Grade Level: Biology I Grading Period: 1 st 9 weeks

Transcription

1 June 206 Grading Period: st 9 s Scientific Method and Parts of Experiment Chemical Bonding, Properties of Water, ph scale b- Formulate questions that can be answered through research and experimental design. c Apply the components of scientific process and methods in the classroom and laboratory investigations. d Construct and analyze graphs. e- Analyze procedures, data, and conclusions to determine the scientific validity of research. f- Recognize and analyze alternative explanations for experimental results and make predictions based on observations and prior knowledge. g- Communicate and defend a scientific argument in oral, written, and graphic form. 2a Explain and compare the types of bond formations between or among atoms. 2b Develop a logical argument defending water as an essential component of living systems. 2c Classify solutions as acidic, basic, or neutral and relate the significance of the ph scale to an organism s survival. 3 s Conduct an original experiment. Provide student with experimental scenarios to select independent and dependent variables. Collect, analyze, graph, and summarize data. Use SI units in data collection. Analyze articles on recent scientific studies for bias and validity. Analyze results from lab experiments and offer multiple explanations for their results. Write lab report, create graphs, and present to classmates. Draw or build models of each type of bond. Review over Lewis Dot structures and atom models. Review over use of periodic table. Demonstrate properties of water using household materials and relate the findings to living organisms. Let student s measure ph of household substances and discuss ph levels in different parts of the body.

2 Chemistry of Life/Organic Chemistry and Enzymes 2d Compare the structure, properties, and functions of carbohydrates, lipids, proteins and nucleic acids in living organisms. 2e Examine the life processes to conclude the role enzymes play in regulating biochemical reactions. 2 s COMPETENCY COMPETENCY 2 June 206 Draw models of organic compounds identify organic compounds in food labels or do a virtual lab on test analysis for organic compounds in foods. Enzyme activity lab. Complete a lock and key analogy explaining enzyme structure. Analyze graphs of enzyme activity. Grading Period: 2 nd 9 s Lesson Topic Plant structure/function Objective Number 4d- Explain and describe how plant structures (vascular/nonvascular) and cellular functions are related to the survival of plants. Appro ximat e Days Neede d Suggested Teaching Strategies Compare and contrast vascular and nonvascular plants. Distinguish between plant levels of organization with examples. Photosynthesis and Cellular Respiration 2f Describe the role of ATP and making energy available to cells. 2g Analyze and explain the processes of photosynthesis and cellular respiration. (aerobic/anaerobic) Draw ATP ADP Cycle. Compare and contrast equations of photosynthesis and cellular respiration. Fermentation Lab 2

3 June 206 Cell Organelle Structure and Function Mitosis and Meiosis Genetics DNA, RNA, and DNA Technology Mutations, Pedigrees, Karyotypes, and Gel Electrophoresis 4a Differentiate between plant and animal cell and prokaryotic and eukaryotic cells. (organelles/mobility) 4c Describe and differentiate among the organ4a Differentiate between plant and animal cell and prokaryotic and eukaryotic cells. (cell membrane structure and transport)izational levels of organisms. 4b Differentiate between types of cellular reproduction. (cell cycle, mitosis, meiosis, sexual/asexual) 5b- Utilize Mendel s laws to evaluate the results of monohybrid crosses for complete/incomplete dominance, codominance, sex-linked, and multiple alleles. 5a Analyze and explain the molecular basis of heredity and the inheritance of traits using the central dogma of molecular biology. (DNA/RNA synthesis) 5c- Examine inheritance patterns using current technology.(pedigrees and karyotypes Venn diagram of differences between cell types. Compare drawings of different cells. Microscopic analysis of plant and animal cells. Build 3D model of a cell using household items. Cell parts/functions analogies. Create a foldable or Venn diagram of plant and animal cell comparison. Draw a diagram of the cell membrane Osmosis/diffusion labs Draw and label stages of mitosis/meiosis. Mitosis learning cards. Compare and contrast sexual and asexual reproduction. Discuss life and work of Gregor Mendel and Thomas Morgan. Marshmallow genetics. Variety of genetic activities (e.g. baby face lab, genetics with a smile) Punnett square practice problems (monohybrid and dihybrid) DNA models. Protein synthesis activity. Central Dogma manipulative Mutation manipulative activity Gel electrophoresis simulation activity. Research a genetic disorder caused by a mutation. 3

4 June 206 5d Discuss the characteristics and implications of both chromosomal and gene mutations. (nondisjunction, deletions, substitutions, frameshifts, occurrence of disorders) COMPETENCY -2 COMPETENCY 4-5 Genetic Disorder research project. Analyze pedigrees and karyotypes Lesson Topic Biogeochemical cycles Energy Flow and Relationships Grading Period: 3 rd 9 s Approximate Objective Number Days Needed 3b Provide examples to justify the interdependence among environmental elements. (element cycles) 3b Provide examples to justify the interdependence among environmental elements. (food chains, food webs, relationships) Suggested Teaching Strategies Biogeochemical cycle poster. Chart of Symbiotic Relationships. Predator-prey simulation. Build food chains and food webs. Biomes and Changes in the Environment Theory of Evolution 3a Compare/contrast the characteristics of the world s biomes. 3c Examine and evaluate the significance of natural events and human activities on major ecosystems. (succession, populations, natural resources) 6c- Research and summarize the contributions of scientists (Darwin, Malthus, Wallace, Lamarck, and Lyell) whose work led to the development to the theory of evolution. Biome project (biome-in a-box, brochure, and poster). Discuss primary and secondary succession. Recycling project. Students research theories and give a brief overview. 4

5 Evidence of Evolution and Natural Selection Classification Overview of Six Kingdoms 6e- Differentiate among chemical evolution, organic evolution, and the evolutionary steps along the way to aerobic heterotrophs and photosynthetic autotroph. 6d- Analyze and explain the roles of natural selection, including the mechanisms of speciation and the applications of speciation. (mutations, geographic isolation, antibiotic resistance) 6a Draw conclusions about how organisms are classified into a hierarchy of groups based on similarities that reflect their evolutionary relationships. (taxonomy) 6a Draw conclusions about how organisms are classified into an hierarchy of groups based on similarities that reflect their evolutionary relationships. (kingdoms) June 206 Natural Selection Simulation Modeling radioactive Decay (Half-life Penny Lab), Amino acid sequencing lab Use and create a dichotomous key. Identify the classification scheme of man. Identify classification groups that organisms have in common. Kingdoms Booklet(characteristics, habitat, examples) Venn diagram on viruses and bacteria. Bread mold lab. COMPETENCY 2, 4, 5 COMPETENCY 3, 6 Grading Period: 4 th 9 s 5

6 June 206 Lesson Topic Objective Number Appr oxima te Days Neede d Suggested Teaching Strategies 6