Alexander County Schools

Transcription

1 Alexander County Schools Biology Unit 1: Organic Compounds Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Compare the structures and functions of major biological molecules (carbohydrates, proteins, lipids, and nucleic acids) as related to the survival of living organisms Explain the double-stranded, complementary nature of DNA as related to its function in the cell. (This unit provides only an introduction to DNA structure. DNA s function and a more detailed discussion of DNA structure in the cell will be covered in Unit 5.) Explain how enzymes act as catalysts for biological reactions. Transfer: Students will be able to independently use their learning to Recognize that four biological molecules (carbohydrates, lipids, proteins, and nucleic acids) compose the framework for living things and provide their source of energy. Identify the importance and purpose of enzymes in living systems. Meaning Understandings: Students will understand that Essential Question(s): Organic molecules are made from different elements and their bonds hold energy. Why must all living things obtain and use organic compounds? Biological organic compounds are necessary for healthy cellular activity. What chemical factors could enhance, sustain, prolong or destroy life? Organic compounds are in the foods we eat; and that the improper use of these compounds may affect a living organism s health and quality of life. Certain environmental factors (biotic and abiotic) change molecular structure and chemical reactions in living systems. Acquisition Students will know: Students will be skilled at: The difference between an inorganic and an organic molecule. Building chemical models of organic compounds and/or their The structure and function of carbohydrates (including glucose, subunits. sucrose, cellulose, starch, and glycogen). The structure and function of proteins (including insulin, enzymes, Identifying the biologic compounds that make up common foods and hemoglobin). using chemical tests (e.g. iodine test for starch). The structure and function of lipids (fats, phospholipids, and steroids). Choosing foods that support a healthy lifestyle The structure of nucleic acids (DNA and RNA). o The structure of DNA is a double helix or twisted ladder structure. The sides are composed of alternating phosphatesugar groups and rungs of the DNA ladder are

2 composed of complementary nitrogenous base pairs (always adenine (A) to thymine (T), and cytosine (C) to guanine (G), joined by weak hydrogen bonds. Enzymes have a specific three-dimensional shape that is linked to the specific protein function. Enzymes are organic catalysts that speed up chemical reactions by lowering their activation energy. Enzymes are specific and reusable. The three-dimensional structure of an enzyme is affected by such factors as ph, radiation, and temperature. Essential Vocabulary: activation energy active site amino acid carbohydrate catalyst cellulose disaccharide DNA enzyme enzyme-substrate complex fat glucose glycogen IT Standards: hemoglobin insulin lipid monosaccharide nucleic acid nucleotide peptide bond ph phospholipid polysaccharide protein RNA starch steroids sucrose IT Strategies: Extended Vocabulary (Honors): buffer dehydration synthesis denature hydrolysis inhibitor

3 Unit Title: Organic Compounds Subject: Biology STAGE 2 Understandings: Students will understand: Organic molecules are made from different elements and their bonds hold energy. Biological organic compounds are necessary for healthy cellular activity. Organic compounds are in the foods we eat; and that the improper use of these compounds may affect a living organism s health and quality of life. Certain environmental factors change molecular\ structure and chemical reactions in living systems. Essential Questions: Why must all living things obtain and use organic compounds? What chemical factors could enhance, sustain, prolong or destroy life? Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: recall or remember the information? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state Formative Assessments (Evidences) Identify the structure and purpose of organic compounds in living systems by: o Writing journal entries o Answering informal questions in class o Completing ticket-outthe door or similar activities Compare and analyze specific diets (for example, analyze two fast food meals) for caloric (energy) value and nutrient composition. Construct and recognize three dimensional or two-dimensional models of organic compounds. Examine and predict the effect of temperature, ph, and change in enzyme/substrate concentration in enzymatic reactions Summative Assessment On a quiz and/or unit test: o Identify organic compounds o Predict the outcome of catalyzed and uncatalyzed reactions o Recognize the importance of organic compounds in living systems Develop and employ an investigation, which identifies the organic composition of common foods with Benedict s reagent, iodine, and other tests.

4 STAGE 3 Approximate number of days spent on unit: W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? Resources: Strategies:

5 Alexander County Schools Biology Unit 2: Cells, Organelles, and Cellular Homeostasis Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Compare prokaryotic and eukaryotic cells in terms of their general structures (plasma membrane and genetic material) and degree of complexity Summarize the structure and function of organelles in eukaryotic cells (including the nucleus, plasma membrane, cell wall, mitochondria, vacuoles, chloroplasts, and ribosomes) and ways that these organelles interact with each other to perform the function of the cell Explain how homeostasis is maintained in a cell and within an organism in various environments (including temperature and ph) Explain how specific cell adaptations help cells survive in particular environments (focus on unicellular organisms) Explain ways that organisms use released energy for maintaining homeostasis (active transport). Transfer: Students will be able to independently use their learning to Identify the cell as the basic unit of life. Meaning Understandings: Students will understand that The difference between a eukaryotic and a prokaryotic (bacterial) cell. Essential Question(s): The structures that characterize a plant cell and an animal cell. Cells contain organelles that have different functions. Cells must respond and adapt to changes in the environment or they will not survive. The cell membrane is vital to cellular health, since it controls chemicals and stimuli that enter and leave the cell. Students will know: Prokaryotic cells are less complex than eukaryotic cells. o Eukaryotic cells contain membrane-bound organelles mitochondria, a nucleus, vacuoles, and chloroplasts. Prokaryotic cells do not. o o o DNA and RNA are present in both eukaryotic and prokaryotic cells, but are not enclosed by a membrane in prokaryotes. Ribosomes are present in both eukaryotic and prokaryotic cells. Prokaryotic cells may have circular strands of DNA called plasmids. Eukaryotic cells contain linear chromosomes. Recognize that life requires organization, and organization requires an input of energy. Understand that cells are specialized (differentiated) for the jobs that they perform. Observe that living things respond and adapt to stimuli in their environment. What are the biological criteria for life? (What makes one mass of molecules living and another nonliving?) How do small cellular structures influence the function and health of a complex, multicellular organism? Acquisition Students will be skilled at: Using a compound light microscope. They will use proper microscope techniques to prepare a slide, handle a microscope, and clean a microscope. Identifying prokaryotic cell, a plant cell, and an animal cell. Identifying micrographs taken with a compound light microscope, a scanning electron microscope, and a transmission electron microscope. Calculating the total magnification of a prepared specimen.

6 o Prokaryotic cells are smaller than eukaryotic cells. How to identify the following organelles in diagrams of plant and animal cells (as appropriate): the nucleus, the plasma membrane, cell wall, mitochondria, vacuoles, chloroplasts, and ribosomes. The structure of an organelle determines its function (for example, the folded inner membrane in the mitochondrion increases surface area for energy production during aerobic cellular respiration). Organelles interact to carry out functions such as energy production and use, transport of molecules, disposal of waste, and synthesis of new molecules (for example, DNA codes for proteins, which are assembled by the ribosomes and used as enzymes for energy production at the mitochondria). How cells use buffers to regulate cell ph and how cells can respond to maintain temperature, glucose levels, and water balance in organisms. The difference between the mechanisms of passive transport (diffusion and osmosis) versus active transport. The function of the molecules that make up the plasma membrane. Changes in osmotic pressure occur when cells are placed in solutions of differing concentrations. Various structures of unicellular organisms help that organism survive. o The contractile vacuoles, cilia, flagella, pseudopods, and eyespots are vital for adaptive behaviors, like chemotaxis and phototaxis. Energy production by organisms is vital for maintaining homeostasis, and that maintenance of homeostasis is necessary for life. Examples include: o Active transport of necessary molecules o Ridding the cell of toxins o Movement to avoid danger o Movement to find food, water, or mates o Synthesizing needed molecules

7 Essential Vocabulary: active transport adaptation ATP buffer cell wall chemotaxis chloroplast cilia compound light microscope contractile vacuole cytoplasm diabetes differentiation diffusion energy eukaryotic cell eyespots flagella glucagon insulin mitochondrion multicellular nucleus osmosis passive transport ph phospholipid bilayer phototaxis plasma membrane plasmid prokaryotic cell pseudopods ribosome scanning electron microscope (SEM) solute solution solvent stain stimulus surface area total magnification toxin transmission electron microscope (TEM) transport protein unicellular vacuole glucose homeostasis Extended vocabulary: antigens cholesterol endocytosis exocytosis facilitated diffusion glycoprotein MHC (major histocompatibility complex) negative feedback mechanism phagocytosis pinocytosis sodium/potassium pump transcytosis IT Standards: IT Strategies:

8 Unit Title: Cells, Cell Organelles, and Cellular Homeostasis Subject: Biology STAGE 2 Understandings: Students will understand: The difference between a eukaryotic and a prokaryotic (bacterial) cell. The structures that characterize a plant cell and an animal cell. Cells contain organelles that have different functions. Cells must respond and adapt to changes in the environment or they will not survive. The cell membrane is vital to cellular health, since it controls chemicals and stimuli that enter and leave the cell. Essential Questions: What are the biological criteria for life? (What makes one mass of molecules living and another nonliving?) How do small cellular structures influence the function and health of a complex, multi-cellular organism? Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: recall or remember the information? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state Formative Assessments (Evidences) Identify and examine eukaryotic and prokaryotic cells while: o Examining different cells using a compound light microscope o Sketching pictures of the cells o Answering informal questions in class Compare and demonstrate the function of common cell organelles by: o Dramatizing the workings of a cell in a play, rap, poem, or similar activity. Predict the movement of material (particularly water) into or out of a cell using selected experiments or demonstrations (for example, placing cells in pure water or concentrated sugar solutions). Summative Assessment On a quiz and/or unit test: o Identify prokaryotic and eukaryotic (plant and animal) cells o Compare the organelles found in both prokaryotic and eukaryotic cells o Recognize the importance of homeostasis in living systems o Locate the molecules that make up the plasma membrane of all cells and describe their function Demonstrate the difference between a eukaryotic plant or animal cell or prokaryotic cell by creating a cell model (with organelles), which will be presented and discussed in front of the class.

9 STAGE 3 Approximate number of days spent on unit: W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? Resources: Strategies:

10 Alexander County Schools Biology Unit 3: Cell Energy (Photosynthesis and Cellular Respiration) Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Analyze photosynthesis and cellular respiration in terms of how energy is stored, released, and transferred within and between these systems Analyze the flow of energy and cycling of matter (such as water, carbon, nitrogen and oxygen) through ecosystems relating the significance of each to maintaining the health and sustainability of an ecosystem. (The flow of energy and cycling of matter is covered in more detail in Unit 8. This unit primarily deals with carbon cycling.) Transfer: Students will be able to independently use their learning to Recognize that sunlight is necessary to maintain life on Earth. Identify that producers perform photosynthesis, while consumers do not. Analyze the impact of human activities on the energy transfer in an ecosystem. Meaning Understandings: Students will understand that Essential Question(s): The sun ultimately provides almost all of the energy used on Earth. The basic energy storing and releasing properties of ATP and ADP. How could life be sustained in a place where the sun (or a similar Photosynthesis is performed by producers (plants, algae, and photosynthesizing bacteria), which convert carbon dioxide and the sun s light energy into sugar and oxygen. light-producing source) did not exist? How are species dependent on each other for energy and survival? Cellular respiration may be an aerobic or anaerobic process. Aerobic cellular respiration provides most of the energy needed to sustain life. Anaerobic respiration is called fermentation; it produces smaller amounts of energy without the presence of oxygen. The products and reactants of photosynthesis and respiration. Photosynthesis and respiration are critical energy processes, which are intricately linked to support life.

11 Acquisition Students will know: Students will be skilled at: The overall reactions including reactants and products for Identifying the products of organisms that use photosynthesis, aerobic photosynthesis and cellular respiration. cellular respiration, and anaerobic respiration, and the factors that The factors which affect the rates of photosynthesis and cellular influence the rates of these reactions. respiration (amounts of reactants, temperature, ph, light, etc.). The difference between anaerobic and aerobic organisms. How to compare the photosynthesis, aerobic cellular respiration, and anaerobic fermentation (including lactic acid fermentation and alcoholic fermentation) processes with regard to: o Efficiency of ATP formation, o The types of organisms using these processes, o The organelles involved. The carbon cycle as it relates to photosynthesis, cellular respiration, decomposition, and climate change. The factors (involving products or reactants of photosynthesis and respiration) that influence climate, such as: o The greenhouse effect (relate to carbon cycle and the human impact on atmospheric CO2). Essential Vocabulary: ADP aerobe alcoholic fermentation anaerobe anaerobic respiration (fermentation) ATP autotroph (producer) carbon cycle cellular respiration chemical energy chlorophyll chloroplast decomposer global warming greenhouse effect heterotroph (consumer) lactic acid fermentation light (radiant) energy mitochondrion photosynthesis pigment product reactant Extended vocabulary (Honors): Calvin cycle carbon fixation chemiosmosis cristae electron transport chain glycolysis granum/grana Krebs cycle (citric acid cycle) light dependent reaction light independent reaction matrix phosphate group photolysis photosytem IT Standards: IT Strategies:

12 Unit Title: Cells Energy (Photosynthesis and Cell Respiration) Subject: Biology STAGE 2 Understandings: Students will understand that... The sun ultimately provides almost all of the energy used on Earth. The basic energy storing and releasing properties of ATP and ADP. Photosynthesis is performed by producers (plants, algae, and photosynthesizing bacteria), which convert carbon dioxide and the sun s light energy into sugar and oxygen. Cellular respiration may be an aerobic or anaerobic process. Aerobic cellular respiration provides most of the energy needed to sustain life. Anaerobic respiration is called fermentation; it produces smaller amounts of energy without the presence of oxygen. And recognize the products and reactants of photosynthesis and respiration. Photosynthesis and respiration are critical energy processes, which are intricately linked to support life. Essential Questions: How could life be sustained in a place where the sun (or a similar light-producing source) did not exist? How are species dependent on each other for energy and survival? Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: recall or remember the information? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state Formative Assessments (Evidences) Describe the structure of ATP (adenosine triphosphate) and explain how ATP stores and releases energy in a cell. Compare the chemical equations for photosynthesis and respiration. Design and defend an energy cycle that illustrates the interconnectedness of photosynthesis and respiration on Earth. Examine and sketch the structure of a leaf (including the location of chloroplasts, guard cells, and stomata). Explain the purpose and effectiveness of each structure. Identify and examine the products of lactic acid and alcoholic fermentation by: o Experimenting with the rate of fermentation using yeast and different energy sources (for example, sucrose, fructose, or lactose); or o Producing a food product using lactic acid fermentation (for example, yogurt or sauerkraut). Discuss the use of aerobic and aerobic cellular respiration in the human body and the efficiency of both processes. Summative Assessment On a quiz and/or unit test: o Identify the reactants and products of photosynthesis, aerobic and anaerobic respiration. o Locate organisms that use photosynthesis, aerobic cellular respiration, and anaerobic respiration. o Recognize why heterotrophic organisms (consumers) must ingest food. o Compare the structure and energy-holding capabilities of ADP and ATP. o Evaluate the flow of energy from the sun through an ecosystem. o Identify the flow of carbon through the environment and the consequences of excessive carbon dioxide on plant and animal life. Design and implement an experiment that illustrates a variable (for example, light intensity, temperature, or wavelength of light) that affects the rate of photosynthesis in plants (aquatic or terrestrial). Predict the results of the experiment, and then perform the experiment.

13 STAGE 3 Approximate number of days spent on unit: W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? Resources: Strategies:

14 Alexander County Schools Biology Unit 4: The Cell Cycle (Mitosis) and Meiosis Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Analyze how cells grow and reproduce in terms of interphase, mitosis, and cytokinesis Explain the role of meiosis in sexual reproduction and genetic variation. Understandings: Students will understand that Meiosis produces gametes with half the number of chromosomes of the original cell; mitosis produces cells that are identical to the parent cell. The difference between sexual reproduction and asexual reproduction in a variety of living organisms. That asexual reproduction produces genetically identical offspring, but sexual reproduction leads to genetic variation. Mitosis is part of the cell cycle. Major processes of mitosis including chromosome replication and cell division. The mechanisms that lead to genetic variability in sexually reproducing organisms (including crossing over, random assortment of chromosomes, gene mutation, nondisjunction, and fertilization). Transfer: Students will be able to independently use their learning to Identify organisms that reproduce sexually and asexually. Recognize that sexual reproduction leads to genetic variation in a population, which may increase the chances of the survival of a species. Recognize that gamete formation may be effected by genetic and environmental factors. Meaning Essential Question(s): What positive or negative social, ecological, and economic impacts will genetic manipulation have on agriculture and human populations in the future? What advantages or disadvantages would we have if all agricultural organisms were cloned? Cancer is basically mitosis out of control. Knowing the steps of mitosis, what medication or procedure could you develop cure cancer? Acquisition Students will know: Students will be skilled at: The stages of the cell cycle Growth 1 (G1), synthesis (S), Growth Identifying the steps in mitosis using either microscope slides or 2 (G2), mitosis, and cytokinesis. pictures. Mitosis is a part of asexual reproduction. Identifying the steps in meiosis using either microscope slides or How to organize diagrams of mitotic phases and describe what is pictures. occurring throughout the process. Creating and interpreting charts The process of meiosis and identify processes occurring in Following instructions diagrams of stages (stage names do not need to be memorized or Analyzing information collected from class activities the order of the stage names). Communicating, using scientific vocabulary Teamwork

15 The importance of the genes being on separate chromosomes as it relates to meiosis. How the process of meiosis leads to independent assortment and ultimately to greater genetic diversity. Sources of genetic variation in sexually reproducing organisms including crossing over, random assortment of chromosomes, gene mutation, nondisjunction, and fertilization. How to compare meiosis and mitosis including: type of reproduction (sexual or asexual); replication and separation of DNA and cellular material; changes in chromosome number; number of cell divisions; and number of cells produced in a complete cycle. Essential Vocabulary: asexual reproduction cancer cell cycle cell division clone crossing over cytokinesis daughter cell diploid (2n) egg fertilization gamete gene mutation genetic variation IT Standards: growth 1 (G1) growth 2 (G2) haploid (n) homologous chromosome independent assortment interphase meiosis mitosis nondisjunction pollen sexual reproduction sperm spindle fibers synthesis (S) zygote IT Strategies: Extended vocabulary (Honors): anaphase aneuploid cell plate chromatid centromere karyokinesis metaphase pluripotent cells

16 Unit Title: The Cell Cycle (Mitosis) and Meiosis Subject: Biology STAGE 2 Understandings: Students will understand: Meiosis produces gametes with half the number of chromosomes of the original cell; mitosis produces cells that are identical to the parent cell. The difference between sexual reproduction and asexual reproduction in a variety of living organisms. That asexual reproduction produces genetically identical offspring, but sexual reproduction leads to genetic variation. Mitosis is part of the cell cycle. Major processes of mitosis including chromosome replication and cell division. The mechanisms that lead to genetic variability in sexually reproducing organisms (including crossing over, random assortment of chromosomes, gene mutation, nondisjunction, and fertilization) Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: recall or remember the information? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state Formative Assessments (Evidences) Outline (written or verbally) the major events of the cell cycle. Write a paragraph on the activity of chromosomes as they progress through each part of the cell cycle. Examine and evaluate the phases of the cell cycle using the compound light microscope or an interactive lab. Review the process of sexual reproduction in plants and animals. Examine and evaluate the process of meiosis in plants and animals through a demonstration or interactive lab. Construct a model that: o Compares the cellular products (including chromosome number) of cells that have undergone mitosis and meiosis. o Illustrates mechanisms that lead to genetic variability in sexually reproducing organisms. Summative Assessment On a quiz and/or unit test: o Identify the products of the cell cycle and meiosis. o Predict the chromosome number of various cells after the cell cycle or meiosis. o Recognize the advantages and disadvantages of asexual and sexual reproduction. o Define crossing over, random assortment of chromosomes, gene mutation, nondisjunction, and fertilization. Complete a project that compares the cell cycle and meiosis by: o o Dramatizing the processes. Creating a flipbook illustrating the processes.

17 Essential Questions: What positive or negative social, ecological, and economic impacts will genetic manipulation have on agriculture and human populations in the future? What advantages or disadvantages would we have if all agricultural organisms were cloned? Judge the advantages and disadvantages of asexual and sexual reproduction through a class discussion. Examine and define cancer through class discussion, journal entries, or a similar activity. Evaluate current treatments for cancer. Cancer is basically mitosis out of control. Knowing the steps of mitosis, what medication or procedure could you develop cure cancer? Research a media source (magazine, internet, etc.) on certain cancer and present it to the classroom.

18 STAGE 3 Approximate number of days spent on unit: W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? Resources: Strategies:

19 Alexander County Schools Biology Unit 5: Genetics and Biotechnology Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Explain the double-stranded, complementary nature of DNA as related to its function in the cell. (The structure of DNA is covered in Unit 1 and reviewed in this unit.) Explain how DNA and RNA code for proteins and determine traits Explain how mutations in DNA that result from interactions with the environment (i.e. radiation and chemicals) or new combinations in existing genes lead to changes in function and phenotype Explain the role of meiosis in sexual reproduction and genetic variation. (This objective is also covered in Unit 4) Predict offspring ratios based on a variety of inheritance patterns (including dominance, codominance, incomplete dominance, multiple alleles, and sex-linked traits) Explain how the environment can influence the expression of genetic traits Interpret how DNA is used for comparison and identification of organisms Summarize how transgenic organisms are engineered to benefit society Evaluate some of the ethical issues surrounding the use of DNA technology (including cloning, genetically modified organisms, stem cell research, and the Human Genome Project) Summarize the relationship among DNA, proteins and amino acids in carrying out the work of cells and how this is similar in all organisms. Transfer: Students will be able to independently use their learning to Predict possible genetic outcomes of simple genetic crosses using the laws of probability. Comprehend the general role DNA plays in controlling the characteristics of life and patterns of inheritance. Recognize the significant contributors to the discovery of DNA s structure and function. Realize that environmental factors influence the expression of DNA. Understand the significance of genetic engineering and biotechnology in modern society and be aware of some of the risks and benefits of these sciences. Understandings: Students will understand that The history of our understanding of inheritance and molecular genetics including: o Gregor Mendel s contributions to our understanding of singletrait (monohybrid) inheritance patterns. o The work of James Watson, Francis Crick, Rosalind Franklin, and Maurice Wilkins on the structure of DNA. o The purpose of the Human Genome Project and current related projects that are in-progress. Meaning Essential Question(s): What are the consequences, good and bad, inherent in genetic engineering and biotechnology? How does society control genetic information and experimentation without violating the privacy and rights of individuals? How does genetics support evolution (and vice versa)?

20 Prediction of the outcome of genetic crosses or patterns, including: o Simple dominant/recessive monohybrid traits. o Sex-linked alleles (particularly, recessive X-linked traits). o Blood-type traits (excluding problems dealing with the Rhesus factor). o Recognition of polygenic traits. How to read simple- three to four-generation pedigrees. The structure of DNA is similar in all living things and the structure of DNA contributes to infinite replication DNA holds the universal blueprint for all proteins, which are made through the process of protein synthesis (transcription and translation) in living things. Proteins function as enzymes, functional, and structure molecules in all living things. Individual organisms have a unique genetic fingerprint, which can be analyzed using technology like gel electrophoresis. The promise and uses for genetic engineering and biotechnology, and the ethical decisions society faces with new technology. Acquisition Students will know: Students will be skilled at: The sequence of nucleotides in DNA codes for specific amino acids which link to form proteins. Working genetics problems including simple autosomal dominant/ recessive monohybrid crosses, simple sex-linked crosses, and Identify the five nitrogenous bases (A, T, C, G and U) found in nucleic incomplete/co-dominant single trait crosses. acids as the same for all organisms. Identifying amino acids from a codon chart. Summarize the process of protein synthesis. (Students are not expected to Predicting gender or genetic disorders from a karyotype. memorize the names and/or structures or characteristics of the 20 amino Determining the parental cross of a monohybrid cross or a pedigree. acids. The focus should be on the fact that side chains are what make each of the amino acids different and determine how they bond and fold in Interpreting the results of gel electrophoresis of a set of DNA proteins. Some of this information is covered in Unit 1.) molecules. A cause-and effect model relating the structure of DNA to the functions of replication and protein synthesis: o The structure of DNA is a double helix or twisted ladder structure. The sides are composed of alternating phosphatesugar groups and rungs of the DNA ladder are composed of complementary nitrogenous base pairs (always adenine (A) to thymine (T), and cytosine (C) to guanine (G), joined by weak hydrogen bonds. o The sequence of nucleotides in DNA codes for proteins, which is central key to cell function and life. o Replication occurs during the S phase of the cell cycle and allows daughter cells to have an exact copy of parental DNA. o Cells respond to their environments by producing different types and amounts of protein. o With few exceptions, all cells of an organism have the same DNA but differ based on the expression of genes.

21 The advantages (injury repair) and disadvantages (cancer) of the overproduction, underproduction or production of proteins at the incorrect times. (This was also covered in Unit 4.) The process of protein synthesis: o Transcription that produces an RNA copy of DNA, which is further modified into the three types of RNA o mrna traveling to the ribosome (rrna) o o Translation trna supplies appropriate amino acids Amino acids are linked by peptide bonds to form polypeptides. Polypeptide chains form protein molecules. Proteins can be structural (forming a part of the cell materials) or functional (hormones, enzymes, or chemicals involved in cell chemistry). (This was also covered in Unit 1.) How to interpret a codon chart to determine the amino acid sequence produced by a particular sequence of bases. How an amino acid sequence forms a protein that leads to a particular function and phenotype (trait) in an organism. Mutations are changes in DNA coding and can be deletions, additions, or substitutions. Mutations can be random and spontaneous or caused by radiation and/or chemical exposure. How to develop a cause and effect model in order to describe how mutations occur: changing amino acid sequence, protein function, phenotype. Only mutations in sex cells (eggs and sperm) or in the zygote produced from the primary sex cells can result in heritable changes. Infer the importance of the genes being on separate chromosomes as it relates to meiosis. (This was also covered in Unit 4.) Interpret Punnett squares (monohybrid only) to determine genotypic and phenotypic ratios. Understand that dominant alleles mask recessive alleles. Determine parental genotypes based on offspring ratios. Interpret karyotypes (gender and chromosomal abnormalities). Recognize a variety of intermediate patterns of inheritance (codominance and incomplete dominance). Recognize that some traits are controlled by more than one pair of genes and that this pattern of inheritance is identified by the presence of a wide range of phenotypes (skin, hair, and eye color). Interpret autosomal inheritance patterns: sickle cell anemia including the relationship to malaria (incomplete dominance), cystic fibrosis (recessive heredity), and Huntington s disease (dominant heredity). Solve and interpret codominant crosses involving multiple alleles including blood typing problems (blood types: A, B, AB, and O with alleles IA, IB, and i). Students should be able to determine if parentage is possible based on blood types. The human sex chromosomes and interpret crosses involving sexlinked traits (color-blindness and hemophilia). Students should understand why males are more likely to express a sex-linked trait. Interpret phenotype pedigrees to identify the genotypes of individuals and

22 the type of inheritance. Develop a cause-and-effect relationship between environmental factors and expression of a particular genetic trait. Examples include the following: o Lung/mouth cancer tobacco use o Skin cancer vitamin D, folic acid and sun exposure o Diabetes diet/exercise and genetic interaction o PKU (phenyketonuria) diet o Heart disease diet/exercise and genetic interaction Summarize the process of gel electrophoresis as a technique to separate molecules based on size. Students should learn the general steps of gel electrophoresis using restriction enzymes to cut DNA into different-sized fragments and running those fragments on gels with longer fragments moving slower than smaller ones. Interpret or read a gel. Exemplify applications of DNA fingerprinting identifying individual; identifying and cataloging endangered species. Generalize the applications of transgenic organisms (plants, animals, and bacteria) in agriculture and industry including pharmaceutical applications such as the production of human insulin. Summarize the steps in bacterial transformation (insertion of a gene into a bacterial plasmid; getting bacteria to take in the plasmid; selecting the transformed bacteria; and producing the product). Identify the reasons for establishing the Human Genome Project. Recognize that the project is useful in determining whether individuals may carry genes for genetic conditions and in developing gene therapy. Evaluate some of the science of gene therapy (e.g., Severe Combined Immunodeficiency (SCID) and cystic fibrosis). Critique the ethical issues and implications of genomics and biotechnology (stem cell research, gene therapy and genetically modified organisms). Essential Vocabulary: diploid (2n) adenine DNA (deoxyribonucleic acid) allele DNA fingerprinting amino acid dominant trait anticodon fertilization biotechnology gametes cancer gel electrophoresis chromosome gene clone gene therapy codominance genetic engineering codon genotype color-blindness guanine complimentary bases haploid (n) cystic fibrosis hemophilia cytosine heterozygous deoxyribose homozygous Human Genome Project Huntington s disease hybrid hydrogen bond incomplete dominance independent assortment karyotype meiosis monohybrid cross mrna multiple alleles mutation nitrogenous base nondisjunction nucleic acid nucleotide pedigree peptide bond phenotype phenylketonuria (PKU) phosphate group polygenic trait polypeptide protein synthesis Punnett squares recessive trait replication restriction enzymes ribose ribosome RNA (ribonucleic acid) rrna

23 plasmid segregation sex-linked trait sickle cell anemia (disease) stem cells thymine trait transcription transgenic translation trna uracil zygote IT Standards: Extended vocabulary (Honors): aneuploidy autosome chromatid chromatin Down syndrome (trisomy 21) endonucleases gene pool homologous chromosomes PCR (polymerase chain reaction) pluripotent cells polyploid recombinant DNA synapsis totipotent cells IT Strategies:

24 Unit Title: Genetics and Biotechnology Subject: Biology STAGE 2 Understandings: Students will understand: The history of our understanding of inheritance and molecular genetics including: o Gregor Mendel s contributions to our understanding of single-trait o (monohybrid) inheritance patterns. o The discovery of early scientists (like James Watson, Francis Crick, Rosalind Franklin, and Maurice o Wilkins) of the structure of DNA. o The purpose of the Human Genome Project and current related projects that are in progress. Prediction of the outcome of genetic crosses or patterns, including: o Simple dominant/recessive monohybrid traits. o Sex-linked alleles (particularly, recessive X linked traits). o Blood-type traits (excluding problems dealing with the Rhesus factor). o Recognition of polygenic traits. How to read simple- three to four-generation pedigrees. The structure of DNA is similar in all living things and the structure of DNA contributes to infinite replication Creating: create new product or point of view? Evaluating: justify a stand or decision? Analyzing: distinguish between the different parts? Applying: use the information in a new way? Understanding: explain ideas or concepts? Remembering: recall or remember the information? Revised Blooms assemble, construct, create, design, develop, formulate & write. appraise, argue, defend, judge, select, support, value & evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase define, duplicate, list, memorize, recall, repeat, reproduce & state Formative Assessments (Evidences) Construct a DNA molecule using the components of nucleotides to reproduce the work of James Watson and Francis Crick. Dramatize protein synthesis and the steps of transcription and translation with the appropriate mrna codes, trna molecules, and amino acids; and then construct appropriate protein molecule sentences. Recognize, interpret, and/ or solve monohybrid crosses, including simple dominant/ recessive problems, sex-linked problems, and blood-type problems. Experiment (either physically or virtually) with restriction enzymes and use gel electrophoresis to emulate a forensics scenario. Sort chromosomes into a karyotype and interpret the gender and genetic abnormalities of the karyotype. Evaluate recent ethical and/or legal situations that have arisen over genetics-based events. Defend your position. Summative Assessment On a quiz and/or unit test: o Recognize the structural and functional differences between DNA and the three types of RNA (mrna, trna, and rrna). o Predict the relatedness of organisms using molecular information. o Solve and interpret one trait genetics crosses and pedigrees. o Demonstrate the processes of protein synthesis, compare transcription and translation, and recall the purpose of the process. o Defend and judge the use of biotechnology and genetic engineering in modern society. Complete and evaluate a Baby Project, to demonstrate meiosis, random selection of genes, the laws of probability, fertilization, independent assortment and segregation, karyotyping, multiple alleles, polygenic traits, and the variability between offspring produced by sexual reproduction.

25 DNA holds the universal blueprint for all proteins, which are made through the process of protein synthesis (transcription and translation) in living things. Proteins function as enzymes, functional, and structure molecules in all living things. Individual organisms have a unique genetic fingerprint, which can be analyzed using technology like gel electrophoresis. The promise and uses for genetic engineering and biotechnology, and the ethical decisions society faces with new technology. Essential Questions: What are the consequences, good and bad, inherent in genetic engineering and biotechnology? How does society control genetic information and experimentation without violating the privacy and rights of individuals? How does genetics support evolution (and vice versa)?

26 STAGE 3 Approximate number of days spent on unit: W Where are we going? Why? What is expected? H How will we Hook and Hold students? E How will we Equip students to Explore and Experience? R How will we help students Rethink, Rehearse, Revise, and Refine? E How will student self Evaluate and reflect on learning? T How will we Tailor learning to vary needs, interests, and styles? O How will we Organize and sequence the learning? Resources: Strategies:

27 Alexander County Schools Biology Unit 6: Classification, Systematics, and Adaptations Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: Explain the historical development and changing nature of classification systems Analyze the classification of organisms according to their evolutionary relationships (including dichotomous keys and phylogenetic trees) Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations. Transfer: Students will be able to independently use their learning to Identify an organism from each of the six kingdoms and three domains. Recognize that organisms are identified worldwide by their assigned scientific name (genus and species name). Appreciate the importance of biodiversity to the Earth s health and stability. Use an identification key. Meaning Understandings: Students will understand that Essential Question(s): The contribution of Carolus Linnaeus to classification and will What are the problems and advantages of using DNA analysis to recognize the value of his system of binomial nomenclature. classify all species of organisms on Earth? The classification hierarchy (kingdom to species) and the Why is classification important to medicine, chemistry, and other relationship of one level to the next. sciences that appear unrelated to taxonomy? How to classify and compare organisms using a dichotomous key. That new research emphasizes molecular evolutionary relationships when classifying organisms instead of grouping organisms by physical similarities.. How to construct and read a phylogenetic tree (cladogram). The importance of various adaptations to the successful survival of a species. Acquisition Students will know: Students will be skilled at: The changing nature of classification based on new knowledge generated by research on evolutionary relationships and the history of the classification system. How to classify organisms using a dichotomous key. How to compare organisms on a phylogenetic tree in terms of relatedness and time of appearance in geologic history. The use of a dichotomous key. Classifying common organisms into their proper kingdom or domain.

28 That various organisms accomplish the following life functions through adaptations within particular environments (for example, water or land) and that these adaptations have evolved to ensure survival and reproductive success. o Transport and excretion how different organisms get what they need to cells; how they move waste from cells to organs of excretion. Focus is on maintaining balance in ph, salt, and water. Include plants vascular and nonvascular. o Respiration how different organisms take in and release gases (carbon dioxide or oxygen, water vapor); cellular respiration. o Nutrition feeding adaptations and how organisms get nutrition (autotrophic and heterotrophic) and how they break down and absorb foods. o Reproduction, growth and development sexual versus asexual, eggs, seeds, spores, placental, types of fertilization. Analyze behavior adaptations that help accomplish basic life functions such as suckling, taxes/taxis, migration, estivation and hibernation, habituation, imprinting, classical conditioning (Pavolv s dog stimulus association), and trial and error learning. Essential Vocabulary: absorption adaptation asexual reproduction autotroph binomial nomenclature biodiversity Carolus Linnaeus cladogram class classical conditioning classification dichotomous key DNA (gene) sequencing domain IT Standards: eggs estivation excretion external fertilization genus habituation heterotroph hibernation imprinting innate behavior internal fertilization kingdom learned behavior migration nonvascular plant order ph phylogenetic tree phylum placental mammals response seed sexual reproduction species spore stimulus suckling taxis/taxes taxonomy trial and error learning vascular plant IT Strategies: Extended Vocabulary: clade fitness parsimony success survival (in the biological sense)