Economic, Business and
Entrepreneurial Literacy
Student Learning Targets / Objectives
Students will know that…
Science is a practice in which an
established body of knowledge is
continually revised, refined, and
extended as new evidence emerges.
The principles of evolution (including
natural selection and common descent)
provide a scientific explanation for the
history of life on Earth as evidenced in
the fossil record and in the similarities
that exist within the diversity of
existing organisms.
Evolution occurs as a result of a
combination of the following factors:
o Ability of a species to
reproduce
o Genetic variability of
offspring due to mutation
and recombination of
Students will be able to…
Describe that all species, living and extinct descended
from ancient common ancestors.
Illustrate patterns in the distribution of living and fossil
species tell us how modern organisms evolved from
their ancestors.
Describe how evolution involves change in the genetic
makeup of whole populations over time, not changes in
the genes of an individual organism.
Analyze natural selection simulations and use the data
generated to describe how environmentally favored
traits are perpetuated over generations resulting in
species survival, while a less favorable traits decrease in
frequency or may lead to extinction.
Identify, explain, and demonstrate how technology can
be used to determine evolutionary relationships among
species (Gel electrophoresis, DNA/amino acid
sequences).
Integrate scientific information from a variety of
48
genes
o Finite supply of the
resources required for life
Natural selection, due to
environmental pressure, of
those organisms better
able to survive and leave
offspring
o New traits may result
from new combinations of
existing genes or from
mutations of genes in
reproductive cells within a
population.
Molecular evidence (e.g., DNA,
protein structures, etc.)
substantiates the anatomical
evidence for evolution and
provides additional detail about
the sequence in which various
lines of descent branched.
disciplines to provide evidence for the relatedness of
species on Earth (geology, comparative anatomy,
biochemistry, and taxonomy).
Recognize that a change in species over time does not
follow a set pattern or timeline.
Explain how the millions of different species on Earth
today are related by common ancestry using evidence.
Use natural selection and its evolutionary consequences
to provide a scientific explanation for the fossil record
of ancient life forms, and the molecular similarities
observed among the diverse species of living organisms.
Discuss how environmental pressure, genetic drift,
mutation and competition for resources influence the
evolutionary process.
Assessments
Pre-Assessments
Have students learned…
Linnaean taxonomy hierarchy?
Natural Selection?
Formative Assessments
Do Now- Collins writing types 1- write for 3 minutes everything you know about evolution.
Lab- Mapping activity- Tracing Darwin’s journey
Lab- Bird Beak Buffet
Internet Activity- Peppered moth simulation
Exit ticket- one minute to write an answer to an essential question
Lab- DNA sequencing activity
Poster- creating a cladogram
Lab- Shell phylogeny
Internet activity- Dichotomous key
Summative Assessments
1) Written Unit Test: 30 multiple choice and one open ended question
*Honors will include 2 open ended questions
2) Suggested Performance Tasks:
A) You are a primatologist who studies lemurs, and you focus on the nocturnal aye-aye. The ayeaye has a number of traits that set it apart from other primates and allow it to exploit different niches
than other lemurs. In the mid-1800’s, Richard Owen used the aye-aye as an example of an animal
that natural selection did not act upon. Compare the aye-aye to other lemurs, documenting which
49
traits they share and do not share with other lemurs. Describe their unique niche and justify the
claim that natural selection did act on the aye-aye, and use scientific evidence to describe how it fits
its niche in Madagascar. Prepare a digital poster for a primatology conference. (Correlations:
5.1.12.A.3, 5.3.12.C.3 and 5.3.12.E.1)
The product must include evidence that you understand…
Molecular evidence of common descent
Cladistics
Systematics
This product must include evidence of…
Using reliable and accurate resources, data and information to support your recommendations.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Create clear, organized computer generated poster
Present information in a clear, organized, complete oral presentation
*Honors performance task will also include a 1 page written report to accompany the project.
B) You are an anthropologist working on identifying patterns in primate evolution. Obtain data and
evidence (i.e. amino acid differences in proteins between certain primate species, anatomical
structures, chromosome comparisons, etc.) and work in a small group to build a matrix of
differences between the primate species. From the matrix of differences, construct a simple
cladogram of the groups. Use this information to create a virtual interactive museum exhibit for
other high school students that explores the evolutionary relationships between primates and their
evolutionary relatives. (Correlations: 5.1.12.A.2, 5.1.12.B.2 and 5.3.12.E.3)
The product must include evidence that you understand…
Molecular evidence of common descent
Cladistics
Systematics
The product must include evidence of…
Using reliable and accurate resources, data and information to support your recommendations.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Work successfully in a collaborative group.
Create a clear, organized museum exhibit presentation using Power Point.
C) *Honors Performance task
You are a geneticist studying the relatedness of cichlid fish endemic to the African Great Lakes.
You are conducting molecular analyses of cichlid DNA to determine relatedness between species.
The fish in each of the lakes exhibit high levels of diversity in terms of morphology, ecology, and
behavior. However, in some instances, species of cichlid fish that appear very different from one
another turn out to be almost genetically identical. A number of people falsely believe that DNA
alone can distinguish between species. Create a nature-inspired documentary explaining how
scientists base their determination of species upon multiple forms of scientific evidence: anatomical
similarities, similarities of DNA base and/or amino acid sequence, and even behavioral similarities
50
to distinguish between species. Also address how, despite this evidence, ideas of species
delineations can be changed by new findings. (Correlations: 5.1.12.A.2, 5.1.12.B.4, 5.1.12.C.1 and
5.3.12.E.2)
The product must include evidence that you understand…
Molecular evidence of common descent
Cladistics
Systematics
Linnaean taxonomy
The product must include evidence of…
Using reliable and accurate resources, data and information to support your recommendations.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Use Movie Maker or other software to successfully create a documentary.
Include a one page written transcript of the documentary narrative.
** Differentiation- students can opt to create a story board of the documentary with the narrative in
lieu of the movie.
Resources
Texts:
Modern Biology. 2009. Holt, Rinehart and Winston. Chapters 14-17
Websites:
http://www.state.nj.us/education/njpep/index.htmll (NJ Department of Education)
http://my.hrw.comm (Holt McDougal Resources)
http://strandmaps.nsdl.org// (Science Literacy Maps)
http://biologyjunction.com (Biology Teacher Resources)
http://biologycorner.comm (Biology Teacher Resources)
http://education.nationalgeographic.com/education/ (National Geographic Resources)
http://www.dnai.org/ (DNA Learning Center and Interactive Activities)
http://www.hhmi.org/ (Howard Hughes Medical Institute Resources)
http://www.pbs.org/wgbh/evolution/ (PBS Teacher Resources on Evolution)
http://evolution.berkeley.edu/ (Understanding Evolution – Teacher Resources)
Worksheets: (Electronic copies located on the H:drive in the Science folder and in Master Binder)
Internet Activity- Peppered moth simulation
Poster- creating a cladogram
Internet activity- Dichotomous key
Constructing a cladogram worksheet
Natural selection concept map
Adaptation worksheet
Shark key worksheet
Taxonomy vocabulary worksheet
Patterns in sexual selection worksheet
Antibiotic resistance internet lesson
Cladogram review worksheet
51
Lab/Activities: (Electronic copies located on the H:drive in the Science folder and in Master Binder)
Lab- Mapping activity- Tracing Darwin’s journey
Lab- Bird Beak Buffet
Lab- DNA sequencing activity
Lab- Shell phylogeny
Lab- How do fossils change
Teaching and Learning Strategies
Guiding
Suggested Resources
Suggested Teaching Strategies/
Questions (materials, websites, worksheets, etc.)
Assessment Strategies
Power Point: Introduction to
Anticipatory Set: Write down 3 things you know
Day 1:
Evolution
about Charles Darwin or Evolution.
Who was
Charles
Video clip- PBS EvolutionDiscuss the history of evolutionary thought.
Darwin?
Darwin’s journey
Describe the contributions of Charles Darwin.
Handout- Darwin’s Great Voyage
of Discovery
Video clip- PBS Evolution- Darwin’s journey
Activity-. Darwin’s Great Voyage of Discovery
Students use Darwin’s journal entries and a world
map to plot the locations of Darwin’s journey.
Day 2 and Power Point: Natural selection and
Evolution
3:
What is
natural
selection?
How are
natural
selection
and
evolution
related?
Closure: Students compare maps
Anticipatory Set: Fossil record superposition
question.
Worksheet: Changes in Living
Things
Explain the process of natural selection and
evolution and how they are related.
Lab: Fossil Prints
Guided practice: Students complete the Changes in
Living Things worksheet
Worksheet: Natural selection study
guide
Independent practice: Students complete the
Natural selection study guide
Lab: The Peppered Moths
Lab: Students work independently to complete the
Fossil Prints investigation.
Math Connection
Lab: Students work in pairs to complete The
Peppered Moths lab. Students graph their data and
share it with the class.
Day 4 and Power Point: Evidence for
Evolution
5:
Closure: Share and analyze class data
Anticipatory Set: Create a graphic organizer
relating the concepts in evolution.
52
What is
the
evidence
to support
evolution?
Worksheet: Convergent/Divergent
evolution
Handout: Darwin’s Finches
coloring page
Handout: YouTube Evolution
Review
Handout: Antibiotic Resistance
Internet lesson *Honors
Discuss the evidence for evolution.
Guided practice: Convergent/Divergent evolution
worksheet
*Honors Tech Activity: Students use the laptops to
investigate antibiotic resistance through a lab
simulation.
LAL connection
Students complete a close reading about Darwin’s
Finches then color the corresponding worksheet
Tech Activity- students use the laptops to
investigate different aspects of evolution using the
YouTube Evolution review handout
Day 6:
Can we
examine
evidence
of
evolution?
Closure: Discuss misconceptions about evolution
and natural selection.
Handout: Natural selection cartoon Anticipatory set: Natural selection cartoon
questions
Lab: Anatomical Evidence of
Evolution
Lab: Students will work independently to complete
the lab: Anatomical Evidence of Evolution.
Lab: Bird Beak Buffet
Lab: Students work together as a class to illustrate
Lab: Examining the Fossil Record natural selection using the lab: Bird Beak Buffet.
Lab: Students works independently to examine the
relationship modern organisms have to fossils using
the lab: Examining the Fossil Record.
*Honors will write a formal lab report for each lab
chosen.
Closing: Explain the class data for Bird Beak
Buffet
Day 7 and Power Point- The Linnaean system Anticipatory Set: Looking at Darwin’s finches,
of classification.
what characteristics distinguish these birds?
8:
What is
Worksheet: Levels of
Taxonomy classification
?
Worksheet: Interpreting GraphicsTaxonomy
Handout: Shark key
Explain the history of taxonomy. Describe the
Linnaean system of classification.
Guided practice: Levels of classification worksheet
Activity: Shark Key- students work to identify
several species of sharks.
*Honors handout: Practicing
53
classification
Lab: Using and Formulating
Dichotomous keys.
*Honors- Practicing Classification- Students will
create a dichotomous key
Lab: Using and Formulating Dichotomous keys.
Students will classify objects using a dichotomous
key and then create a key for a second set of objects
Independent practice: Interpreting GraphicsTaxonomy- Students complete worksheet
Day 9 and Power Point: Modern taxonomy
10:
Worksheet: Constructing a
Cladogram
What is
the basis
Lab: Sea Shell Phylogeny
of modern
taxonomy *Honors Handout: Cladogram
?
and Genetics
Closure: Why are common names confusing?
Anticipatory Set: How can the Linnaean system be
improved?
Explain how the discovery and implementation of
DNA technology changed modern taxonomy.
Describe how to read and create cladograms and
phylogenic trees.
Guided practice: Constructing a Cladogram
worksheet
Worksheet: Cladogram analysis
Lab: Thumb Adaptations
Lab: Sea Shell Phylogeny- Students use the laptops
and shell samples to create a phylogenic tree.
Handout: Evolution and
Taxonomy review sheet
*Honors activity: Students analyze a several DNA
sequences to create a cladogram
Independent practice: Cladogram analysis
worksheet
Lab: Thumb Adaptations- Students work as a class
to analyze the activities that students can perform
without the use of their thumbs.
Closure: Exit ticket: Relate adaptation and fitness
to the theory of natural selection.
*Indicates Honors level differentiation
Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science folder
on the H:drive. All hard copies are located in the master binder in the science prep room.
Suggestions on how to differentiate in this unit:
Provide hands-on labs with format skeletons to groups of students.
Facilitate group discussions to assess understanding among varying ability levels of students.
Provide more opportunities for advanced students.
Draw and label diagrams to represent some of the data for visual learners.
Provide choice to students for group selections and roles in the group.
54
Provide modeling, where possible.
Provide real-life or cross-curricular connections to the material.
Provide time for revision of work when students show need.
ESSENTIAL VOCABULARY: (Supplement with text vocabulary):
Evolution
Natural selection
Derived characteristic
Binomial nomenclature
Shared characteristic
Superposition
Homologous structure
Analogous structure
Vestigial structure
Phylogeny
Convergent evolution
Divergent evolution
Cladogram
Clade
Adaptation
Fossil
Fitness
Cladogram
Phylogenetics
Systematics
Biodiversity
Morphology
Speciation
Co-evolution
55
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2013