10 Grade Mitosis Worksheet by jyk19184

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									Earth and Space Sciences                               Bryan City School District Curriculum Map                                                                                                    Science      Grade - 10 - OGT
Processes Within and On the Earth; Earth’s History through Geologic Evidence; Resources
Students demonstrate an understanding of how Earth systems and processes interact to sustain the habitability of Earth. This includes students demonstrating an understanding
of the composition and formation of the universe, the solar system and Earth; properties and the interconnected nature of Earth’s systems; energy transfer in Earth systems;
processes that shape Earth and Earth’s history; and how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe.
Benchmark                                              Grade Level Indicator / Topic / Content                                     Evidence of Learning (student work sample)                                 Resource
Checkpoint that monitors progress toward ACS           What the student shall know and be able to do?                              How do I measure what the student knows and/or can do?
The Universe
A. Explain how evidence from stars and other           NO INDICATOR                                                                NO INDICATOR                                                               NO INDICATOR
celestial objects provide information about the
processes that cause changes in the composition and
scale of the physical universe. (9-10)
The Earth System
B. Explain that many processes occur in patterns       1. Summarize the relationship between the climatic zone and the             env. 10 - discuss biomes, biome activity and presentation, notes
within the Earth’s systems. (9-10)                     resultant biomes. (This includes explaining the nature of the rainfall and
                                                       temperature of the mid-latitude climatic zone that supports the deciduous
                                                       forest).
B. Explain that many processes occur….                 2. Explain climate and weather patterns associated with certain             env. 9 - discuss weather patterns, air masses, fronts, severe weather,
                                                       geographic locations and features (e.g., tornado alley, tropical hurricanes worksheets, air mass activity , internet scavenger hunt on internet
                                                       and lake effect snow).
C. Explain the 4.5 billion-year-history of Earth and   3. Explain how geologic time can be estimated by multiple methods           env. 9 - discuss and contruct geologic time scale by using fossil
the 4 billion-year-history of life on Earth based on   (e.g., rock sequences, fossil correlation, radiometric dating).             correlations, radioactive decay lab with candy corn
observable scientific evidence in the geologic record.
(9-10)
C. Explain the 4.5 billion-year-history….              4. Describe how organisms on Earth contributed to the dramatic change env. 9 - discussion w/ Geologic time, mentioned in Bill Nye video on             STEVE I. - need to come up
                                                       in oxygen content of Earth’s early atmosphere.                              Evloution, Bacteria change Earths' atmosphere activity                     info. For discussion, not
                                                                                                                                                                                                              taught this year.
D. Describe the finite nature of Earth’s resources and    5. Explain how the acquisition and use of resources, urban growth, and    env. 10 - discuss alternative energy sources with project
those human activities that can conserve or deplete       waste disposal can accelerate natural change and impact the quality of    env. 11 - human impact on environment, discuss waste disposal and
Earth’s resources.                                        life.                                                                     labs, building dams discussion
D. Describe the finite nature of Earth’s….                6. Describe ways that human activity can alter biogeochemical cycles      env. 10 - discuss food webs and pyramids
                                                          (e.g., carbon and nitrogen cycles) as well as food webs and energy        env. 11 - discuss human impact on the env, worksheets, notes, debate,
                                                          pyramids (e.g., pest control, legume rotation crops vs. chemical          labs
                                                          fertilizers).
E. Explain the processes that move and shape the          NO INDICATOR                                                              NO INDICATOR                                                              NO INDICATOR
earth’s surface. (9-10)
Historical Perspectives and Scientific Revolutions
F. Summarize the historical development of scientific 7. Describe advances and issues in Earth and space science that have          env. 9 - disucss and construct geologic time scale
theories and ideas, and describe emerging issues in   important long-lasting effects on science and society                         env. 10 - Discuss population growth with notes, labs, and worksheets,
the study of Earth and space sciences. (9-10)          (e.g., geologic time scales, global warming, depletion of resources,         global warming data gathering activity, alternative energy sources
                                                      exponential population growth).                                               discussion and project
Life Sciences                                           Bryan City School District Curriculum Map                                                                                                     Science       Grade - 10 - OGT
Cells; Genetics and DNA; Ecology; Diversity of Life; Evolution
Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes students demonstrating an understanding
of the flow of matter and energy in living systems; the characteristics, structure, and function of cells and organisms; principles of heredity; and biological evolution and the diversity
and interdependence of life.
Benchmark                                               Grade Level Indicator / Topic / Content                                      Evidence of Learning (student work sample)                                 Resource
Checkpoint that monitors progress toward ACS            What the student shall know and be able to do?                               How do I measure what the student knows and/or can do?
Characteristics and Structure of Life
A. Explain that cells are the basic unit of structure   1. Explain that living cells:                                                bio 9 Discuss organic compound, cell, Cell Lab, TMT/TMQ                    bio 9 - cell QX 5 lab, cell
and function of living organisms, that once life        a) are composed of a small number of key chemical elements ( carbon, bio 10 Discuss viruses , TMT/TMQ                                                   project, nutrient coloring and
originated all cells come from pre-existing cells, and hydrogen, oxygen, nitrogen, phosphorus, and sulfur)                           bio 11 Discuss and use labs to understand organic chemisty,                nutrient testing bio 10 - virus
that there are a variety of cell types. (9-10)          b) are the basic unit of structure and function of all living things,        TMT/TMQ                                                                    and bacteria comparing
                                                        c) come from pre-existing cells after life originated, and                   anatomy - discuss organic chem. , worksheets, notes, cell activity ,
                                                        d) are different from viruses.                                               make cells, cell notes
A. Explain that cells are the basic unit….              2. Compare the structure, function and interrelatedness of cell organelles bio 9 Discuss, illustrate, design, TMT/TMQ over cells                        bio 9 - cell comparison
                                                        in eukaryotic cells (e.g., nucleus, chromosome, mitochondria, cell           bio 9 Discuss chromosomes in reference to Nucleus andgenetics,             activity, cell project, cell lab
                                                        membrane, cell wall, chloroplast, cilia, flagella) and prokaryotic cells.    TMT/TMQ
                                                                                                                                     anatomy - cell activity , make cells, cell notes, worksheets, cell lab
B. Explain the characteristics of life as indicated by  3.Explain the characteristics of life as indicated by cellular processes     bio 9 Discuss and perform labs dealing with diffusion/osmosis,             bio 9 - diffusion lab, jellybean
cellular processes and describe the process of cell     including                                                                    TMT/TMQ                                                                    lab, resp/photo web quest
division and development. (9-10)                        a. homeostasis                                                               bio 9 Discuss and perform labs dealing with Cellular respiration and
                                                        b. energy transfers and transformation                                       photosynthesisTMT/TMQ
                                                        c. transportation of molecules                                               anatomy - cell processes notes, egg lab with diffusion and osmosis
                                                        d. disposal of wastes
                                                        e. synthesis of new molecules
B. Explain the characteristics of life as….             4. Summarize the general processes of cell division and differentiation, bio 9 Dissuss and perform labs dealing with mitosis and meiosis,               bio 9 - mitosis/meiosis lab
                                                        and explain why specialized cells are useful to organisms and explain        TMT/TMQ
                                                        that complex multicellular organisms are formed as highly organized          bio 10 Discuss, view undermicrosocpe and dissect invertebrates,
                                                        arrangements of differentiated cells.                                        TMT/TMQ
                                                                                                                                     anatomy - discuss mitosis and meiosis in cell activity
Heredity
C. Explain the genetic mechanisms and molecular         5. Illustrate the relationship of the structure and function of DNA to       env. 9 - mentioned in Bill Nye Video on evolution                          bio 9 - DNA modeling
basis of inheritance.(9-10)                             protein synthesis and the characteristics of an organism.                    bio 9 Discuss, activities with Protein synthesis, TMT/TMQ
                                                                                                                                     anatomy - discuss proteijn synthesis in cell activity
C. Explain the genetic mechanisms and….                 6. Explain that a unit of hereditary information is called a gene and genes bio 9 Discuss genes and cromosomes, labs, Punnett                           bio 9 - mendel lab
                                                        may occur in different forms called alleles (e.g., gene for pea plant height Squares,TMT/TMQ
                                                        has two alles, tall and short).                                              bio 11 Discuss Protein Synthesis, TMT/TMQ
                                                                                                                                     anatomy - not taught
C. Explain the genetic mechanisms and….                 7. Describe that spontaneous changes in DNA are mutations, which are a env. 9 - mentioned in Bill Nye video on evolution
                                                        source of genetic variation. When mutations occur in sex cells, they may bio 9 - Discuss, activities involved in genetic diseases/mutations,
                                                        be passed on to future generations; mutations that occur in body cells       Karotypes, Pedigrees, TMT/TMQ
                                                        may affect the functioning of that cell or the organism in which that cell
                                                        is found.
C. Explain the genetic mechanisms and….                 8. Use the concepts of Mendelian and non-Mendelian genetics (e.g.            bio 9 - Punnett Squares (Monohybrid and Dihybrid), discuss Genetic         bio 9 - Sponge Bob Lab
                                                        segragation, independent assortment, dominant and recessive traits, sex- Principles, Pedigrees, TMT/TMQ
                                                        linked traits and jumping genes) to explain inheritance.
D. Explain the flow of energy and the cycling of        9. Describe how matter cycles and energy flows through different levels env. 10 - discuss food webs and food chains with notes and owl pellets          bio 9 - resp web quest
matter through biological and ecological systems        of organization in living systems and between living systems and the         lab
(cellular, organismal and ecological).                  physical environment. Expalin how some energy is stored and much is bio 9 - Cellular Respiraton, TMT/TMQ
 (9-10)                                                 dissipated into the environment as thermal energy (e.g., food webs and
                                                        energy pyramids).
Life Sciences                                           Bryan City School District Curriculum Map                                                                                                Science     Grade - 10 - OGT
Cells; Genetics and DNA; Ecology; Diversity of Life; Evolution
Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes students demonstrating an understanding
of the flow of matter and energy in living systems; the characteristics, structure, and function of cells and organisms; principles of heredity; and biological evolution and the diversity
and interdependence of life.
Benchmark                                               Grade Level Indicator / Topic / Content                                   Evidence of Learning (student work sample)                             Resource
Checkpoint that monitors progress toward ACS            What the student shall know and be able to do?                            How do I measure what the student knows and/or can do?
Heredity
D. Explain the flow of energy and the ….                10. Describe how cells and organisms acquire energy and release energy bio 9 - Discuss, perform labs, activities on Respiration, Fermentation bio 9 - resp/photo unit
                                                        (photosynthesis, chemosynthesis, cellular respiration, and fermentation). and Photosynthesis, TMT/TMQ
                                                        ovement).                                                                 Anatomy - discuss cell respiration and fermentation in muscle chapter

D. Explain the flow of energy and the ….                 11. Explain that living organisms use matter and energy to synthesize a      bio 9 - Nutrition Lab, discuss organics, TMT/TMQ                         bio 9 - organic unit
                                                         variety of organic molecules (e.g., proteins, carbohydrates, lipids, and     Anatomy - discuss organic chemistry and nutrition unit with nutrients
                                                         nucleic acids). and to drive life processes (e.g., growth, reacting to the   and caloric intake and output
                                                         environment, reproduction, and movement).

E. Explain how evolutionary relationships contribute 12. Describe that biological classifications represent how organisms are bio 10 - Discuss, use activities, dicotomous keys, scientific                    bio 10 - classification web
to an understanding of the unity and diversity of life. related with species being the most fundamental unit of the classification nomenclaute, TMT/TMQ                                                        quest
(9-10)                                                  system. Relate how biologists arrange organisms into a hierarchy of
                                                        groups and subgroups based on similarities and differences that reflect
** present evolution / intelligent design               their evolutionary relationships. SEE GLI-23

E. Explain how evolutionary ….                           13. Explain that the variation of organisms within a species increases the env. 9- discuss adaptation through evolution with notes and video
                                                         likelihood that at least some members of a species will survive under      env. 10 - ecosystem notes
** present evolution / intelligent design                gradually changing environmental conditions.SEE GLI-23

E. Explain how evolutionary ….                           14. Relate diversity and adaptation to structures and their functions in     env. 9 - discuss with evolution and video, Exploration through time
                                                         living organisms. (e.g., adaptive radiation).                                activity, Bill Nye Evolution Video
** present evolution / intelligent design                ** present evolution / intelligent design and debate (5 days) SEE
                                                         GLI-23
F. Explain the structure and function of ecosystems      15. Explain how living things interact with biotic and abiotic               env. 10 - discuss population with notes, lab activity, and worksheets,
and relate how ecosystems change over time. (9-10)       components of the environment (e.g., predation, competition, natural         lynx/hare lab
                                                         disasters, and weather).
F. Explain the structure and function….                  16. Relate how distribution and abundance of organisms and                   env. 10 - discussion of carrying capacity and limiting factors through
                                                         populations in ecosystems are limited by the ability of the ecosystem to     notes and in class lab activities, lynx/hare lab, How many bears can
                                                         recycle materials and the availability of matter, space and energy.          live here? Lab

F. Explain the structure and function….                  17. Conclude that ecosystems tend to have cyclic fluctuations around a       env. 9 - discussion of the organisms of the eras and mass extinction
                                                         state of approximate equilibrium that can change when climate changes,       env. 10 -notes on immmigratin and emmigration
                                                         when one or more new species appear as a result of immigration or when
                                                         one or more species disappear.
G. Describe how human activities can impact the          18. Describe ways that human activities can deliberately or inadvertently    env. 11 - discuss human impact on environment with notes,                Inappropriate to move to
status of natural systems. (9-10)                        alter the equilibrium in ecosystems. Explain how changes in                  worksheets, debate                                                       10th grade level
                                                         technology/biotechnology can cause significant changes, either positive      env. 10human intrusion notes and Alaskan Oil Spill Video
                                                         or negative, in environmental quality and carrying capacity.

G. Describe how human activities can….                   19. Illustrate how uses of resources at local, state, regional, national and env. 10 - discuss alternative energy sources
                                                         global levels have affected the quality of life (e.g., energy production,    env. 11 - discuss human impact on environment
                                                         sustainable vs. nonsustainable agriculture).
Life Sciences                                           Bryan City School District Curriculum Map                                                                                                 Science     Grade - 10 - OGT
Cells; Genetics and DNA; Ecology; Diversity of Life; Evolution
Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes students demonstrating an understanding
of the flow of matter and energy in living systems; the characteristics, structure, and function of cells and organisms; principles of heredity; and biological evolution and the diversity
and interdependence of life.
Benchmark                                               Grade Level Indicator / Topic / Content                                  Evidence of Learning (student work sample)                               Resource
Checkpoint that monitors progress toward ACS            What the student shall know and be able to do?                           How do I measure what the student knows and/or can do?
Evolution Theory
H. Describe a foundation of biological evolution as     20. Recognize that biological evolution is a change in gene frequency    env. 9 -discuss evolution but not in detail with gene frequency, fancy
the change in gene frequency of a population over       (genetic composition) in a population over time is a foundation of       fish gene frequency lab
time. Explain the historical and current scientific     biological evolution.
developments, mechanisms and processes of
biological evolution. Describe how scientists continue
to investigate and critically analyze aspects of
evolutionary theory. (9-10)
(The intent of this benchmark does not mandate the
H. Describe a foundation of biological…. (The intent 21. Explain that natural selection provides the following mechanism for env 9 -mentioned in notes and Bill Nye video, natural selection game
of this benchmark does not mandate the teaching or evolution; undirected variation in inherited characteristics exist within
testing of “intelligent design".)                       every species. These characteristics may give individuals an advantage
                                                        or disadvantage compared to others in surviving and reproducing. The
                                                        advantaged offspring are more likely to survive and reproduce.
                                                        Therefore, the proportion of individuals that have advantageous
                                                        characteristics will increase. When an environment changes, the survival
                                                        value of some inherited characteristics may change.
H. Describe a foundation of biological…. (The intent 22. Describe historical scientific developments that occurred in            bio 9 Discuss Spontaneous generation and biogenesis, TMQ/TMT             bio 9 - mendel video
of this benchmark does not mandate the teaching or evolutionary thought (e.g., Lamarck and Darwin, Mendelian Genetics            bio 9 - Discuss, labs involved in Mendelian Genetics, TMQ/TMT
testing of “intelligent design".)                       and modern synthesis).                                                   env. 9 - Bill Nye Video on evolution - charles darwin

H. Describe a foundation of biological…. (The intent    23. Describe how scientists continue to investigate and critically analyze env. 9 - discuss evoltion with notes and video and talk about how it is
of this benchmark does not mandate the teaching or      aspects of evolutionary theory.                                            a theory
testing of “intelligent design".)
I. Explain how natural selection and other              24. Analyze how natural selection and other evolutionary mechanisms, env. 9- notes on evolution with mutation and migration mentioned
evolutionary mechanisms account for the unity and       (e.g. genetic drift, immigration, emigration, mutation), and their
diversity of past and present life forms.               consequences provide a scientific explanation for the diversity and unity
(9-10)                                                  of all past life forms as depicted in the fossil record and present life
                                                        forms.
I. Explain how natural selection and ….                 25. Explain that life on earth is thought to have begun as simple, one    env. 9- football field analogy with geologic time
                                                        celled organisms about 4 billion years ago. During most of the history of
                                                        the earth only single celled microorganisms existed, but once cells with
                                                        nuclei developed about a billion years ago, increasingly complex
                                                        multicellular organisms evolved.
Historical Perspectives and Scientific Revolution
J. Summarize the historical development of scientific   26. Use historical examples to explain how new ideas are limited by the     bio 9 - Mendel genetics, Linnaeus
theories and ideas, and describe emerging issues in     context in which they are conceived; These ideas are often rejected by      env. 9- discuss Wegener and continental drift and how it evolved into
the study of life sciences.                             the scientific establishment; sometimes spring from unexpected findings;    plate tectonics due to new technology
(9-10)                                                  and usually grow slowly, through contributions from many different
                                                        investigators (e.g., germ theory, biotechnology, discovering germs,
                                                        biological evolution).
J. Summarize the historical development….               27. Describe advances in life sciences that have important long-lasting     bio 9 - Mendel genetics, Linnaeus
                                                        effects on science and society (e.g., germ theory, biotechnology,
                                                        discovering germs, biological evolution.
J. Summarize the historical development….               28. Analyze and investigate emerging scientific issues (e.g., genetically   bio 9 - Discuss, video, Karyotpe on cloning and stem cells
                                                        modified food, stem cell research, genetic research, cloning).              env. 11 - research papers
Physical Sciences                                     Bryan City School District Curriculum Map                                                                                     Science     Grade - 10 - OGT
Not a focus at Grade 10 - See 9th grade               Not a focus at Grade 10 - See 9th grade                             Not a focus at Grade 10 - See 9th grade

Students demonstrate an understanding of how physical systems are put together and the concepts and principles that describe and predict physical interactions and events in the natural world.
This includes students demonstrating an understanding of the structure and properties of matter and the properties of materials and objects; chemical reactions and the conservation of matter;
 nature, transfer and conservation of energy; motions and the forces causing motions; nature of waves and interactions of matter and energy.
Benchmark                                             Grade Level Indicator / Topic / Content                              Evidence of Learning (student work sample)                        Resource
Checkpoint that monitors progress toward ACS          What the student shall know and be able to do?                       How do I measure what the student knows and/or can do?
Nature of Matter
A. Describe that matter is made of minute particles (No 10th grade Physical Science indicators.)
called atoms and atoms are comprised of even          See 9th grade
smaller components. Explain the structure and
properties of atoms. (9-10)
B. Explain how atoms react with each other to form (No 10th grade Physical Science indicators.)
other substances and how molecules react with each See 9th grade
other or other atoms to form even different
substances. (9-10)
C. Describe the identifiable physical properties of   (No 10th grade Physical Science indicators.)
substances (e.g., color, hardness, conductivity,      See 9th grade
density, concentration, ductility). Explain how
changes in these properties can occur without
changing the chemical nature of the substance.(9-10)

Forces and Motion
D. Explain the movement of objects by applying        (No 10th grade Physical Science indicators.)
Newton’s three laws of motion.                        See 9th grade
(9-10)
Nature of Energy
E. Demonstrate that energy can be considered to be    (No 10th grade Physical Science indicators.)
either kinetic (motion) or potential (stored).        See 9th grade
 (9-10)
F. Explain how energy may change form or be           (No 10th grade Physical Science indicators.)
redistributed but the total quantity of energy is     See 9th grade
conserved. (9-10)
G. Demonstrate that waves (e.g., sound, seismic,      (No 10th grade Physical Science indicators.)
water, light) have energy and waves can transfer      See 9th grade
energy when they interact with matter. (9-10)
Historical Perspectives and Scientific Revolution
H. Trace the historical development of scientific     (No 10th grade Physical Science indicators.)
theories and ideas, and describe emerging issues in   See 9th grade
the study of physical sciences. (9-10)
Science and Technology                                   Bryan City School District Curriculum Map                                                                                                  Science     Grade - 10 - OGT
Importance and Value of Technology
Students demonstrate an understanding of how scientific knowledge is used to create needed technologies to solve everyday problems and how technologies are used to expand scientific knowledge.
This includes students demonstrating an understanding of the differences between natural and human-made objects; how scientific knowledge is used to create and improve design;
 technology design and implementing technological problem-solving procedures using appropriate tools and methods; analyzing risks and benefits; and tradeoffs of using technology.
Benchmark                                                Grade Level Indicator / Topic / Content                                     Evidence of Learning (student work sample)                             Resource
Checkpoint that monitors progress toward ACS             What the student shall know and be able to do?                              How do I measure what the student knows and/or can do?
Understanding Technology
A. Explain the ways in which the processes of            1. Cite examples of ways that scientific inquiry is driven by the desire to bio 10 - Discuss Viruses/Bacteria and antibiotics/vaccines/cures,
technological design respond to the needs of society.(9- understand the natural world and how technology is driven by the need to TMQ/TMT
10)                                                      meet human needs and solve human problems. **                               bio 9 - Discuss, video on cloning, TMQ/TMT
                                                                                                                                     env. 10 - alternative energy resources
                                                                                                                                     env. 11 - discuss human impact on environment
A. Explain the ways in which the….                       2. Describe examples of scientific advances and emerging technologies bio 10 - Discuss Viruses/Bacteria and antibiotics/vaccines/cures,
                                                         and how they may impact society.                                            TMQ/TMT
                                                                                                                                     bio 9 - Discuss, video on cloning, TMQ/TMT
                                                                                                                                     env. 10 - alternative enregy project
                                                                                                                                     env. 11 - research papers
Abilities To Do Technological Design
B. Explain that science and technology are               3. Explain that when evaluating a design for a device or process,                                                                                  Time constraints for 9,10,11
interdependent; each drives the other.                   thought should be given to how it will be manufactured, operated,                                                                                  grade classes.
                                                         maintained, replaced and disposed of in addition to who will sell, operate
                                                         and take care of it. Explain how the costs associated with these
                                                         considerations may introduce additional constraints on the design. **
                                                         Discussed -NOT taught
Scientific Inquiry                                      Bryan City School District Curriculum Map                                                                                                 Science Grade - 10 - OGT
Modeling Investigations
Students demonstrate an understanding of the use of the processes of scientific inquiry to ask questions, gather and analyze information, make inferences and predictions, and create, modify,
and possibly discard some explanations. This includes students demonstrating an understanding of how to ask valid questions that can be investigated scientifically about the natural world
and develop an action plan to discover the answers.
Benchmark                                               Grade Level Indicator / Topic / Content                                 Evidence of Learning (student work sample) How do I measure what Resource
Checkpoint that monitors progress toward ACS            What the student shall know and be able to do?                          the student knows and/or can do?
Skills for Doing Inquiry
A. Participate in and apply the processes of scientific 1. Research and apply appropriate safety precautions when designing and chem. 9 - show all apparatus's and discuss
investigation to create models and to design, conduct, conducting scientific investigations (e.g. OSHA, MSDS, eyewash,          chem 10 - MSDS activity
evaluate and communicate the results of these           goggles, ventilation).                                                  chem 9,10,11,12 - discuss safety procedures, goggles
investigations. (9-10)                                                                                                          env. 9,10,11,12 - mention safety precautions with all labs
                                                                                                                                bio 9 - microscope safety, and lab safety with cotton swabs
                                                                                                                                bio 10 - dissection safety
                                                                                                                                bio 11 - lab safety discussion
                                                                                                                                anatomy - discuss safety procedures for dissection and microscope
A. Participate in and apply the processes….             2. Present scientific findings using clear language, accurate data,     chem 9, 10,11 - fill out lab sheets , construct data table, and read data
                                                        appropriate graphs, tables, maps and available technology.              table, read and make graphs
                                                                                                                                chem 12 - oral presentation of a scientific article
                                                                                                                                phys. 9, 10,11,12 - construct data tables and graphs
                                                                                                                                phys. 10 - graphing lab
                                                                                                                                env. 10- soybean project presentation
                                                                                                                                bio 9- drawing and labeling cells, viruses, recording data
                                                                                                                                bio 10- labeling and identification with dissections, pedigrees and
                                                                                                                                punnett squares
                                                                                                                                anatomy - labeling and identification with body structures and
                                                                                                                                dissections
Scientific Investigations
A. Participate in and apply the processes….             3. Use mathematical models to predict and analyze natural phenomena. phys. 10 - graphing lab
                                                                                                                                phys. 11 - nothing
                                                                                                                                env. 10 -predicting population growth using equations
A. Participate in and apply the processes….             4. Draw conclusions from inquiries based on scientific knowledge and    chem 9,10,11,12 - performing labs and looking at data and determine
                                                        principles, the use of logic, and evidence data from investigations.    or interpret results with worksheets
                                                                                                                                phys 9,10,11,12 - performing labs and looking at data and determine
                                                                                                                                or interpret results with worksheets or problems
                                                                                                                                env. 9 - answering questions based upon observations of experiments
                                                                                                                                env 10 - soybean lab report - interpreting data

A. Participate in and apply the processes….            5. Explain how new scientific data can cause any existing scientific   chem 9,10 - disucuss dalton's atomic theory
                                                       explanation to be supported, revised or rejected.                      chem 11, 12 - discuss dalton's atomic theory and how it has been
                                                                                                                              revised
                                                                                                                              chem 12 - waves can behave like particles and particles can behave
                                                                                                                              like waves
                                                                                                                              physics - not covered
                                                                                                                              env. 9 - discussion of continental drift and sea floor spreading and
                                                                                                                              plate tectonics and how technology increased our knowlege of them
                                                                                                                              bio 10 - discuss new advanced for viruses and bacteria
                                                                                                                              bio 9 - discussion and notes on genetics and discussion of new animal
                                                                                                                              species
                                                                                                                              bio 9 - discussion of protein synthesis and the human genome project
                                                                                                                              with notes and worksheet activities
                                                                                                                              anatomy - discussion of medical technology throughout
Scientific Ways of Knowing                            Bryan City School District Curriculum Map                                                                                                Science     Grade - 10 - OGT
Nature of Inquiry; Ethics in Science
Students demonstrate an understanding of how social and historical perspectives relate to the contributions that many people make to the development of more reliable and
 comprehensive understandings of the natural world. This includes demonstrating an understanding that there are different ways to carry out scientific investigation;
 valid investigations can be repeated by many people with similar results; and scientific discovery is an ongoing process that will change ideas with new discoveries.
Benchmark                                             Grade Level Indicator / Topic / Content                                  Evidence of Learning (student work sample)                              Resource
Checkpoint that monitors progress toward ACS          What the student shall know and be able to do?                           How do I measure what the student knows and/or can do?
Nature of Science
A. Explain that scientific knowledge must be based on 1. Discuss science as a dynamic, incremental, and discontinuous body of chem 9 - Chromotography Lab w/discussion of forensics
evidence, be predictive, logical, subject to          knowledge, sometimes leading to the development of entirely new          env. 9 - discussion of how earth science is a recently developed
modification and limited to the natural world. (9-10) disciplines. **Discussed not taught                                      science
                                                                                                                               bio.9 - discusssion of genetic engineering
A. Explain that scientific knowledge ….               2. Describe that scientists may disagree about explanations of           env. 9 - evolution vs. intelligent design discussion
                                                      phenomena, about interpretation of data, or about the value of rival     bio 10 -evolution of animals discussion and discussion of genetic
                                                      theories, but they do agree that questioning, response to criticism, and engineering
                                                      open communication are integral to the process of science.
A. Explain that scientific knowledge ….               3. Recognize that science is a systematic method of continuing           chem. 10 - Density Lab, Flame Test, Hydrate Lab, specific heat lab
                                                      investigation, based on observation, hypothesis testing, measurement,    phys. 10 - acceleration lab, electric circuit labs, work lab
                                                      experimentation, and theory building, which leads to more adequate       env. 10 - Soybean lab
                                                      explanations of natural phenomena.                                       env. 9 - Absorbtion of heat lab (weather)
                                                                                                                               bio. 10 - genetics discussion

Scientific Theories
B. Explain how scientific inquiry is guided by            NO INDICATOR                                                              NO INDICATOR                                                               NO INDICATOR
knowledge, observations, ideas and questions. (9-10)
Ethical Practices
C. Describe the ethical practices and guidelines in       4. Recognize that ethical considerations limit what scientists can do.  bio 9 - ethical vs. unethical considerations in genetics is discussed with
which science operates. (9-10)                                                                                                    human genetics
C. Describe the ethical practices and ….                  5. Recognize that research involving voluntary human subjects should be bio 10 - human genetics discussion with notes
                                                          conducted only with the informed consent of the subjects and follow
                                                          rigid guidelines and/or laws.
C. Describe the ethical practices and ….                  6. Recognize that animal-based research must be conducted according to bio 10 - discussion of the ethical concerns of human genetics and
                                                          currently accepted professional standards and laws.                     bioengineering
Science and Society
D. Recognize that scientific literacy is part of being a 7. Investigate how the knowledge, skills, and interests learned in science chem 9,10 - currently not taught but could be plugged in
knowledgable citizen. (9-10)                             classes apply to the careers students plan to pursue.                      bio 9 - discuss careers in genetics
                                                                                                                                    anatomy - Discuss medical careers throughout systems
                                                                                                                                    bio 11 - botany careers
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