Content Area: Science BRICK TOWNSHIP PUBLIC SCHOOLS BIOLOGY CURRICULUM Course Title: Biology I Honors Grade Level: 9-10 Structure and Function Matter and Energy in Organisms and Ecosystems Block Schedule Semester 1-September Block Schedule Semester 2 -February Block Schedule Semester 1 - October Block Schedule Semester 2 - March Interdependent Relationships in Ecosystems Block Schedule Semester 1-November Block Schedule Semester 2 - April Inheritance and Variation of Traits Natural Selection and Evolution Block Schedule Semester 1 -December Block Schedule Semester 2 - May Block Schedule Semester 1 - January Block Schedule Semester 2 - June Date Created:6/22/17 Board Approved on: 9/14/17 BIOLOGY II HONORS: UNIT 1 BRICK TOWNSHIP PUBLIC SCHOOLS BIOLOGY II HONORS: UNIT 1 BRICK TOWNSHIP PUBLIC SCHOOLS
Content Area: Biology Unit Title: Structure and Function Target Course/Grade Level: 9-10 BRICK TOWNSHIP PUBLIC SCHOOLS BIOLOGY: UNIT 1 Unit Summary: Students investigate explanations for the structure and function of cells as the basic units of life, the hierarchical systems of organisms, and the role of specialized cells for maintenance and growth. Students demonstrate understanding of how systems of cells function together to support the life processes. Students demonstrate their understanding through critical reading, using models, and conducting investigations. The crosscutting concepts of structure and function, matter and energy, and systems and system models in organisms are called out as organizing concepts. Primary interdisciplinary connections: Infused within the unit are connection to the most recent (2014) review and revision of the NJSLS for Mathematics (2016), Language Arts (2016) and Technology 21 st Century Themes: The unit will integrate the 21st Century Life and Career Strand 9.1. This standard outlines the importance of being knowledgeable about one s interests and talents, and being well informed about postsecondary and career options, career planning and career requirements. http://www.nj.gov/education/aps/cccs/career/ Technology connections: For further clarification refer to NJ Class Standard Introductions at http://www.nj.gov/education/cccs/ Learning Targets NJ Student Learning Standards (NJSLS) This unit will cover High School Life Science NJ Student Learning Standards SCL.HS-LS1- SCL.HS-LS3 NJ Student Learning Standard LINK: http://www.nj.gov/education/cccs/2016/science/ SLS# Disciplinary Core Idea SCI.9-12.6 IC IC.A.1 SCI.9-12.5 The way an object is shaped or structured determines many of its properties and functions. Making Inferences and Justifying Conclusions Understand statistics as a process for making inferences about population parameters based on a random sample from that population. Energy and Matter Use a variety of techniques to sequence events so that they build on one another to create a
10.W.9-10.3.C 10.RL.9-10.1 IC.B LS1-2 SCI.9-12.4 LS1-1 ID.A 10.W.9-10.7 SCI.9-12.4 SCI.9-12.5 coherent whole. SCI.9-12.6 LS1-3 ID.A.1 10.SL.9-10.2 Unit Essential Questions Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. Make inferences and justify conclusions from sample surveys, experiments, and observational studies Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Systems and System Models Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Summarize, represent, and interpret data on a single count or measurement variable Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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. A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems. Tracking energy and matter flows, into, out of, and within systems helps one understand their system s behavior Structure and Function Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis Represent data with plots on the real number line (dot plots, histograms, and box plots). Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. How do the structures of organisms enable life s functions? Unit Objectives Students will be able to 1. Explain the connection between the sequence and the subcomponents of a biomolecule and its properties. [Clarification Statement: Emphasis is on the general structural properties that define molecules. Examples include r-groups of amino acids, protein shapes, the nucleotide monomers of DNA and RNA, hydrophilic and hydrophobic regions. ] [Assessment Boundary: Assessment does not include identification LS1.A
or the molecular sequence and structure of specific molecules] 2. Construct models that explain the movement of molecules across membranes with membrane structure and function. [Clarification Statement: Emphasis is on the structure of cell membranes, which results in selective permeability; the movement of molecules across them via osmosis, diffusion and active transport maintains dynamic homeostasis.] 3. Create representations that explain how genetic information flows from a sequence of nucleotides in a gene to a sequence of amino acids in a protein. 4. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.] 5. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.[clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. One example a student might develop is an artery depends on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level, or identification of specific cells, tissues and organs.] Teacher Note: Human body systems (circulatory, excretory, digestive, respiratory, muscular, and nervous systems) are addressed in middle school. LS1.A LS1.A HS-LS1-1 HS-LS1-2
6. Provide examples and explain how organisms use feedback systems to maintain their internal environments. LS1.A 7. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.[clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.] HS-LS1-3
BRICK TOWNSHIP PUBLIC SCHOOLS Evidence of Learning Formative Assessments For additional ideas please refer to NJ State DOE Professional Education Port (PEP): http://www.nj.gov/education/aps/cccs/science/assessment.htm Quizzes, Tests, Homework, Lab activities, In-class activities, Projects Summative Assessments For additional ideas please refer to NJ State DOE Professional Education Port (PEP): http://www.nj.gov/education/aps/cccs/science/assessment.htm Final Exams, Mid Semester Exams, Unit Assessments Modifications (ELLs, Special Education, Gifted and Talented) Follow all 504 and IEP plans; differentiated instruction and tiered assessments Teacher help, Cooperative learning groups, preferential seating. Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: Textbook: Modern Biology: Holt, Reinhart, Winston Laboratory Manuals, equipment and specimens Various Suggested Class Websites Teacher Notes:
Content Area: Biology BRICK TOWNSHIP PUBLIC SCHOOLS BIOLOGY: UNIT 2 Unit Title: Matter and Energy in Organisms and Ecosystems Target Course/Grade Level: 9-10 Unit Summary: Students construct explanations for the role of energy in the cycling of matter in organisms and ecosystems. They apply mathematical concepts to develop evidence to support explanations of the interactions of photosynthesis and cellular respiration and develop models to communicate these explanations. They relate the nature of science to how explanations may change in light of new evidence and the implications for our understanding of the tentative nature of science. Students understand organisms interactions with each other and their physical environment, how organisms obtain resources, change the environment, and how these changes affect both organisms and ecosystems. In addition, students utilize the crosscutting concepts of matter and energy and Systems and system models to make sense of ecosystem dynamics. Primary interdisciplinary connections:. Infused within the unit are connection to the most recent (2014) review and revision of the NJSLS for Mathematics (2016), Language Arts (2016) and Technology 21 st Century Themes: The unit will integrate the 21st Century Life and Career Strand 9.1. This standard outlines the importance of being knowledgeable about one s interests and talents, and being well informed about postsecondary and career options, career planning and career requirements. http://www.nj.gov/education/aps/cccs/career/ Technology connections: For further clarification refer to NJ Class Standard Introductions at http://www.nj.gov/education/cccs/ Learning Targets NJ Student Learning Standards (NJSLS) This unit will cover High School Life Science NJ Student Learning Standards SCL.HS-LS1- SCL.HS-LS3
NJ Student Learning Standard LINK: http://www.nj.gov/education/cccs/2016/science/ SLS# 10.W.9-10.3 LS2-5 IC.A IC.A.1 LS1-6 SCI.9-12.5 10.RL.9-10.1 IC.B SCI.9-12.4 LS2-3 ID.A 10.W.9-10.7 LS1-7 Disciplinary Core Idea Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Understand and evaluate random processes underlying statistical experiments Understand statistics as a process for making inferences about population parameters based on a random sample from that population. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbonbased molecules. Energy and Matter Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. Make inferences and justify conclusions from sample surveys, experiments, and observational studies Systems and System Models Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Summarize, represent, and interpret data on a single count or measurement variable Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Represent data with plots on the real number line (dot plots, histograms, and box plots). ID.A.1 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. LS1-5 SCI.9-12.4 A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and 10.RI.9-10.1 make relevant connections, to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. SCI.9-12.5 Tracking energy and matter flows, into, out of, and within systems helps one understand their system s behavior. Unit Essential Questions: How do organisms obtain and use energy they need to live and grow? How do matter and energy move through ecosystems?
Unit Objectives: Students will be able to 1. Explain the connection between the sequence and the subcomponents of a biomolecule and its properties. [Clarification Statement: Emphasis is on the general structural properties that define molecules. Examples include r-groups of amino acids, protein shapes, the nucleotide monomers of DNA and RNA, hydrophilic and hydrophobic regions. ] [Assessment Boundary: Assessment does not include identification or the molecular sequence and structure of specific molecules] LS1.A 2. Construct models that explain the movement of molecules across membranes with membrane structure and function. [Clarification Statement: Emphasis is on the structure of cell membranes, which results in selective permeability; the movement of molecules across them via osmosis, diffusion and active transport maintains dynamic homeostasis.] 3. Create representations that explain how genetic information flows from a sequence of nucleotides in a gene to a sequence of amino acids in a protein. LS1.A LS1.A 4. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the HS-LS1-2
biochemistry of protein synthesis.] 5. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.[clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. One example a student might develop is an artery depends on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level, or identification of specific cells, tissues and organs.] Teacher Note: Human body systems (circulatory, excretory, digestive, respiratory, muscular, and nervous systems) are addressed in middle school. HS-LS1-2 6. Provide examples and explain how organisms use feedback systems to maintain their internal environments. LS1.A 7. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.[clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.] HS-LS1-3
Formative Assessments BRICK TOWNSHIP PUBLIC SCHOOLS Evidence of Learning For additional ideas please refer to NJ State DOE Professional Education Port (PEP): http://www.nj.gov/education/aps/cccs/science/assessment.htm Quizzes, Tests, Homework, Lab activities, In-class activities, Projects Summative Assessments For additional ideas please refer to NJ State DOE Professional Education Port (PEP): http://www.nj.gov/education/aps/cccs/science/assessment.htm Final Exams, Mid Semester Exams, Unit Assessments Modifications (ELLs, Special Education, Gifted and Talented) Follow all 504 and IEP plans; differentiated instruction and tiered assessments Teacher help, Cooperative learning groups, preferential seating. Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: Textbook: Modern Biology: Holt, Reinhart, Winston Laboratory manuals, equipment and specimens Various Suggested Science Websites
Teacher Notes: Brick Township Public Schools Biology CURRICULUM Content Area: Biology BRICK TOWNSHIP PUBLIC SCHOOLS BIOLOGY: UNIT 3 Unit Title: Interdependent Relationships in Ecosystems Target Course/Grade Level: 9-10 Unit Summary: Students will investigate the role of biodiversity in ecosystems and the role of animal behavior on survival of individuals and species. Students have increased understanding of interactions among organisms and how those interactions influence the dynamics of ecosystems. Students can generate mathematical comparisons, conduct investigations, use models, and apply scientific reasoning to link evidence to explanations about interactions and changes within ecosystems. Primary interdisciplinary connections: Infused within the unit are connection to the most recent (2014) review and revision of the NJSLS for Mathematics (2016), Language Arts (2016) and Technology 21 st Century Themes: The unit will integrate the 21st Century Life and Career Strand 9.1. This standard outlines the importance of being knowledgeable about one s interests and talents, and being well informed about postsecondary and career options, career planning and career requirements. http://www.nj.gov/education/aps/cccs/career/ Technology connections: For further clarification refer to NJ Class Standard Introductions at
http://www.nj.gov/education/cccs/ Learning Targets NJ Student Learning Standards (NJSLS) This unit will cover High School Life Science NJ Student Learning Standards SCL.HS-LS1- SCL.HS-LS3 SCI.9-12.7 SCI.9-12.5 NJ Student Learning Standard LINK: http://www.nj.gov/education/cccs/2016/science/ SLS# Disciplinary Core Idea SCI.9-12.3 In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change. Use mathematical representations to support and revise explanations based on evidence about factors LS2-2 affecting biodiversity and populations in ecosystems of different scales. SCI.9-12.2 Cause and Effect 10.W.9-10.3.C 10.RL.9-10.1 LS2-7 IC.B LS2-1 SCI.9-12.3 IC.B.4 SCI.9-12.4 10.W.9-10.7 SCI.9-12.4 ID.A.1 SCI.9-12.2 10.RI.9-10.1 SCI.9-12.5 Stability and Change Energy and Matter Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Make inferences and justify conclusions from sample surveys, experiments, and observational studies Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Scale, Proportion and Quantity Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. Systems and System Models Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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. Represent data with plots on the real number line (dot plots, histograms, and box plots) Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering. A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. Tracking energy and matter flows, into, out of, and within systems helps one understand their system s behavior.
SCI.9-12.7 For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand. Evaluate the evidence for the role of group behavior on individual and species chances to survive LS2-8 and reproduce. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain LS2-6 relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. Unit Essential Questions: How do organisms interact with the living and non-living environment to obtain matter and energy? Unit Objectives: Students will be able to LS2.A 1. Illustrate how interactions among living systems and with their environment result in the movement of matter and energy. 2. Graph real or simulated populations and analyze the trends to understand consumption patterns and resource availability, and make predictions as to what will happen to the population in the future. 3. Provide evidence that the growth of populations are limited by access to resources, and how selective pressures may reduce the number of organisms or eliminate whole populations of organisms. LS2.A LS2.A 4. Provide examples of adaptations that have evolved in prey populations due to selective pressures over long periods of time. LS2.D 5. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce.[clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, HS-LS2-8
(2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.] 6. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.[clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.] [Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.] 7. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.[clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise.] 8. Make scientific claims and predictions about how specific human activities that impact species diversity within an ecosystem ultimately influence ecosystem stability. HS-LS2-1 HS-LS2-6 LS2.C
9. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.[clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.] 10. Design, evaluate, and refine a solution or simulation for reducing theimpacts of human activities on the environment and biodiversity.*[clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species. Students design solutions and simulations for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species.] HS-LS2-2 HS-LS2-7 HS-LS4-6
Formative Assessments BRICK TOWNSHIP PUBLIC SCHOOLS Evidence of Learning For additional ideas please refer to NJ State DOE Professional Education Port (PEP): http://www.nj.gov/education/aps/cccs/science/assessment.htm Quizzes, Tests, Homework, Lab activities, In-class activities, Projects Summative Assessments For additional ideas please refer to NJ State DOE Professional Education Port (PEP): http://www.nj.gov/education/aps/cccs/science/assessment.htm Final Exams, Mid Semester Exams, Unit Assessments Modifications (ELLs, Special Education, Gifted and Talented) Follow all 504 and IEP plans; differentiated instruction and tiered assessments Teacher help, Cooperative learning groups, preferential seating. Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: Textbook: Modern Biology: Holt, Reinhart, Winston Laboratory Manuals, equipment and specimens Various Suggested Science Websites Teacher Notes:
Content Area: Biology Unit Title: Inheritance and Variation of Traits Target Course/Grade Level: 9-10 Unit Summary: BRICK TOWNSHIP PUBLIC SCHOOLS BIOLOGY: UNIT 4 Students demonstrate understanding of the relationship of DNA and chromosomes in the processes of cellular division that pass traits from one generation to the next. Students can determine why individuals of the same species vary in how they look, function, and behave. Students develop conceptual models for the role of DNA in the unity of life on Earth and use statistical models to explain the importance of variation within populations for the survival and evolution of species. Ethical issues related to genetic modification of organisms and the nature of science are described. Students explain the mechanisms of genetic inheritance and describe the environmental and genetic causes of gene mutation and the alteration of gene expression. Crosscutting concepts of structure and function, patterns, and cause and effect developed in this topic help students to generalize understanding of inheritance of traits to other applications in science Primary interdisciplinary connections: Infused within the unit are connection to the most recent (2014) review and revision of the NJSLS for Mathematics (2016), Language Arts (2016) and Technology 21 st Century Themes: The unit will integrate the 21st Century Life and Career Strand 9.1. This standard outlines the importance of being knowledgeable about one s interests and talents, and being well informed about postsecondary and career options, career planning and career requirements. http://www.nj.gov/education/aps/cccs/career/ Technology connections: For further clarification refer to NJ Class Standard Introductions at http://www.nj.gov/education/cccs/ Learning Targets NJ Student Learning Standards (NJSLS) This unit will cover High School Life Science NJ Student Learning Standards SCL.HS-LS1- SCL.HS-LS3 NJ Student Learning Standard LINK: http://www.nj.gov/education/cccs/2016/science/
CPI # SCI.9-12.6 MD MD.A LS1-4 10.W.9-10.3.C 10.RL.9-10.1 LS3-2 SCI.9-12.2 MD.B SCI.9-12.1 ID.A ID.A.1 SCI.9-12.1 LS3-1 10.RI.9-10.1 LS4-3 LS3-3 SCI.9-12.6 SCI.9-12.2 Brick Township Public Schools Biology CURRICULUM Disciplinary Core Idea: The way an object is shaped or structured determines many of its properties and functions. Using Probability to Make Decisions Calculate expected values and use them to solve problems Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Use probability to evaluate outcomes of decisions Patterns Summarize, represent, and interpret data on a single count or measurement variable Represent data with plots on the real number line (dot plots, histograms, and box plots) Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them. Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Structure and Function Cause and Effect Unit Essential Questions: How are the characteristics from one generation related to the previous generation?
Unit Objectives: Students will be able to 1. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.[assessment Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.] HS-LS1-4 2. Compare the products of meiosis and mitosis. [Clarification Statement: Emphasis is on the replication and separation of DNA and cellular material, changes in chromosome number, number of cell divisions, and number of cells produced in a complete cycle. Assessment Boundary: Assessment does not include memorization of the steps of meiosis or mitosis.] 3. Explain how the process of meiosis results in the passage of traits from parent to offspring, and how that results in increased genetic diversity necessary for evolution. 4. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.] 5. Construct an explanation based on evidence for howthe structure of DNA determinesthe structure of proteins which carry out the essential functionsof life through systems of specialized cells.[clarification Statement: Emphasis is on the cause and effect relationships between DNA, the proteins it codes for, LS1.A, LS3.A LS3.A HS-LS3-1 HS-LS1-1
and the resulting traits observed in an organism.][assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.] 6. Create a visual representation to illustrate how changes in a DNA nucleotide sequence can result in a change in the polypeptide produced. [Clarification Statement: Focus is on how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to natural selection.] [Assessment Boundary: Assessment does not include enzymes and factors involved or rote memorization of the steps of transcription and translation.] 7. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.] 8. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.] LS3.B HS-LS3-2 HS-LS3-3
Formative Assessments BRICK TOWNSHIP PUBLIC SCHOOLS Evidence of Learning For additional ideas please refer to NJ State DOE Professional Education Port (PEP): http://www.nj.gov/education/aps/cccs/science/assessment.htm Quizzes, Tests, Homework, Lab activities, In-class activities, Projects Summative Assessments For additional ideas please refer to NJ State DOE Professional Education Port (PEP): http://www.nj.gov/education/aps/cccs/science/assessment.htm Final Exams, Mid Semester Exams, Unit Assessments Modifications (ELLs, Special Education, Gifted and Talented) Follow all 504 and IEP plans; differentiated instruction and tiered assessments Teacher help, Cooperative learning groups, preferential seating. Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: Textbook: Modern Biology: Holt, Reinhart, Winston Laboratory manuals, equipment and specimens Various Suggested Science Websites
Teacher Notes: Brick Township Public Schools Biology CURRICULUM Content Area: Biology Unit Title: Natural Selection and Evolution Target Course/Grade Level: 9-10 Unit Summary: BRICK TOWNSHIP PUBLIC SCHOOLS BIOLOGY: UNIT 5 High school students investigate patterns to find the relationship between the environment and natural selection. Students demonstrate understanding of the factors causing natural selection and the process of evolution of species over time. They demonstrate understanding of how multiple lines of evidence contribute to the strength of scientific theories of natural selection and evolution. Students can demonstrate an understanding of the processes that change the distribution of traits in a population over time and describe extensive scientific evidence ranging from the fossil record to genetic relationships among species that support the theory of biological evolution. Students can demonstrate an understanding of the processes that change the distribution of traits in a population over time and describe extensive scientific evidence ranging from the fossil record to genetic relationships among species that support the theory of biological evolution. Students can use models, apply statistics, analyze data, and produce scientific communications about evolution. Understanding of the crosscutting concepts of patterns, scale, structure and function, and cause and effect supports the development of a deeper understanding of this topic. Primary interdisciplinary connections: Infused within the unit are connection to the most recent (2014) review and revision of the NJSLS for Mathematics (2016), Language Arts (2016) and Technology
21 st Century Themes: The unit will integrate the 21st Century Life and Career Strand 9.1. This standard outlines the importance of being knowledgeable about one s interests and talents, and being well informed about postsecondary and career options, career planning and career requirements. http://www.nj.gov/education/aps/cccs/career/ Technology connections: For further clarification refer to NJ Class Standard Introductions at http://www.nj.gov/education/cccs/ Learning Targets NJ Student Learning Standards (NJSLS) This unit will cover High School Life Science NJ Student Learning Standards SCL.HS-LS1- SCL.HS-LS3 NJ Student Learning Standard LINK: http://www.nj.gov/education/cccs/2016/science/ SLS # Disciplinary Core Idea SCI.9-12.3 In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change. SCI.9-12.2 Cause and Effect SCI.9-12.6 IC MD MD.A.1 10.RL.9-10.1 IC.B SCI.9-12.3 IC.B.4 LS4-4 SCI.9-12.1 ID.A The way an object is shaped or structured determines many of its properties and functions Making Inferences and Justifying Conclusions Using Probability to Make Decisions Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. Make inferences and justify conclusions from sample surveys, experiments, and observational studies Scale, Proportion and Quantity Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Patterns Summarize, represent, and interpret data on a single count or measurement variable
10.W.9-10.7 SCI.9-12.2 ID.A.1 SCI.9-12.1 10.RI.9-10.1 LS4-5 LS4-2 SCI.9-12.6 Brick Township Public Schools Biology CURRICULUM Unit Essential Questions: Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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 Represent data with plots on the real number line (dot plots, histograms, and box plots). Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them. Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Structure and Function How can there be so many similarities among organisms yet so many different kinds of plants, animals, and microorganisms? How does biodiversity affect humans? Unit Objectives: Students will be able to 1. Examine a group of related organisms using a phylogenic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree. 2. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual understanding of the role each line of LS4.A HS-LS4-1
evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.] 3. Make predictions about the effects of artificial selection on the genetic makeup of a population over time. LS4.C 4. Apply concepts of statistics and probability to support explanations thatorganisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.[clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.] 5. Construct an explanation based on evidence for how natural selectionleads to adaptation of populations.[clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.] 6. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce.[clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. HS-LS4-3 HS-LS4-4 HS-LS2-8
Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming and how these behaviors influence reproduction.] 7. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.] 8. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.[clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution. HS-LS4-5 HS-LS4-2 BRICK TOWNSHIP PUBLIC SCHOOLS
Formative Assessments Evidence of Learning For additional ideas please refer to NJ State DOE Professional Education Port (PEP): http://www.nj.gov/education/aps/cccs/science/assessment.htm Quizzes, Tests, Homework, Lab activities, In-class activities, Projects Summative Assessments For additional ideas please refer to NJ State DOE Professional Education Port (PEP): http://www.nj.gov/education/aps/cccs/science/assessment.htm Final Exams, Mid Semester Exams, Unit Assessments Modifications (ELLs, Special Education, Gifted and Talented) Follow all 504 and IEP plans; differentiated instruction and tiered assessments Teacher help, Cooperative learning groups, preferential seating. Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: Textbook: Modern Biology: Holt, Reinhart, Winston Laboratory manuals, equipment and specimens Various Suggested Science Websites Teacher Notes: