Introduction to Life Science Pacing Chart. 1. Biochemistry 4 weeks. 2. Cell Biology 4 weeks. 3. Heredity 5 weeks. 4.

Transcription

1 Introduction to Life Science Pacing Chart 1. Biochemistry 4 weeks 2. Cell Biology 4 weeks 3. Heredity 5 weeks 4. Evolution 2 weeks 5. Ecology 5 weeks 6. Taxonomy 3 weeks 7. OGT Review 1 week 8. OGT Exam Mid March 9. Continue Taxonomy 10 weeks 03/24/

2 Lakewood City Schools Standards Based Course of Study Course: Introduction to Life Science Two Semesters, ½ credit each, 5 periods per day, 10 th grade is a core (Ohio Graduation Test) biological science course for 10 th graders. It is the sequel to Introduction to physical science for 9 th graders. While this course stresses hands on activity approach, it is not considered one of the lab intensive courses recommended for college bound students. Introduction to Life Science studies plants, animals, fungi, protests and bacteria. It studies their interrelationships and dependence on each other. A major part of the course is the study of genetics, heredity and evolution. There is an emphasis of the application of this material to everyday life. 03/24/

3 Lakewood City Schools Science Course of Study Tenth Grade NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: BIOCHEMISTRY Key: Science and Technology Standard (ST) Scientific Inquiry Standard (SI) Scientific Ways of Knowing Standard (SW) Life Sciences Standard (LS) Earth Science Standard (ES) Physical Science Standard (PS) 9 10 Benchmarks Grade Level Indicators Teaching Resources By the end of the 9 10 program the student will: By the end of Tenth Grade, the student will: Buckle down: Review 9 Scientific Inquiry Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. (SI A) Scientific Ways of Knowing Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. (SW A) Doing Scientific Inquiry Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g., OSHA, MSDS, eyewash, goggles, ventilation). (SI 10 1) Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology. (SI 10 2) Use mathematical models to predict and analyze natural phenomena. (SI 10 3) Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations. (SI 10 4) Nature of Science Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, Prentice Hall: Webquest: Acid rain Pizza quest Online activites: How atoms will bond Structure and properties of water World of carbon molecules Properties of lipids Build an amino acid chain Role of enzymes in nature Hands on activities: demonstrate surface tension of water investigate solubility ph indicator 03/24/

4 Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. (SW B) Describe the ethical practices and guidelines in which science operates. (SW C) Recognize that scientific literacy is part of being a knowledgeable citizen. (SW D) Scientific Ways of Knowing Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. (SW A) Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. (SW B) measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena. (SW 10 3) Science and Society Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue. (SW 10 7) relate the properties of proteins to the behavior of its molecules Investigate Lab: compare different antacids Way to Go, Indigo zyme time Other Biology Department Videotapes #7 Basic Chemistry for Biology Students #8 Biology of Water Glencoe Investigating Living Systems (brown) #6 Carbohydrates: Chemistry & Identification #7 Proteins: Chemistry & Identification #8 Fats: Chemistry & Identification Glencoe Probing Living Systems (brown) #5 Detecting Compounds Made by Living Things #6 Molecules of Biological Importance Other: Chemical Bonding & Naming Molecules Simulation (paper) (see Helen Smith) 03/24/

5 Lakewood City Schools Science Course of Study Tenth Grade Lakewood City Schools Science Course of Study Intro to Life Science UNIT: BIOCHEMISTRY Key: Science and Technology Standard (ST) Scientific Inquiry Standard (SI) Scientific Ways of Knowing Standard (SW) Life Sciences Standard (LS) Earth Science Standard (ES) Physical Science Standard (PS) 9 10 Benchmarks Grade Level Indicators Teaching Resources By the end of the 9 10 program, the student will: Life Sciences Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological). (LS D) By the end of Tenth Grade, the student will: Characteristics and Structure of Life Explain that living cells a. are composed of a small number of key chemical elements (carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur) b. ph Explain the characteristics of life as indicated by cellular processes including a. homeostasis b. synthesis of new molecules (LS 10 3) Diversity and Interdependence of Life Explain that living organisms use matter and energy to synthesize a variety of organic molecules (e.g., proteins, carbohydrates, lipids and nucleic acids) and to drive life processes (e.g., growth, reacting to the environment, reproduction and movement). (LS 10 11) Sub objectives List most common elements in living things 03/24/

6 Summarize what happens in a chemical reaction. Identify between types of bonds (covalent, ionic, hydrogen, peptide) Describe the structure and properties of water molecules (solubility, cohesion, adhesion, capillary action) Distinguish between acid and base Identify monomers and polymers Describe the process of building and breaking of polymers (condensation and hydrolysis) Describe basic structure and function of organic molecules (carbohydrates, lipids, proteins, and nucleic acids) Explain how enzymes affect activation energy Describe how an enzymes shape is important to the function. 03/24/

7 Lakewood City Schools Science Course of Study Tenth Grade NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: CELL BIOLOGY 9 10 Benchmarks Grade Level Indicators Teaching Resources By the end of the 9 10 program the student will: Science and Technology Explain the ways in which the processes of technological design respond to the needs of society. (ST A) Explain that science and technology are interdependent; each drives the other. (ST B) Scientific Inquiry Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. (SI A) By the end of Tenth Grade, the student will: Understanding Technology Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems. (ST 10 1) Describe examples of scientific advances and emerging technologies and how they may impact society. (ST 10 2) Abilities To Do Technological Design Explain that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced and disposed of in addition to who will sell, operate and take care of it. Explain how the costs associated with these considerations may introduce additional constraints on the design. (ST 10 3) Doing Scientific Inquiry Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g., OSHA, MSDS, eyewash, goggles, ventilation). (SI 10 1) Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology. (SI 10 2) Use mathematical models to predict and analyze natural phenomena. (SI 10 3) Draw conclusions from inquiries based on scientific knowledge and Buckle down Review 8 Prentice Hall: Webquest: Cell quest Calorie quest Chocolate quest Growth quest Online activities: How cells measure up Dissect plasma membrane Movement across membrane Insulin in bloodstream Chloroplasts and mitochondrion How ATP stores energy Make electrons fall Pinball and cell respiration Pinball and fermentation Photosynthesis in action Calvin cycle Cell division stages Mitosis in action Sister chromatids Scientific Ways of Knowing Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to principles, the use of logic and evidence (data) from investigations. Hands on activities: 03/24/

8 the natural world. (SW A) Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. (SW B) Describe the ethical practices and guidelines in which science operates. (SW C) Recognize that scientific literacy is part of being a knowledgeable citizen. (SW D) Scientific Ways of Knowing Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. (SW A) Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. (SW B) Describe the ethical practices and guidelines in which science operates. (SW C) Recognize that scientific literacy is part of being a knowledgeable citizen. (SW D) (SI 10 4) Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected. (SI 10 5) Nature of Science Discuss science as a dynamic body of knowledge that can lead to the development of entirely new disciplines. (SW 10 1) Describe that scientists may disagree about explanations of phenomena, about interpretation of data or about the value of rival theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science. (SW 10 2) Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena. (SW 10 3) Ethical Practices Recognize that ethical considerations limit what scientists can do. (SW 10 4) Recognize that research involving voluntary human subjects should be conducted only with the informed consent of the subjects and follow rigid guidelines and/or laws. (SW 10 5) Recognize that animal based research must be conducted according to currently accepted professional standards and laws. (SW 10 6) Science and Society Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue. (SW 10 7) Lab 6A Plant or animal cell Model action of plasma membrane Observe osmosis Demonstrate osmosis and diffusion Structure of cells Electron transport chain Lab 7A fermentation while making yogurt Lab 8A leaf prints calvin cycle BSCS Inv. 5.1 Observing Cells Inv. 5.2 Diffusion through a Membrane Adaptation Inv. Diffusion through a Membrane Inv Water and Turgor Pressure Inv. 5.4 Mitosis and Cell Division Project: Make a 3 D Model of a Plant or Animal Cell Make models of Cell Division Set of Plastic Models Of Stages of Cell Division Biology Department Videotapes The New Cell Parts 1,2,&3 #34 How to Use the Compound Microscope # 27 03/24/

9 Lakewood City Schools Science Course of Study Tenth Grade NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: CELL BIOLOGY 9 10 Benchmarks Grade Level Indicators Teaching Resources By the end of the 9 10 program, the student will: Life Sciences Explain that cells are the basic unit of structure and function of living organisms, that once life originated all cells come from pre existing cells and that there are a variety of cell types. (LS A) Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development. (LS B) Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of life sciences. (LS J) By the end of Tenth Grade, the student will: Characteristics and Structure of Life Explain that living cells a. are composed of a small number of key chemical elements (carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur) b. are the basic unit of structure and function of all living things c. come from pre existing cells after life originated, and d. are different from viruses. (LS 10 1) Compare the structure, function and interrelatedness of cell organelles in eukaryotic cells (e.g., nucleus, chromosome, mitochondria, cell membrane, cell wall, chloroplast, cilia, flagella) and prokaryotic cells. (LS 10 2) Explain the characteristics of life as indicated by cellular processes including a. homeostasis b. energy transfers and transformation c. transportation of molecules d. disposal of wastes e. synthesis of new molecules (LS 10 3) Summarize the general processes of cell division and differentiation, and explain why specialized cells are useful to organisms and explain that complex multicellular organisms are formed as highly organized arrangements of differentiated cells. (LS 10 4) Describe how cells and organisms acquire and release energy (photosynthesis, chemosynthesis, cellular respiration, and fermentation). (LS 10 10) Historical Perspectives and Scientific Revolutions 03/24/

10 Use historical examples to explain how new ideas are limited by the context in which they are conceived. These ideas are often rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., biological evolution, germ theory, biotechnology, discovering germs). (LS 10 26) Describe advances in life sciences that have important long lasting effects on science and society (e.g., biological evolution, germ theory, biotechnology, discovering germs). (LS 10 27) Analyze and investigate emerging scientific issues (e.g., genetically modified food, stem cell research, genetic research, cloning). (LS 10 28) Sub objectives to meet grade level indicators. Explain main idea of cell theory. Compare animal and plant cells Distinguish between prokaryote and Eukaryote Describe structure of cell membrane Identify functions of proteins in the cell membranes Relate diffusion and equilibrium Describe passive transport occurs Relate osmosis to solute concentration Explain how active transport differs form passive transport Describe how large molecules move across a membrane Compare autotroph and heterotroph Explain cellular respiration Explain what chemical energy is and how cells release it from food. Describe the structure of ATP. Summarize cellular respiration equation Explain fermentation Identify reactants and products of photosynthesis Name stages of cell cycle Summarize major events that occur during each phase of mitosis. Explain how cancer treatments can work at the cell level 03/24/

11 Lakewood City Schools Science Course of Study Tenth Grade NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: ECOLOGY 9 10 Benchmarks Grade Level Indicators Teaching Resources By the end of the 9 10 program the student will: Science and Technology Explain the ways in which the processes of technological design respond to the needs of society. (ST A) Explain that science and technology are interdependent; each drives the other. (ST B) Scientific Inquiry Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. (SI A) By the end of Tenth Grade, the student will: Understanding Technology Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems. (ST 10 1) Describe examples of scientific advances and emerging technologies and how they may impact society. (ST 10 2) Abilities To Do Technological Design Explain that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced and disposed of in addition to who will sell, operate and take care of it. Explain how the costs associated with these considerations may introduce additional constraints on the design. (ST 10 3) Doing Scientific Inquiry Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g., OSHA, MSDS, eyewash, goggles, ventilation). (SI 10 1) Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology. (SI 10 2) Use mathematical models to predict and analyze natural phenomena. (SI 10 3) Draw conclusions from inquiries based on scientific knowledge and Buckle Down: Review 15 Review 16 Prentice Hall: Webquest: Thermal vents Killer bee quest Frog quest Online activities: Role of abiotic factors in ecosystem Build a climatograph Match ocean organism with their zone Population dynamics Population growth data Interactions of population Temperate rainforest community Aquatic food chain Nitrogen cycle Effects of deforestation Threats to biodiversity Scientific Ways of Knowing Explain that scientific knowledge must be based on evidence; be predictive, logical, subject to modification and limited to principles, the use of logic and evidence (data) from investigations. Biotic potential 03/24/ Hands on Activities: Abiotic factors Simulate mark and recapture Exponential growth

12 the natural world. (SW A) Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. (SW B) Describe the ethical practices and guidelines in which science operates. (SW C) Recognize that scientific literacy is part of being a knowledgeable citizen. (SW D) Scientific Ways of Knowing Explain that scientific knowledge must be based on evidence; be predictive, logical, subject to modification and limited to the natural world. (SW A) Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. (SW B) Describe the ethical practices and guidelines in which science operates. (SW C) Recognize that scientific literacy is part of being a knowledgeable citizen. (SW D) (SI 10 4) Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected. (SI 10 5) Nature of Science Discuss science as a dynamic body of knowledge that can lead to the development of entirely new disciplines. (SW 10 1) Describe that scientists may disagree about explanations of phenomena, about interpretation of data or about the value of rival theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science. (SW 10 2) Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena. (SW 10 3) Ethical Practices Recognize that ethical considerations limit what scientists can do. (SW 10 4) Recognize that research involving voluntary human subjects should be conducted only with the informed consent of the subjects and follow rigid guidelines and/or laws. (SW 10 5) Recognize that animal based research must be conducted according to currently accepted professional standards and laws. (SW 10 6) Science and Society Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue. (SW 10 7) Food scarcity and competition Model flow of food chain Model biological magnification Lake life BSCS text: Inv. 1.2 You and the Web of Life Inv. 1.3 How Do Flowers Attract Bees Inv. 2.1 Population Growth Inv. 2.2 Water Necessity of Life Inv. 9.1 Dissolved Oxygen Inv Population Changes: Field Data Inv Long Term Changes in an Ecosystem Inv Climatograms Inv Effects of Fire on Biomes Glencoe Laboratory Manual Inv. 4.1 How Does the Environment Affect an Eagle Population Exploration 4.2 The Lesson of Kaibab Biology Department Videotapes Biology of Water Carbon Cycle Communities of Living Things Ecology Food Chain Greenhouse Effect Nitrogen Cycle Scientific Method What is Biology 03/24/

13 Lakewood City Schools Science Course of Study Tenth Grade NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: ECOLOGY 9 10 Benchmarks Grade Level Indicators Teaching Resources By the end of the 9 10 program, the student will: Earth and Space Sciences Explain that many processes occur in patterns within the Earth s systems. (ES B) Describe the finite nature of Earth s resources and those human activities that can conserve or deplete Earth s resources. (ES D) Explain the processes that move and shape Earth s surface. (ES E) Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences. (ES F) By the end of Tenth Grade, the student will: Earth Systems Summarize the relationship between the climatic zone and the resultant biomes. (This includes explaining the nature of the rainfall and temperature of the mid latitude climatic zone that supports the deciduous forest.) (ES 10 1) Explain how the acquisition and use of resources, urban growth and waste disposal can accelerate natural change and impact the quality of life. (ES 10 5) Describe ways that human activity can alter biogeochemical cycles (e.g., carbon and nitrogen cycles) as well as food webs and energy pyramids (e.g., pest control, legume rotation crops vs. chemical fertilizers). (ES 10 6) Historical Perspectives and Scientific Revolutions Describe advances and issues in Earth and space science that have important long lasting effects on science and society (e.g., geologic time scales, global warming, depletion of resources, exponential population growth). (ES 10 7) 03/24/

14 Lakewood City Schools Science Course of Study Tenth Grade NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: ECOLOGY 9 10 Benchmarks Grade Level Indicators Teaching Resources By the end of the 9 10 program, the student will: Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological). (LS D) Explain the structure and function of ecosystems and relate how ecosystems change over time. (LS F) Describe how human activities can impact the status of natural systems. (LS G) By the end of Tenth Grade, the student will: Understanding Technology Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems. (ST 10 1) Doing Scientific Inquiry Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology. (SI 10 2) Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations. (SI 10 4) Nature of Science Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena. (SW 10 3) Science and Society Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue. (SW 10 7) Diversity and Interdependence of Life Describe how matter cycles and energy flows through different levels of organization in living systems and between living systems and the physical environment. Explain how some energy is stored and much is dissipated into the environment as thermal energy (e.g., food webs 03/24/

15 and energy pyramids). (LS 10 9) Explain that the variation of organisms within a species increases the likelihood that at least some members of a species will survive under gradually changing environmental conditions. (LS 10 13) Relate diversity and adaptation to structures and their functions in living organisms (e.g., adaptive radiation). (LS 10 14) Explain how living things interact with biotic and abiotic components of the environment (e.g., predation, competition, natural disasters and weather). (LS 10 15) Relate how distribution and abundance of organisms and populations in ecosystems are limited by the ability of the ecosystem to recycle materials and the availability of matter, space and energy. (LS 10 16) Conclude that ecosystems tend to have cyclic fluctuations around a state of approximate equilibrium that can change when climate changes, when one or more new species appear as a result of immigration or when one or more species disappear. (LS 10 17) Describe ways that human activities can deliberately or inadvertently alter the equilibrium in ecosystems. Explain how changes in technology/biotechnology can cause significant changes, either positive or negative, in environmental quality and carrying capacity. (LS 10 18) Illustrate how uses of resources at local, state, regional, national, and global levels have affected the quality of life (e.g., energy production, sustainable vs. nonsustainable agriculture). (LS 10 19) Sub Objectives to Meet Indicators: Identify key abiotic factors Describe what defines a biome List and describe eight major terrestrial biomes Explain how ecologists define a population Describe several methods scientists use to measure population density Describe patterns of exponential growth. Relate limiting factors and carrying capacity Identify hypothesis for the cause of population growth cycles. Identify causes and possible results of interspecific competition. 03/24/

16 Compare and contrast symbiotic relationships. Compare primary and secondary succession Explain how human activities can affect species diversity. Contrast flow of energy and chemicals in the ecosystem Explain how trophic levels relate to food chains and webs Summarize basic patterns of chemical cycling. 03/24/

17 Lakewood City Schools Science Course of Study Tenth Grade NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: EVOLUTION 9 10 Benchmarks Grade Level Indicators Teaching Resources By the end of the 9 10 program, the student will: Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life. (LS E) By the end of Tenth Grade, the student will: Understanding Technology Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems. (ST 10 1) Describe examples of scientific advances and emerging technologies and how they may impact society. (ST 10 2) Buckle down: Review 13 Prentice Hall: Webquest: archaeopteryx quest Continental drift quest Explain the structure and function of ecosystems and relate how ecosystems change over time. (LS F) Describe how human activities can impact the status of natural systems. (LS G) Doing Scientific Inquiry Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g., OSHA, MSDS, eyewash, goggles, ventilation). (SI 10 1) Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology. (SI 10 2) Use mathematical models to predict and analyze natural phenomena. (SI 10 3) Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations. (SI 10 4) Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected. (SI 10 5) Online activities: Travel with Darwin Locate homologous structures Model spread of pesticide resistance. Alter the gene pool Explore speciation Solve a fossil mystery Hands on activites: Model natural selection Lab 14A Protein print Variation in population Lab 14 Birds on an island Natural selection in a population Identify homologous structures of different mammals Model the half life span of a radioactive element. Describe a foundation of biological evolution as the change in gene frequency of a population over time. Explain the historical and current scientific Nature of Science developments, mechanisms Describe that scientists may disagree about explanations of and processes of biological phenomena, about interpretation of data or about the value of rival evolution. (LS H) theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science. 03/24/

18 Explain how natural selection and other evolutionary mechanisms account for the unity and diversity of past and present life forms. (LS I) Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of life sciences. (LS J) (SW 10 2) Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena. (SW 10 3) Science and Society Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue. (SW 10 7) Heredity Describe that spontaneous changes in DNA are mutations, which are a source of genetic variation. When mutations occur in sex cells, they may be passed on to future generations; mutations that occur in body cells may affect the functioning of that cell or the organism in which that cell is found. (LS 10 7) Diversity and Interdependence of Life Explain that the variation of organisms within a species increases the likelihood that at least some members of a species will survive under gradually changing environmental conditions. (LS 10 13) Relate diversity and adaptation to structures and their functions in living organisms (e.g., adaptive radiation). (LS 10 14) Evolutionary Theory Recognize that a change in gene frequency (genetic composition) in a population over time is a foundation of biological evolution. (LS 10 20) Explain that natural selection provides the following mechanism for evolution; undirected variation in inherited characteristics exist within every species. These characteristics may give individuals an advantage or disadvantage compared to others in surviving and reproducing. The advantaged offspring are more likely to survive and reproduce. Therefore, the proportion of individuals that have advantageous characteristics will increase. When an environment changes, the survival value of some inherited characteristics may BSCS Inv. 9.1 Natural Selection Inv Palentologic Comparisons Lab Activities: Teddy Graham Bear Frequencies Establishing Hardy Weinberg Equilibrium Evolution and Gene Frequencies: A Game of Survival and Reproduction Fishy Frequencies Natural Selection: A Cumulative Process The Chips Are Down: A Natural Selection Simulation Origami Birds Modeling Natural Selection Evolution: A Historical Perspective Evolution: How Change Occurs A Human Adaptation Isotopes of Pennies The Case Of the Melting Ice: Frosty the Snowman Meets His Demise Date A Rock! Worksheets Evidence of Evolution: Homologous Structures Evidence of Evolution: Biochemical Analysis Peppered Moth Survey graphing activity (see Helen Smith) LRC Videotapes Scientific American Frontiers: Voyage To the Galapagos 03/24/

19 change. (LS 10 21) Describe historical scientific developments that occurred in evolutionary thought (e.g., Lamarck and Darwin, Mendelian Genetics and modern synthesis). (LS 10 22) Analyze how natural selection and other evolutionary mechanisms (e.g., genetic drift, immigration, emigration, mutation) and their consequences provide a scientific explanation for the diversity and unity of past life forms, as depicted in the fossil record, and present life forms. (LS 10 24) Explain that life on Earth is thought to have begun as simple, one celled organisms approximately 4 billion years ago. During most of the history of Earth only single celled microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organisms evolved. (LS 10 25) Historical Perspectives and Scientific Revolutions Use historical examples to explain how new ideas are limited by the context in which they are conceived. These ideas are often rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., biological evolution, germ theory, biotechnology, discovering germs). (LS 10 26) Describe advances in life sciences that have important long lasting effects on science and society (e.g., biological evolution, germ theory, biotechnology, discovering germs). (LS 10 27) Sub Objectives to Meet Indicators: Describe the two main points of Darwin s theory. Describe information the fossil record contains about life on earth. Explain how similarities in structure and development among different species are evidence for evolution. Describe molecular evidence for evolution. Summarize Darwin s theory of Natural Selection. Tell how genetic drift, gene flow, mutation, and natural selection contribute to changes in a gene pool. Explain how antibiotic resistance may evolve in bacteria. List types of reproductive barriers between species Biology Department Videotapes #41 Theory of Evolution Web Sites ENSI Access Excellence Woodrow Wilson Collection WWC/1995/ Action Bio Science ex.html Science Net Links Biology Web Site References For Students and Teachers n.html PBS Teaching About Evolution And the Nature Of Science National Academy Of Sciences ks/evolution98/ 03/24/

20 Explain how geographic isolation and adaptive radiation contribute to species diversity. Explain how structures take on new function through evolution. Summarize methods used to determine the ages of fossils. 03/24/

21 Lakewood City Schools Science Course of Study Tenth Grade NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: HEREDITY 9 10 Benchmarks Grade Level Indicators Teaching Resources By the end of the 9 10 program the student will: Science and Technology Explain the ways in which the processes of technological design respond to the needs of society. (ST A) Explain that science and technology are interdependent; each drives the other. (ST B) Scientific Inquiry Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. (SI A) By the end of Tenth Grade, the student will: Understanding Technology Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems. (ST 10 1) Describe examples of scientific advances and emerging technologies and how they may impact society. (ST 10 2) Abilities To Do Technological Design Explain that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced and disposed of in addition to who will sell, operate and take care of it. Explain how the costs associated with these considerations may introduce additional constraints on the design. (ST 10 3) Doing Scientific Inquiry Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g., OSHA, MSDS, eyewash, goggles, ventilation). (SI 10 1) Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology. (SI 10 2) Use mathematical models to predict and analyze natural phenomena. (SI 10 3) Draw conclusions from inquiries based on scientific knowledge and Buckle down: Review 10 Review 11 Review 12 Prentice Hall: Webquests: probability quest code quest trait quest forensic quest Online activities: Explore process of meiosis in depth Analyze the process of crossing over Apply Mendels rules Explore patterns of inheritance Examine crossover Pair up nucleotide bases Replicate DNA strands Translate RNA to a protein Mutate a DNA molecule. Interpret a pedigree Discover DNA application Cut and Paste DNA Model cloning procedure Scientific Ways of Knowing Explain that scientific knowledge must be based on evidence; be predictive, logical, subject to modification and limited to principles, the use of logic and evidence (data) from investigations. 03/24/

22 the natural world. (SW A) Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. (SW B) Describe the ethical practices and guidelines in which science operates. (SW C) Recognize that scientific literacy is part of being a knowledgeable citizen. (SW D) Scientific Ways of Knowing Explain that scientific knowledge must be based on evidence; be predictive, logical, subject to modification and limited to the natural world. (SW A) Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. (SW B) Describe the ethical practices and guidelines in which science operates. (SW C) Recognize that scientific literacy is part of being a knowledgeable citizen. (SW D) (SI 10 4) Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected. (SI 10 5) Nature of Science Discuss science as a dynamic body of knowledge that can lead to the development of entirely new disciplines. (SW 10 1) Describe that scientists may disagree about explanations of phenomena, about interpretation of data or about the value of rival theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science. (SW 10 2) Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena. (SW 10 3) Ethical Practices Recognize that ethical considerations limit what scientists can do. (SW 10 4) Recognize that research involving voluntary human subjects should be conducted only with the informed consent of the subjects and follow rigid guidelines and/or laws. (SW 10 5) Recognize that animal based research must be conducted according to currently accepted professional standards and laws. (SW 10 6) Science and Society Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue. (SW 10 7) Hands on Activities: Model the distribution of genetic information Spindle assembly and sister chromatid separation Lab 9 You are a 19 th century Biologist Model chromosome in a diploid cell Lab 9A Meiosis dance Role of genetic diversity in Natural Selection. How crossing over increase genetic variation Demonstrate principle of segregation Model DNA replication Model steps in transcription and translation Review structure of DNA Model cut and paste recombination Model gel electrophoresis BSCS text Inv. 8.1 Probability Glencoe Investigating Living Systems Laboratory Manual Inv. 19 Comparing Mitosis and Meiosis Inv. 20 Finding Phenotypes and Genotypes for One Trait Inv. 21 Finding Phenotypes and Genotypes for Two Traits Inv. 23 DNA and RNA Inv. 24 trna and Protein Building Inv. 25 Pedigree Studies Inv. 26 A Chromosome Study (karyotype) 03/24/

23 Other activities Martian Mummy Blood Protein Synthesis Simulation (translation of silly sentences) from Access Excellence Marshmallow Meiosis (Reebop) The Human Face lab (inherited traits) Trait Wheel Lab (old PDP) Geneticist for a Day family history and pedigree (see Ken Kozar) DNA Sequencing of Cystic Fibrosis Simulation (paper model) Easter Egg Genetics Mono/Dihybrid Simulation (see Ken Kozar/Elaine Leickly) Probability Game with Dice (see Ken Kozar) DNA Replication Model with candy (see Ken Kozar) Students build DNA model from various materials Biology Department videotapes Health Heredity & Genetic Disorders Mendelian Genetics Meiosis New Cell (Part 4) Protein Synthesis (translating the code) RNA the Messenger of Life DNA the Life Code Chemistry Department videotapes Protein Synthesis (sickle cell) Environment 03/24/

24 Lakewood City Schools Science Course of Study Tenth Grade NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: HEREDITY 9 10 Benchmarks Grade Level Indicators Teaching Resources By the end of the 9 10 program, the student will: Life Sciences Explain the genetic mechanisms and molecular basis of inheritance. (LS C) By the end of Tenth Grade, the student will: Understanding Technology Describe examples of scientific advances and emerging technologies and how they may impact society. (ST 10 2) Doing Scientific Inquiry Use mathematical models to predict and analyze natural phenomena. (SI 10 3) Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations. (SI 10 4) Nature of Science Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building which leads to more adequate explanations of natural phenomena. (SW 10 3) Ethical Practices Recognize that ethical considerations limit what scientists can do. (SW 10 4) Recognize that research involving voluntary human subjects should be conducted only with the informed consent of the subjects and follow rigid guidelines and/or laws. (SW 10 5) Recognize that animal based research must be conducted according to currently accepted professional standards and laws. (SW 10 6) 03/24/

25 Heredity Illustrate the relationship of the structure and function of DNA to protein synthesis and the characteristics of an organism. (LS 10 5) Explain that a unit of hereditary information is called a gene, and genes may occur in different forms called alleles (e.g., gene for pea plant height has two alleles, tall and short). (LS 10 6) Describe that spontaneous changes in DNA are mutations, which are a source of genetic variation. When mutations occur in sex cells, they may be passed on to future generations; mutations that occur in body cells may affect the functioning of that cell or the organism in which that cell is found. (LS 10 7) Use the concepts of Mendelian and non Mendelian genetics (e.g., segregation, independent assortment, dominant and recessive traits, sex linked traits, jumping genes) to explain inheritance. (LS 10 8) Sub Objectives to Meet Indicators: Describe the structure of a chromosome Describe how homologous chromosomes are alike and how they differ. Summarize the process of meiosis Describe how chromosome assortment during meiosis contributes to genetic variation Describe the methods Mendel used in his plant breeding experiments. Explain the principle of segregation. Contrast genotype and phenotype Explain the principle of independent assortment Describe patterns involving multiple alleles. Explain polygenic inheritance. Summarize chromosome theory of inheritance Explain how sex linked genes produce different inheritance patterns in males and females Identify building blocks of DNA. Describe DNA s structure and rules for base pairing in DNA. 03/24/

26 Describe process of DNA replication. Trace the information flow from DNA to protein. Describe how amino acids are coded. Describe process of DNA transcription Describe how RNA is translated into a protein. Summarize protein synthesis Describe cause and effect of mutations. Summarize the information provided in a pedigree Explain how biologists cut and paste DNA. Explain a technique used to clone animals Describe a technique used to compare DNA samples. 03/24/

27 Lakewood City Schools Science Course of Study Tenth Grade NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: TAXONOMY 9 10 Benchmarks Grade Level Indicators Teaching Resources By the end of the 9 10 program the student will: By the end of Tenth Grade, the student will: Prentice Hall: Science and Technology Explain the ways in which the processes of technological design respond to the needs of society. (ST A) Explain that science and technology are interdependent; each drives the other. (ST B) Scientific Inquiry Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. (SI A) Understanding Technology Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems. (ST 10 1) Describe examples of scientific advances and emerging technologies and how they may impact society. (ST 10 2) Abilities To Do Technological Design Explain that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced and disposed of in addition to who will sell, operate and take care of it. Explain how the costs associated with these considerations may introduce additional constraints on the design. (ST 10 3) Doing Scientific Inquiry Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g., OSHA, MSDS, eyewash, goggles, ventilation). (SI 10 1) Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology. (SI 10 2) Use mathematical models to predict and analyze natural phenomena. (SI 10 3) Draw conclusions from inquiries based on scientific knowledge and Webquest: Red tide quest Online activites: Build a cladogram Hands on activites: Explore hierarchical classification Evaluate evidence of an animal s geneology Lab 15 Eat your greens Other teaching resources Access Excellence shoe classification Lab 33 classification Leaf Collection & Classification Insect Collection & Classification Biology Department Video Tapes # 41 the Theory of Evolution Scientific Ways of Knowing Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to principles, the use of logic and evidence (data) from investigations. 03/24/

28 the natural world. (SW A) Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. (SW B) Describe the ethical practices and guidelines in which science operates. (SW C) Recognize that scientific literacy is part of being a knowledgeable citizen. (SW D) Scientific Ways of Knowing Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. (SW A) Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. (SW B) Describe the ethical practices and guidelines in which science operates. (SW C) Recognize that scientific literacy is part of being a knowledgeable citizen. (SW D) (SI 10 4) Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected. (SI 10 5) Nature of Science Discuss science as a dynamic body of knowledge that can lead to the development of entirely new disciplines. (SW 10 1) Describe that scientists may disagree about explanations of phenomena, about interpretation of data or about the value of rival theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science. (SW 10 2) Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena. (SW 10 3) Ethical Practices Recognize that ethical considerations limit what scientists can do. (SW 10 4) Recognize that research involving voluntary human subjects should be conducted only with the informed consent of the subjects and follow rigid guidelines and/or laws. (SW 10 5) Recognize that animal based research must be conducted according to currently accepted professional standards and laws. (SW 10 6) Science and Society Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue. (SW 10 7) 03/24/

29 Lakewood City Schools Science Course of Study Tenth Grade NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: TAXONOMY 9 10 Benchmarks Grade Level Indicators Teaching Resources By the end of the 9 10 program, the student will: Life Sciences Explain how natural selection and other evolutionary mechanisms account for the unity and diversity of past and present life forms. (LS I) By the end of Tenth Grade, the student will: Diversity and Interdependence of Life Describe that biological classification represents how organisms are related with species being the most fundamental unit of the classification system. Relate how biologists arrange organisms into a hierarchy of groups and subgroups based on similarities and differences that reflect their evolutionary relationships. (LS 10 12) Sub Level Indicators Evaluate the history, purpose, and methods of taxonomy State goals of Taxonomy Describe how evolutionary biology and molecular biology influence classification. Compare the use of Domains and Kingdoms in various classification schemes. Explain how cladistics reveal phylogenic relationships 03/24/