SCIENCE 10th
Grade Biology Pacing Guide
Biology
is a required course for New Haven students, to be taken before 11th grade. It
focuses on science literacy; a combination of
understanding major science concepts and theories, using scientific reasoning
and inquiry, and recognizing the complex interactions between science,
technology and society. The major topics include cells and biochemistry,
genetics and evolution, bacteria/viruses, populations and ecosystems and living
organisms structure and function. This is a full year
laboratory science course where students will use science inquiry, literacy and
numeracy skills.
Quarter 1
ST: Apple
Juice Embedded Performance Task.
D.27
Describe significant similarities and differences in the basic structure of
plant and animal cells.
D.34 Describe, in
general terms, how the genetic information of organisms can be altered to make
them produce new materials.
D.35 Explain the
risks and benefits of altering the genetic composition and cell products of
existing organisms.
D.37 Use the Punnett
Square technique to predict the distribution of traits in mono- and dihybrid
crossings.
D.28 Describe the
general role of DNA and RNA in protein synthesis.
D.38 Deduce the probable mode of inheritance of traits (e.g. recessive/dominant sex-linked) from pedigree.
ST: STS
Bioengineered Foods Pamphlet.
D.40 Explain how the
process of genetic mutation and natural selection are related to the evolution
of species.
D.42 Describe how
structural and behavioral adaptations increase the changes for organisms to
survive in their environments.
ST:
D.32 Describe how
bacterial and viral infectious diseases are transmitted, and explain the roles
of sanitation, vaccination and antibiotic medications in the prevention and
treatment of infectious diseases.
ST: Yeast Growth Embedded Performance Task.
D.43 Describe the
factors that affect the carrying capacity of the environment.
D.45 Explain how
technological advances have affected the size and growth rate of human
populations throughout history.
ST: STS Human Population Growth.
CAPT
TEST 1st Week of March
UNIT 7 10.c.4 (National Standard) Interdependence of organisms.
UNIT 8 10.c.6
(National Standard Behavior/Structuree of organisms.
DINQ1 Identify questions that can be answered
through scientific investigation.
DINQ2 Read, interpret and examine the credibility and validity of
scientific claims in different sources of information.
DINQ3 Formulate a testable hypothesis and demonstrate
logical connections between the scientific concepts guiding the hypothesis and the
design of the experiment.
DINQ4 Design and conduct appropriate types of scientific investigations
to answer different questions.
DINQ5 Identify independent and dependent variables, including those that
are kept constant and those used as controls.
DINQ6 Use appropriate tools and techniques to
make observations and gather data.
DINQ7 Assess the reliability of the data that was generated in the
investigation.
DINQ8 Use mathematical operations to analyze and interpret data, and
present relationships between variables in appropriate forms.
DINQ9 Articulate conclusions and explanations based on research data,
and assess results based on the design of the investigation.
DINQ10 Communicate about science in different formats, using relevant
science vocabulary, supporting evidence and clear logic.
I.
Grade/Course
Title: 10th Grade Biology
a. Course Overview/Description: Characteristics of Living Organisms
b.
Marking Period 1
II.
Unit/ Title: Unit 1 The Characteristics of Life
Unit
Length (Time): 3 weeks
a.
Unit Introduction:
In
this unit the students will be able to list and explain the characteristics
that all living organisms share. The
chemistry of living organisms, specifically the four organic molecules
(carbohydrates, proteins (amino acids), lipids, and nucleic acids) found in
living organisms, are identified and described. In the study of proteins,
specifically enzymes, students will describe the role of enzymes in
metabolic cell processes (D.29) and maintaining a constant internal
environment. Enzymes that function
only in a narrow range of temperature and acidity conditions catalyze most of
the chemical activities of the cell. The study of the structure and function of
enzymes leads into the apple juice embedded performance task.
Objectives:
§ Define organism.
§ Name the important characteristics of living organisms.
§ Distinguish between organic and inorganic compounds.
§ Name the four organic molecules found in living organisms.
§ Recognize the structure and identify the function and
importance of the four major organic molecules (carbohydrates, proteins,
lipids, and nucleic acids).
§ Explain the role of enzymes as structural components of
cells and their functions as catalysts in biochemical reactions.
§ List examples of enzymes (salivary amylase, pectinase,
cellulase, etc.).
§ Explore enzyme activity activity by changing independent
variables such as temperature, pH, and enzyme/substrate concentration.
§ Analyze the relationship between the properties of water
and living systems in an osmosis activity.
b.
Standards for
Unit 2
c.
Essential
Questions
§ What are the characteristics that
all living things share?
§ How do inorganic and organic
compounds differ?
§ What is the structure and
function of an enzyme?
§ What are the four organic
molecules found in all living organisms?
d.
Essential
Concepts/Content
1.
Organisms share
similar characteristics and chemical composition.
2.
There are four main
classes of organic molecules:
carbohydrates, proteins, lipids, and nucleic acids.
3.
Enzymes are necessary
to speed up the chemical reactions that occur in organisms.
e.
Essential
Skills
1.
Identify question(s)
for the apple juice enzyme problem that can be answered through scientific
investigation.
2.
Formulate a testable
hypothesis about which type and amount of enzyme (pectinase or cellulase) will
produce the most and cheapest apple juice.
3.
Design and conduct an
appropriate type of scientific investigation to solve the question: You and
your lab partner will design and conduct an experiment to determine which enzyme or combination of the two
enzymes maximizes juice production.
4.
Identify the independent and dependent variables, including those that
are kept constant and those used as controls in the apple juice enzyme lab.
5.
Use appropriate tools and techniques to make observations and gather data
for the question and scientific investigation formulated for the apple juice
lab.
6.
Assess the reliability of the data that was generated in the apple juice
lab investigation.
7.
Articulate conclusions and explanations based on research data, and
assess results based on the design of the apple juice investigation.
8.
Communicate about the apple juice investigation in an article using
relevant science vocabulary, supporting evidence and clear logic (Examples of articles provided from NY Times, Scientific American, Popular Science,
Discover, Seed, American Scientist. Challenge
students with examples from Nature,
Science).
f.
Vocabulary
atom
hydrogen
carbon
nitrogen
oxygen
phosphorous
molecule
organic compound
inorganic compound
polymer
reactant(s)
product(s)
carbohydrate
amino acid
protein
nucleic acid
DNA (introduce term)
lipid
enzyme
substrate
active site
organism
homeostasis
response
stimulus
response
g.
Science
Misconceptions
Enzymes
can be reused until they are damaged/denatured.
h. Recommended Activities
§ ST Apple Juice Enzyme Embedded Performance Task.
§ NeoSci Unit 1 Biotechnology Techniques Lab: Simulate the
process of
restriction enzyme digestion. “Understanding Enzymes” NeoSci kit.
§ Identify objects as living/non-living.
§ Hubbard Scientific Enzyme Experiment Kit.
§ NeoSci Understand Enzymes Investigation.
§ Make models of organic molecules (examples:
use gumdrops and toothpicks, proper modeling kits, or illustrate Biology
Coloring Book images.
§ Design models to demonstrate an understanding of the role
of enzymes in
biological systems.
§ United Streaming video segment on the structure and
function of enzymes.
§ United Streaming video on the characteristics of life.
i. Resources
§ State of Connecticut web site for Significant Tasks:
http://www.sde.ct.gov/sde/lib/sde/word_docs/curriculum/science/science_capt_handbook_part3_2006.doc
§ United Streaming – search for videos that match
standards.
§ Textbook.
§ Internet.
§ http://www.cellsalive.com.
§ Multimedia presentations.
§ Current event articles.
§ “Structure of Life” NIH 01-2778 www.nigms.nih.gov
§ Free DVDs from Howard Hughes Medical Institute at http://www.hhmi.org/catalog/main?action=home.
§ http://serendip.brynmawr.edu/sci_edu/waldron/
IV.
Significant
Tasks (ST): Enzyme Apple Juice Lab
(CAPT)
a. Significant Task
Introduction
Students will be able to identify the best enzyme for juice
production and variables that affect the ability of an enzyme to function. This curriculum-embedded science performance
task is related to the content standards and expected performances for high
school, as described in the Core Science Curriculum Framework, under Scientific
Inquiry, Literacy and Numeracy, Strand IV – Cell Chemistry and
Biotechnology.
b.
Length/Timing: 3 days (at least 3, 45-minute periods)
c.
Essential
Questions
1.
What is the cheapest
enzyme or enzyme combination to make applesauce?
2.
How does an enzyme
function?
3.
Which enzyme or enzyme
combination maximizes juice production.
d.
Assessment Tools:
§ Have the students write a lab report and assess the lab
report with the CAPT
lab report rubric.
§ Released CAPT questions.
e.
Procedure:
1.
Read through
significant task with students.
2.
Explain CAPT lab
rubric to students.
3.
Students identify
variables and control group for the task.
4.
Students write
experimental design to solve the tasks identified in the enzymes lab.
5.
Teacher approves
student experimental design.
6.
Students perform
experiment.
7.
Students record and graph results.
8.
Students analyze
results.
9.
Students form a
conclusion.
10. Students discuss applications and limitations.
I.
Grade/Course Title: 10th
Grade Biology
a.
Course
Overview/Description: Fundamental life
processes depend on the physical structure and the chemical activities of the cell
and the cell membrane. A comparison
between bacterial, viral, animal, plant and yeast cells.
b.
Marking Period 1
II. Unit/Title:
Unit 2 The Cell Structure and
Function. Bacteria,
viruses, yeast, and other microorganisms.
Unit Length (Time): 4 weeks
a.
Unit
Introduction
In this
unit, students will review cell parts and their functions. After this review, students will survey the differences
and similarities between bacteria, virus, and animal and plant cells (D.27
& D.31). After the similarities
and differences are studied, the study of the cell narrows to the role of
the cell membrane in supporting cell functions (D.30).
Objectives:
§ Distinguish between prokaryotic and eukaryotic cells.
§ Describe how the change from prokaryotic to eukaryotic
cellular structure allowed for the increased complexity of organisms.
§ List the parts of the animal, plant, and bacterial cell.
§ Compare the structure of an animal cell and a plant cell.
§ List and describe the types of cells that contain cell
walls.
§ List the differences between the animal, plant, and
bacterial cell.
§ Compare and contrast bacterial, plant, and animal cells.
§ Identify the cell membrane as the regulator of transport of
materials into and out of cells.
§ Compare and contrast viruses and cells, both prokaryotic
and eukarytic.
§ List the parts and functions of the parts of the viral
cell.
§ Describe why viruses are not considered living things.
b.
Standards Unit
2
D.27 Describe significant similarities and
differences in the basic structure of plant
and animal cells.
c. Essential
Questions
§ Drawing on your knowledge of
molecular structure, what is the essential role the phospholipids play in
cellular functioning?
§ What is the function of the cell
membrane?
§ What is the term for the flow of
water across the cell membrane?
§ What are the differences between
the plant, animal, yeast, and bacterial cell?
§ Why is a virus not considered a
living organism?
d. Essential Concepts/Skills
1.
The main differences
between bacteria and viruses.
2.
The main similarities
and differences between plant and animal cells.
3.
The role of the cell
membrane in supporting cell functions.
1.
View pictures of
plant, animal, yeast and bacterial cells.
2.
Recognize and
illustrate plant, animal, yeast, and bacterial cells.
3.
Properly use of the
microscope to make drawings of plant and animals cells.
4.
Communicate about
cells and cell function in discussion format after viewing www.cellsalive.com
or other animated media.
5.
Use appropriate tools
and techniques to make observations and gather data from the plant and animal
cells in labs.
6.
Use appropriate tools
and techniques to make observations during the cell membrane lab(s) and gather
data.
Organelle / Cell structure terms
cell
prokaryote
eukaryote
cytoplasm
cell membrane
phospholipid
membrane-bound
organelle
golgi appartus
endoplasmic reticulum
nucleus
nuclear envelope
chromosome
DNA
mitochondria
vacuole
cell wall
chloroplasts
yeast
protist
flagella
Respiration terms
carbon cycle
respiration
combustion
glucose
ATP
Photosynthesis terms
carbon cycle
photosynthesis
glucose
algae
plastid
Microbiology terms
microbe
bacteria
endospore
pilus
conjugation
Virus terms
virus
capsid
coat
plasmid
DNA
RNA
reverse transciptase
Diffusion/Osmosis terms
passive transport
active transport
osmosis
diffusion
semipermeable
hypertonic
hypotonic
isotonic
·
Viruses, bacteria
(prokaryotic cells) and eukaryotic cells are not all the same size.
· Viruses are not living organisms.
· Cells are not made from atoms, cells and atoms are the same
things, cells and atoms are the same size.
· Cells can be viewed without magnification (ie eggs and
grapes are just big, individual cells).
§ View plant and animal cells under the microscope to view
similarities and differences.
§ Dialysis diffusion lab.
§ The Science Source Cell Structure #1700 lab
(www.thesciencesource.com).
§ Search & view United Streaming Videos that match
standards.
a.Significant Task Introduction
In this significant task, students
will observe the process of osmosis across a semi-permeable cell membrane. Students will design and conduct an
experiment to identify which type of relationship (direct or inverse) exists
between the concentration of water outside of plant cells (grapes) and the percent
change in mass of those plant cells (grapes).
This curriculum embedded performance task is related to the content
standards and expected performances for high school, as described in the Core
Science Curriculum Framework, under Scientific Literacy and Numeracy, Strand IV
– Cell Chemistry and Biotechnology.
b.Length/Timing: 2 days
(Lab needs to be run at least 2 consecutive days, as grapes need at
least 24 hours in the salt solution).
c.Essential Questions:
1.
What is osmosis?
2.
What is a semi-permeable
membrane?
3.
Why do some substances
move across a semi-permeable membrane and not others?
4.
Describe what causes
water to move from higher to lower concentration.
5.
Why does fruit look
shriveled up after it dries out?
d.Assessment Tools:
·
CAPT lab rubric to
assess the lab report.
·
Osmosis in Grapes
questions. Use CAPT rubric to assess the
open-ended questions.
e.Procedure:
1.
Students read the lab
background, relationships between variables, and the task of Osmosis in Grapes.
2.
Students write an
experimental design that matches the lab task:
You and your partners will design and conduct and experiment to identify
which type of variable (direct or indirect) exists between the concentration of
water outside of plant cells (grapes) and the percent change in mass of those
plant cells (grapes).
3.
Students perform
experiment after approval of experimental design.
4.
Students observe,
record data in a table, and calculate their results.
5.
Students write a lab
report using CAPT lab format.
6.
Teachers grade lab
reports with CAPT lab rubric.
7.
Students complete the
Osmosis in Grapes lab questions.
8.
Teachers grade the
Osmosis in Grapes lab questions using open –ended question rubric.
Grade/Course Title: 10th
Grade Biology
a. Course Overview/Description: The sorting and recombination of genes in
sexual reproduction results in a great variety of possible gene combinations in
the offspring of any two parents. The
information passed from parents to offspring is coded in DNA molecules.
Unit/ Title: Unit 3 Heredity/Genetics
Unit
Length (Time): 5 weeks
a.
Unit
Introduction:
In
this unit, the students will be able to explain how meiosis contributes to the
genetic variability of organisms (D.36). Meiosis is a type of cellular reproduction
that produces sex cells, which allows organisms to pass on their genetic
information to their offspring. The concept of DNA/RNA and protein synthesis
and meiosis will transition to the study of genetics and heredity, especially
how the genetic information of organisms can be altered to make them produce
new materials (D.34) and the risks and benefits of altering the genetic
composition and cell products of existing organisms (D.35). The study of genetics will focus on showing the
results of genetic crosses using mono- and dihybrid crosses (D.37). Once students master the concept of
genetic crosses, they will use this skill to interpret pedigree charts: the genetic history (recessive/dominant,
sex-linked) of families can be traced with the use of a pedigree (D.38). Describe
the general role of of DNA in protein synthesis and cell reproduction (D. 28)
At the end of this unit, the students will explain how bacteria and yeasts
are used to produce foods for human consumption (D.33). As a concluding activity, the students will
create a pamphlet that takes a position on whether or not bioengineered foods
should be labeled.
Objectives:
§ Analyze the characteristics and chemical structure of DNA
(deoxyribonucleic acid) and RNA (ribonucleic acid).
§ Explain how DNA and RNA molecules are replicated.
§ Summarize the process of DNA replication.
§ Describe the importance of the genetic code.
§ Explain the roles of mitosis and meiosis in reproductive
variability.
§ Explain how meiosis contributes to the genetic variability
of organisms.
§ Recognize that meiosis involves DNA replication followed by
two divisions in order to reduce the chromosome number by half.
§ Analyze the effects of crossing-over on variation in
offspring.
§ Understand the differences between egg and sperm
production.
§ Define fertilization as the combination of haploid gametes
to produce a diploid zygote.
§ Discuss the work of Gregor Mendel with pea plant traits.
§ Describe in general terms, how the genetic information of
organisms can be altered to make them produce new materials.
§ Explain the risks and benefits of altering the genetic
composition and cell products of existing organisms.
§ Use the Punnett Square technique to predict the
distribution of traits in mono- and dihybrid crosses.
§ Analyze the results of mono- and dihybrid crosses.
§ Describe the general role of DNA and RNA in protein
synthesis.
§ Deduce the probable mode of inheritance of traits (e.g.
recessive/ dominant, sex-linked) from a pedigree.
§ Use a pedigree to interpret patterns of inheritance within
a family.
§ Identify phenotypes as the expression of inherited
characteristics.
§ Explain how bacteria and yeasts are used to produce foods
for human consumption.
§ Explain how organisms, such as yeast and bacteria, respire
without oxygen present.
a.Standards Unit 3
b.Essential Questions
e.Essential Concepts
f. Essential Skills
§ Read, interpret and examine the credibility and validity of
scientific claims in different sources of information for the bioengineered
food STS.
§ Assess the reliability of the data that was generated in
the bioengineered food STS.
§ Articulate conclusions and explanations based on research
data for the bioengineered food STS, and assess results based on the design of
the investigation.
§ Communicate about science in different formats, using
relevant science vocabulary, supporting evidence and clear logic in the
bioengineered food STS and other activities.
§ Use mathematical operations to analyze and interpret
Punnett Squares.
§ Interpret the results of monohybrid and dihybrid crosses.
§ Use appropriate tools and techniques to make observations
and gather data.
§ Identify genetics questions that can be answered through
scientific investigation.
Heredity & Genetics terms
heredity
genetics
trait
gene
allele
replication
DNA
hydrogen bond
base pair
complementary
mutation
genetic engineering
sexual reproduction
zygote
genetic code
ribosome
bacteria
yeast
X, Y chromosome
genetic disorder (trisomy 21, Kleinfelter's, Turner's syndromes)
Genetic crosses
purebred
hybrid
dominant
recessive
homozygous
heterozygous
genotype
phenotype
Punnett square
monohybrid
dihybrid
distribution
Meiosis (NOTE:
MITOSIS?) terms
meiosis
diploid
haploid
autosome
sex cell = "germ" cell
somatic cell
egg
sperm
fertilization
homologous
chromosome
chromatid
centromere
Altering DNA
mutation
cloning
biotechnology
bioengineering
Protein Synthesis
code / codon
mRNA
tRNA
transcription
translation
protein synthesis
Pedigree
Pedigree
inheritance
§ Understand the techniques used in genetic engineering.
§ Demonstrate the process of bacterial transformation.
§ Prepare a human karyotype from an unknown chromosome
spread.
§ Predict diseases by the presence of genetic abnormalities.
§ Determine the sex of an individual by analyzing the sex
chromosomes present.
§ Isolate and observe DNA from onion cells.
§ Describe the appearance and physical characteristics of
isolated DNA.
§ Study the structure and function of DNA.
§ Simulate the process of DNA replication.
§ Understand how restriction enzymes are used.
§ Simulate the process of electrophoresis.
§ Simulate the creation of recombinant DNA.
§ Identify advances and uses of biotechnology and debate the
risks and benefits.
§ Isolate and observe DNA from onion cells and describe the
appearance and physical characteristics of isolated DNA.
§ Describe the appearance and physical characteristics of
isolated DNA.
i. Resources
§ State of Connecticut web site for Significant Tasks:
http://www.sde.ct.gov/sde/lib/sde/word_docs/curriculum/science/science_capt_handbook_part3_2006.doc
§ United Streaming – search for videos that match
standards.
§ Textbook.
§ Internet.
§ Multimedia presentations.
§ Current event articles such as "Genome's Riddle: Few Genes, Much
Complexity" http://www.nytimes.com/learning/teachers/featured_articles/20010213tuesday.html
§ www.nigms.nih.gov free booklets
§ http://serendip.brynmawr.edu/sci_edu/waldron/
This curriculum-embedded science performance
task is related to the content standards and expected performances for Grades
9-10, as described in the Core Science Curriculum Framework, under Scientific
Inquiry, Literacy and Numeracy, Strand IV – Cell Chemistry and
Biotechnology. Students will research
bioengineered foods and form an opinion on whether or not bioengineered foods
should be labeled. Students will produce
a persuasive pamphlet, stating their opinion and supporting evidence that
answers the question: should bioengineered foods be labeled?
b.
3 – 5
days
c.
Essential
Questions:
1.
What are bioengineered
foods?
2.
Are bioengineered
foods safe to eat?
3.
Should bioengineered
foods be labeled?
d.
Assessment
Tools: Bioengineered foods
e.
Procedure
1.
Read through
Bioengineered Foods Task.
2.
Internet research on
bioengineered foods.
3.
Form an opinion on
whether or not bioengineered foods should be labeled.
4.
Create pamphlets that
answer the question: Should bioengineered foods be labeled?
5.
Correct pamphlets with
NHPS interdisciplinary rubric.
a. Course
Overview/Description: 10th
Grade Biology, Evolution
b.Marking Period 2
II.Unit/ Title: Unit 4 Evolution
Unit
Length (Time): 4 weeks
a.
Unit
Introduction:
In
the unit on evolution, the students will explain how the fossil record
provides a scientific explanation for evolution (D.41). In this study of fossils and the fossil
record, the students will relate their knowledge of fossils and genetics and explain
how the process of genetic mutation and natural selection are related to the
evolution of species (D.40). Through
study of natural selection, students will describe how structural and
behavioral adaptations increase the chances for organisms to survive in their
environments (D.42).
Objectives:
§ Define evolution.
§ Explain natural selection with examples, ie peppered moth
(NOTE:
Update http://www.millerandlevine.com/km/evol/Moths/moths.html).
§ Discuss the work of Charles Darwin and the theory of
natural selection.
§ Identify the effects of mutations leading to adaptations
and increased survival of organisms.
§ State the effects of variation on survival.
§ Identify fossils as evidence of changes in organisms over
time.
§ Describe the process of fossilization and list the steps in
fossil formation.
§ Identify types of fossil evidence (rock, frozen,
impressions/casts).
§ Describe the relationship between genetics and natural selection.
§ Identify evidence of evolution.
b. Standards for Unit 4
§ D.40 Explain how the process of
genetic mutation and natural selection are related to the evolution of species.
§ D.42 Describe how structural and
behavioral adaptations increase the changes for organisms to survive in their
environments.
c.
Essential
Questions
§ How can living organisms provide evidence about the past?
§ What is
evolution?
§ How are the
processes of genetic mutation and natural selection related to the evolution of
species?
§ How do structural and behavioral adaptations increase the
changes for organisms to survive in their environments?
§ What is the fossil record and how does it provide
scientific evidence for evolution?
§ How are most fossils formed?
§ List the types of fossils.
§ What is the importance of the fossil record?
§ What are Charles Darwin’s’ discoveries and contributions to
biology.
§ What are some examples of natural selection?
d.
Essential
Concepts/Content
1.
Charles Darwin and the
theory of natural selection.
2.
Formation of fossils
and the fossil record.
3.
Evolution is the
result of genetic changes, random
mutations being the original source of these changes.
4.
Morphological and
genetic information contained in living and extinct organisms continue to
provide us with evidence of evolution.
5.
The relationship
between genetics and evolution.
6.
The evidence living
organisms provide for evidence of evolution.
7.
The relationship
between genetic mutations, natural selection, and evolution.
8.
The process of fossil
formation.
e.
Essential
Skills
1.
Identification of
evidence for the theory of evolution.
2.
Identify questions
about evolution that can be answered through scientific investigation and
research.
3.
Read, interpret and
examine the credibility and validity of scientific claims about the theory of
evolution in different sources of information.
4.
Communicate about
science in different formats, using relevant science vocabulary, supporting
evidence and clear logic.
f.
Vocabulary
Fossil terms
Fossil
Fossil record
Sedimentary rock
Igneous rock
Metamorphic rock
Trilobite
Dinosaur
Mammal
Radioactive dating
Isotope
Half-life
Natural Selection terms
Evolution
Natural Selection
Mutation
Variation
Inherited
Adaptation
Fitness
Frequency (of fittest genes)
Natural selection
Selective pressure
Extinct, extinction
Structural, Behavioral adaptation terms
Morphology
Vestigial
g.
Science
Misconceptions
Humans
descended from monkeys.
Evolution has never been observed.
Lack of a complete set of transitional fossils invalidates
theory of evolution.
Evolution is JUST a theory... (For students who have not learned: Theory is
substantial idea which is supported by many, many
experiments.)
Evolution
is controversial in the scientific community.
Recommended Activities/Resources
1.
View fossils.
2.
United Streaming:
search for videos that match standards.
1.
Make fossils.
2.
View a picture,
representation of the fossil record.
3.
Create a timeline
highlighting milestones of life's evolution on planet Earth. Use a football field if available, if not
adding machine tape allows students to create their own (to display and keep)
4.
NOVA ScienceNow
5.
"Evolution"
NOVA DVD (also available on ScienceNow and http://www.pbs.org/wgbh/evolution/
6.
Visit the Peabody
Museum to view evidence of evolution.
FREE visits to New Haven teachers and students in fall and winter,
before spring rush. http://www.yale.edu/peabody/
7.
Investigate Sickle
Cell disease as an example of evolution in humans. Other examples are possible, see
http://www.pbs.org/wgbh/evolution/educators/course/session7/explain_b_pop1.html
8.
Genetics Education
Partnership: http://genetics-education-partnership.mbt.washington.edu/
9. http://serendip.brynmawr.edu/sci_edu/waldron/
Significant
Task: Allele Frequencies and Sickle Cell
Anemia Lab from http://genetics-education-partnership.mbt.washington.edu/class/activities/HS/sickle-bean.htm
Students will be able to observe
how selective forces can change allele frequencies in a population and cause
evolution to occur. Selective forces are
those that shape a population, such as predation, food availability, and
disease. Over time, allele frequencies
can change and evolution can occur due to the selective forces in a
population. In this lab, students will simulate
the effects of a high frequency of malaria on the allele frequencies of a
population. This curriculum-embedded
performance science performance task is related to the content standards and
expected performances for high school, as described in the Core Science
Curriculum Framework, under Scientific Inquiry, Literacy and Numeracy, Strand V
– Genetics, Evolution and Biodiversity.
b.
Length/Timing: 2 class days (2 45-minute periods or 1 1.5
hour period)
c.
Essential
Questions
1.
How are allele
frequencies related to evolution?
2.
Why is the frequency
of the sickle cell allele so much lower in the United States than in Africa?
d.
Assessment
Tools:
e.
Procedure
1. Students read the
objective of the lab and the background article Sickle Cell Anemia and
Genetics: Background Information. (The link to this article is in the student
instructions).
2.Students read the lab instructions on the student
instructions.
3.Students formulate a hypothesis about the results of the
experiment using the following question:
What do you think will happen to the frequencies of the A and S alleles
as a result of the presence malaria?
a. Course
Overview/Description: 10th
Grade Biology Diseases and Population
Dynamics
b. Marking Period 3
II.Unit/ Title: Unit 5 Diseases and Populations
a. Unit Length (Time): 4 weeks
f.
Unit
Introduction:
The
culminating unit for the tenth grade biology curriculum (State of Connecticut
Core Science Currriculum) relates all of the topics learned this academic year
to the interactions of living organisms in their environment. The students will be able to describe the
difference between genetic disorders and infectious diseases (D.39) and how
bacterial and viral infectious diseases are transmitted, and explain the roles
of sanitation, vaccination and antibiotic medications in the prevention and
treatment of infectious diseases (D.32).
Students will continue their
study of the affect of disease on human populations and extend to other
selective forces/limiting factors that affect populations. They will describe the factors that affect
the carrying capacity of the environment (D.43) and explain how change in
population density is affected by emigration, immigration, birth rate and death
rate, and relate these factors to the exponential growth of human populations
(D.44). After students explore the
selective forces/limiting factors on human populations, they will explain
how technological advances have affected the size and growth rate of human
populations throughout history (D.45). D.43-D.45
are investigated through the curriculum embedded
performance tasks Yeast Populations and Human Population Dynamics.
Objectives:
§ Describe an ecosystem.
§ Identify examples of abiotic and biotic factors.
§ Analyze the effects of symbiotic relationships on a
community.
§ List the levels of organization in an ecosystem, from
ecosystem to organism.
§ Identify the role or roles each organism plays in a food
chain/web.
§ Compare and contrast community, population, habitat, and
niche.
§ Define emigration, immigration, birth rate and death rate.
§ Describe the effects of natural disasters, disease,
population increase, and depletion of food on populations.
§ Explain how population growth curves show relationships.
§ Suggest ways to minimize human impact on the environment.
§ Identify the differences between noninfectious and
infectious diseases.
§ Identify pathogens as bacterial or viral.
§ Explain the use of vaccines in treatment of disease.
§ Identify treatment methods for bacterial and viral
diseases.
§ Identify the beneficial or harmful effects of genetic
mutations on an organism.
§ Define genetic disease.
§ Compare and contrast birth defects versus genetic diseases.
§ Identify the beneficial or harmful effects of abnormal
chromosome numbers in organisms.
§ Explain how monoploidy and triploidy result in human
diseases.
g.
Standards for
Unit 5
h.
Essential
Questions
§ How is a bacterial infection different than a viral
infection?
§ What types of diseases are treated with the use of
vaccines?
§ What types of diseases are treated with the use of
antibiotics?
§ How is the human population affected by factors such as
disease, war, famine, etc.
§ What is the difference between a genetic disorder and an
infectious disease?
§ What are the factors that affect the carrying capacity of
an environment?
§ How do immigration, emigration, birth rate, and death rate
affect population density?
§ How have technological advances affected the size and
growth rate of populations throughout history?
i.
Essential
Concepts/Content
·
Antibiotics are only
effective treatments for bacterial infections.
·
Viral infections
cannot be treated with antibiotics.
·
Viruses are not living
organisms.
·
Bacteria are not all dangerous, some are vital to living organisms.
·
Bacteria and viruses
are not the only vectors of disease.
·
The human population
has increased exponentially due to the advent of sanitation, access to
healthcare in developed countries, and access to food in developed countries.
·
The development of
early agriculture provided a stable supply of food and as a result the human
population increased rapidly and reached one billion in 1840.
j.
Vocabulary
1.
ecosystem
2.
community
3.
population
4.
habitat
5.
adaptation
6.
niche
7.
symbiosis
8.
food web
9.
producer
10. consumer
11. decomposer
12. bacteria
13. virus
14. disease
15. antibiotic
16. noninfectious (disease)
17. infectious (disease)
18. food chain
19. organism
20. commensalism
21. parasitism
22. mutualism
23. herbivore
24. carnivore
25. omnivore
26. predator
27. prey
28. genetic disease
29. biome
30. precipitation
31. primary
32. secondary
33. tertiary
34. protist
35. vaccine/vaccination
36. prokaryote
37. eukaryote
38. yeast
39. biomass
40. bioaccumulation
41. exponential growth
42. resources
43. limiting factor
44. rate of reproduction
45. carrying capacity
k.
Science
Misconceptions
§ Bacterial and viral infections are the same and treated the
same.
§ Antibiotics can be used to treat all infections.
§ Humans do not have to compete for food.
§ Everything needs to be sanitized in order to prevent
disease.
§ Viruses are living.
Recommended Activities
Students
will be able to observe and study the growth of yeast populations under the
effects of temperature, food availability, and/or shift in pH that may
influence the rate at which a population grows.
The students will grow yeast in a molasses solution (food for the yeast)
and investigate how one factor influences the change in yeast population growth
as measured by the amount of carbon dioxide produced by the yeast. This curriculum-embedded performance task is
related to the expected performances for high school, as described in the Core
Science Curriculum Framework, under Scientific Inquiry, Literacy and Numeracy,
Strand V Genetics, Evolution and Biodiversity.
1.
How does one factor
(shift in pH, food availability, or temperature) influence the rate at which a
population of yeast grows?
e. Procedure
a.
Significant
Task Introduction
Students
will be able to design a PowerPoint slideshow (if available) to compare the
population dynamics in an underdeveloped country versus a developed country
using www.census.gov/ipc///www/idbsum.html. Students must select one underdeveloped
country and one developed country and compare and contrast the following
information: the shapes of the
population graphs in 2005 for the developed and underdeveloped countries and
compare the changes in populations of both countries from 2005 to those
projected in 2025. Students must also
research and describe three factors that affect changes in the human population
of one of the countries studied and explain how one technological advance might
affect the change in the human population from 2005 to 2025 in one of the
countries studied. Students must decide
if the advancement of technology is a positive or negative influence on
population dynamics and state the evidence for their decision.
b.
Length/Timing: 1-3 days (45-minute
periods)
c.
Essential
Questions
1.How
does the population growth of underdeveloped countries compare to developed
countries?
2.
How does the shape of
populations graphs in 2005 compare for a developed versus underdeveloped
country?
3.
How does the projected
population growth of an underdeveloped country compare to a developed country
from 2005 to 2025?
4.
Does the advancement
of technology have a positive or negative influence on population dynamics?
d.
Assessment
Tools
·
Correct assignment
with NHPS interdisciplinary rubric.
e.
Procedure
1.
Read through Human
Population Dynamics STS.
2.
Teachers can give
students time in school to do research or assign research as an out-of-school
assignment.
3.
Students go to www.census.gov/ipc///www/idbsum.html
and choose one developed and one underdeveloped country.
4.
Students gather
data on the underdeveloped and developed countries from www.census.gov/ipc///www/idbsum.html.
5.
Students answer
all questions (see introduction and essential questions) noted in the STS
description of Human Population Dynamics.
6.
Students create a
PowerPoint presentation on the information researched for the underdeveloped
and developed countries.
7.
Teachers may alter
this activity in order to better serve the students, especially if access to
computers/Internet is limited.
8.
Teachers assess
Human Population Dynamics STS with NHPS interdisciplinary rubric.
5.