zilongwang/ReadingBank huggingface dataset:
TOPIC II: ECOLOGY - Ecosystems Pacing Date Traditional 6 days Block 3 days 08-26-16 to 09-01-16 ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Review of Community Interactions Niche – The Role of Organisms Competition – Predator/Prey Symbiosis Mutualism Parasitism Commensalism Distribution of Life in Aquatic Systems (17.2) Aquatic Systems Distribution of Life Chemical Factors (pH, Salinity, Oxygen, Nitrogen, Phosphorus, Carbon Dioxide) Succession and Changes (17.4) Major Biomes** Abiotic Factors (climate, soil) Biotic Factors (plants, animals) Succession Primary vs. Secondary Natural and Human Disturbances Predict Impact from Catastrophic Events (17.8) Climate Change Global Warming Seasonal Changes Activity Pollution Sustainability of Resources Invasive Species Loss of Biodiversity Identify the different roles of organisms in any ecosystem. Relate the role of predation in shaping communities. Compare and contrast the relationships organisms such as mutualism, predation, parasitism, competition, and commensalism. Explain that different types of organisms exist within aquatic systems due to chemistry, geography, light, depth, salinity, and/or temperature. Investigate the chemical factors (pH, oxygen, carbon dioxide, nitrogen, phosphorous, and salinity) in aquatic systems. Describe and compare the abiotic and biotic factors of the major biomes. Identify the types of disturbances that ecosystems can recover from. Explain how succession changes ecosystems over time. Recognize the potential changes to an ecosystem resulting from seasonal variations, climate changes, and/or succession. (ALD) Core Text Book: Chapter 3.1, 4.1, 4.2, -4.3, 4.4, 4.5, 6.3 (p.168 -170), 6.4 (p.177-179) Vocabulary: abiotic, biome, biotic, biodiversity, climate, ecosystem, producer, consumer, decomposer, aquatic, commensalism, ecosystem, global warming, greenhouse effect, invasive species, mutualism, parasitism, predation, primary succession, secondary succession, succession, symbiosis Technology: Bozeman Podcast: Bozeman Podcast: Bozeman Podcast: Bozeman Podcast: (search your topic) SC.912.L.17.2 SC.912.L.17.4
Standard: SC.912.N.1.4 Standard: SC.912.L.17.2 Video Standard: SC.912.L.17.4 Video Standard: SC.912.L.17.5 Video Standard: SC.912.L.17.8 Video Video on
Standard: SC.912.N.1.4 Video Standard: SC.912.L.17.4 Standard: SC.912.L.17.5 Standard: SC.912.L.17.8 Video Video Image
Standard: SC.912.E.7.1 Video Image Exploration Skill Builder Standard: SC.912.E.7.1 Audio Article Standard: SC.912.P.8.7 Video Standard: SC.912.P.10.1 Video Standard: SC.912.L.17.9 Image Standard: SC.912.L.18.12 Video
. Score/Step 4.0 I am able to evaluate the energy pathways through the different trophic levels of a food web or energy pyramid. Construct a food web and energy pyramid given a sample ecosystem. Organisms should be identified according to their trophic level. Score/Step 3.0 Target (Learning Goal) I am able to trace the energy pathways through the different trophic levels of a food web or energy pyramid. Use a food chain pyramid chart and organism cards to organize them at the appropriate trophic level. Score/Step 2.0 I am able to identify from where a certain trophic level gets its energy. Interpret a trophic energy pyramid to identify the 1st, 2nd and 3rd trophic levels according to its source of energy. Score/Step 1.0 I am able to recognize organisms as producers, consumers, and/or decomposers. SC.912.L.18.12: Discuss the special properties of that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to summarize the properties of water and analyze how these properties make water essential for life on Earth. Rank the properties of water in order of importance to living things and explain your reasoning. Score/Step 4.0 I am able to summarize the properties of water and how these properties make water essential for life on Earth. Investigate the properties of and relate them to their importance to living things. Score/Step 3.0 Target (Learning Goal) I am able to summarize the properties of water and relate how these properties make water essential for life on Earth. Explain how polarity and hydrogen bonding affects each of the properties of water. Given multiple biological scenarios identify the specific property of water being illustrated.
SC.912.L.17.20 Standard: SC.912.N.1.3 Standard: SC.912.L.14.6 Video Standard: SC.912.L.17.11 Video Image Standard: SC.912.L.17.13 Video Standard: SC.912.L.17.16 Image Standard: SC.912.L.17.20 Video
Score/Step 4.0 I am able to predict how the actions of humans may impact environmental systems and affect sustainability. Investigate the impact human have had on the environment. Examples of investigations can include a acid deposition, biomagnification, effects of mining. Score/Step 3.0 Target (Learning Goal) I am able to relate how the actions of humans may impact environmental systems and/or affect sustainability. Create a foldable booklet of cause and effect of common actions of humans that affect environmental systems and sustainability. Score/Step 2.0 I am able to recognize that an action of humans may impact the environment. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Score/Step 1.0 I am able to recognize that humans are part of the biosphere.
TOPIC V: ECOLOGY - Human Impact on Environment ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Cost and Benefits of Renewable and Nonrenewable Resources (17.11) Renewable (e.g. Wind, Solar) Non-Renewable (e. g. Fossil Fuels) Sustainability and Environmental Policy (17.11, 17.13) Sustainability Ecological Footprint Human Health Predicting the impact of individual on a system Environmental Systems Soil Pollution: Agriculture, Eutrophication, Deforestation, Erosion Water Pollution: Acid Rain Bio magnification Air Pollution: Greenhouse Gases, Global Warming Maintaining Biodiversity: Importance, Causes Identify possible environmental impacts resulting from the use of a nonrenewable resource. (ALD) Evaluate possible environmental impacts resulting from the use of renewable and/or nonrenewable resources. Relate how the actions of humans may impact environmental systems and/or affect sustainability. (ALD) Evaluate the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Identify positive and/or negative consequences that result from a reduction in biodiversity. Identify ways in which a scientific claim, such as global warming, is evaluated (e.g., through scientific argumentation, critical and logical thinking, and/or consideration of alternative explanations). Identify an instance from the history of environmental science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Core Text Book: Chapter 6 Vocabulary: acid rain, agriculture, bioaccumulation, biodiversity, biomagnification, conservation, deforestation, desertification, erosion, fossil fuels, global warming, invasive species, nonrenewable resource, ozone layer, renewable resource, sustainability, urbanization, water pollution Technology: (see p.2) Art in Motion: Data Analysis: Art Review: Visual Analogy: Biology Corner: Western Washington University: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: Bozeman Podcast: Bozeman Podcast: SC.912.L.17.11 SC.912.L.17.20
Standard: SC.912.N.1.3 Video Standard: SC.912.L.14.6 Video Standard: SC.912.L.17.11 Video Image Standard: SC.912.L.17.13 Video Standard: SC.912.L.17.16 Video Image Standard: SC.912.L.17.20 Video Skill Builder
Standard: SC.912.N.1.3 Video Standard: SC.912.L.14.6 Standard: SC.912.L.17.11 Video Image Standard: SC.912.L.17.13 Video Standard: SC.912.L.17.16 Video Image Standard: SC.912.L.17.20 Video Image
SC.912.L15.1: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. (Cognitive Complexity: Level 3: Strategic Thinking & Complex) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to evaluate the multiple bodies of evidence that support the scientific theory of evolution. Investigate the lines of evidence of evolution through student stations that address each of the following fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Score/Step 4.0 I am able to assess some of the multiple bodies of evidence that support the scientific theory of evolution. Research and create a flip book of how each line of evidence supports the theory of evolution. Score/Step 3.0 Target (Learning Goal) I am able to identify some bodies of evidence that support the scientific theory of evolution. Construct a graphic organizer that includes examples of the of evidence that support the theory of evolution. Examples should include fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Score/Step 2.0 I am able to identify some bodies of evidence that support the scientific theory of evolution. Distinguish between the lines of evidence that support the theory of evolution. Score/Step 1.0 I am able to define evolution. SC.912.L15.10: Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to analyze information to determine basic trends in hominid evolution. Research how the development of language or manufacturing of tools resulted from the development of changes in the skull or brain size. Score/Step 4.0 I am able to analyze information to determine basic trends in hominid evolution. Collect data by measuring and observing primate skulls and use that data to describe evolutionary trends between fossil and living specimens of hominids.
SC.912.L.15.13 Evolution: Natural and Artificial Selection SC.912.L.15.15 Evolution: Mutation and Selection Standard: SC.912.N.3.1 Standard: SC.912.N.3.4 Standard: SC.912.N.15.3 Video Standard: SC.912.N.15.13 Video Article Quiz Standard: SC.912.N.15.14 Video Audio Standard: SC.912.N.15.15 Video Audio Video
Standard: SC.912.N.1.6 Video Standard: SC.912.L.15.2 Video Standard: SC.912.L.15.4 Video Standard: SC.912.L.15.5 Video Standard: SC.912.L.15.6 Video Audio Video
Standard: SC.912.N.1.6 Video Standard: SC.912.L.15.2 Video Standard: SC.912.L.15.4 Video Standard: SC.912.L.15.5 Video Standard: SC.912.L.15.6 Video Image
SC.912.L.14.7 Standard: SC.912.L.14.7 Video Audio Article Image Standard: SC.912.N.15.1 Video Image Standard: SC.912.N.15.1 Article Standard: SC.912.L.15.5 Video Standard: SC.912.L.18.12 Video
Standard: SC.912.L.14.7 Video Image Standard: SC.912.L.18.1 Video Audio Article Standard: SC.912.L.18.9 Video Standard: SC.912.L.18.7 Video Image Skill Builder Video
TOPIC XIII: HUMAN BODY - Circulatory System Pacing Date Traditional 6 days 11-22-16 to 11-30-16 Block 3 days 11-22-16 to 11-30-16 ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Functions and Structures (14.36) Heart Structure Circulation Blood as a tissue Factors Affecting Blood Flow(14.36) Pressure Blood Volume Resistance Viscosity Disease Exercise Identify and investigate the general functions of the circulatory system. Describe the structure of the heart and explain how it pumps blood through the body. Explain the factors that affect blood flow. Observe heart rate and the different factors that can affect it. Analyze how factors such as blood pressure, blood volume, blood viscosity, resistance, disease, and exercise affect blood flow through the cardiovascular system. Identify factors that affect blood flow and/or relate these factors to how they affect blood flow through the cardiovascular system. (ALD) Core Text Book: Chapter 33.1, 33.2 Vocabulary: Myocardium, artery, atrium, blood pressure, capillary, circulatory system, heart disease, heart, vein, ventricle, valve cardiovascular system, atherosclerosis, stroke, cholesterol, plasma Technology: Lab Bench: Visual Analogy: Art in Motion: HHMI BioInteractive- Bozeman Podcast: SC.912.L.14.36 Circulatory System Standard: SC.912.L.14.36 Video Image Audio Article
SC.912.L14.36: Describe the factors affecting blood flow through the cardiovascular system. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts ) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to identify factors that affect blood flow and analyze how these factors affect blood flow through the cardiovascular system. Design and/or conduct an experiment that tests how factors such as blood pressure, blood volume, resistance, blood viscosity, disease, and exercise affect blood flow. Score/Step 4.0 I am able to identify factors that affect flow and/or evaluate how these factors affect blood flow through the cardiovascular system. Given a real-life scenario, predict how blood pressure, blood volume, resistance, blood viscosity, disease, and exercise affect blood flow. Score/Step 3.0 Target (Learning Goal) I am able to identify factors that affect blood flow and/or relate these factors to how they affect blood flow through the cardiovascular system. Describe how factors such as blood pressure, blood volume, resistance, blood viscosity, disease, and exercise may increase or decrease blood flow. Score/Step 2.0 I am able to identify factors that affect blood flow through the cardiovascular system. Identify factors such as blood pressure, blood volume, resistance, blood viscosity, disease, and exercise that affect blood flow. Score/Step 1.0 I am able to identify the main function of the cardiovascular system.
TOPIC XIV: HUMAN BODY - Immune System Pacing Date Traditional 8 days 11-22-16 to 11-30-16 Block 4 days 11-22-16 to 11-30-16 ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Basic Function of immune system Agents of Infectious Diseases (virus, bacteria, fungi, parasites) Spread of Diseases Types of Responses (14.52) Barriers to infection (skin, cilia, body secretions) Nonspecific Immune Response Specific Immune Response Human Health and Disease Transmission (14.6) Genetic Risks Environmental Factors Pathogenic agents Immune System Disorders Fighting Infectious Diseases (14.52) Antibiotics Vaccines Antibiotic and vaccine resistance (15.13) Identify the basic functions of the human immune system, vaccines, and antibiotics. (ALD) Relate the significance of genetic factors, environmental factors, and pathogenic agents to both individual and public health. (ALD) Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi and parasites. Identify and explain the basic functions of the human immune system, including specific and nonspecific immune responses. Describe how the human immune system responds to vaccines and/or antibiotics. Relate conditions required for natural selection to differential reproductive success. (ALD) Core Text Book: Chapter 35 Vocabulary: antibiotics, antibody, antigen, cell-mediate immunity, chronic disease, communicable disease, humoral immunity, immune response, immune system, infectious agent, pathogen, vaccines Technology: Immune System: Art Review: Animation: Data Analysis: Art in Motion: PBS.org: Bozeman Podcast: Khan Academy: SC.912.L.14.52 HE.912.C.1.5
Standard: SC.912.L.14.6 Video Standard: SC.912.L.14.52 Video Article Standard: SC.912.N.15.13 Video Article Quiz Standard: HE.912.C.1.7 Standard: HE.912.C.1.8 Video
TOPIC XIV: HUMAN BODY - Immune System Pacing Date Traditional 8 days 12-17-15 to 01-11-16 Block 4 days 12-17-15 to 01-11-16 ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Basic Function of immune system Agents of Infectious Diseases (virus, bacteria, fungi, parasites) Spread of Diseases Types of Responses (14.52) Barriers to infection (skin, cilia, body secretions) Nonspecific Immune Response Specific Immune Response Human Health and Disease Transmission (14.6) Genetic Risks Environmental Factors Pathogenic agents Immune System Disorders Fighting Infectious Diseases (14.52) Antibiotics Vaccines Antibiotic and vaccine resistance (15.13) Identify the basic functions of the human immune system, vaccines, and antibiotics. (ALD) Relate the significance of genetic factors, environmental factors, and pathogenic agents to both individual and public health. (ALD) Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi and parasites. Identify and explain the basic functions of the human immune system, including specific and nonspecific immune responses. Describe how the human immune system responds to vaccines and/or antibiotics. Relate conditions required for natural selection to differential reproductive success. (ALD) Core Text Book: Chapter 35 Vocabulary: antibiotics, antibody, antigen, cell-mediate immunity, chronic disease, communicable disease, humoral immunity, immune response, immune system, infectious agent, pathogen, vaccines Technology: Bozeman Podcast: Pearson: Art Review: Data Analysis: Art in Motion: Immune System: Animation: PBS.org: Khan Academy: (search your topic) SC.912.L.14.52 HE.912.C.1.5
Standard: SC.912.L.14.6 Video Standard: SC.912.L.14.52 Video Article Standard: SC.912.N.15.13 Video Article Quiz Standard: HE.912.C.1.7 Video Standard: HE.912.C.1.8 Video
Standard: SC.912.N.1.1 Audio Standard: SC.912.L.16.13 Video Standard: SC.912.L.16.13 Image Article Standard: HE.912.C.1.7 Video Standard: HE.912.C.1.8 Video Science Content Collection
Standard: SC.912.N.1.1 Video Image Audio Standard: SC.912.L.16.13 Video Standard: SC.912.L.16.13 Image Article Standard: HE.912.C.1.7 Video Standard: HE.912.C.1.8 Science Content Collection
SC.912.L16.13: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to relate the basic anatomy to the physiology of the human reproductive system. I am able to evaluate the major changes that occur during each trimester of human development. Choose any structure of the female and male reproductive system describe the effect it will have in the reproductive process if that structure is not present. Develop a timeline of each of the major changes that occur during each trimester of human development. Score/Step 4.0 I am able to relate the basic anatomy to the physiology of the human reproductive system. I am able to summarize the major changes that occur during each trimester of human development. Complete a RAFT activity for a sperm and egg as they travel through the male and female reproductive system. Create a brochure intended for parents describing the major changes that occur during each trimester of human development. Score/Step 3.0 Target (Learning Goal) I am able to identify the basic anatomy and physiology of the human reproductive system. I am able to relate the major changes that occur during each trimester of human development. Describe the function of each structure of the male and female reproductive system identified below. Summarize the major changes that occur during each trimester of human development. Score/Step 2.0 I am able to identify the anatomy of the human reproductive system. I am able to identify the major changes that occur during each trimester of human development. Given a male diagram students will identify the following structures: seminal vesicle, prostate gland, vas deferens, urethra, epididymis, scrotum, penis, and testes. Given a female diagram students will identify the following structures: ovaries, oviduct (fallopian tube), uterus, cervix, and vagina. Given the main events of human development, organize the events into the three trimesters. Score/Step 1.0 I am able to understand the differences of the basic anatomy of the human reproductive system.
TOPIC XVII: REPRODUCTION – Comparing Cell Processes: Mitosis ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL Cell Cycle (16.14) Prokaryotic cell cycle Eukaryotic cell cycle Interphase (G1, S, G2) Cell division (mitosis and cytokinesis) Regulation of the Cell Cycle** Process of Mitosis (Nuclear Division) (16.14) Phases (Prophase, Metaphase, Anaphase, and Telophase) Importance of Maintaining Chromosome Number Mistakes in the Cell (16.8) Mutations Uncontrolled Cell Growth Cancer Asexual vs. Sexual Reproduction Role in genetic variation Describe the role of mitosis in asexual reproduction, including how this process may contribute to or genetic variation. Review the importance and role of mitosis of a cell within in an organism. Connect specific events to specific stages of the cell cycle. (ALD) Predict and explain what is happening at the different stages of mitosis. Explain how mitosis forms new cells and its role in maintaining chromosome number during asexual reproduction and cell and body growth. Predict the effects of mistakes made in the process of mitosis in a cell on an organism. Explain the importance of cyclins and proteins in the role of cell growth. State that the mutations that affect the proteins that regulate the cell cycle may result in uncontrolled cell growth. (ALD) Investigate ways to prevent cancer growth within the body. Core Text Book: Chapter 10 Vocabulary: Cell division, Asexual reproduction, Sexual reproduction, Chromosome, Chromatin, Cell cycle, Genetic variation, Interphase, DNA replication, Mitosis, Cytokinesis, Prophase, Centromere, Technology: Chapter Mystery: Untamed Science Video: Visual Analogy: - Interactive Art: Art in Motion: Cells Alive Website- Glencoe McGraw Hill.com Khan Academy: Bozeman Podcast: Bozeman Podcast: TED Talks: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: SC.912.L.16.14 Standard: SC.912.N.1.6 Video
Standard: SC.912.L.14.6 Science Content Collection Standard: SC.912.L.16.8 Video Image Standard: SC.912.L.16.14 Video Image Audio Science Content Collection Standard: SC.912.L.16.17 Video
SC.912.L16.17: Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. (Cognitive Complexity: Level 3: Strategic Thinking &Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to differentiate the processes of mitosis and meiosis and/or show how these processes may contribute to or limit genetic variation. Compare the level of genetic variation in a bacterial colony to the level of variation in an animal population. Defend an argument on how sexual reproduction increases the variability of a species and protects that species in terms of natural selection. Score/Step 4.0 I am able to differentiate the processes of mitosis and meiosis and describe how these processes may contribute to or limit genetic variation. Make a cartoon or skit where the characters are cells going through mitosis and meiosis describing the processes of each with an emphasis on how, where, and when each process occurs. Score/Step 3.0 Target (Learning Goal) I am able to contrast the processes of mitosis and meiosis and specify if these processes may contribute to or limit genetic variation. Make a graphic organizer that emphasizes the differences between mitosis and meiosis in chromosome number, genetic variation, number of cells produced, and type of reproduction. 2.0 I am able to recognize that mitosis and meiosis are different processes that have different outcomes. Make a Venn Diagram showing the similarities and differences between the final products of mitosis and meiosis and how those cells are used. Score/Step 1.0 I am able to recall that reproduction can be asexual or sexual.
SC.912.L.16.2 Standard: SC.912.L.14.6 Video Science Content Collection Standard: SC.912.N.15.14 Video Audio Standard: SC.912.N.15.15 Audio Standard: SC.912.L.16.1 Video Audio Standard: SC.912.L.16.2 Video
Standard: SC.912.L.14.6 Video Science Content Collection Standard: SC.912.N.15.14 Audio Standard: SC.912.N.15.15 Video Audio Standard: SC.912.L.16.1 Video Audio Standard: SC.912.L.16.2 Video Audio
TOPIC XX: GENETICS – Biotechnology ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Predicting Impact on Society, Individual, and Environment (16.10) Cloning Genetic Engineering Artificial Selection Transgenics Medical and Ethical Issues (16.10, C.1.4) Genetically Modified Crops & Animals Genetic Testing Disease Prevention & Treatment Personal Identification Evaluate examples of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and/or the environment. Recognize impacts of biotechnology on the on the individual, society and/or the environment. (ALD) Describe how DNA technology (restriction digestion by endonucleases, gel electrophoresis, polymerase chain reaction, ligation, and transformation) is used to construct recombinant DNA molecules Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels. Describe some of the issues (medical and ethical) that relate to biotechnology. Core Text Book: Chapter 15 Vocabulary: Bioethics, cloning, genetic engineering, artificial selection , genetically modified (GM) Technology: Biology Corner: Data Analysis: Who Sees Your DNA? Website: Art Review: Identifying Individuals HippoCampus Biology: HippoCampus Biology: Standard: SC.912.L.16.10 Video Standard: HE.912.C.1.7 Video Audio
Standard: SC.912.L.16.3 Video Image Article Standard: SC.912.L.16.4 Video Standard: SC.912.L.16.8 Video Standard: SC.912.L.16.9 Video Standard: SC.912.L.18.1 Video Audio Standard: HE.912.C.1.7 Video Audio
Score/Step 4.0 I am able to assess how uncontrolled cell growth may result from mutations that affect the proteins that regulate the cell cycle. Given a scenario of a patient just diagnosed with cancer, trace the history of those cancer cells back to when they were healthy. Score/Step 3.0 Target (Learning Goal) I am able to state that mutations that affect the proteins that regulate the cell cycle may result in uncontrolled cell growth. Sequence the events that result in uncontrolled cell growth: certain proteins regulate checkpoints in the cell cycle so that it proceeds normally, a mutation occurs in the DNA of a gene of one of these proteins, the wrong protein is made, the checkpoint is no longer properly regulated, cells divided without control. Score/Step 2.0 I am able to recall that uncontrolled cell growth may result in cancer. Given two difference sequences that show normal cell division and uncontrolled cell division, describe the end result of each sequence. Score/Step 1.0 I am able to recall that divide in order to make more cells. SC.912.L.18.1: Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. ( Cognitive Complexity: Level 2: Basic Application of Skills & Concepts ) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to summarize the molecular structure and the primary function of macromolecules in organisms. Develop an argument for each macromolecule and justify their level of importance in various organisms. Score/Step 4.0 I am able to summarize the basic molecular structure and the primary function of macromolecules in organisms. Construct models of each of the four macromolecules and a Venn diagram that compares and contrasts the molecules based on elemental composition, structure, function. Score/Step 3.0 Target (Learning Goal) I am able to identify the molecular structure and the primary function of macromolecules in organisms. Create a foldable that names the four macromolecules, describes two major functions of each, and identifies the basic molecular structure. Score/Step 2.0 I am able to identify the primary function of the four macromolecules in organisms. Match each macromolecule to a brief description of the various functions.
TOPIC XXII: MOLECULAR GENETICS - RNA and Protein Synthesis ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS RNA Synthesis: Transcription (16.3, 16.5) Role in the cell Comparing RNA and DNA Functions of RNA (types) Codons (mRNA; Start and Stop) Protein Synthesis: Translation (16.5) Ribosomes (rRNA; “P” and “A” sites) Amino Acids (tRNA; Anticodon) Codon table Translation Gene Expression Types of Mutations: (16.4) Types Point Frameshift Chromosomal Effects Harmful (16.8) Beneficial Variation Neutral Summarize the process of transcription. Identify the different types of RNA (mRNA, tRNA, and rRNA) and explain the structure and function of each. ** Demonstrate how specific code sequences are translated into traits through protein synthesis. Trace the information flow from DNA to a protein. Students will explain the basic processes of transcription and/or translation, and their roles in the expression of genes. Describe how amino acids are coded. Identify that certain chromosomal mutations can lead to human disorders such as sickle-cell disease. List possible mutagens and distinguish between chemical and physical mutagens. Differentiate the cellular processes of DNA replication, transcription, and/or translation (ALD) Students will explain how gene and chromosomal mutations may or may not result in a phenotypic change. Relate that mutation and genetic recombination increase genetic variation. (ALD) Core Text Book: Ch.13 Vocabulary: DNA, RNA, Transcription, Messenger RNA, Ribosomal RNA, Transfer RNA, Translation Codon, Anticodon, Ribosome, Amino Acid, Polypeptide, Protein, Nucleotide, Helix, Base pairing, Hydrogen bonding, Peptide Bond, RNA splicing, RNA polymerase Technology: HHMI: Interactive Art: Art Review: Data Analysis: NOVA: DNA tube: NOVA: Bozeman Podcast: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: SC.912.L.16.5
Week 4 Dec 11 Cell Cycle, Mitosis/Meiosis, Genetic terms 6 and 7 Cell division and Cancer Week 5 Jan 2 Mendelian Genetics, DNA 8 and 9 Genetic and You Genome Project Human Genome and Genes Week 6 Jan 9 Proctored Midterm And Discussion on Biotechnology Week 7 Jan 16 Transport and Maintenance 16.3 Heart and Respiratory Week 8 Jan 23 Immune system 17 Immune system Lecture exam 3 Week 9 Jan 30 Communities, population, Biodiversity 19, 20 Human Population Ecology Climate Change Week 10 Feb 5 Communities, population, Biodiversity 20,21 Same as Ecology Project Ecosystem analysis Week 11 Feb 12 Human Impacts supplements Proctored FINAL
TOPIC XXVI: FACTORS THAT AFFECT HUMAN HEALTH – Pathogens: Prokaryotes and Viruses, Protists, and Fungi Pacing Date Traditional 6 days 05-12-16 to 05-19-16 Block 3 days 05-12-16 to 05-19-16 ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Viruses Discovery Structure Infections (Lytic and Lysogenic Cycle) Diseases Prokaryotes Classifying Structure and Function Importance Beneficial and Harmful (Diseases) Antibiotics Protists First Eukaryotes Structure and Function Types (Plant-like, Animal-like, and Fungus-like) Parasites (e.g. Plasmodium) Fungi Structure and Function Types (Zygote, Sac, and Club Fungi; Yeasts and Molds) Symbiotic (e.g. Lichen and Mycorrhizae) Commercial, Disease-causing (e.g. Dutch Elm Disease), and Decomposers Describe the structure and reproduction of viruses. Explain how viruses cause disease. Describe three physical features that are used to classify prokaryotes. Explain how prokaryotes reproduce and their modes of nutrition. Recognize that some prokaryotes aid humans by acting as decomposers and others cause disease that can be treated with antibiotics. Summarize the Plasmodium life cycle and explain how it involves two hosts, mosquito and human, to transmit malaria. Describe the basic structure of fungi. Explain the function of spores in fungal reproduction. Decribe two examples of symbiotic fungi, lichen and mycorrhizae. Describe some human uses of fungi. Identify some fungal diseases of plants and of humans. Explain the role of fungi in recycling organic matter. Core Text Book: Chapters 20 and 21 Vocabulary: (see p. 2) Bacteria, Archaea, Peptidoglycan, Coccus, Bacillus, Spirochete, Binary Fission, Endospore, Pathogen, Lytic Cycle, Lysogenic Cycle, Retrovirus Technology: (see p.2) Interactive Art: Chapter Mystery: Art Review: Visual Analogy: Interactive Art: Art in Motion: Art Review: Bozeman Podcast: Bozeman Podcast: Bozeman Podcast: Bozeman Podcast: Khan Academy: Khan Academy: Edgenuity Standard: SC.912.L.15.4 Video
TOPIC XXVI: FACTORS THAT AFFECT HUMAN HEALTH – Pathogens: Prokaryotes and Viruses, Protists, and Fungi ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Viruses Discovery Structure Infections (Lytic and Lysogenic Cycle) Diseases Prokaryotes Classifying Structure and Function Importance Beneficial and Harmful (Diseases) Antibiotics Protists First Eukaryotes Structure and Function Types (Plant-like, Animal-like, and Fungus-like) Parasites (e.g. Plasmodium) Structure and Function Types (Zygote, Sac, and Club Fungi; Yeasts and Molds) Symbiotic (e.g. Lichen and Mycorrhizae) Commercial, Disease-causing (e.g. Dutch Elm Disease), and Decomposers Describe the structure and reproduction of viruses. Explain how viruses cause disease. Describe three physical features that are used to classify prokaryotes. Explain how prokaryotes reproduce and their modes of nutrition. Recognize that some prokaryotes aid humans by acting as decomposers and others cause disease that can be treated with antibiotics. Summarize the Plasmodium life cycle and explain how it involves two hosts, mosquito and human, to transmit malaria. Describe the basic structure of fungi. Explain the function of spores in fungal reproduction. Decribe two examples of symbiotic fungi, lichen and mycorrhizae. Describe some human uses of fungi. Identify some fungal diseases of plants and of humans. Explain the role of fungi in recycling organic matter. Core Text Book: Chapters 20 and 21 Vocabulary: (see p. 2) Bacteria, Archaea, Peptidoglycan, Coccus, Bacillus, Spirochete, Binary Fission, Endospore, Pathogen, Lytic Cycle, Lysogenic Cycle, Retrovirus Technology: (see p.2) Interactive Art: Chapter Mystery: Art Review: Visual Analogy: Interactive Art: Art in Motion: Art Review: Bozeman Podcast: Bozeman Podcast: Bozeman Podcast: Bozeman Podcast: Khan Academy: Khan Academy: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: Standard: SC.912.L.15.4 Video
TOPIC XXVII: CLASSIFICATION - Review of Animals Pacing Date Traditional 10 days 05-15-17 to 05-26-17 5 days 05-15-17 to 05-26-17 ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Characteristics of Animals Multicellular Heterotrophic Eukaryotic Homeostasis Evolutionary Body Plans** Symmetry Germ layers Body Cavity Embryonic Development Segmentation Cephalization Limbs Evolutionary Diversity Invertebrates Vertebrates Different Phyla and orders Define an animal and the characteristics necessary for that classification. Identify an organism as an animal from an unknown group of organisms. Identify the different body plans found in animals. Identify and/or describe how and/or why organisms are hierarchically classified based on evolutionary relationships. Observe and analyze the evolutionary connections of animals based on body plan evidence. Describe the characteristics of endotherms and ectotherms and list some adaptations of vertebrates and invertebrates that facilitate survival, including behavior. Investigate and differentiate among the major characteristics of the phylum invertebrata. Investigate and differentiate among the major characteristics of the subphylum vertebrata. Identify and describe a representative organism from the chordata and category invertabrates (consists of at least 33 phyla) Trace the development of systems among the major chordates from an evolutionary standpoint. Core Text Book: Chapters 25 & 26.1, 26.2 Vocabulary: Chordate, Notochord, Vertebra, Pharyngeal pouch, Ectotherm, Endotherm, Monotreme, Marsupial, Placenta, homeostasis, body cavity, symmetry, cephalization, segmentation Technology: Lesson Overview: Art in Motion: Lesson Overview: Interactive Art: Art Review: Untamed Science Video: Flashcards: “ PBS Standard: SC.912.L.15.4 Video Science Content Collection Standard: SC.912.L.15.5 Video
TOPIC XXVIII: FACTORS THAT AFFECT HUMAN HEALTH – Genetic Diseases and Human Genetics ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Human Genetic Disorders Molecule to Phenotype Chromosomal Disorders Human Genome Manipulating DNA The Human Genome Project Causes of Genetic diseases Non-disjunction during meiosis Damaged Chromosomes (duplication, deletion, inversion, and translocation) Gene mutation (e.g. Tay-Sachs disease) Chromosomal Disorders Autosomal Chromosomes (Down Syndrome or Trisomy 21) Sex Chromosomes (Turner’s Syndrome, Klinefelter’s Syndrome & other Trisomy conditions) Sex-Linked Genes Definition Disorders (Colorblindness and Hemophilia) Punnett square problems Recognize that DNA contains hereditary information and the importance & application of the Human Genome Project. Describe how chromosomes can be damaged. Identify the gene or chromosomal mutation involved in human disorders such as Down’s syndrome, Huntington’s disease, Hemophilia and Tay-Sachs disease. Recognize disorders caused by sex-linked genes and predict outcomes using Punnett squares. Identify chromosomal disorders by looking at a karyotype. Identify types of diseases and/or disorders and list their effects upon the human body (degenerative, deficiency, hereditary, and contagious). Describe the inheritance of a sex-linked gene such as color-blindness. Core Text Book: Chapter 14 Vocabulary: (See p. 2) DNA, Sex-linked gene, Nondisjunction, Sex chromosome, Autosome, Dominant, Recessive, Karyotype, Pedigree, Human Genome Project, Duplication, Deletion, Inversion, Translocation Technology: (see p.2) Untamed Science Video: Art Review: Art Review: Art in Motion: Bozeman Podcast: HippoCampus Biology: SC.912.L.16.2 Standard: SC.912.L.15.15 Video
• carbon dioxide (concentration) • temperature • light colour / wavelength • pH • size of pondweed / plant • same species / type of pondweed • volume of water in the tube allow 1 mark for light if colour is not already awarded. ignore volume of water unqualified 4.3 number / amount of bubbles or amount of gas / oxygen (relevant reference to) time / named time interval ignore the bubbles unqualified allow how long it bubbles for do not allow time bubbles start / stop ignore speed / rate of bubbling ignore instruments do not allow other factors e.g. temperature accept how many bubbles per minute for 2 marks 1 1 4.4 Light intensity 1 4.5 Temperature/carbon dioxide / CO2 heat allow CO2 do not allow CO2 1 Qu No. Extra Information Marks 5.1 no oxygen (is used) 1 5.2 muscles become fatigued / stop contracting (because) not enough energy is transferred 1 1 5.3 carbon dioxide 1 5.4 the bubbles or measure volume of gas in a given time 1 1 Qu No. Extra Information Marks 6.1 light is trapped / absorbed / used by chlorophyll / chloroplasts extra answers cancel mark ignore solar / sunshine if no other marks awarded, allow 1 mark for photosynthesis / equation for photosynthesis 1 1 6.2 (to make) starch (for storage) (to make) fat / oil (for storage) (to make) amino acids / proteins / enzymes (to make) cellulose / cell walls ignore for growth (unqualified) ignore respiration allow for active transport allow any other correct, named organic substances (eg DNA / ATP / chlorophyll / hormone) 1 1 1 1
4-6 Inheritance – Biology 1.0 Figure 1 shows a cell from the small intestine. Figure 1 1.1 Which part of the cell contains chromosomes? Choose one part from the list. [1 mark] Cell membrane Cytoplasm Nucleus Mitochondria 1.2 Chromosomes contain many genes. Genes have different forms. What is the name given to different forms of a gene?............................................ [1 mark 1.3 Eye colour is controlled by genes. In a genetic diagram: • B = brown • b = blue The genotype of one individual is bb. Which words can be used to describe the genotype of this person? Choose two words from the list. [2 marks] Dominant Heterozygous Homozygous Recessive Phenotype 1.4 Tobacco plants have 48 chromosomes. State how many chromosomes do tobacco plant pollen cells have. [1 mark] _______________________________________________________________ 2.0 Mitosis and meiosis are of cell division. 2.1 For each feature in the table, tick () one box to show if the feature occurs: • only in mitosis • only in meiosis. [2 marks] Feature Only in mitosis () Only in meiosis () Produces new cells during growth and repair
How are seeds dispersed? Wind, water, birds, bees, animals eat them then pass the seeds out, animals bury them How is pollination different for gymnosperms and angiosperms? Pollination of gymnosperms occurs on the surface of the reproductive organs while it occurs inside of the ovary of the angiosperm Draw and label the reproductive parts of a flower. (include both male and female parts)
Biology STAAR Review Stations Day 10 Category # 4 Biological Processes and Systems (10.A, 10.B, 10.C) 10.A describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals 10.B describe the interactions that occur among systems that perform the functions of transport, reproduction, and response in plants 10.C analyze the levels of organization in biological systems and relate the levels to each other and to the whole system 10.A, 10.B, 10.C Pre-Test Score__________ Focus TEKS__________ 10.A 10.B 10.C Interactive Quizzes Interactions of Body Systems Systems Quiz Levels of Organization Graphic Organizers Organ Systems Graphic Organizer See handout Interactions of Systems Table Use the following link to complete the Plant System Table: Human Body Graphic Organizer See handout Virtual Labs How does the body protect itself against foreign substance? Exploring Plant Responses Circulatory Physiology Homeostasis and the Organization of the Body Flashcards Plant Systems Flashcards Body Systems Flashcards
Video Clips Nutrient Absorption Video Clip Animal Defense Regulation Video Take notes over the video clips. Plant Reproduction in Angiosperms Human Body Systems: The 11 Champions 10.A, 10.B, 10.C Post-Test Score__________ Notes: Critical Thinking Questions 1. How do systems in animals interact to achieve nutrient management? 2. systems in animals interact to achieve reproduction?
3. How do systems in animals interact to protect them from injury or illness? 4. What is the role of homeostasis in system regulation? 5. Describe some of the plant responses to different stimuli. 6. Discuss the organization of the basic unit of life to the most complex body systems. 10.A Systems Graphic Organizer
5) What is the average of this set of data from wolf packs: 8 wolves, 9 wolves, 3 wolves, 5 wolves, 4 wolves. Show set up and work. 5) What are five things that humans do to cause a loss in biodiversity, thus decreasing populations? - - - - - 6) What law(s) have been enacted to help protect endangered species? What does the law mandate (require)? 7) What can humans do to reverse an endangered species status? Describe at least two possible solutions.
Biology Course Disclosure Instructor: Mrs. E. Moretz Room: 1201 Phone Number: (801)578-8226 Web Site: Email Address: elizabeth.moretz@slcschools.org (preferred communication) Course Description (from the Utah State Office of Education) The Biology Core Curriculum has two primary goals: (1) students will value and use science as a process of obtaining knowledge based on observable evidence, and (2) students' curiosity will be sustained as they develop and refine the abilities associated with scientific inquiry. The Biology Core has three major concepts for the focus of instruction: (1) the structures in all living things occur as a result of necessary functions. (2) Interactions of organisms in an environment are determined by the biotic and abiotic components of the environment. (3) Evolution of species occurs over time and is related to the environment in which the species live. Course Objectives This biology course will take on an integrative approach to learning about topics in the life sciences. We will work collaboratively with the 11th grade math, language arts, and world civilization courses to engage in meaningful, relevant, cross-curricular learning experiences. Upon successful completion of this course the student will demonstrate a thorough understanding of the following Big Ideas or Themes as they pertain to Biology: The Nature of Science Structure of matter Structure of the Earth Structure and function of the cell Genetics and adaptation Classification Course Progression MARKING PERIOD 1 MARKING PERIOD 3 The Nature of Science The Relationship between the Living & Nonliving Characteristics of Living Organisms Energy Flow Biogeochemical Cycles Ecological Relationships The Relationship between Heredity, the Environment, and Species Diversity Genetics Evolution MARKING PERIOD 2 MARKING PERIOD 4 The Relationship between Structure & Function Cell Chemistry Cell Structure and Function Anatomy The Relationship between Heredity, the Environment, and Species Diversity Taxonomy Independent Student Research Projects Course Requirements and Grading Policies Required Daily Supplies: Pencil/Pen/Highlighter Biology portfolio Paper Supplemental materials as necessary (provided by instructor or school)
___________+______________+______________ arrow________________+_____________ v. Why is photosynthesis important? Give at least 3 reasons (3 points)
_____ 6. Aristotle f. The study of comparing organisms based on a common ancestor _____ 7. Linnaeus g. Comparing the DNA and RNA sequences of different organisms 8. Phylogeny h. The science of classifying organisms _____ 9. Comparative Embryology i. Comparing the embryo stages of different organisms _____ 10. Comparative Biochemistry j. The largest taxonomic category, other than the domain B. Applications: Answer the following questions or fill out the appropriate information. 1. List the 7 taxa from largest to smallest, beginning after domain. Domain, ___________, ____________, ____________, ____________, _____________, ____________, _____________ 2. When naming an organism using binomial nomenclature, which two levels of taxa are given to an organism? 3. How are they written? Which one is capitalized? 4. Using the scientific name of a human, Homo sapiens, which one is the genus? Which is the species? 5. Use the chart below to answer the questions. TAXA ALMOND PEANUT GREEN BEAN Kingdom Plantae Plantae Plantae Phylum Angiosperms Angiosperms Angiosperms Class Rosids Rosids Rosids Order Rosales Fabales Fabales Family Rosaceae Fabaceae Fabaceae Prunus Arachis Phaseolus Species dulcis hypogaea vulgaris 6. Use the cladogram below to answer the questions. 7. Identify the insect order below using the dichotomous key below. Order __________________________