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North Carolina Honors Level Course PortfolioTitle Page

LEA Name: Wake County LEA Code: 920

School: Panther Creek High School

Course Name: Honors Biology Course Code: 33205

Teacher’s Name: Julie Sievert

Electronic submission of this portfolio certifies that honors level course portfolios for each teacher within the LEA have been reviewed using the North Carolina Honors Level Course Implementation Guide and Rubric and that this portfolio has been selected to represent the level of teaching and learning for this honors course across the LEA.

As part of the NCDPI Honors Course Portfolio Review, if you are submitting copyrighted material or material that has a user license, ensure that you have obtained the appropriate permissions to share this information.

North Carolina Honors Level Course Portfolio

I. Curriculum Content 1. Teacher rationale for curriculum content considering vertical alignment for advanced learners (intentional reflection & philosophy)

Honors students will go beyond the equations for photosynthesis and cellular respiration to learn the steps involved in each process and how the organelle structure relates to their function in these reactions. Students will not have to memorize all of the details of the steps (no intermediate compounds or enzymes) since this is no longer part of the AP Biology curriculum, but they will learn the purpose of the photosystems, the function of several key enzymes (ex. ATP synthase) and electron transport chains, and be able to track the number of carbons through the Calvin Cycle, Glycolysis, and the Krebs Cycle.

Using a case study, students will be able to analyze data from experiments to compare genetically-modified plants to wild-type plants and draw conclusions about how some environmental factors will affect photosynthesis. They will suggest solutions to human-induced global warming based on their understanding of the carbon cycle. They will conduct Internet research to learn about the tools that we use to study these biochemical reactions and the organelles where they take place.

2. Standards and objectives - how will the required standards and clarifying objectives be taught with extensions beyond the standard level for advanced learners?

Bio.1.1 Understand the relationship between the structures and functions of cells and their organelles. Bio.1.1.1 Summarize the structure and function of organelles in eukaryotic cells (including the nucleus, plasma membrane, cell wall, mitochondria, vacuoles, chloroplasts, and ribosomes) and ways that these organelles interact with each other to perform the function of the cell. • Identify these cell organelles in diagrams of plant and animal cells. (middle school review) • Explain how the structure of the organelle determines it function. (Example: folded inner membrane in mitochondria increases surface area for energy production during aerobic cellular respiration). • Summarize how these organelles interact to carry out functions such as energy production and use, transport of molecules, disposal of waste, and synthesis of new molecules. (Example: DNA codes for proteins which are assembled by the ribosomes and used as enzymes for energy production at the mitochondria).

Bio 1.1 Extension: View electron microscope images of the structure of the mitochondria and chloroplasts. Do Internet Research to learn about the different types of electron microscopes and how they visualize structures as small as cell organelles. Learn the location of the intermediate steps

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of photosynthesis and respiration and determine how the organelle structure allows these processes to take place.

Bio.2.1 Analyze the interdependence of living organisms within their environments. Bio.2.1.1 Analyze the flow of energy and cycling of matter (such as water, carbon, nitrogen and oxygen) through ecosystems relating the significance of each to maintaining the health and sustainability of an ecosystem. • Deconstruct the carbon cycle as it relates to photosynthesis, cellular respiration, decomposition and climate change. • Summarize the nitrogen cycle (including the role of nitrogen fixing bacteria) and its importance to synthesis of proteins and DNA. • Identify factors that influence climate such as: greenhouse effect (relate to carbon cycle and human impact on atmospheric CO2)

Bio 2.1 Extension: Learn how artificial photosynthesis might be used to reduce global warming due to human-produced carbon dioxide emissions. Analyze data in a case study to see the effects of different environmental variables on the rate of photosynthesis. Graph the amount of atmospheric oxygen and link it to evolutionary events.

Bio.4.2 Analyze the relationships between biochemical processes and energy use in the cell. Bio.4.2.1 Analyze photosynthesis and cellular respiration in terms of how energy is stored, released, and transferred within and between these systems. • Analyze overall reactions including reactants and products for photosynthesis and cellular respiration and factors which affect their rates (amounts of reactants, temperature, pH, light, etc.). • Compare these processes with regard to efficiency of ATP formation, the types of organisms using these processes, and the organelles involved. (Anaerobic respiration should include lactic acid and alcoholic fermentation.) Note: (1) Instruction should include the comparison of anaerobic and aerobic organisms. (2) Glycolysis, Kreb’s Cycle, and Electron Transport Chain are not addressed.

Bio 4.2 Extension: Learn the steps in photosynthesis, aerobic cellular respiration, and anerobic cellular respiration. Analyze the effects of environmental variables on specific parts of the photosynthesis reactions using a case study.

3. Curriculum Plan (pacing guides, course syllabus, scope & sequence, curriculum maps, etc.)

Day 1 - Warm Up – Pre-assessment - Photosynthesis – Light Reactions & Calvin Cycle (direct instruction - powerpoint ) - HW : Atmospheric Oxygen Graph and Analysis

Day 2 - Warm Up - Photosynthesis Summary Questions (formative assessment)

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- Factors that Affect Photosynthesis: Light, Temperature, pH (direct instruction - powerpoint )- Aerobic Cellular Respiration (direct instruction - powerpoint )- Equation Flashcards- Case Study Parts 1 and 2 - HW : 1-page Internet Research on Electron Microscopes (history of, how they work, their uses,

etc.) to prepare for class discussion in 1 week.Day 3

- Warm Up - Aerobic Cellular Respiration Summary Questions (formative assessment)- Anaerobic Cellular Respiration (direct instruction + demo - powerpoint )- Flashcards (detailed steps and pictures)- Case Study Part 3- HW : Study for Quiz (two overall equations, steps, locations of each step)

Day 4 - Foldable- Quiz (formative assessment)- Review Case Study Parts 1-3

Day 5 - Warm Up – Artificial photosynthesis / Genetic engineering articles- Demo #1- Review Worksheet- Case Study Parts 4-6

Day 6 - Warm Up - ACT Practice- Demo #2- Cycles Diagram Worksheet- Study Guide- HW : Study for Test

Day 7 - Photosynthesis & Cellular Respiration Test

Day 8- Socratic-style class discussion of electron microscopes

Attachments:1. Syllabus: 920_33205_Sievert_1.3.1

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II. Instructional Materials and Methods 1. Teacher rationale for instructional materials and methods for advanced learners

Students are given direct instruction about photosynthesis, aerobic cellular respiration, and anaerobic cellular respiration. They draw a picture of the light reactions in the thylakoid membrane to help them relate structure and function and to use later when they work on their case study. Students use flashcards to help reinforce the details of the processes. Students apply their knowledge while analyzing graphs in a case study and a practice ACT passage. They also apply their knowledge and practice their writing skills as they explain the results of two demonstrations. Students use technology as they create Excel graphs of the oxygen content of Earth’s atmosphere. Students use their literacy skills to read and interpret two articles that propose solutions to the artificial global warming problem. Information is reinforced through flashcards, worksheets, and a study guide. Students are given two informal formative assessments and one formal formative assessment to encourage them begin internalizing the information before the summative assessment.

Students work together to sort flashcards and to discuss answers to the more difficult case student and ACT practice questions. Students are encouraged to discuss their explanations for two demonstrations before they begin their writing process. The goal is to improve both written and verbal communication skills as well as the science skills of observation and analysis. Students use their collaboration and communication skills in a student-led discussion about electron microscopes.

2. Instructional materials and methods (instructional resources, methods, strategies, equipment, and technology)

Day 1 - Pre-Assessment : Warm Up Powerpoint Slide- Direct Instruction : Photosynthesis Powerpoint Slides- Independent Technology Assignment : Atmospheric Oxygen Data & Excel Instructions

Day 2 - Formative Assessment : Warm Up Powerpoint Slide- Direct Instruction : Photosynthesis & Aerobic Cellular Respiration Powerpoint Slides- Students work in pairs : Equation Flashcards - Teacher-Given Background & Independent Work : Case Study Powerpoint & Class Set of Case

Study Readings – When they finish, students discuss their answers with a partner.- Independent Research (HW) : 1-page Internet Research on Electron Microscopes

Day 3- Formative Assessment : Warm Up Powerpoint Slide- Direct Instruction : Anaerobic Cellular Respiration Powerpoint Slides - Demonstration : Clothespins (to show buildup of lactic acid in muscles)

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- Students work in pairs : Photosynthesis & Respiration Detailed Flashcards (steps and pictures) - Teacher-Given Background, Independent Work : Case Study Powerpoint & Class Set of Case

Study Readings – When they finish, students discuss their answers with a partner.Day 4

- Review Activity : Foldable – colored paper, scissors- Formative Assessment : Quiz - Teacher-Given Background, Independent Work : Case Study Powerpoint & Class Set of Case


- Literacy Activity : Warm Up Powerpoint Slide with Artificial Photosynthesis /Genetic Engineering Articles

- Demonstration #1 – Elodea, beaker, test tube, water, light, baking soda (set up previous day) – Students discuss their ideas with their partner and then write out an explanation. Volunteers will read their explanations when everyone finishes.

- Independent Reinforcement : Review Worksheet - Teacher-Given Background, Independent Work : Case Study Powerpoint & Class Set of Case


- Literacy Activity : ACT Practice Passage – Class Set- Demonstration #2 – Elodea, beaker, Bromothymol blue, straw – Students discuss their ideas

with their partner and then write out an explanation. Volunteers will read their explanations when everyone finishes.

- Direct Instruction / Reinforcement : Cycles Diagram Worksheet - Review : Study Guide

Day 7 - Summative Assessment : Photosynthesis & Cellular Respiration Test

Day 8- Student-Led Classroom Discussion on electron microscopes

3. Sample units, lesson(s), and assignments indicating connections to real-world skills, context and use of higher level critical thinking skills and creativity for advanced learners

Day 1 - Technology / Real-World Skills – The homework assignment requires students to use Excel to

graph atmospheric oxygen data, analyze the graph, and link it to events in the evolution of life on Earth.

Days 2-5 - Critical Thinking / Literacy / Real-World Skills – Students complete a case study that requires

them to analyze graphs of experimental data. Students are required to apply their understanding of photosynthesis in a real-life situation.

Day 5 - Critical Thinking / Literacy Skills / Creativity – Students read two short articles: one about

using artificial photosynthesis to slow the accumulation of CO2 in the atmosphere and one about using genetic engineering to increase the efficiency of plant enzymes. Students are

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asked to choose a strategy and explain why they think it would be better for solving the global warming problem. They are also asked to come up with an alternative if neither of these should work.

- Writing and Analysis Skills / Applying Knowledge (Demo #1) – Students analyze an experimental setup and draw conclusions based on their understanding of photosynthesis and respiration.

Day 6 - Critical Thinking / Analyzing Experimental Data / Applying Knowledge – Students read an ACT

passage and answer questions about an experiment that involves the anaerobic respiration of yeast and factors that affect the production of CO2.

- Writing and Analysis Skills / Applying Knowledge (Demo #2) – Students view an experiment and interpret the results of the experiment based on their understanding of photosynthesis.

Day 8- Speaking / Collaboration / Discussion Skills - class discussion of electron microscopes

Attachments:(Warm Up Powerpoint is included under assessments because it includes 3 informal assessments)

1. Photosynthesis & Respiration Powerpoint: 920_33205_Sievert_2.3.12. Electron Microscope Research Paper Assignment: 920_33205_Sievert_2.3.23. Atmospheric Oxygen Graphing Assignment: 920_33205_Sievert_2.3.34. Equations Flashcards: 920_33205_Sievert_2.3.45. Case Study Powerpoint: 920_33205_Sievert_2.3.5

Citation (Adapted from): Pals-Rylaarsdam, Robin, and Monica L. Tischler. "Tougher Plants: Beating Stress by Protecting Photosynthesis in Genetically Modified Plants." National Center for Case Study Teaching in Science, 23 Oct. 2012. Web.Please note: This powerpoint cannot be reposted on a website that is not password protected.

6. Case Study: 920_33205_Sievert_2.3.6Citation: Pals-Rylaarsdam, Robin, and Monica L. Tischler. "Tougher Plants: Beating Stress by Protecting Photosynthesis in Genetically Modified Plants." National Center for Case Study Teaching in Science, 23 Oct. 2012. Web.Please note: This pdf cannot be reposted on a website that is not password protected.

7. Photosynthesis & Respiration Detailed Flashcards: 920_33205_Sievert_2.3.78. Artificial Photosynthesis / Genetic Engineering Articles: 920_33205_Sievert_2.3.89. Review Worksheet: 920_33205_Sievert_2.3.910. ACT Practice: 920_33205_Sievert_2.3.1011. Cycles Diagram Worksheet: 920_33205_Sievert_2.3.1112. Study Guide: 920_33205_Sievert_2.3.12

4. Student work samples

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Attachments:1. Electron Microscope Research: 920_33205_Sievert_2.4.12. Atmospheric Oxygen Graphing Answer Key: 920_33205_Sievert_2.4.23. Case Study Questions: 920_33205_Sievert_2.4.34. Foldable: 920_33205_Sievert_2.4.45. Artificial Photosynthesis / Genetic Engineering Article Questions (Friday’s Warm Up):

920_33205_Sievert_2.4.56. Review Worksheet: 920_33205_Sievert_2.4.67. ACT Key: 920_33205_Sievert_2.4.78. Demonstration #2: 920_33205_Sievert_2.4.89. Cycles Diagram Worksheet: 920_33205_Sievert_2.4.910. Study Guide: 920_33205_Sievert_2.4.10

III. Assessment 1. Teacher rationale for assessment practices for advanced learners

As a warm up on the first day of the unit, students are asked to recall information from previous units that will be relevant for the Photosynthesis and Respiration Unit. This is also used as a pre-assessment to determine each student’s current level of understanding. Two informal assessments will be used to make sure that students connect the general equation to the actual steps where the reactants are used and the products are formed. A quiz is given to help students learn the steps of photosynthesis and aerobic respiration and where they occur. It is a simple quiz, but helps students internalize the processes and distinguish them from each other. Finally, a summative assessment is given for the entire unit.

2. Assessment practices (grading practices, use of rubrics and/or scoring guides, use of formative and summative assessment)

1. Informal Pre-assessment – Warm Up2. Informal Formative Assessment – Photosynthesis Summary Questions3. Informal Formative Assessment – Aerobic Cellular Respiration Summary Questions4. Formal Formative Assessment – Quiz5. Summative Assessment – Test

3. Assessment samples (pre-assessment, description of formative assessment, and summative assessment)

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Attachments:1. Warm Up Powerpoint (Contains 3 informal assessments): 920_33205_Sievert_3.3.12. Quiz: 920_33205_Sievert_3.3.23. Test: 920_33205_Sievert_3.3.3

4. Student work assessment samples

Attachments:1. Photosynthesis Summary Questions: 920_33205_Sievert_3.4.12. Aerobic Cellular Respiration Summary Questions: 920_33205_Sievert_3.4.23. Quiz: 920_33205_Sievert_3.4.34. Test: 920_33205_Sievert_3.4.4

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