2. Mitosis and cancer 3. Cell Differentiation

Transcription

1 Scope And Sequence Timeframe Unit Instructional Topics 1 Week(s) 1 Week(s) 3 Week(s) 1 Week(s) 1 Week(s) 1 Week(s) 2 Week(s) 2 Week(s) 3 Week(s) 4 Week(s) Ongoing Introduction to Biology Concepts Organic Molecules Cells Photosynthesis and Respiration Mitosis Meiosis and Reproduction DNA and Protein Synthesis Genetics Evolution Ecology English Language Arts within and Technology Content 1. Characteristics of Living Things 2. Scientific Method 3. Graphing 1. Structure/Function of the 4 organic compounds 2. The role of enzymes in chemical reactions 3. Water/polarity 1. Cell Structure and Function 2. Cell Transport 1. ATP 2. Photosynthesis and Respiration 1. Process of Mitosis 2. Mitosis and cancer 3. Cell Differentiation 1. Homologous chromosomes 2. Process of Meiosis 3. Asexual vs. sexual reproduction 1. DNA structure 2. DNA replication 3. Protein Synthesis 4. Mutations 1. Mendelian genetics 2. Sex-linked traits 3. Complex genetics and pedigrees 1. Darwin's Theory of Evolution/Natural Selection 2. Evidence of Evolution 3. Evolution in populations 1. Food Chains, Food Webs, Ecology Pyramids 2. Symbiotic Relationships 3. Biomes and Climate Zones 4. Global Warming/ Climate Change 5. Cycles in Ecology 6. Niche, Habitat, and Adaptation 7. Populations and population growth Course HS Biology is an introductory high school science course that covers the principles governing all life. It includes topics in cells and cell reproduction, genetics, natural selection, ecology, and environmental issues. It provides the basis for study in the more advanced life science courses. This course is a prerequisite for all other biological sciences. 1. English Language Arts within and Technology Content Page 1

2 Course Rationale The scientific and technological issues that dominate today's society directly affect our lives. Everyone must have a general working knowledge of the principles of Biology to help us make informed, reasoned decisions on those issues. The primary goal of HS Biology is to reinforce concepts and promote critical thinking skills that relate to the various themes of life science. Scientific method provides a problem solving framework. Living organisms are made up of many crucial molecules. All living organisms consist of one or more cells. Cells are the basis for all biological processes including reproduction and homeostasis. Living organisms contain genetic material that is passed on during reproduction and determines organisms' traits. All organisms require energy to drive life processes, which is sourced from the sun and passed from organism to organism. Natural selection is the primary mechanism for evolution (change in a population). Living organisms interact with each other and are dependent on their environment. Key Resources Holt Biology textbook and teacher materials Board Approval Date Board Approved 6/26/2014 Unit: Introduction to Biology Concepts Course Details Duration: 1 Week(s) Students review major Biology concepts to start the year: Characteristics of Living Things, Scientific Method including experiments and variables, Metric Measuring, and Graphing. 1. Scientists use logical scientific methods to solve problems. 2. Living things share common characteristics How are problems solved in science? How do I know if something is alive? 1. Design and complete a controlled experiment (including all steps of the scientific method - with graphing) using either bacteria/seed germination/or potatoes. 2. Given several objects, be able to classify each object as living or nonliving and provide the specific characteristics of life that are present or missing. Topic: Characteristics of Living Things Duration: 1 Day(s) List the characteristics that all living things have in common. List the organizational levels of life. The student will list characteristics of living things. The student will recognize that cells are the fundamental units of structure and function of all living things. Topic: Duration: 4 Day(s) Scientific Method The steps to solving problems. Independent variables, dependent variables, control, constants, testable hypothesis. Designing a valid experiment. The student will recognize that scientific inquiry includes the ability to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation. The student will understand that scientific inquiry relies upon gathering evidence from qualitative and quantitative observations. The student will recognize the nature of science relies upon communication of results and justification of explanations. The student will understand that scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity. Page 2

3 Graphing The student will create and examine line, bar and pie graphs. The student will demonstrate the skills of labeling of axis', titling graphs, spacing axis', designing a key, plotting multi-line graphs. The student will create and examine line, bar and pie graphs. The student will demonstrate the skills of labeling of axis', titling graphs, spacing axis', designing a key, plotting multi-line graphs. The student will understand the nature of science relies upon communication of results and justification of explanations - Communicate the procedures and results of investigations and explanations through: oral presentations, drawings and maps, data tables (allowing for the recording and analysis of data relevant to the experiment such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities), graphs (bar, single, and multiple line), equations and writings Unit: Organic Molecules Duration: 1 Week(s) Students will differentiate proteins, carbohydrates, nucleic acids, and lipids. For each organic compound, the students will learn their elements, building blocks, and functions. Students will also discover why proteins are necessary for life, and the role of enzymes in living things. Students will understand the importance of water in living systems. We need a variety of foods for life processes. Enzymes are necessary for life. Water is necessary to maintain life processes. Why do we need a variety of foods for life processes? What role do enzymes play in living things? Why is water crucial to life? Students create a 4-square poster for each organic compound, listing definition/ functions; characteristics (including building blocks, elements, examples, etc.) Grading the lab where students use H2O2 and potatoes to show the effects of enzymes on organic compounds, and create a data table and graph the results. Students will write a persuasive paragraph for the value of water over food. Topic: Structure/Function of the 4 organic compounds Duration: 1 Day(s) Relate the structure of organic compounds (e.g., proteins, nucleic acids, lipids, carbohydrates) to their role in living systems (3.2.D.b) The student will distinguish among organic compounds (e.g., proteins, nucleic acids, lipids, carbohydrates) in relation to their role in living systems. The student will recognize cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds. The role of enzymes in chemical reactions Explain how protein enzymes affect chemical reactions (e.g., the breakdown of food molecules, growth and repair, regulation) (3.2.D.d) The student will explain how protein enzymes affect chemical reactions (e.g., the breakdown of food molecules). The student will interpret a data table showing the effects of an enzyme on a biochemical reaction. Water/polarity The student will explain how water is important to cells (e.g., is a buffer for body temperature, provides soluble environment for chemical reactions, serves as a reactant in chemical reactions, provides hydration that maintains cell turgidity, maintains protein shape). Page 3

4 Unit: Cells Students will identify cell structures and functions in different cell types. Students will differentiate plant, animal, prokaryotic, and eukaryotic cells. Students will discuss the role of diffusion, osmosis, and active transport. Students will discuss the importance of water in maintaining homeostasis. Living things are organized and specialized at the cellular level. Cells maintain a stable environment. How are living things organized? How do cells maintain homeostasis? How do cells work together to keep organisms alive? Student groups will construct a cell analogy focusing on the functions of the cell organelles. Duration: 3 Week(s) Given a diagram of different particles, students will determine if it will pass across the cell membrane. Using potato lab, analyze different solutions in terms of transport. Topic: Cell Structure and Function Duration: 6 Day(s) Students will identify cell structures and functions in different cell types. Students will differentiate plant, animal, prokaryotic, and eukaryotic cells. The student will understand cell structure and function. The student will describe the structure of cell parts (e.g., cell wall, cell membrane, cytoplasm, nucleus, chloroplast, mitochondrion, ribosome, vacuole) found in different types of cells (e.g., bacterial, plant, skin, nerve, blood, muscle) and the functions they perform (e.g., structural support, transport of materials, storage of genetic information, photosynthesis and respiration, synthesis of new molecules, waste disposal) that are necessary to the survival of the cell and organism. The student will compare and contrast the structure and function of mitochondria and chloroplasts. The student will compare and contrast the structure and function of cell wall and cell membranes. The student will explain physical and chemical interactions that occur between organelles (e.g. nucleus, cell membrane, chloroplast, mitochondrion, ribosome) as they carry out life processes. Topic: Duration: 5 Day(s) Cell Transport Students will discuss the role of diffusion, osmosis, and active transport. Students will discuss the importance of water in maintaining homeostasis. The student will demonstrate knowledge of cellular activities and responses that can maintain stability internally while external conditions are changing (homeostasis) The student will explain the significance of the selectively permeable membrane to the transport of molecules. The student will predict the movement of molecules across a selectively permeable membrane (i.e., diffusion, osmosis, active transport) needed for a cell to maintain homeostasis given concentration gradients and different sizes of molecules. The student will explain how water is important to cells (e.g., is a buffer for body temperature, provides soluble environment for chemical reactions, serves as a reactant in chemical reactions, provides hydration that maintains cell turgidity, maintains protein shape). Unit: Photosynthesis and Respiration Duration: 1 Week(s) Page 4

5 Students will learn why ATP is the cell's primary energy carrier. Students will identify the importance of photosynthesis and respiration. Students will analyze the processes of photosynthesis and respiration, and factors that affect their rates. Students will compare the reactants and products of both processes. Energy is not created or destroyed, but converted into different forms. How do organisms obtain and use energy? How do environmental factors affect the rate of energy transfer? Students will model the relationship between photosynthesis and respiration Students perform a respiration lab to determine which factors affect respiration (and how) Topic: ATP Duration: 1 Day(s) Usable energy for cells. The student will describe and understand that ATP is the energy molecule used for all energy based processed inside the cell. The student will describe the role that ATP has in the process of photosynthesis and cell respiration. Topic: Duration: 4 Day(s) Photosynthesis and Respiration The student will recognize that photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth. The student will compare and contrast photosynthesis and cellular respiration reactions. The student will explain the interrelationship between the processes of photosynthesis and cellular respiration. The student will determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature). The student will summarize how energy transfer occurs during photosynthesis and cellular respiration (i.e., the storage and release of energy in the bonds of chemical compounds). Unit: Mitosis The unit of mitosis is built so that students understand the role of the cell cycle in growth, repair, and maintenance of organisms. Students will also have an understanding of the role mitosis plays in society such as cancer, cloning, and stem cells The cell cycle is necessary for life and the survival of organisms. How does the cell cycle ensure survival? How do mistakes in the cell cycle cause problems for the organism? students model the steps in mitosis (i.e. interactive flipbook, storyboard, a play, strings) Duration: 1 Week(s) Topic: Duration: 3 Day(s) Process of Mitosis Students will understand the importance of mitosis in growth and repair of the organism. Students will describe that the chromosome # will stay the same during mitosis. The student will recognize cells both increase in number and differentiate, becoming specialized in structure and function, during and after embryonic development. The student will describe the purpose, process, and steps of Mitosis. The student will recognize the chromosomes of daughter cells, formed through the processes of asexual reproduction and mitosis, the formation of somatic (body) cells in multicellular organisms, are identical to the chromosomes of the parent cell. Page 5

6 Mitosis and cancer Students will describe the relationship between cancer and mitosis. Students will explore different types of cancer and causes in other individuals' lives. Students will analyze their lifestyle and risk of getting cancer. The student will describe the Cell cycle checkpoints and recognize the origins and effects of cancer. Cell Differentiation Students will explore the real life uses of mitosis in science and technology The students will understand how cells become specialized to perform specific functions. Unit: Meiosis and Reproduction Duration: 1 Week(s) Students will understand that the process of meiosis is responsible for ensuring the organism has a diploid # of chromosomes and has genetic variety. Students will understand the advantages and disadvantages to asexual vs. sexual reproduction, with emphasis on the importance of sexual reproduction to the genetic variation of a species. Reproduction ensures that a species does not go extinct. Reproduction involving two parents leads to greater variety in children. Organisms increase in size and complexity through mitosis, and specialization occurs during embryological development. Why do organisms reproduce? How can organisms be identical? How could they not be identical? How do organisms develop? Students model and explain the process of meiosis to teacher Venn-Diagram over sexual and asexual reproduction Topic: Homologous chromosomes Duration: 1 Day(s) Students will understand homologous chromosomes and have vocab to study for the unit The students will describe the structure and function of chromosomes and how they relate to the process of meiosis. Topic: Duration: 3 Day(s) Process of Meiosis Students will understand the process and importance of meiosis The student will recognize that meiosis ensures the continuation of the diploid number of chromosomes in a species. Asexual vs. sexual reproduction Students are presented with several forms of asexual reproduction. This is contrasted with a discussion of sexual reproduction. Students then compare the two and describe the advantages and disadvantages of each. The student will describe how sexual reproduction increases genetic variation in a population. Page 6

7 The students will describe the advantages and disadvantages of sexual and asexual reproduction. Unit: DNA and Protein Synthesis Duration: 2 Week(s) Students will learn about the chemical and structural properties of DNA. Students will learn that DNA codes for proteins, which are expressed as the heritable characteristics of an organism. Students will explain the importance of DNA sequencing, the causes and consequences of changes to the DNA code, and the importance of the resulting proteins. All living things have DNA which codes for the variety and complexity of life. How does DNA make living things unique? What is the structure and function of DNA? What are the causes and effects of changes in DNA? -Students will complete a labeled illustration of a DNA strand -Students construct 3-dimensional models of DNA, and use them to simulate replication and protein synthesis -Given a DNA strand, students will transcribe and translate the strand into the correct amino acid sequence -Students will play the role of mrna in a protein synthesis simulation to create sentences (traits/proteins) Topic: DNA structure Duration: 3 Day(s) Describe the chemical and structural properties of DNA (e.g., DNA is a large polymer formed from linked subunits of four kinds of nitrogen bases; genetic information is encoded in genes based on the sequence of subunits; each DNA molecule in a cell forms a single chromosome) (Assess the concepts NOT memorization of nitrogen base pairs) (3.3.B.a) The student will describe the chemical and structural properties of DNA. The students will describe the purpose/necessity of chromosomes and DNA. Topic: Duration: 2 Day(s) DNA replication Students will learn how DNA "unzips" the hydrogen bonds between nitrogen base pairs and free DNA nucleotides pair up with each side of the open strand. The student will describe the step by step process of DNA Replication. The student will recognize the outcome of errors created during the replication process. Topic: Duration: 4 Day(s) Protein Synthesis Recognize that DNA codes for proteins, which are expressed as the heritable characteristics of an organism (3.3.B.b) The student will describe the process of transcription and translation in protein synthesis. Mutations Identify possible external causes (e.g., heat, radiation, certain chemicals) and effects of DNA mutations (e.g., altered proteins which may affect chemical reactions and structural development) (3.3.B.e) The students will identify possible internal and external causes of DNA mutations and their effects. Page 7

8 Unit: Genetics Duration: 2 Week(s) Students will learn about the relationship between genetics, heredity, and genes. Students will learn about heterozygous and homozygous genotypes, and their resulting phenotypes using Mendel's studies. Students will explain how the genotypes (heterozygous and homozygous) of the parents contribute to the physical (phenotypic) variation within a species. Students will use monohybrid crosses to predict the probable genotypes and phenotypes of offspring when given the parents genotypes. Students will predict the probability of the occurrence of specific traits in an offspring by using a monohybrid cross. Students will use Punnett squares to predict the probable traits of offspring using X-linked traits, and determine how gender will affect the probability of inheriting these traits. Students will determine the effect of codominance and incomplete dominance on the offspring. Students will determine the probable blood types of offspring when given the parental blood types (multiple alleles). Students will use information within a pedigree to determine the probable genotypes of the individuals. 1.By using physical and chemical information from parents, we can predict the physical and chemical outcomes of their children. 2. All living things have DNA which codes for the variety and complexity of life. How are traits passed from parent(s) to offspring? How can we predict traits? How does DNA make living things unique? discussion questions on articles on mutations, with emphasis on causes and potential outcomes sex-linked traits lab blood typing webquest, pedigree packet, multiple allele worksheet, karyotype activity, and genetic disease project. murder mystery Topic: Mendelian genetics Duration: 3 Day(s) Students will learn about the relationship between genetics, heredity, and genes. The students will identify the relationship between genetics, heredity, and genes. The student will predict the outcome of a monohybrid cross using a Punnett square. The student will distinguish between heterozygous and homozygous genotypes, and their resulting phenotypes using Mendel's studies. The student will explain how the genotypes (heterozygous and homozygous) of the parents contribute to the physical (phenotypic) variation within a species. Topic: Duration: 2 Day(s) Sex-linked traits The student will use Punnett squares to predict the probable traits of offspring using X-linked traits, and determine how gender will affect the probability of inheriting these traits. The student will describe a variety of sex-linked disorders. (Huntington's disease, hemophilia, color blindness) Topic: Duration: 5 Day(s) Complex genetics and pedigrees Karyotypes. Pedigrees. Sex-linked traits. Multiple alleles. The student will correctly interpret a karyotype to determine if an organism has chromosomal mutations. The student will recognize and identify traits that do not follow Mendel's laws. (multiple alleles, Incomplete and codominance, polygenic alleles) The student will use information within a pedigree to determine the probable genotypes of the individuals. Pedigree should follow a dominant/recessive autosomal trait. Page 8

9 Unit: Evolution Duration: 3 Week(s) Explain the importance of reproduction to the survival of a species. Evaluate the evidence that supports the theory of biological evolution. Describe how variation in characteristics provides populations an advantage for survival. Explain how environmental factors can be agents of natural selection. Identify examples of adaptations that may have resulted from variations favored by natural selection. Life evolves through interactions with the environment. Individual characteristics impact ability to survive and reproduce. The universe is ever-changing, but predictable. How does natural selection drive changes in populations? What is the evidence for evolution? Students are given an organism's adaptation and the environmental factors impacting that organism (e.g. long-neck giraffe in an environment with sparse vegetation). Students provide an explanation of how natural selection provided the mechanism for change in that population over time "Worm Selection" lab/ "Feeding Adaptation" lab Topic: Darwin's Theory of Evolution/Natural Selection Duration: 5 Day(s) Explain the importance of reproduction to the survival of a species. Describe how variation in characteristics provides populations an advantage for survival. Explain how environmental factors can be agents of natural selection. Identify examples of adaptations that may have resulted from variations favored by natural selection. The student will explain how environmental factors can be agents of natural selection. The student will identify examples of adaptations that may have resulted from variations favored by natural selection. The student will describe the components necessary with in a population in order for natural selection to take place. Topic: Duration: 4 Day(s) Evidence of Evolution Interpret fossil evidence to explain the relatedness of organisms using the principles of superposition and fossil correlation (4.3.A.a) Evaluate the evidence that supports the theory of biological evolution (e.g., fossil records, similarities between DNA and protein structures, similarities between developmental stages of organisms, homologous and vestigial structures) (4.3.A.b) The student will distinguish between and evaluate the evidence that supports the theory of biological evolution. Topic: Duration: 3 Day(s) Evolution in populations The student will explain the importance of reproduction to the survival of a species. The student will evaluate a given scenario that describes an environmental change, and hypothesize why a given species was unable to survive. The student will demonstrate knowledge of evolution by creating their own example of natural selection occurring within a population. Unit: Ecology Duration: 4 Week(s) Page 9

10 Ecology is the study of ecosystems and the interactions of the living and non-living parts of the environment. Ecology covers a range of topics as students explore the many qualities of populations and habitats in the world. Students will gain an understanding of how humans interact with the biosphere, globally and locally. -Life is a hierarchy (from elements to biosphere) involving relationships between living and nonliving things. -Humans impact ecosystems on earth. -Energy is not created or destroyed but converted through different forms. -How do living things interact with each other and with their environment? -How do humans impact ecosystems on earth? -How does matter and energy move through an ecosystem? Students will complete a relationship chart to identify and classify symbiotic relationships. Students will analyze graphs to explain how cooperative and competitive relationships help maintain balance in the ecosystem. Students will be asked to discuss four organisms and their niche that they observed in the rotting log. Given a food web, categorize each organism using appropriate vocabulary. Design an ecological pyramid and calculate the total numbers and biomass for each trophic level. Students will discuss how energy distribution and use is altered when presented with a problem where changes in the food web occur. Students will use images to create a carbon-oxygen cycle. Students will be able to construct, label, and analyze a logistic growth curve. Students will read an article discussing how global warming has affected the Arctic and identify causes and effects. Students will predict the impact the eruption of Yellowstone National Park s super volcano would have on the ecosystem. Students will choose an endangered or extinct species and evaluate the cause of their status. Students will write a letter to the United States administration recommending 3 specific changes that could be made to help reduce global warming. Students will describe and explain the effect that a given factor will have on a certain biome. Students will discuss how populations change in number when presented with a problem where changes in the food web occur. Students will devise a multi-step plan to help restore an endangered species population. Students will discuss three effects the rising ocean temperatures have on marine ecosystems. Topic: Food Chains, Food Webs, Ecology Pyramids Duration: 3 Day(s) Students will show an understanding of the feeding relationships in a food chain and food web. Students will be able to follow the energy in a food chain. Students will be able to analyze a food web when populations of organisms in it are changed or affected by the environment. Students will apply this learning to ecology pyramids and be able to analyze a pyramid for energy, biomass, and total numbers. The student will demonstrate knowledge that ecology pyramids can be analyzed in four ways: total numbers, biomass, energy, and pollution. The student will recognize that energy is not created or destroyed but converted through different forms. The student will describe how energy moves through a food web, and identify possible organisms that could feed at each level. The student will correctly predict the outcome of an altered food web. Topic: Duration: 2 Day(s) Symbiotic Relationships Students will be able to identify and evaluate relationships in ecosystems between organisms. Students will be able to compare and contrast data to determine if a relationship is parasitism, commensalism, or mutualism. Students will be able to analyze a new relationship and determine which symbiosis is occurring. Page 10

11 The student will identify and give examples of the three symbiotic relationships in the environment are parasitism, mutualism, and commensalism. The student will recognize that all populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem. The student will explain how cooperative (e.g., symbiosis) and competitive (e.g., predator/prey) relationships help maintain balance within an ecosystem. Biomes and Climate Zones The earth is divided into major climate zones and biomes. Biomes can be terrestrial or aquatic. Biodiversity of organisms can be higher or lower depending on the biome. The student will recognize that the earth is divided into major climate zones and biomes. Biomes can be terrestrial or aquatic. Biodiversity of organisms can be higher or lower depending on the biome Topic: Duration: 5 Day(s) Global Warming/ Climate Change The theory of global warming is very complex. Students are to learn the basic concepts with respect to the atmosphere and environment that lead to the debate. Greenhouse gases are real and those processes do occur on earth. The student will recognize that the theory of global warming is a complex issues that involves scientific facts and hypothesis. The student will understand that global warming is a current issues that has facts and theory and is much debated in our society. Topic: Duration: 2 Day(s) Cycles in Ecology Students will be able to draw the water cycle and show its four parts. Students will be able to demonstrate a knowledge of the carbon cycle and its importance to living things on earth, including the many forms of carbon in the ecosystem. Students will be able to draw a comprehensive illustration showing a variety of carbon pathways in the environment. The student will describe how compounds and elements are cycled through living systems. The student will identify important elements and compounds that are cycled through living things and the environment. ( Water, Carbon, and Nitrogen. Energy is also cycled in the environment through living systems. ) Topic: Duration: 2 Day(s) Niche, Habitat, and Adaptation An ecosystem contains many habitats within. Organisms are adapted to their environment by different structures, physiology, and behaviors. This process occurs when organisms fill a niche in the environment and are successful. Examples are numerous and include bats, cactus, barracudas, and oak trees/ acorns. The student will recognize that all organisms live in a habitat, and they are adapted to the environment and fill a niche to be successful. The student will understand that organisms have adaptations to fill a niche in their habitat. The student will differentiate between a fundamental and realized niche. Topic: Duration: 4 Day(s) Populations and population growth Populations of organisms fluctuate in the environment. Populations are dependent on each other and the increasing or decreasing of one population will affect other populations in the environment. This directly influences nutrient cycles and food chains in any habitat. Page 11

12 The student will describe how populations fluctuate based on their carrying capacity, limiting factors, and the populations of other organisms in the environment. The student will recognize that populations can increase or decrease and this will affect populations of other organisms in the environment. The student will describe limiting factors of a population and how they affect a population's carrying capacity. Unit: English Language Arts within and Technology Content Duration: Ongoing The following unit is aligned with Common Core and focused on the importance of reading and writing in the content areas. This unit is specifically focused on science and technology. Reading scientific pieces include various elements that are different than in other contents. Writing scientific pieces has various elements that are different than in other contents. How do reading scientific texts vary from other content areas? How to you express your idea and knowledge differently in scientific writings? Topic: English Language Arts within and Technology Content Duration: Ongoing The student will cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. The student will write arguments focused on discipline-specific content. - Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. - Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns. - Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. - Provide a concluding statement or section that follows from or supports the argument presented. The student will write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. - Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. - Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. - Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. - Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. - Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). The student will write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. The student will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. The student will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. The student will use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. The student will conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. The student will gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Page 12

13 Page 13