823/824/825 Biology I Honors Part A, B & C Grade Days

Transcription

1 Whitman-Hanson Regional High School provides all students with a high- quality education in order to develop reflective, concerned citizens and contributing members of the global community. 823/824/825 Biology I Honors Part A, B & C Grade Days Course Description The goal of this course is to provide the student with an increased opportunity for advanced study and a broad background in Biology. This course is recommended for the student who has shown a high degree of interest in previous science and mathematics courses and plans a career in science or a related field. This course is presented in more depth and at an accelerated pace. The topics considered are similar in structure to the conventional Biology I at the Academic level. Biology Honors demands a commitment to academic excellence and more independent involvement on the part of the student. Instructional Strategies Instructional Strategies include but may not be limited to the following: Power point notes and lecture, laboratory work, group work, problems solving, videos, projects, and diagram labeling. Student Learning Expectations 1. Read, write and communicate effectively. 2. Utilize technologies appropriately and effectively. 3. Apply critical thinking skills. 4. Explore and express ideas creatively. 5. Participate in learning both individually and collaboratively. 6. Demonstrate personal, social, and civic responsibility. 1

2 Unit of Study : The Nature of Life MA Standard/Strands: 1. The Chemistry of Life Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life. 1.1 Recognize that biological organisms are composed primarily of very few elements. The six most common are C, H, N, O, P, and S. 1.2 Describe the basic molecular structures and primary functions of the four major categories of organic molecules (carbohydrates, lipids, proteins, nucleic acids). 1.3 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as ph and temperature, that have an effect on enzymes. 4 weeks Prentice Hall Biology Chapter 1 The Science of Biology pages 2-28 Prentice Hall Biology Chapter Chapter 2 The Chemistry of Life Pages Other Resources: power-points videos / notes scientific method of inquiry activity characteristics of life collage Introductory of the Microscope Lab Build Organic molecules with kits Catalase Enzyme lab Explain what the goal of science is. Explain what a hypothesis is. Describe how scientists test hypotheses. Explain how a scientific theory develops. Describe some characteristics of living things. Explain how life can be studied at different levels. Describe the measurement system most scientists use. Explain how light microscopes and electron microscopes are similar and different. Describe two common laboratory techniques. Explain why it is important to work safely in biology. 2

3 Identify the three subatomic particles found in atoms. Explain how all of the isotopes of an element are similar and how they are different. Explain what chemical compounds are. Describe the two main types of chemical bonds. Explain why water molecules are polar. Differentiate between solutions and suspensions. Explain what acidic solutions and basic solutions are. Describe the functions of each group of organic compounds. Explain how chemical reactions affect chemical bonds in compounds. Describe how energy changes affect how easily a chemical reaction will occur. Explain why enzymes are important to living things. Targeted Skill(s): Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content See Appendix A, Reading Standards for Literacy in Science 9-10 Teacher created essays, open response questions from previous MCAS Biology exams. FDA Letter written for the organic chemistry section. See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 Assessment Practices: Labs Teacher created tests and quizzes Open response questions and summary essays 3

4 Unit of Study : Cells MA Standard/Strands: 2. Cell Biology Central Concepts: Cells have specific structures and functions that make them distinctive. Processes in a cell can be classified broadly as growth, maintenance, and reproduction. 2.1 Relate cell parts/organelles (plasma membrane, nuclear envelope, nucleus, nucleolus, cytoplasm, mitochondrion, endoplasmic reticulum, Golgi apparatus, lysosome, ribosome, vacuole, cell wall, chloroplast, cytoskeleton, centriole, cilium, flagellum, pseudopod) to their functions. Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, facilitated diffusion, active transport). 2.2 Compare and contrast, at the cellular level, the general structures and degrees of complexity of prokaryotes and eukaryotes. 2.3 Use cellular evidence (e.g., cell structure, cell number, cell reproduction) and modes of nutrition to describe the six kingdoms (Archaebacteria, Eubacteria, Protista, Fungi, Plantae, Animalia). 2 weeks Prentice Hall Biology Chapter 7 Cell Structure and Function Pages Other Resources: Power-points Videos / notes Demonstrations / kit activities Lab onion cell Explain what the cell theory is. Distinguish between prokaryotes and eukaryotes. Describe the function of the cell nucleus. Describe the functions of the major cell organelles. Identify the role of the cytoskeleton. Identify the main functions of the cell membrane and the cell wall. Describe what happens during diffusion. Explain the processes of osmosis, facilitated diffusion, and active transport. Describe cell specialization Identify the organizational levels in multicellular organisms. 4

5 Targeted Skill(s): Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content See Appendix A, Reading Standards for Literacy in Science 9-10 Teacher created essays, open response questions from previous MCAS Biology exams. See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 Assessment Practices: Labs Teacher created tests and quizzes Open response questions and summary essays. Unit of Study : Cells MA Standard/Strands: 2. Cell Biology Central Concepts: Cells have specific structures and functions that make them distinctive. Processes in a cell can be classified broadly as growth, maintenance, and reproduction. 2.4 Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms. 2.5 Explain the important role that ATP serves in metabolism. 1.5 weeks Prentice Hall Biology Chapter 8 Photosynthesis Pages Other Resources: Power-points Videos / notes 5

6 Demonstrations / activities Targeted Skill(s): Explain where plants get the energy they need to produce food. Describe the role of ATP in cellular activities. Explain what the experiments of van Helmont, Priestley, and Ingenhousz reveal about how plants grow. State the overall equation of photosynthesis. Describe the role of light and chlorophyll in photosynthesis. Describe the structure and function of a chloroplast. Describe what happens in the light dependent reactions. Explain what the Calvin cycle is Identify factors that affect the rate at which photosynthesis occurs.. Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content See Appendix A, Reading Standards for Literacy in Science 9-10 Teacher created essays, open response questions from previous MCAS Biology exams. See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 Assessment Practices: Labs Teacher created tests and quizzes Open response questions and summary essays. 6

7 Unit of Study : Cells MA Standard/Strands: 2. Cell Biology Central Concepts: Cells have specific structures and functions that make them distinctive. Processes in a cell can be classified broadly as growth, maintenance, and reproduction. 2.4 Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms. 2.5 Explain the important role that ATP serves in metabolism. 1.5 weeks Prentice Hall Biology Chapter 9 Cellular Respiration Pages Other Resources: Power-points Videos / notes Demonstrations / activities Targeted Skill(s): Describe what happens in the light dependent reactions. Explain what the Calvin cycle is Identify factors that affect the rate at which photosynthesis occurs. Explain what cellular respiration is. Describe what happens during the process of glycolysis. Name the two main types of fermentation. Describe what happens during the Krebs cycle. Explain how high energy electrons are used by the electron transport chain. Identify three pathways the body uses to release energy during exercise. Compare photosynthesis and cellular respiration. Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content See Appendix A, Reading Standards for Literacy in Science 9-10 Teacher created essays, open response questions from previous MCAS Biology exams. See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

8 Assessment Practices: Labs Teacher created tests and quizzes Open response questions and summary essays. Unit of Study : Cells MA Standard/Strands: 2. Cell Biology Central Concepts: Cells have specific structures and functions that make them distinctive. Processes in a cell can be classified broadly as growth, maintenance, and reproduction. 2.6 Describe the cell cycle and the process of mitosis. Explain the role of mitosis in the formation of new cells, and its importance in maintaining chromosome number during asexual reproduction. 2 weeks Prentice Hall Biology Chapter 10 Cell Growth and Division Pages Other Resources: Power-points Videos / notes Demonstrations / activities Explain what cellular respiration is. Describe what happens during the process of glycolysis. Name the two main types of fermentation. Describe what happens during the Krebs cycle. Explain how high energy electrons are used by the electron transport chain. Identify three pathways the body uses to release energy during exercise. Compare photosynthesis and cellular respiration. Explain the problems that growth causes for cells. Describe how cell division solves the problem of cell growth. Name the main events of the cell cycle. Describe what happens during the four phases of mitosis. Identify a factor that can stop cells from growing. 8

9 Targeted Skill(s): Describe how the cell cycle is regulated. Explain how cancer cells are different from other cells. Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content See Appendix A, Reading Standards for Literacy in Science 9-10 Teacher created essays, open response questions from previous MCAS Biology exams. See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 Assessment Practices: Labs Teacher created tests and quizzes Open response questions and summary essays. Unit of Study : Genetics MA Standard/Strands: 3. Genetics Central Concepts: Genes allow for the storage and transmission of genetic information. They are a set of instructions encoded in the nucleotide sequence of each organism. Genes code for the specific sequences of amino acids that comprise the proteins characteristic to that organism. 3.4 Distinguish among observed inheritance patterns caused by several types of genetic traits (dominant, recessive, codominant, sex-linked, polygenic, incomplete dominance, multiple alleles). 3.5 Describe how Mendel s laws of segregation and independent assortment can be observed through patterns of inheritance (e.g., dihybrid crosses). 3.6 Use a Punnett Square to determine the probabilities for genotype and phenotype combinations in monohybrid crosses. 4 weeks Prentice Hall Biology Chapter 11 Introduction to Genetics Pages Prentice Hall Biology Chapter 14 The Human Genome Pages Other Resources: Power-points 9

10 Videos / notes Demonstrations / kit activities Labs What is the principle of dominance? What happens to alleles during segregation? How do geneticists use the principles of probability How do geneticists use Punnett squares? What is the principle of independent assortment? What inheritance patterns exist in addition to dominance? How do small changes in DNA cause genetic disorders? What determines whether a person is male or female? Why are sex-linked disorders more common in males than in females? Targeted Skill(s): Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content See Appendix A, Reading Standards for Literacy in Science 9-10 Teacher created essays, open response questions from previous MCAS Biology exams. See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 Assessment Practices: Labs Teacher created tests and quizzes Open response questions and summary essays 10

11 Unit of Study : Genetics MA Standard/Strands: 3. Genetics Central Concepts: Genes allow for the storage and transmission of genetic information. They are a set of instructions encoded in the nucleotide sequence of each organism. Genes code for the specific sequences of amino acids that comprise the proteins characteristic to that organism. 3.1 Describe the basic structure (double helix, sugar/phosphate backbone, linked by complementary nucleotide pairs) of DNA, and describe its function in genetic inheritance. 3.2 Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic code. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Distinguish among the end products of replication, transcription, and translation. 3.3 Explain how mutations in the DNA sequence of a gene may or may not result in phenotypic change in an organism. Explain how mutations in gametes may result in phenotypic changes in offspring. 2 weeks Chapter 12 DNA and RNA Pages Other Resources: Power-points Videos / notes Demonstrations / activities Labs What is the relationship between genes and DNA? What is the overall structure of the DNA molecule? What happens during DNA replication? What are the three main types of RNA? What happens during transcription? What happens during translation? What is the significance of mutations on living things? What are the types of mutations? How are most eukaryotic genes controlled? 11

12 Targeted Skill(s): Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content See Appendix A, Reading Standards for Literacy in Science 9-10 Teacher created essays, open response questions from previous MCAS Biology exams. See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 Assessment Practices: Labs Teacher created tests and quizzes Open response questions and summary essays Unit of Study : Evolution and Biodiversity MA Standard/Strands: 5. Evolution and Biodiversity Central Concepts: Evolution is the result of genetic changes that occur in constantly changing environments. Over many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and extinction. 5.1 Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selection. 5.3 Explain how evolution through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity within a population. 3 weeks Chapter 15 Darwin s Theory of Evolution Pages Chapter 16 Evolution of Populations Pages Other Resources: Power-points Videos / notes 12

13 Demonstrations / activities Labs Targeted Skill(s): What was Charles Darwin s contribution to science? What evidence of evolution did Darwin present? How is natural selection related to a species fitness? How is evolution defined in genetic terms? What are the main sources of heritable variation in a population? What conditions are needed to maintain genetic equilibrium? What is genetic drift? How does natural selection affect single-gene and polygenic traits? Describe the process of speciation in the Galapagos Islands. What factors are involved in the formation of new species? Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content See Appendix A, Reading Standards for Literacy in Science 9-10 Teacher created essays, open response questions from previous MCAS Biology exams. See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 Assessment Practices: Labs Teacher created tests and quizzes Open response questions and summary essays 13

14 Unit of Study : Evolution and Biodiversity MA Standard/Strands: 5. Evolution and Biodiversity Central Concepts: Evolution is the result of genetic changes that occur in constantly changing environments. Over many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and extinction. 5.2 Describe species as reproductively distinct groups of organisms. Recognize that species are further classified into a hierarchical taxonomic system (kingdom, phylum, class, order, family, genus, species) based on morphological, behavioral, and molecular similarities. Describe the role that geographic isolation can play in speciation. 2 weeks Prentice Hall Biology Chapter 18 Classification Pages Other Resources: Power-points Videos / notes Demonstrations / activities Labs Targeted Skill(s): What is binomial nomenclature? What is Linnaeus s system of classification? How are living things organized for study? How are evolutionary relationships important in classification? How can DNA and RNA help scientists determine evolutionary relationships? Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content See Appendix A, Reading Standards for Literacy in Science 9-10 Teacher created essays, open response questions from previous MCAS Biology exams. See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, 14

15 Science, and Technical Subjects 6 12 Assessment Practices: Labs Teacher created tests and quizzes Open response questions and summary essays Unit of Study : Ecology MA Standard/Strands: 6. Ecology Central Concept: Ecology is the interaction among organisms and between organisms and their environment. 6.1 Explain how birth, death, immigration, and emigration influence population size. 6.2 Analyze changes in population size and biodiversity (speciation and extinction) that result from the following: natural causes, changes in climate, human activity, and the introduction of invasive, non-native species. 2 weeks Prentice Hall Biology Chapter 5 Populations Pages Other Resources: Power-points Videos / notes Demonstrations / kit activities Labs What factors affect population size? What factors limit population growth? What effects do human activities have on the biosphere? What are the current threats to biodiversity? Targeted Skill(s): Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content 15

16 See Appendix A, Reading Standards for Literacy in Science 9-10 Teacher created essays, open response questions from previous MCAS Biology exams. See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 Assessment Practices: Labs Teacher created tests and quizzes Open response questions and summary essays Unit of Study : Ecology MA Standard/Strands: 6. Ecology Central Concept: Ecology is the interaction among organisms and between organisms and their environment. 6.3 Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transfer of energy through trophic levels. Describe how relationships among organisms (predation, parasitism, competition, commensalism, mutualism) add to the complexity of biological communities. 6.4 Explain how water, carbon, and nitrogen cycle between abiotic resources and organic matter in an ecosystem, and how oxygen cycles through photosynthesis and respiration. 4 weeks Prentice Hall Biology Chapter 3 The Biosphere Pages Prentice Hall Biology Chapter Ecosystems and Communities Pages Other Resources: Power-points Videos / notes Demonstrations / kit activities Labs 16

17 What different levels of organization do ecologists study? What methods are used to study ecology? Where does the energy for life processes come from? How does energy flow through living systems? How efficient is the transfer of energy among organisms in an ecosystem? How does matter move among the living and nonliving parts of an ecosystem? How are nutrients important in living systems? How do biotic and abiotic factors influence an ecosystem? What is ecological succession? What interactions occur within communities Targeted Skill(s): Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content See Appendix A, Reading Standards for Literacy in Science 9-10 Teacher created essays, open response questions from previous MCAS Biology exams. See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 Assessment Practices: Labs Teacher created tests and quizzes Open response questions and summary essays 17

18 Unit of Study : Nervous System MA Standard/Strands: 4. Anatomy and Physiology Central Concepts: 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. Homeostasis allows the body to perform its normal functions. 4.4 Explain how the nervous system (brain, spinal cord, sensory neurons, motor neurons) mediates communication among different parts of the body and mediates the body s interactions with the environment. Identify the basic unit of the nervous system, the neuron, and explain generally how it works. 4.7 Recognize that communication among cells is required for coordination of body functions. The nerves communicate with electrochemical signals, hormones circulate through the blood, and some cells produce signals to communicate only with nearby cells. 4.8 Recognize that the body s systems interact to maintain homeostasis. Describe the basic function of a physiological feedback loop. 4 weeks Chapter 35 Pages: Other Resources: Video- Discovery Education video- The Human Body: Pushing the Limits Video- TLC The Amazing Brain Lab Jelly Bean Lab Secrets of the Brain Web quest Video- Cycles of Life: Neurons Power point notes/ lecture Diagram drawing/ labeling What are the different levels of organization of the human body? What are the four types of tissue in the human body? What is homeostasis? What is feedback inhibition? 18

19 What is a neuron? What are is the function of the different parts of the neuron (dendrite, axon, cell body, myelin sheath, synapse) What is a neurotransmitter? What is an impulse? How is it transmitted? What do the following parts of the brain control: cerebrum, cerebellum, brain stem, thalamus and hypothalamus? What is the difference between the central nervous system and the peripheral nervous system? What is the difference between the somatic nervous system and the autonomic nervous system? What are the five types of sensory receptors? What are rods and cones? Targeted Skill(s): Be able to explain in detail how the nervous system (brain, spinal cord, sensory neurons, motor neurons) mediates communication among different parts of the body and mediates the body s interactions with the environment. Be able to describe the structures and functions of all 11 human body systems. Written explanation of how neurons work (action potential). Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects6 12 Assessment Practices: Labs Teacher created tests and quizzes Essays Diagram labeling, drawing, or explaining 19

20 Unit of Study : Skeletal, Muscular, and Integumentary Systems MA Standard/Strands: 4. Anatomy and Physiology Central Concepts: 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 Homeostasis allows the body to perform its normal functions. 4.5 Explain how the muscular/skeletal system (skeletal, smooth and cardiac muscles, bones, cartilage, ligaments, tendons) works with other systems to support the body and allow for movement. Recognize that bones produce blood cells. 3 weeks Biology Chapter 36- Pages: Other Resources: Video- Eyewitness: Skeleton Lab- Muscular Fatigue Skeletal/ Muscle Disorder Research Power point notes/ lecture Diagram drawing/ labeling What are the major functions of your skeleton? What is a periosteum? What is the difference between red and yellow bone marrow? What is the difference between bone and cartilage? What is a joint? What is the difference between an immoveable joint, slightly moveable joint, and freely moveable joint? What is the difference between a ligament and a tendon? What are the three different types of muscle tissue? What are actin and myosin? How does a muscle contract? What are some functions of the skin? 20

21 What are the two main layers of the skin? What is keratin? What is melanin? What are the functions of the sweat and oil glands? What are some things you can do to avoid skin cancer? Targeted Skill(s): Be able to explain in detail how the muscular/skeletal system (skeletal, smooth and cardiac muscles, bones, cartilage, ligaments, tendons) works with other systems to support the body and allow for movement. Recognize that bones produce blood cells. Assessment Practices: Describe the functions of the skeletal, muscular, and integumentary systems and how they interact. Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects6 12 Diagram labeling, drawing, or explaining Labs Teacher created tests and quizzes Essays Unit of Study : Circulatory and Respiratory Systems MA Standard/Strands: 4. Anatomy and Physiology Central Concepts: 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. Homeostasis allows the body to perform its normal functions. 4.2 Explain how the circulatory system (heart, arteries, veins, capillaries, red blood cells) transports nutrients and oxygen to cells and removes cell wastes. Describe how the kidneys and the liver are closely associated with the circulatory system as they perform the excretory function of removing waste from the blood. Recognize that kidneys remove nitrogenous wastes, and the liver removes many toxic compounds from blood. 3 weeks Prentice Hall Biology Chapter 37 Pages

22 Other Resources: Video Cycles of Life: Circulation Lab Pulse/ Heart Rate Lab Mapquest of the Heart Activity Diagram drawing/ labeling What are the major parts of the circulatory system? What is the difference between pulmonary and systemic circulation? What is the function of valves in the circulatory system? What is the heart s pacemaker? Where is it located? What are the differences between arteries, veins, and capillaries? What is the difference between systolic and diastolic pressure? What is atherosclerosis? What is plasma? What is the make-up of plasma? What is the function of red blood cells? What is hemoglobin? What is the function of white blood cells? What is the function of your platelets? What is the function of your lymph system? How are your lymph vessels like veins? What are some lymphoid organs? How do they help the body? What is the function of the respiratory system? What structures does air pass through on its way to the lungs? What is the function of cilia and mucus? What happens in the alveoli? What does your diaphragm do? Targeted Skill(s): Be able to explain in detail how the circulatory system (heart, arteries, veins, capillaries, red blood cells) transports nutrients and oxygen to cells and removes cell wastes in conjunction with the respiratory system. Describe the functions of the circulatory and respiratory systems and how they interact. Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

23 Assessment Practices: Labs Teacher created tests and quizzes Essays Diagram labeling, drawing, or explaining Unit of Study : Digestive and Excretory Systems MA Standard/Strands: 4. Anatomy and Physiology Central Concepts: 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. Homeostasis allows the body to perform its normal functions. 4.1 Explain generally how the digestive system (mouth, pharynx, esophagus, stomach, small and large intestines, rectum) converts macromolecules from food into smaller molecules that can be used by cells for energy and for repair and growth. 2 Weeks Prentice Hall Biology Chapter 38 Pages Other Resources: Video- Food Machine Video- Cycles of Life: Digestion & Fluid balance Disorder Research Power point notes/ lecture Diagram drawing/ labeling What is a Calorie? What are the functions of carbohydrates, proteins, and fats in our diets? Why do we need iron in our diet? What is the function of your digestive system? What are the structures/organs involved in the digestive system? What is amylase? Where do we find it? What is peristalsis? 23

24 What is the difference between a bolus and chyme? What are differences between the functioning of the small intestine and the large intestine? How do the liver and pancreas help with digestion? What do the enzymes Trypsin, pepsin, and lipase do? How do the kidneys help with homeostasis? What are the different parts of the nephron structure? What is the connection between the kidneys, ureter, bladder, and urethra? What is dialysis? Targeted Skill(s): Be able to describe in detail how the digestive system (mouth, pharynx, esophagus, stomach, small and large intestines, rectum) converts macromolecules from food into smaller molecules that can be used by cells for energy and for repair and growth. Describe how the kidneys and the liver are closely associated with the circulatory system as they perform the excretory function of removing waste from the blood Assessment Practices: Describe the functions of the digestive and excretory systems and how they interact. Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects6 12 Teacher created tests and quizzes Essays Diagram labeling, drawing, or explaining 24

25 Unit of Study : Endocrine and Reproductive Systems MA Standard/Strands: 4. Anatomy and Physiology Central Concepts: 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. Homeostasis allows the body to perform its normal functions. 4.6 Recognize that the sexual reproductive system allows organisms to produce offspring that receive half of their genetic information from their mother and half from their father, and that sexually produced offspring resemble, but are not identical to, either of their parents. 4.7 Recognize that communication among cells is required for coordination of body functions. The nerves communicate with electrochemical signals, hormones circulate through the blood, and some cells produce signals to communicate only with nearby cells. 4.8 Recognize that the body s systems interact to maintain homeostasis. Describe the basic function of a physiological feedback loop. 1 1 ½ week(s) Prentice Hall Biology Chapter 39 Pages Other Resources: Video- Cycles of Life: Endocrine Endocrine System Webquest Power point notes/ lecture What is the function of the endocrine system? How does the endocrine system maintain homeostasis? What is the function of the major endocrine glands? What are the functions of the male and female reproductive systems? Targeted Skill(s): Be able to describe how glands work with hormones to circulate through the blood, and some cells produce signals to communicate only with nearby cells. Describe how the endocrine system helps us maintain homeostasis. Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects6 12 Assessment Practices: Teacher created tests and quizzes 25

26 Reading Standards for Literacy in Science and Technical Subjects 6 12 [RST] Grades 6 8 students: Grades 9 10 students: Grades students: Key Ideas and Details 1. Cite specific textual evidence to support analysis of science and technical texts. 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Craft and Structure 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 6 8 texts and topics. 5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. 6. Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. Integration of Knowledge and Ideas 7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 2. Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics. 5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). 6. Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. 8. Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a scientific or technical problem. 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts 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. 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. 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. 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 texts and topics. 5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. 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. 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. 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. 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept,

27 Range of Reading and Level of Complexity 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6 8 text complexity band independently and proficiently. 10. By the end of grade 10, read and comprehend science/technical texts in the grades 9 10 text complexity band independently and proficiently. resolving conflicting information when possible. 10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently. 27

28 Appendix B: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 [WHST] The standards below begin at grade 6; standards for Pre-K 5 writing in history/social studies, science, and technical subjects are integrated into the Pre-K 5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Grades 6 8 students: Grades 9 10 students: Grades students: Types and Purposes 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 1. Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 1. Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 28

29 Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 [WHST] Grades 6 8 students: Grades 9 10 students: Grades students: Types and Purposes (continued) 2. Write informative/explanatory texts, including the 2. Write informative/explanatory texts, including the 1. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ narration of historical events, scientific procedures/ narration of historical events, scientific procedures/ experiments, or technical processes. experiments, or technical processes. experiments, or technical processes. a. Introduce a topic clearly, previewing what is to a. Introduce a topic and organize ideas, concepts, and a. Introduce a topic and organize complex ideas, follow; organize ideas, concepts, and information information to make important connections and concepts, and information so that each new into broader categories as appropriate to achieving distinctions; include formatting (e.g., headings), element builds on that which precedes it to create a purpose; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia unified whole; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, sufficient facts, extended definitions, concrete b. Develop the topic thoroughly by selecting the most definitions, concrete details, quotations, or other details, quotations, or other information and significant and relevant facts, extended definitions, information and examples. examples appropriate to the audience s knowledge concrete details, quotations, or other information c. Use appropriate and varied transitions to create of the topic. and examples appropriate to the audience s cohesion and clarify the relationships among ideas c. Use varied transitions and sentence structures to knowledge of the topic. and concepts. link the major sections of the text, create cohesion, c. Use varied transitions and sentence structures to d. Use precise language and domain-specific and clarify the relationships among ideas and link the major sections of the text, create cohesion, vocabulary to inform about or explain the topic. concepts. and clarify the relationships among complex ideas e. Establish and maintain a formal style and objective d. Use precise language and domain-specific and concepts. tone. vocabulary to manage the complexity of the topic d. Use precise language, domain-specific vocabulary f. Provide a concluding statement or section that and convey a style appropriate to the discipline and and techniques such as metaphor, simile, and follows from and supports the information or context as well as to the expertise of likely readers. analogy to manage the complexity of the topic; explanation presented. e. Establish and maintain a formal style and objective convey a knowledgeable stance in a style that tone while attending to the norms and conventions responds to the discipline and context as well as to of the discipline in which they are writing. the expertise of likely readers. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). 3. (See note; not applicable as a separate requirement) 3. (See note; not applicable as a separate requirement) 2. (See note; not applicable as a separate requirement) Note: Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. 29

30 Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 12 [WHST] Grades 6 8 students: Grades 9 10 students: Grades students: Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing 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 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. 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. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 9. Draw evidence from informational texts to support analysis, reflection, and research. 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 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. 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. 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. 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. 9. Draw evidence from informational texts to support analysis, reflection, and research. 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