curriculum guide:...

NEWARK PUBLIC SCHOOLS

Curriculum Guide:

BIOLOGY

Newark Public Schools 2010-2011 Biology

2-2011


SCHOOL ADVISORY BOARD MEMBERS

2013-2014

Ms. Antoinette Baskerville-Richardson, Chairperson

Mr. Marques-Aquil Lewis, Vice Chairperson

Mr. Rashon K. Hasan

Mr. Alturrick Kenney

Ms. Eliana Pintor Marin

Ms. DeNiqua Matias

Dr. Rashied McCreary

Ms. Ariagna Perello

Mr. Khalil Sabu Rashidi

Mr. Jordan Thomas, Student Representative


3-2011

NEWARK PUBLIC SCHOOLS ADMINISTRATION

2013-2014

Cami Anderson, State District Superintendent

Chief of Staff & General Counsel: Charlotte Hitchcock

Assistant Superintendent: Mitchell Center

Assistant Superintendent: Brad Haggerty

Assistant Superintendent: Tiffany Hardrick

Assistant Superintendent: Roger Leon

Assistant Superintendent: Aqua Stovall

Assistant Superintendent: Peter Turnamian

Special Assistant, Office of Curriculum and Instruction: Caleb Perkins

School Business Administrator: Valerie Wilson


4-2011

TABLE OF CONTENTS

Title Page .......................................................................................................................................................................................................................1

Board Members ..............................................................................................................................................................................................................2

Administration ...............................................................................................................................................................................................................3

Table of Contents ...........................................................................................................................................................................................................4

District Mission Statement .............................................................................................................................................................................................5

District Goals and Guiding Principles ...........................................................................................................................................................................6

Curriculum Committee ..................................................................................................................................................................................................8

Course Philosophy .........................................................................................................................................................................................................9

Course Description.......................................................................................................................................................................................................10

Recommended Textbooks ............................................................................................................................................................................................11

Course Proficiencies ....................................................................................................................................................................................................12

Curriculum Units .........................................................................................................................................................................................................13

Course Pacing ..............................................................................................................................................................................................................14

Standards, Goals, and Objectives .................................................................................................................................................................................15

Appendix ......................................................................................................................................................................................................................77


5-2011

THE NEWARK PUBLIC SCHOOLS DISTRICT

MISSION STATEMENT

The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects of

academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that our policies and

practices will prepare our students for a world that is increasingly diverse and knowledge driven. We expect our schools and

classroom environments to be emotionally safe and intellectually challenging. We pledge to partner with parents, groups, and

organizations that add support to the mission by changing hearts and minds to value education.


6-2011

GOALS AND PRIORITIES

Great Expectations: 2009-13 Strategic Plan

OUR SHARED GOAL: PREPARING ALL STUDENTS FOR COLLEGE, WORK, AND CITIZENSHIP Our youth need to be able to compete in an increasingly complex, competitive, and diverse world. Many of the best new jobs require not just a

high school diploma but at least two years of college. We need to raise the bar, and we are. Our goals for 2013 are very challenging. Students

need to be:

Ready to learn by kindergarten. 80 percent of our students will be ready to learn by kindergarten, up from 64 percent

in 2008–09.

Reading and writing at grade level by the end of 3rd grade. 80 percent will be reading and writing by the end of

3rd grade, up from 40 percent in 2008–09.

Ready for the middle grades. 80 percent of 5th graders will be proficient or above in language arts literacy and

85 proficient or above in math, up from 40 percent and 59 percent, respectively, in 2008–09.

Ready for high school. 80 percent will be “on track for graduation,” up from 38 percent of freshmen who are on track

to begin the 2009–10 school year.

Ready for college or work. 80 percent will graduate, and 80 percent of graduates will enroll in college, up from 54 percent and 38 percent,

respectively, in 2008–09.


7-2011

GOALS AND PRIORITIES

Great Expectations: 2009-13 Strategic Plan

PRIORITIES

PRIORITY 1. Ensure highly effective teachers and principals deliver strong curriculum, instruction, and assessment

Strengthen and align curriculum with rigorous standards, ensuring that it is engaging, challenging, and consistently implemented.

Create a highly effective professional development system for teachers and administrators that is more focused on delivering quality

instruction and aligned to the learning needs of each student.

Ensure there is a highly effective teacher in every classroom and a highly effective principal in every school by strengthening the preparation,

recruitment, induction, evaluation, recognition, and compensation of effective teachers and principals.

PRIORITY 2. Build a system of great schools that serve students, their families, and the community

Build an aligned, supportive Pre-K–grade 3 pipeline that ensures students are ready for kindergarten, reading by grade 3, and prepared to

move forward.

Transform the middle grades experience to ensure students are prepared for high school — academically, socially, and emotionally.

Dramatically transform our high schools, building a system of themed, college and

career-oriented schools that ensure all students graduate prepared for college, work, and citizenship.

Implement an aggressive strategy for turning around low-performing schools that includes reconstitution, external partnerships, full-service

“community schools,” and other effective strategies.

PRIORITY 3. Ensure that schools are safe, welcoming, and working collaboratively with parents, families, and community partners to

support student success

Ensure that all students, parents, families, and community members are respected and all schools are safe and “family-friendly.”

Actively work to help parents and families become more informed and involved.

Expand and strengthen quality partnerships, including the “full-service community school” model to provide services,

PRIORITY 4. Improve our educational practice by creating an accountability system that promotes data-informed, effective, and efficient

management and operations

Reorganize central and regional offices, and streamline operations to strengthen support to schools and students.

Create a culture of accountability that uses data to inform decision-making at every level in support of the district’s strategic priorities.

Increase the transparency of how we make decisions and report on outcomes of our work together.


8-2011


SCHOOL ADVISORY BOARD

Program and Instruction Committee

Ms. DeNiqua Matias

Dr. Rashied McCreary

Ms. Ariagna Perello

Mr. Khalil Rashidi

Dr. Caleb Perkins, NPS Special Assistant of Curriculum

Valerie Merritt, NPS Director of Board Relations


9-2011

Newark Public Schools

Biology

Course Philosophy

“Biology is the scientific exploration of the vast and diverse world of living organisms; an exploration that has expanded enormously within the last

four decades, revealing a wealth of knowledge about ourselves and about the millions of other organisms with whom we share this planet Earth.”

Francisco Ayala

Science is a lifelong learning process by which students can learn and employ skills such as observing, questioning, inferring, experimenting,

predicting, analyzing and evaluating. These skills will expand and enhance their natural curiosity about the world in which they live and enable them to gain

the knowledge and 21st century skills needed to be successful in this millennium.

The goal and challenge of science education and educators is to cultivate the development of scientifically adept students who: experience the

richness and excitement of knowing about the natural world and understanding how it functions, uses appropriate scientific processes and principles in

making personal decisions, engages intelligently in public discourse and debate about matters of scientific and technological concern, and applies scientific

knowledge and skills to increase economic productivity. (http://www.njcccs.org/ContentAreaTabularView.aspx?code=5&Desc=Science)

“Today more than ever before, science holds the key to our survival as a planet and our security and prosperity as a nation”

Barack Obama

http://www.njcccs.org/ContentAreaTabularView.aspx?code=5&Desc=Science


10-2011

Newark Public Schools

Biology

Course Description

This course is focused on the use of life science principles as powerful conceptual tools to make sense of the complexity, diversity and interconnectedness

of life on earth. Students engage in laboratory and authentic learning experiences that encourage the application of biological knowledge to make decisions and

solve problems.

The core concepts and principles addressed include: Organization and Development: Living organisms are composed of cellular units (structures) that

carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. Matter and Energy Transformations:

Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their

food directly from other organisms. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic

needs. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their

traits, and they pass this on to their offspring during reproduction. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide

advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a

population over extremely long periods of time.

The science practices infused include: Understand Scientific Explanations: Students understand core concepts and principles of science and use

measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Generate Scientific Evidence Through

Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating

claims. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time. Participate Productively in Science: The growth of scientific

knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms.

(http://www.nj.gov/education/aps/cccs/science/bioccc.pdf)

http://www.nj.gov/education/aps/cccs/science/bioccc.pdf


11-2011

Recommended Textbooks/Resources

The suggested student text for this course is:

Miller, Kennith R. and Levine, Joseph. (2006). Prentice Hall Biology. Boston: Pearson Prentice Hall. ISBN#0-13-166255-4.

Teacher Reference Texts

There are extensive reference materials that are designed to supplement the Prentice Hall Biology text. Teachers using this guide are advised to

obtain the following reference materials:

Prentice Hall Biology: Teacher Edition; ISBN# 0-13-166288-0

Prentice Hall Biology: PHSuccessnet Teacher Online Access Pack; ISBN# 0-13-181164-9

Prentice Hall Biology: Teacher Resources; ISBN# 0-13-115545-8

Prentice Hall Biology: Lesson Plans; ISBN# 0-13-115528-8

Prentice Hall Biology: Diagnostic Test; ISBN# 0-13-115532-6

Prentice Hall Biology: Standardized Test Prep Workbook; ISBN# 0-13-190458-2

Prentice Hall Biology: Test Taking Tip with Transparencies; ISBN# 0-13-25643-2

Prentice Hall Biology: Issues and Decision Making; ISBN# 0-13-115293-9

Prentice Hall Biology: Biotechnology Manual; ISBN# 0-13-044162-7

Prentice Hall Biology: Transparencies Plus; ISBN# 0-13-115285-8

Prentice Hall Biology: Reading and Study Workbook A; ISBN# 0-13-166257-0

Prentice Hall Biology: Adapted Reading and Study Workbook B; ISBN# 0-13-166259-7

Prentice Hall Biology: Lab Manual A; ISBN# 0-13-11528-X

Prentice Hall Biology: Teacher Express CD-ROM; ISBN# 0-13-166433-6

Prentice Hall Biology: ExamView Test Bank with CD-ROM; ISBN# 0-13-115543-1

Prentice Hall Biology: BioDetective Videotapes; ISBN# 0-13-054661-5

Prentice Hall Biology: Lab Simulations CD-ROM; ISBN# 0-13-115520-0

Further Resources Recommended

This curriculum guide is based on the 2009 New Jersey Core Curriculum Content Standards for Science and the High School Lab Science:

Biology Core Content. The High School Lab Science: Biology Core Curriculum Mapping Template is an additional planning tool that can be

used to complement this curriculum guide.




http://www.nj.gov/education/aps/cccs/science/biomap.pdf


12-2011

Biology Course Proficiencies

In order to successful complete the course requirements in biology, students will demonstrate the following proficiencies (Cumulative Progress

Indicators):

1. Design investigations, collect evidence, analyze data, and evaluate evidence to

determine measures of central tendencies, causal/correlational relationships, and

anomalous data. (5.1.12.B.1)

2. Represent ideas using literal representations, such as graphs, tables, journals,

concept maps, and diagrams. (5.1.12.D.2)

3. Demonstrate how to use scientific tools and instruments and knowledge of how to

handle animals with respect for their safety and welfare. (5.1.12.D.3)

4. Use atomic models to predict the behaviors of atoms in interactions. (5.2.12.A.1)

5. Model how the outermost electrons determine the reactivity of elements and the

nature of the chemical bonds they tend to form. (5.2.12.B.1)

6. Account for differences in the physical properties of solids, liquids, and gases.

(5.2.12.A.2)

7. Relate pH scale to the concentrations of various acids and bases. (5.2.12.A.6)

8. Represent and explain the relationship between the structure and function of each

class of complex molecules using a variety of models. (5.3.12.A.1)

9. Demonstrate the properties and functions of enzymes by designing and carrying

out an experiment. (5.3.12.A.2)

10. Predict a cell’s response in a given set of environmental conditions. (5.3.12.A.3)

11. Distinguish between the processes of cellular growth (cell division) and

development (differentiation). (5.3.12.A.4)

12. Describe modern applications of the regulation of cell differentiation and analyze

the benefits and risks (e.g., stem cells, sex determination). (5.3.12.A.5)

13. Describe how a disease is the result of a malfunctioning system, organ, and cell,

and relate this to possible treatment interventions (e.g., diabetes, cystic fibrosis,

lactose intolerance). (5.3.12.A.6)

14. Cite evidence that the transfer and transformation of matter and energy links

organisms to one another and to their physical setting. (5.3.12.B.1)

15. Use mathematical formulas to justify the concept of an efficient diet. (5.3.12.B.2)

16. Predict what would happen to an ecosystem if an energy source was removed.

(5.3.12.B.3)

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

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

(5.3.12.B.4)

18. Investigate and describe the complementary relationship (cycling of matter and

flow of energy) between photosynthesis and cellular respiration. (5.3.12.B.5)

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

fuels. (5.3.12.B.6)

20. Analyze the interrelationships and interdependencies among different organisms,

and explain how these relationships contribute to the stability of the ecosystem.

(5.3.12.C.1)

21. Model how natural and human-made changes in the environment will affect

individual organisms and the dynamics of populations. (5.3.12.C.2)

22. Explain the value and potential applications of genome projects. (5.3.12.D.1)

23. Predict the potential impact on an organism (no impact, significant impact) given a

change in a specific DNA code, and provide specific real world examples of

conditions caused by mutations. (5.3.12.D.2)

24. Demonstrate, through modeling, how the sorting and recombination of genes

during sexual reproduction has an effect on variation in offspring (meiosis,

fertilization). (5.3.12.D.3)

25. Account for the appearance of a novel trait that arose in a given population.

(5.3.12.E.1)

26. Estimate how closely related species are, based on scientific evidence (e.g.,

anatomical similarities, similarities in DNA base and/or amino acid sequence).

(5.3.12.E.2)

27. Provide a scientific explanation for the history of life on Earth using evidence

(e.g., fossil record, DNA, protein structures, etc.). (5.3.12.E.3)

28. Account for the evolution of a species by citing evidence of biological

mechanisms. (5.3.12.E.4)

29. Explain how the climate in regions throughout the world is affected by seasonal

weather patterns, as well as other factors, such as the addition of greenhouse gases

to the atmosphere and proximity to mountain ranges and to the ocean. (5.4.12.F.2)

30. Demonstrate, using models, how internal and external sources of energy drive the

hydrologic, carbon, nitrogen, phosphorous, sulfur, and oxygen cycles. (5.4.12.G.3)

31. Compare, over time, the impact of human activity on the cycling of matter and

energy through ecosystems. (5.4.12.G.4)

32. Assess (using maps, local planning documents, and historical records) how the

natural environment has changed since humans have inhabited the region.

(5.4.12.G.5)

33. Assess (using scientific, economic, and other data) the potential environmental

impact of large-scale adoption of emerging technologies (e.g., wind farming,

harnessing geothermal energy). (5.4.12.G.6)


13-2011

Curriculum Units

A. ORGANIZATION AND DEVELOPMENT

Biochemistry, including the functional roles of carbohydrates, lipids, proteins, and nucleic acids

Cellular Processes, including the breakdown, rearrangement and synthesis of molecules

Homeostasis, including maintenance of optimal conditions, gene regulation, and enzyme function in response to a changing external environment

Organization of Living Systems, including control of structures, transportation of materials, movement, feedback, reproduction and capture and release of

energy occurring at the organelle, cell, tissue, organ and body system levels

Gene Regulation, including selective expression of genes and creation of proteins (enzymes) based on external conditions

Mitosis, including DNA replication, segregation, division, and its role in growth, repair and development

B. MATTER AND ENERGY TRANSFORMATIONS

Biosynthesis, including water, carbon and nitrogen cycles in biological systems

Photosynthesis, including reactants, products, the conversion of light to chemical energy, and factors influencing the rate of reaction

Respiration, including reactants, products, and the release of chemical energy

Energy Flow, including chemical recombination, heat dissipation and limits on usable energy

C. INTERDEPENDENCE

Populations and Communities, including abiotic and biotic limits on the distribution and abundance of organisms and populations, and niche

specialization

Ecosystem Stability, including population dynamics, specialized interactions and relationships among organisms, relationship between diversity and

stability, energy available in an ecosystem, and impact of technology and anthropogenic changes to local and global environment

D. HEREDITY AND REPRODUCTION

Genomes, including DNA, the sequence of nitrogen bases determining proteins, protein formation, and proteins determining traits

Sexual Reproduction, including mechanisms for the transmission and expression of traits

Gene Alterations, including mutations and chromosomal abnormalities, and genetic engineering

E. EVOLUTION AND DIVERSITY

Adaptations and Character Traits, including emergence of novel traits (new combinations of existing genes or mutations), effects of environmental

pressures, variable survival and reproductive success conferred by certain traits, and gene frequencies in populations

Scientific Evidence of Evolution, including geology (fossils, radiometric dating), comparative anatomy (homologous structures, anatomical similarities),

and biochemistry (DNA base or amino acid sequences)

Mechanisms for Biological Evolution, including species’ reproductive potential, genetic variability, finite resources, and natural selection

Diversity of Extant Organisms, including those evolutionary processes supported by scientific evidence such as reproductive isolation, adaptive radiation,

divergent evolution, and convergent evolution and co-evolution


14-2011

Suggested Course Pacing

This suggested pacing guide provides a suggested time schedule for an effective presentation of the course content. The pacing for block

scheduling is based on 80 minute class sessions; the pacing for regular period scheduling is based on 40 minute class sessions.

DISTRICT ASSESSMENT UNIT BLOCK SCHEDULING PERIOD SCHEDULING

Mid-Term Exam Organization and Development 23 sessions 46 sessions

Matter and Energy Transformations 16 sessions 32 sessions

Final Exam

Interdependence 8 sessions 16 sessions

Heredity and Reproduction 12 sessions 24 sessions

Evolution and Diversity 16 sessions 32 sessions

REVIEWS & ASSESSMENTS 15 sessions 30 sessions

Extensions/Investigative Project(s) 2.5 sessions 5 sessions

TOTAL 92.5 sessions 185 sessions


15-2011

Strand B1: Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations.

Standard 5.1.12 (Science Practices) All students will understand that science is both a body of knowledge and an evidence-based,

Model-building enterprise that continually extends, refines, and revises knowledge.

Essential and Content

Focus Questions

Instructional Objectives / Skills and

Benchmarks (CPIs)

Types of Research Based

Activities and Assessments that

could illustrate Objectives

Suggested Resources

What constitutes useful

scientific evidence?

How does testing hypotheses

help scientists understand

the natural world?

1. (CPI) Identify, demonstrate and explain

each step of the scientific method by

designing investigations, collecting

evidence, analyzing data and evaluating

evidence to determine measures of

central tendencies, casual/correlational

relationships, and anomalous data.

Text Activities:

TE: Build Science Skills, pp.

4,5,8,9,10

LMA: Scientific Method,

pp.19, 23, 27, 31,35,49,55

SE: Performance-Based

Assessment, p. 32

Additional Activities:

Slime Lab:

http://www.lessonplansinc.co

m/science.php/biology/detail/sl

ime_lab/

Scientific Method – Senses

Lab:


m/science.php/biology/detail/s

cientific_method_senses_lab/

Scientific Method Activity:


m/science.php/biology/detail/s

cientific_method_activity/

Seed Germination:

http://www.explorebiology.co

m/documents/Lab01SeedGerm

ination2005.pdf

Chapter 1 – Sections 1, 2

Appendix A: Basic Process

Skills

Chain Reaction:

http://www.teachersdomain.or

g/resource/nat08.living.reg.beh

av.lpchain/

http://www.lessonplansinc.com/science.php/biology/detail/slime_lab/



http://www.lessonplansinc.com/science.php/biology/detail/scientific_method_senses_lab/



http://www.lessonplansinc.com/science.php/biology/detail/scientific_method_activity/



http://www.explorebiology.com/documents/Lab01SeedGermination2005.pdf



http://www.teachersdomain.org/resource/nat08.living.reg.behav.lpchain/




16-2011

Strand D2: Science involves using language, both oral and written, as a tool for making thinking public.




Focus Questions


Benchmarks (CPIs)




Suggested Resources

How does scientific

knowledge benefit – deepen

and broaden – from

scientists sharing and

debating ideas and

information with peers?

2. (CPI) Represent ideas using literal

representations, such as graphs, tables,

journals, concept maps, and diagrams by

interpreting, constructing, analyzing and

discussing graphs and tables and writing

lab reports according to data.

Text Activities:

TE: Use Visuals, p. 25

SE: Analyzing Data, p. 27

LMA: Calculations, pp. 27, 49,

55


Graphing:


m/documents/LE/Lab03Graphi

ng2008.pdf

Chapter 1 – Section 4

Appendix A: Organizing

Information

LabWrite:

http://www.ncsu.edu/labwrite/

http://www.explorebiology.com/documents/LE/Lab03Graphing2008.pdf



http://www.ncsu.edu/labwrite/


17-2011

Strand D3: Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically.




Focus Questions


Benchmarks (CPIs)




Suggested Resources

How does scientific




debating ideas and


Why are using appropriate

instrumentation and

adhering to safety practices

critical components of

performing scientific

investigations?

3. (NPS) Identify and demonstrate safety

practices used when handling scientific

tools, instruments and specimens by

selecting and using appropriate

instrumentation and understanding,

evaluating and practicing safe procedures

when designing and conducting scientific

investigations.

Text Activities:

SE: Exploration, p. 29


Using Microscopes: http://www.explorebiology.com/d

ocuments/LE/Lab07Microscope2

009.pdf


Appendix B: Science Safety

Rules

Appendix D: The Compound

Microscope

Flinn’s Scientific Student

Safety Contract:

http://www.flinnsci.com/Docu

ments/miscPDFs/Safety_Contr

act.pdf

Science Laboratory Safety

Test:


ments/miscPDFs/Safety_exam

_HS.pdf

Dissection Safety Tips:

http://www.flinnsci.com/Secti

ons/Safety/generalSafety/Hand

lingLiveAnimals.pdf

Handling Live Animals in the

Classroom:

http://www.flinnsci.com/Secti

ons/Safety/generalSafety/Hand

lingLiveAnimals.pdf

http://www.explorebiology.com/documents/LE/Lab07Microscope2009.pdf



http://www.flinnsci.com/Documents/miscPDFs/Safety_Contract.pdf



http://www.flinnsci.com/Documents/miscPDFs/Safety_exam_HS.pdf



http://www.flinnsci.com/Sections/Safety/generalSafety/HandlingLiveAnimals.pdf







18-2011

Strand A1: Cells are made of complex molecules that consist mostly of a few elements. Each class of molecules has its own building blocks and specific functions.

Standard 5.3.12 (Life science) All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth.

Order in natural systems arises in accordance with rules that govern the physical world, and order of natural systems can be modeled and predicted

through the use of mathematics.


Focus Questions


Benchmarks (CPIs)




Suggested Resources

How does structure relate to

function in living systems

from the organismal to the

cellular level?

How are living things

distinguished from non-

living things?

4. (NPS) Differentiate between living and

non-living things by identifying and

utilizing the characteristics of life.

Text Activities:

TE: Build Science Skills- pp.

16,18

SE: Quick Lab, p. 19


Glue Monsters – Are They

Alive?:


ments/demoPDFs/Biology/BF

10227.pdf

Determining the

Characteristics of Living

Things:

http://www.scienceteacherprog

ram.org/biology/cjoseph01.ht

ml


http://www.flinnsci.com/Documents/demoPDFs/Biology/BF10227.pdf



http://www.scienceteacherprogram.org/biology/cjoseph01.html




19-2011

Strand A1: Electrons, protons, and neutrons are parts of the atom and have measurable properties, including mass, and in the case of protons and electrons, charge.

Standard 5.2.12 (Physical Science) All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools

for making sense of phenomena in physical, living, and Earth systems science.


Focus Questions


Benchmarks (CPIs)




Suggested Resources

How do the properties of

materials determine their

use?

Why is an atom considered

the basic unit of matter?

5. (NPS) Identify the properties of the

subatomic particles by creating atomic

models to illustrate their structures and

predict the behaviors of atoms.

Text Activities:


35,36

SE: Inquiry Activity, p. 34


The Structure of Materials:


g/resource/psu06-

nano.sci.structure/

The Strange World of the

Electron:


g/resource/phy03.sci.phys.matt

er.lp_strange/

http://www.teachersdomain.org/resource/psu06-nano.sci.structure/



http://www.teachersdomain.org/resource/phy03.sci.phys.matter.lp_strange/




20-2011

Strand B1: An atom’s electron configuration, particularly of the outermost electrons, determines how the atom interacts with other atoms. Chemical bonds are the

interactions between atoms that hold them together in molecules or between oppositely charged ions.




Focus Questions


Benchmarks (CPIs)




Suggested Resources

How does conservation of

mass apply to the

interaction of materials in a

closed system?

What is the relationship

among atoms, elements, and

compounds?

What distinguishes one type

of chemical bond from

another?

6. (CPI) Describe and demonstrate the main

types of chemical bonds by modeling

how the outermost electrons determine

the reactivity of the elements and the

nature of the chemical bonds they tend to

form.

Text Activities:

TE: Build Science Skills- p. 38

TE: Use Visuals, pp. 38, 39



21-2011

Strand A2: Differences in the physical properties of solids, liquids, and gases are explained by the ways in which the atoms, ions, or molecules of the substances are arranged,

and by the strength of the forces of attraction between the atoms, ions, or molecules.




Focus Questions


Benchmarks (CPIs)




Suggested Resources



use?

Why is water considered the

single most important

compound in living things?

7. (NPS) Explain why water is considered

the single most important compound in

living things by listing and describing its

properties and creating a molecular

model to demonstrate its polar nature.

Text Activities:


TE: Use visuals, p. 40

TE: Demonstration, p. 41

TE: Reteach, p. 43

TE: Thinking Visually, p. 43


Water Cohesion Lab:


m/science.php/biology/detail/

water_cohesion_lab/


Life’s Little Essential - Liquid

Water:


g/resource/ess05.sci.ess.watcy

c.lifeessential/

http://www.lessonplansinc.com/science.php/biology/detail/water_cohesion_lab/



http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.lifeessential/




22-2011

Strand A6: Acids and bases are important in numerous chemical processes that occur around us, from industrial to biological processes, from the laboratory to the

environment.




Focus Questions


Benchmarks (CPIs)




Suggested Resources



use?

What does pH measure?

What is the significance of

acid and basic solutions in

living systems?

8. (NPS) Differentiate between acidic and

basic solutions by utilizing the pH scale

to measure the [H+] (acidity/alkalinity) of

various samples.

Text Activities:


TE: Address Misconceptions,

p. 43

TE: Evaluate Understanding,

p. 43


Biological Acids and Bases

Lab: http://www.lessonplansinc.com/sc

ience.php/biology/detail/acid_bas

e_lab_for_biology/


http://www.lessonplansinc.com/science.php/biology/detail/acid_base_lab_for_biology/




23-2011






Focus Questions


Benchmarks (CPIs)




Suggested Resources




cellular level?

How does the structure of

each class of complex

molecules relate to its

functions?


between monomers and

polymers?

9. (CPI) Demonstrate and explain the

relationship between the structure and

function of each class of complex

molecules by constructing a variety of

models.

10. (NPS) Demonstrate the relationship

between monomers and polymers by

utilizing models.

Text Activities:

TE: Make Connections, p. 44


45, 47



p. 48

TE: Reteach, p. 48

LMA: Identifying Organic

Compounds, p. 59

TR: Graphic Organizer, p. 22

LA: Molecules of Metabolism

– Understanding Digestion and

Respiration


Who Took Jerrell’s IPod: An

Organic Compound Mystery:



who_took_jerells_ipod_an_org

anic_compound_mystery/

Biochemistry Concept Map:


m/documents/LE/05BiochemC

onceptMap.pdf


http://www.lessonplansinc.com/science.php/biology/detail/who_took_jerells_ipod_an_organic_compound_mystery/




http://www.explorebiology.com/documents/LE/05BiochemConceptMap.pdf




24-2011

Strand A2: Cellular processes are carried out by many different types of molecules, mostly by the groups of proteins known as enzymes.





Focus Questions


Benchmarks (CPIs)




Suggested Resources




cellular level?


enzymatic function(s) in

living things?

11. (CPI) Demonstrate the properties and

functions of enzymes by designing and

conducting experiments.

Text Activities:


TE: Use Visuals, pp. 50, 51,

52


TE: Teacher to Teacher, p. 51


52, 53

SE: Design and Experiment,

pp. 54-55


Enzyme Lab:


m/science.php/biology/detail/e

nzyme_lab/

Toothpick Biochemistry:



2016.pdf

Pineapple Enzymes & Jell-O

Molds:


m/documents/LE/Lab17Pineap

pleEnzyme2006.pdf


Enzyme Review:


m/documents/LE/EnzymeRevi

ew2008.pdf

http://www.lessonplansinc.com/science.php/biology/detail/enzyme_lab/






http://www.explorebiology.com/documents/LE/Lab17PineappleEnzyme2006.pdf



http://www.explorebiology.com/documents/LE/EnzymeReview2008.pdf




25-2011






Focus Questions


Benchmarks (CPIs)




Suggested Resources




cellular level?


the Cell Theory to the study

of living things?

12. (NPS) Explain the three components of

the Cell Theory by examining the

observations and investigations that led

to its development.

Text Activities:

SE: Biology and History, pp.

170, 171

SE: Go Online, p. 171

TE: Assess Prior Knowledge,

p. 168


Antony Van Leeuwenhoek:

http://www.ucmp.berkeley.edu

/history/leeuwenhoek.html

http://www.ucmp.berkeley.edu/history/leeuwenhoek.html

http://www.ucmp.berkeley.edu/history/leeuwenhoek.html


26-2011






Focus Questions


Benchmarks (CPIs)




Suggested Resources




cellular level?

How do prokaryotes and

eukaryotes differ?

How is a cell like a factory?

13. (NPS) Distinguish between eukaryotes

and prokaryotes by constructing charts

and cellular models.

14. (NPS) Identify and describe the

structures and functions of major cell

organelles by utilizing cellular models

and formulating real-life analogies.

Text Activities:


SE: Go Online, pp.172, 175


SE: Thinking Visually, p. 173


174, 175, 177, 179



p. 181

TE: Reteach, p. 181

TR: Enrichment, p. 87

TR: Concept Map, p.88


Cell Analogy Project:


m/science.php/biology/detail/c

ell_analogy_project/

Making 3-Dimensional Plant

and Animal Cells:

http://www.eduref.org/Virtual/

Lessons/Science/Biology/BIO

0039.html

Cell Studies:


m/documents/LE/Lab10CellSt

udies2009.pdf

Chapter 7 – Sections 1,2

Cell Structure and Function:


g/resource/tdc02.sci.life.cell.lp

_strufx/

Cell Anatomy Animation:

http://www.johnkyrk.com/Cell

Index.swf

Inside a Cell:

http://learn.genetics.utah.edu/c

ontent/begin/cells/insideacell/

http://www.lessonplansinc.com/science.php/biology/detail/cell_analogy_project/



http://www.eduref.org/Virtual/Lessons/Science/Biology/BIO0039.html



http://www.explorebiology.com/documents/LE/Lab10CellStudies2009.pdf



http://www.teachersdomain.org/resource/tdc02.sci.life.cell.lp_strufx/



http://www.johnkyrk.com/CellIndex.swf

http://www.johnkyrk.com/CellIndex.swf

http://learn.genetics.utah.edu/content/begin/cells/insideacell/

http://learn.genetics.utah.edu/content/begin/cells/insideacell/


27-2011

Strand A3: Cellular function is maintained through the regulation of cellular processes in response to internal and external environmental conditions.





Focus Questions


Benchmarks (CPIs)




Suggested Resources




cellular level?

How is a cell’s internal

environment affected by its

external environment?

15. (NPS) Discuss and demonstrate the

processes of diffusion, osmosis,

facilitated diffusion and active transport

by investigating and simulating a cell’s

response in a given set of environmental

conditions.

Text Activities:



184,186, 188



TE: Demonstration, pp. 185,

186



SE: Exploration, pp. 194-195


Osmosis and Diffusion Lab:


m/science.php/biology/detail/o

smosis_and_diffusion_lab/

Investigating Osmosis:


m/science.php/biology/detail/i

nvestigating_osmosis/

Diffusion:


m/science.php/biology/detail/d

iffusion_molecular_transport_

across_membranes/


Transport Across a Membrane

Animations:

http://highered.mcgraw-

hill.com/sites/0072437316/stu

dent_view0/chapter6/animatio

ns.html#

Endocytosis Activity:



ndocytosis_activity/

Dialysis Lab:



ialysis_lab/

http://www.lessonplansinc.com/science.php/biology/detail/osmosis_and_diffusion_lab/



http://www.lessonplansinc.com/science.php/biology/detail/investigating_osmosis/



http://www.lessonplansinc.com/science.php/biology/detail/diffusion_molecular_transport_across_membranes/




http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter6/animations.html




http://www.lessonplansinc.com/science.php/biology/detail/endocytosis_activity/



http://www.lessonplansinc.com/science.php/biology/detail/dialysis_lab/




28-2011

Strand A5: Cellular differentiation is regulated through the expression of different genes during the development of complex multi-cellular organisms.





Focus Questions


Benchmarks (CPIs)




Suggested Resources




cellular level?




cellular level?


gene regulation to cell

differentiation?

16. (CPI) Discuss the significance of cell

specialization in multi-cellular organisms

by creating analogies and describing

modern applications of the regulation of

cell differentiation and analysis of the

benefits and risks.

17. (NPS) Compare and contrast gene

regulation in prokaryotes and eukaryotes

by relating gene regulation to cell

specialization.

Text Activities:



191,192

SE: Writing in Science, p. 193


Assessment, p. 198

SE: Technology & Society, p.

253

Text Activities:


TE: Building Science Skills,

pp. 310, 312

TE: Differentiated Instruction,

p. 310


p. 311



p. 312

TE: Reteach, p. 312




Stem Cell Research:



_specializ/

Stem Cells:


ontent/tech/stemcells/


http://www.teachersdomain.org/resource/tdc02.sci.life.cell.lp_specializ/



http://learn.genetics.utah.edu/content/tech/stemcells/

http://learn.genetics.utah.edu/content/tech/stemcells/


29-2011

Strand A4: Cells divide through the process of mitosis, resulting in daughter cells that have the same genetic composition as the original cell.





Focus Questions


Benchmarks (CPIs)




Suggested Resources




cellular level?


between interphase and cell

division?


each phase of mitosis?

18. (NPS) List and describe the main events

of the cell cycle by creating a labeled

diagram.

19. (NPS) Demonstrate and summarize the

events of mitosis by creating models and

performing simulations.

Text Activities:


p. 244



245, 246, 247


SE: Go Online, pp.245, 246,

247


SE: Exploration, pp. 254-255


Assessment, p. 258


Cell Cycle Flipbook:



ell_cycle_animation/

Onion Root Tip Lab:


m/science.php/biology/detail/o

nion_root_tip_lab/


Chromosome Tutorial:

http://www.johnkyrk.com/chro

mostructure.swf

What is a Chromosome:


ontent/begin/tour/

Cell Replication and

Cancerous Cells:



_divide/

Cell Division Animations:


hill.com/sites/0072437316/stu

dent_view0/chapter11/animati

ons.html#

http://www.lessonplansinc.com/science.php/biology/detail/cell_cycle_animation/



http://www.lessonplansinc.com/science.php/biology/detail/onion_root_tip_lab/



http://www.johnkyrk.com/chromostructure.swf

http://www.johnkyrk.com/chromostructure.swf

http://learn.genetics.utah.edu/content/begin/tour/


http://www.teachersdomain.org/resource/tdc02.sci.life.cell.lp_divide/








30-2011

Strand G3: Movement of matter through Earth’s system is driven by Earth’s internal and external sources of energy and results in changes in the physical and chemical

properties of the matter.

Standard 5.4.12 (Earth System Science) All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is part of the all-encompassing system of the universe.


Focus Questions


Benchmarks (CPIs)




Suggested Resources

How do changes in one part

of the Earth system affect

other parts of the system

and in what ways can Earth

processes be explained as

interactions among

spheres?

How does matter cycle

through living and non-

living parts of an ecosystem?

How is matter recycled in

the biosphere using

biogeochemical cycles?

.

20. (CPI) Trace the recycling of matter in

the biosphere by demonstrating, using

models, how internal and external

sources of energy drive the hydrologic,

carbon, nitrogen, phosphorous, sulfur,

and oxygen cycles.

Text Activities:

SE: Reading Strategies, p. 74


78

SE: Go Online, pp. 75, 76


78, 80


TE: Reteach, p. 80


The Nitrogen and Phosphorous

Cycles:

http://woodstown.org/ACS/res

ources/ab/ch9/act9.pdf

The Water Cycle:




Capturing Carbon – Where Do

We Put It?:


g/resource/nsn08.sci.ess.watcy

c.capcarbonint/

The Nitrogen Cycle:


g/resource/lsps07.sci.life.eco.n

itrogen/

http://woodstown.org/ACS/resources/ab/ch9/act9.pdf




http://www.teachersdomain.org/resource/nsn08.sci.ess.watcyc.capcarbonint/



http://www.teachersdomain.org/resource/lsps07.sci.life.eco.nitrogen/




31-2011

Strand B4: Plants have the capability to take energy from light to form sugar molecules containing carbon, hydrogen and oxygen.





Focus Questions


Benchmarks (CPIs)




Suggested Resources

How is matter transferred

and energy

transferred/transformed in

living systems?

What is the ultimate source

of energy for living things?

Why is photosynthesis

important to life on Earth?


between the reactants and

products of photosynthesis?

21. (NPS) Explain where plants and some

microorganisms obtain the energy they

need to produce food by discussing how

the process of photosynthesis provides a

vital connection between the sun and the

energy needs of living systems.

22. (CPI) Derive the overall equation for

photosynthesis by conducting

experiments to investigate how

environmental factors (such as

temperature, light intensity, and the

amount of water available) can affect

photosynthesis as an energy storing

process.

Text Activities:



201, 203

SE: Go Online, pp. 202


Text Activities:


204, 205, 207

SE: Biology and History, pp.

204- 205


TE: Reteach, p. 207



SE: Design an Experiment, p.

215


Photosynthesis Activity:


m/science.php/biology/detail/p

hotosynthesis_activity/

Rate of Photosynthesis:


m/science.php/biology/detail/r

ate_of_photosynthesis/



Photosynthesis Cast of

Characters:


m/documents/LE/Photosynthes

is.pdf

http://www.lessonplansinc.com/science.php/biology/detail/photosynthesis_activity/



http://www.lessonplansinc.com/science.php/biology/detail/rate_of_photosynthesis/



http://www.explorebiology.com/documents/LE/Photosynthesis.pdf




32-2011

Strand B6: All organisms must break the high-energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes.





Focus Questions


Benchmarks (CPIs)




Suggested Resources


and energy


living systems?


between the reactants and

products of cellular

respiration?

23. (CPI) Derive the overall equation of

cellular respiration and explain how the

process of cellular respiration is similar

to the burning of fossil fuels by

investigating the processes of glycolysis,

the Krebs cycle and the electron

transport chain.

Text Activities:


SE: Use Visuals, pp. 222, 227,

228



223, 229




Cellular Respiration Activity:

http://www.lessonplansinc.com/

science.php/biology/detail/cellul

ar_respiration_activity/


Cellular Respiration Cast of

Characters:


m/documents/LE/Respiration.p

df

http://www.lessonplansinc.com/science.php/biology/detail/cellular_respiration_activity/



http://www.explorebiology.com/documents/LE/Respiration.pdf




33-2011

Strand B6: All organisms must break the high-energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes.





Focus Questions


Benchmarks (CPIs)




Suggested Resources


and energy


living systems?

Why is cellular respiration

considered to be much more

efficient than glycolysis

alone?

24. (NPS) Differentiate between the two

types of fermentation by demonstrating

the applications of each process.

Text Activities:


224,230,232

TE: Reteach, p. 225

SE: Problem Solving, p. 224



SE: Real-World Lab, pp. 234-

235


Assessment, p. 238


Cellular Respiration in Yeast:



ellular_respiration_in_yeast/

Lactic Acid Fermentation:


m/documents/Lab16LacticAci

dFermentation2008.pdf

Fermentation of Sucrose –

Making Root Beer:


m/documents/Lab15RootBeer

Fermentation2008.pdf


Muscles and Mitochondria:



_mitochon/

Marathon Mouse:


g/resource/nsn09.sci.life.stru.l

pmouse/

http://www.lessonplansinc.com/science.php/biology/detail/cellular_respiration_in_yeast/



http://www.explorebiology.com/documents/Lab16LacticAcidFermentation2008.pdf



http://www.explorebiology.com/documents/Lab15RootBeerFermentation2008.pdf



http://www.teachersdomain.org/resource/tdc02.sci.life.cell.lp_mitochon/



http://www.teachersdomain.org/resource/nsn09.sci.life.stru.lpmouse/




34-2011

Strand B5: In both plants and animal cells, sugar is a source of energy and can be used to make other carbon-containing (organic molecules).





Focus Questions


Benchmarks (CPIs)




Suggested Resources


and energy


living systems?


between photosynthesis and

cellular respiration?

25. (CPI) Identify and discuss the sources of

energy for life processes by investigating

and describing the complementary

relationship (cycling of matter and flow

of energy) between photosynthesis and

cellular respiration.

Text Activities:

TE: Build Science Skills, p.

232


Respiration vs. Photosynthesis:



0141.00.pdf

Photosynthesis, Respiration

and the Carbon Cycle:




http://www.flinnsci.com/Documents/demoPDFs/Biology/BF0141.00.pdf






35-2011

Strand B1: As matter cycles and energy flows through different levels of organization within living systems (cells, organs, organisms, communities) and between living

systems and physical environment, chemical elements are recombined into different products.





Focus Questions


Benchmarks (CPIs)




Suggested Resources


and energy


living systems?

How do organisms obtain

the energy needed to

survivve?


between autotrophs and

heterotrophs?

26. (NPS) Compare and contrast autotrophs

and heterotrophs by researching the

primary food source(s) of various

organisms.

27. (CPI) Explain the organization within a

food chain/web by citing evidence that

transfer and transformation of matter and

energy links organisms to one another

and to their physical setting.

Text Activities:

TE: Build Science Skills,

pp.68, 69, 71




p. 73

TE: Reteach, p. 73

SE: Teacher to Teacher, p. 71


Assessment, p. 84


Who Eats Whom?:







36-2011

Strand B2: Each recombination of matter and energy results in storage and dissipation of energy into the environment as heat.





Focus Questions


Benchmarks (CPIs)




Suggested Resources


and energy


living systems?

How efficient is the transfer

of energy among organisms

in a food chain?

28. (CPI) Evaluate the efficiency of energy

transfer among organisms in an

ecosystem by using mathematical

formulas to justify the concept of an

efficient diet.

Text Activities:




Food Chains and Energy in

Ecosystems:


m/documents/LE/LabFoodCha

ins2008.pdf

Energy Flow in Ecosystems:




http://www.explorebiology.com/documents/LE/LabFoodChains2008.pdf






37-2011

Strand B3: Continual import of energy from sunlight keeps matter and energy flowing through ecosystems.





Focus Questions


Benchmarks (CPIs)




Suggested Resources


and energy


living systems?

How are nutrients important

in living systems?

29. (CPI) Describe how the availability of

nutrients affects the productivity of

ecosystems by predicting what would

happen to an ecosystem if an energy

source was removed.

Text Activities:

SE: Real World Lab, p. 80



38-2011

Strand C1: Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms.





Focus Questions


Benchmarks (CPIs)




Suggested Resources

How are organisms

dependent on each other?

What information can be

obtained from ecological

pyramids?

30. (CPI) Describe the three different types

of ecological pyramids by analyzing the

interrelationships and interdependencies

among different organisms, and explain

how these relationships contribute the

stability of the ecosystem.

Text Activities:




pp.67, 72



39-2011

Strand C1: Biological communities and ecosystems are based on stable interrelaionships and interdependence of organisms.





Focus Questions


Benchmarks (CPIs)




Suggested Resources

How are organisms


Why do scientists study life

on multiple levels?

31. (CPI) Explain how life can be studied on

different levels by analyzing the

interrelationships and interdependencies

among different organisms, and

determine how these relationships

contribute to the stability of an

ecosystem.

Text Activities:



96


63, 64, 90, 92, 93, 94, 96


TE: Reteach, p. 65


p. 91


p. 91


TE: Demonstration, pp. 92, 94

TE: Use Community

Resources, p. 95



p. 97

SE: Writing in Science, p. 97,

116



Assessment, p. 116




Biomes:


g/resource/tdc02.sci.life.eco.lp

_biomes/

Symbiotic Strategies:


g/resource/nat08.living.eco.hu

meco.lpsymstra/

http://www.teachersdomain.org/resource/tdc02.sci.life.eco.lp_biomes/



http://www.teachersdomain.org/resource/nat08.living.eco.humeco.lpsymstra/




40-2011

Strand C2: Stability in an ecosystem can be disrupted by natural or human interactions.





Focus Questions


Benchmarks (CPIs)




Suggested Resources

How are organisms


Why must population growth

be regulated to sustain life

on Earth?

32. (NPS) Illustrate and discuss the

dynamics of population growth by

analyzing data and creating and

interpreting graphs of various

populations.

Text Activities:

SE: Inquiry Activity, p.118

TE: Brain Teaser, p. 118


TE: Vocabulary Preview, p.

119


120, 121, 122, 129, 131, 132


p. 120


130




pp. 123, 132

TE: Reteach, p. 123

TE: Use Community

Resources, p. 130






41-2011






Focus Questions


Benchmarks (CPIs)




Suggested Resources

How are organisms


Why must population growth

be regulated to sustain life

on Earth?

33. (NPS) Identify and describe limits to

population growth by differentiating

between density-dependent and density-

independent limiting factors.

Text Activities:

SE: Reading Strategy, p.124




p. 125



126


SE: Connecting Concepts, p.

127


p. 127

TE: Reteach, p. 127

TE: Use Community

Resources, p. 130






42-2011






Focus Questions


Benchmarks (CPIs)




Suggested Resources

How are organisms


Why must a suitable

environment be maintained

in order to sustain life on

Earth?

34. (CPI) Distinguish between the effects of

natural and human-made environmental

changes by investigating and modeling

how each will affect individual

organisms and the dynamics of

populations.

Text Activities:

SE: Technology and Society,

p.66


Environmental Impact Project:



nvironmental_impact_project/

Chapter 6

http://www.lessonplansinc.com/science.php/biology/detail/environmental_impact_project/




43-2011






Focus Questions


Benchmarks (CPIs)




Suggested Resources

How are organisms


How do major

environmental issues,

natural or man-made,

impact the diversity of life on

Earth?

What worldwide efforts have

been taken to prevent

extinctions?

What are the advantages

and disadvantages of

protecting entire ecosystems

versus individual species?

35. (NPS) Identify current threats to

biodiversity by investigating

environmental issues and human

practices impacting various populations.

36. (NPS) Defend the goal of conservation

biology by researching and debating

current methods and technologies used to

preserve and maintain biodiversity.

Text Activities:


150, 151

SE: Go Online, p.151

SE: Writing in Science, p.155


Assessment, p. 466


Preventing Another Crime

Against Nature:

http://www.teachingonline.org

/termOne08/BrownTeal.pdf

Text Activities:

SE: Issues in Biology, p. 128


TE: Use Community

Resources, p. 155


pp.155, 160


p. 156

TE: Reteach, p. 156

SE: Connecting Concepts,

p.156


Deforestation in Bolivia:


g/resource/ess05.sci.ess.earths

ys.bolivia/

Polar Bears and Climate

Change:


g/resource/lsps07.sci.life.eco.p

olarbear/

Chapter 6 – Section 3,4

Nihoa Island:


g/resource/lsps07.sci.life.eco.n

ihoa/

Steve MacLean –

Conservationist:


g/resource/ean08.sci.ess.earths

ys.maclean/

Rethinking Conservation:


g/resource/tdc02.sci.life.eco.sc

hneider/

http://www.teachingonline.org/termOne08/BrownTeal.pdf

http://www.teachingonline.org/termOne08/BrownTeal.pdf

http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.bolivia/



http://www.teachersdomain.org/resource/lsps07.sci.life.eco.polarbear/



http://www.teachersdomain.org/resource/lsps07.sci.life.eco.nihoa/



http://www.teachersdomain.org/resource/ean08.sci.ess.earthsys.maclean/



http://www.teachersdomain.org/resource/tdc02.sci.life.eco.schneider/




44-2011

Strand F2: Climate is determined by energy transfer from the sun at and near Earth’s surface. This energy transfer is influenced by dynamic processes, such as cloud cover and

Earth’s rotation, as well as static conditions, such as proximity to mountain ranges and the ocean. Human activities, such as the burning of fossil fuels, also affect the global climate.



Focus Questions


Benchmarks (CPIs)




Suggested Resources


of an Earth system affect

other parts of the system?

How does the geosphere and

atmosphere affect the

biosphere?


the greenhouse effect?

37. (CPI) Assess the causes of climate by

explaining how the climate in regions

throughout the world is affected by

seasonal weather patterns, as well as

other factors, such as the addition of

greenhouse gases through the

atmosphere and proximity to mountain

ranges and to the ocean.

Text Activities:


p. 86

TE: Make Connections, p.87

TE: Use Community

Resources, p. 87

SE: Online Activity, p.88

TE: Build Science Skills, p. 88


p. 89

TE: Reteach, p. 89

SE: Sharpen Your Skills, p. 89


Present-Day Climate in Your

Community:


ources/ec/ch12/act1.pdf


Global Climate Change -

Understanding the

Greenhouse Effect:



c.lp_global1/

http://woodstown.org/ACS/resources/ec/ch12/act1.pdf


http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.lp_global1/




45-2011

Strand G5: Human activities have changed Earth’s land, oceans, and atmosphere, as well as its populations of plant and animal species.



Focus Questions


Benchmarks (CPIs)




Suggested Resources






interactions among

spheres?

How have natural processes

and human activities altered

the biosphere over time?

38. (CPI) Explain how global environmental

issues are related to or caused by human

activities by assessing (using maps, local

planning documents, and historical

records) how the natural environment

has changed since humans inhabited the

region.

Text Activities:


139, 143

SE: Reading Strategy, p. 139


p. 143

TE: Reteach, p. 143


Assessment, p. 164


Exploring Environmental

Change:


g/resource/echo07.sci.life.coas

t.lpenvironment/

Stories in the Ice:


g/resource/tdc02.sci.life.eco.ic

estories/

Development of a Habitable

Planet:


g/resource/ess05.sci.ess.eiu.lp_

habitplanet/

http://www.teachersdomain.org/resource/echo07.sci.life.coast.lpenvironment/



http://www.teachersdomain.org/resource/tdc02.sci.life.eco.icestories/



http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.lp_habitplanet/




46-2011

Strand G5: Human activities have changed Earth’s land, oceans, and atmosphere, as well as its populations of plant and animal species.



Focus Questions


Benchmarks (CPIs)




Suggested Resources






interactions among

spheres?

Why are global warming

and ozone layer depletion of

great concern to scientists?

39. (NPS) Explain the effects of global

warming and ozone depletion by

analyzing data from charts and

utilizing models.

Text Activities:

TE: Making Connections,

p.158




p. 159

SE: Go Online, p.159

TE: Use Visuals, p.159

SE: You & Your Community,

p. 160

SE: Using Tables and Graphs,

p.164


Speaking Your Mind About

Global Warming:


g/resource/ayv09.sci.ess.climat

e.saheat/

How Do Carbon Dioxide

Concentrations in the

Atmosphere Affect Global

Climate?:


ources/ec/ch12/act5.pdf


Global Warming?:


g/resource/tdc02.sci.life.eco.lp

_co2globalwarm/

Global Climate Change – the

Effects of Global Warming:



c.lp_global2/

Taking the Earth’s

Temperature:


g/resource/tdc02.sci.life.eco.ea

rthstemp/

http://www.teachersdomain.org/resource/ayv09.sci.ess.climate.saheat/





http://www.teachersdomain.org/resource/tdc02.sci.life.eco.lp_co2globalwarm/






http://www.teachersdomain.org/resource/tdc02.sci.life.eco.earthstemp/




47-2011

Strand G4: Natural and human activities impact the cycling of matter and the flow of energy through ecosystems.



Focus Questions


Benchmarks (CPIs)




Suggested Resources






interactions among

spheres?

What human activities can

affect the quality and supply

of renewable and non-

renewable resources?

How does the use of

pesticides adversely impact

ecosystems?

40. (CPI) Assess the impact of human

activities on the cycling of matter and the

flow of energy through ecosystems by

identifying renewable and non-

renewable resources and the human

impact on both over time.

41. (NPS) Determine the impact of farming

methods and the use of pesticides on the

environment by examining ecological

issues, such as algal blooms and

biological magnification.

Text Activities:


pp.144, 146, 147, 148


SE: Reading Strategy, p144

SE: Interpreting Graphics,

p.147



TE: Reteach, p. 149


p. 149

SE: Design and Experiment,

p.161

Text Activities:

TE: Build Science Skills, p. 80

TE: Use Visuals, p.152

TE: Make Connections, p.152

SE: Quick Lab, p.153


Running on Renewables:


g/resource/psu06-

e21.sci.renewables/

Global Trends Quiz:


g/resource/ess05.sci.ess.earths

ys.globalqz/


Pesticides: http://www.edu.pe.ca/agriculture/

pests.pdf

http://www.teachersdomain.org/resource/psu06-e21.sci.renewables/



http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.globalqz/



http://www.edu.pe.ca/agriculture/pests.pdf

http://www.edu.pe.ca/agriculture/pests.pdf


48-2011

Strand G6: Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity.



Focus Questions


Benchmarks (CPIs)




Suggested Resources






interactions among

spheres?

How have advances in

technology improved the

quality of life on Earth?

42. (CPI) Assess (using scientific,

economic, and other data) the potential

environmental impact of large-scale

adoption of emerging technologies

(example wind farming, harvesting

geothermal energy) by researching major

technological advances that have

improved the quality of life on Earth.


Technology – Conveniences

and Consequences:

http://www.pbs.org/teachers/co

nnect/resources/7805/preview/

Center for Sustainability:


g/resource/psu06-

e21.sci.cfstour/

As the Rotor Turns:


g/resource/psu06-e21.sci.rotor/

Siting Wind Power:


g/resource/psu06-

e21.sci.windpower/

Geothermal Energy Fact

Sheet:

http://www.need.org/needpdf/i

nfobook_activities/SecInfo/Ge

othermalS.pdf

http://www.pbs.org/teachers/connect/resources/7805/preview/

http://www.pbs.org/teachers/connect/resources/7805/preview/

http://www.teachersdomain.org/resource/psu06-e21.sci.cfstour/



http://www.teachersdomain.org/resource/psu06-e21.sci.rotor/

http://www.teachersdomain.org/resource/psu06-e21.sci.rotor/

http://www.teachersdomain.org/resource/psu06-e21.sci.windpower/



http://www.need.org/needpdf/infobook_activities/SecInfo/GeothermalS.pdf




49-2011

Strand G6: Scientific, economic, and other data can assist in assessing environmental risks and benefits associated with societal activity.



Focus Questions


Benchmarks (CPIs)




Suggested Resources






interactions among

spheres?

Why are there wide-scale

global efforts to reverse the

problem of depleted

resources on Earth?

What can individuals do in

their daily lives to conserve

resources?

How can individual efforts

have a global impact?

43. (NPS) Describe how humans are

attempting to reverse the problem of

depleting resources on our planet by

researching emerging technologies and

conservation efforts.

Text Activities:


140


Managing Your Energy Budget:

http://www.teachersdomain.org/

resource/psu06-

e21.sci.energybudget/

Food or Fuel?:


resource/psu06-

e21.sci.biodiesel/

Interpreting Data, Facts and

Ideas from Informational Texts -

Find a Different Kind of Fuel:


resource/vtl07.la.rv.text.lpfuel/


Overstepping Mother Earth’s

Boundaries:


g/resource/nasa09.sci.life.eco.

mearth/

Energy Production:


g/resource/phy03.sci.phys.ener

gy.lp_energypr/

Liquid Assets – Sustainable

Water Use:


g/resource/psu08-

liq.sci.sustainable/

Capturing Renewable Energy:


g/resource/phy03.sci.engin.sys

tems.lp_renew/

http://www.teachersdomain.org/resource/psu06-e21.sci.energybudget/



http://www.teachersdomain.org/resource/psu06-e21.sci.biodiesel/



http://www.teachersdomain.org/resource/vtl07.la.rv.text.lpfuel/

http://www.teachersdomain.org/resource/vtl07.la.rv.text.lpfuel/

http://www.teachersdomain.org/resource/nasa09.sci.life.eco.mearth/



http://www.teachersdomain.org/resource/phy03.sci.phys.energy.lp_energypr/



http://www.teachersdomain.org/resource/psu08-liq.sci.sustainable/



http://www.teachersdomain.org/resource/phy03.sci.engin.systems.lp_renew/




50-2011

Strand D1: Genes are segments of DNA molecules located in the chromosome of each cell. DNA molecules contain information that determines a sequence of amino acids,

which result in specific proteins.





Focus Questions


Benchmarks (CPIs)




Suggested Resources

How is genetic information

passed through

generations?

What role does DNA play in

reproduction and heredity?

44. (NPS) Explain how scientific discoveries

identified DNA as the nucleic acid that

stores and transmits genetic information

from one generation of an organism to

another by analyzing the results of major

experiments that led to our current

knowledge of DNA.

Text Activities:


287, 289




294


DNAi - Timeline:

http://www.dnai.org/timeline/i

ndex.html

DNAi – Finding the Structure:

http://www.dnai.org/a/index.ht

ml

http://www.dnai.org/timeline/index.html

http://www.dnai.org/timeline/index.html

http://www.dnai.org/a/index.html



51-2011






Focus Questions


Benchmarks (CPIs)




Suggested Resources




cellular level?

How is DNA’s structure and

composition related to its

function?

45. (NPS) Describe and analyze the

structure of a DNA molecule by

constructing functional models.

Text Activities:



295

TE: Building Science Skills, p.

293


TE: Reteach, p. 294


p. 294

LMB: Building a DNA Model,

p. 105

LMA: Extracting DNA, p. 113


Double Helix Activity:



making_a_double_helix/

Build a DNA Molecule:


ontent/begin/dna/builddna/

DNA Extraction:



na_extraction/


DNAi Teacher Guide –

Origami DNA Model:

http://www.dnai.org/teachergu

ide/guide.html

What is DNA?:


ontent/begin/tour/

DNA Extraction Virtual Lab:


ontent/labs/extraction/

http://www.lessonplansinc.com/science.php/biology/detail/making_a_double_helix/



http://learn.genetics.utah.edu/content/begin/dna/builddna/

http://learn.genetics.utah.edu/content/begin/dna/builddna/

http://www.lessonplansinc.com/science.php/biology/detail/dna_extraction/



http://www.dnai.org/teacherguide/guide.html

http://www.dnai.org/teacherguide/guide.html



http://learn.genetics.utah.edu/content/labs/extraction/

http://learn.genetics.utah.edu/content/labs/extraction/


52-2011

Strand A4: Cells divide through the process of mitosis, resulting in daughter cells that have the same genetic composition as the original cell.





Focus Questions


Benchmarks (CPIs)




Suggested Resources




cellular level?

Why is DNA replication

significant in living things?

46. (NPS) Summarize the process of DNA

replication by using computer

simulations and constructing models.

Text Activities:


298





296, 299

TE: Reteach, p. 299

TR: Exploration, p. 154



DNA Rap Lyrics: http://www.lessonplansinc.com/sc

ience.php/biology/detail/dna_rap_

lyrics/


The Nuts and Bolts of DNA

Replication:


g/resource/tdc02.sci.life.gen.n

utsbolts/

DNA and Protein Synthesis in

the Cell:


g/resource/tdc02.sci.life.gen.lp

_synthprotein/

DNAi – Copying the Code:


ml

http://www.lessonplansinc.com/science.php/biology/detail/dna_rap_lyrics/



http://www.teachersdomain.org/resource/tdc02.sci.life.gen.nutsbolts/



http://www.teachersdomain.org/resource/tdc02.sci.life.gen.lp_synthprotein/






53-2011






Focus Questions


Benchmarks (CPIs)




Suggested Resources




cellular level?

What role does each type of

RNA play in protein

synthesis?

What distinguishes RNA

from DNA?

47. (NPS) Compare and contrast the

structure and function of the three types

of RNA by creating Venn diagrams and

developing real-world analogies.


structure and function of DNA and RNA

by utilizing models, creating Venn

diagrams and developing analogies.

Text Activities:



301


Text Activities:


306


DNA and RNA Structure:

http://media.pearsoncmg.com/

bc/bc_campbell_biology_7/me

dia/interactivemedia/activities/

load.html?16&B

http://media.pearsoncmg.com/bc/bc_campbell_biology_7/media/interactivemedia/activities/load.html?16&B





54-2011







Focus Questions


Benchmarks (CPIs)




Suggested Resources


passed through

generations?


protein synthesis to the

maintenance of life?

49. (NPS) Summarize the overall process of

protein synthesis (transcription and

translation) by utilizing computer

simulations, performing simulation

activities and constructing models.

Text Activities:



304

TE: Building Science Skills,

pp. 301, 305


p. 301





p. 306

TE: Reteach, p. 306

SE: Go Further, p. 313


Assessment, p. 316


Protein Synthesis Activity:



rotein_synthesis_activity_poly

peptides/

Protein Synthesis:


m/regentsbiology/labs/lab41.ht

ml


DNA and Protein Synthesis in

the Cell:



_synthprotein/

Protein Synthesis in the Cell:



_prosyn/

DNAi – Reading the Code:


ml

Transcribe and Translate a

Gene:


ontent/begin/dna/transcribe/

From Gene to Protein:


m/science.php/biology/detail/fr

om_gene_to_protein_transcrip

tion_and_translation/

Protein Synthesis Practice:


m/documents/LE/ProteinSynth

esisDiagramPractice1.pdf

http://www.lessonplansinc.com/science.php/biology/detail/protein_synthesis_activity_polypeptides/




http://www.explorebiology.com/regentsbiology/labs/lab41.html






http://www.teachersdomain.org/resource/tdc02.sci.life.cell.lp_prosyn/





http://learn.genetics.utah.edu/content/begin/dna/transcribe/

http://learn.genetics.utah.edu/content/begin/dna/transcribe/

http://www.lessonplansinc.com/science.php/biology/detail/from_gene_to_protein_transcription_and_translation/




http://www.explorebiology.com/documents/LE/ProteinSynthesisDiagramPractice1.pdf




55-2011

Strand D2: Inserting, deleting, or substituting DNA segments can alter the genetic code. An altered gene may be passed on to every cell that develops from it,. The resulting

features may help, harm, or have little or no effect on the offspring’s success in its environment.





Focus Questions


Benchmarks (CPIs)




Suggested Resources


passed through

generations?

What is the importance of

mutations to living things?

50. (CPI) Compare and contrast gene

mutations and chromosomal mutations

by predicting the potential impact on an

organism and its offspring (no impact,

significant impact) given a change in a

specific DNA code and provide specific

real world examples of conditions caused

by mutations (example sickle cell

anemia, cystic fibrosis).

Text Activities:


302, 307, 308


p. 308


TE: Reading Strategy, p. 307

TE: Reteach, p. 308



TR: Exploration, p. 204


Test Neurofibromin Activity in

a Cell:


ontent/begin/dna/neurofibromi

n/


http://learn.genetics.utah.edu/content/begin/dna/neurofibromin/




56-2011

Strand D3: Sorting and recombination of genes in sexual reproduction result in a great variety of possible gene combinations in the offspring of any two parents.





Focus Questions


Benchmarks (CPIs)




Suggested Resources


passed through

generations?

What are gametes, how are

they produced and what role

do they play in sexual

reproduction?

Why are the daughter cells

produced by meiosis

different from those

produced by mitosis?

51. (NPS) Summarize the events of meiosis

by utilizing computer simulations and

constructing models.


processes of mitosis and meiosis by

creating Venn diagrams.

Text Activities:


278





p. 278

TE: Reteach, p. 278


Text Activities:


p. 276



278


278


Meiosis and Mitosis Practice:


m/documents/LE/MeiosisMito

sisReview1.pdf




http://www.explorebiology.com/documents/LE/MeiosisMitosisReview1.pdf




57-2011






Focus Questions


Benchmarks (CPIs)




Suggested Resources


passed through

generations?


crossing-over and gene

shuffling to genetic

variation?

53. (CPI) Identify that most heritable

differences are due to gene shuffling that

occurs during the production of gametes

by demonstrating through modeling how

the sorting and recombination of genes

during sexual reproduction has an affect

on variation in offspring (meiosis,

fertilization).

Text Activities:


277


Mitosis, Meiosis and

Fertilization:



mitosis_meiosis_and_fertilizat

ion/

Meiosis Lab:


m/apbiology/labs/lab15.html

Sources of Genetic Diversity:

http://biology.arizona.edu/scic

onn/lessons2/Furr/GeneticDive

rsity/GeneticDiversityHome.ht

m


The Advantage of Sex:


g/resource/tdc02.sci.life.evo.ad

vantage/

http://www.lessonplansinc.com/science.php/biology/detail/mitosis_meiosis_and_fertilization/




http://www.explorebiology.com/apbiology/labs/lab15.html


http://biology.arizona.edu/sciconn/lessons2/Furr/GeneticDiversity/GeneticDiversityHome.htm




http://www.teachersdomain.org/resource/tdc02.sci.life.evo.advantage/




58-2011

Strand D1: Genes are segments of DNA molecules located in the chromosome of each cell. DNA molecules contain information that determines the sequence of amino acid,






Focus Questions


Benchmarks (CPIs)




Suggested Resources


passed through

generations?

What are genes and how do

they determine

characteristics?


between genotype and

phenotype?

54. (NPS) Deduce that characteristics/traits

are inherited as a result of hereditary

factors called genes by explaining the

relationship between genes and proteins.

55. (NPS) Demonstrate how an organism’s

genotype determines its phenotype by

creating artificial organisms.

Text Activities:




p. 306

SE: Technology & Society, p.

617

LMA: Investigating Inherited

Traits, p. 10


Dragon Genetics:


m/science.php/biology/types/A

ctivity/P15/

Paper Pet Genetics:


m/documents/LE/Lab42Paper

PetGenetics2008.pdf

A Recipe for Traits:


ontent/begin/traits/activities/pd

fs/A%20Recipe%20for%20Tr

aits_Public.pdf

Traits Bingo:



fs/Traits%20Bingo_Public.pdf



The Expression of Genetic

Information:


g/resource/lsps07.sci.life.stru.l

pgeneticinfo/

The Basics:


ontent/begin/tour/

Heredity & Traits:


ontent/begin/traits/

What Makes a Firefly Glow:


ontent/begin/dna/firefly/

http://www.lessonplansinc.com/science.php/biology/types/Activity/P15/



http://www.explorebiology.com/documents/LE/Lab42PaperPetGenetics2008.pdf



http://learn.genetics.utah.edu/content/begin/traits/activities/pdfs/A%20Recipe%20for%20Traits_Public.pdf




http://learn.genetics.utah.edu/content/begin/traits/activities/pdfs/Traits%20Bingo_Public.pdf



http://www.teachersdomain.org/resource/lsps07.sci.life.stru.lpgeneticinfo/





http://learn.genetics.utah.edu/content/begin/traits/

http://learn.genetics.utah.edu/content/begin/traits/

http://learn.genetics.utah.edu/content/begin/dna/firefly/

http://learn.genetics.utah.edu/content/begin/dna/firefly/


59-2011






Focus Questions


Benchmarks (CPIs)




Suggested Resources


passed through

generations?

What are the fundamental

principles of genetics?

56. (NPS) Demonstrate how the principle of

dominance states that some genes are

dominant and some are recessive by

creating outcome tables for various traits.

57. (NPS) Demonstrate the principles of

independent assortment and segregation

by utilizing models and performing

simulations.

Text Activities:




p. 265


p. 266


348


Text Activities:


SE: Thinking Visually, p.

266


272





60-2011






Focus Questions


Benchmarks (CPIs)




Suggested Resources


passed through

generations?


probability in genetics?

How are Punnett squares

used to predict genetic

variations in a cross?

What are the different types

of inheritance patterns and

how is each type expressed?

58. (NPS) Demonstrate how the principles

of genetics and probability can be used

to predict the outcome of genetic crosses

by completing and analyzing Punnett

squares.

59. (NPS) Distinguish between complete

dominance, incomplete dominance, and

codominance, multiple alleles, and

polygenic traits by creating and

analyzing Punnett squares.

Text Activities:


272, 273


pp. 265, 273


266, 269, 272, 344



TE: Reteach, p. 269





pp. 274, 348

SE: Sharpen Your Skills, p.

274

HW: Interpreting the Results

of an Experiment, p. 89

LMB: Solving Heredity

Problems, p. 101

Chapter 11 – Sections 1, 2, 3


Genetics Practice 1 – Basic

Genetics:


m/documents/LE/GeneticsPro

blems1.pdf

Genetics Practice 2 – Non-

Mendelian Genetics:



blems2.pdf

Genetics Practice 3 – Blood

Type Genetics:



blems3.pdf

Using Blood Tests to Identify

Babies and Criminals:


m/science.php/biology/detail/u

sing_blood_tests_to_identify_

babies_and_criminals/

http://www.explorebiology.com/documents/LE/GeneticsProblems1.pdf









http://www.lessonplansinc.com/science.php/biology/detail/using_blood_tests_to_identify_babies_and_criminals/





61-2011







Focus Questions


Benchmarks (CPIs)




Suggested Resources


passed through

generations?

How has the relationship

between genetics and

technology improved the

quality of life on Earth?

60. (CPI) Explain the value and potential

applications of genome projects by

researching how our understanding of

genetics has led to the improved varieties

of plants, animals, and medicine through

the application of technology.

Text Activities:


SE: Writing in Science, pp.

321, 338, 360

TE: Address

Misconceptions, pp. 332


Assessment, p. 338

SE: Issues in Biology, p. 330



360


p. 360


Adddional Activities:

It’s All in the Genes –

Exploring Issues About

Genetically Modified Foods:

http://www.teachingonline.org

/lessonpdfs/GMFOODS.pdf



Issues in Genomics:


m/science.php/biology/detail/is

sues_in_genomics/

Issues in Biotechnology:


m/science.php/biology/detail/is

sues_in_biotechnology/

Bioengineered Food?:



_bioengfood/

Chemist and Biochemist –

Catherine Drennan:


g/resource/biot09.biotech.car.d

rennan/

http://www.teachingonline.org/lessonpdfs/GMFOODS.pdf

http://www.teachingonline.org/lessonpdfs/GMFOODS.pdf

http://www.lessonplansinc.com/science.php/biology/detail/issues_in_genomics/



http://www.lessonplansinc.com/science.php/biology/detail/issues_in_biotechnology/



http://www.teachersdomain.org/resource/tdc02.sci.life.gen.lp_bioengfood/



http://www.teachersdomain.org/resource/biot09.biotech.car.drennan/




62-2011

Strand E1: New traits may result from new combinations of existing genes or from mutations of genes in reproductive cells within a population.





Focus Questions


Benchmarks (CPIs)




Suggested Resources

How does natural selection

encourage inter and intra-

specific diversity over time?

What is the purpose of

selective breeding and how

has it advanced agriculture?

61. (NPS) Explain how new varieties of

cultivated plants and domesticated

animals have resulted from selective

breeding for particular traits by

analyzing past and current methods

utilized by farmers and breeders.

Text Activities:


319


TE: Reteach, p. 321


p. 321


The Perfect Cow?:


g/resource/nat08.living.gen.ge

neng.lppercow/

http://www.teachersdomain.org/resource/nat08.living.gen.geneng.lppercow/




63-2011







Focus Questions


Benchmarks (CPIs)




Suggested Resources


passed through

generations?

How can genetic

engineering and its

applications benefit

mankind?

62. (NPS) Explain how genetic engineering

has enabled scientists to analyze and

manipulate DNA, by researching

common genetic engineering methods

and their applications.

Text Activities:


p. 320


320, 322, 328, 329



TE: Reteach, p. 326





p. 333

SE: You and Your

Community, p. 333

SE: Design an Experiment, pp.

334-335



Gel Electrophoresis Virtual

Lab:


ontent/labs/gel/

PCR Virtual Lab:


ontent/labs/pcr/

Chapter 13 – Sections 2,3,4 DNA Fingerprints:

http://www.teachersdomain.org/re

source/tdc02.sci.life.gen.lp_dnam

ysteries/

DNAi – Controlling the Code:


DNAi – Manipulation:

http://www.dnai.org/b/index.html

Biotechnology Animations:


hill.com/sites/0072437316/studen

t_view0/chapter16/animations.ht

ml

Cloning:

http://learn.genetics.utah.edu/cont

ent/tech/cloning/

Click and Clone:


ent/tech/cloning/clickandclone/

DNA Microarray Virtual Lab:


ent/labs/microarray/

Where’s the Cat? A DNA

Profiling Simulation:

http://www.accessexcellence.org/

AE/AEC/AEF/1995/mayo_dna.ph

p

http://learn.genetics.utah.edu/content/labs/gel/

http://learn.genetics.utah.edu/content/labs/gel/

http://learn.genetics.utah.edu/content/labs/pcr/

http://learn.genetics.utah.edu/content/labs/pcr/

http://www.teachersdomain.org/resource/tdc02.sci.life.gen.lp_dnamysteries/




http://www.dnai.org/b/index.html





http://learn.genetics.utah.edu/content/tech/cloning/

http://learn.genetics.utah.edu/content/tech/cloning/

http://learn.genetics.utah.edu/content/tech/cloning/clickandclone/

http://learn.genetics.utah.edu/content/tech/cloning/clickandclone/

http://learn.genetics.utah.edu/content/labs/microarray/

http://learn.genetics.utah.edu/content/labs/microarray/

http://www.accessexcellence.org/AE/AEC/AEF/1995/mayo_dna.php




64-2011

Strand A6: There is a relationship between the organization of cells into tissues and the organization of tissues into organs. The structures and functions of organs determine

their relationships within body systems of an organism.





Focus Questions


Benchmarks (CPIs)




Suggested Resources




cellular level?

How do autosomal genetic

disorders compare to sex-

linked genetic disorders in

cause, characteristics, and

prevalence?

63. (NPS) Identify and discuss the different

types of genetic disorders, such as

autosomal and sex-linked, by conducting

research and making presentations.

64. (CPI) Identify the causes and

characteristics and of common disorders

(e.g., diabetes, cystic fibrosis, lactose

intolerance) by describing how a disease

is the result of a malfunctioning system,

organ, and cell, and relate this to possible

treatment interventions.

Text Activities:



pp. 345, 350



345, 346, 347


Assessment, p. 364



Inheritance of Genetic

Disorders:



_disorder/

Exploring Structure and

Function in Biological

Systems:


g/resource/lsps07.sci.life.stru.l

pbiosystems/

Genetic Disorders Library:


ontent/disorders/whataregd/

http://www.teachersdomain.org/resource/tdc02.sci.life.gen.lp_disorder/



http://www.teachersdomain.org/resource/lsps07.sci.life.stru.lpbiosystems/



http://learn.genetics.utah.edu/content/disorders/whataregd/

http://learn.genetics.utah.edu/content/disorders/whataregd/


65-2011





Focus Questions


Benchmarks (CPIs)




Suggested Resources

How does scientific




debating ideas and


How are pedigree charts

used to trace and predict the

genotypes of family

members?

65. (NPS) Analyze the inheritance patterns

of human traits by interpreting pedigree

charts.

Text Activities:


SE: Problem Solving, p. 343



350


Pick the Risk – the Polygenic

Pedigree Challenge:



fs/Pick%20the%20Risk_Publi

c.pdf


Risky Genetics:


g/resource/nsn09.sci.life.gen.lp

genetics/

http://learn.genetics.utah.edu/content/begin/traits/activities/pdfs/Pick%20the%20Risk_Public.pdf




http://www.teachersdomain.org/resource/nsn09.sci.life.gen.lpgenetics/




66-2011





Focus Questions


Benchmarks (CPIs)




Suggested Resources

How does scientific




debating ideas and


How can karyotypes be used

to detect chromosomal

disorders?

66. (NPS) Explain how karyotypes are used

in the study of human genetics by

constructing and analyzing karyotypes.

Text Activities:


TE: Reteach, p. 348


349


LMA: Making Karyotypes, p.

123


Make a Karyotype:


ontent/begin/traits/karyotype/

Using Karyotypes to Predict

Genetic Disorders:


ontent/begin/traits/predictdisor

der/


http://learn.genetics.utah.edu/content/begin/traits/karyotype/

http://learn.genetics.utah.edu/content/begin/traits/karyotype/

http://learn.genetics.utah.edu/content/begin/traits/predictdisorder/




67-2011







Focus Questions


Benchmarks (CPIs)




Suggested Resources


passed through

generations?

What knowledge has been

gained through the Human

Genome Project and how

has it benefited mankind?

How has the Human

Genome Project impacted

the diagnosis and treatment

of genetic disorders?

67. (NPS) Explain how the Human Genome

Project is an ongoing effort to analyze

the human DNA sequence by conducting

research and making presentations.

68. (NPS) Examine how information about

the human genome might be used to cure

genetic disorders by analyzing current

methods of gene therapy.

Text Activities:


TE: Address Misconceptions, p.

358



TE: Reteach, p. 360


Human Genome Scavenger Hunt:

http://www.explorebiology.com/a

pbiology/labs/lab26.html

Space Doctor:


ent/tech/genetherapy/spacedoctor/

I Dream of Genome:


source/foa10.sci.living.gen.lpdrea

mgen/

Using Biotechnology to Detect

and Treat Disease:


source/biot09.biotech.tools.lpbiot

ech/ Ethical Issues in the Human

Genome Project:


source/tdc02.sci.life.gen.lp_hgpet

hics/


The Human Genome Project:


source/tdc02.sci.life.gen.lp_hgpw

hat/

Issues in Genomics:

http://www.lessonplansinc.com/sc

ience.php/biology/detail/issues_in

_genomics/

Issues in Biotechnology:

http://www.lessonplansinc.com/sc

ience.php/biology/detail/issues_in

_biotechnology/

Cracking the Code of Life :

http://www.pbs.org/wgbh/nova/ge

nome/program_t.html

Genetic Testing:


source/tdc02.sci.life.gen.lp_genet

est/

DNAi – Genome:

http://www.dnai.org/c/index.html

DNA1 - Applications:

http://www.dnai.org/d/index.html

DNAi – Chronicles:

http://www.dnai.org/e/index.html

Gene Therapy:


ent/tech/genetherapy/



http://learn.genetics.utah.edu/content/tech/genetherapy/spacedoctor/

http://learn.genetics.utah.edu/content/tech/genetherapy/spacedoctor/

http://www.teachersdomain.org/resource/foa10.sci.living.gen.lpdreamgen/



http://www.teachersdomain.org/resource/biot09.biotech.tools.lpbiotech/



http://www.teachersdomain.org/resource/tdc02.sci.life.gen.lp_hgpethics/



http://www.teachersdomain.org/resource/tdc02.sci.life.gen.lp_hgpwhat/









http://www.pbs.org/wgbh/nova/genome/program_t.html

http://www.pbs.org/wgbh/nova/genome/program_t.html

http://www.teachersdomain.org/resource/tdc02.sci.life.gen.lp_genetest/



http://www.dnai.org/c/index.html

http://www.dnai.org/d/index.html

http://www.dnai.org/e/index.html

http://learn.genetics.utah.edu/content/tech/genetherapy/

http://learn.genetics.utah.edu/content/tech/genetherapy/


68-2011

Strand E2: Molecular evidence (example DNA, protein structures, etc.) substantiates the anatomical evidence for evolution and provides additional detail about the sequence

in which various lines of descent branched.





Focus Questions


Benchmarks (CPIs)




Suggested Resources




How is DNA analyzed to

determine relatedness

among individual

organisms?

69. (CPI) Explain how analyzing DNA

sequences may reveal the degree of

relatedness among individuals by

estimating how closely related species

are, based on scientific evidence

(example anatomical similarities,

similarities of DNA base, and/or amino

acid sequence).

Text Activities:


356



p. 325

SE: Real-World Lab, p. 361

SE: Go Further, p. 361


385




TR: Real-World Lab, p. 180

LMA: Investigating Gel

Electrophoresis, p. 119

LMB: Investigating Gel

Electrophoresis, p. 109


Protein Synthesis Practice:


m/documents/LE/ProteinSynth

esisDiagramPractice3.pdf



Molecular Evidence for

Evolutionary Relationships:



_cytoc/




http://www.teachersdomain.org/resource/tdc02.sci.life.gen.lp_cytoc/




69-2011

Strand E3: The principles of evolution (including natural selection and common descent) provide a scientific explanation for the history of life on earth as evidenced in the

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





Focus Questions


Benchmarks (CPIs)




Suggested Resources




How has the history of

evolutionary thought

contributed to the modern

day theory of evolution?

70. (NPS) Explain the development of the

modern day theory of evolution by

examining the scientific investigations

and hypotheses that led to it.

71. (NPS) Analyze the pattern Darwin

observed among organisms of the

Galapagos Islands by investigating and

simulating their various adaptations.

72. (CPI) Analyze the theory that Earth’s

present day species evolved from earlier,

distinctly different species by providing

a scientific explanation for the history of

life on Earth using scientific evidence

(example fossil record, DNA, protein

structure, etc.).

Text Activities:


SE: Reading Strategy, pp. 376,

373


pp. 369, 373, 376



pp. 370, 375




372, 376

TE: Reteach, pp. 372, 377

TE: Biology and History, p.

374

SE: Writing in Science, pp.

375, 377, 386


p. 377


Assessment, p. 390


Evolution Review:


m/documents/LE/EOYReview

6Evolution2007.pdf


The History of the Theory of

Evolution:


g/resource/tdc02.sci.life.evo.lp

_evohist/

Charles Darwin:



_darwin/

http://www.explorebiology.com/documents/LE/EOYReview6Evolution2007.pdf



http://www.teachersdomain.org/resource/tdc02.sci.life.evo.lp_evohist/



http://www.teachersdomain.org/resource/tdc02.sci.life.evo.lp_darwin/




70-2011

Strand E4: Evolution occurs as a result of a combination of the following factors: ability of a species to reproduce, genetic variability of offspring due to mutation and recombination

of genes, a finite supply of resources required for life, and natural selection, due to environmental pressure, of those organisms better able to survive and leave offspring.





Focus Questions


Benchmarks (CPIs)




Suggested Resources





drive evolution?

73. (NPS) Describe how natural selection

increases a species’ fitness by simulating

environmental changes and analyzing

their impact on its population.

74. (CPI) Apply natural selection to changes

in the inherited characteristics of a

population by accounting for the

evolution of a species by citing specific

evidence of biological mechanisms.

Text Activities:


TE: Build Science Skills, pp,

381, 384, 398


397, 399




pp. 380, 381

TE: Reteach, p. 386

SE: Quick Lab, pp. 379, 401


LMB: Model Camouflage,

p.119

LMA: Comparing

Adaptations, p131

LMB: Model Natural

Selection, p123


Adaptations of Darwin’s

Finches:



arwins_finch_adaptations_lab/



How Evolution Works:



_howevowork/

Peppered Moth Simulation:



eppered_moth_simulation/

Natural Selection of

Butterflies:


m/documents/02NaturalSelecti

on2008.pdf

Dinosaur Evolution Project:



volution_project/

Evolution by Natural

Selection:



volution_by_natural_selection/

http://www.lessonplansinc.com/science.php/biology/detail/darwins_finch_adaptations_lab/



http://www.teachersdomain.org/resource/tdc02.sci.life.evo.lp_howevowork/



http://www.lessonplansinc.com/science.php/biology/detail/peppered_moth_simulation/



http://www.explorebiology.com/documents/02NaturalSelection2008.pdf



http://www.lessonplansinc.com/science.php/biology/detail/evolution_project/



http://www.lessonplansinc.com/science.php/biology/detail/evolution_by_natural_selection/




71-2011

Strand E3: The principles of evolution (including natural selection and common descent) provide a scientific explanation for the history of life on earth as evidenced in the

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





Focus Questions


Benchmarks (CPIs)




Suggested Resources




What evidence exists that

populations change over

time?

Why is evolution an

accepted theory?

Why is evolution so

controversial?

75. (NPS) Defend the theory of evolution by

examining the fossil record, geographic

distribution, and structural, molecular

and embryological similarities between

species.


Anatomical Evidence of

Evolution:


m/documents/LE/LabEvidence

ofEvolution2008.pdf


The Fossil Evidence for

Evolution:



_fossilevid/

The Molecular Evidence for

Evolution:



_molecevid/

Evolution Resources:

http://www.millerandlevine.co

m/km/evol/

http://www.explorebiology.com/documents/LE/LabEvidenceofEvolution2008.pdf



http://www.teachersdomain.org/resource/tdc02.sci.life.evo.lp_fossilevid/



http://www.teachersdomain.org/resource/tdc02.sci.life.evo.lp_molecevid/



http://www.millerandlevine.com/km/evol/

http://www.millerandlevine.com/km/evol/


72-2011

Strand E1: New traits may result from new combinations of existing genes or from mutations of genes in reproductive cells within a population.





Focus Questions


Benchmarks (CPIs)




Suggested Resources





genetic variation within

populations?

76. (CPI) Describe the significance of

genetic variation in gene pools by

accounting for the appearance of a novel

trait that arose in a given population as

the result of mutations and/or gene

shuffling.

Text Activities:



p. 392


393, 395



p. 394


396


LMA: Modeling a Gene Pool,

p.137



73-2011







Focus Questions


Benchmarks (CPIs)




Suggested Resources




How are new species

formed?

77. (NPS) Evaluate the factors involved in

the formation of new species by tracing

the speciation of finches on the

Galapagos Islands.

Text Activities:


TE: Differentiated

Instruction, p. 405


pp.405, 406, 407, 408, 409,

410

TE: Use Visuals, pp. 406,

407, 409



TE: Make Connections, p.

409

TE: Reteach, p. 410



Assessment, p. 414


How New Species Form:



_newspecies/

http://www.teachersdomain.org/resource/tdc02.sci.life.evo.lp_newspecies/




74-2011







Focus Questions


Benchmarks (CPIs)




Suggested Resources




How can we apply

evolutionary theory to

improve the quality of life on

Earth?

78. (NPS) Analyze large-scale evolutionary

patterns by examining the mechanisms

of macroevolution.

Text Activities:


TE: Make Connections, p.

435


436, 437, 439

TE: Differentiated

Instruction, p. 437


TE: Use Visuals, pp. 436,

440


SE: Thinking Visually, p.

440


p. 440




75-2011







Focus Questions


Benchmarks (CPIs)




Suggested Resources





classifying living things?

79. (NPS) Compare early systems of

classification, which grouped organisms

by visible characteristics, to modern

systems of classification, which group

organisms by similarities at the

molecular level, by classifying various

organisms according to each type of

systems.

Text Activities:




449, 454



p. 449


382, 450




p. 452


SE: Real-World Lab, p. 452-

453



Appendix E


76-2011







Focus Questions


Benchmarks (CPIs)




Suggested Resources




How do cladograms reflect

the evolutionary

relationships between

organisms?

How is each biological

kingdom distinguished from

the others?

80. (NPS) Demonstrate the process of

evolutionary classification by creating

and analyzing cladograms.

81. (NPS) Differentiate between Eubacteria,

Archaebacteria, Protista, Fungi, Plantae,

and Animalia by creating and discussing

comparison tables.

Text Activities:




Making Cladograms:

http://www.indiana.edu/~ensiwe

b/lessons/mclad.ws.pdf

Text Activities:


457, 459


TE: Address Misconceptions, p.

458



p. 458



TE: Evaluate Understanding, p.

461


461


Taxonomy Project – Year 2525:

http://www.lessonplansinc.com/

science.php/biology/detail/taxon

omy_project_year_2525/


Appendix E


Appendix E

http://www.indiana.edu/~ensiweb/lessons/mclad.ws.pdf

http://www.indiana.edu/~ensiweb/lessons/mclad.ws.pdf

http://www.lessonplansinc.com/science.php/biology/detail/taxonomy_project_year_2525/




77-2011

APPENDICES

Appendix A - Helpful Hints for Teachers

Appendix B - Evaluation Criteria and Abbreviation Key

Appendix C - Tips for Reducing Test Anxiety

Appendix D - NJ Core Curriculum Content Standards- Science

Appendix E - Changing Emphasis

Appendix F - Holistic Scoring Guide (Generic Rubric)

Appendix G - Multiculturalism in Mathematics, Science, and Technology

Appendix H - Bloom’s Taxonomy & Higher Order of Learning

Appendix I - Science Safety


78-2011

APPENDIX A

Helpful Hints for Teachers

Online Coding for Active Art: Please be aware that the coding for Active Art in the text is different for students and teachers. The student code

will bring the student to a web site that has a guided activity with questions for them to answer. The teacher code will bring to a web site that

contains the answers to the student questions.

Teaching Resources: This book contains black-line masters for all Exploration Labs found in the text at the end of each chapter.

Miller and Levine web site: This site is extremely helpful as it contains updates on various topics and many links for activities. It is

millerandlevine.com .

Extension/Investigative Project: An investigative project has been suggested in the curriculum guide. This project can be used for the science fair

or for your other school functions. Please make sure these projects are experimental in design.

Science Fair: The district science fair occurs each year. Please start thinking about a science fair project at the beginning of the year. There is

usually a theme each year so check with your department chairperson before you start to work on it. Projects should be experimental/ investigative in

nature and follow the scientific method. Try to avoid making models and research-based projects that do not follow the scientific method. In

addition to the district science fair, there are many others that you can enter with your students.

http://millerandlevine.com/


79-2011

APPENDIX B

Evaluation Criteria

The assessment of the student’s achievement in this course should be based on a variety of evaluative tools. Some suggestions are offered below.

There has been no weight assigned to the following tools. As the classroom teacher you are best equipped to assign weights to each item based on the

composition and dynamics of your classes. We suggest, however, that consideration be given to assigning a greater weight to formal tests. A well-

constructed comprehensive test should give you a fairly accurate picture of a students’ mastery of content as well as identify the areas of strength and

weaknesses.

Suggested criteria for evaluation include, but are not limited to:

Class Participation Formal Tests and Quizzes

Laboratory Performance

Performance- Based Assessments Extension/Investigative Projects

Standardized Test Performance

District-wide Mid-Term and Final

Computer-Assisted Assessments

Writing Assignments

Abbreviation Key

SE Student Edition

TE Teacher’s Edition

LMA Laboratory Manual A

LMB Laboratory Manual B

TR Teacher Resources


80-2011

APPENDIX C

TIPS FOR REDUCING TEST ANXIETY

In order to reduce test anxiety, it is necessary for students to know all about the test. Nothing should be left to chance. Some of the things the

student should know are in the table below with the Biology Mid-term and Final Examinations as examples.

Things to Know Mid-term Final

Assessment Scope Organization and Development

Matter and Energy Transformations

Interdependence

Heredity and Reproduction

Evolution and Diversity

Assessment Format 64 Multiple Choice Questions

1 Prompt/Performance-Based Assessment Question

Assessment Duration 2 hours

Assessment Scoring

Each Multiple Choice question will have one correct answer; there are no point penalties for incorrect

responses.

The Prompt/Performance-Based Assessment question will be scored using the 4-point prompt/performance-

based assessment rubric.

Assessment Response Strategies

Read all directions prior to beginning each section of the assessment.

For multiple choice questions, read all questions and answer choices carefully.

For the prompt/performance-based assessment questions, be sure to read all background information and each

task you are asked to complete. If necessary, outline your thoughts for each task before you write your

responses. Read each component of the rubric provided, as it will be specific to the question. Upon completion

of all tasks, check your responses against the rubric.

Assessment Preparation Strategies

Be sure to get plenty of rest the night before your assessment.

Be sure to have a healthy breakfast the morning of your assessment.

Organize all of your materials/resources prior to studying for your assessment.

Study in short sessions on a regular basis at least one week prior to your assessment. Do not cram!


81-2011

It should be stressed that rote memory is not as important as reasoning. However, knowledge is necessary to understanding. The cumulative

nature of the subject needs to be emphasized. Other questions that may be on students’ minds include:

How will you pose the questions? Are calculators permitted?

How will the test be scored? Are there special strategies required for the test?

How much will handwriting and spelling count? What supplies will you need to take the test?

In addition to answering questions, activities for reducing anxiety include practice with old test copies, classroom unit testing with the parallel

conditions.

Consistent study never fails as an anxiety reducer!


82-2011

APPENDIX D

New Jersey Core Curriculum Content Standards - Science

5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-

building enterprise that continually extends, refines, and revises knowledge. The four Science Practices

strands encompass the knowledge and reasoning skills that students must acquire to be proficient in

science.

5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter,

energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living,

and Earth systems science.

5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense

of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in

accordance with rules that govern the physical world, and the order of natural systems can be modeled

and predicted through the use of mathematics.

5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected

systems, and is a part of the all-encompassing systems of the universe.



83-2011

APPENDIX E - CHANGING EMPHASES

The National Science Education Standards envision change throughout the system. The science content standards encompass the following changes in emphases:

LESS EMPHASIS ON MORE EMPHASIS ON

Knowing scientific facts and information

Understanding scientific concepts and developing abilities of inquiry

Studying subject matter disciplines (physical, life, earth sciences) for

their own sake

Learning subject matter disciplines in the context of inquiry, technology,

science in personal and social perspectives, and history and nature of science

Separating science knowledge and science process

Integrating all aspects of science content

Covering many science topics

Studying a few fundamental science concepts

Implementing inquiry as a set of processes Implementing inquiry as instructional strategies, abilities, and ideas to be

learned

CHANGING EMPHASES TO PROMOTE INQUIRY BASED LEARNING

LESS EMPHASIS ON MORE EMPHASIS ON

Activities that demonstrate and verify science content

Activities that investigate and analyze science questions

Investigations confined to one class period Investigations over extended periods of time

Process skills out of context

Process skills in context

Covering many science topics

Studying a few fundamental science concepts

Emphasis on individual process skills such as observation or inference

Using multiple process skills — manipulation, cognitive, procedural

Getting an answer

Using evidence and strategies for developing or revising an explanation

Science as exploration and experiment

Science as argument and explanation

Providing answers to questions about science content

Communicating science explanations

Individuals and groups of students analyzing and synthesizing data

without defending a conclusion

Groups of students often analyzing and

synthesizing data after defending conclusions

Doing few investigations in order to leave time to cover large amounts

of content

Doing more investigations in order to develop understanding, ability, values of

inquiry and knowledge of science content

Concluding inquiries with the result of the experiment

Private communication of student ideas and conclusions to teacher

Applying the results of experiments to scientific arguments and explanations

Public communication of student ideas and work to classmates


84-2011

APPENDIX F

Holistic Scoring Guide (Generic Rubric) for Science Open-Ended Items

The zero-to-three-point generic scoring rubric below was created to help readers score open-ended responses consistently. In scoring, the reader

should accept the use of appropriate diagrams, charts, formulas, and/or symbols, which are part of a correct answer even when the question does

not specifically request their use.

3-

point response:

Student response is reasonably complete, clear, and satisfactory.

2-

point response: Student response has minor omissions and/or some incorrect or non-relevant information.

1-

point response:

Student response includes some correct information, but most information included in the response is either

incorrect or not relevant.

0-

point response: Student attempts the task but the response is incorrect, irrelevant, or inappropriate.


85-2011

APPENDIX G

Addison-Wesley

Multiculturalism in Mathematics, Science, and Technology: Readings and Activities

GOALS

Addison-Wesley publication Multiculturalism in Mathematics, Science, and Technology: Readings and Activities are designed to help infuse

multicultural education into science and mathematics classrooms. Its goals are to:

provide mathematics and science materials that help fulfill the vision of a global, multicultural education.

provide role models that inspire all students to study mathematics and science.

increase the mutual respect, pride, and understanding that come from the knowledge that all cultures have contributed to mathematics and

science

help teachers respond to requirements in many states that mandate multicultural education.

improve instruction by relating high school mathematics and science to real-world situations.

provide materials that help teachers integrate mathematics and science.

ONLY A BEGINNING

The materials in Multiculturalism in Multiculturalism in Mathematics, Science, and Technology: Readings and Activities are only a beginning in

the ongoing effort to help teachers integrate multiculturalism into science and mathematics classes. Some of the most valuable multicultural examples and

activities can be those that the teacher writes with the help of the class. Several local projects have been very successful by encouraging students to write

their own problems. Naturally, these problems reflect the daily life of the student’s communities. Teachers may wish to network and share problems and

activities that arise out of the real-world experiences of their own students.

There are many ways teachers can go beyond the mathematics, scientists, and inventors discussed in this book. Every community has engineers,

mathematicians, scientists, and inventors discussed in this book. Every community has engineers, mathematicians, and scientists-women as well as men-

who can be invited to talk t a class. Many community and professional organizations stand ready to help in this type of effort.


86-2011

Contributions to Science from Individuals with Broad Ethnic Backgrounds

Equity has many facets. It also has a variety of "meaning" to different people. In Science, many different ethnicities have contributed to the disciplines we

now call Science. Below are some of the individuals (and groups) who have made contributions over the span of many centuries.

Table of Scientists of Diverse Ethnicity and their Discoveries

Ethnicity Name Time Achievement

Mexican-

American

Celestino Belfran 1980’s AD Invention of "flow chart " for organization of information

African-

American

George

Washington Carver

1860-1943 AD Successful development of commercial products from the crops (especially peanut)

Major contributions to agricultural development

Western and

Central

Europe

The Celts 1000-100 BC The making of butter

African-

American

Jewel Plummer

Cobb

1950’s AD Major contributions to cancer treatments

African-

American

Charles Richard

Drew

1930’s AD Pioneer of the research on the preservation of human blood for transfusion

Argentine Bernardo Houssay 1947 AD Research on the role of the pituitary gland in the disease "diabetes mellitus"

Japanese-

American

Harvey Itano 1950’s AD Extensive research on sickle-cell anemia

African-

American

Ernest Just 1883-1941 AD Discovery of cytoplasm in living cells

African-

American

Lewis Howard

Latimer

1890 AD Invention of the first practical electric light bulb

African-

American

Jan Matzeliger 1846 AD Invention of the shoe-lasting machine


87-2011

Table of Scientists of Diverse Ethnicity and their Discoveries

Ethnicity Name Time Achievement

Mexican-

American

Ynez Mexia 1926-1938 AD Significant contribution to the understanding of biological diversity (through the discovery

of countless new plant species)

Native

American

The Native

Americans

Notion of the pattern of the universe as a circle that is applicable in understanding science

such as Solar system, ecosystem, Bohr model of chemical elements etc.

Development of Pan-American agriculture

Native

American

The Navajo Invention of woven rugs and textiles

Discovery of plant medicines

Japan Hideyo Noguchi 1876-1928 AD Detection of syphilis

Mexican-

American

Eloy Rodriguez 1970’s AD Isolation of the medically effective chemicals from herbs

Arctic North The Sami Invention of the "savih" (now known as a ski)

African-

American

Granville T. Woods 1856-1910 AD Invention of the Railway Induction-Telegraph System

Invention of many electro-mechanical devices such as dynamotor, electric incubator,

phonograph etc.

American-

Indian

The Zuni 1500’s AD Development of technologies to maintain the ecological well-being of the lands


88-2011

APPENDIX H

BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN

Bloom’s Taxonomy of cognitive objectives was developed in 1956 by Benjamin Bloom. The taxonomy was developed as a means of expressing

qualitively different kinds of thinking. Since its inception, Bloom’s Taxonomy has been a valuable tool to educators when developing curriculum and

determining instruction; it continues to be one of the most widely applied models. Educators use this taxonomy as a guide when developing tests, projects,

and other assessment measures.

The taxonomy organizes thinking skills into six levels, from the most basic to the most complex. In 1992, Lorin Anderson, a former student of Bloom,

David Krathwohl and others revised the taxonomy. (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8) The names of six major categories were

changed from noun to verb forms, as the taxonomy reflects different forms of thinking and thinking is an active process! The subcategories of the six

major categories were also replaced by verbs and some subcategories were re-organized as shown in the figure below.

(http://www.waynecountyschools.org/147210622111220523/lib/147210622111220523/Revised_Blooms_Info.pdf )

http://www.waynecountyschools.org/147210622111220523/lib/147210622111220523/Revised_Blooms_Info.pdf


89-2011

The revision has retained many important aspects but it has increased the usefulness and usability of the original. The original taxonomy provided a

common language for learning goals, and ordered from simple to complex. In the new revised taxonomy, objectives that describe intended learning

outcomes as the result of instruction are framed in terms of (a) some subject matter content and (b) a description of what is to be done with or to that

content. The following charts list examples of each skill of the Cognitive Dimensions: (Anderson, L. W. & Krathwohl, D. R. (2001). A taxonomy for learning, teaching,

and assessing. New York: Longman.)

Cognitive Processes Dimensions Cognitive Processes Examples

Remembering—Produce the right information from memory

Recognizing • Identify frogs in a diagram of different kinds of amphibians.

• Find an isosceles triangle in your neighborhood.

• Answer any true-false or multiple-choice questions.

Recalling • Name three 19th

-century women English authors.

• Write the multiplication facts.

• Reproduce the chemical formula for carbon tetrachloride.

Understanding—Make meaning from educational materials or experiences

Interpreting • Translate a story problem into an algebraic equation.

• Draw a diagram of the digestive system.

• Paraphrase Jawaharlal Nehru's tryst with destiny speech.

Exemplifying • Draw a parallelogram.

• Find an example of stream-of-consciousness style of writing.

• Name a mammal that lives in our area.

Classifying • Label numbers odd or even.

• List the events of the Sepoy Mutiny of 1857.

• Group native animals into their proper species.

Summarizing • Make up a title for a short passage.

• List the key points related to capital punishment that the Web site promotes.

Inferring • Read a passage of dialogue between two characters and make conclusions about their past

relationship.

• Figure out the meaning of an unfamiliar term from the context.

• Look at a series of numbers and predict what the next number will be.

Comparing • Explain how the heart is like a pump.

• Compare Mahatma Gandhi to a present day leader.

• Use a Venn diagram to demonstrate how two books by Charles Dickens are similar and

different.

Explaining • Draw a diagram explaining how air pressure affects the weather.

• Provide details that justify why the French Revolution happened when and how it did.

• Describe how interest rates affect the economy.


90-2011


Applying—Use a procedure

Executing • Add a column of two-digit numbers.

• Orally read a passage in a foreign language.

• Have a student open house discussion.

Implementing • Design an experiment to see how plants grow in different kinds of soil.

• Proofread a piece of writing.

• Create a budget.

Analyzing—Break a concept down into its parts and describe how the parts relate to the whole

Differentiating List the important information in a mathematical word problem and cross out the unimportant

information.

Draw a diagram showing the major and minor characters in a novel.

Organizing • Place the books in the classroom library into categories.

• Make a chart of often-used figurative devices and explain their effect.

• Make a diagram showing the ways plants and animals in your neighborhood interact with

each other.

Attributing • Read letters to the editor to determine the authors’ points of view about a local issue.

• Determine a character’s motivation in a novel or short story.

• Look at brochures of political candidates and hypothesize about their perspectives on issues.

Evaluating—Make judgments based on criteria and syllabus guidelines

Checking • Participate in a writing group, giving peers feedback on organization and logic of arguments.

• Listen to a political speech and make a list of any contradictions within the speech.

• Review a project plan to see if all the necessary steps are included.

Critiquing • Judge how well a project meets the criteria of a rubric.

• Choose the best method for solving a complex mathematical problem.

• Judge the validity of arguments for and against astrology.


91-2011


Creating—Put pieces together to form something new or recognize components of a new structure.

Generating • Given a list of criteria, list some options for improving race relations in the school.

• Generate several scientific hypotheses to explain why plants need sunshine.

• Propose a set of alternatives for reducing dependence on fossil fuels that address both

economic and environmental concerns.

• Come up with alternative hypotheses based on criteria.

Planning • Make a storyboard for a multimedia presentation on insects.

• Outline a research paper on Mark Twain’s views on religion.

• Design a scientific study to test the effect of different kinds of music on hens’ egg

production.

Producing • Write a journal from the point of view of mountaineer.

• Build a habitat for pigeons.

• Put on a play based on a chapter from a novel you’re reading.


92-2011

HIGHER ORDER OF LEARNING

A child enters school with little if any attainment in written expression and leaves capable of learning much from human culture. It was thought originally that

this progress was just a matter of learning, memorizing, associating, and practicing. The work of psychologists has revealed, however, that the growth of the student’s

intellectual powers must include a large element of development through different phases. Learning begins with simple psychomotor coordination, which leads to the

beginnings of symbolizing, helped by the growth of language and play. Logical thought follows, provided the material is concrete. Finally, in mid-adolescence, the

students acquire the ability to examine problems comprehensively, grasp their formal structure, and evoke explanation.

Education must pace development, not follow it and / or ignore it. The components of a child’s overall educational growth are physical and mental maturation,

experience, formal teaching through language, and an urge in the learner to resolve discrepancies, anomalies, and dissonance in his experience. In his emotional life, a

child progresses from direct, immediate, uninhibited reactions to more complex, less direct, and more circumspect responses. Any attempt to educate a child intellectually

and emotionally must take account of these characteristics.

A large part of the teacher’s role is as a group leader providing stimulating learning situations, and the group life of the school and the classroom must

influence the teaching situation. The individual student conducts himself under the influence of the group (led by the teacher) to which he belongs. The student’s

achievements and attitudes are subject to evaluation by the group, leading to support or ostracism, and he sets his standards according to these influences. What is required

of a teacher is that he enjoys and is capable of sharing work programs with children, designed to modify their behavior and experience. This means making relevant

experience available to the student at the right time. The teacher must be mature, have humor with a sense of status, be firm yet unruffled, and be sympathetic but not

overly personal.

The subject matter taught also has a marked influence on the total teaching situation. It may be conveniently divided into broad headings of languages,

humanities, sciences, mathematics, and arts. Although each group of subjects has something in common with others in terms of the demands it makes on the thinker

(student), each area also has something that is quite specific in its mode of development. Languages call for verbal learning and production based upon oral work,

particularly during the early phases. The humanities call for an understanding of cause-effect relations of immediate and remote connections between persons and

institutions and the learner’s environment. The sciences call for induction from experience, though deductive processes are required when the laws of science are

formalized into mathematical terms. The humanities and sciences both depend on the ability of the learner to hypothesize. Mathematics calls for the ability to abstract,

symbolize, and deduce. An interest in the formal and structural properties of the acts of counting and measuring is fundamental. Arts and literature call for a fairly free

opportunity to explore and create.

The permeation of emotional learning throughout the whole educative process is not always obvious.

The Computer Applications program includes tasks and skills derived from the three domains of learning:

Psychomotor

Cognitive

Affective


93-2011

PSYCHOMOTOR SKILLS, such as typing a business letter or keyboarding, are manipulative in nature. These skills can be grouped by duties and

objectives, which are then elevated through the use of performance standards that measure student proficiency in the manipulative aspect of the designed task. In the

development of psychomotor learning, the teacher is concerned with the promotion of coordinated skills and their creative use. Demonstrating higher order of learning,

students will be to able organize, itemize, examine, compare, deduce, create, set up, and produce business documents such as letters, memorandums, spreadsheets, tables,

and reports.

COGNITIVE SKILLS refer to understanding the procedure(s) necessary to complete a specific task. To type a business letter, the student must know the

format of a business letter. To keyboard a mailing list, the student must know how to use the various commands of the word processing program. Thus, cognition is what

goes on in the mind of the learner about the specific task to be completed. Cognitive training produces a thinker-observer aware of the modes of thought and judgment

making up human intellectual activity. In the final stages, the teacher aims at a thinker, critic, organizer, and creator. It is the process by which information is stored,

retrieved, and used. The learner gains cognition through real and imaginary experiences such as reading, viewing instructional visual aides, or by memorizing a task or

process until it is retained. Literature, art, and the humanities are all directly involved; and the teaching of science and mathematics can bring about a positive attitude

toward cognitive and theoretical values. Evaluation of cognitive skills may require that a student decide upon the proper procedure, sequence, or method to perform a

specific task. This is cognitive activity (decision-making) at its highest level. Good cognition (thinking) enhances an employee’s productivity at the work place.

AFFECTIVE SKILLS result from the development of emotions, attitudes, and values in response to learning. The permeation of emotional learning

throughout the whole educational process is not always obvious, in part because very often it is brought about incidentally. Motivation from instructors and supervisors

assists students in the acquisition of positive attitudes towards self, their school, fellow students, job, and co-workers. The acquisition and application of values and

attitudes are marked by the time of adolescence and dominate the general life of the young individual. Affective attributes are demonstrated by the emotional behavioral

patterns displayed when an individual shows his/her ability to perform tasks, such as punctuality, following directions, getting along with others, and workplace

housekeeping. Potential employers are interested in the student’s attitude, because a cheerful, confident student will often become an employee with good work ethics;

whereas, an angry or uncertain student will often become an employee with poor work ethics.


94-2011

APPENDIX I - Science Safety

Working in the laboratory can be an exciting experience, but it can also be dangerous if proper safety rules are not followed at all times. To prepare yourself

for a safe year in the laboratory, read the following safety rules. Make sure that you understand each rule. Ask your teacher to explain any rules you don't

understand.

Dress Code

1. Many materials in the laboratory can cause eye injury. To protect yourself from possible injury, wear safety goggles whenever you are working with

chemicals, burners, or any substance that might get into your eyes. Avoid wearing contact lenses in the laboratory. Tell your teacher if you need to wear

contact lenses to see clearly, and ask if there are any safety precautions you should observe.

2. Wear a laboratory apron or coat whenever you are working with chemicals or heated substances.

3. Tie back long hair to keep it away from any chemicals, burners, candles, or other laboratory equipment.

4. Before working in the laboratory, remove or tie back any article of clothing or jewelry that can hang down and touch chemicals and flames.

General Safety Rules and First Aid

5. Read all directions for an experiment several times. Follow the directions exactly as they are written. If you are in doubt about any part of the

experiment, ask your teacher for assistance.

6. Never perform investigations your teacher has not authorized.

7. Never handle equipment unless you have specific permission.

8. Take care not to spill any material in the laboratory. If spills occur, ask your teacher immediately about the proper cleanup procedure. Never pour

chemicals or other substances into the sink or trash container.

9. Never eat, drink, or bring food into the laboratory.

10. Immediately report all accidents, no matter how minor, to your teacher.

11. Learn what to do in case of specific accidents, such as getting acid in your eyes or on your skin. (Rinse acids off your body with lots of water.)

12. Be aware of the location of the first-aid kit. Your teacher should administer any required first aid due to injury. Your teacher may send you to the school

nurse or call a physician.

13. Know where and how to report an accident or fire. Find out the location of the fire extinguisher, fire alarm, and phone. Report any fires to your teacher at

once.


95-2011

Heating and Fire Safety

14. Never use a heat source such as a candle or burner without wearing safety goggles.

15. Never heat a chemical you are not instructed to heat. A chemical that is harmless when cool can be dangerous when heated.

16. Maintain a clean work area and keep all materials away from flames. Be sure that there are no open containers of flammable liquids in the laboratory

when flames are being used.

17. Never reach across a flame.

18. Make sure you know how to light a Bunsen burner. (Your teacher will demonstrate the proper procedure for lighting a burner.) If the flame leaps out of a

burner toward you, turn the gas off immediately. Do not touch the burner. It may be hot. Never leave a lighted burner unattended!

19. When you are heating a test tube or bottle, point the opening away from yourself and others. Chemicals can splash or boil out of a heated test tube.

20. Never heat a closed container. The expanding hot air, vapors, or other gases inside may blow the container apart, causing it to injure you or others.

21. Never pick up a container that has been heated without first holding the back of your hand near it. If you can feel the heat on the back of your hand, the

container may be too hot to handle. Use a clamp or tongs when handling hot containers.

Using Chemicals Safely

22. Never mix chemicals for “the fun of it.” You might produce a dangerous, possibly explosive substance.

23. Many chemicals are poisonous. Never touch, taste, or smell a chemical that you do not know for certain is harmless. If you are instructed to smell fumes

in an experiment, gently wave your hand over the opening of the container and direct the fumes toward your nose. Do not inhale the fumes directly from

the container.

24. Use only those chemicals needed in the investigation. Keep all container lids closed when a chemical is not being used. Notify your teacher whenever

chemicals are spilled.

25. Dispose of all chemicals as instructed by your teacher. To avoid contamination, never return chemicals to their original containers.

26. Be extra careful when working with acids or bases. Pour such chemicals from one container to another over the sink, not over your work area.

27. When diluting an acid, pour the acid into water. Never pour water into the acid.

28. If any acids or bases get on your skin or clothing, rinse them with water. Immediately notify your teacher of any acid or base spill.


96-2011

Using Glassware Safely

29. Never heat glassware that is not thoroughly dry. Use a wire screen to protect glassware from any flame.

30. Keep in mind that hot glassware will not appear hot. Never pick up glassware without first checking to see if it is hot.

31. Never use broken or chipped glassware. If glassware breaks, notify your teacher and dispose of the glassware in the proper trash container.

32. Never eat or drink from laboratory glassware. Thoroughly clean glassware before putting it away.

Using Sharp Instruments

33. Handle scalpels or razor blades with extreme care. Never cut material toward you; cut away from you.

34. Notify your teacher immediately if you cut yourself when in the laboratory.

Working with Live Organisms

35. No experiments that will cause pain, discomfort, or harm to animals should be done in the classroom or at home.

36. Your teacher will instruct you how to handle each species that is brought into the classroom. Animals should be handled only if necessary. Special

handling is required if an animal is excited or frightened, pregnant, feeding, or with its young.

37. Clean your hands thoroughly after handling any organisms or materials, including animals or cages containing animals.

End-of-Experiment Rules

38. When an experiment is completed, clean up your work area and return all equipment to its proper place.

39. Wash your hands before and after every experiment.

40. Turn off all burners before leaving the laboratory. Check that the gas line leading to the burner is off as well.


97-2011

Safety Symbols

Safety Symbols: These symbols appear in laboratory activities to alert you to possible dangers and to remind you to work carefully.

Safety Goggles: Always wear safety goggles to protect your eyes during any activity involving chemicals, flames or heating,

or the possibility of flying objects, particles, or substances.

Lab Apron: Wear a laboratory apron to protect your skin and clothing from injury.

Breakage: Handle breakable materials such as thermometers and glassware with care. Do not touch broken glass.

Heat-Resistant Gloves: Use an oven mitt or other hand protection when handling hot materials. Heating plates, hot water, and

glassware can cause burns. Never touch hot objects with your bare hands.

Plastic Gloves Wear disposable plastic gloves to protect yourself from contact with chemicals or organisms that could be

harmful. Keep your hands away from your face, and dispose of the gloves according to your teacher's

instructions at the end of the activity.

Heating: Use a clamp or tongs to hold hot objects. Do not touch hot objects with your bare hands.


98-2011

Sharp Object: Scissors, scalpels, pins, and knives are sharp. They can cut or puncture your skin. Always direct sharp edges

and points away from yourself and others. Use sharp instruments only as directed.

Electric Shock: Avoid the possibility of electric shock. Never use electrical equipment around water, or when the equipment

or your hands are wet. Be sure cords are untangled and cannot trip anyone. Disconnect equipment when it is

not in use.

Corrosive Chemical: This symbol indicates the presence of an acid or other corrosive chemical. Avoid getting the chemical on

your skin or clothing, or in your eyes. Do not inhale the vapors. Wash your hands when you are finished with

the activity.

Poison: Do not let any poisonous chemical get on your skin, and do not inhale its vapor. Wash your hands when you

are finished with the activity.

Physical Safety: This activity involves physical activity. Use caution to avoid injuring yourself or others. Follow instructions

from your teacher. Alert your teacher if there is any reason that you should not participate in the activity.

Animal Safety: Treat live animals with care to avoid injuring the animals or yourself. Working with animal parts or

preserved animals may also require caution. Wash your hands when you are finished with the activity.


99-2011

Plant Safety: Handle plants only as your teacher directs. If you are allergic to any plants used in an activity, tell your

teacher before the activity begins. Avoid touching poisonous plants and plants with thorns.

Flames: Tie back loose hair and clothing, and put on safety goggles before working with fire. Follow instructions

from your teacher about lighting and extinguishing flames.

No Flames: Flammable materials may be present. Make sure there are no flames, sparks, or exposed sources of heat

present.

Fumes: Poisonous or unpleasant vapors may be produced. Work in a ventilated area. Avoid inhaling a vapor directly.

Test an odor only when directed to do so by your teacher, using a wafting motion to direct the vapor toward

your nose.

Disposal: Chemicals and other materials used in the activity must be disposed of safely. Follow the instructions from

your teacher.

Hand Washing: Wash your hands thoroughly when finished with the activity. Use antibacterial soap and warm water. Lather

both sides of your hands and between your fingers. Rinse well.


100-2011

General Safety Awareness: You may see this symbol when none of the symbols described earlier applies. In this case, follow the specific

instructions provided. You may also see this symbol when you are asked to design your own experiment. Do

not start your experiment until your teacher has approved your plan.