Teacher: Cheely/ Harbuck Course: Biology Period(s): All Day Week of: 1/12/15 EOCEP Lesson Plan/5E s

Transcription

1 EOCEP Lesson Plan/5E s Day of the Week Monday Curriculum 2005 SDE Support Doc Standard:: B-4: The student will demonstrate an understanding of the molecular basis of heredity. Indicator: B-4.5 Goals (Objectives from assessment guidelines) As a result of this lesson the student will be able to: Objective(s): predict inherited traits by using the principles of Mendelian genetics, -identify traits as homozygous or heterozygous, dominant or recessive; -infer the possible genotypes and phenotypes of offspring; -illustrate monohybrid and dihybrid crosses; -summarize the Mendelian concepts of independent assortment, segregation and dominance; -compare the genotypes and phenotypes of offspring to their parents. summarize the chromosome theory of inheritance and relate that theory to Gregor Mendel s principles of genetics -explain the effect of gene linkage and crossing over on the genetic variety of offspring; -compare incomplete dominance and codominance; -compare multiple alleles and polygenic traits; -exemplify the ways that sexlinked traits are passed to offspring; -interpret a pedigree with regard to the nature of specific traits within a family. -explain how DNA functions as the code of life and the blueprint for proteins. -summarize the role of DNA as the code of life; -summarize the process of DNA replication; Instructional Strategies What the teacher will do to ensure students meet the goals: 5E s Engage and Explain Engage: Bell Ringers 1-3 Explain: Similarities and differences between mitosis and meiosis Activities: The student will: 5E s Explore and Extend Activities Explore Activity: Mitosis and meiosis T chart pg.8 Extend Activity: Think outside the box Student Achievement will be measured by: Assessment: Homework: Assessment: T-chart Homework: Think outside the box pg. 9 Other:

2 -infer why organisms that are similar in structure or function often share many of the same Tuesday Standard: The student will demonstrate an understanding of the First Biology standards 1-4. Indicator: B-2.1-8, B B proteins and genes. Objective(s): -recall the three major tenets of cell theory; -identify that unicellular and multicellular organisms must carry out all basic cell processes; -recall reasons that new cells must be formed. -summarize the structures and functions of organelles found in a eukaryotic cell -identify organelles in a diagram or model; -recall the functions of given organelles; -illustrate appropriate organelles found in plant and animal cells; -classify a cell as a plant or an animal cell based on a description of the organelles, a diagram, or a model; -compare plant cells to animal cells. compare the structure and organelles of prokaryotic and eukaryotic cells. -recognize a prokaryotic or eukaryotic cell based on a diagram showing the cell structure and the organelles are present; -recall bacteria as examples of prokaryotic cells; -illustrate the organelles that are found in prokaryotic and eukaryotic cells; -classify a cell as prokaryotic or eukaryotic based on a diagram or a written description which includes the form and organelles present in the cell. -explain the process of cell differentiation; -recall that all of the cells of a particular organism contain all of the genetic code for the organism; Engage: Test Review Explain: Discuss the content covered in the class to this point Explore Activity: Test review Extend Activity: Assessment: Unit Test Homework: Other:

3 -summarize the unique characteristics of embryonic and adult stem cells; -compare the results of cell division and cell differentiation. explain how active, passive, and facilitated transport serves to maintain the homeostasis of the cell -illustrate the ways that each type of cellular transport helps the cell maintain homeostasis; -classify a specific description of cellular transport; -summarize the ways that each method of cellular transport helps the cell to maintain homeostasis; -infer which type of cellular transport would be best suited to transport a given type of substance into or out of a cell; -compare the unique functions of each type of cellular transport. -summarize the characteristics of the cell cycle -identify the phases of the cell cycle; -recall the events that occur in each phase of the cell cycle; -illustrate the phases of the cell cycle with pictures, diagrams, models, or words; -classify a specific description or diagram as a particular phase of the cell cycle; -compare the phases of the cell cycle; -explain the purpose of each event in each phases of the cell cycle to the survival of the cell or organism. -summarize how cell regulation controls and coordinates cell growth and division and allows cells to respond to the environment -exemplify internal signals (enzymes) and the external signals (cell density) that activate

4 the process of cellular growth and division; -classify a signal as an internal signal or an external signal; -recall that a breakdown in the cellular regulatory process can result in growth of tumors. -explain the factors that affect the rates of biochemical reactions; -interpret diagrams, charts, and graphs of biochemical reactions; -summarize factors that affect the rate of biochemical reactions; -recall the purpose of a catalyst. -compare DNA and RNA in terms of structure, nucleotides and base pairs; therefore, the primary focus of assessment should be to detect similarities and differences between structure of DNA and RNA, the nucleotides that compose DNA and RNA, and the bases that bond to form DNA and RNA. -recognize the chemical names of the DNA and RNA molecules; -identify the parts of a nucleotide; -recognize the names of the 5 bases and the two sugars that compose the nucleotides that make up all nucleic acids; -interpret an illustration of a nucleotide; -interpret an illustration of a DNA or an RNA molecule. -summarize the process by which photosynthesis converts solar energy into chemical energy; -interpret the chemical equation for photosynthesis -recognize the formulas for the components of the overall equation for photosynthesis; -recognize ATP, NADPH, and glucose as chemical compounds that store energy in their bonds; -compare the energy transformations that occur in the dark reactions to those that occur in the light reactions.

5 -summarize the basic aerobic and anaerobic processes of cellular respiration -recognize the formulas for the components of the overall equation for cellular respiration; -recognize glucose and ATP as chemical compounds that store energy in their bonds; -explain why cellular respiration is critical to an organism; -compare aerobic and anaerobic respiration as processes that produce energy -recognize the overall structure of the ATP molecule -summarize the function of ATP -identify the components of ATP from diagrams; -interpret diagrams and equations of the ATP-ADP cycle. summarize how the structures of organic molecules (including proteins, carbohydrates, and fats) are related to their relative caloric values -recall the basic components of each type of organic molecule; -compare the structure and relative caloric value of proteins, carbohydrates, and fats. -summarize the functions of proteins, carbohydrates, and fats in the human body -recall or compare the functions Wednesday Standard: The student will demonstrate an understanding of the First Biology standards 1-4. Indicator: B-2.1-8, B B of each organic molecule. Objective(s): -recall the three major tenets of cell theory; -identify that unicellular and multicellular organisms must carry out all basic cell processes; -recall reasons that new cells must be formed. -summarize the structures and functions of organelles found in a eukaryotic cell -identify organelles in a diagram or model; Engage: Student Q&A Explain: Answer any misconceptions on the material that the students might have. Explore Activity: Midterm Test Extend Activity: Assessment: Unit Test Homework: Other:

6 -recall the functions of given organelles; -illustrate appropriate organelles found in plant and animal cells; -classify a cell as a plant or an animal cell based on a description of the organelles, a diagram, or a model; -compare plant cells to animal cells. compare the structure and organelles of prokaryotic and eukaryotic cells. -recognize a prokaryotic or eukaryotic cell based on a diagram showing the cell structure and the organelles are present; -recall bacteria as examples of prokaryotic cells; -illustrate the organelles that are found in prokaryotic and eukaryotic cells; -classify a cell as prokaryotic or eukaryotic based on a diagram or a written description which includes the form and organelles present in the cell. -explain the process of cell differentiation; -recall that all of the cells of a particular organism contain all of the genetic code for the organism; -summarize the unique characteristics of embryonic and adult stem cells; -compare the results of cell division and cell differentiation. explain how active, passive, and facilitated transport serves to maintain the homeostasis of the cell -illustrate the ways that each type of cellular transport helps the cell maintain homeostasis; -classify a specific description of cellular transport; -summarize the ways that each method of cellular transport helps the cell to maintain homeostasis;

7 -infer which type of cellular transport would be best suited to transport a given type of substance into or out of a cell; -compare the unique functions of each type of cellular transport. -summarize the characteristics of the cell cycle -identify the phases of the cell cycle; -recall the events that occur in each phase of the cell cycle; -illustrate the phases of the cell cycle with pictures, diagrams, models, or words; -classify a specific description or diagram as a particular phase of the cell cycle; -compare the phases of the cell cycle; -explain the purpose of each event in each phases of the cell cycle to the survival of the cell or organism. -summarize how cell regulation controls and coordinates cell growth and division and allows cells to respond to the environment -exemplify internal signals (enzymes) and the external signals (cell density) that activate the process of cellular growth and division; -classify a signal as an internal signal or an external signal; -recall that a breakdown in the cellular regulatory process can result in growth of tumors. -explain the factors that affect the rates of biochemical reactions; -interpret diagrams, charts, and graphs of biochemical reactions; -summarize factors that affect the rate of biochemical reactions; -recall the purpose of a catalyst. -compare DNA and RNA in terms of structure, nucleotides and base pairs; therefore, the primary focus of assessment

8 should be to detect similarities and differences between structure of DNA and RNA, the nucleotides that compose DNA and RNA, and the bases that bond to form DNA and RNA. -recognize the chemical names of the DNA and RNA molecules; -identify the parts of a nucleotide; -recognize the names of the 5 bases and the two sugars that compose the nucleotides that make up all nucleic acids; -interpret an illustration of a nucleotide; -interpret an illustration of a DNA or an RNA molecule. -summarize the process by which photosynthesis converts solar energy into chemical energy; -interpret the chemical equation for photosynthesis -recognize the formulas for the components of the overall equation for photosynthesis; -recognize ATP, NADPH, and glucose as chemical compounds that store energy in their bonds; -compare the energy transformations that occur in the dark reactions to those that occur in the light reactions. -summarize the basic aerobic and anaerobic processes of cellular respiration -recognize the formulas for the components of the overall equation for cellular respiration; -recognize glucose and ATP as chemical compounds that store energy in their bonds; -explain why cellular respiration is critical to an organism; -compare aerobic and anaerobic respiration as processes that produce energy -recognize the overall structure of the ATP molecule -summarize the function of ATP

9 -identify the components of ATP from diagrams; -interpret diagrams and equations of the ATP-ADP cycle. summarize how the structures of organic molecules (including proteins, carbohydrates, and fats) are related to their relative caloric values -recall the basic components of each type of organic molecule; -compare the structure and relative caloric value of proteins, carbohydrates, and fats. -summarize the functions of proteins, carbohydrates, and fats in the human body -recall or compare the functions Thursday Standard: : B-4: The student will demonstrate an understanding of the molecular basis of heredity. Indicator: B-4.3, 4.6, 4.7, of each organic molecule. Objective(s): predict inherited traits by using the principles of Mendelian genetics, -identify traits as homozygous or heterozygous, dominant or recessive; -infer the possible genotypes and phenotypes of offspring; -illustrate monohybrid and dihybrid crosses; -summarize the Mendelian concepts of independent assortment, segregation and dominance; -compare the genotypes and phenotypes of offspring to their parents. summarize the chromosome theory of inheritance and relate that theory to Gregor Mendel s principles of genetics -explain the effect of gene linkage and crossing over on the genetic variety of offspring; -compare incomplete dominance and codominance; -compare multiple alleles and polygenic traits; Engage: discussion on heredity Explain: Pre-test review Explore Activity: Standards introduction Extend Activity: Pre-test Q-A Assessment: Pre-assessment Homework: pgs. 6&7 in notebook Other:

10 -exemplify the ways that sexlinked traits are passed to offspring; -interpret a pedigree with regard to the nature of specific traits within a family. -explain how DNA functions as the code of life and the blueprint for proteins. -summarize the role of DNA as the code of life; -summarize the process of DNA replication; -infer why organisms that are similar in structure or function often share many of the same proteins and genes. Friday Assessment: Homework: Other: