INSTRUCTIONAL FOCUS DOCUMENT HS/Biology

Transcription

1 Exemplar Lesson 01: Taxonomy Exemplar Lesson 02: Kingdoms of Living Organisms State Resources: RATIONALE: This unit bundles student expectations that address taxonomy. Prior to this unit, in Grade 6, students learned that all organisms can be classified into domains and kingdoms based on their characteristics. Prior to this unit, in Biology, students developed a foundation in the cellular nature of life and how life on Earth has changed through the process of evolution. During this unit, students will learn how taxonomy categorizes all of Earth s life forms. They will learn how to use the standardized taxonomic that scientists use to categorize organisms based on similarities and differences shared among groups. After this unit, students will use this basic understanding of the different kingdoms as a foundation when they study bacteria, plants, and body systems of animals in subsequent units. STAAR Note: Student Expectations B.4A, B.8A, and B.8C are all Supporting Standards, and B.8B is a Readiness Standard for the STAAR Biology Assessment. This is the last time that B.8A is taught before the test. According to the American Association for the Advancement of Science (AAAS), in the Benchmarks for Science Literacy (Project 2061), by the end of 12th grade, students should know that : The degree of relatedness between organisms or species can be estimated from the similarity of their DNA sequences, which often closely match their classification based on anatomical similarities. 5A/H2* A classification system is a framework created by scientists for describing the vast diversity of organisms, indicating the degree of relatedness between organisms, and framing research questions. 5A/H5** American Association for the Advancement of Science. (1993). Benchmarks on-line. Retrieved December 21, 2009, from MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: MISCONCEPTIONS: Students may think that animals and plants are the only living organisms. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Use a dichotomous key to classify organisms from each kingdom based on similarities and differences. (B.2H; B.4A; B.8A, B.8B, B.8C) 1C, 1E Complete a matrix to compare characteristics of each kingdom in the taxonomic system. (B.4A; B.8A, B.8B, B.8C) 1C, 1E; 3D, 3H Patterns Organisms Systems Structure Patterns Organisms Properties Characteristics All living organisms are classified into various taxa according to similarities and differences. All living organisms are classified into various taxa according to similarities and differences. 2012, TESCCC 05/10/12 page 1 of 9

2 KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Taxonomy the classification of organisms Dichotomous key tool used to identify species of organisms using observable characteristics Cladogram or phylogenetic tree a branching diagram used to show evolutionary relationships among organisms B.2 Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: B.2E Plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology. Implement COMPARATIVE INVESTIGATIONS Observe natural phenomena. Ask questions. Formulate testable hypotheses. Design and conduct investigations. Comparative Collaborate on joint projects. Use models to make predictions. Select appropriate equipment and technology. Evaluate the quality and accuracy of information from research sources, such as search engines, databases, and other online tools. STAAR Notes: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Comparative investigations (Texas Education Agency. ( ). Laboratory and Field Investigations FAQ, August Retrieved from Comparative investigations involve collecting data on different organisms/objects/ features/events, or collecting data under different conditions (e.g., time of year, air temperature, location) to make a comparison. The hypothesis identifies one independent (manipulated) variable and one dependent (responding) variable. A fair test* can be designed to measure variables so that the relationship between them is determined. * A fair test is conducted by making sure that only one factor (variable) is changed at a time, while keeping all other conditions the same. I. Nature of Science A3 Formulate appropriate questions to test understanding of natural phenomena. 2012, TESCCC 05/10/12 page 2 of 9

3 B.2F Collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, datacollecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures. Collect, Organize DATA Qualitative Quantitative Make MEASUREMENTS WITH ACCURACY AND PRECISION USING TOOLS Such as, but not limited to: Metric rulers Hand lenses Lab notebooks or journals (science notebooks) Models, diagrams, or samples of biological specimens or structures B.2H Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology based reports. STAAR Notes: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Students will be allowed to utilize 4 function, scientific, or graphing calculators on the STAAR Biology Assessment. Communicate VALID CONCLUSIONS SUPPORTED BY DATA Communicate conclusions in oral, written, and graphic forms. Use essential vocabulary of the discipline to communicate conclusions. Use appropriate writing practices consistent with scientific writing. Use charts and graphs to represent data and conclusions. Present scientific information in appropriate formats for various audiences. Various methods Lab reports Labeled drawings Graphic organizers Journals (science notebooks) STAAR Note: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. 2012, TESCCC 05/10/12 page 3 of 9

4 B.4 Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions, and that viruses are different from cells. The student is expected to: B.4A Compare and contrast prokaryotic and eukaryotic cells. Supporting Standard IV. Nature of Science: Scientific Ways of Learning and Thinking E1 Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic. Compare, Contrast PROKARYOTIC AND EUKARYOTIC CELLS In this unit, students will apply knowledge regarding prokaryotic and eukaryotic cells, addressed in the previous unit on cells. An understanding of the differences in characteristics of prokaryotic and eukaryotic cells is key in differentiating between kingdoms and classifying organisms. Identify structures and processes common to both prokaryotic and eukaryotic cells. Structures Cell wall Cell membrane Ribosomes Genetic material Cytoplasm Flagella or cilia Processes Photosynthesis Respiration Transcription Translation Homeostasis Cell division Recognize how the above processes are carried out differently between prokaryotic cells and eukaryotic cells. Recognize structures and processes unique to eukaryotic cells. Membrane-bound organelles Nucleus (including nuclear membrane and nucleolus) Chloroplast Golgi apparatus Lysosome Mitochondrion Plastid Rough endoplasmic reticulum Smooth endoplasmic reticulum 2012, TESCCC 05/10/12 page 4 of 9

5 Vacuole Vesicle Meiosis STAAR Note: Students are introduced to prokaryotic cells and eukaryotic cells in Grade 6 (6.12B) and to cell organelles in Grade 7 (7.12D). Organelles included in middle school content include the cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast and vacuole Note: By the end of the 12th grade, students should know that: Every cell is covered by a membrane that controls what can enter and leave the cell. 5C/H1a In all but quite primitive cells, a complex network of proteins provides organization and shape and, for animal cells, movement. 5C/H1b Within the cells are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, passing information, and even movement. 5C/H2a In addition to the basic cellular functions common to all cells, most cells in multicellular organisms perform some special functions that others do not. 5C/H2b The work of the cell is carried out by the many different types of molecules it assembles, mostly proteins. Protein molecules are long, usually folded chains made from 20 different kinds of amino acid molecules. The function of each protein molecule depends on its specific sequence of amino acids and its shape. The shape of the chain is a consequence of attractions between its parts. 5C/H3 B.8 Science concepts. The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made. The student is expected to: B.8A Define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community. Supporting Standard VI. Biology A2 Explain in your own words how cells can be categorized into two major types: prokaryotic and eukaryotic, and describe major features that distinguish one from the other. VI. Biology A3 Describe the structure and function of major sub-cellular organelles. Define TAXONOMY Definition of taxonomy Recognize THE IMPORTANCE OF A STANDARDIZED TAXONOMIC SYSTEM 2012, TESCCC 05/10/12 page 5 of 9

6 History of taxonomy Importance of a standardized system for classification of organisms Use binomial nomenclature for organisms. B.8B Categorize organisms using a hierarchical classification system based on similarities and differences shared among groups. Readiness Standard B.8C Compare characteristics of taxonomic groups including archaea, bacteria, protists, fungi, plants, and animals. Supporting Standard I. I. Nature of Science A2 Use creativity and insight to recognize and describe patterns in natural phenomena. VI. Biology E1 Know ways in which living things can be classified based on each organism s internal and external structure, development, and relatedness of DNA sequences. Categorize ORGANISMS Hierarchical classification system Use a dichotomous key. Phylogenetic trees using cladistics Diversity between species TxCCRS Notes: I. Nature of Science A2 Use creativity and insight to recognize and describe patterns in natural phenomena. V. Cross-Disciplinary Themes D1 Understand that scientists categorize things according to similarities and differences. VI. Biology E1 Know ways in which living things can be classified based on each organism s internal and external structure, development, and relatedness of DNA sequences. Compare CHARACTERISTICS OF TAXONOMIC GROUPS Characteristics of each taxonomic group Domain Archaea Kingdom Archaea (Archaebacteria) Domain Bacteria Kingdom Bacteria (Eubacteria) Domain Eukarya Kingdom Protista Kingdom Fungi Kingdom Plantae 2012, TESCCC 05/10/12 page 6 of 9

7 Kingdom Animalia Characteristics of kingdoms using formal language Type of cell Prokaryotic Eukaryotic Feeding type Autotroph Heterotroph Form of reproduction Asexual Sexual Multicellular/unicellular STAAR Note: Students are introduced to the characteristics of currently recognized kingdoms and the associated terminology (prokaryotic, eukaryotic, unicellular, multicellular, autotrophic, heterotrophic) in Grade 6 (6.12D) Note: By the end of the 12th grade, students should know that: The degree of relatedness between organisms or species can be estimated from the similarity of their DNA sequences, which often closely match their classification based on anatomical similarities. 5A/H2* Similar patterns of development and internal anatomy suggest relatedness among organisms. 5A/H3** (SFAA) A classification system is a framework created by scientists for describing the vast diversity of organisms, indicating the degree of relatedness between organisms, and framing research questions. 5A/H5** (SFAA) VI. Biology E1 Know ways in which living things can be classified based on each organism s internal and external structure, development, and relatedness of DNA sequences. SE# Scientific Process TEKS: Choose appropriate scientific processes to support your instruction. B.1 Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: B.1A Demonstrate safe practices during laboratory and field investigations. B.1B Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. B.2 Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: B.2A Know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. 2012, TESCCC 05/10/12 page 7 of 9

8 SE# Scientific Process TEKS: Choose appropriate scientific processes to support your instruction. B.2B Know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. B.2C Know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly reliable explanations, but they may be subject to change as new areas of science and new technologies are developed. B.2D Distinguish between scientific hypotheses and scientific theories. B.2E Plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology B.2F Collect and organize qualitative and quantitative data and make measurements with accuracy and precision, using tools such as calculators, spreadsheet software, datacollecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams or samples of biological specimens or structures. B.2G Analyze, evaluate, make inferences, and predict trends from data. B.2H Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology based reports. B.3 Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: B.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking. B.3B Communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. B.3C Draw inferences based on data related to promotional materials for products and services. B.3D Evaluate the impact of scientific research on society and the environment. B.3E Evaluate models according to their limitations in representing biological objects or events. B.3F Research and describe the history of biology and contributions of scientists. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. ELPS# C(1) Subsection C: Cross-curricular second language acquisition essential knowledge and skills. Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must 2012, TESCCC 05/10/12 page 8 of 9

9 1C 1E C(3) 3D 3H be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment. Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency. Narrate, describe, and explain with increasing specificity and detail as more English is acquired. 2012, TESCCC 05/10/12 page 9 of 9