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Honors Biology I District High > 2016-2017 > High School > Science > Honors Biology I > Feldstein, Sharon; Hopko, Ann; Hudacko, Janet; Levine, Lillian; Mallinson, Brett; Mintz, Heather; Russo, Mary; Sbarro, Lauren; Topoleski, Tina; Urbaczek, TanyaThursday, September 22, 2016, 2:15PM

UnitUnit Summary

Interdisciplinary Connections

Technology Integration

21st Century Themes

Essential Questions

Enduring Understandings

Content SkillsAssessment

Differentiation / Modifications

ResourcesTeacher Notes

From Molecules to Organisms(Week 1, 8 Weeks)

The performance expectations in LS1: From Molecules to Organisms: Structures and Processes help students formulate an answer to the question, “How do orga

Infused within the unit are connection to the 2013 NJCCCS for Mathematics, Language Arts Literacy and Technology.

Software

Powerpoint

Microsoft Word

Internet

Bring your own technology/Chromebooks/Tablet/Cellular Device

The unit will integrate the 21st Century Life and Career stand. Students will engage with real world data, tools, and experts they will encounter in college, on the job,

What is science?

How do we find explanation

Science is an organized way of gathe

Vocabulary and key terms related unit.

Goals of science

Procedures at the core of scientific methodology

Scientific attitudes generate new ideas

Rela

State the goals of science.

Use scientific methodology to solve a problem.

Evaluate scientific evidenc

Teacher tutoring

Peer tutoring

Cooperative

Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources:

Textbook Laboratory

manuals and equipment

Science Websites

o http://www.sciencenetlinks.com

o www.biol

My Lesson Calendar Print View.html

My Lesson Calendar Print View 2.html

nisms live and grow?” The LS1 Disciplinary Core Idea from the NRC Framework is presented as three sub ideas: Structure and Function, Growth and Development of Organisms, and Organization for

Search

Google Docs

and in life. Students learn best when actively engaged in solving meaningful problems using critical thinking, creativity and innovation, collaboration, teamwork and leadership skills.Emphasis will be placed on useful feedback of

s for events in the natural world?

How does structure re

ring and analyzing evidence about the natural w

tionship between science and society

Characteristics that living things share

Central themes of biology

Different approaches to studying science

Importance of the universal system of measure

e. Ide

ntify the characteristics of living things

Understand how the themes of biology unify all biological studies.

Identify the sig

learning groups

Modified assignments

Differentiated instruction

ogy.com

o http://strandmaps.nsdl.org/

o www.thinkquest.com

o www.teachersdomain.org

*resources will

Matter and Energy Flow in Organisms. In these performance expectations, students demonstrate that they can use investigations and gather evidence to support explanations of cell function and

student performance that is embedded into everyday learning. This may require a balance of technology-enhanced, formative and summative assessments that measure student mastery of 21st century skills. Technology

late to function in living systems from the organismal t

orld.

Biology is the study of life.

Society can

ment Tabl

es and graphing

Laboratory safety procedures

Essential laboratory equipment

The three subatomic particles in atoms

Identify the six elements most common to biological orga

nificance of using the metric system.

Correctly make metric conversions.

Interpret and construct table and graphs that illustr

Native language texts and native language to English dictionary

vary for each district

reproduction. They understand the role of proteins as essential to the work of the cell and living systems. Students can use models to explain photosynthesis, respiration, and the cycling of matter

connections:For further clarification refer to NJ Class Standard Introductions at www.njcccs.org

o cellular level?

What is the matter in organisms made of

limit the application of scientific ideas, espec

nisms: carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur.

How isotopes are similar and different

How compounds are different from their compound elements

Two main types of che

ate scientific findings.

Follow correct procedures for use of scientific apparatus.

Appropriate techniques for all laboratory situation

Response to Intervention (RTI) www.help4teachers.com

and flow of energy in living organisms. The cellular processes can be used as a model for understanding of the hierarchical organization of organism. Crosscutting concepts of matter and energy, struc

? W

hat are the properties of certain compounds found in li

ially if new scientific ideas conflict with pre

mical bonds

Unique properties of water

Difference between acids and bases

All organic compounds contain carbon

Functions of each of the four groups of macromolecules esse

s. Fol

low protocol for identifying and reporting safety problems and violations.

Understand, evaluate, and practice safe proce

and www.docstoc.com , (search tiered lesson plan template

F

ture and function, and systems and system models provide students with insights to the structures and processes of organisms.

ving things and how do we use them?

What controls the ac

vailing cultural beliefs.

Living systems, from t

ntial for life

Chemical reactions are the result of energy changes

Roles of enzymes in living things

dures for conducting science investigations.

Describe the relationship between atomic structure and the molecular basis of life

Co

ollow all IEP modifications/504 plan

tivities in the cell?

How do proteins carry out essential

he organismal to the cellular level, demonstrate

mpare ionic and covalent bonds.

Describe the structure of a water molecule.

Describe how the polarity of water results in its abi

functions of life?

How does photosynthesis transfer lig

the complementary nature of structure and fun

lity to form hydrogen bonds and act as a universal solvent.

Use the pH scale to identify acids and bases and predict the

ht energy into chemical energy?

What are the basic unit

ction.

Certain compounds/ molecules have unique

effects of pH levels on biological reactions.

Model and provide functions of the four major organic molecules: lipids, proteins,

s of life?

How do feedback mechanisms maintain homeos

properties that make them suitable for life.

Ch

carbohydrates, and nucleic acids.

Determine how and why each major category of organic molecules is essential to life.

tasis?

How are complex organisms produced and maint

emical reactions drive cell activities.

Models c

Analyze and explain how cells carry out a variety of chemical transformations that allow the conversion of energy from

ained through cellular division and differentiation?

Ho

an be used to explain photosynthesis, respirat

one from to another, the breakdown of molecules into smaller units, and the building of larger molecules from smaller ones.

w does the structure of DNA determine the structure of

ion, and the cycling of matter or flow of energy i

Recognize that most chemical transformations are made possible by protein catalyst called enzymes.

Conduct an experiment

proteins?

n living organisms.

Cellular processes can be u

to demonstrate that the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings.

sed as a model for understanding the hierarchic

al organization of an organism.

Ecosystems: Interactions, Energy

For an object to be classified as living it must

Infused within the unit are connection to the

Software Pow

erpoint

Microsoft Word

Internet Sear

The unit will integrate the 21st Century Life and Caree

How does stru

Living syst


Cells

Model how processes are regula

Teacher tuto


Textbook Laboratory

& Dynamics(Week 9, 3 Weeks)

meet particular criteria. One of the most defining of those being that it is composed of one cell or many cells. Every single one of us is made up of a million to trillions of these magnificent

2013 NJCCCS for Mathematics, Language Arts Literacy and Technology.

ch Goo

gle Docs

Google Earth

r stand. Students will engage with real world data, tools, and experts they will encounter in college, on the job, and in life. Students learn best when actively engaged in solving meaningful problems using critical thinki

cture relate to function in living systems from the orga

ems, from the organismal to the cellular level, d

are made of complex molecules that consist mostly of a few elements. Each class of molecules has its own building blocks and specific functions.

Cellular processes are carried out by

ted both internally and externally by environments in which cells exist

Explain how the fundamental life processes of organi

ring

Peer tutoring

Cooperative learning groups

Modified assi


Science Websites


o www.biology.com


o ww

and efficient functional units. Cells, the most basic unit of life, are complex and dynamic. Their structures are specifically adapted to their function, and have an overall goal of maintaining homeost

ng, creativity and innovation, collaboration, teamwork and leadership skills.Emphasis will be placed on useful feedback of student performance that is embedded into everyday learning. This may require a balance of technology-

nismal to the cellular level?

How does a cell maintain h

emonstrate the complementary nature of structu

many different types of molecules, mostly by the group of proteins known as enzymes.

Cellular function is maintained through the regulation of cellular processes in response to internal

sms depend on a variety of chemical reactions that occur in specialized areas of the organism's cells

Model how cells

gnments


Native language texts and na

w.thinkquest.com


*resources will vary for each district

asis. In multi-cellular organisms, cells may become specialized to carry out a particular function. The cells of our body operate as a transport systems and highly effective communicators so that we

enhanced, formative and summative assessments that measure student mastery of 21st century skills. Technology connections:For further clarification refer to NJ Class Standard Introductions at www.njcccs.org.

omeostasis both in itself and as a multi-cellular organism

re and function.

All organisms transfer matter an

and external environmental conditions.

Cells divide through the process of mitosis, resulting in daughter cells that have the same genetic composition as the original cell.

Cell differentiation

are enclosed within semi-permeable membranes that regulate their interaction with their surroundings, including the transport of

tive language to English dictionary

Response to Intervention

can exist and survive. Just to stay alive, organisms and the cells within them have to grow and develop, move materials around, build new molecules, reproduce new cells, and respond to environm

? H

ow is matter transferred and energy transferred/tran

d convert energy from one form to another. Both

is regulated through the expression of different genes during the development of complex multi-cellular organisms.

There is a relationship between the organization of cells into tissues

materials into and out of the cell

Identify genes as a set of instructions encoded in the DNA sequence of each organism

(RTI) www.help4teachers.com and www.docstoc.com , (sea

ental changes. In order for an organism to perform these necessary functions they must be able to obtain and utilize energy. Energy is captured in many ways, photosynthesis (using sunli

sformed in living systems?

How do cell structures enabl

matter and energy are necessary to build and

and the organization of tissues into organs.

The structures and functions of organs determine their relationships within body systems of an organism.

Mathematical, physical, and computational

that specify the sequence of amino acids in proteins characteristics of that organism.

Relate the specialization of cells in mu

rch tiered lesson plan template

Follow all IEP modifications/504

ght for energy) being one of them. Understanding why and how cells can capture, transform, and use energy will foster better life decisions, such as diet choices and strategies for maintaining a

e cells to carry out life processes?

How and why do cells d

maintain structures within the organism.

Mathe

tools are used to search for and explain core scientific concepts and principles.

Plants have the capability to take energy from light to form sugar molecules containing carbon, hydrogen

lti-cellular organisms to the different patterns of gene expression rather than to differences of the genes themselves.

Explain ho

plan

healthy lifestyle. Learning about cells processes helps one learn about themselves and how their body’s functions to maintain life, medical interventions and treatments, and ultimately the orga

ivide?

How can mathematical reasoning be used to demo

matical models support understanding of systems

, and oxygen.

In both plant and animal cells, sugar is a source of energy and can be used to make other carbon-containing (organic) molecules.

All organisms must break the high-ener

w the many cells in an individual can be very different from one another, even though they are all descended from a sin

nism survival. Students will learn the cell theory, as well as the structure and function of prokaryotic and eukaryotic cells, the basis for life. This will provide the foundation for understanding cellular trans

nstrate understanding of fundamental concepts of car

and the development of design solutions for redu

gy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes.

gle cell and thus have essentially identical genetic instructions

Trace the general process where the progeny from a single

port and homeostasis. Students will examine how cells grow and reproduce. Additionally, students will learn how cells convert and store available energy.

rying capacity, factors affecting biodiversity and popu

cing the impact of human activities on the envi

cell form an embryo in which the cells multiply and differentiate to form the many specialized cells, tissues and organs tha

lations, and the cycling of matter and flow of energy amon

ronment.

System models play a central role in s

t comprise the final organism

Explain how environmental factors (such as temperature, light intensity, and the amount

g organisms in an ecosystem?

How do organisms obtain

tudents' understanding of science and engineeri

of water available) can affect photosynthesis as an energy storing process.

Recognize the process of photosynthesis as pro

and use energy they need to live and grow?

How do matter a

ng practices and core ideas of ecosystems.

Main

viding a vital connection between the sun and the energy needs of living systems.

Describe how plants capture energy by

nd energy move through ecosystems?

How can cellular r

taining biodiversity is essential to the healt

absorbing light and use it to form strong chemical bonds between the atoms of carbon-containing molecules.

Design ind

espiration be represented in a model?

What is the role of

h of the planet overall.

Interactions between sp

ependent investigations to determine the effects of changing environmental factors on photosynthesis.

Analyze and de

cellular respiration and photosynthesis in the cycling o

ecies create a balance within each ecosystem.

scribe how the process of photosynthesis provides a vital connection between the sun and the energy needs of living syste

f carbon among the biosphere, atmosphere, hydrosphe

Cell division enables the growth and developme

ms.

Explain how the breakdown of some food molecules enables the cell to store energy in specific molecules that are used

re, and geosphere?

nt of organisms.

to carry out the many functions of the cell.

Trace the process in which nutrients are transported to cells to serve as building blocks for

the synthesis of structures and as reactants for cellular respiration.

Recognize that food molecules are taken into cells and

react to provide the chemical constituents needed to synthesize other molecules, and knowing that the breakdown and sy

nthesis are made possible by enzymes.

Explain how plants and many microorganisms us e solar energy to combine molecule

s of carbon dioxide and water into complex, energy rich organic molecules and release oxygen to the environment.

Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis an

d cellular respiration.

Explain how the process of cellular respiration is similar to the burning of fossil fuels.

Her The Infus Software The H H Voc De T Curriculum

edity: Inheritance & Variation of Traits(Week 12, 4 Weeks)

genetics unit is a broad overview of basic genetic concepts emphasizing how biological information is passed from one generation to another. Students will formulate answers to questions that include

ed within the unit are connection to the 2013 NJCCCS for Mathematics, Language Arts Literacy and Technology.

Powerpoint

Microsoft Word

Internet Search

Google Docs

unit will integrate the 21st Century Life and Career stand. Students will engage with real world data, tools, and experts they will encounter in college, on the job, and in life. Students learn best when actively engaged in

ow is genetic information passed through generations?

ereditary information is stored in DNA and is

abulary and key terms related unit.

The structural, functional, and biochemical nature of DNA.

The events and mechanisms of DNA replication.

How to use probability to predict the outcome

scribe and discuss Mendel's studies and explain how his studies led to our current understanding of inheritance.

Use a Punnett

eacher tutoring

Peer tutoring

Cooperative learning group

Development Resources/Instructional Materials/Equipment Needed Teacher Resources:

Textbook Laboratory


Science Websites


o www.biology.com

o http://stra

how characteristics of one generation are passed to the next, how individuals of the same species and siblings have different characteristics. Students will be able to make and defend a claim, and

solving meaningful problems using critical thinking, creativity and innovation, collaboration, teamwork and leadership skills.Emphasis will be placed on useful feedback of student performance that is embedded into everyday

Why do reproductive cells have one half of the original cell'

organized into genes and chromosomes.

A cell'

of genetic crosses.

Mendel's research work, conclusions about inheritance, and how these principles apply to all living things.

The rules of dominance, segregation of alleles, and inde

square and probability calculations to predict the outcome of genetic crosses.

Simplify the process of calculating mono-, di-,

s M

odified assignments


Native languag

ndmaps.nsdl.org/




use concepts of probability to explain the genetic variation in a population. Students demonstrate understanding of why individuals of the same species vary in how they look, function, and beha

learning. This may require a balance of technology-enhanced, formative and summative assessments that measure student mastery of 21st century skills. Technology connections:For further clarification refer to NJ Class

s genetic information?

What are genes and which importan

s DNA replicates when the divides.

DNA directs

pendent assortment of gametes.

The phases and events of meiosis, and how meiosis allows for genetic variability.

How mitosis and meiosis differ.

The patterns of inheritance: complete domi

tri-hybrid crosses using basic probability equations.

Identify and explain the chromosomal activities that occur during meiosis.

e texts and native language to English dictionary

Response to I

ve. Students can explain the mechanisms of genetic inheritance and describe the environmental and genetic causes of gene mutation and the alteration of gene expression. Cross-cutting conc

Standard Introductions at www.njcccs.org.

t biological molecule is contained within a gene?

How

the synthesis of proteins, and ultimately the

nance, incomplete dominance, co-dominance, and sex-linked inheritance.

The inheritance patterns of various genetic disorders including sickle-cell anemia, Huntington's disease, cysti

Compare and contrast mitosis and meiosis.

Explain how and why and individual's chromosome number needs to rema

ntervention (RTI) www.help4teachers.com and www.docst

epts of patterns and cause and effect are selected as organizing concepts for these core ideas.

are genes and chromosomes related?

How is the fidelity

emergence of phenotypic traits.

Heritable trait

c fibrosis, and more.

The major historical events and discoveries that led to our understanding about genetics and DNA.

The similarities and differences between DNA and RNA.

in constant.

Apply knowledge of genetics to explain mechanisms of inheritance.

Model the structure and function of a DNA mo

oc.com , (search tiered lesson plan template

Follow all IEP modi

of genetic information contained in DNA maintained?

H

s are the result of genes passed from one gener

The central dogma of molecular biology

The events of transcription, translation, and polypeptide synthesis

How genes are regulated

The various types of mutations and their effects.

Characteristics

lecule.

Model the events of DNA replication.

Model the events of transcription, translation, and polypeptide synthesis.

Compare

fications/504 plan

ow was the basic structure of DNA discovered?

How do

ation to the next.

Genes are passed to offspri

of common chromosomal disorders.

Various methods used in human DNA analysis.

How the Human Genome Project continues to evolve.

How selective breeding can and has changed species.

The

and contrast DNA and RNA structure and function.

Explain the central dogma of molecular biology.

Identify mutations in

es the structure of DNA function in inheritance?

How do

ng through reproductive cells.

The structure o

importance of biotechnology

The methods involved in cloning.

The importance of recombinant DNA technologies

The benefits of genetic engineering to the agricultural and medical industries.

Pros

a DNA sequence and demonstrate the effects of the mutations.

Predict the results from various genetic crosses including

es genetic information encoded in DNA get translated in

f DNA allows for self-replication and ensures t

and cons of genetically modified foods.

multiple allele, sex-linked, autosomal dominant, autosomal recessive, and codominant crosses.

Research a genetic dis

to expression of traits in an organism?

How does genetic

he continuity of hereditary information.

Genes

order and present their ideas to peers.

Evaluate, critique, debate, the effects of biotechnology on the lives of humans.

Expla

information flow from a cell's DNA to direct protein synt

direct cell growth, development, and regulation o

in the use of a variety of molecular biological techniques including:

oD

oP

oD

hesis?

How do scientists use genetics to study human in

f the cell cycle.

Advances in biotechnology have

heritance?

How do scientists manipulate DNA in living

improved our understanding of genetics and hav

cells?

How does the understanding and manipulation of

e improved the quality of human life.

Analysis

genetics affect the quality of human life?

How are genetic

of genetic information, in the form of DNA and p

s and evolution linked?

What happens when the DNA code c

rotein sequence, is useful in researching genet

hanges over time?

Why do some genetic traits follow Mendeli

ic mechanisms, inferring evolutionary relation

an inheritance patterns while others don't?

What are some

ships, studying populations, diagnosing disease

of the ethical, social, legal, and public policy issues ass

s, and performing forensics analyses.

Apply und

ociated with genetics and biotechnology?

What was the h

erstanding of DNA to analyze, support and/or crit

uman genome project and why was it important to the study

ique current and emerging biotechnologies.

Ther

of human inherited disorders?

How does inserting, del

e are a wide array of ethical, legal, sociologic

eting, or substituting DNA segments alter the genetic cod

al, and public policy issues that continue to a

e?

How does the method of reproduction affect a species

rise as knowledge of biotechnology and genetic

' genetic variability?

s advances.

Patterns of inheritance are predict

able, and variation that exists within a specie

s is related to its mode of reproduction (sexu

al or asexual).

Biological Evolution: Unity & Diversity(Week 16, 3 Weeks)

The performance expectations in LS4: Biological Evolution: Unity and Diversity help students formulate an answer to the question,

Infused within the unit are connection to the 2013 NJCCCS for Mathematics, Language Arts Literacy and Tec

Software Pow

erpoint

Microsoft Word

Internet Search

Google Docs

The unit will integrate the 21st Century Life and Career stand. Students will engage with real world data, tools, and experts they will

How does natural selection encou

The diversity and changing o


Science is a practice in which an established body of knowledge is continuall

State the goals of science.

Know that all species, living and extinct descende

Teacher tutoring

Peer tutoring

Coo


Textbook Laboratory


Science Websites

o http://www.sciencenetlink

"What evidence shows that different species are related?" The LS4 Disciplinary Core Idea involves four sub-ideas: Evidence of Common Ancestry and Diversity, Natural Selection, Adaptation, and

hnology.

encounter in college, on the job, and in life. Students learn best when actively engaged in solving meaningful problems using critical thinking, creativity and innovation, collaboration, teamwork and leadership skills.Emphasis

rage inter and intraspecific diversity over time?

What ar

f life forms over many generations is the resul

y revised, refined, and extended as new evidence emerges.

The principles of evolution (including natural selection and common descent) provide a scientific explanation for the history of life on

d from ancient common ancestors.

Know that patterns in the distribution of living and fossil species tell us how modern org

perative learning groups

Modified assignments

Differentiated

s.com

o www.biology.com



o www.teachersdom

Biodiversity and Humans. Students can construct explanations for the processes of natural selection and evolution and communicate how multiple lines of evidence support these explanations. Stud

will be placed on useful feedback of student performance that is embedded into everyday learning. This may require a balance of technology-enhanced, formative and summative assessments that measure student mastery of 21st

e the main lines of scientific evidence that support Darwi

t of natural selection, in which organisms with a

Earth as evidenced in the fossil record and in the similarities that exist within the diversity of existing organisms.

Evolution occurs as a result of a combination of the following factors:

o

anisms evolved from their ancestors.

Describe how evolution involves change in the genetic makeup of whole populations

instruction

Native language texts and native language to English

ain.org


ents can evaluate evidence of the conditions that may result in new species and understand the role of genetic variation in natural selection. Additionally, students can apply concepts of probability to

century skills. Technology connections:For further clarification refer to NJ Class Standard Introductions at www.njcccs.org.

n's theory of evolution by natural selection?

How can c

dvantageous traits survive, reproduce, and pass

A

oG

oF

oN

oM

over time, not changes in the genes of an individual organism.

Analyze natural selection simulations and use the data

dictionary

Response to Intervention (RTI) www.help4teach

explain trends in populations as those trends relate to advantageous heritable traits in specific environments. The cross-cutting concepts of cause and effect and systems and system models

oncepts in probability explain trends in populations as t

those traits to offspring.

Species alive toda

generated to describe how environmentally favored traits are perpetuated over generations resulting in species survival, while

ers.com and www.docstoc.com , (search tiered lesson plan t

play an important role in students' understanding of the evolution of life on Earth.

hose trends relate to advantageous heritable traits in a s

y have evolved from ancient common ancestors.

V

a less favorable traits decrease in frequency or may lead to extinction.

Identify, explain, and demonstrate how technolo

emplate

Follow all IEP modifications/504 plan

pecific environment?

What factors cause adaptations in

ariation exists in all species and allows some

gy can be used to determine evolutionary relationships among species (Gel electrophoresis, DNA/amino acid sequence

organisms?

How can system models be used to represe

individuals to survive in a particular enviro

s). Int

egrate scientific information from a variety of disciplines to provide evidence for the relatedness of species on Earth

nt the evolution of life on Earth?

How do genetic mutations

nment because of those features.

(geology, comparative anatomy, biochemistry, and taxonomy).

Recognize that a change in species over time does not follow

and re combination of genes during meiosis enable evolu

a set pattern or timeline.

Explain how the millions of different species on Earth today are related by common ancestry using

tion to occur?

What role does the environment play in an o

evidence.

Use natural selection and its evolutionary consequences to provide a scientific explanation for the fossil record of an

rganism's survival and reproduction?

How do organis

cient life forms, and the molecular similarities observed among the diverse species of living organisms.

Discuss how envir

ms change over time?

What processes are responsible fo

onmental pressure, genetic drift, mutation and competition for resources influence the evolutionary process.

Predict possi

r life's unity and diversity?

What impact did the industri

ble evolutionary implications for a population due to environmental changes over time (e.g., volcanic eruptions, global

al revolution have on the peppered moth?

How might a gr

climate change, industrial pollution).

oup of one species change over time to form a new distin

ct species?

What changes in living things have occurre

d over time and what scientific evidence is cited to support

biological evolution?

How does biodiversity affect hu

mans?

What scientific information supports common ances

try and biological evolution?

How can the adverse impa

ct of human activity on biodiversity be mitigated?

How ca

n there be so many similarities among organisms yet so man

y different plants, animals, and microorganisms?

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