BIOLOGY under the microscope

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Wendy Sharon Burns
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1 BIOLOGY under the microscope

2 Norms We are all learners today working towards same goals We share discussion time We are respectful of each other We turn off all electronic devices Place all comments in parking lot It s all about us! October 5, 2011

3 Goals for This Session Problem Solving through Inquiry Review State Requirements for Biology EOC and Resources HOT Lab Topic VI Limiting Factors HOT Lab Topic VII - Diffusion and Osmosis

4 Part A In what way is a baggy similar to a cell membrane?

6 The Case of the Shipwrecked Sailor

7 The story A shipwrecked sailor is stranded on a small desert island with no fresh water to drink. He knows he could last without food for up to a month, but if he didn't have water to drink he would be dead within a week. Hoping to postpone the inevitable, his thirst drove him to drink the salty seawater. He was dead in two days.

8 Why do you think drinking seawater killed the sailor faster than not drinking any water at all?? What happened?

9 Objective: To determine the cause of the sailor's death, we will determine the effects of salt water on slices of potato. - measure changes in length and mass Our assumption is that potato cells will behave like the sailor's cells in his body. How does salt water concentration change the length and mass of potato slices?

10 Complete the steps of the scientific method as you proceed Objective: Problem Statement: Hypothesis: Variables: Independent- Dependent- Controlled- Procedures: You will have 30 minutes to create and set up your experiment. Data collection will occur after lunch.

11 Elicit Prior Knowledge What do you know about a potato? How do substances move into and out of a cell? Does this movement happen by itself or does it require energy? What causes this movement to stop? Would the movement of a solvent across a membrane happen in the same way that movement of a solute across a membrane does?

12 Make a plan. Think clearly about what you are testing. Think about why you are doing each step. Think about how things compare to one another. Anticipate what meanings potential outcomes would have. You will have 30 minutes to create and set up your experiment. Data collection will occur after lunch.

13 Water Sodium chloride solution Sucrose solution Potatoes Aluminum foil Beakers Graduated cylinders Toothpicks Balances Rulers Razors

14 SAMPLE Record Data Sample Initial mass Final mass Change in mass Change in Length Turgidity (crisp/flaccid) 20% salt 10% salt Fresh water

15 COMPLETE YOUR LAB SETUP TAKE A SHORT BREAK AND PLEASE RETURN TO YOUR SEATS

16 Next Generation Sunshine State Standards 9-12 Benchmarks are grouped within standards (Big Ideas in K-8) according to their Bodies of Knowledge Nature of Science Earth and Space Science Life Science Physical Science FLDOE Course Descriptions determine the benchmarks that must be taught in each course

17 There are 61 benchmarks in the Biology 1 Course Description These benchmarks have been grouped according to 22 Annually Assessed (AA) benchmarks Nature of Science benchmarks are embedded throughout the AA benchmarks

18 Biology EOC Reporting Categories Molecular and Cellular Biology (35%) Classification, Heredity, and Evolution (25% ) Organisms, Populations, and Ecosystems (40%)

19 Molecular and Cellular Biology (35%) SC.912.L Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. (Also assesses SC.912.N.1.3, SC.912.N.2.1, SC.912.N.3.1, and SC.912.N.3.4) SC.912.L Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Also assesses SC.912.L.14.2.) SC.912.L Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. (Also assesses SC.912.L.16.4, SC.912.L.16.5, and SC.912.L.16.9) SC.912.L Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. (Also assesses SC.912.L.16.8, SC.912.L.16.14, and SC.912.L.16.16) SC.912.L Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. (Also assesses SC.912.L.18.11) SC.912.L Explain the interrelated nature of photosynthesis and cellular respiration. (Also assesses SC.912.L.18.7, SC.912.L.18.8, and SC.912.L.18.10) SC.912.L Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.

Classification, Heredity, and Evolution (25%) SC.912.L.15.

20 Classification, Heredity, and Evolution (25%) SC.912.L Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. (Also assesses SC.912.N.1.3, SC.912.N.1.4, SC.912.N.1.6, SC.912.N.2.1, SC.912.N.3.1, SC.912.N.3.4, and SC.912.L.15.10) SC.912.L Discuss distinguishing characteristics of the domains and kingdoms of living organisms. (Also assesses SC.912.N.1.3, SC.912.N.1.6, SC.912.L.15.4, and SC.912.L.15.5) SC.912.L Describe the scientific explanations of the origin of life on Earth. (Also assesses SC.912.N.1.3, SC.912.N.1.4, and SC.912.N.2.1) SC.912.L Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. (Also assesses SC.912.N.1.3, SC.912.L.15.14, and SC.912.L.15.15) SC.912.L Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. (Also assesses SC.912.L.16.2)

21 Organisms, Populations, and Ecosystems (40%) SC.912.L Relate the structure of each of the major plant organs and tissues to physiological processes. SC.912.L Identify the major parts of the brain on diagrams or models. SC.912.L Describe the factors affecting blood flow through the cardiovascular system. SC.912.L Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. (Also assesses SC.912.L.14.6, HE.912.C.1.4, and HE.912.C.1.8) SC.912.L Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. SC.912.L Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. SC.912.L Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. (Also assesses SC.912.N.1.4, SC.912.L.17.2, SC.912.L.17.4, and SC.912.L.17.8) SC.912.L Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. (Also assesses SC.912.E.7.1) SC.912.L Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. (Also assesses SC.912.N.1.3, SC.912.L.17.11, SC.912.L and HE.912.C.1.3)

22 The Nature of Science SC.912.N.1.1 (Also assesses SC.912.N.1.4, SC.912.N.1.6, SC.912.L.14.4, LA , LA , MA.912.S.1.2, and MA.912.S.3.2) Annually Assessed benchmark but does not belong to one specific reporting category and is addressed in all three

24 Fair Game Previously learned content knowledge from K-8 will be considered Fair Game Students could be tested in any previous content knowledge K-8 Teachers must be aware on what knowledge is considered Fair Game

25 A marine food web is shown below. Which of the following organisms is a consumer in this food web? A. Seaweed B. Sea Grass C. Clam Worm D. Phytoplankton

26 A marine food web is shown below. Which of the following is a long-term effect on the removal of the redfish from the ecosystem represented by this food web? A. The osprey population will increase. B. The amphipod population will increase. C. The clam worm population will increase. D. The phytoplankton population will increase.

27 Interim Assessments Pre-test, Quarterly s Science Website Pacing guide Hot Labs EOC Resources Discovery Gizmo

28 Biology Interim Assessments Baseline, Fall and Winter Interim Tool to monitor student progress and to target instruction (page 18 of guide) All benchmarks are addressed in each test 70 questions per test, with each question tagged to a specific benchmark Performance bands tagged to reporting categories AP/IAProgramGuide pdf

29 Science Website

31 Instructional Focus Calendar

32 Higher Order Thinking (HOT) Labs

33 DISCOVERY EDUCATION

34 Gizmos

35 Resources Florida State Websites Florida Department of Education Assessment FCAT FCAT 2.0 EOC Test Design Summary 2011 Florida Standards and Course Descriptions

36 Item Specs Resources Defines the content and format of assessment Biology 1 EOC Assessment Test Item Specifications Pacing Guides - District Science Website

37 Lunch Break 1 hour Collect data upon your return

38 Prepare a graph of your data

39 Conclusion: Address the following in your conclusion: What happened to the potato slices? Is diffusion or osmosis responsible for the changes? Explain which solution is isotonic, hypertonic, and hypotonic. How do you know? Sea water is 35% salt. Why did the sailor die more quickly drinking sea water than fresh water? What do you think killed him?

40 What variable did you test? What changes to the potatoes did you find? How can you explain your results? What variables did you keep the same? How can you compare your results with bodily processes? Collect your data, analyze, and prepare to report findings.

41 Look at the Item Specs and Pacing guide. Determine what changes, if any, you would make to ensure coverage of the concept. Diffusion and Osmosis

42 Review the HOT Lab. Determine what changes, if any, that you would make. Hot Lab

44 In your 5-10 min presentation, at minimum, discuss these points Explain what you tested and what you found out. Which solutions (if any) were hypertonic, isotonic, or hypotonic? Explain how you know! After reviewing the Item Specs, what changes would you make? After reviewing the pacing guide, what comments do you have? lications/accessible/simulations/diffusion/index.html

45 LIMITING FACTORS SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. AA (Also addresses SC.912.N.1.4)

46 HOW IS A POPULATION OF ORGANISMS DETERMINED IN AN ECOSYSTEM?

50 Results/Conclusion 1. List the basic needs of animals. 2. Describe the relationship between resource availability and population growth or decline. 3. Define limiting factors and provide three examples. 4. What is the carrying capacity for the deer population according to your graph? 5. Once the deer population goes significantly above the carrying capacity, describe what happens to the deer population in the years following. Describe changes you might see in ecosystems experiencing: 1. A change of seasons (Seasonal changes) 2. A gradual rising of the air temperature that remains (climate changes) 3. A reduction in biodiversity

52 Thank you for coming!

Putnam County Public Schools Curriculum Map BIOLOGY Yearly Outlook First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks

Putnam County Public Schools Curriculum Map BIOLOGY Yearly Outlook 2017-2018 First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks Unit 1 Ecology* SC.912.L.17.2: Explain the general distribution