Lafayette Parish School System Curriculum Map Biology I Unit 1: What is Science? Time Frame 2 weeks August 15------------August 26, 2011 Unit Description--This unit introduces to the basics of science scientific tools, microscopes, scientific method, and safety in the science laboratory. Student Understandings--This unit introduces to the basics of science scientific tools, microscopes, scientific method, and safety in the science laboratory GLE # GLEs Evidence / Assessments Instructional Notes/Strategies Additional Resources of learning SI 1. I Write a testable question or hypothesis when given a topic (SI-H-A1) Can students describe the basic characteristics of living things? Textbook Correlations Chap. 1, Chap. 2- Chap. 3, Safety in the Lab Students will learn about the importance of understanding the rules. Teacher demonstration and optional video on safety. Activity 1-Safety in the Biology lab Worksheets 1 & 2 BLM-Rules of Lab Conduct Activity 2-Money and Microscope Content Literacy Strategies Learning Logs Opinnionaire
SI 5. C SI 1. E Utilize mathematics, organizational tools, and graphing skills to solve problems (SI- H-A3) Write a testable question or hypothesis when given a topic (SI-H-A1) Application 2. Can students identify basic scientific tools and describe their use? 3. Can students identify the parts of a microscope, their functions and correct operation? Application/Evaluation/Kno wledge 4. Can students describe the scientific method? Word Grid SPAWN Lab Safety test Lab safety test Textbook Correlations Chap. 1, Chap. 2- Chap. 3, Use of technology and tools in science Student will learn how to use the microscope properly Worksheet-Light Microscope Students will learn the differences between different types of graphs and how to select the most appropriate. Making Graphs 23; Appendix B TECH: BIOLOGY.com: Art in Motion: Experimental Design Textbook Correlations Chap. 1, 2, 3, Scientific Method Students will learn the difference between inference and observation.
SI 3. I SI 4 I SI 15 I Plan and record step-by-step procedures for a valid investigation, select equipment and materials and identify variables and controls. (SI-H- A2) Conduct an investigation that includes multiple trials and record, organize, and display data appropriately (SI-H-A2) Analyze the conclusion Activity 3-Thinking Like a Scientist Worksheet 3 parts Observing/Inferring; Thinking like a scientist Writing the hypothesis w/an explanation Textbook Correlations Chap. 1, 2, 3 Textbook Correlations Chap. 1, 2, 3 Textbook Correlations Chap. 1, 2, 3
SI-9. E from an investigation by using data to determine its validity (SI-H- B4) Write and defend a conclusion based on logical analysis of experimental data 5. Can students write an effective lab report? Textbook Correlations Chap. 1, 2, 3 pp. 16-23
Lafayette Parish School System Curriculum Map Biology I Unit 2 Biology as the science of Life Time Frame 3 weeks Aug 29, 2011------Sep 21, 2011 Unit Description--This unit introduces the concept of biology as the science of life. It engages students in exploring the importance of biogeochemical cycles in the environment, the significance of maintaining balance within these cycles, and the role living organisms play. The activities explored in this unit include the cycling of oxygen, carbon dioxide, and adenosine triphosphate (ATP) during photosynthesis and cellular respiration. Other cycles that are explored include water, nitrogen, and phosphorous. Activities in this unit also investigate trophic levels and energy flow within ecosystems. Student Understanding--Students should be able to describe the characteristics of living things and explain how living things interact with the nonliving aspects of their environment. They should be able to explain the dynamics of the process of maintaining a balance within ecosystems and the role chemical processes (photosynthesis and cellular respiration) play in this regard. Students are expected to have a general knowledge about various cycles (e.g., water, energy, and ATP) and how they function around a continuing effort to achieve and maintain equilibrium. Students are also expected to recognize food and energy hierarchy within an ecosystem. GLE # GLEs Evidence / Assessments of learning SI-1. I Write a testable question or hypothesis when given a topic (SI-H-A1) Application/Evaluation/Kno wledge 1. Can students describe the basic characteristics of living things? Instructional Notes/Strategies Textbook Correlations Unit 1- Chap. 4, 5, 6 Parts of Chap. 8, Chap. 9, What is Life Additional Resources
Will look at students points of view rather than correctness of their opinion SI 3. I Plan and record step-by-step procedures for a valid investigation, select equipment and materials and identify variables and controls. (SI-H- A2) Application/Evaluation/Kno wledge 2. Can students describe the scientific method? Content Learning Strategy- Opinnionaire BLM- What is Life Students will work in groups of three or four and observe an object and decide if it is living or non-living Activity 2 Levels of organization Flash Cards Pre-test- Aug 29; Post test Sept. 16, 2011 Textbook Correlations Unit 1- Chap. 4, 5, 6 Parts of Chap. 8, Chap. 9, What is Life Will look at students points of view rather than correctness of their opinion
Content Learning Strategy- Opinnionaire BLM- What is Life Students will work in groups of three or four and observe an object and decide if it is living or non-living SI-7 I SI-10. I Choose appropriate models to explain scientific knowledge or experimental results (SI-H- A4) Given a description of an experiment, identify appropriate safety measures (SI-H-A7) Comprehension/Analysis 3. Can students identify appropriate safety measure for a variety of laboratory settings? Textbook Correlations Unit 1- Chap. 4, 5, 6 Parts of Chap. 8, Chap. 9, Textbook Correlations Unit 1- Chap. 4, 5, 6 Parts of Chap. 8, Chap. 9, Safety in the Lab Students will learn about the importance of understanding the rules. Activity 1-Safety in the Biology lab
Worksheets 1 & 2 BLM-Rules of Lab Conduct an optional video on safety. Identify safety concerns when using animals in the classroom and discuss the ethical treatment of animals Remind students to wear safety goggles when working with chemicals. Content Learning Strategies Learning Logs Opinnionaire Word Grid SPAWN SI-5. C LS--31 Utilize mathematics, organizational tools, and graphing skills to solve problems (SI-H- A3) Application Making Graphs Textbook Correlations Unit 1- Textbook Correlations Unit 1- Chap. 4, 5, 6 Parts of Chap. 8, Chap. 9, Use of technology and tools in science Activity 2-Using cards or Post-it Notes to produce a linking, sequential graphic organizer or concentric circles illustrating
relationships among the levels of organization. SI-4 I SI-15 I Conduct an investigation that includes multiple trials and record, organize, and display data appropriately (SI-H-A2) Analyze the conclusion from an investigation by using data to determine its validity (SI-H- B4) Application Analysis Textbook Correlations Unit 1- Chap. 4, 5, 6 Parts of Chap. 8, Chap. 9, Textbook Correlations Unit 1- Chap. 4, 5, 6 Parts of Chap. 8, Chap. 9, SI 9. E Write and defend a conclusion based on logical analysis of experimental data Synthesis 4. Can students write an effective lab report? Textbook Correlations Unit 1- Chap. 4, 5, 6 Parts of Chap. 8, Chap. 9, LS-31- LS- 23, E- Compare the levels of Unit 1 Chap. 4, 5, 6
-28, 29, 30; ESS-1,2,3, 15 - I SI-2. I LS-24. C organization in the biosphere (LS-H-E3) Describe how investigations can be observation, description, literature survey, classification, or experimentatio n. (SI-H-A2 Analyze food webs by predicting the impact of the loss or gain of an organism (LS-H-D2) Analysis Can students recognize the dynamics of a population and analyze the consequences of the loss of organisms in its food supply or the impact of the loss of one of its predators? Parts of Chap. 8, Chap. 9, Activity 3: The cycling of Oxygen, Carbon Dioxide, and ATP During Photosynthesis and Cellular Respiration Activity 6: Food Chains and Trophic Levels (LS GLEs: 24, 26, 27) (Magazines photo analysis) Textbook Correlations Unit 1- Textbook Correlations Unit 1- Chap. 4, 5, 6 Parts of Chap. 8, Chap. 9,
(LS -25. (LS -26. (LS -27.-I Evaluate the efficiency of the flow of energy and matter through a food chain/pyramid (LS-H-D2) Analyze the dynamics of a population with and without limiting factors (LS-H-D3) Analyze positive and negative effects of human actions on ecosystems (LS- H-D4) (SE-H-A7) Analysis/Evaluation 6. Can students analyze a food web in order to trace 6- the flow of energy in the ecosystem shown? Analysis/ Evaluation 7. Can students interpret a food and energy pyramid and explain why there is less biomass at each level from the base to the top of the food pyramid? Analysis/ Evaluation 8. Can students analyze a scenario to identify positive and negative effects of human actions on an ecosystem? Textbook Correlations Unit 1- Chap. 4, 5, 6 Parts of Chap. 8, Chap. 9, Activity 8: (Active Reading strategies) Human Impact (SI GLEs: 2; LS GLEs: 26, 27) (LS -28 I. Explain why ecosystems require a continuous input of energy from the sun Analysis/Comprehension/E valuation/synthesis 9. Can students explain why the Sun is vital to all ecosystems? Textbook Correlations Unit 1- Chap. 4, 5, 6 Parts of Chap. 8, Chap. 9,
(LS-H-E1) Explain that the cycling of oxygen, carbon dioxide and energy will be examined in this activity (LS -29. I LS -30. I Use balanced equations to analyze the relationship between photosynthesis and cellular respiration (LS- H-E1) Explain the role of adenosine triphosphate (ATP) in a cell (LS-H-E2) Application 10. Can students analyze balanced equations of photosynthesis and aerobic respiration to explain the relationship between these two processes? Analysis/Comprehension/E valuation/synthesis 11. Can students explain the function of ATP in the cells of living organisms? Balancing equations; show the relationship between photosynthesis and cellular respiration LS -30. E Explain the role of adenosine triphosphate (ATP) in a cell (LS-H-E2) 10. Can students explain the function of ATP in the cells of living organisms?
Lafayette Parish School System Curriculum Map Biology I Unit 3: The Cell Time Frame: 5 weeks September 21, 2011 --- October 24, 2011 Unit Description-- This unit introduces the students to the basic structure of cells and their differences, stressing the comparison of plant and animal cells, the differences between prokaryotic and eukaryotic cells, transport mechanisms, and the role of enzymes, and the process of cell division. Student Understanding--This unit centers on cell structure and function. With this information students should recognize the structure of cells (prokaryotic and eukaryotic) and their functions with regard to components of plants and animals, their ability to transport water and other substances, their enzymatic properties, how they divide, and their ability to be defined as living organisms GLE # GLEs Evidence / Assessments of learning SI-1 E Write a testable question or hypothesis when given a topic (SI-H-A1) Knowledge 1. Can students describe the difference between eukaryotic and prokaryotic cells? Instructional Notes/Strategies Unit 1 Chap. 7, pp. 193-194 Chap. 8 & 9 Review of plant and animal cell structure and function Introducing cells and cell theory Content Learning Strategy- word grid Activity 1: Differentiating Between Various Types of Cells (Identifying Additional Resources
organisms under microscopes) Activity 2: Differentiating Between Types of Organelles (analysis worksheet) (SI GLEs: 6, 8, 11; LS GLE: 2) Report Cards - Sept. 30, 2011 1 st 6-weeks Pre-test Sept. 19, Post test Part 1 Cell organelle-oct. 7, 2011 SI-4 E Conduct an investigation that includes multiple trials and record, organize, and display data appropriately (SI-H-A2) Application 3. Can students describe how cells are affected by varying concentrations of solutions? Unit 3 Chap. 7, pp. 193-194 Chap. 8 & 9 Discuss and illustrate a typical cell membrane Determine the effects of isotonic, hypertonic, and hypotonic solutions on a cell Discuss diffusion Activity 5: The Movement of Materials Into and Out of Cells (SI GLEs: 1, 9, 10; LS GLE: 5) SI-5 C Utilize mathematics, organizational Application 3. Can students describe how cells are affected by Chap. 7, Chap. 8 & 9
tools, an graphing skills to solve problems (SI-H- A3) varying concentrations of solutions? Discuss and illustrate a typical cell membrane Determine the effects of isotonic, hypertonic, and hypotonic solutions on a cell Discuss diffusion Activity 5: The Movement of Materials Into and Out of Cells (SI GLEs: 1, 9, 10; LS GLE: 5) SI-6, E Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H- A3) Application 5. Can students describe the function of enzymes in a chemical reaction? Chap. 7 Chap. 8 & 9 Activity 1: Differentiating Between Various Types of Cells (SI GLEs: 6, 10, 11; LS GLE: 1) (identifying organisms under microscopes) Explain the role of enzymes Use an experimental design assessment rubric Activity 7: Enzyme Action Bubbles, Bubbles Everywhere (SI GLEs: 1, 4, 9, 10; LS GLE: 3)
8 C Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected (SI-H- A5) Comprehension Can students identify cell organelles and describe the functions of cells? Unit 3 Chap. 7, Chap. 8 & 9 Use analogies to discuss cell functions Scientific theory is accepted only if it is supported by repeated evidence Literacy strategy: SPAWN, learning log Activity 2: Differentiating Between Types of Organelles (SI GLEs: 6, 8, 11; LS GLE: 2) SI-9 E Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2) Knowledge/Evaluation 5. Can students describe the function of enzymes in a chemical reaction? Unit 3 Chap. 7, pp. Chap. 8 & 9 Explain the role of enzymes Use an experimental design assessment rubric Activity 7: Enzyme Action Bubbles, Bubbles Everywhere (SI GLEs: 1, 4, 9, 10; LS GLE: 3)
10 E Given a description of an experiment,, identify appropriate safety measures (SI-H-A7) Comprehension 5. Can students describe the function of enzymes in a chemical reaction? Chap. 8 & 9 Explain the role of enzymes Use an experimental design assessment rubric Discuss safety measures Activity 7: Enzyme Action Bubbles, Bubbles Everywhere (SI GLEs: 1, 4, 9, 10; LS GLE: 3) 11 E Evaluate selected theories based on supporting scientific evidence (SI-H- B1) Comprehension 1. Can students describe the difference between eukaryotic and prokaryotic cells? Unit 3 Chap. 7 Chap. 8 & 9 Review of plant and animal cell structure and function Introducing cells and cell theory Content Learning Strategy- word grid Activity 1: Differentiating Between Various Types of Cells LS-1 E Compare prokaryotic and eukaryotic cells (LS-H-A1) Can students describe the difference between eukaryotic and prokaryotic cells? Unit 3 Chap. 7, Chap. 8 & 9
Review of plant and animal cell structure and function Introducing cells and cell theory Content Learning Strategy- word grid Activity 1: Differentiating Between Various Types of Cells LS-2 E Identify and describe structural and functional differences among organelles (LS- H-A1) Analysis/Evaluation Can students identify cell organelles and describe the functions of cells? Unit Chap. 7, pp. Chap. 8 & 9 Explain the role of enzymes Use an experimental design assessment rubric Discuss safety measures Activity 7: Enzyme Action Bubbles, Bubbles Everywhere (SI GLEs: 1, 4, 9, 10; LS GLE: 3) LS-4 E Compare active and passive cellular transport(ls-h- A2) Analysis Can students differentiate among the forms of cell transport? Unit Chap. 7, pp. 193-194 Chap. 8 & 9
Compare and differentiate between active and passive transport Activity 6: Active and Passive Transport (LS GLE: 4) LS-5 E Analyze the movement of water across a cell membrane in hypotonic, isotonic, and hypertonic solutions (LS-H- A2) Analysis 3. Can students describe how cells are affected by varying concentrations of solutions? Unit 3 Chap. 7, pp. Chap. 8 & 9 Discuss and illustrate a typical cell membrane Determine the effects of isotonic, hypertonic, and hypotonic solutions on a cell Discuss diffusion LS-9 E Compare mitosis and meiosis (LS-H- B2) Knowledge 6. Can students describe the process of mitosis? 7. Can students predict the number of chromosomes in a cell before and after mitosis? Activity 5: The Movement of Materials Into and Out of Cells (SI GLEs: 1, 9, 10; LS GLE: 5 Unit 3 Chap. 7, Chap. 8 & 9 Review microscope techniques Slide preparation Review safety measures
Outline the phases of mitosis Literacy Strategies: Learning Logs Activity 8: Comparison of Mitotic Cells (LS GLE: 9)
Lafayette Parish School System Curriculum Map Biology I Unit 4: Heredity Time Frame 4 weeks October 26, 2011 to November 18, 2011 Unit Description --Students will be introduced to tasks that incorporate the basics of cellular reproduction, embryological development, the mechanisms of inheritance, exploration of the role of nucleic acids in protein synthesis, they are introduced to basic patterns of inheritance as well as techniques used in biotechnology. Student Understandings--Students should develop an understanding of the concepts of mitosis and meiosis, be able to explain the structure and function of DNA and RNA and relate these to protein synthesis. GLE # GLEs Evidence / Assessments of learning SI 5. C Utilize mathematics, organizational tools, and graphing skills to solve problems (SI-H- A3) Application 10. Can students complete a simple Punnett square to predict the genotypic and phenotypic ratios in the offspring using genes for a dominant-recessive trait? 12. Can students read and interpret a pedigree chart? Can the students discern when the pedigree is the most useful tool for identifying patterns of inheritance? Instructional Notes/Strategies Unit 4 Chap. 11 pp. 306-332 Chap. 12, --pp.336-353 Chap. 13, --pp. 360-389 Chap. 14, --pp. 390--415 Chap. 15 pp. 416-446 Use of Punnett square to predict phenotypic and genotypic outcomes of monohybrid cross Chapter Mystery: Green Parakeets Additional Resources
p. 307 Solution q. Skills Lab p. 330 Analyze pedigree charts Activity 4b: Basic Genetics The Monohybrid Cross Activity 5: The Pedigree Chart SI 7 I Choose appropriate models to explain scientific knowledge or experiments results (e.g., objects, mathematical relationships plans, schemes, examples, roleplaying computer situations) (SI- H-A4) Application 1. Can students compare and contrast the processes of mitosis and meiosis? 2. Can students predict the number of chromosomes in a cell before and after mitosis, and after meiosis? Can they explain the difference in number of chromosomes in meiosis? 5. Can students determine the function and chemical composition of DNA and RNA? 6. Can students replicate a DNA molecule using the correct chemical compounds and sequence of Textbook Correlations-- Unit 4 Chap. 11 Chap.--12 Chap. 13, -- Chap. 14, -- Chap. 15 Activity 1: Comparison of Mitosis and Meiosis (SI GLE: 7; LS GLE: 9) (adapted create visual guide cell cards) Will observe and organize events of mitosis and meiosis Will compare the two processes Content Literacy Strategy Word grid BLM Word Grid for Comparison of Mitosis and Meiosis
bases? 7. Can students describe the roles of DNA and RNA in the synthesis of proteins? 8. Can students explain the relationship between DNA and proteins and explain the importance of proteins in the function of living organisms? 10. Can students complete a simple Punnett square to predict the genotypic and phenotypic ratios in the offspring using genes for a dominant-recessive trait? 12. Can students read and interpret a pedigree chart? Can the students discern when the pedigree is the most useful tool for identifying patterns of inheritance? Structure and function of DNA and RNA Protein synthesis Activity 2: A Very Simple Explanation (SI GLEs: 11, 13, 14, 16; LS GLE: 7) (adapted rap A-T G-C) Activity 3: The Nucleic Acids DNA and RNA Activity 3: The Nucleic Acids-DNA and RNA (SI GLE: 7; LS GLE: 7) ( Adapted Paper DNA 2D build) Activity 4: Simulating Protein Synthesis (SI GLE: 7; LS GLE: 8) (Adapted Student Role Play Protein Synthesis) Activity 4b: Basic Genetics The Monohybrid Cross Activity 5: The Pedigree Chart
SI 9. E SI 11 E Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2) Evaluate selected theories based on supporting scientific evidence (SI-H- B1) Knowledge/Evaluation 1. Can students compare and contrast the processes of mitosis and meiosis? 2. Can students predict the number of chromosomes in a cell before and after mitosis, and after meiosis? Can they explain the difference in number of chromosomes in meiosis? Comprehension 5. Can students determine the function and chemical composition of DNA and RNA? Activity 5: The Pedigree Chart (SI GLEs: 5, 7; LS GLEs: 10, 17) (Queen Elizabeth critical thinking; Student family pedigree chart) Activity Gene therapy and recombinant DNA Activity 1: Comparison of Mitosis and Meiosis Discuss the discovery of the DNA molecule Scientific methods and peer review used for new discoveries BLM Molecular Structure of Nucleus Acids SI 13 C Identify scientific evidence that has caused modifications in previously accepted theories (SI-H- C2) Analyze 5. Can students determine the function and chemical composition of DNA and RNA? Activity 2: A Very Simple Explanation Activity 2: A Very Simple Explanation
SI 14 C SI 16 C Cite examples of scientific advances and main technologies and how they affect society (e.g. MRI, DNA in forensics) (SH- H-B3) Use the following rules of evidence to examine experimental results: Can an expert s technique or theory be tested, has been tested, or is it simply a Application/Evaluation 5. Can students determine the function and chemical composition of DNA and RNA? 13. Can students cite examples of artificial hybrids, such as ones created via genetic engineering? 14. Can students provide ten examples of useful products, organisms, or processes currently being produced by or used in bioengineering? 15. Can students describe positive and negative aspects of bioengineering? Application 5. Can students determine the function and chemical composition of DNA and RNA? Advances in gene therapy and genetic engineering BLM Specific Assessment Rubric Activity 2: A Very Simple Explanation Activity 6: Recombinant Gene Technology and Genetic Engineering Activity 2: A Very Simple Explanation
subjective, conclusive approach that cannot be reasonably assessed for reliability? Has the technique or theory been subjected to peer review and publication? What is the known or potential rate of error of the technique or theory when applied? Were standards and controls applied and maintained? e) Has the technique or theory been generally accepted in the scientific
LS 6 C LS 7 E community? (SI- H-B5) (SI-H-B1) (SI-H-B4) Analyze a diagram of a developing zygote to determine when cell differentiation occurs (LS-H- A3) Identify the basic structure and function of nucleic acids (e.g. DNA, RNA) (LS-H-B1) Analyze 3. Can students differentiate between reproduction and growth? Comprehension 5. Can students determine the function and chemical composition of DNA and RNA? 6. Can students replicate a DNA molecule using the correct chemical compounds and sequence of bases? 7. Can students describe the roles of DNA and RNA in the synthesis of proteins? 8. Can students explain the relationship between DNA and proteins and explain the importance of proteins in the function of living Unit 4 Chap. 12, -- Protein synthesis Activity 3: The Nucleic Acids DNA and RNA Activity 3: The Nucleic Acids-DNA and RNA (SI GLE: 7; LS GLE: 7) ( Adapted Paper DNA 2D build) Activity 4a: Simulating Protein Synthesis
organisms? LS 8 E Describe the relationships among DNA, genes, chromosomes, and proteins (LS-H-B1) Knowledge 4. Can students explain the relationship between genes, chromosomes, and proteins? 5. Can students determine the function and chemical composition of DNA and RNA? 6. Can students replicate a DNA molecule using the correct chemical compounds and sequence of bases? 7. Can students describe the roles of DNA and RNA in the synthesis of proteins? 8. Can students explain the relationship between DNA and proteins and explain the importance of proteins in the function of living organisms? Unit 4 Chap. 13, -- Activity 3: The Nucleic Acids DNA and RNA Activity 4a: Simulating Protein Synthesis
LS 9 E LS 10 E LS 11 E Compare mitosis and meiosis (LS-H- B2) Analyze pedigrees to identify patterns of inheritance for common genetic disorders (LS-H- B3) Calculate the probability of genotypes and phenotypes of offspring given the parental genotypes (LS- H-B3) Analyze 1. Can students compare and contrast the processes of mitosis and meiosis? 2. Can students predict the number of chromosomes in a cell before and after mitosis, and after meiosis? Can they explain the difference in number of chromosomes in meiosis? Evaluation 12. Can students read and interpret a pedigree chart? Can the students discern when the pedigree is the most useful tool for identifying patterns of inheritance? Comprehension 9. Can students differentiate between the terms genotype and phenotype? Can the students provide examples? 10. Can students complete a simple Punnett square to predict the genotypic and phenotypic ratios in the offspring using genes for a dominant-recessive trait? Activity 1: Comparison of Mitosis and Meiosis Activity 5: The Pedigree Chart Unit 4 Chap. 14, --pp. 390 415 Chapter Mystery---The Crooked Cell Solution
11. Can students describe the difference between a monohybrid and a dihybrid cross? LS 12 C LS 13 C Describe the processes used in modern biotechnology related to genetic engineering (LS- H-B4) (LS-H-B1) Identify possible positive and negative effects of advances in biotechnology (LS-H-B4) (LS-H- B1) Comprehension 13. Can students cite examples of artificial hybrids, such as ones created via genetic engineering? Comprehension 14. Can students provide ten examples of useful products, organisms, or processes currently being produced by or used in bioengineering? 15. Can students describe positive and negative aspects of bioengineering? Activity 6: Recombinant Gene Technology and Genetic Engineering Unit 4 Chap. 15 Chapter Mystery A Case of Mistaken Identity. Activity 6: Recombinant Gene Technology and Genetic Engineering LS 17 I Describe and illustrate how factors affect gene frequency Knowledge/Application 9. Can students differentiate between the terms genotype and phenotype? Can the Activity 5: The Pedigree Chart
in a population over time and their consequences (LS-H-C3) students provide examples? 10. Can students complete a simple Punnett square to predict the genotypic and phenotypic ratios in the offspring using genes for a dominant-recessive trait? 12. Can students read and interpret a pedigree chart? Can the students discern when the pedigree is the most useful tool for identifying patterns of inheritance?
Lafayette Parish School System Curriculum Map Biology I Unit 5: Change over Time Time Frame 2 weeks November 28, 2011 -----December 9, 2011 Unit Description --Students will be introduced to tasks that incorporate the basics of cellular reproduction, embryological development, the mechanisms of inheritance, exploration of the role of nucleic acids in protein synthesis, they are introduced to basic patterns of inheritance as well as techniques used in biotechnology. Student Understandings--Students should develop an understanding of the concepts of mitosis and meiosis, be able to explain the structure and function of DNA and RNA and relate these to protein synthesis. GLE # GLEs Evidence / Assessments of learning LS 16 E Explain how Evaluation/Analysis DNA evidence 3. Can students discern why and the fossil fossils are important to the record support understanding of evolution? Darwin s theory 4. Can students name one of evolution (LS- example from the fossil H-C2) record that supports that evolution has occurred? 5. Can students describe radioactive dating? Can students relate how it is used to determine the age of a fossil? 6. Can students describe how DNA and Instructional Notes/Strategies Textbook Correlations Chapt. 15 Chapt. 16, See detailed units for activities, textbook correlations, GLEs and websites Activity 1: The Fossil Record as Evidence for Evolution (SI GLEs: 8, 11, 13; LS GLEs: 14, 16; ESS GLEs: 17, 18, 22) (Adapted Show and analyze fossils; Radioactive dating) Additional Resources
proteins can be used as evidence to support the theory evolution? Review for mid-terms Midterm dates Dec. 15-20, 2011 Pretest-Nov. 28, post test Dec. 9, 2011 (Refer to Activity 1 from GLE 14 Above) LS 33 E Compare structure to function of organs in a variety of organisms (LS- H-F1) Evaluation 2. Can students describe two major ideas Darwin put forth in the Origin of Species? 7. Can students provide some examples and explain how natural selection occurs? Textbook Correlations Chapt. 1 Chapt. 16, See detailed units for activities, textbook correlations, GLEs and websites Activity 2: Evidence for Evolution Based on Organ-System Comparisons (SI GLEs: 6, 7, 8, 11, 13; LS GLEs: 14, 33) Comparative embryology homologous structures) ESS 17 C Determine the relative ages of rock layers in a geologic profile or cross-section (ESS-H-C2) Evaluation 5. Can students describe radioactive dating? Can students relate how it is used to determine the age of a fossil? (Refer to Activity 2 from GLE 14 Above) Textbook Correlations Chapt. 15, Chapt. 16, See detailed units for activities, textbook correlations,
GLEs and websites Activity 1: The Fossil Record as Evidence for Evolution (SI GLEs: 8, 11, 13; LS GLEs: 14, 16; ESS GLEs: 17, 18, 22) Adapted Show and analyze fossils; Radioactive dating) (Refer to Activity 1 from GLE 14 Above) ESS 18 C Use data from radioactive dating techniques to estimate the age of earth materials (ESS- H-C2) Application/Comprehension 5. Can students describe radioactive dating? Can students relate how it is used to determine the age of a fossil? Textbook Correlations Chapt. 15, Chapt. 16, See detailed units for activities, textbook correlations, GLEs and websites Activity 1: The Fossil Record as Evidence for Evolution (SI GLEs: 8, 11, 13; LS GLEs: 14, 16; ESS GLEs: 17, 18, 22) Adapted Show and analyze fossils; Radioactive dating) (Refer to Activity 1 from GLE 14 Above)
ESS 22 E SI 6 E Analyze data related to a variety of natural processes to determine the time frame of the changes involved (eg formation of sedimentary rock layers, deposition of ash layers, fossilization of plant or animal species) (ESS-H- C5) Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H- A3) Analysis 7. Can students provide some examples and explain how natural selection occurs? 8. Can students explain whether or nor the antibiotic resistance of microbes is evidence for evolution? Application 5. Can students describe radioactive dating? Can students relate how it is used to determine the age of a fossil? 6. Can students describe how DNA and proteins can be used as evidence to support the theory evolution? Textbook Correlations Chapt. 15, Chapt. 16, See detailed units for activities, textbook correlations, GLEs and websites Activity 1: The Fossil Record as Evidence for Evolution (SI GLEs: 8, 11, 13; LS GLEs: 14, 16; ESS GLEs: 17, 18, 22) (Adapted Show and analyze fossils; Radioactive dating) (Refer to Activity 1 from GLE 14 Above) Activity 2: Evidence for Evolution Based on Organ-System Comparisons (SI GLEs: 6, 7, 8, 11, 13; LS GLEs: 14, 33) (Comparative embryology homologous structures) Activity 3: Adaptation (SI GLEs: 6, 7; LS GLE: 14) (Evolution and adaptation video discussion) (De-evolutionized student
competition) Activity 4: Evolution as a Biological Theme (SI GLEs: 6, 7, 11, 13; LS GLE: 14) (Refer to Activities 2, 3 and 4 from GLE 14 above) SI 7 I Choose appropriate models to explain scientific knowledge or experiments results (eg objects, mathematical relationship plans, examples, role playing computer situations) (SI- H-A4) Application 5. Can students describe radioactive dating? Can students relate how it is used to determine the age of a fossil? Activity 2: Evidence for Evolution Based on Organ-System Comparisons (SI GLEs: 6, 7, 8, 11, 13; LS GLEs: 14, 33) (Comparative embryology homologous structures) Activity 3: Adaptation (SI GLEs: 6, 7; LS GLE: 14) (Evolution and adaptation video discussion) (De-evolutionized student competition Activity 4: Evolution as a Biological Theme (SI GLEs: 6, 7, 11, 13; LS GLE: 14) (Refer to Activities 2, 3 and 4 from GLE 14 above)
SI 8 C SI 11 E Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected. (SI-H- A5) Evaluate selected theories based on supporting scientific evidence (SI-H- B1) Comprehension 1. Can students identify Charles Darwin and what he contributed to the understanding of science? Comprehension 1. Can students identify Charles Darwin and what he contributed to the understanding of science? 2. Can students describe two major ideas Darwin put forth in the Origin of Species? Activity 1: The Fossil Record as Evidence for Evolution (SI GLEs: 8, 11, 13; LS GLEs: 14, 16; ESS GLEs: 17, 18, 22) (Adapted Show and analyze fossils; Radioactive dating) (Refer to Activity 1 from GLE 14 above) Activity 1: The Fossil Record as Evidence for Evolution (SI GLEs: 8, 11, 13; LS GLEs: 14, 16; ESS GLEs: 17, 18, 22) (Adapted Show and analyze fossils; Radioactive dating) (Refer to Activity 1 GLE 14 Above) Activity 2: Evidence for Evolution Based on Organ-System Comparisons (SI GLEs: 6, 7, 8, 11, 13; LS GLEs: 14, 33) Comparative embryology homologous structures) Activity 4: Evolution as a Biological Theme (SI GLEs: 6, 7, 11, 13; LS GLE: 14)
(Refer to Activity 1, 2 and 4 from GLE 14 Above) SI 13 E Identify scientific evidence that has caused modifications in previous accepted theories. (SI-H- C2) Analysis 8. Can students explain whether or not the antibiotic resistance of microbes is evidence for evolution? Activity 1: The Fossil Record as Evidence for Evolution (SI GLEs: 8, 11, 13; LS GLEs: 14, 16; ESS GLEs: 17, 18, 22) (Adapted Show and analyze fossils; Radioactive dating) Activity 2: Evidence for Evolution Based on Organ-System Comparisons (SI GLEs: 6, 7, 8, 11, 13; LS GLEs: 14, 33) Comparative embryology homologous structures Activity 4: Evolution as a Biological Theme (SI GLEs: 6, 7, 11, 13; LS GLE: 14) (Refer to Activity 1, 2 and 4 from GLE 14 Above)
Lafayette Parish School System Curriculum Map Biology I Unit 6: Classifications and Patterns of Behavior Time Frame: 3 weeks January 4, 2012 to January 20, 2012 Unit Description--This unit involves students in identifying the characteristics used to define life, as we know it, on planet Earth and the systems used to organize these life forms into various groups (e.g., classification). It also focuses on the effects various stimuli can have on organism behavior. Both plants and animals will be included, with an emphasis on how responses relate to the survival of the species. Student Understandings--This unit centers on the characteristics and behavioral traits of all forms of life. With this information, students should identify similarities and differences in life forms and classify examples according to identifiable traits and place them in the proper taxonomic categories. Organisms (plants and animals) react to stimuli in different ways and in varying amounts. Students will be able to explain plant and animal responses to stimuli and relate the survival value of these responses. GLE # GLEs Evidence / Assessments of learning 1 SI E Write a testable question or hypothesis when given a topic (SI-H-A1) Knowledge 7. Can students describe the role they play in animal behavior? 6. Can students differentiate between innate behavior and learned behavior? Instructional Notes/Strategies Textbook Correlations Chapters 17, 18 Review safety issues Design an investigation to test animal behavior and response to stimuli Activity 6: Investigating Animal Behavior (SI GLEs: 1, 3, 4, 9, 10, 15; LS GLEs: 35, 36) Additional Resources
2 SI I 3 SI I SI-4 E Describe how investigations can be observation, description, literature survey, classification, or experimentatio n. (SI-H-A2) Plan and record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls (SI-H- A2) Conduct an investigation that includes multiple trials and record, organize, and Knowledge 2. Can students list and describe the six kingdoms of organisms? Synthesis 7. Can students describe the role they play in animal behavior? 6. Can students differentiate between innate behavior and learned behavior? Application 7. Can students describe the role they play in animal behavior? 6. Can students differentiate How to research topics Identify characteristics of the 6 major kingdoms Literacy strategy: graphic organizer Activity 2: Kingdoms and Phyla (SI GLEs: 2, 6, 7; LS GLEs: 19, 20) Review safety issues Design an investigation to test animal behavior and response to stimuli Resources: Activity 6: Investigating Animal Behavior (SI GLEs: 1, 3, 4, 9, 10, 15; LS GLEs: 35, 36) Review safety issues Design an investigation to test animal behavior and response to stimuli Activity 6: Investigating Animal Behavior (SI GLEs: 1, 3, 4, 9, 10, 15; LS
SI-6 E 7 SI I display data appropriately (SI-H-A2) Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H- A3) Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, roleplaying, computer simulations) (SI- H-A4) between innate behavior and learned behavior? Application 2. Can students list and describe the six kingdoms of organisms? Application 1. Can students differentiate among the terms taxonomy, classification, and nomenclature? 2. Can students list and describe the 6 kingdoms of life? GLEs: 35, 36) How to research topics Identify characteristics of the 6 major kingdoms Literacy strategy: graphic organizer Appropriate use of computers Activity 2: Kingdoms and Phyla (SI GLEs: 2, 6, 7; LS GLEs: 19, 20) How are earth s organisms organized? What are the seven basic taxonomic categories? What is the importance of binomial nomenclature? Literacy strategy: learning logs Activity 1: General Classification (SI GLE 7; LS GLE: 18) (dichotomous key) Jan. 17, Report Card 3 rd 6-weeks Pre-test Jan. 4 Post test Jan. 20, 2012
SI-9 E Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2) Knowledge/Evaluation 2. Can students list and describe the six kingdoms of organisms? 3. Can students define the term trait? Designing an experiment How plants respond to stimuli The meaning of tropism literacy strategy: graphic organizer Activity 5: Response of a Plant to Light Stimulus Phototropism (SI GLEs: 9, 15; LS GLEs: 35, 36) SI- 10 E Given a description of an experiment,, identify appropriate safety measures (SI-H-A7) Comprehension 7. Can students describe the role they play in animal behavior? 6. Can students differentiate between innate behavior and learned behavior? Review safety issues Design an investigation to test animal behavior and response to stimuli Activity 6: Investigating Animal Behavior (SI GLEs: 1, 3, 4, 9, 10, 15; LS GLEs: 35, 36) SI -12 C Cite evidence that scientific investigations are conducted for many different reasons. (SI-H- B2) Comprehension 6. Can students differentiate between learned behavior and innate behavior? Why do scientists conduct investigations? Innate behavior vs. learned behavior Literacy Strategy: Graphic Organizer Activity 8: Innate and Learned Behavior (SI GLE: 12; LS GLEs: 35, 36)
SI -15 C Analyze the conclusion from an investigation by using data to determine its validity (SI-H- B4) Analysis 2. Can students list and describe the six kingdoms of organisms? 3. Can students define the term trait? Designing an experiment How plants respond to stimuli The meaning of tropism Literacy strategy: graphic organizer Activity 5: Response of a Plant to Light Stimulus Phototropism (SI GLEs: 9, 15; LS GLEs: 35, 36) (Phototropism and Gravatropism video demonstration and analysis) LS -15 E Compare the embryological development of animals in different phyla (LS-H-A3) Evaluation 2. Can students list and describe the six kingdoms of organisms? 4. Can students list five easily identifiable traits of human beings? Embryonic development Identifiable traits of human beings Resources: http://cas.bellarmine.edu/tietjen/evolutio n/species%20concepts/hox%20and%20 Embryo.htm Activity 4: Embryological Development (SI GLEs: 5, 7; LS GLE: 15) LS- 18 E Classify organisms from different kingdoms at several taxonomic Analyze 1. Can students differentiate among the terms taxonomy, classification, and nomenclature? 2. Can students list and How are earth s organisms organized? What are the seven basic taxonomic categories? What is the importance of binomial nomenclature?
levels, using a dichotomous key (LS-H-C4) describe the six kingdoms of organisms? 5. Can students define and describe a dichotomous key? Utilizing a dichotomous key Literacy strategy: learning logs Activity 1: General Classification (SI GLE 7; LS GLE: 18) Activity 3: Taxonomic Classification (SI GLE: 7; LS GLEs: 19, 20) (Classification of Shoes) LS -19 C Compare characteristics of the major kingdoms (LS-H- C5) Evaluation 1. Can students differentiate among the terms taxonomy, classification, and nomenclature? 2. Can students list and describe the six kingdoms of organisms? How are earth s organisms organized? What are the seven basic taxonomic categories? What is the importance of binomial nomenclature? Utilizing a dichotomous key Literacy strategy: learning logs Activity 1: General Classification (SI GLE 7; LS GLE: 18) LS -20 E Analyze differences in life cycles of selected organisms in each of the kingdoms (LS-H- C6) Analyze 2. Can students list and describe the six kingdoms of organisms? 3. Can students define the term trait? Organizing organisms into their appropriate kingdoms Importance of scientific names Literacy strategy: graphic organizer Activity 3: Taxonomic Classification (SI GLE: 7; LS GLEs: 19, 20)
LS -35 E Explain how selected organisms respond to a variety of stimuli (LS-H- F3) Analyze/Evaluate/ Synthesize 6. Can students differentiate between learned behavior and innate behavior? 7. Can students define the term, pheromones? Can students describe the role they play in animal behavior? Can students provide examples? 8. Can students explain why a bird will ignore a rabbit in its territory, but aggressively attempt to discourage a member of its own species? Which is more important, social behavior or individual behavior? Survival of the species Literacy strategies: SQPL, learning logs Activity 7: Social Structure and Behavior (SI GLE: 6; LS GLEs: 35, 36) (Video Discussion and class demonstration analysis of wild to human behavior) LS -36 E Explain how behavior affects the survival of species (LS-H- F4) Analyze/Evaluate/ Synthesize 6. Can students differentiate between learned behavior and innate behavior? 7. Can students define the term, pheromones? Can Which is more important, social behavior or individual behavior? Survival of the species Literacy strategies: SQPL, learning logs Resources: http://www.pbs.org/wgbh/nova/bees
students describe the role they play in animal behavior? Can students provide examples? Activity 7: Social Structure and Behavior (SI GLE: 6; LS GLEs: 35, 36) 8. Can students explain why a bird will ignore a rabbit in its territory, but aggressively attempt to discourage a member of its own species?
Lafayette Parish School System Curriculum Map Biology I Unit 7: The Human Body Its Structures, Systems, Balance, Health, and Disease Time Frame 12-14 weeks Jan 23, 2011----May 15, 2012 Unit Description This unit introduces students to the structure and systems of the human body. This unit will examine the interaction of the various systems, how a balance (homeostasis) is maintained within the systems, and factors that affect the health and proper functioning of the systems (e.g., drugs, alcohol, disorders, and disease organisms). In addition, the student will explore areas related to maintaining good health through recognition of causes, symptoms, treatments, and prevention of major diseases. Mechanisms of disease transmission and the role of the human immune system will also be investigated. Student Understandings-- The human body is be understood as a living organism, and students should be provided information and experiences that will enable them to explain the structure and function of the body systems, major organs, and processes that maintain homeostasis and life. Students will be able to describe the connections between the system, diseases and conditions of that system, and the importance of health maintenance. GLE # GLEs Evidence / Assessments of learning LS 21 E Compare the Evaluation: structures, 7.Can students differentiate functions, and between active and passive cycles of viruses immunity? to those of cells 11.Can students describe (LS-H-C7) the mechanism of disease transmission and processes of infection? 12.Can students describe viruses? Instructional Notes/Strategies Textbook Correlations Chapt. 20, Chapt. 40 Activity 18: Viruses (SI GLEs: 7, 11; LS GLEs: 21, 38) Students construct Venn diagram after research of viruses. Discuss how cells are damaged by viruses and HIV/AIDS information. Additional Resources
13.Can students discern if antibiotics are effective for treatment of viral infections? Can students explain why a physician might prescribe an antibiotic, knowing that the patient has a viral infection? Content Literacy Strategies Venn diagram LS 22 E Describe the role of viruses in causing disease and conditions (eg AIDS, common colds, smallpox, influenza, warts) (LS-H- C7) (LS-H-G2) Comprehension: 4.Can students describe how the various systems of the human body interact? 8.Can students explain the relationship between vaccinations and immunity? Textbook Correlations Digestive & Excretory Chapt. 30, Nervous Chapt. 31, Skeletal, Muscular, Integumentary Chapt. 32 Circulatory & respiratory Chapt. 33, Endocrine & Reproductive Chapt. 34, Immune & Disease Chapt. 35, Activity 20: The Disease Chain (SI GLEs: 7, 14; LS GLEs: 22, 38, 39, 41, 42) Students construct a chain based on germ theory model, where six links are given for chain links. Students are then assigned a disease in which to research and present in pamphlet form. Chain are then brought in to determine which link removal would stop the
disease. Content Literacy Strategies BLM- Health and Disease Pamphlet rubric LS 32 E Analyze the interrelationshi ps of organs in major systems (LS-H-F1) (LS-H- E3) Analysis: 1.Can students describe the functions of the human body systems? 2.Can students identify and locate the major organs of each body system? 3.Can students discuss the functions of the major organs of the body systems? 4.Can students describe how the various systems of the human body interact? Textbook Correlations Chapt. 40, Activity 2: The Brain, Nerve Fibers, and the Neuron (SI GLEs: 6, 7, 14; LS GLE: 33) (Adapted Nerve sensitivity test) End at the beginning of May to be preparaed for EOC. Lab dissections will occur May 7-18. Finals 21-24. Activity 3: The Nervous System/Brain, Peripheral, and Autonomic Systems (SI GLEs: 6, 7, 14; LS GLEs: 32, 33, 34) Group work where students are assigned sections of the nervous system to prepare class presentation. (Students will explore parts of the brain and reflexes. Students will create a Flow chart and Visual depiction of CNS and PNS)
Activity 4: The Endocrine System (SI GLE: 2; LS GLEs: 32, 34) An investigation of homeostasis and the endocrine system. Students will prepare a graphic organizer. Body outlines can be used to portray location of various glands. Content Literacy Strategies BLM Endocrine System Graphic Organizer Activity 5: The Skeletal System (SI GLEs: 6, 7; LS GLEs: 32) Students are given a miniature replica of human skeletons then locate and name bones and joints. Activity 6: The Structure of Bone (SI GLEs: 7; LS GLEs: 32, 33) Students dissect bone to observe structure and components. Content Literacy Strategies Learning Log Brainstorming
Activity 7: The Muscle System (LS GLEs: 32, 33) Students sketch and describe differences between the types of muscle tissues using microscope slides. Identification of flexors and extensors is included via website. Activity 8: Introduction to Anatomy: Vertebrate Dissection (SI GLEs: 6, 10, 14; LS GLEs: 32, 33) Students dissect and compare to other vertebrates (frog, fetal pig or cat) Virtual dissections may be substituted. Activity 9: A Closer Look at the Organs/Organ Systems/Respiratory and Circulatory Systems (SI GLEs: 6, 7, 14; LS GLEs: 32, 33, 34) Dissection of a heart: students view and compare to human heart while tracing the flow of blood. Content Literacy Strategies RAFT with role of blood cell Learning Log
Activity 10: Blood Cells and Blood Pressure (SI GLEs: 6, 7; LS GLEs: 32, 34) Students view components of blood microscopically. Review functions and components of blood via website or microscope slide. Blood pressure is also performed by students. Activity 11: The Anatomy of the Digestive System (SI GLEs: 7, 10; LS GLEs: 32, 33, 34) Students explore the digestive system with specimen used for dissection in Activity 8. Prepare to human digestive system. Activity 12: The Excretory (Urinary) System (SI GLEs: 6, 7, 14; LS GLEs: 32, 33, 34) Using same organism from Activity 8, list all organs used in the excretory system. Prepare drawing or label diagram of nephron and parts of kidney.