Nine Weeks: First Curriculum Map Instructor: Kapiskosky Class: Biology Grade: 10 Shadyside Local Schools Building: High School Weeks Common Core Standards Unit/Topic Activities/Resources Learning Objectives Vocabulary 1st Nine Weeks *characteristics of life regulated by cellular processes Cells: * prokaryotic & eukaryotic * cell structure and function * structure, function and interrelatedness of cell organelles Into to Biology Cells demonstration of living and nonliving characteristics ( candle v/s you) lab--life Under a Microscope lecture and discussion; video Journey through the Cell ; lab activities: Cell Structure and Function; handout on prokaryotic / eukaryotic cell features Students will create a list of life characteristics and compare these to nonliving objects. Students will view pond water and describe the characteristics of organisms found. differentiate between eukaryotic and prokaryotic cells describe the cell theory describe the organelles and their funtions describe the structure of the cell membrane homeostatsis evolution adaptation hypothesis biodiversity cell theory cytoplasm organelle prokaryotic cell eukaryotic cell cytoskeleton nucleus endoplasmic reticulum ribosome Golgi complex mitochondria cell wall chloroplast lysosome centriole phospholipid fluid mosiac model selective permeability F-background knowledge probe-- questioning technique to find prior knowledge; empty outline-- students completes for homework; concept maps F- concept maps; use analogies to make a connection of the cell organelle functions; oral questioning; exit cards used to check for days understanding
Weeks Common Core Standards Unit/Topic Activities/Resources Learning Objectives Vocabulary First Nine Weeks ( cont) Cells cell function Active and passive transport processes lecture and discussion; demonstrations Lab- Diffusion Across a Membrane Describe passive transport Distinguish between osmosis, diffusion, and facilitated diffusion Describe active transport Distinguish among endocytosis, phagocytosis and exocytosis diffusion osmosis concentration gradient isotonic hypertonic hypotonic facilitated diffusion endocytosis exocytosis phagocytosis F- quizzes (short 10 questions); use memory box; oral questions; concept maps
Nine Weeks: Second Curriculum Map Instructor: Kapiskosky Class: Biology Grade: 10 Shadyside Local Schools Building: high school Weeks Common Core Standards Unit/Topic Activities/Resources Learning Objectives Vocabulary Second Nine Weeks Cellular Processes *cell division and differentiation Cells lecture and discussion; mitosis diagrams; classroom models of the stages of mitosis Lab activity-view slides of the stages of mitosis Describe the stages of the cell cycle cell cycle mitosis cytokinesis chromosome chromatin chromatid centromere prophase metaphase anaphase telophase F- oral questions; quick labs; memory boxes; clickers on ipad; exit questions *photosynthesis, chemosynthesis, cellular respiration Cells lecture and discussion; diagram sheets of the the processes Lab activites: Rates of photosynthesis; Cellular Respiration and Fermentation F--concept maps; oral questions; think-pairshare; clickers
Nine Weeks: Third Curriculum Map Instructor: Kapiskosky Class: Biology Grade: 10 Shadyside Local Schools Building: High School Weeks Common Core Standards Unit/Topic Activities/Resources Learning Objectives Vocabulary 3rd Nine Weeks Structure and function of DNA in cells DNA--the function and structure of the DNA molecule lecture and discussion of F. Griffith and the discovery of DNA transformation; Watson & Crick and the DNA structure; students will construct DNA strands ( regular) Advanced biology --lab Extracting DNA Students will summarize the experiments of Griffith, Avery, Chase, Hershey and Watson and Crick that confirmed DNA as the transforming material in cells. Chromosome gene nuclotide nitrogen base bacteriophage double helix F- concept map; think-pair-share; exit cards DNA replication Genes Code For Proteins Gene Mutations Altered genes may be passed on to every cell that develops from it. process of a DNA molecule splitting and replicating Protein synthesis Gene and chromosome mutations lecture & discussion; lab activity lecture and discussion of transcription and translation; worksheet of the central dogma Discussion of the 2 categories of mutations--gene and chromosome; discuss the examples ( handout of examples) and what affect the have on the body. Students will describe the role of enzymes in DNA replication; Students will summarize the process of DNA replication Students will describe the relationship between DNA and RNA; Students will identify the 3 types of RNA Students will summarize the steps of transcription and translation. Students will distinguish between the different types of mutations; Students will explain why the mutations may or may not help the individual; list factors replilcation DNA polymerase central dogma RNA transcription RNA polymerase messenger RNA ribosomal RNA transfer RNA translation codon stop codon start codon triplet code anticodon mutation point mutation frame-shift mutagens memory boxes; clicker questions-ipad users; oral questioning oral questioning; one-minute essay; thinkpair-share oral questioning; memory boxes
Nine Weeks: Third Nine Weeks Curriculum Map Instructor: Kapiskosky Class: Biology Grade: 10 Shadyside Local Schools Building: high school Weeks Common Core Standards Unit/Topic Activities/Resources Learning Objectives Vocabulary Third Nine Weeks Heredity *genetic mechanisms and inheritance Indroduction to genetics; Mendelian genetics lecture and discussion of early genetics-mendel s laws; discuss different types of inheritance patterns both Mendelian and non-mendelian; Punnett square problems; pedigrees. Several lab activites-- Human Traits, Pedigree Analysis Students will relate dominant and recessive inheritance patterns in autosomal chromosomes; Students will describe inheritance patterns of sex-linkage; Students will describe polygenic inheritance; Students will describe the discovery of linked genes; Students will complete Punnett square problems and pedigrees traits, genotypes,pheno types, carrier, dominant, recessive, homozygous, heterozygous, phenotype, genotype, allele, codminance, incomplete dominance F- memory boxes; clicker questions; task rotation; thinkpair-share Heredity *modern genetics Frontiers of Biotechnologymanipulation of DNA; Copying DNA; DNA fingerprinting; genetic engineering; genomics lecture and discussion of modern day techniques and testing procedues; Read and discuss Popular Science article- DNA today --group discussion of pros and cons of genetic engineering; lab activities Students will explain the role of restiction enzymes in cutting DNA; describe what a DNA fingerprint represents; describe the cloning process; describe genomics restriction enzymes, maps, PCR, DNA fingerprint, clone, recombinant DNA, plasmid, genomics, Human Genome Project concept map, application cards, oral questioning
Nine Weeks: Fourth Curriculum Map Instructor: Kapiskosky Class: Biology Grade: 10 Shadyside Local Schools Building: High School Weeks Common Core Standards Unit/Topic Activities/Resources Learning Objectives Vocabulary Fourth Nine Weeks Evolution * History of Life on Earth Fossils records; Early prokaryotic cells Discussion of fossil formation; fossil dating; Use fossil collection to discuss formation and types of rock used. Students will describe the ways a fossil can form. Students will identify the use of relative dating. relative dating, radiometric dating, isotope, half-life F- background knowledge probe, exit cards *Natural Selection *Genetic Drift *Gene Flow *Mutation Evolution Discussion of early ideas of evolution; Darwin and the theory of natural selection; Activity--interpreting line graphs with data; Complete concept maps; Predator-Prey Pursuit ( lab). Video--The Galapagos Islands--A living laboratory; Discuss the Hardy-Weinberg principle. Using classzone.com activities Students will: examine early ideas about evolution; describe how Darwin arrived at his idea about speciation; Summarize the 4 principles of natural selection; Explain immigration/emmigration; Describe genetic drift. evolution, species, gradualism, adaptation, variation, natural selection, artificial selection, population, goodness of fit F- background probe, focuses listening, empty outlines; concept maps Diversity of Life *speciation and biological classification *Variation of organisms within a species due to population genetics and gene frequency Diversity and Interdependence *Classification systems are frameworks for describing organisms. Classification, Speciation Classification; Linnaean system; Domains and kingdoms Discussion of how new species can arise--contributing factors Discussion of the naming system developed by C. Linnaeus; phylogenic trees, cladograms, molecular clock, dichotomous keys Students will: Explain how isolation of populations lead to speciation; Describe how populations can become isolated; Compare different types and rates of extinction Students will: Examine the scientific naming system used by Linnaeus; Describe classification by cladistics; Describe classification a work in progress gene pool, allele frequency, normal distribution, gene flow, genetic drift, speciation, convergent evolution, divergent evolution taxonomy, bionomial nomenclature, genus, species, cladistics, phylogeny, derived concept maps; clicker questions (ipad); oral questions; think-pairshare concept map; oral questions; quizzes
Nine Weeks: Fourth Curriculum Map Instructor: Kapiskosky Class: Biology Grade: 10 Shadyside Local Schools Building: High School Weeks Common Core Standards Unit/Topic Activities/Resources Learning Objectives Vocabulary Fourth Nine Weeks Diversity and Interdependence of Life * Ecosystems Ecology Biotic/Abiotic Energy Flow in Ecosystem; Food Web and Chains Study of diversity and similarity at the molecular level of organisms. The effects of physical/chemical constraints on all biological relationships and systems are investigated. Discussion of how energy flows through a system. Lab activites- Random sampling. Abiotic factors and plant growth Students will : Summarize the levels of organization; Identify biotic and abiotic factors in an ecosystem; Describe the roles of producers and consumers; relate cycling of matter to an ecosystem ecology, community, ecosystem, biome, biotic, abiotic, biodiversity, keystone species, producer, autotroph, heterotroph, consumer, chemosynthesis, food chain, herbivore, carnivore, omnivore, detritivore, decomposer, trophic level, biomall, energy pyramid, nitrogen fixation, hydrologic cycle F- background probe; oral questions; concept map; memory boxes