Ledyard Public Schools Science Curriculum. Biology. Level-2. Instructional Council Approval June 1, 2005

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1 Ledyard Public Schools Science Curriculum Biology Level Instructional Council Approval June 1, 2005

2 Suggested Time: Approximately 9 weeks Essential Question Cells & Cell Processes 1. What compounds play significant roles in cells? 2. How do cells comprise the basic unit of structure and function in organisms? Focus Questions 1. How does biological function begin at the chemical level? Learning objectives - The Student will be able to: a. summarize how elements combine to form compounds. b. explain hydrogen bonding and the properties of water that support life. c. relate acids, bases and the concept of ph in living systems d. illustrate how chemical reactions store or release energy within the cell. 2. How do cells synthesize and utilize organic molecules? Learning objectives - The Student will be able to: a. demonstrate how chemical reactions rearrange matter to form organic compounds. b. contrast the processes of polymerization and hydrolyzation in the cell. c. extrapolate how enzymes facilitate metabolism within cells. d. explain the role of carbohydrates, lipids, proteins and nucleic acids in living organisms. 3. What is the nature of the biology of cells? Learning objectives The Student will be able to: a. differentiate between the structure of viruses, prokaryotic cells and eukaryotic cells. b. correlate structure & function of organelles in the endo-membrane system. 4. How do cells accomplish osmoregulation as a facet of homeostasis? Learning objectives - The Student will be able to: a. correlate membrane functions with membrane structure. b. contrast methods of cell transport based on solute characteristics c. predict the behavior of cells in solutions of various concentrations 5. How does sunlight provide energy for life on Earth? Learning objectives - The Student will be able to: a. trace the path of sunlight s energy through the process of photosynthesis and respiration b. deduce the importance of autotrophs to all life. c. compare the stages of photosynthesis and respiration. d. contrast the adaptations of C3, C4 and CAM plants for conserving water. e. explain the role of ATP in living organisms f. evaluate the role of mitochondrial structure for ATP production g. distinguish between aerobic and anaerobic respiration Instructional Council Approval June 1,

3 Assessment: Science assessment includes: tests, which assess content knowledge and application, skill acquisition and application of knowledge at all levels of critical thinking; quizzes; formal laboratory assessments as full lab reports, parts of lab reports or quiz type lab assessments; a variety of written, oral and visual presentations; as well as a variety of other individual and group work assessments. All tests must include free response questions (or constructed response) as well as appropriate content and/or skill assessment and, except where inappropriate, must be balanced in terms of the critical thinking skills expected of students. Laboratory reports (or parts) will follow the Ledyard High School standard Laboratory format. Other Laboratory assessments should reflect CAPT Style multiple choice and / or open-ended questions. Required Activities: The Rate of Fermentation laboratory activity The Rate of passive transport in simulated cells laboratory activity CAPT Enzyme Performance Task***** The following types of activities are required. Titles in parentheses are suggested and lab procedures for these activities are available. A ph laboratory activity (using LabPros) Observing and comparing cells with a microscope Rate of Aerobic Respiration laboratory activity (Lung Volume, Carbon dioxide probes) ****(Meets Ledyard Academic Expectation for Problem Solving) Resources: Student: Essential Biology Campbell, Reece, and Simon, Benjamin Cummings, 2004 Teacher: Essential Biology Campbell, Reece, and Simon, Benjamin Cummings, 2004 Teacher Edition, Study Guide, Test bank, Solutions Manual, Transparencies, Lab manual & other ancillaries A Source book for the Biological Sciences, Morholt & Branswein.,HBJ Merck Index Curriculum Alignment with Connecticut Content Standards and Expected Performances All areas address State Standards for Scientific Inquiry, Literacy and Numeracy CT Content Standard CT Expected Performance 1. Nature of Cells 10.1, 10.2 D27, D31, D32 2. Biochemical Functions 10.1, (9.4) D29, (D10, D11, D12) 3. Molecule synthesis 10.1 D29, (D13, D15, D16) 4. Cell Water balance 10.1 D30 5. Energy utilization (9.1), (9.4), (9.5), 10.1, 10.2 D29, D33, (D3) Instructional Council Approval June 1,

4 Suggested Time: Approximately 9 weeks Essential Questions Genetic Processes What accounts for the diversity of genetic variation within a species? Focus Questions 1. How is genetic information passed on to different cells and to offspring? a. diagram the processes of mitosis and meiosis. b. compare and explain the difference in genetic variation between asexual and sexually reproducing organisms c. predict or assess the effects of errors during cell replication 2. How is the genetic information in DNA expressed? a. compose a model of DNA. c. evaluate the roles of DNA and RNA in protein synthesis b. practice transcribing and translating DNA sequences into protein molecules. d. predict the effect of point and frame-shift mutations on the translation of proteins. 3. How does genotype influence phenotype? a. determine phenotypes of individuals based on different types of gene expression. b. use Punnett squares to predict genotype and phenotype ratios of offspring using one and two factor crosses. c. assess the effect of environment on gene regulation d. evaluate the effect in humans of specific types of genetic mutations e. use human pedigrees to trace a trait and predict genotypes of individuals within a family. f. predict the mode of inheritance for various genetic disorders 4. How and why do humans alter the genetics of an organism? a. compare natural and synthetic means of producing recombinant DNA. b. research current examples of genetic and evaluate the health and ethical implications of biotechnology c. explain the processes of cloning and DNA fingerprinting Instructional Council Approval June 1,

5 Assessment: Science assessment includes: tests, which assess content knowledge and application, skill acquisition and application of knowledge at all levels of critical thinking; quizzes; formal laboratory assessments as full lab reports, parts of lab reports or quiz type lab assessments; a variety of written, oral and visual presentations; as well as a variety of other individual and group work assessments. All tests must include free response questions (or constructed response) as well as appropriate content and/or skill assessment and, except where inappropriate, must be balanced in terms of the critical thinking skills expected of students. Laboratory reports (or parts) will follow the Ledyard High School standard Laboratory format. Other Laboratory assessments should reflect CAPT Style multiple choice and / or open-ended questions. Required Activities CAPT STS bioengineered Food Activity The following types of activities are required. Titles in parentheses are suggested and lab procedures for these activities are available. Resources: DNA Electrophoresis (real or simulated) laboratory activity DNA Activity (structure model) The Use of Punnett Squares to predict genotype and phenotype ratios of offspring activity including dihybrid crosses Predicting the type of inheritance based on predicted or actual offspring genotypes or phenotypes The Effect of Sample Size on Actual versus Predicted Ratios activity Practice Pedigrees (interpretations and predictions) activity ****(Meets Ledyard Academic Expectation for Problem Solving) Student: Essential Biology Campbell, Reece, and Simon, Benjamin Cummings, 2001 Teacher: Essential Biology Campbell, Reece, and Simon, Benjamin Cummings, 2004 Teacher Edition, Study Guide, Test bank, Solutions Manual, Transparencies, Lab manual, CD rom/web resources & Other electronic ancillaries Evolution: The Triumph of an Idea, Carl Zimmer, WGBH Education Foundation Curriculum Alignment with Connecticut Content Standards and Expected Performances All areas address State Standards for Scientific Inquiry, Literacy and Numeracy CT Content Standards CT Expected Performances 1. Trait inheritance 10.3, 10.4, 10.5 D36, D38, D40 2. Genetic info. in DNA 10.3, 10.4, 10.5 D28 3. Genotype / Phenotype 10.3, 10.4, 10.5 D34, D36, D37, D38, D39, D40 4. Genetic engineering 10.3, 10.4, 10.5, (10.6) D34, D35 5. Evolution and biodiversity 10.4, 10.5, (10.6) D40, D41, D42 Instructional Council Approval June 1,

6 Suggested Time: Approximately 2 weeks Essential Question Evolution and Speciation 1. How does the theory of natural selection explain the evolution of species from a common ancestor? 2. How do new species form? Focus Questions 1. How does the theory of natural selection support the evidence of both micro and macro-evolution? a. provide and evaluate evidence for the theory of common descent. b. explain the roles of variation, competition and fitness in microevolution and extinction. c. define and provide examples of Darwinian fitness. d. evaluate the role of adaptations on the reproductive success of individuals, using specific examples. e. deduce how mortality and birth rate can influence the rate of evolution. f. evaluate the roles of gene flow, genetic drift, mutations, population size, and behavior on rates of evolution. g. predict the evolutionary implications of the overuse of antibiotics and/or insecticides. 2. What factors could lead to macroevolution (Speciation)? a. differentiate between populations, species and subspecies. b. define reproductive success in evolutionary terms Instructional Council Approval June 1,

7 Assessment Science assessment includes: tests, which assess content knowledge and application, skill acquisition and application of knowledge at all levels of critical thinking; quizzes; formal laboratory assessments as full lab reports, parts of lab reports or quiz type lab assessments; a variety of written, oral and visual presentations; as well as a variety of other individual and group work assessments. All tests must include free response questions (or constructed response) as well as appropriate content and/or skill assessment and, except where inappropriate, must be balanced in terms of the critical thinking skills expected of students. Laboratory reports (or parts) will follow the Ledyard High School standard Laboratory format. Other Laboratory assessments should reflect CAPT Style multiple choice and / or open-ended questions. Required Activities The following types of activities are required. Titles in parentheses are suggested and lab procedures for these activities are available. An Evolution Laboratory or simulation activity Resources ****(Meets Ledyard Academic Expectation for Problem Solving) Student: Essential Biology Campbell, Reece, and Simon, Benjamin Cummings, 2004 Teacher: Essential Biology Campbell, Reece, and Simon, Benjamin Cummings, 2004 Teacher Edition, Study Guide, Test bank, Solutions Manual, Transparencies, Lab manual & other ancillaries A Source book for the Biological Sciences, Morholt & Branswein.,HBJ Merck Index Curriculum Alignment with Connecticut Content Standards and Expected Performances All areas address State Standards for Scientific Inquiry, Literacy and Numeracy CT Content Standards CT Expected Performances 1. Natural Selection 10.5, (10.6) D40, D41, D42 2. Speciation 10.5, (10.6) D40, D42 Instructional Council Approval June 1,

8 Suggested Time: Approximately 1 week Essential Questions Microorganisms 1. What is the role of microorganisms on Earth? 2. How are microbes both harmful and helpful to humans? Focus Questions 1. How do microbes differ in structure? a. compare and contrast the external and internal structure of bacteria, viruses and fungi. b. compare the methods of reproduction used by different microbes c. explain the unique nature of viruses (are they living?) 2. How do microbes cause and spread disease? a. provide examples of bacterial, viral and fungal diseases b. compare methods of transmission of microbial diseases c. contrast methods for preventing and treating infectious diseases, including antibiotics and vaccines 3. What is the ecological role of microbes? a. explain the roles of bacteria in food webs as decomposers and producers. b. compare benefits and harm caused by bacteria to other types of organisms in food webs. 4. How can microbes be helpful to humans? a. explain symbiotic relationships between bacteria and humans. b. provide examples of microbes used in food production c. correlate immune response to microbial exposure Instructional Council Approval June 1,

9 Assessment: Science assessment includes: tests, which assess content knowledge and application, skill acquisition and application of knowledge at all levels of critical thinking; quizzes; formal laboratory assessments as full lab reports, parts of lab reports or quiz type lab assessments; a variety of written, oral and visual presentations; as well as a variety of other individual and group work assessments. All tests must include free response questions (or constructed response) as well as appropriate content and/or skill assessment and, except where inappropriate, must be balanced in terms of the critical thinking skills expected of students. Laboratory reports (or parts) will follow the Ledyard High School standard Laboratory format. Other Laboratory assessments should reflect CAPT Style multiple choice and / or open-ended questions. Required Activities Determining the Effectiveness of Antibiotics or Antiseptics on Bacterial Reproduction The following types of activities are required. Titles in parentheses are suggested and lab procedures for these activities are available. Resources ****(Meets Ledyard Academic Expectation for Problem Solving) Student: Essential Biology Campbell, Reece, and Simon, Benjamin Cummings, 2004 Teacher: Essential Biology Campbell, Reece, and Simon, Benjamin Cummings, 2004 Teacher Edition, Study Guide, Test bank, Solutions Manual, Transparencies, Lab manual & other ancillaries A Source book for the Biological Sciences, Morholt & Branswein.,HBJ Merck Index Curriculum Alignment with Connecticut Content Standards and Expected Performances All areas address State Standards for Scientific Inquiry, Literacy and Numeracy CT Content Standards CT Expected Performances 1. Microorganism structure 10.2 D31 2. Cause and Spread of disease 10.2 D32 3. Ecological role of Microbes 10.2 D32 4. Helpful role of microbes 10.2 D33 Instructional Council Approval June 1,

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