PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION. BIOLOGY (Advanced Placement)

Transcription

1 PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION BIOLOGY (Advanced Placement) Length of Course: Elective/Required: Schools: Term Elective High Schools Eligibility: Grades 11/12 Credit Value: 7 Credits Date Approved: 9/24/12

2 TABLE OF CONTENTS STATEMENT OF PURPOSE 3 ESSENTIAL INSTRUCTIONAL BEHAVIOR (DRAFT 14) 4 COURSE UNITS UNIT 1 THE CHEMICAL BASIS OF LIFE 6 UNIT 2 THE CELLULAR BASIS OF LIFE 11 UNIT 3 CELL PROCESSES; ENERGY AND COMMUNICATION 15 UNIT 4 GENE TO PROTEIN 21 UNIT 5 EVOLUTION 29 UNIT 6 BIODIVERSITY AND ECOLOGY 35 APPENDIX A CORE CURRICULUM CONTENT STANDARDS Modifications will be made to accommodate IEP mandates for classified students.

3 3 STATEMENT OF PURPOSE Advanced Placement courses are designed to allow qualified students to experience college level studies while still in high school, and in many instances, to obtain college credit via successful performance on an AP Exam. For years Advanced Placement Biology has successfully prepared students for this exam and for careers in the life sciences. Understandably, the course is designed for our finest science students and therefore, admission requires departmental approval. Since the subject is presented as a first year course in biology at the collegiate level, qualified students must have completed, or be simultaneously enrolled in the completion of the traditional three years of college prep biology, chemistry and physics. While those enrolled in the course should be encouraged to prepare for the AP exam, they are not required to take it, and the primary purpose of the offering is to provide our most advanced science students with a challenging course of study in the life sciences that is an extension of their previous experiences with biology and commensurate with their abilities. This curriculum guide was written in the Spring of 2012 following the adaptation of the new state standards in science. As always with an Advanced Placement course, every attempt has been made to follow the recommendations of the College Entrance Examination Board, who prescribes much of the curriculum for courses of this nature, but at the same time our own experienced instructors have contributed many of the ideas and activities herein. The committee members responsible for this revision are: Jay Michael Jones (JPH) Jennifer Lamkie Przygoda (EDH) Coordinated by: Laurie Maier - Supervisor, Edison High School Hope Benson - Supervisor, John P. Stevens High School

4 4 Public Schools of Edison Township Divisions of Curriculum and Instruction Draft 14 Essential Instructional Behaviors Edison s Essential Instructional Behaviors are a collaboratively developed statement of effective teaching from pre-school through Grade 12. This statement of instructional expectations is intended as a framework and overall guide for teachers, supervisors, and administrators; its use as an observation checklist is inappropriate. 1. Planning which Sets the Stage for Learning and Assessment Does the planning show evidence of: a. units and lessons directly related to learner needs, the written curriculum, the New Jersey Core Content Curriculum Standards (NJCCCS), and the Cumulative Progress Indicators (CPI)? b. measurable objectives that are based on diagnosis of learner needs and readiness levels and reflective of the written curriculum, the NJCCCS, and the CPI? c. lesson design sequenced to make meaningful connections to overarching concepts and essential questions? d. provision for effective use of available materials, technology and outside resources? e. accurate knowledge of subject matter? f. multiple means of formative and summative assessment, including performance assessment, that are authentic in nature and realistically measure learner understanding? g. differentiation of instructional content, processes and/or products reflecting differences in learner interests, readiness levels, and learning styles? h. provision for classroom furniture and physical resources to be arranged in a way that supports student interaction, lesson objectives, and learning activities? 2. Observed Learner Behavior that Leads to Student Achievement Does the lesson show evidence of: a. learners actively engaged throughout the lesson in on-task learning activities? b. learners engaged in authentic learning activities that support reading such as read alouds, guided reading, and independent reading utilizing active reading strategies to deepen comprehension (for example inferencing, predicting, analyzing, and critiquing)? c. learners engaged in authentic learning activities that promote writing such as journals, learning logs, creative pieces, letters, charts, notes, graphic organizers and research reports that connect to and extend learning in the content area? d. learners engaged in authentic learning activities that promote listening, speaking, viewing skills and strategies to understand and interpret audio and visual media? e. learners engaged in a variety of grouping strategies including individual conferences with the teacher, learning partners, cooperative learning structures, and whole-class discussion? f. learners actively processing the lesson content through closure activities throughout the lesson? g. learners connecting lesson content to their prior knowledge, interests, and personal lives? h. learners demonstrating increasingly complex levels of understanding as evidenced through their growing perspective, empathy, and self-knowledge as they relate to the academic content? i. learners developing their own voice and increasing independence and responsibility for their learning? j. learners receiving appropriate modifications and accommodations to support their learning?

5 5 3. Reflective Teaching which Informs Instruction and Lesson Design Does the instruction show evidence of: a. differentiation to meet the needs of all learners, including those with Individualized Education Plans? b. modification of content, strategies, materials and assessment based on the interest and immediate needs of students during the lesson? c. formative assessment of the learning before, during, and after the lesson, to provide timely feedback to learners and adjust instruction accordingly? d. the use of formative assessment by both teacher and student to make decisions about what actions to take to promote further learning? e. use of strategies for concept building including inductive learning, discovery-learning and inquiry activities? f. use of prior knowledge to build background information through such strategies as anticipatory set, K-W-L, and prediction brainstorms? g. deliberate teacher modeling of effective thinking and learning strategies during the lesson? h. understanding of current research on how the brain takes in and processes information and how that information can be used to enhance instruction? i. awareness of the preferred informational processing strategies of learners who are technologically sophisticated and the use of appropriate strategies to engage them and assist their learning? j. activities that address the visual, auditory, and kinesthetic learning modalities of learners? k. use of questioning strategies that promote discussion, problem solving, and higher levels of thinking? l. use of graphic organizers and hands-on manipulatives? m. creation of an environment which is learner-centered, content rich, and reflective of learner efforts in which children feel free to take risks and learn by trial and error? n. development of a climate of mutual respect in the classroom, one that is considerate of and addresses differences in culture, race, gender, and readiness levels? o. transmission of proactive rules and routines which students have internalized and effective use of relationship-preserving desists when students break rules or fail to follow procedures? 4. Responsibilities and Characteristics which Help Define the Profession Does the teacher show evidence of: a. continuing the pursuit of knowledge of subject matter and current research on effective practices in teaching and learning, particularly as they tie into changes in culture and technology? b. maintaining accurate records and completing forms/reports in a timely manner? c. communicating with parents about their child s progress and the instructional process? d. treating learners with care, fairness, and respect? e. working collaboratively and cooperatively with colleagues and other school personnel? f. presenting a professional demeanor? MQ/jlm 7/2009

6 6 Unit of Study: Unit 1: The Chemistry of Life (Allow approximately 3 Weeks) Targeted State Standards: 5.1 Science Practices, 5.2 Physical Sciences, 5.3 Life Sciences Unit Objectives/Enduring Understandings: Basic chemical principles affect living things. Essential Questions: How are biological molecules necessary for organisms to grow, to reproduce, and to maintain organization? How do the subcomponents of biological molecules determine to properties of that molecule? Unit Assessment: Core Content Instructional Actions Cumulative Progress Indicators A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories A.3 Use scientific principles and theories to Concepts What students will know. Chemical elements to support life Biological Polymers Macromolecules Molecules of life are exchanged between organisms and the environment Polymer structure and properties Enzyme structure Enzyme activity Skills What students will be able to do. Justify the selection of data regarding the types of molecules that an animal, plant, or bacterium will take up as necessary building blocks and excrete as waste products. Explain the connection between the sequence and the subcomponents of a biological polymer and its properties. Macromolecules Construct explanations based on evidence of how variation in molecular units provides cells with a wider range of functions. Represent graphically or model quantitatively the exchange of molecules between an Activities/Strategies Technology Implementation/ Interdisciplinary Connections May include but are not limited to: Lab 13 Enzymes Text-Campbell and Reese Chapter 2: The Chemical Contest of Life Chapter 3: Water and the Environment Chapter 4: Carbon and the Molecular Diversity of Life Assessment Check Points Formative Assessment Class Discussions Class Activities Informal Polling Summative Assessments Quizzes Tests

7 7 Unit 1: The Chemistry of Life (Allow approximately 3 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators build and refine standards for data collection, posing controls, and presenting evidence B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Concepts What students will know. Skills What students will be able to do. organism and its environment, and the subsequent uses of these molecules to build new molecules that facilitate dynamic homeostasis, growth, and reproduction. Refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer. Use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Chapter 5: The Structure and Function of Macromolecules Chapter 8: An introduction to Metabolism, p Assessment Check Points Performance Assessments Lab Investigations Projects B.2 Build, refine, and represent evidencebased models using mathematical, physical, and computational tools. Analyze data to identify how molecular interactions affect structure and function B.3 Revise predictions and

8 8 Unit 1: The Chemistry of Life (Allow approximately 3 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators explanations using evidence, and connect explanations/arguments to establish scientific knowledge, models and theories. Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations C.1 Reflect on and revise understandings a new evidence emerges C.2 Use data representations and new models to revise predictions and explanations C.3 Consider alternative theories to interpret and evaluate evidence based arguments.

9 9 Unit 1: The Chemistry of Life (Allow approximately 3 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare A.1 Use atomic models to predict the behaviors of atoms in interactions.

10 10 Unit 1: The Chemistry of Life (Allow approximately 3 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators A.5 Describe the process by which solutes dissolve in solvents Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points A.6 Relate toe ph scale to the concentrations of various acids and bases A.1 Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models. Resources: Essential Materials, Supplementary Materials, Links to Best Practices AP Biology Investigative Labs: An Inquiry-Based Approach. New York: The College Board, AP Biology Lab Manual. New York: The College Board, Campbell, Neil A., and Jane B. Reece. Biology. 7th ed. San Francisco: Pearson Benjamin Cummings, Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

11 11 Unit of Study: Unit 2: The Cell (Allow approximately 3 Weeks) Targeted State Standards: 5.1 Science Practices, 5.3 Life Science Unit Objectives/Enduring Understandings: Cell structures are adapted to their functions. Essential Questions: How do shared conserved cellular processes support the idea that all organisms are linked by lines of descent from common ancestry? How do cells create and maintain internal environments that are different from their external environments? How do structure and function of subcellular components and their interactions provide essential cellular processes? How do cells maintain dynamic homeostasis by the movement of molecules across membranes? Unit Assessment: Core Content Instructional Actions Cumulative Progress Indicators A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories. Concepts What students will know. Importance of cell surface area Cell size and shape limitations Cell membrane structure Cell membrane function Cell organelles Prokaryotes vs eukaryotes Organelle interactions Membrane Skills What students will be able to do. Use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion. Explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination. Explain how internal membranes and organelles contribute to cell functions. Use representations and models to describe differences in prokaryotic and eukaryotic Activities/Strategies Technology Implementation/ Interdisciplinary Connections May include but are not limited to: Lab 4 Diffusion and Osmosis Text-Campbell and Reese Chapter 6: A Tour of the Cell Chapter 7: Membrane Structure and Assessment Check Points Formative Assessment Class Discussions Class Activities Informal Polling Summative Assessments Quizzes

12 12 Unit of Study: Unit 2: The Cell (Allow approximately 3 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data B.2 Build, refine, and represent evidencebased models using mathematical, physical, and computational tools. Concepts What students will know. components and selective permeability Evolution of organisms Endosymbiant theory Domains of life cells. Skills What students will be able to do. Make a prediction about the interactions of subcellular organelles. Construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions. Use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions, provide essential functions. Use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure. Construct models that connect the movement of molecules across membranes with membrane structure and function. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Function Chapter 25: Phylogeny and Systematics Chapter 26: The Tree of Life:An Introduction to Biological Diversity p Chapter 27: Prokaryotes ; Assessment Check Points Tests Performance Assessments Lab Investigations Projects B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to Use representations and models to analyze situations or solve problems qualitatively or quantitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes.

13 13 Unit of Study: Unit 2: The Cell (Allow approximately 3 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators establish scientific knowledge, models and theories B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Concepts What students will know. Skills What students will be able to do. Justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. Pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points C.1 Reflect on and revise understandings a new evidence emerges C.2 Use data representations and new models to revise predictions and explanations C.3 Consider alternative theories to interpret and evaluate evidence based arguments D.1 Engage in multiple forms of discussion in order to process, make

14 14 Unit of Study: Unit 2: The Cell (Allow approximately 3 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators sense of, and learn from others ideas, observations, and experiences. Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare A.3 Predict a cell s response in a given set of environmental conditions. Resources: Essential Materials, Supplementary Materials, Links to Best Practices AP Biology Investigative Labs: An Inquiry-Based Approach. New York: The College Board, AP Biology Lab Manual. New York: The College Board, Campbell, Neil A., and Jane B. Reece. Biology. 7th ed. San Francisco: Pearson Benjamin Cummings, Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

15 15 Unit of Study: Unit 3: Cell Processes: Energy and Communication (Allow approximately 4 Weeks) Targeted State Standards: 5.1 Science Practices, 5.2 Physical Science, 5.3 Life Science Unit Objectives/Enduring Understandings: Energy is transferred and transformed by living things. Cells communicate to coordinate function. Essential Questions: How do biological systems utilize free energy to grow, to reproduce, and to maintain homeostasis? How do organisms capture, use, and store free energy? How are external signals converted into cellular responses? Unit Assessment: Core Content Instructional Actions Cumulative Progress Indicators A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories A.3 Use scientific Concepts What students will know. Energy flow in the ecosystem ATP Cellular Respiration Photosynthesis Cell signaling methods Cell communication Signal transduction pathways Effect of disease and drugs on cell signaling Skills What students will be able to do. Explain how biological systems use free energy based on empirical data that all organisms require constant energy input to maintain organization, to grow, and to reproduce. Justify a scientific claim that free energy is required for living systems to maintain organization, to grow, or to reproduce, but that multiple strategies exist in different living systems. Predict how changes in free energy availability affect organisms, populations, and ecosystems. Activities/Strategies Technology Implementation/ Interdisciplinary Connections May include but are not limited to: Lab 6 Cellular Respiration Lab 5 Photosynthesis Text-Campbell and Reese Chapter 8: An Introduction to Metabolism p Chapter 9: Cellular Respiration: Harvesting Chemical Energy Assessment Check Points Formative Assessment Class Discussions Class Activities Informal Polling Summative Assessments Quizzes Tests

16 16 Unit of Study: Unit 3: Cell Processes: Energy and Communication (Allow approximately 4 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators principles and theories to build and refine standards for data collection, posing controls, and presenting evidence B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data B.2 Build, refine, and represent evidencebased models using mathematical, physical, and computational tools. Concepts What students will know. Skills What students will be able to do. Use representations and models to analyze how cooperative interactions within organisms promote efficiency in the use of energy and matter. Use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store, and use free energy. Construct explanations of the mechanisms and structural features of cells that allow organisms to capture, store, or use free energy. Describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Chapter 10: Photosynthesis p Chapter 11: Cell Communication p , , Assessment Check Points Performance Assessments Lab Investigations Projects B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to establish scientific knowledge, models and theories. Describe basic chemical processes for cell communication shared across evolutionary lines of descent. Generate scientific questions involving cell communication as it relates to the process of evolution. Use representation(s) and appropriate models

17 17 Unit of Study: Unit 3: Cell Processes: Energy and Communication (Allow approximately 4 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Concepts What students will know. Skills What students will be able to do. to describe features of a cell signaling pathway. Construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points C.1 Reflect on and revise understandings a new evidence emerges C.2 Use data representations and new models to revise predictions and explanations. Create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling. Describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response C.3 Consider alternative theories to interpret and evaluate evidence based arguments D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular response. Describe a model that expresses key elements to show how change in signal transduction can alter cellular response. Construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways.

18 18 Unit of Study: Unit 3: Cell Processes: Energy and Communication (Allow approximately 4 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare B.2 Describe oxidation and reduction reactions, and give examples of oxidation and reduction reactions that have an impact on the environment, such as corrosion and the burning of fuel A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.

19 19 Unit of Study: Unit 3: Cell Processes: Energy and Communication (Allow approximately 4 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators B.1 Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical settings. Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points B.2 Use mathematical formulas to justify the concept of an efficient diet B.3 Predict what would happen to an ecosystem if an energy source was removed B.4 Explain how environmental factors (such as temperature, light intensity, and the amount of water available) can affect photosynthesis as an energy storing process B.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration.

20 20 Unit of Study: Unit 3: Cell Processes: Energy and Communication (Allow approximately 4 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators B.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels. Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points Resources: Essential Materials, Supplementary Materials, Links to Best Practices AP Biology Investigative Labs: An Inquiry-Based Approach. New York: The College Board, AP Biology Lab Manual. New York: The College Board, Campbell, Neil A., and Jane B. Reece. Biology. 7th ed. San Francisco: Pearson Benjamin Cummings, Instructional Adjustments: Modifications, student difficulties, possible misunderstandings

21 21 Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks) Targeted State Standards: 5.1 Science Practices, 5.3 Life Science Unit Objectives/Enduring Understandings: Heritable information provides for continuity of life. Expression of genetic information involves cellular and molecular mechanisms. The processing of genetic information is imperfect and is a source of genetic variation. Cells communicate by generating, transmitting and receiving chemical signals. Transmission of information results in changes within and between biological systems. Essential Questions: How do living systems store, retrieve, and transmit genetic information critical to life processes? How does the expression of genetic material control cell products which, in turn, determine the metabolism and nature of the cell? What is the relationship between changes in genotype and phenotype and evolution? How can humans use genetic engineering techniques to manipulate genetic information? What are ethical issues raised by the application of these techniques? Unit Assessment: The student can use representations and models to communicate scientific phenomena and solve scientific problems. The student can use mathematics appropriately. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. The student can plan and implement data collection strategies appropriate to a particular scientific question. The student can perform data analysis and evaluation of evidence. The student can work with scientific explanations and theories. The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains. Core Content Instructional Actions Cumulative Progress Indicators A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations A.2 Develop and use mathematical, Concepts What students will know. Phases of the Cell Cycle including, M, G1, G0, G2, S, Interphase. Main ideas underlying the importance of both fundamental Cell Cycle Checkpoints; G0 and M Skills What students will be able to do. Make predictions about natural phenomena occurring during the cell cycle. Describe the events that occur in the cell cycle. Construct an explanation, using visual representations or narratives, as to how DNA in chromosomes is transmitted to the next generation via mitosis, or meiosis followed by Activities/Strategies Technology Implementation/ Interdisciplinary Connections Instructional Activity: Provided with evidence relating to how the Frederick Griffith and Hershey- Chase experiments supported the identification of DNA as the genetic material, students pose questions that remained Assessment Check Points Formative Assessment: Provided with incomplete diagrams (or diagrams with errors) illustrating the structures of

22 22 Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators physical, and computational tools to build evidence-based models and to pose theories A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data B.2 Build, refine, and represent evidencebased models using mathematical, physical, and computational tools B.3 Revise predictions and explanations using Concepts What students will know. Cells cycles exhibit variability among tissues. If X = DNA content and Y = Chromosome number then Meiosis begin with cells = X, Y and produces cells = 0.25X and 0.5Y. Meiosis segregates genes on Homologous chromosomes, which are usually allelic, into gametes which, most likely randomly form a union during fertilization. Calculating the number of possible fundamental gametic different outcomes (not from crossing over) in 2 tetrads during MI. Epigenetic controls override classical Mendelian outcomes hybrid crosses resulting in such as 3:1 or 9:3:3:1 phenotypic outcomes. fertilization. Skills What students will be able to do. Represent the connection between meiosis and increased genetic diversity necessary for evolution. Evaluate evidence provided by data sets to support the claim that heritable information is passed from one generation to another through mitosis, or meiosis followed by fertilization. Construct a representation that connects the process of meiosis to the passage of traits from parent to offspring. Pose questions about the ethical, social, or medical issues surrounding human genetic disorders. Apply mathematical routines to determine Mendelian patterns of inheritance provided by data sets. Explain deviations from Mendel s model of the inheritance of traits. Explain how the inheritance patterns of many traits cannot be accounted for by Mendelian genetics. Activities/Strategies Technology Implementation/ Interdisciplinary Connections unanswered by these historical experiments. The Watson and Crick Model of DNA. Students develop a model of the structure of DNA based solely on Watson and Crick s original Nature article, Molecular Structure of Nucleic Acids: A Structure for Deoxyribose Nucleic Acid. Instructional Activity: Students design an experiment to test the three models of DNA replication. Assume access in a laboratory to the following: experimental organism, radioactive isotopes, test tubes and centrifuge, and growth media for organisms. Instructional Activity: Using computer programs or construction paper, markers, and scissors, students construct a model of DNA using at least 24 Assessment Check Points DNA and RNA, DNA replication, transcription, and translation, students refine or revise the diagrams and share the edited versions for critical review. Students work in pairs to solve a daily genetics problem (e.g., monohybrid, dihybrid, test cross, codominance versus incomplete dominance, sex-linkage, crossing over, pedigrees). The first pair with a solution comes to the board and works the problem for peer review.

23 23 Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators evidence, and connect explanations/arguments to establish scientific knowledge, models and theories B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations C.1 Reflect on and revise understandings a new evidence emerges C.2 Use data representations and new models to revise predictions and explanations C.3 Consider alternative theories to interpret and evaluate evidence based arguments D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from Concepts What students will know. Epigenetic controls affect phenotype. E.g., Genomic Imprinting. Phenotypes are not always a result of a single genotype, for example: Polygenic Inheritance. Nucleic Acid structure and orientation, i.e., 5 to 3 or 3 to 5 of DNA and RNA are essential concepts necessary to comprehend Polypeptide synthesis. The Central Dogma of Biology remains true, however, there are a variety of mechanism cells employ to control gene expression. Phenotypic mutations result from a range of mechanisms from simple SNPs (single nucleotide polymorphisms) to complex mutations such as DNA and RNA transposons. Repressible and inducible Skills What students will be able to do. Describe representations of an appropriate example of inheritance patterns that cannot be explained by Mendel s model of the inheritance of traits. Construct explanations of the influence of environmental factors on the phenotype of an organism. Use evidence to justify a claim that a variety of phenotypic responses to a single environmental factor can result from different genotypes within the population. Construct scientific explanations that use the structures and mechanisms of DNA and RNA to support the claim that DNA and, in some cases, that RNA are the primary sources of heritable information. Justify the selection of data from historical investigations that support the claim that DNA is the source of heritable information. Describe representations and models that illustrate how genetic information is copied for transmission between generations. Describe representations and models illustrating how genetic information is translated into polypeptides. Activities/Strategies Technology Implementation/ Interdisciplinary Connections nucleotides. Students use the model to distinguish between DNA and RNA; to model the processes of replication, transcription, and translation; and to predict nucleotide sequence. Instructional Activity: Students use construction paper or more elaborate materials to create a model of the lac and tryp operons that include a regulator, promoter, operator, and structural genes. Students use the model to make predictions about the effects of mutations in any of the regions on gene expression. Instructional Activity: Students create a diagram to distinguish between the products of embryonic versus adult stem cells. What are some arguments for and against embryonic stem cell research? Assessment Check Points Provided with incomplete diagrams (or diagrams with errors) illustrating the structures of DNA and RNA, DNA replication, transcription, and translation, students refine or revise the diagrams and share the edited versions for critical review. Summative Assessment: Quiz consisting of 10 multiplechoice questions, one short, labbased freeresponse question, and five identify the process microscope

24 24 Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators others ideas, observations, and experiences D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare A.4 Distinguish between the processes of cellular growth (cell division) and development (differentiation) A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and risks (e.g., stem cells, sex determination) D.1 Explain the value and potential application of Concepts What students will know. operons in prokaryotes. Enhancers and Proximal control elements in eukaryotes. In eukaryotes there are many opportunities to regulate gene expression; the chromatin level all the way up to blocking Translation. STPs (signal transduction pathways) operate within a cell from an outside stimulus. Paracrine/endocrine signals. Evolutionary Developmental Biology (Evo-Devo Bio) studies how and when different homeotic genes regulate expression in embryonic tissue. Homeotic genes involved in Developmental Biology; gap genes, pair rule genes, bicoid genes and segment Skills What students will be able to do. Create a visual representation to illustrate how changes in a DNA nucleotide sequence can result in a change in the polypeptide produced. Predict how a change in a specific DNA or RNA sequence can result in changes in gene expression. Describe the connection between the regulation of gene expression and observed differences between different kinds of organisms. Describe the connection between the regulation of gene expression and observed differences between individuals in a population. Explain how the regulation of gene expression is essential for the processes and structures that support efficient cell function. Use representations to describe how gene regulation influences cell products and function. Refine representations to illustrate how interactions between external stimuli and gene expression result in specialization of cells, tissues, and organs. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Instructional Activity: Shh: Silencing the Hedgehog Pathway," Parts I and III. Students engage in an investigative case study of the hedgehog signaling pathway and its role in embryonic development. Instructional Activity: AP Biology Investigation 8: Biotechnology: Bacterial Transformation. Students investigate how genetic engineering techniques can be used to manipulate heritable information using Escherichia coli. After learning fundamental skills, students can design their own experiments to manipulate DNA. This lab is student directed and teacher facilitated. Instructional Activity: AP Biology Investigation 9: Biotechnology: Restriction Enzyme Analysis of DNA. Beginning with a forensic mystery, students Assessment Check Points slides/lab activities. One-hour exam consisting of 20 multiple-choice questions and two freeresponse questions. The free-response questions are based on data and include chisquare analysis. One-hour exam consisting of 20 multiple-choice questions, two short-response questions, and one long freeresponse question involving analysis of models of the structure of DNA, DNA replication,

25 25 Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators genome projects D.2 Predict potential impact on an organism (no impact, significant impact) given a change in a specific DNA code, and provide specific real world examples of conditions caused by mutations D.3 Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization). Concepts What students will know. polarity genes. Patterns of inheritance Predicting genetic outcomes genetic counseling Gene linkage & mapping Genetic Mutations (revisited) Paracrine cell signaling during embryonic development; induction and activation. Nuclear Transplantation and Gene Therapy. Maternal Cytoplasmic Determinants begin embryonic development result in many genetic switches in successive embryonic cells, i.e., Transcription Factors. This determines the differentiated fate of a cell. Apoptosis is necessary for tissue development. Molecular Biology and Skills What students will be able to do. Justify a claim made about the effect(s) on a biological system at the molecular, physiological, or organismal level when given a scenario in which one or more components within a negative regulatory system is altered. Explain how signal pathways mediate gene expression, including how this process can affect protein production. Use representations to describe mechanisms of the regulation of gene expression. Connect concepts in and across domains to show that the timing and coordination of specific events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms. Use a graph or diagram to analyze situations or solve problems (quantitatively or qualitatively) that involve timing and coordination of events necessary for normal development in an organism. Justify scientific claims with scientific evidence to show that timing and coordination of several events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms. Activities/Strategies Technology Implementation/ Interdisciplinary Connections investigate how genetic information can be used to identify and profile individuals. This lab is student directed and teacher facilitated. Instructional Activity: Using information from the film Gattaca and other pieces that we read and discuss in class, students reflect on the idea explored in Michael Crichton s Jurassic Park that just because science can do something doesn t mean that it should. May include but are not limited to: Text-Campbell and Reese Chapter 11: Cell Communication Chapter 12: The Cell Cycle Chapter 13: Meiosis and Sexual Life Cycles Assessment Check Points transcription, and translation. Instructional Activity: Students create a board game to take players through the key steps in translation and have classmates play the game! Formative Assessment: Provided with incomplete diagrams (or diagrams with errors) illustrating the structures of DNA and RNA, DNA replication, transcription, and translation, students refine or revise the diagrams and share the edited versions for

26 26 Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators Concepts What students will know. Bioengineering results in the manipulation of prokaryotic and eukaryotic cells. DNA, and in some cases RNA, is the primary source of heritable information. In eukaryotes, heritable information is passed to the next generation via processes that include the cell cycle and mitosis or meiosis plus fertilization. The chromosomal basis of inheritance provides an understanding of the pattern of passage (transmission) of genes from parent to offspring. The inheritance pattern of many traits cannot be explained by simple Mendelian genetics. Gene regulation results in Skills What students will be able to do. Describe the role of programmed cell death in development and differentiation, the reuse of molecules, and the maintenance of dynamic homeostasis. Justify the claim that humans can manipulate heritable information by identifying at least two commonly used technologies. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Chapter 14: Mendel and the Gene Idea Chapter 15: The Chromosomal Basis of Inheritance Chapter 16: The Molecular Basis of Inheritance Chapter 17: From Gene to Protein Chapter 18: The Genetics of Viruses and Bacteria Chapter 19: Eukaryotic Genomes: Organization, Regulation, and Evolution Chapter 20: DNA Technology and Genomics Assessment Check Points critical review. Formative Assessment: In a short written narrative, students describe one example of experimental evidence that supports the claim that different cell types result from differential gene expression in cells with the same DNA. Then, in small groups, students share and discuss their examples and distinguish between determination and differentiation.

27 27 Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators Concepts What students will know. differential gene expression, leading to cell specialization. A variety of intercellular and intracellular signal transmissions mediate gene expression. Changes in genotype can result in changes in phenotype. Biological systems have multiple processes that increase genetic variation. Viral replication results in genetic variation, and viral infection can introduce genetic variation into the hosts. Cell communication processes share common features that reflect a shared evolutionary history. Cells communicate with each other through direct Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Chapter 21: The Genetic Basis of Development Assessment Check Points Summative Assessment: One long freeresponse question that asks students to connect their understanding of mitosis, DNA and genes, and cell signaling pathways to differential protein expression in a model organism. Formative Assessment: Students create a mini-poster for peer review to explain several applications of genetic engineering and possible ethical, social, or medical issues raised by human

28 28 Unit of Study: Unit 4: From Gene to Protein (Allow approximately 9 Weeks)(con t) Core Content Instructional Actions Cumulative Progress Indicators Concepts What students will know. Skills What students will be able to do. Activities/Strategies Technology Implementation/ Interdisciplinary Connections Assessment Check Points contact with other cells or from a distance via chemical signaling. Signal transduction pathways link signal reception with cellular response. Changes in signal transduction pathways can alter cellular response. Individuals can act on information and communicate it to others. Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses. Resources: Essential Materials, Supplementary Materials, Links to Best Practices AP Biology Investigative Labs: An Inquiry-Based Approach. New York: The College Board, AP Biology Lab Manual. New York: The College Board, Campbell, Neil A., and Jane B. Reece. Biology. 7th ed. San Francisco: Pearson Benjamin Cummings, manipulation of DNA. Summative Assessment: Quiz consisting of two freeresponse questions based on data from experiments pertaining to bacterial transformation and restriction enzyme analysis of DNA. Instructional Adjustments: Modifications, student difficulties, possible misunderstandings