SCIENCE 10th
Grade Biology Pacing Guide
Quarter 1
ST: Apple Juice
Embedded Performance Task.
D.27 Describe significant similarities and differences in
the basic structure of plant and animal cells.
D.34 Describe, in general terms, how the genetic information
of organisms can be altered to make them produce new materials.
D.35 Explain the risks and benefits of altering the genetic
composition and cell products of existing organisms.
D.37 Use the Punnett Square technique to predict the
distribution of traits in mono- and dihybrid crossings.
D.28 Describe the general role of DNA and RNA in protein
synthesis.
D.38 Deduce the probable mode of inheritance of traits (e.g.
recessive/dominant sex-linked) from pedigree.
ST: STS
Bioengineered Foods Pamphlet.
D.40 Explain how the process of genetic mutation and natural
selection are related to the evolution of species.
D.42 Describe how structural and behavioral adaptations
increase the changes for organisms to survive in their environments.
ST:
D.32 Describe how bacterial and viral infectious diseases
are transmitted, and explain the roles of sanitation, vaccination and
antibiotic medications in the prevention and treatment of infectious diseases.
ST: Yeast Growth
Embedded Performance Task.
D.43 Describe the factors that affect the carrying capacity
of the environment.
D.45 Explain how technological advances have affected the
size and growth rate of human populations throughout history.
ST: STS Human Population
Growth.
CAPT
TEST 1st Week of March
UNIT 7 10.c.4 (National Standard) Interdependence of organisms.
UNIT 8 10.c.6
(National Standard Behavior/Structuree of organisms.
DINQ1 Identify questions that can be answered through scientific
investigation.
DINQ2 Read, interpret and examine the credibility and validity of
scientific claims in different sources of information.
DINQ3 Formulate a testable hypothesis and demonstrate logical
connections between the scientific concepts guiding the hypothesis and the
design of the experiment.
DINQ4 Design and conduct appropriate types of scientific investigations
to answer different questions.
DINQ5 Identify independent and dependent variables, including those that
are kept constant and those used as controls.
DINQ6 Use appropriate tools and techniques to make observations and
gather data.
DINQ7 Assess the reliability of the data that was generated in the
investigation.
DINQ8 Use mathematical operations to analyze and interpret data, and
present relationships between variables in appropriate forms.
DINQ9 Articulate conclusions and explanations based on research data,
and assess results based on the design of the investigation.
DINQ10 Communicate about science in different formats, using relevant
science vocabulary, supporting evidence and clear logic.
I.
Grade/Course
Title: 10th Grade Biology
a. Course Overview/Description: Characteristics of Living Organisms
b.
Marking Period 1
II.
Unit/ Title: Unit 1 The Characteristics of Life
Unit Length (Time):
3 weeks
a.
Unit Introduction:
In this unit the students
will be able to list and explain the characteristics that all living organisms
share. The chemistry of living
organisms, specifically the four organic molecules (carbohydrates, proteins
(amino acids), lipids, and nucleic acids) found in living organisms, are
identified and described. In the study of proteins, specifically enzymes, students
will describe the role of enzymes in metabolic cell processes (D.29) and maintaining a constant internal environment. Enzymes that
function only in a narrow range of temperature and acidity conditions catalyze
most of the chemical activities of the cell. The study of the structure and
function of enzymes leads into the apple juice embedded performance task.
Objectives:
§
Define organism.
§
Name the important
characteristics of living organisms.
§
Distinguish between organic
and inorganic compounds.
§
Name the four organic
molecules found in living organisms.
§
Recognize the structure and
identify the function and importance of the four major organic molecules
(carbohydrates, proteins, lipids, and nucleic acids).
§
Explain the role of enzymes
as structural components of cells and their functions as catalysts in
biochemical reactions.
§
List examples of enzymes
(salivary amylase, pectinase, cellulase, etc.).
§
Explore enzyme activity
activity by changing independent variables such as temperature, pH, and
enzyme/substrate concentration.
§
Analyze the relationship
between the properties of water and living systems in an osmosis activity.
b.
Standards for Unit 2
c.
Essential Questions
§
What are the characteristics
that all living things share?
§
How do inorganic and organic
compounds differ?
§
What is the structure and
function of an enzyme?
§
What are the four organic
molecules found in all living organisms?
d.
Essential Concepts/Content
1.
Organisms share similar
characteristics and chemical composition.
2.
There are four main classes
of organic molecules:
carbohydrates, proteins, lipids, and nucleic acids.
3.
Enzymes are necessary to
speed up the chemical reactions that occur in organisms.
e.
Essential Skills
1.
Identify question(s) for the
apple juice enzyme problem that can be answered through scientific
investigation.
2.
Formulate a testable
hypothesis about which type and amount of enzyme (pectinase or cellulase) will
produce the most and cheapest apple juice.
3.
Design and conduct an
appropriate type of scientific investigation to solve the question: You and
your lab partner will design and conduct an experiment to determine which
enzyme or combination of the two enzymes maximizes juice production.
4.
Identify the independent and
dependent variables, including those that are kept constant and those used as
controls in the apple juice enzyme lab.
5.
Use appropriate tools and
techniques to make observations and gather data for the question and scientific
investigation formulated for the apple juice lab.
6.
Assess the reliability of the
data that was generated in the apple juice lab investigation.
7.
Articulate conclusions and
explanations based on research data, and assess results based on the design of
the apple juice investigation.
8.
Communicate about the apple
juice investigation in an article using relevant science vocabulary, supporting
evidence and clear logic (Examples of articles provided from NY Times, Scientific
American, Popular Science, Discover, Seed, American Scientist. Challenge
students with examples from Nature, Science).
f.
Vocabulary
atom
hydrogen
carbon
nitrogen
oxygen
phosphorous
molecule
organic compound
inorganic compound
polymer
reactant(s)
product(s)
carbohydrate
amino acid
protein
nucleic acid
DNA (introduce term)
lipid
enzyme
substrate
active site
organism
homeostasis
response
stimulus
response
g. Science Misconceptions
Enzymes
can be reused until they are damaged/denatured.
h. Recommended Activities
§
ST Apple Juice Enzyme
Embedded Performance Task.
§
NeoSci Unit 1 Biotechnology
Techniques Lab: Simulate the process of
restriction enzyme digestion. “Understanding Enzymes” NeoSci kit.
§
Identify objects as
living/non-living.
§
Hubbard Scientific Enzyme
Experiment Kit.
§
NeoSci Understand Enzymes
Investigation.
§
Make models of organic
molecules (examples: use gumdrops and toothpicks, proper
modeling kits, or illustrate Biology Coloring Book images.
§
Design models to demonstrate
an understanding of the role of enzymes in
biological
systems.
§
United Streaming video
segment on the structure and function of enzymes.
§
United Streaming video on the
characteristics of life.
i. Resources
§
State of Connecticut web site
for Significant Tasks:
http://www.sde.ct.gov/sde/lib/sde/word_docs/curriculum/science/science_capt_handbook_part3_2006.doc
§
United Streaming –
search for videos that match standards.
§
Textbook.
§
Internet.
§
http://www.cellsalive.com.
§
Multimedia presentations.
§
Current event articles.
§
“Structure of Life” NIH
01-2778 www.nigms.nih.gov
§
Free DVDs from Howard Hughes
Medical Institute at http://www.hhmi.org/catalog/main?action=home.
§
http://serendip.brynmawr.edu/sci_edu/waldron/
IV.
Significant Tasks
(ST): Enzyme Apple Juice Lab
(CAPT)
a. Significant Task Introduction
Students
will be able to identify the best enzyme for juice production and variables
that affect the ability of an enzyme to function. This curriculum-embedded science performance task is related
to the content standards and expected performances for high school, as
described in the Core Science Curriculum Framework, under Scientific Inquiry,
Literacy and Numeracy, Strand IV – Cell Chemistry and Biotechnology.
b. Length/Timing:
3 days (at least 3, 45-minute periods)
c. Essential Questions
1.
What is the cheapest enzyme
or enzyme combination to make applesauce?
2.
How does an enzyme function?
3.
Which enzyme or enzyme
combination maximizes juice production.
d. Assessment
Tools:
§
Have the students write a lab
report and assess the lab report with the CAPT lab report rubric.
§
Released CAPT questions.
e.
Procedure:
1.
Read through significant task
with students.
2.
Explain CAPT lab rubric to
students.
3.
Students identify variables
and control group for the task.
4.
Students write experimental
design to solve the tasks identified in the enzymes lab.
5.
Teacher approves student
experimental design.
6.
Students perform experiment.
7.
Students record and graph
results.
8.
Students analyze results.
9.
Students form a conclusion.
10. Students discuss applications and limitations.
I. Grade/Course Title:
10th Grade Biology
a. Course Overview/Description: Fundamental life processes depend on the physical structure
and the chemical activities of the cell and the cell membrane. A comparison
between bacterial, viral, animal, plant and yeast cells.
b. Marking Period 1
II. Unit/Title: Unit 2 The Cell
Structure and Function. Bacteria,
viruses, yeast, and other microorganisms.
Unit
Length (Time): 4 weeks
a.
Unit Introduction
In this unit, students will review cell parts and their
functions. After this review,
students will survey the differences and similarities between bacteria,
virus, and animal and plant cells (D.27 & D.31). After the
similarities and differences are studied, the study of the cell narrows to the
role of the cell membrane in supporting cell functions (D.30).
Objectives:
§
Distinguish between
prokaryotic and eukaryotic cells.
§
Describe how the change from
prokaryotic to eukaryotic cellular structure allowed for the increased
complexity of organisms.
§
List the parts of the animal,
plant, and bacterial cell.
§
Compare the structure of an
animal cell and a plant cell.
§
List and describe the types
of cells that contain cell walls.
§
List the differences between
the animal, plant, and bacterial cell.
§
Compare and contrast
bacterial, plant, and animal cells.
§
Identify the cell membrane as
the regulator of transport of materials into and out of cells.
§
Compare and contrast viruses
and cells, both prokaryotic and eukarytic.
§
List the parts and functions
of the parts of the viral cell.
§
Describe why viruses are not
considered living things.
b.
Standards Unit 2
D.27 Describe significant similarities and differences in
the basic structure of plant
and animal cells.
c.
Essential Questions
§
Drawing on your knowledge of
molecular structure, what is the essential role the phospholipids play in
cellular functioning?
§
What is the function of the
cell membrane?
§
What is the term for the flow
of water across the cell membrane?
§
What are the differences
between the plant, animal, yeast, and bacterial cell?
§
Why is a virus not considered
a living organism?
d. Essential Concepts/Skills
1.
The main differences between
bacteria and viruses.
2.
The main similarities and
differences between plant and animal cells.
3.
The role of the cell membrane
in supporting cell functions.
1. View pictures of plant, animal, yeast and bacterial cells.
2. Recognize and illustrate plant, animal, yeast, and
bacterial cells.
3.
Properly use of the
microscope to make drawings of plant and animals cells.
4.
Communicate about cells and
cell function in discussion format after viewing www.cellsalive.com or other
animated media.
5.
Use appropriate tools and
techniques to make observations and gather data from the plant and animal cells
in labs.
6.
Use appropriate tools and
techniques to make observations during the cell membrane lab(s) and gather
data.
Organelle / Cell structure
terms
cell
prokaryote
eukaryote
cytoplasm
cell membrane
phospholipid
membrane-bound
organelle
golgi appartus
endoplasmic reticulum
nucleus
nuclear envelope
chromosome
DNA
mitochondria
vacuole
cell wall
chloroplasts
yeast
protist
flagella
Respiration terms
carbon cycle
respiration
combustion
glucose
ATP
Photosynthesis terms
carbon cycle
photosynthesis
glucose
algae
plastid
Microbiology terms
microbe
bacteria
endospore
pilus
conjugation
Virus terms
virus
capsid
coat
plasmid
DNA
RNA
reverse transciptase
Diffusion/Osmosis terms
passive transport
active transport
osmosis
diffusion
semipermeable
hypertonic
hypotonic
isotonic
·
Viruses, bacteria
(prokaryotic cells) and eukaryotic cells are not all the same size.
·
Viruses are not living
organisms.
·
Cells are not made from
atoms, cells and atoms are the same things, cells and atoms are the same size.
·
Cells can be viewed without
magnification (ie eggs and grapes are just big, individual cells).
§
View plant and animal cells
under the microscope to view similarities and differences.
§
Dialysis diffusion lab.
§
The Science Source Cell
Structure #1700 lab (www.thesciencesource.com).
§
Search & view United
Streaming Videos that match standards.
a.Significant
Task Introduction
In this
significant task, students will observe the process of osmosis across a
semi-permeable cell membrane.
Students will design and conduct an experiment to identify which type of
relationship (direct or inverse) exists between the concentration of water
outside of plant cells (grapes) and the percent change in mass of those plant
cells (grapes). This
curriculum embedded performance task is related to the content standards and
expected performances for high school, as described in the Core Science
Curriculum Framework, under Scientific Literacy and Numeracy, Strand IV –
Cell Chemistry and Biotechnology.
b.Length/Timing: 2 days (Lab needs to be run at least 2
consecutive days, as grapes need at least 24 hours in the salt solution).
c.Essential
Questions:
1.
What is osmosis?
2.
What is a semi-permeable
membrane?
3.
Why do some substances move
across a semi-permeable membrane and not others?
4.
Describe what causes water to
move from higher to lower concentration.
5.
Why does fruit look shriveled
up after it dries out?
d.Assessment
Tools:
·
CAPT lab rubric to assess the
lab report.
·
Osmosis in Grapes
questions. Use CAPT rubric to
assess the open-ended questions.
e.Procedure:
1.
Students read the lab
background, relationships between variables, and the task of Osmosis in Grapes.
2.
Students write an
experimental design that matches the lab task: You and your partners will design and conduct and experiment
to identify which type of variable (direct or indirect) exists between the
concentration of water outside of plant cells (grapes) and the percent change
in mass of those plant cells (grapes).
3.
Students perform experiment
after approval of experimental design.
4.
Students observe, record data
in a table, and calculate their results.
5.
Students write a lab report
using CAPT lab format.
6.
Teachers grade lab reports
with CAPT lab rubric.
7.
Students complete the Osmosis
in Grapes lab questions.
8.
Teachers grade the Osmosis in
Grapes lab questions using open –ended question rubric.
Grade/Course
Title: 10th Grade Biology
a. Course Overview/Description: The sorting and recombination of genes
in sexual reproduction results in a great variety of possible gene combinations
in the offspring of any two parents.
The information passed from parents to offspring is coded in DNA
molecules.
Unit/
Title: Unit 3 Heredity/Genetics
Unit Length (Time): 5 weeks
a.
Unit Introduction:
In this unit, the students will be able to explain how
meiosis contributes to the genetic variability of organisms (D.36). Meiosis is a
type of cellular reproduction that produces sex cells, which allows organisms
to pass on their genetic information to their offspring. The concept of DNA/RNA
and protein synthesis and meiosis will transition to the study of genetics and
heredity, especially how the genetic information of organisms can be altered
to make them produce new materials (D.34) and
the risks and benefits of altering the genetic composition and cell products
of existing organisms (D.35). The study of genetics will focus on
showing the results of genetic crosses using mono- and dihybrid crosses (D.37). Once
students master the concept of genetic crosses, they will use this skill to
interpret pedigree charts: the
genetic history (recessive/dominant, sex-linked) of families can be traced with
the use of a pedigree (D.38). Describe the general role of
of DNA in protein synthesis and cell reproduction (D. 28) At the end of this unit, the students will explain how
bacteria and yeasts are used to produce foods for human consumption (D.33). As a
concluding activity, the students will create a pamphlet that takes a position
on whether or not bioengineered foods should be labeled.
Objectives:
§
Analyze the characteristics
and chemical structure of DNA
(deoxyribonucleic acid) and RNA (ribonucleic acid).
§
Explain how DNA and RNA
molecules are replicated.
§
Summarize the process of DNA
replication.
§
Describe the importance of
the genetic code.
§
Explain the roles of mitosis
and meiosis in reproductive variability.
§
Explain how meiosis
contributes to the genetic variability of organisms.
§
Recognize that meiosis involves
DNA replication followed by two divisions in order to reduce the chromosome
number by half.
§
Analyze the effects of
crossing-over on variation in offspring.
§
Understand the differences
between egg and sperm production.
§
Define fertilization as the
combination of haploid gametes to produce a diploid zygote.
§
Discuss the work of Gregor
Mendel with pea plant traits.
§
Describe in general terms,
how the genetic information of organisms can be altered to make them produce
new materials.
§
Explain the risks and benefits
of altering the genetic composition and cell products of existing organisms.
§
Use the Punnett Square
technique to predict the distribution of traits in mono- and dihybrid crosses.
§
Analyze the results of mono-
and dihybrid crosses.
§
Describe the general role of
DNA and RNA in protein synthesis.
§
Deduce the probable mode of
inheritance of traits (e.g. recessive/ dominant, sex-linked) from a pedigree.
§
Use a pedigree to interpret
patterns of inheritance within a family.
§
Identify phenotypes as the
expression of inherited characteristics.
§
Explain how bacteria and
yeasts are used to produce foods for human consumption.
§
Explain how organisms, such
as yeast and bacteria, respire without oxygen present.
a.Standards
Unit 3
b.Essential
Questions
e.Essential
Concepts
f.
Essential Skills
§
Read, interpret and examine
the credibility and validity of scientific claims in different sources of
information for the bioengineered food STS.
§
Assess the reliability of the
data that was generated in the bioengineered food STS.
§
Articulate conclusions and
explanations based on research data for the bioengineered food STS, and assess
results based on the design of the investigation.
§
Communicate about science in
different formats, using relevant science vocabulary, supporting evidence and
clear logic in the bioengineered food STS and other activities.
§
Use mathematical operations
to analyze and interpret Punnett Squares.
§
Interpret the results of
monohybrid and dihybrid crosses.
§
Use appropriate tools and
techniques to make observations and gather data.
§
Identify genetics questions
that can be answered through scientific investigation.
Heredity & Genetics terms
heredity
genetics
trait
gene
allele
replication
DNA
hydrogen bond
base pair
complementary
mutation
genetic engineering
sexual reproduction
zygote
genetic code
ribosome
bacteria
yeast
X, Y chromosome
genetic disorder (trisomy 21,
Kleinfelter's, Turner's syndromes)
Genetic crosses
purebred
hybrid
dominant
recessive
homozygous
heterozygous
genotype
phenotype
Punnett square
monohybrid
dihybrid
distribution
Meiosis (NOTE: MITOSIS?) terms
meiosis
diploid
haploid
autosome
sex cell = "germ" cell
somatic cell
egg
sperm
fertilization
homologous
chromosome
chromatid
centromere
Altering DNA
mutation
cloning
biotechnology
bioengineering
Protein Synthesis
code / codon
mRNA
tRNA
transcription
translation
protein synthesis
Pedigree
Pedigree
inheritance
§
Understand the techniques
used in genetic engineering.
§
Demonstrate the process of
bacterial transformation.
§
Prepare a human karyotype
from an unknown chromosome spread.
§
Predict diseases by the
presence of genetic abnormalities.
§
Determine the sex of an
individual by analyzing the sex chromosomes present.
§
Isolate and observe DNA from
onion cells.
§
Describe the appearance and
physical characteristics of isolated DNA.
§
Study the structure and
function of DNA.
§
Simulate the process of DNA
replication.
§
Understand how restriction
enzymes are used.
§
Simulate the process of
electrophoresis.
§
Simulate the creation of
recombinant DNA.
§
Identify advances and uses of
biotechnology and debate the risks and benefits.
§
Isolate and observe DNA from
onion cells and describe the appearance and physical characteristics of
isolated DNA.
§
Describe the appearance and
physical characteristics of isolated DNA.
i. Resources
§
State of Connecticut web site
for Significant Tasks:
http://www.sde.ct.gov/sde/lib/sde/word_docs/curriculum/science/science_capt_handbook_part3_2006.doc
§
United Streaming –
search for videos that match standards.
§
Textbook.
§
Internet.
§
Multimedia presentations.
§
Current event articles such
as "Genome's Riddle: Few Genes, Much
Complexity"
http://www.nytimes.com/learning/teachers/featured_articles/20010213tuesday.html
§ www.nigms.nih.gov free booklets
§ http://serendip.brynmawr.edu/sci_edu/waldron/
This
curriculum-embedded science performance task is related to the content
standards and expected performances for Grades 9-10, as described in the Core
Science Curriculum Framework, under Scientific Inquiry, Literacy and Numeracy,
Strand IV – Cell Chemistry and Biotechnology. Students will research bioengineered foods and form an
opinion on whether or not bioengineered foods should be labeled. Students will produce a persuasive
pamphlet, stating their opinion and supporting evidence that answers the
question: should bioengineered foods be labeled?
b.
3 – 5 days
c.
Essential Questions:
1.
What are bioengineered foods?
2.
Are bioengineered foods safe
to eat?
3.
Should bioengineered foods be
labeled?
d.
Assessment Tools: Bioengineered foods
e.
Procedure
1.
Read through Bioengineered
Foods Task.
2.
Internet research on
bioengineered foods.
3.
Form an opinion on whether or
not bioengineered foods should be labeled.
4.
Create pamphlets that answer
the question: Should bioengineered foods be labeled?
5.
Correct pamphlets with NHPS
interdisciplinary rubric.
a. Course Overview/Description: 10th Grade Biology,
Evolution
b.Marking Period 2
II.Unit/
Title: Unit 4 Evolution
Unit Length (Time): 4 weeks
a.
Unit Introduction:
In the unit on evolution,
the students will explain how the fossil record provides a scientific
explanation for evolution (D.41). In this study of fossils and the fossil
record, the students will relate their knowledge of fossils and genetics and explain
how the process of genetic mutation and natural selection are related to the
evolution of species (D.40). Through study of natural selection,
students will describe how structural and behavioral adaptations increase
the chances for organisms to survive in their environments (D.42).
Objectives:
§
Define evolution.
§
Explain natural selection
with examples, ie peppered moth (NOTE:
Update http://www.millerandlevine.com/km/evol/Moths/moths.html).
§
Discuss the work of Charles
Darwin and the theory of natural selection.
§
Identify the effects of
mutations leading to adaptations and increased survival of organisms.
§
State the effects of
variation on survival.
§
Identify fossils as evidence
of changes in organisms over time.
§
Describe the process of
fossilization and list the steps in fossil formation.
§
Identify types of fossil
evidence (rock, frozen, impressions/casts).
§
Describe the relationship
between genetics and natural selection.
§
Identify evidence of
evolution.
b.
Standards for Unit
4
§
D.40 Explain how the process
of genetic mutation and natural selection are related to the evolution of
species.
§
D.42 Describe how structural
and behavioral adaptations increase the changes for organisms to survive in
their environments.
c.
Essential Questions
§
How can living organisms
provide evidence about the past?
§
What is evolution?
§
How are the processes of
genetic mutation and natural selection related to the evolution of species?
§
How do structural and
behavioral adaptations increase the changes for organisms to survive in their
environments?
§
What is the fossil record and
how does it provide scientific evidence for evolution?
§
How are most fossils formed?
§
List the types of fossils.
§
What is the importance of the
fossil record?
§
What are Charles Darwin’s’
discoveries and contributions to biology.
§
What are some examples of
natural selection?
d.
Essential Concepts/Content
1.
Charles Darwin and the theory
of natural selection.
2.
Formation of fossils and the
fossil record.
3. Evolution is the result of genetic changes, random
mutations being the original source of these changes.
4.
Morphological and genetic
information contained in living and extinct organisms continue to provide us
with evidence of evolution.
5.
The relationship between
genetics and evolution.
6.
The evidence living organisms
provide for evidence of evolution.
7.
The relationship between
genetic mutations, natural selection, and evolution.
8.
The process of fossil
formation.
e.
Essential Skills
1. Identification of evidence for the theory of evolution.
2. Identify questions about evolution that can be answered
through scientific investigation and research.
3. Read, interpret and examine the credibility and validity of
scientific claims about the theory of evolution in different sources of
information.
4. Communicate about science in different formats, using
relevant science vocabulary, supporting evidence and clear logic.
f.
Vocabulary
Fossil terms
Fossil
Fossil record
Sedimentary rock
Igneous rock
Metamorphic rock
Trilobite
Dinosaur
Mammal
Radioactive dating
Isotope
Half-life
Natural Selection terms
Evolution
Natural Selection
Mutation
Variation
Inherited
Adaptation
Fitness
Frequency (of fittest genes)
Natural selection
Selective pressure
Extinct, extinction
Structural, Behavioral
adaptation terms
Morphology
Vestigial
g. Science Misconceptions
Humans
descended from monkeys.
Evolution has never been observed.
Lack of a complete set of transitional fossils invalidates
theory of evolution.
Evolution is JUST a theory... (For students who have not learned: Theory is substantial
idea which is supported by many, many experiments.)
Evolution
is controversial in the scientific community.
Recommended Activities/Resources
1.
View fossils.
2.
United Streaming: search for
videos that match standards.
1.
Make fossils.
2.
View a picture,
representation of the fossil record.
3.
Create a timeline
highlighting milestones of life's evolution on planet Earth. Use a football field if available, if
not adding machine tape allows students to create their own (to display and
keep)
4.
NOVA ScienceNow
5.
"Evolution" NOVA
DVD (also available on ScienceNow and http://www.pbs.org/wgbh/evolution/
6.
Visit the Peabody Museum to
view evidence of evolution. FREE
visits to New Haven teachers and students in fall and winter, before spring
rush. http://www.yale.edu/peabody/
7.
Investigate Sickle Cell
disease as an example of evolution in humans. Other examples are possible, see http://www.pbs.org/wgbh/evolution/educators/course/session7/explain_b_pop1.html
8.
Genetics Education
Partnership: http://genetics-education-partnership.mbt.washington.edu/
9. http://serendip.brynmawr.edu/sci_edu/waldron/
Significant Task: Allele Frequencies and Sickle Cell
Anemia Lab from http://genetics-education-partnership.mbt.washington.edu/class/activities/HS/sickle-bean.htm
Students
will be able to observe how selective forces can change allele frequencies in a
population and cause evolution to occur.
Selective forces are those that shape a population, such as predation,
food availability, and disease.
Over time, allele frequencies can change and evolution can occur due to
the selective forces in a population.
In this lab, students will simulate the effects of a high frequency of
malaria on the allele frequencies of a population. This curriculum-embedded performance science performance
task is related to the content standards and expected performances for high
school, as described in the Core Science Curriculum Framework, under Scientific
Inquiry, Literacy and Numeracy, Strand V – Genetics, Evolution and
Biodiversity.
b.
Length/Timing: 2 class days (2 45-minute periods or 1
1.5 hour period)
c.
Essential Questions
1.
How are allele frequencies
related to evolution?
2.
Why is the frequency of the
sickle cell allele so much lower in the United States than in Africa?
d.
Assessment Tools:
e.
Procedure
1. Students
read the objective of the lab and the background article Sickle Cell Anemia
and Genetics: Background Information.
(The link to this article is in the student
instructions).
2.Students read the lab instructions on the student
instructions.
3.Students formulate a hypothesis about the results of the
experiment using the following question:
What do you think will happen to the frequencies of the A and S alleles
as a result of the presence malaria?
a. Course Overview/Description: 10th Grade Biology Diseases
and Population
Dynamics
b. Marking Period 3
II.Unit/
Title: Unit 5 Diseases and Populations
a. Unit
Length (Time): 4 weeks
f.
Unit Introduction:
The culminating unit for the tenth grade biology curriculum
(State of Connecticut Core Science Currriculum) relates all of the topics
learned this academic year to the interactions of living organisms in their
environment. The students will be
able to describe the difference between genetic disorders and infectious
diseases (D.39) and how bacterial and viral infectious diseases are
transmitted, and explain the roles of sanitation, vaccination and antibiotic
medications in the prevention and treatment of infectious diseases (D.32). Students will
continue their study of the affect of disease on human populations and extend
to other selective forces/limiting factors that affect populations. They will describe the factors that
affect the carrying capacity of the environment (D.43) and explain how change
in population density is affected by emigration, immigration, birth rate and
death rate, and relate these factors to the exponential growth of human
populations (D.44). After students explore the selective
forces/limiting factors on human populations, they will explain how
technological advances have affected the size and growth rate of human
populations throughout history (D.45).
D.43-D.45 are investigated through
the curriculum embedded performance tasks Yeast Populations and Human Population Dynamics.
Objectives:
§
Describe an ecosystem.
§
Identify examples of abiotic
and biotic factors.
§
Analyze the effects of
symbiotic relationships on a community.
§
List the levels of
organization in an ecosystem, from ecosystem to organism.
§
Identify the role or roles
each organism plays in a food chain/web.
§
Compare and contrast
community, population, habitat, and niche.
§
Define emigration,
immigration, birth rate and death rate.
§
Describe the effects of
natural disasters, disease, population increase, and depletion of food on
populations.
§
Explain how population growth
curves show relationships.
§
Suggest ways to minimize
human impact on the environment.
§
Identify the differences
between noninfectious and infectious diseases.
§
Identify pathogens as
bacterial or viral.
§
Explain the use of vaccines
in treatment of disease.
§
Identify treatment methods
for bacterial and viral diseases.
§
Identify the beneficial or
harmful effects of genetic mutations on an organism.
§
Define genetic disease.
§
Compare and contrast birth
defects versus genetic diseases.
§
Identify the beneficial or
harmful effects of abnormal chromosome numbers in organisms.
§
Explain how monoploidy and
triploidy result in human diseases.
g.
Standards for Unit 5
h.
Essential Questions
§
How is a bacterial infection
different than a viral infection?
§
What types of diseases are
treated with the use of vaccines?
§
What types of diseases are
treated with the use of antibiotics?
§
How is the human population
affected by factors such as disease, war, famine, etc.
§
What is the difference
between a genetic disorder and an infectious disease?
§
What are the factors that
affect the carrying capacity of an environment?
§
How do immigration, emigration,
birth rate, and death rate affect population density?
§
How have technological
advances affected the size and growth rate of populations throughout history?
i.
Essential
Concepts/Content
·
Antibiotics are only
effective treatments for bacterial infections.
·
Viral infections cannot be
treated with antibiotics.
·
Viruses are not living
organisms.
·
Bacteria are not all
dangerous, some are vital to living organisms.
·
Bacteria and viruses are not
the only vectors of disease.
·
The human population has
increased exponentially due to the advent of sanitation, access to healthcare
in developed countries, and access to food in developed countries.
·
The development of early
agriculture provided a stable supply of food and as a result the human
population increased rapidly and reached one billion in 1840.
j.
Vocabulary
1. ecosystem
2. community
3. population
4. habitat
5. adaptation
6. niche
7. symbiosis
8. food web
9. producer
10. consumer
11. decomposer
12. bacteria
13. virus
14. disease
15. antibiotic
16. noninfectious (disease)
17. infectious (disease)
18. food chain
19. organism
20. commensalism
21. parasitism
22. mutualism
23. herbivore
24. carnivore
25. omnivore
26. predator
27. prey
28. genetic disease
29. biome
30. precipitation
31. primary
32. secondary
33. tertiary
34. protist
35. vaccine/vaccination
36. prokaryote
37. eukaryote
38. yeast
39. biomass
40. bioaccumulation
41. exponential growth
42. resources
43. limiting factor
44. rate of reproduction
45. carrying capacity
k. Science Misconceptions
§
Bacterial and viral
infections are the same and treated the same.
§
Antibiotics can be used to
treat all infections.
§
Humans do not have to compete
for food.
§
Everything needs to be
sanitized in order to prevent disease.
§
Viruses are living.
Recommended Activities
Students will be able to observe and study the growth of
yeast populations under the effects of temperature, food availability, and/or
shift in pH that may influence the rate at which a population grows. The students will grow yeast in a molasses solution (food for the yeast)
and investigate how one factor influences the change in yeast population growth
as measured by the amount of carbon dioxide produced by the yeast. This curriculum-embedded performance
task is related to the expected performances for high school, as described in
the Core Science Curriculum Framework, under Scientific Inquiry, Literacy and
Numeracy, Strand V Genetics, Evolution and Biodiversity.
1.
How does one factor (shift in
pH, food availability, or temperature) influence the rate at which a population
of yeast grows?
e.
Procedure
a.
Significant Task
Introduction
Students will be able to design a PowerPoint slideshow (if
available) to compare the population dynamics in an underdeveloped country
versus a developed country using www.census.gov/ipc///www/idbsum.html. Students must select one underdeveloped
country and one developed country and compare and contrast the following
information: the shapes of the
population graphs in 2005 for the developed and underdeveloped countries and compare
the changes in populations of both countries from 2005 to those projected in
2025. Students must also research
and describe three factors that affect changes in the human population of one
of the countries studied and explain how one technological advance might affect
the change in the human population from 2005 to 2025 in one of the countries
studied. Students must decide if
the advancement of technology is a positive or negative influence on population
dynamics and state the evidence for their decision.
b.
Length/Timing: 1-3 days
(45-minute periods)
c.
Essential Questions
1.How does the population growth of underdeveloped
countries compare to developed countries?
2.
How does the shape of
populations graphs in 2005 compare for a developed versus underdeveloped
country?
3.
How does the projected
population growth of an underdeveloped country compare to a developed country
from 2005 to 2025?
4.
Does the advancement of
technology have a positive or negative influence on population dynamics?
d.
Assessment Tools
·
Correct assignment with NHPS
interdisciplinary rubric.
e.
Procedure
1.
Read through Human
Population Dynamics STS.
2.
Teachers can give
students time in school to do research or assign research as an out-of-school
assignment.
3.
Students go to www.census.gov/ipc///www/idbsum.html
and choose one developed and one underdeveloped country.
4.
Students gather data on
the underdeveloped and developed countries from www.census.gov/ipc///www/idbsum.html.
5.
Students answer all
questions (see introduction and essential questions) noted in the STS
description of Human Population Dynamics.
6.
Students create a
PowerPoint presentation on the information researched for the underdeveloped
and developed countries.
7.
Teachers may alter this
activity in order to better serve the students, especially if access to
computers/Internet is limited.
8.
Teachers assess Human
Population Dynamics STS with NHPS interdisciplinary rubric.
5.