FIRST NINE WEEKS 1 Aug. 6 1 Aug. 7 2 Aug. 13 17 5 3 Aug. 20 2 5 Aug. 27 31 5 5 Sept. 7 (Sept.3 Labor Day) 6 Sept. 1 5 7 Sept. 17 21 5 8 Sept. 2 28 5 9 Oct. 1 5 5 Introduction to Course Added Characteristics Living things (2 Days) Overarching Science Engineering Practices These concepts and skills should be continuously embedded during instruction, as well as through laboratory experiences, throughout the course/year. FB.2.1 FB.2.2 FB.2.3 Atomic Structure The PeriodicTable Chemical Bonding Classroom Expectations/Syllabus/Overview Course Requirements/Administer Learning Styles Inventories Develop criteria to differentiate between living and non-living things. Plan and conduct controlled scientific investigations to produce data to answer questions, test hypotheses and predictions, and develop explanations or evaluate design solutions, which require the following: Select and use appropriate tools or instruments to collect data, and represent data in an appropriate form. ADD: safety symbols/procedures SI measurement. Identify dependent and independent variables and appropriate controls. Analyze and interpret various types data sets, using appropriate mathematics, in order to verify or refute the hypothesis or determine an optimal design solution. (Graphing) Construct an explanation observed relationships between variables. Communicate scientific and/or technical information in various formats. Develop and use simple atomic models to describe the components elements (e.g., relative position, charges protons, neutrons, and electrons). Obtain and use information about elements (e.g., chemical symbol, atomic number, atomic mass, and group or family) to describe the organization the periodic table. Relate chemical reactivity to an element s position on the periodic table. Use this information to determine what type bond will form between elements (ionic, covalent, hydrogen). FB.2. ph Analyze and interpret data to classify common solutions such as acids, bases, or neutral. Communicate the importance ph in living systems. FB.2.5 F.B.2.6 F.B.2.7 Properties Water Organic Compounds Enzyme Activity Science Engineering Practices Investigate how the properties water (e.g., cohesion, adhesion, heat capacity, solvent properties)contribute to the maintenance living cells and organisms. Explain the role the major biomolecules (carbohydrates, proteins including enzymes, lipids, and nucleic acids) to the survival living organisms. Enrichment: Explore the structure biomolecules using molecular models. Relate the structure biomolecules to their function in living things (discuss types bonding, importance the strength and weakness the bond in function, energy in bonds, enzyme function). 1 st 9 s Exam
SECOND NINE WEEKS 1 Oct. 8 9 (Oct. -Parent Conf.) (Oct. 11 12 Fall Break.) 2 2 Oct. 15 19 5 3 Oct. 22 26 5 Oct. 29 Nov. 2 5 Nov. 05 09 6 Nov. 12 16 5 7 Nov. 26 Dec. 30 5 8 Dec. 03 7 5 9 Dec. 1 5 Dec. 17 20 (Dec. 20, 60% Day) FB.3.6 ATP ADP Use models to explain how ADP and ATP cycle to store and release chemical energy using inorganic phosphate. FB.3.5 Photosynthesis Analyze the relationship betweenphotosynthesis and cellular respiration and explain that relationship in terms the need for all living things to acquire energy from their environment. FB.3.5 FB.1.1 FB.1.3 FB.3.1 FB.3.2 FB.3.3 FB.3.7 FB.3.7 FB.3.8 Cellular Respiration The Cell Theory Cell Structure Function Cell Reproduction Cell Cycle Mitosis Cell Reproduction Meiosis Mutations Karyotypes Analyze the relationship between photosynthesis and cellular respiration and explain that relationship in terms the need for all living things to acquire energy from their environment. Identify and communicate the contributions famous scientists and their experiments that formed fundamental scientific principles. (e.g., Robert Hooke,Schleiden/Schwann/Virchow Trace and model the historical development scientific ideas and theories (e.g., creation the microscope, discovery cells/cell theory )through the development a timeline. Research, analyze, explain, and communication how scientific enterprise relates to society and classic inventions (e.g., microscope ) Compare and contrast prokaryotic/eukaryotic and plant/animal/bacteria cells. Use models to investigate and explain structures within living cells that support life. (e.g., cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, Golgi bodies, vacuoles, ER (rough and smooth), ribosomes, chromosomes, centrioles, cytoskeleton, nucleolus, nuclear membrane Compare and contrast active and passive cellular transport. Analyze the movement water across a cell membrane in hypotonic, isotonic, and hypertonic solutions. Compare and contrast the processes and results mitosis and meiosis. NOTE: Asexual Reproduction (examples: binary fission, budding, regeneration, propagation, fragmentation, spore formation, Mitosis, etc., advantages/disadvantages) Cell Cycle (Major stages, Replication, Diagrams) Mitosis (describe events each phase, identify diagrams each phase.) Difference in plant and animal cell division Compare and contrast the processes and results mitosis and meiosis. NOTE: Sexual Reproduction (examples: fertilization,, pollination, conjugation, Meiosis, advantages/disadvantages) Meiosis (describe events each phase, identify diagrams each phase.) Significance Crossing Over Enrichment: Research and orally communicate the possible outcomes a failure mitosis (cancer) or meiosis (nondisjunction).note: Gene Mutation (Cancer) and Chromosomal Mutations (Nondisjunction Down Syndrome, Klinfelter s, Turner Syndrome) 1 st Semester Exam
THIRD NINE WEEKS 1 Jan. 8 11 8 FB.1.1 FB..1 DNA Structure Function Identify and communicate the contributions famous scientists and their experiments that formed fundamental scientific principles. (e.g...griffith, Avery/MacLeoud/ McCarty, Hershey/Chase, Rosalind Franklin, Watson/Crick ) Trace and model the historical development scientific ideas and theories (e.g., discovery DNA/RNA, double helical shape DNA.)through the development a timeline. Compare and contrast the basic structure and function nucleic acids (e.g., DNA, RNA). 2 Jan. 15 18 (Jan. 1, MLK) 3 Jan. 21 25 5 FB..2 FB.. Central Dogma Molecular Biology Mutations (Gene) Obtain and communicate information illustrating the relationships among DNA, genes, chromosomes, and proteins to the basis life. NOTE: Replication Transcription Translation DNA RNA Proteins Obtain and communicate information to describe how mutations may affect genetic expression and provide examples. Jan. 28 Feb. 1 5 Feb. 0 08 6 Feb. 11 15 5 FB..3 FB.1.3 FB..5 Genetics DNA Technology Genetic Engineering Use models (e.g., Punnett squares) and mathematical reasoning to describe and predict patterns inheritance single genetic traits from parents to fspring (e.g., dominant and recessive traits, incomplete dominance, multiple alleles, and sex-linkage). Research, analyze, explain, and communication how scientific enterprise relates to society and classic inventions (e.g., blood typing, gel electrophoresis equipment..) Research and report genetic technologies that may improve the quality life (e.g., genetic engineering, cloning, gene splicing, DNA Testing)Note: amniocentesis, chorionic villi sampling FB..6 Enrichment: Debate the pros and cons using biotechnology to manipulate genetic information for human purpose (society). 3 rd 9 s Continues on the Next Page
THIRD NINE WEEKS 7 Feb. 18 22 5 FB.5.5 Taxonomy Enrichment: Create and analyze models that illustrate the relatedness between all living things (cladograms/phylogenetic trees). NOTE: Hierarchal levels and Nomenclature 8 Feb. 25 Mar. 1 5 FB.5.2 FB.5.3 FB.5.1 FB.5. Evolutionary Theory Analyze and interpret data to support claims that different types fossils provide evidence diversity life that existed on Earth and the relationships between past and existing life on Earth. Obtain and communicate information to explain how DNA evidence and fossil records support Darwin s theory evolution Trace and model the historical development scientific ideas and theories (e.g., evolution/natural selection, endosymbiosis.) through the development a timeline. Investigate through research the contributions scientists to the theory evolution and evolutionary processes (e.g., Needham, Spallanzani, Redi, Pasteur, Lyell, Lamarck, Malthus, Wallace, Darwin). NOTE: Spontaneous Generation and Biogenesis Investigate how biological adaptations and genetic variations traits in a population enhance the probability survival in an environment (natural selection) 9 Mar. 8 5 3 rd 9 s Exam (Cumulative)
FOURTH NINE WEEKS 1 Mar. 18 21 (No Students March 22) 2 Mar. 25 29 5 3 Apr. 01 05 5 Apr. 08 12 5 Apr. 15 18 (Good Friday April 19th) 9 FB.6.1 Compare and contrast biotic and abiotic factors. Biotic FB.6.3 Obtain, evaluate, and communicate information to explain Abiotic Factors relationships that exist between abiotic and biotic components an ecosystem. Explain how changes in biotic and abiotic components affect the balance an ecosystem over time. FB.6.2 Biogeochemical Cycles Use models to analyze the cycling matter in an ecosystem. (e.g., water, carbon dioxide/oxygen, nitrogen). FB.6.6 Symbiosis Engage in scientific argument from evidence to distinguish organisms that exist in symbiotic (mutualism, parasitism, commensalism) or co-evolutionary (predator-prey, cooperation, competition, and mimicry) relationships within an ecosystem. FB.6.5 Energy Flow Use models to analyze the flow energy through food chains, food webs, and pyramids. FB.6. Biomes Develop and use models to discuss the climate, flora, and fauna the terrestrial and aquatic biomes the world. FB.6.7 Human Impact on the Environment Enrichment: Design solutions to reduce the impact human activity on the ecosystem 6 Apr. 23 26 (Good Monday April 22nd) 09 7 Apr. 29 May 3 FB.1.5 Influence Society on Science and Technology Enrichment: Research, analyze, explain, and communicate the influence society, including cultural components, on the direction, progress science and technology (e.g., medical treatments, emerging viruses, antibiotic resistance, vaccinations and re-emergent diseases, alternative energy development, and/or biomimicry NOTE: State Testing (Late April/1 st May) 8 May 06 05 9 May 13 17 05 May 20 23 Cell Structure, Cell Function, Cell Reproduction DNA and RNA Genetics Ecology th 9 s Exam NOTE: It is recommended that students should actively engage in inquiry activities, laboratory experiences, and scientific research (projects) for a minimum 30% class time. Objectives identified by Enrichment: are considered enrichment material that may be expanded upon as time permits. Engineering standards are represented in some performance objectives with specific wording that will prompt students to approach learning and exploration using the engineering process. These performance objectives are marked with an * at the end the statement.