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					                                                          Pacing Guide for Biology
                                                              HS Block Course

 Dates                                      ESSENTIAL QUESTIONS,                     SUGGESTED ESSENTIAL                                RECOMMENDED
           SCOS OBJECTIVES                 BENCHMARKS, AND SKILLS                     TASKS, STRATEGIES,                                  RESOURCES
                                                                                    PROJECTS, CONNECTIONS

                                                                                                                                     Classroom introduction, safety
Week     Goal 1.00 Learner will develop                                           Mini Lab-Glencoe pg. 16, 20, 22                    procedures, general paper
 1       abilities necessary to do and                                                                                               work.
         understand scientific inquiry.     Throughout The Year - Reinforce       Sites for additional activities
         Goal 1 should be embedded in
         goals 2-5 throughout the year.
                                            Recognize and Identify Hypothesis,   http://www.dpi.state.nc.us/docs/curriculum/sc
                                                                                     ience/scos/2004/biology/supportdocument.
                                                                                                                                     Instructional Resources
                                               Variables, and Results of an          doc pg. 44.
                                               experiment.
                Scientific method                                                                                                   Glencoe Biology, pg. 11-18
                                            Create Hypotheses                    http://www.biologycorner.com/worksheets/co
                                                                                     ntrols.html
                Safely manipulate          Identify/Use Controls
                 materials and equipment
                 needed for scientific      Select/Use Measurement Tools         http://scifiles.larc.nasa.gov/text/kids/Research
                                                                                     _Rack/tools/scientific_method.html
                 investigations             Organize Data into Charts/Graphs
                                            Interpret Graph                      http://www.bioc.rice.edu/pblclass/6th%20gra
                                                                                     de/process%20skills/graphing/checklist.pd
                                            Analyze and Interpret Data              f

                                            Communicate Findings                 http://sciencewithsandy.com/safety/names001.
4 days                                      Variables                               htm

                                                                                  http://nces.ed.gov/nceskids/createagraph/

                                                                                  http://www.accessexcellence.org/RC/AB/WY
                                                                                     W/wkbooks/OBAS/thinkactivity4.php
                                                                                  http://www.biologycorner.com/worksheets/saf
                                                                                     ety.html




                                                                                  Instructional Strategies                           Instructional Resources
         Goal 5.00 Investigate and          Describe and give examples of        Students will need to do a Field Study.
             analyze the                       mutualism, commensalism, and       1. NCDPI Biology Support Document                  Glencoe Biology
             interrelationship among           parasitism                         ―Techniques of Field Ecology‖ p. 248-256
             organisms, populations,
             communities, and               Recognize a predator- prey                                                              pp. 35-45, 67-69, 90-109, 132-
                                                                                                                                     137 (good review)
                                               relationship                       Analyze data to understand interactions
             ecosystems.
                                                                                  between abiotic and biotic factors.
                                            Recognize and predict Patterns in    2. Glencoe Textbook Biology Problem
5.01 Identify and describe         Predator-Prey graph                     Solving Lab ―Biotic and Abiotic Factors‖ p.   Video/DVD:
symbiotic relationships                                                    37.
                                                                                                                         NC Biotechnology Center
 Identify techniques of
    field ecology.
                                Recognize and describe field ecology      3. Practice all types of population graphs.
                                                                           Students should be able to interpret data
                                   techniques specifically sampling and
                                                                           from graphs.                                  Unseen Life on Earth Program
                                   quadrant studies
                                                                                                                         10: Microbial Interactions
                                                                           Draft of Support doc. by Units
                                                                                1) Levels of Organization in the
   Explain how abiotic and     Explain how abiotic and biotic                     Environment, Unit 5, pg 10-13        Other instructional supplies:
    biotic relationships are       relationships are related to one             2) Symbiotic Cartoon, Unit 5, pg. 14-
    related to one another         another and their importance in                  15                                   Laboratory material lists may be
    and their importance in        ecosystems                                   3)
                                                                                                                         found in the following:
    ecosystems.                 Understand the difference between         http://www.ncpublicschools.org/curriculum/
                                                                           science/units/high/
.                                  abiotic and biotic factors.
                                                                                                                         Glencoe Lab Manual
                                Given a diagram or paragraph              Support Doc.                                  pp. T18-T26.
                                   describing an ecosystem, identify the
                                                                                1) Campus field study pg 129.
                                   biotic and abiotic factors
                                                                                2) Environmental Factors that affect
                                                                                    the Hatching of Brine Shrimp, pg.
                                                                                    134
                                                                                3) The Effects of Acid rain on
                                                                                    Seedling Growth. Pg. 244
                                                                           http://www.ncpublicschools.org/docs/curric
                                                                           ulum/science/scos/2004/biology/supportdoc
                                                                           ument.doc

                                                                           Sites for additional activities:
                                                                           http://www.biologycorner.com/worksheet
                                                                           s/deer_predation.html

                                                                           http://www.algebralab.org/practice/pract
                                                                           ice.aspx?file=Reading_PredatorPrey.xml

                                                                           http://www.accessexcellence.org/AE/AEP
                                                                           C/WWC/1991/predator.php

                                                                           http://www.tiem.utk.edu/~gross/bioed/be
                                                                           alsmodules/predator-prey.html

                                                                           http://www.pbs.org/edens/etosha/cr_lesso
                                                                           n_jackal.htm (must check this out at
                                                                           home)




                                                                 2
         5.01 Continued…                                                                Instructional Strategies
Week                                                                                    Activating strategy-use a demonstration of
                                                                                                                                        Instructional Resources
                                                                                                                                        Recommended Resources:
 2             Analyze how limiting        Describe and identify limiting factors     blowing into a test tube of bromothymol
                factors influence                                                       blue to begin discussion on the carbon
                                               (ex: food availability, space,                                                           Glencoe Biology
                carrying capacity and                                                   cycle.
                                               competition, disease, natural                                                            pp. 46-56. 60
                interrupt population                                                    1. Glencoe Textbook Biology Minilab
                                               disasters)
                growth graphs.                                                          ―Detecting Carbon Dioxide‖ p. 54
                                            Recognize an S-shaped curve                                                                Other instructional supplies:
                                               indicates a population has reached       Activities for interpreting food chains/webs-
                                               carrying capacity and identify the       2. Excellent activities for Goal 5              Laboratory material lists may be
                                               carrying capacity on a graph.            3. Food Chains                                  found in the following:
                                                                                                                                        Glencoe Lab Manual
                                            Recognize a J-shaped curve indicates       (good lesson on food chain, also allows you
                                                                                        to create your own food chain/webs and          pp. T18-T26.
                                               exponential growth.
                                                                                        print copy)
                                            Recognize the difference between           4.Google Images- ―Food Webs‖ for many           Video/DVD:
                                               primary and secondary succession         excellent images of food webs – have            NC Biotechnology Center

5 days                                      Identify primary and secondary             students pick a food web image
                                                                                                                                        Unseen Life on Earth Program
                                               succession from a diagram                & discuss what happens when organisms
                                                                                        are removed at various levels of the web.       8: Microbial Ecology

                                                                                                                                        Nitrogen, phosphorous, &
            5.02 Investigate the Carbon
            cycle as it relates to            Understand how carbon flows from
                                                                                        Honors Level Students:
                                                                                        Explore the nitrogen and phosphorous            carbon cycle diagrams
            photosynthesis and                  plants to animals.                      cycles
            respiration.                      Understand how carbon is passed          *Activities: Mini Lab. pg 54
             Analyze food chains,              from one organism to another.
                food webs, and energy
                pyramids for direction
                                              Understand how carbon returns to
                                                                                        NCSCOS:
                                                                                        1) Carbon Cycle Games, Unit 4, pg 104-06
                                                Earth through respiration, excretion,
                and efficiency of energy        and decomposition Identify
                transfer.                                                               2) Food Webs, Unit 4, pg 106-12
                                                producers and consumers in an
                                                ecosystem
                                                                                           http://www.ncpublicschools.org/curricul
                                              Identify three types of consumers:          um/science/units/high/
                                                omnivores, herbivores, carnivores
                                              Recognize that energy flow through       Support Doc.
                                                                                             1) Field study on School Grounds.
                                                an ecosystem occurs through a food
                                                chain                                            Pg. 248 or pg.129
                                                                                             2) Food Chains and Biological
                                              Arrange a food chain in the proper                Magnification. Pg. 253
                                                order from producers through each       http://www.ncpublicschools.org/docs/curric
                                                level of consumer                       ulum/science/scos/2004/biology/supportdoc
                                              Identify food chains within a food       ument.doc
                                                web
                                                                                        NCDPI Biology Support Document ―Food
                                            Understand trophic levels and the          Chain and Biological Magnification
                                               energy flow in ecological                Activity‖ pp. 253-254

                                                                                3
                               Pyramids (numbers, biomass,               Instructional Strategies                       Instructional Resources
                                   energy)                                                                               Recommended Resources:
                                                                          Activities:
                               Understand the efficiency of energy          1. Foldable pg. 91
                                   transfer - 10% of energy is passed        2. Mini lab 4.1, pg. 92; 4.2, pg. 102       Glencoe Textbook Biology
                                   from one trophic level to the next        3. Problem solving Lab 4.1, pg. 95;         pp. 91-103, 110-128
                                                                                  4.2, pg. 101; 5.1;
                                                                             4. BioLab, pg.104                           Other instructional supplies:
                                                                             5. Support Doc. 104; 126.
                                                                                                                         Laboratory material lists may be
                                                                                                                         found in the following:
                                                                          NCSCOS--
                                                                             1) Environmental Factors that affect
                                                                                  the Hatching of Brine Shrimp, pg.      Glencoe Lab Manual
                                                                                  134                                    pp. T18-T26.
                                                                             2) The Effects of Acid rain on Seedling
                                                                                  Growth. Pg. 244                        Video/DVD:
                                                                          http://www.ncpublicschools.org/docs/curric     Nova:
                                                                          ulum/science/scos/2004/biology/supportdoc      Endangered Planet
                                                                          ument.doc                                      Global Warming: The Signs of
                                                                                                                         Science
                                                                                                                         World in Balance
                                                                          Other sources:
                                                                                                                         Global Warming – What’s Up
                                                                          http://www.edf.org/page.cfm?tagID=35215        With the Weather?
5.03 Analyze historic and
potential changes in human
                               Analyze a human population growth         &source=ggadgw35215&gclid=CN68oMD
                                                                          H250CFYZM5QodaUKkyA                            National Geographic:
                                   graph.                                                                                An Inconvenient Truth
population.
                                  Discuss factors that influence         http://www.epa.gov/climatechange/kids/gre
                                    population growth or decline          enhouse.html                                   Graphing Human population
                                    including birth rate, death rate,                                                    exercise
                                    immigration, and emigration the       http://earthguide.ucsd.edu/earthguide/diagra
                                    concept of population density         ms/greenhouse/
                                  Understand the concept of population
                                    density

                              Recognize that the principle cause of
                                  acid rain comes from human sources.

                              Investigate the causes of habitat
                                  destruction and the effects on the
                                  ecosystem
                              Know that introducing a non-native
                                  species can lead to the spread of
                                  disease, competition for food and

                                                                4
                                                space, and reduce biodiversity.


                Discuss factors that
                 influence climate
                                            Understand the concept of the
                                                greenhouse effect.
                 change.
                                            Know that burning fossil fuels
                                                increases the amount of carbon
                                                dioxide in the atmosphere and may
                                                contribute to global warming.
                                            Know the use of chlorofluorocarbons
                                                (CFCs) have been linked to the rapid
                                                depletion of ozone in the atmosphere.




         Goal 2.00 Learner will develop
Week
 3
         an understanding of the
         physical, chemical and cellular
                                            Examine the role and importance of          Instructional Strategies
                                                                                         An inquiry lab should be completed to test
                                                                                                                                       Instructional Resources
                                                organic molecules to organisms
         basis of life.                                                                  for organic compounds
                                            Examples to investigate include starch,          1. Glencoe Laboratory Manual ―Tests      Recommended Resources:

         2.01 Compare and Contrast the
                                                cellulose, insulin, glycogen, glucose,            for Organic Compounds ― pp. 27-
                                                enzymes, hemoglobin, fats, DNA and                30                                   Glencoe Textbook Biology- pp.
         structure and functions of the                                                                                                157-166
                                                RNA. (Distinguish among mono, and             2. Foldable pg. 157, BioLab pg. 164
         following organic molecules.
                                                polysaccharides - concept not                 3. Teachers may create and use paper
                                                terminology)                                      models to show examples of           Other instructional supplies:
                Carbohydrates -
                 Glucose, Glycogen,         Interrupt test results for– Starch                   organic molecules.
                                                                                              4. Teachers may use toy-linking          Laboratory material lists may be
                 Starch, Cellulose              (Iodine), Lipids (Brown Paper),                                                        found in the following:
                                                Monosaccharides (Benedict’s),                     blocks to illustrate polymer
                Proteins – Insulin,                                                                                                   Glencoe Lab Manual pp. T18-
                                                Protein (Biuret’s).                               building using the monomer
                 Hemoglobin, Enzymes                                                                                                   T26
                                                                                                  blocks.
                Lipids - Fats              Emphasis on Functions and Subunits               5. Create a chart to summarize key       Learning village
                Nucleic Acids – DNA            for each organic molecule and the                 information on organic
                 and RNA                        significance of starch, glucose,                  compounds.                           http://www.learn360.com/Show
                                                glycogen, cellulose, insulin,                                                          Video.aspx?Subject=3332036&
                                                hemoglobin, enzymes, fats, RNA,          Testing for biomolecules, iodine, Biuret’s,   GradeLevel=3360056&Page=3
5 days                                          DNA in living things                     Benedict’s:                                   &ID=131553
                                                                                         http://www.dpi.state.nc.us/docs/curriculum/
                                                                                         science/units/high/biology/unit1.doc
                                                                                         pg. 15.
                                                                                          Virtual lab:
                                                                                         http://www.occc.edu/trandall/biologylabs/D
                                                                              5
2.01 con’t                                                                        ocuments/Organic%20Compounds/Organic
                                                                                  %20Compounds.htm

                                                                                  Structure & function of biomolecules:
                                                                                  http://www.cancerquest.org/printfriendly.cf
                                                                                  m?printsec=8



2.02 Investigate and describe the
structure and function of cells
                                     Identify and describe the structure and     Instructional Strategies                      Instructional Resources
                                         function of: nucleus, plasma                                                           Glencoe Textbook Biology - pp.
including:                                                                        1. Use a concept map to review cell
                                         membrane, cell wall, mitochondria,                                                     171-187, 202-203, 1106, 946
      Cell organelles.                  vacuoles, chloroplasts, and ribosomes.
                                                                                  structure/function and have students label
                                                                                  pictures of cells.
                                     Explain the proper techniques for Light                                                   Other instructional supplies:
                                         Microscope use and determine total       2. Color and label pictures of cells.
                                         magnification.                           Animal Cell
                                                                                  Plant Cell                                    Laboratory material lists may be
                                                                                                                                found in the following:
                                                                                  Use muscle and nerve cell examples to
                                                                                  discuss cell signaling.
                                                                                                                                Glencoe Lab Manual pp. T18-
                                                                                  3. Glencoe Textbook Biology ―Inside Story:
                                                                                  Muscle Cell‖ p. 908                           T26

                                                                                  Students need to see visuals to understand    Video/DVD:
                                                                                  surface area to volume ratio. Eggs can be
                                                                                                                                NC Biotechnology Center
                                                                                  used for a demo.

                                                                                  4. Glencoe Textbook Biology ―Problem          Unseen Life on Earth Program
                                                                                  Solving Lab: What Happens to the Surface      2: The Unity of Living Systems
                                                                                  Area of a Cell as its Volume Increases?‖ p.
                                                                                  203
                                                                                                                                Cell-ebration Activity - NCDPI
                                                                                  A microscope lab should be used to            Support Documents pp. 190-
                                                                                  demonstrate proficiency.                      193
                                                                                  5. Glencoe Lab Manual ―Use of the Light
                                                                                  Compound Microscope‖ pp. 35-38
                                                                                  6. Glencoe Lab Manual ―How Can a
                                                                                  Microscope Be Used in the Laboratory?‖
                                                                                  pp. 39-42

                                                                                  In addition to a microscope lab, students
                                                                                  should complete a cell lab.
                                                                                  7. Glencoe Biolab ―Observing and
                                                                                  Comparing Different Cell Types‖ pp. 188-

                                                                      6
                                        189
                                        8. Glencoe ―Problem Solving Lab: What
                                        Happens to the Surface Area of a Cell as
                                        It’s Volume Increases?‖ p. 203
                                        9. Websites with examples of good cell
                                        labs:
                                        Plant Animal Lab (downloadable
                                        document)
                                        http://people.ucls.uchicago.edu/~mwagner/
                                        CW/6th%20grade/Cells%20and%20heredit
                                        y/microscope%20lab(cells).pdf
                                        It’s Alive….
                                        http://www.teach-
                                        nology.com/worksheets/science/cell/

                                        http://waynesword.palomar.edu/lmexer1.ht
                                        m
                                        Microscope and cells:
                                        http://teachers.henrico.k12.va.us/deeprun/ve
                                        st_m/plant_animal_lab.rtf

                                        http://kvhs.nbed.nb.ca/gallant/biology/onion
                                        _lab.html

                                        10. Cell Biology topics under Lessons
                                        12. Parts Wanted: Cell Organelles Activity
                                        –
                                        www.teachersfirst.com/winners/cellparts.ht
                                        m - Students will name the parts of the cell,
                                        demonstrate knowledge of the parts of a cell
                                        in reference to cell functions and apply their
                                        knowledge of the cell and the cell parts to a
                                        real world situation.
                                        13. Use the online website for lecture and
                                        review
                                        Cells Alive

                                        14. Use manipulative VENN diagrams to
                                        compare and contrast cell topics.

                                        Writing:
                                        15. Students will define essential
          Cell organelles con’t.       vocabulary using a three-part definition
Week                                    (term, classification, distinguishing
 4        Cell specialization.         characteristics- i.e. A cell is a collection of
                                    7
          Hierarchy of cell organization: Cells        living matter enclosed by a barrier that
                                                        separates it from its surroundings.)
              →tissues →organs → organ system
                                                        Students could be required to write all
          Structure of cells as it relates to their    vocabulary in this format or could be
              specific functions including Neurons,     required to do selected terms on quizzes and
              RBCs, WBCs, sperm cells, & muscle         tests. Students could be required to color
              cells.                                    code definitions by writing or underlining
          Through a study of a variety of cells        with markers, colored pencils or
                                                        highlighters in three different colors as
              should recognize the differences
              between plant and animal cells            illustrated above.
4 days    Explain the different roles of vacuoles
                                                        16. Write a journal entry using the
                                                        following prompt: You are designing a
              in plants and animal cells (sometimes     segment intended to teach cell functions for
              vacuoles of referred to as vesicles in    a cartoon on a children’s science show.
              animal cells)                             Pretend you are a nerve cell and explain
          Understand that chloroplast and cell         how the chemical signals that you release
              walls are only found in plant cells due   can affect the activity of another cell. Be
              to their functions                        sure to write in complete sentences.
                                                        17. Write an essay using the following
                                                        prompt: Write a paper for your teacher in
                                                        which you define the differences between
                                                        ―animal‖ and ―plant‖. * Use the North
                                                        Carolina Writing Assessment rubric to score
                                                        student’s essays.
                                                        Honors Level Students:

                                                               Add ER, Golgi, Lysosomes, and
                                                                Cytoplasm to study of organelles
                                                               Design organelles
                                                               Make microscopic measurements /
                                                                Compare SEM & TEM

                                                        Activity:
                                                        Cell structure link:
                                                        http://www.tvdsb.on.ca/westmin/science/sbi
                                                        3a1/Cells/cells.htm

                                                        Organelle chart/ table:
                                                        Weekhttp://oldsite.granvillecsd.org/teachers
                                                        webs/Aubrey/Cell%20Organelle%20Chart.
                                                        htm

                                                        http://www.usoe.k12.ut.us/CURR/science/s
                                                        ciber00/7th/cells/sciber/orgtable.htm

                                             8
                                                                                               Cell structure:
                                                                                               https://www.msu.edu/~atkins66/cells2/cell_
                                                                                               structure.htm
Week             Communication among
                  cells within an
                                                Understand that chemical signals, such                                                         Instructional recourses
                                                    as hormones, are responsible fro
 5                organism.                         communication among cells (i.e.
                                                                                                                                            Cell communication via
                                                                                                                                            signaling
                                                    muscle/nerve cell communication)
                                                                                                                                            http://www.bio.miami.edu/~c
                                                Understand that signals can influence                                                      mallery/150/memb/cellcomm.h
                                                    the activity of another cell (increasing                                                tm#4
                                                    the production of proteins)
5 days                                          Explain that hormones are made by                                                          http://mansfield.osu.edu/~sabed
                                                                                                                                            on/campbl11.htm
                                                    one cell, travel through the organism,
                                                    and influence the activity of other
                                                    cells in that organism.                                                                 http://learn.genetics.utah.edu/co
                                                                                                                                            ntent/begin/cells/insidestory/
                                                Explain that signals are received by
                                                    cells through receptors proteins                                                        http://www.cumc.columbia.edu/
                                                    embedded in the plasma membrane                                                         dept/ps/2008/ac/m1/sbpmtranscr
                                                                                                                                            ipts/9-16-
                                                                                                                                            04%20Signaling%20I.doc

                                                                                                                                            http://www.learner.org/courses/
                                                                                                                                            biology/units/cancer/index.html



During                                                                                         http://learn.genetics.utah.edu/content
         Review & Quarter 1 Test              Test Covers Ecology, Chemistry, and                      /begin/cells/insidestory/                     Data Upload
Week      Objects 5.01, 5.02, 5.03,                         the Cell
  5              2.01, 2.02
                                                                                               Instructional Strategies:
Week                                                                                                                                        Instructional Resources

  6
         2.03 Investigate and analyze the
         cell as a living system including:
                                                Define Homeostasis                            Activating strategy-use lab below to         Glencoe Textbook Biology pp.
               Maintenance of                  Analyze examples of homeostasis an in         demonstrate permeability.                    195-200
                   Homeostasis                     what way they regulate the internal         1. Glencoe Textbook Biology ―Minilab:
                                                   environment (temperature, pH, blood         Cell Membrane Simulation‖ p. 198             Other instructional supplies:
                                                   glucose)
                                                                                                                                            Laboratory material lists may be
                                                Explain how cells maintain their              Investigate homeostasis.
                                                                                               2. Glencoe Laboratory Manual ―Normal and     found in the following:
                                                   environment by moving materials
                                                   across the plasma membrane.                 Plasmolyzed Cells‖ pp. 43-44
                                                                                               3. NCDPI Biology Support Document            Glencoe Lab Manual pp. T18-
                                                                                               ―Osmosis and the Egg Activity‖ pp. 48-51     T26


                                                                                   9
            Movement of Materials
                                         Distinguish between Active transport        Use graphics to explain ATP.
                                                                                      4. Glencoe Textbook Biology ―Problem
                                                                                                                                        NCDPI Biology Support
                                                                                                                                        Documents pp. 194-201
                                            and Passive Transport
             in/out of Cells                                                          Solving Lab: What Happens to the Surface          Osmosis & Diffusion Lab
                                         Describe and know examples of               Area of a Cell as Its Volume Increases?‖ p.       NCDPI Biology Support
                                            diffusion and osmosis.                    203                                               Documents pp. 202-206 Jell-O
                                         Predict changes in osmotic pressure in a    5. Possible demonstrations: a. Make a wet
                                                                                                                                        Family Lab
                                            cell placed in differing solutions.
5 days                                                                                mount slide of red onion tissue. Add
                                         Understand the nature of the semi-          distilled water and observe under the
                                            permeable membrane as it relates to the   microscope. Then add a salt-water solution        :
                                            structure of the membrane.                to the tissue and observe the changes to the
                                                                                      tissue under the microscope. b. Place a
                                                                                      freshly cut carnation in a beaker of food
                                                                                      coloring/water solution and observe
                                         Understand that ATP is the source of        changes to the flower color over the next
            Energy use and release         energy for cell activities.               few days. Have students explain what is
             in biochemical reactions
                                         Describe how cells store and use energy     occurring. c. Cut celery into stalks and place
                                                                                      a few stalks in containers with the following
                                            with ATP and ADP.                         solutions: salt water solution, distilled water
                                                                                      solution. Have students explain the results
                                                                                      obtained.

                                                                                      Honors Level Students:

                                                                                              Relate properties of water to
                                                                                               osmosis
                                                                                              Conduct an osmosis/diffusion lab

                                                                                      Investigate how cells maintain homeostasis
                                                                                           in changing conditions - NCDPI
                                                                                           Biology Support Documents pp. 202-
                                                                                           206 Jello Family Lab

                                                                                              Examine hormones (ex. insulin,
                                                                                               adrenaline) and how their role in
                                                                                               communication between cells

                                                                                      Inquiry Support Activities:
                                                                                          http://www.dpi.state.nc.us/curriculu
                                                                                          m/science/secondary/

                                                                                      How do biological materials respond to
                                                                                          acids and bases? (Buffer lab)


                                                                            10
                                                                                            Glencoe ―Minilab: ―Cell Membrane
                                                                                                 Simulation‖ p. 198
                                                                                            Glencoe Lab Manual pp. T18-T26
                                                                                            Glencoe ―Problem Solving Lab: What
                                                                                                 Happens to the Surface Area of a Cell
                                                                                                 as Its Volume Increases?‖ p. 203


                                                                                            Activities that demonstrate when food is
                                                                                            burned energy is given off (such as burning
                                                                                            a peanut or cheese doodle)




Week
 7
         2.04 Investigate and describe the
              structure and function of
                                                Understand that enzymes are a
                                                                                            Instructional Strategies:
                                                                                            Laboratory investigation should be done to
                                                                                                                                          Instructional Resources
                                                 biological catalyst (speed up reactions)                                                 Glencoe Textbook Biology pp.
              enzymes and explain their                                                     look at the effect of pH and/or temperature
              importance in biological          Describe the ―lock and key‖ model.         on enzymes.                                   161-164
              systems.                          Understand that enzymes are reusable       1. Toothpicks - Enzyme simulation lab
                                                                                            2. NCDPI Biology Support Document
                                                 and specific.                                                                            Other instructional supplies:
                                                                                            ―Properties of Enzymes‖ pp. 59-70
                                                Given a diagram, label the enzyme,         3. Glencoe Textbook Biology ―Does
                                                                                                                                          Laboratory material lists may be
                                                 substrate, and active site.                Temperature Affect an Enzyme Reaction‖        found in the following:
                                                Describe how enzymes shape can be          p. 164
                                                 changed by external factors such as pH     4. Pineapple Activity – investigation that    T18-T26
                                                 and temperature.                           shows the affect of environmental factors
                                                                                            (heat) on enzyme activity – google
                                                Interrupt various graphs of enzyme         ―pineapple enzyme activity‖ for several
                                                 action versus pH of temperature.           examples of this activity.


5 days                                                                                      Inquiry Support Activity:
                                                                                            Properties of Enzymes
                                                                                            Toothpickase - Enzyme simulation lab
                                                                                            NCDPI Biology Support Document
                                                                                                 ―Properties of Enzymes‖ pp. 59-70
                                                                                             Glencoe ―Does Temperature Affect an
                                                                                                 Enzyme Reaction‖ p. 164


                                                                                                                                          Other instructional supplies:
         2.05 Investigate and analyze           Know the difference between reactants      Instructional Strategies:
            bioenergetic reactions.              and products in the equations for               Complete a laboratory investigation      Laboratory material lists may be
                                                                               11
                                               photosynthesis and respiration. .              for respiration/fermentation.             found in the following:
              Aerobic respiration             Students should be able to list            NCDPI Biology Support Document ―Rate          Glencoe Lab Manual pp. T18-
              Anaerobic respiration           Reactants and Products, not                    of Fermentation‖ pp. 71-76                T26
              Photosynthesis                  memorize step-by-step details             1. Glencoe Laboratory Manual ―How Does
                                              Identify factors, which affect the rate
                                                                                         Concentration of Sugar Affect
                                                                                         Fermentation?‖ pp. 49-52
                                                                                                                                        Video/DVD:
                                                                                                                                        NC Biotechnology Center
                                               of photosynthesis and cellular
                                                                                         2. Glencoe Textbook Biology ―Minilab:
                                               respiration.
                                                                                         Determining if Apple Juice Ferments‖ p.        Elodea photosynthesis lab
                                              Given a diagram of the yeast               236
                                               fermentation (lactic acid fermentation    3. Glencoe Lab Manual ―Do Dormant and
                                               and alcoholic fermentation) and their     Germinating Seeds Respire‖ pp. 156-158
                                               products.
                                              Given a diagram of an elodea plant        Complete a laboratory investigation for
                                               submerged in water, identify the gas           photosynthesis.
                                               that is produced.                         4. Glencoe Biolab ―What Factors Influence
                                                                                              Photosynthesis?‖ p. 238

                                                                                         Use a graphic organizer to outline
                                                                                              photosynthesis.
                                                                                         Use a Venn diagram to compare and
                                                                                              contrast photosynthesis and
                                                                                              respiration.

       Goal 3.00 Learner will develop
Week
 8
       an understanding of the
       continuity of life and the
                                           Describe the components of DNA &             Instructional Strategies                       Instructional Resources
                                              RNA                                                                                       Glencoe Textbook Biology pp.
       changes of organisms over                                                         Make paper models of DNA, which can
       time.                               Describe the structure of DNA & RNA          also be used for modeling replication.
                                                                                                                                        281-301

       3.01 Analyze the molecular basis
                                           Explain the similarities and differences      DNA model                                     Other instructional supplies:
                                              in the structure of DNA & RNA
       of heredity including:
                                           Explain the similarities and differences     Practice transcription and translation
                                                                                         using models.
                                                                                                                                        Laboratory material lists may be
                                             in the roles of DNA& RNA                                                                  found in the following:
               DNA replication                                                           1. Glencoe Biolab ―RNA Transcription‖
                                           Describe the process and results of          p.302                                          Glencoe Lab Manual pp. T18-
                                              DNA replication.                                                                          T26.
                                           Explain that mutations are a change in       2. Glencoe Textbook Biology Minilab 11.1
                                                                                         ―Transcribe and Translate‖ p.293
                                              the DNA code                                                                              Videos/DVDs:
                                           Describe positive and negative effects       Complete an activity that investigates         NC Biotechnology Center
                                              of mutations                               mutations. Inquiry Support Activity:
                                           Understand DNA replication occurs            NCDPI Biology Support Document
                                                                                         What are the effects of various mutations on
                                                                                                                                        Cracking the Code of Life: The
                                              before cell division                                                                      Race to Decode Human DNA
                                                                                         protein synthesis?
                                           Explain weak hydrogen bonds aid in                                                          DNA: The Secret of Life
                                              exposing the base pairs during             3. Glencoe Problem-Solving lab Make and        DNA and the Protein Express
                                                                               12
                                     replication                                Use Tables ―What Type of Mutation Results
5 days                                                                          in Sickle Cell Anemia?‖ p. 299
                                                                                                                                  DNA and Genes Odyssey: The
                                                                                                                                  Gene Scene
                                                                                4. Glencoe Lab Manual A ―Isolating
                                                                                Mutants‖p. 63                                     Double Helix
                                  Recognize that protein synthesis is          5. Glencoe Minilab 11.2 ― Make and Use
                                                                                Tables - Gene Mutations and Proteins‖ p.
                                                                                                                                  The Race for the Double Helix
                                     made up of two parts                                                                         DNA
                                                                                300
            Protein synthesis    Understand the process of                                                                      DNA-The Secret of Photo 51
                                     Transcription, where it occurs, and what                                                     Rosalind Franklin: The Dark
                                     is produced                                DNA Coloring-transcription and translation        Lady of DNA
                                  Describe the functions of the three types    Strawberry DNA extraction-
                                                                                Carnegie Institution
                                                                                                                                  Cracking the Code of Life
                                     of RNA
                                                                                Compare and Contrast DNA and RNA
                                  Understand the process of Translation,       using a VENNullicfDiagram-students can
                                     including the role of tRNA, where it       use words to fill in venn, words may be cut
                                     occurs, and what is produced               out/placed in a ziploc and used over and
                                  Label a diagram illustrating the process     over for a review.
                                     of protein synthesis                       Writing:
                                  Read a codon chart using the                 *Students will define essential vocabulary
                                                                                using a three-part definition (term,
                                     appropriate molecule, mRNA                 classification, distinguishing characteristics-
                                  Convert a given sequence, DNA or             i.e. A cell is a collection of living matter
                                     mRNA, into the correct amino acid          enclosed by a barrier that separates it from
                                     sequence using a codon chart.              its surroundings.) Students could be
                                  Understand that protein synthesis            required to write all vocabulary in this
                                                                                format or could be required to do selected
                                     involves the linking of amino acids with
                                                                                terms on quizzes and tests. Students could
                                     peptide bonds.
                                                                                be required to color code definitions by
                                                                                writing or underlining with
                                                                                markers, colored pencils or highlighters in
                                  Understand that all somatic cells in an      three different colors as illustrated above.
                                     individual have the same RNA               * Students will answer the question (Why
            Gene regulation      Understand that cells differentiate based    might a mutation have little or no harmful
                                                                                effect on an organism?) on pg. 296 in
                                     on gene expression
                                                                                Glencoe Textbook Biology in paragraph
                                  Recognize that external factors such as      form.
                                     temperature, pH, amount of light, and      * Write an essay using the following
                                     nutrition can influence gene expression.   Prompt: Write an essay for your teacher in
                                                                                which you discuss the positive and
                                                                                negative effects of gene mutation. * Use the
                                                                                North Carolina Writing Assessment rubric
                                                                                to score student’s essays.

                                                                                Honors Level Students:
                                                                                Investigate how Watson & Crick developed

                                                                    13
                                                                                       the DNA model
                                                                                        Examine operons and epigenetics.

         3.02 Compare and contrast the
         characteristics of asexual and
                                           Recognize that mitosis is a part of        Inquiry Support Activity: NCDPI Biology
                                                                                                                                       Instructional Resources
                                              asexual reproduction and meiosis is a                                                    Glencoe pp. 204-210
         sexual reproduction                                                           Support Document Pg. 85 Cell Cycle
                                              part of sexual reproduction
                                                                                                                                       pp. 263-271
                                                                                       Investigation involving mitosis/ meiosis
                                           Compare and contrast the similarities      simulations                                     Other instructional supplies:
                                              and differences in mitosis and meiosis   Use onion root tip slides or an online
                                              including:                               activity to study mitosis.                      Laboratory material lists may be
                                                     o DNA replication                                                                 found in the following:
                                                     o Separation of DNA and           Mitosis Labs (Glencoe, p. 220). Identify,
                                                          cellular material            draw, and label phases of onion root tip        Glencoe Lab Manual pp. T18-
                                                     o Change in chromosome            cells.                                          T26.
                                                          number                       Onion Root Tips Online Activity
                                                     o Number of cell divisions
                                                     o Number of cell produced         NOVA comparison of mitosis and meiosis
                                           Compare and contrast the steps of
                                              mitosis and meiosis


Week     3.02 con’t.
                                           Describe, from a diagram, what is
                                              occurring in each phase.                                                                 Nova Online:
 9                                                                                     NCDPI Biology Support Document ―Cell
                                           Recognize the sources of variation         Cycle Inquiry Lab‖ p. 85                        http://www.pbs.org/wgbh/nova/
                                              during cell division.                    Biology in Motion Mitosis and Meiosis           miracle/divide.html
                                                                                                                                       Review of Meiosis
                                           Understand that sources of variation       great interactive online activity
                                                                                                                                       http://faculty.clintoncc.suny.edu
                                              during asexual reproduction are from                                                     /faculty/michael.gregory/files/Bi
                                              mutations and sources of variation       Online lab
                                                                                        1.                                             o%20101/Bio%20101%20Lectu
                                              during sexual reproduction include                                                       res/Meiosis/meiosis.htm
                                              mutations, crossing over, and random     http://faculty.clintoncc.suny.edu/faculty/mic
                                                                                       hael.gregory/files/Bio%20101/Bio%20101          Review of Mitosis
                                              assortment of chromosomes,                                                               http://faculty.clintoncc.suny.edu
                                              nondisjunction, and fertilization.       %20Laboratory/Mitosis/mitosis.htm
                                                                                       2.                                              /faculty/michael.gregory/files/Bi
                                                                                       http://www.phschool.com/science/biology_        o%20101/Bio%20101%20Lectu
                                                                                       place/labbench/lab3/intro.html                  res/Mitosis/mitosis.htm
5 days                                                                                                                                 Comparison
                                                                                       Use yarn and other manipulatives to
                                                                                                                                       http://highered.mcgraw-
                                                                                       model mitosis and meiosis
                                                                                                                                       hill.com/olcweb/cgi/pluginpop.c
                                                                                       Use clay to model crossing over.                gi?it=swf::535::535::/sites/dl/fre
                                                                                       1. Glencoe Textbook Biology Problem-            e/0072437316/120074/bio17.sw
                                                                                       Solving lab 8.2 ―How Does the Length of         f::Comparison%20of%20Meiosi
                                                                                       the Cell Cycle vary‖ p. 204                     s%20and%20Mitosis


                                                                            14
                                                           Use a graphic organizer to compare and            http://www.phschool.com/scien
                                                           contrast mitosis and meiosis.                     ce/biology_place/labbench/lab3/
                                                                                                             intro.html
                                                           Manipulative Mitosis/Meiosis VENN
                                                           Diagram to compare/contrast

                                                           2. Glencoe Textbook Biology Biolab
                                                           Investigate ―Where is Mitosis Most
                                                           Common?‖ pp. 214

                                                           Writing assignment: Students could
                                                           answer the following question in paragraph
                                                           form after completing the lab: What are the
                                                           causes of varying rates of mitosis in
                                                           different parts of the onion root?
                                                           Writing:
                                                           *Students will define essential vocabulary
                                                           using a three-part definition (term,
                                                           classification, distinguishing
                                                           characteristics- i.e. A cell is a collection of
                                                           living matter enclosed by a barrier that
                                                           separates it from its surroundings.) Students
                                                           could be required to write all vocabulary in
                                                           this format or could be required to do
                                                           selected terms on quizzes and tests.
                                                           *Students could be required to color code
                                                           definitions by writing or underlining with
                                                           markers, colored pencils or highlighters in
                                                           three different colors as illustrated above.
                                                           *Write an essay using the following
                                                           prompt: Write an essay for your teacher in
                                                           which you discuss the internal and
                                                           external factors that can affect the cell
                                                           cycle. ** Use the North Carolina Writing
                                                           Assessment rubric to score
                                                           student’s essays.

                                                           Honors Level Students:
                                                           Examine cycles and cell cycle regulation


Material taught in week 9 will not be on the quarter test, but must be taught here in order to complete the
NCSOS by the end of the term. Midterm will only cover information from the Mitosis diagram in
Obj. 3.02
                                                    15
During Review & Midterm
                                                                                                            Testing window:
Week Exam. Exam will cover Chemistry, Cells, Transport,                                                                                             End of Quarter—
  9    Objectives: 5.01, 5.02, Energy reactions, and DNA, as
         5.03, 2.01, 2.02, 2.03,                                                                               Data upload:
                                                 well as Ecology
         2.04, 2.05, 3.01, and
         some 3.02

                                                                         SPRING BREAK

Week     3.03 Interpret and predict patterns
         of inheritance.
                                                   Determine genotypes and phenotypes            Instructional Strategies                      Instructional Resources
                                                      given allele combinations.                  Activating Strategy- Use book as an           Glencoe Biology
 10
                  Dominant, recessive and         Explain Mendel’s experiment and               analogy of how information is stored in the   pp. 341-356
                   intermediate traits.               interpret the results in the term of the    DNA code.
                                                      law of dominance, the law of
                                                                                                  1. Glencoe Textbook Biology Mini Lab
                                                      segregation of alleles, and the law of
                                                                                                  13.2 ―Use Numbers Storing the Human           Laboratory material lists may be
                                                      independent assortment.
                                                                                                  Genome‖ p.350                                 found in the following:
                                                   Understand that phenotypes are a result
                                                      of genotypes and environmental factors      Paper models are a good way to simulate       Glencoe Lab Manual pp. T18-
                                                   Interpret gender and chromosomal              biotechnology topics.
                                                                                                  2. Glencoe Textbook Biology Biolab
                                                                                                                                                T26.
                                                      abnormalities on karyotypes.
                                                                                                  ―Modeling Recombinant DNA‖ p.354
                                                   Understand that a dominant trait will be      3. Glencoe Textbook Biology Apply             Video/DVD:
                                                      expressed and a recessive trait will only   Concept ―Matching Restriction Enzymes to
5 days                                                be expressed in the dominant is not         Cleavage Sites‖ p.343
                                                                                                                                                NC Biotechnology Center
                                                      present                                                                                   The Biological Revolution: 100
                                                   Define and interpret incomplete               Students need to be able to interpret DNA     Years of Science at Cold Spring
                                                      dominance (ex. Red & white                  Electrophoresis results, a great way to       Harbor
                                                      snapdragons produce pink offspring.)        introduce lab, also.                          Biotechnology: Sowing the
                                                                                                  4. Glencoe Textbook Biology Problem
                                                   Define and interpret co- dominance (ex.       Solving Lab Apply Concepts ―How is
                                                                                                                                                Seeds fir Better Agriculture
                                                                                                                                                The Cloning Revolution
                                                      Red & white cow will produce roan           Identification Made from a DNA                Connection: Animals, People,
                                                      offspring.)                                 Fingerprint?‖ p.353                           and Biotechnology
                                                   Understand that cystic fibrosis is                                                          DNA: Curing Cancer
                                                      autosomal recessive and Hunting’s           Genetic Engineering-use graphics to           DNA: Playing God
                                                      disease is autosomal dominate.              describe process of genetic engineering,      DNA: The Human Race
                                                                                                  students should know the process.             DNA in Practice: Southern
                                                                                                                                                Blotting
                  Multiple alleles, polygenic
                   inheritance, and Sex-linked
                                                   Interpret co-dominance crosses                5. Glencoe Textbook Biology Think
                                                                                                  Critically 13.2 ―How Might Gene Transfer
                                                                                                                                                Food Biotechnology: A
                                                                                                                                                Roundtable on Public Issues
                                                      involving multiple alleles (i.e. blood      Be Verified?‖ p.347                           Food Science: Technology with
                                                                                       16
    traits.                         types)                                                                                       Taste
                                 Determine if parentage is possible based     Use interactive website to teach cloning
                                                                               Click and Clone
                                                                                                                                 Genetic Engineering: The
                                                                                                                                 Nature of Change
                                    on blood types.
                                                                                                                                 Harvest of Fear
                                 Recognize that there are traits              Use ―Your Gene, Your Choice‖ website to           Who Gets to Know? Genetics
                                    controlled by more than one gene called    discuss ethical issues of the Human               and Privacy
                                    polygenic traits, and that those traits    Genome Project. Students can debate               Improving Foods through
                                    have a wide range of phenotypes (ex.       ethical issues or choose an issue to write        Biotechnology
                                    Include skin and hair color)               about, discussing pros and cons.                  Cutting and Splicing DNA
                                 Know that there are two chromosomes          Human Genome Students can make ―mini-
                                                                               posters‖ depicting and describing how to
                                                                                                                                 The Human Genome
                                                                                                                                 Recombinant Technology
                                    that determine sex and that female have
                                    2 X chromosomes and males have 1 X         genetically engineer a protein, such as           Polymerase Chain Reaction
                                    and 1 Y chromosome.                        insulin.                                          The Immortal Thread
                                                                                                                                 The Mouse That Laid the
                                 Interpret crosses using alleles found on     Writing:                                          Golden Egg
                                    the X chromosome including color-          * Students will define essential vocabulary       Sequencing Life
                                    blindness and hemophilia.                  using a three-part definition (term,              Spare Parts: Growing Human
                                 Understand that males are more likely        classification, distinguishing                    Organs
                                    to have a recessive sex linked trait       characteristics- i.e. A cell is a collection of   Unseen Life on Earth Program
                                    because they only receive one allele for   living matter enclosed by a barrier that          5: Genetic Transfer
                                    the trait.                                 separates it from its                             New Ways to Use DNA
                                                                               surroundings.) Students could be required         Asking the Tough Questions
                                                                               to write all vocabulary in this format or         About DNA Technology
   Examine the relationship
    between Independent
                                 Understand the importance of the genes       could be required to do selected
                                                                               terms on quizzes and tests. Students could
                                    on separate chromosomes during             be required to color code definitions by          Notes
    assortment and genetic
    diversity.
                                    meiosis.                                   writing or underlining with                       http://faculty.evansville.edu/de3
                                 Understand how meiosis leads to              markers, colored pencils or highlighters in       /b10004/PDFs/9_Inheritance.pdf
                                    independent assortment and greater         three different colors as illustrated above.
                                    genetic diversity.                         * Write an essay using the following              http://articles.directorym.com/In
                                                                               prompt: As the lead scientist working on the      heritance_Patterns-
   Understand the purpose of
    a Test cross.                                                              Human Genome Project for the                      a1051263.html
                                 Know the purpose of a test cross is to       government, write a letter to the President
                                                                               in which you illustrate the positive effects      PowerPoint
                                    determine an unknown genotype.
                                                                               of the Human Genome Project in order to           http://homepage.smc.edu/colavit
                                 Understand the purpose of using an           convince him that you need additional             o_mary/biology22/Patterns%20
                                    organism that is homozygous recessive      funding for the project.                          of%20Inheritance-F04-apply.ppt
                                    for a test cross.                          * Use the North Carolina Writing
                                                                               Assessment rubric to score student’s essays.
                                                                               *Write an essay using the following
   Interpret Pedigrees to                                                     prompt: Write an essay for your teacher in
    determine genotypes.
                                 Given a pedigree, determine the most         which you define the Human
                                                                               Genome Project. *Use the North Carolina
                                    probable mode of inheritance.
                                                                               Writing Assessment rubric to score
                                 Identify genotypes from a given              student’s essays.

                                                                    17
                                                pedigree.
                                             Identify which individuals are carries      Honors Level Students:
                                                                                          Additional discussion/research on the
                                                from a give pedigree.
                                                                                          ethical issues involving stem cell research,
              Interpret and predict                                                      cloning, and genetically modified
                                                                                          organisms.
               patterns of inheritance
               through the use of Punnett    Calculate ratios of offspring given
               squares.                         genotypes and phenotypes of parents       Inquiry Support Activity: NCDPI Biology
                                                (monohybrid crosses)                      Support Document
                                             Determine the genotypes and                 Genetics of Parenthood pg 88
                                                phenotypes of parents give the ratio of
                                                offspring (monohybrid crosses)            Supplemental Project: Genetic Disease
                                                                                          Research – poster, peer presentation; work
                                             Use punnett squares to determine            in pairs
                                                genotype and phenotype of offspring
                                                from dominant, recessive and              Electrophoresis lab or simulation.
                                                intermediate crosses (incomplete
                                                dominance, co-dominance, and multiple
                                                alleles)                                                                                    Instructional Resources
                                                                                          Instructional Strategies                              Glencoe Biology
        3.04 Assess the impacts of
        genomics on individuals and          Understand the original purpose of the      Activating Strategy- Use book as an
                                                                                          analogy of how information is stored in the
                                                                                                                                                  pp. 341-356
        society.                                GP to map and sequence the 22
                                                autosomes, and two sex chromosomes        DNA code.
                                                                                          1. Glencoe Textbook Biology Mini Lab
              Human genome project.            of the human genome.
                                                                                          13.2 ―Use Numbers Storing the Human
                                             Recognize the use of the HGP in             Genome‖ p.350
                                                determining whether individuals may
                                                carry genes for genetic conditions and
                                                in developing gene therapies
        3.04 Assess the impacts of
Week
 11
        genomics on individuals and
        society. Con’t
                                             Understand the steps used in gel            Paper models are a good way to simulate        Other instructional supplies:
                                                electrophoresis and that molecules are    biotechnology topics.
                                                separated based on size.
              Applications of                                                            2. Glencoe Textbook Biology Biolab             Laboratory material lists may be
               biotechnology                 Recognize the use of DNA                    ―Modeling Recombinant DNA‖ p.354               found in the following:
                                                fingerprinting
                                                                                          3. Glencoe Textbook Biology Apply
                                             Analyze a set of DNA fingerprints and       Concept ―Matching Restriction Enzymes to       Glencoe Lab Manual pp. T18-
                                                identify matching sets and sets that
                                                indicate the closest relationship         Cleavage Sites‖ p.343                          T26

                                             Indentify applications of transgenic
                                                organisms (plants, animals, and           Students need to be able to interpret DNA      Video/DVD:
                                                bacteria) in agriculture and industry     Electrophoresis results, a great way to        NC Biotechnology Center
5days                                           including pharmaceutical applications     introduce lab, also.
                                                such as the production of human
                                                                                          4. Glencoe Textbook Biology Problem            The Biological Revolution: 100
                                                                               18
insulin.        Solving Lab Apply Concepts ―How is                Years of Science at Cold Spring
                Identification Made from a DNA                    Harbor
                Fingerprint?‖ p.353                               Biotechnology: Sowing the
                                                                  Seeds fir Better Agriculture
                Genetic Engineering-use graphics to               The Cloning Revolution
                describe process of genetic engineering,          Connection: Animals, People,
                students should know the process.                 and Biotechnology
                 5. Glencoe Textbook Biology Think                DNA: Curing Cancer
                Critically 13.2 ―How Might Gene Transfer          DNA: Playing God
                Be Verified?‖ p.347                               DNA: The Human Race
                Use interactive website to teach cloning          DNA in Practice: Southern
                Click and Clone                                   Blotting
                Use ―Your Gene, Your Choice‖ website to           Food Biotechnology: A
                discuss ethical issues of the Human               Roundtable on Public Issues
                Genome Project.                                   Food Science: Technology with
                Students can debate ethical issues or choose      Taste
                an issue to write about, discussing pros and      Genetic Engineering: The
                cons.                                             Nature of Change
                Human Genome Students can make ―mini-             Harvest of Fear
                posters‖ depicting and describing how to          Who Gets to Know? Genetics
                genetically engineer a protein, such as           and Privacy
                insulin.                                          Improving Foods through
                                                                  Biotechnology
                Writing:                                          Cutting and Splicing DNA
                 Students will define essential vocabulary        The Human Genome
                using a three-part definition (term,              Recombinant Technology
                classification, distinguishing                    Polymerase Chain Reaction
                characteristics- i.e. A cell is a collection of   The Immortal Thread
                living matter enclosed by a barrier that          The Mouse That Laid the
                separates it from its surroundings.) Students     Golden Egg
                could be required to write all vocabulary in      Sequencing Life
                this format or could be required to do            Spare Parts: Growing Human
                selected terms on quizzes and tests.              Organs
                Students could be required to color code          Unseen Life on Earth Program
                definitions by writing or underlining with        5: Genetic Transfer
                markers, colored pencils or highlighters in       New Ways to Use DNA
           19
                                                                                      three different colors as illustrated above.   Asking the Tough Questions
                                                                                      *Write an essay using the following            About DNA Technology
                                                                                      prompt: As the lead Genome Project for the
                                                                                      government, write a letter to the President    National Geographic:
                                                                                      in which you illustrate the positive effects   Clone
                                                                                      of the Human Genome
                                                                                      Project in order to convince him that you      Nova:
                                                                                      need additional funding for the project.       Harvest of Fear
                                                                                      * Use the North Carolina Writing               Interactive CD-ROMS:
                                                                                      Assessment rubric to score student’s essays.   NC Biotechnology Center
                                                                                      *Write an essay using the following
                                                                                      prompt: Write an essay for your teacher in
                                                                                      which you define the Human Genome
                                                                                      Project. *Use the North Carolina Writing
                                                                                      Assessment rubric to score student’s essays.

                                                                                      Honors Level Students:
                                                                                      Additional discussion/research on the
                                                                                      ethical issues involving stem cell research,
                                                                                      cloning, and genetically modified
                                                                                      organisms. Scientist working on the Human
                                                                                      Genome Project.

        3.05 Examine the development
        of the theory of evolution by
                                         Understand how Darwin used his              Instructional Strategies
                                                                                      Activating Strategy-discuss variation in
                                            collections and observations to develop                                                  Instructional Resources
Week    natural selection including:
                                            the theory of natural selection           organisms using peanuts.                       Glencoe Biology pp. 369-385,
             Development of the
 11              theory.                 Contrast biogenesis with abiogenesis        1. Glencoe Textbook Biology Mini Lab           p.388, pp. 393-413
Con’t                                    Recognize diagrams of the experiments       15.2 ―Detecting a Variation‖p. 407
                                                                                                                                     Useful Websites:
                                            of Pasteur and Redi and understand the    Activating Strategy- students analyze and      Facts about Antibiotic USFDA
                                            significance of the results.              compare anatomy of birds and make              BAD BUGS ―What doesn’t kill
                                                                                      inferences about habitats, diets, etc.         them makes them stronger‖
                                                                                                                                     NOVA article PBS.org Pesticide
                                                                                      Complete a simulated evolution lab.
              The origin and history    Understand proposed conditions on           Breeding Bunnies Evolution lab
                                                                                                                                     resistance
               of life.                     early Earth
                                                                                                                                     Other instructional supplies:
                                         Recognize and understand Miller’s and
                                            Urey’s experiment to recreate proposed    2. Glencoe Textbook Biology Minilab 15.1
                                                                                                                                     Laboratory material lists may be
                                            conditions on early Earth and form        ―Camouflage Provides an Adaptive               found in the following:
                                                                          20
                                    organic molecules.                         Advantage‖ p. 398
                                 Understand that based on early               3. Glencoe Textbook Biology Foldable
                                                                                                                                 Glencoe Lab Manual pp. T18-
                                                                                                                                 T26.
                                    conditions of Earth, the first organisms   activity p. 393
                                    were prokaryotic and anaerobic.
                                                                                                                                 Video/DVD:
                                 Examine the evolution of eukaryotic          Interpret data to understand changes in           Discovery Streaming- The
                                    and aerobic organisms                                                                        Galapagos Islands: Land of
                                                                               populations.
                                                                                                                                 Evolutionary Change
                                                                               4. Glencoe Textbook Biology Problem
   Fossil and biochemical       Understand relative and absolute dating      Solving Lab 15.1 Interpret Data‖ How can          NC Biotechnology Center
    evidence.                       of fossils                                 Natural Selection be Observed‖ p. 397
                                                                                                                                 The Infinite Voyage: The
                                 Recognize what is inferred by fossil         Biogenesis- Use a graphic to explain the
                                                                                                                                 Geometry of Life
                                    evidence                                   history of biogenesis research.                   Accidents of Creation
                                 Know biochemical similarities provide                                                          Unseen Life on Earth Program
                                    strong evidence of evolution.              Writing:                                          6: Microbial Ecology
                                 Recognize shared features in embryos         Students will define essential vocabulary
                                                                                                                                 Nova: Evolution Boxed Set
                                    suggest a common ancestor.                 using a three-part definition (term,              Darwin’s Dangerous Journey
                                 Recognize homologous structures that         classification, distinguishing                    Great Transformations
                                    suggest a common evolutionary origin.      characteristics- i.e. A cell is a collection of   Extinction!
                                 Recognize vestigial organs as evidence       living matter enclosed by a barrier that
                                                                                                                                 The Evolution Arms Race
                                                                                                                                 The Mind’s Big Bang
                                    of evolution because they show             separates it from its surroundings.) Students     What About God?
                                    structural change over time.
                                                                               could be required to write all vocabulary in      Rx for Survival Boxed Set
                                                                               this format or could be required to do            The Missing Link
   Mechanisms of                                                              selected terms on quizzes and tests.
                                                                                                                                 Origins
    evolution.                                                                                                                   Journey of Man
                                 Discuss how variations provide for           Students could be required to color code          Evolution: Learning and
                                    natural selection.                         definitions by writing or underlining with        Teaching Evolution
                                 Examine the role of geographic               markers, colored pencils or highlighters in
                                                                                                                                 National Geographic:
                                    isolation in speciation (provide           three different colors as illustrated above
                                    examples)                                                                                    Galapagos
                                                                               Write an essay using the following prompt:
                                 Recognize the importance of the              As Charles Darwin during the twenty years         A & E:
                                    environment in selecting adaptations                                                         Ape Man: The Story of
                                                                               following your five year voyage on the
                                    (ex. Peppered moth story).                                                                   Evolution Boxed Set
                                                                               HMS Beagle, write an entry in your journal
   Applications (pesticide                                                                                                      Biography: Charles Darwin:
    & antibiotic resistance).                                                  in which you discuss the causes of                Evolution’s Voice
                                 Examine how the development of               evolution. * Use the North Carolina Writing
                                    bacterial resistance to antibiotics is     Assessment rubric to score student’s essays.
                                    direst evidence to pesticides.             Students will complete a multi-flow map to
                                 Examine adaptations in insects that          illustrate the effects of antibiotic or
                                    have made some populations resistant to    pesticide resistant species.
                                                                     21
                                                 pesticides.
                                                                                            Honors Level Students:
                                                                                            Examine the rate of evolution (gradual vs.
                                                                                            punctuated)
                                                                                            Inquiry Support Activity: NCDPI Biology
                                                                                            Support Document Genetic Detective

                                                                                            Electrophoresis (Biotech) or worksheet

                                                                                            Inquiry Support Activity: NCDPI Biology
                                                                                            Support Document Fishy Frequencies

                                                                                            Candy Corn and M&Ms (Biology Resource
                                                                                            Manual, p. 213)

                                                                                            Bird Beaks (Biology Resource Manual, p.
                                                                                            215)


Week                                                                                        Instructional Strategies                       Instructional Resources

 12
        4.01 Analyze the classification of
        organisms according to their
                                              Understand that classification systems       Students should be able to prepare and         Recommended Resources:
                                                 are changed as new knowledge is            interpret a dichotomous key. Activating
        evolutionary relationships.
                                                 gathered                                   strategy-give students several similar items   Glencoe Textbook Biology
                The historical               Know the seven levels of classification      and have them separate by characteristics.     pp. 442-471
                                                 (KPCOFGS)                                  (Objects to use-seeds, shells, leaves)
                 development and
                                                                                            1. Glencoe Textbook Biology Biolab             Other instructional supplies:
                 changing nature of           Discuss the basis of classifications         ―Making a Dichotomous Key‖ pp.460-461
                 classification systems.
5days                                            systems including evolutionary             2. Glencoe Lab Manual Lab 17.1 ― How           Laboratory material lists may be
                                                 phylogeny, DNA and biochemical             Can A Key Be Used to Identify                  found in the following:
                                                 analysis, embryology, and morphology.      Organisms?‖ p.101
                                              Interpret a cladogram                                                                       Glencoe Lab Manual pp. T18-
                                              Understand binomial nomenclature –           Make a foldable to study the history of
                                                                                            classification systems.
                                                                                                                                           T26
                                                 Identify the genus and species in a        3. Glencoe Textbook Biology Foldable           Prokaryotic cell diagram
                                                 scientific name                            ―Classification‖ p. 443
                                              Given a chart of list of scientific names,
                                                 identify organisms that are closely        Cladograms are often hard for students to
                                                 related.                                   understand. Have them practice making a
                                                                                            cladogram using data.
                                                                                            4. Glencoe Textbook Biology ―Using a
                                                                                            Cladogram to Show Relationships‖ p. 453
                Similarities and
                 differences between
                                              Know membrane bound organelles ore
                                                 not found in prokaryotes
                 eukaryotic and                                                             Modern Taxonomy
                 prokaryotic organisms.       Know ribosomes are contained in both
                                                                                22
                                       prokaryotes and eukaryotes                   Use charts to compare and contrast domains
                                    Understand the contrast in                     and kingdoms.
                                                                                    Students can create a graphic organizer
                                       chromosomes structure
                                                                                    (chart) to compare the domains and
                                    Eukaryotes are generally larger than           kingdoms.
                                       Prokaryotes.                                 Use dichotomous keys to identify
                                                                                    organisms.

                                                                                    Activities might include student-created
       Similarities and            Examine cell structures of each                keys based on observable characteristics
                                                                                    (e.g. symmetry)
        differences among the          kingdom noting similarities and
        eukaryotic kingdoms:           differences.                                      6. Use Jeopardy to review the
        Protists, Fungi, Plants,                                                             kingdoms.
        and Animals.                Unicellular Bacteria—one cell only,                     Jeopardy 5 Kingdoms
                                       usually smaller, less specialized, and
                                       prokaryotic.
                                    Unicellular Protozoan—one cell only,               Honors Level Students:
                                       eukaryotic structure, cell responsible for       Examine the history of the
                                       all processes                                    classification system
                                    Multicellular—usually larger, more                 Construct a model of a prokaryotic cell
                                       specialized and eukaryotic                   Students should be able to prepare and
                                    Examine how member of each kingdom             interpret a dichotomous key. Activating
                                       obtain food to provide energy                strategy-give students several similar items
                                    Discuss asexual vs. sexual reproduction        and have them separate by characteristics.
                                                                                    (Objects to use-seeds, shells, leaves) 1.
                                                                                    Glencoe Textbook Biology Biolab ―Making
                                                                                    a Dichotomous Key‖ pp.460-4612.
                                                                                     Glencoe Lab Manual Lab 17.1 ― How Can
       Classify organisms          Practice using dichotomous keys for            A Key Be Used to Identify Organisms?‖
        using keys.                    plants                                       p.1013.6.
                                    Practice using dichotomous keys for            Glencoe Textbook Biology Foldable
                                                                                    ―Classification‖ p. 443
                                       animals
                                                                                    Cladograms are often hard for students to
                                                                                    understand. Have them practice making a
                                                                                    cladogram using data. Glencoe Textbook
                                                                                    Biology ―Using a Cladogram to Show
                                                                                    Relationships‖ p. 4538.
                                                                                    Use charts to compare and contrast domains
                                                                                    and kingdoms.
                                                                                     Students can create a graphic organizer
                                                                                    (chart) to compare the domains and
                                                                                    kingdoms.

4.02 Analyze the processes by
                                                                       23
which organisms representative
of the following groups
                                      Circulatory system – compare open vs.          Instructional Strategies                       Instructional Resources
                                           closed system. Blood carries the                                                          Recommended Resources:
accomplish essential life
functions including:
                                           nutrients; heart used for pumping.         This objective is a very broad topic. The      Glencoe Textbook Biology –
                                           Plants – xylem and phloem are vascular     teacher will need to use some type of
      Unicellular protists,               tissues in plants                          graphic organizer (charts, concept maps,       Insects 751-756
          annelid worms, insects,
          amphibians, mammals,        Respiration – annelids exchange gases          mind maps, mobiles, flip books) to assist      Protists pp.503-506
                                           through their skin. Gills and lungs used   the students in summarizing the materials.     Annelids pp. 728- 735
          non-vascular plants,
                                           to exchange gases in amphibians, and                                                      Amphibians pp. 803-809
          gymnosperms and
                                           only lungs in mammals. Spiracles and       Systems Graphic Organizers                     Mammals pp. 841-852
          angiosperms. Life
                                           tracheal tubes in insects, stomata in      Circulation/Transport                          Plants pp. 558-572
          functions examined
                                           plants.                                    Circulation/Transport Key                      Other instructional supplies:
          include: Transport,
                                                                                      Digestion
          excretion, respiration,     Reproduction – asexual reproduction in         Digestion Key                                  Laboratory material lists may be
          regulation, nutrition,           protists. External fertilization with      Excretion                                      found in the following:
          synthesis, reproduction,         amphibians involving eggs. Spores –        Excretion Key
          and growth and                   reproductive cell without fertilization    Respiration                                    Glencoe Lab Manual pp. T18-
          development.                     that produces a new organism.              Respiration Key                                T26
                                           (Bryophytes) Mammals—internal              Reproduction/Growth and Development
                                           fertilization and purpose of placenta.     Reproduction/Growth and Development            Video/DVD:
                                           Gymnosperms—transfer of pollen;            Key                                            Nova:
                                           embryos contained within seeds.            Plant Kingdom Graphic Organizer                The Seedy Side of Plants
                                           Angiosperms—flower is the                                                                 The Super Seeds
                                           reproductive organ (pistil, stamen, and    Material can also be split up by student
                                           ovary). Seeds protected by fruit until     groups for research. Research can be done
                                           germination.                               by systems (excretory, respiration, etc.) or
                                     Growth and development—Metamorphosis in          by organisms (protists, annelid worms, etc).
                                     amphibians and insects. Growth from seeds or     Ideas for presentation of research:
                                     spores.                                          • Posters with museum walks
                                                                                      • Power points
                                                                                      • Commercials, songs (e.g. instead of ―You
                                                                                      Ain’t Nothing but a Hound Dog‖ use ―You
                                                                                      Ain’t Nothing but an Insect‖)
                                                                                      • Have students create concept maps or
                                                                                      mind maps for other groups

                                                                                      See instructional for extensive lists of
                                                                                      resource pages from the textbook materials
                                                                                      including lab ideas, graphic reviews, etc.
                                                                                      The lists have been arranged by systems and
                                                                                      by organisms.




                                                                          24
Week    4.02 cont.        Writing:
 12                       1. Students will define essential vocabulary
                          using a three-part definition (term,
                          classification, distinguishing characteristics-
                          i.e. A cell is a collection of living matter
                          enclosed by a barrier that separates it from
                          its surroundings.) Students could be
                          required to write all vocabulary in this
5days                     format or could be required to do selected
                          terms on quizzes and tests. Students could
                          be required to color code definitions by
                          writing or underlining with
                          markers, colored pencils or highlighters in
                          three different colors as illustrated above
                          2. Teacher could divide students into groups
                          and assign each group a system (transport,
                          excretion, regulation, respiration, nutrition,
                          synthesis, reproduction, growth &
                          development) and ask each group to write
                          an essay in which they define the system
                          and then students could share their
                          information with the rest of the class.
                          3. Teacher could write the names of
                          organisms and systems studied in this unit
                          on index cards (one per card), then
                          randomly pass out two cards to each student
                          (one card with the name of an organism and
                          one card with the name of a system- i.e. one
                          student could receive: unicellular protists
                          and excretion and another student could
                          receive amphibians and reproduction etc.)
                          and ask them to write an essay in which
                          they define the system within that
                          particular organism. *Use North Carolina
                          Writing Assessment rubric to score
                          student’s essays. Then students
                          could be required to make posters or
                          presentations about their topic to share with
                          the rest of the class.

                          Honors Level Students:
        4.02 cont.        -Complete Organism Newspaper project-
Week                      NCDPI Biology support documents
                           pp. 117-124
                     25
                                                                                             Complete Plant Web quest - NCDPI Honors
 13                                                                                          Support Documents
                                                                                             pp. 229-236

                                                                                             Observe representative organisms from the
                                                                                             specified groups.



5 days
                                                                                             Instructional Strategies                         Instructional Resources
         4.03 Assess, describe and explain
         adaptations affecting survival
                                             Examine feeding adaptations                    Complete a lab that looks at adaptations of      Recommended Resources:
         and reproductive success.           Describe adaptations to ensure                 organisms.
                                                 successful reproduction in plants and       1. Glencoe Textbook Biology ―Biolab -            Glencoe Biology
                Structural adaptations in       animals (ex. Plant embryo contained in      How Do Earthworms Respond to their
                                                 seeds)                                                                                       Viruses pp. 475- 482
                 plants and animals                                                          Environment?‖ p. 734                             Protists pp.503-506
                 (form to function).         Explain adaptations for life on land (ex.      2. Glencoe Textbook Biology Mini Lab             Insects 751-756
                                                 Internal fertilization, alveoli in lungs)                                                    Annelids pp. 728- 735
                                                                                             30.2 ―Frog and Tadpole Adaptations‖ p.
                                                                                                                                              Amphibians pp. 803-809
                                                                                             806                                              Mammals pp. 841-852
                                                                                                                                              Plants pp. 558-572
                                                                                             Use foldable or graphic organizers to            Pollination pp.649-652
                                                                                             compare adaptations.
                                                                                                                                              Other instructional supplies:
                Disease-causing viruses
                                             Understand the basis structure of a virus      3. Glencoe Textbook Biology Foldable
                                                 identifying the capsid and nucleic acid.    ―Arthropod Differences‖ (may be adapted          Laboratory material lists may be
                 and microorganisms
                                             Explain how viruses and microorganisms         for insects) p. 741                              found in the following:
                                                 can mutate rapidly                                                                           Glencoe Lab Manual
                                             Know:                                          Activating strategy for viruses- this activity   pp. T18-T26.
                                                            HIV—Viral infection of the      will give students an overview of
                                                             white blood cells               characteristics of viruses.                      Video/DVD:
                                                            Influenza—Viral infection       4. Glencoe Textbook Biology Problem
                                                                                                                                              From learn360,
                                                             of the respiratory system.                                                       http://www.learn360.com/Searc
                                                                                             Solving Lab ―What Type of Virus Causes
                                                            Smallpox—Viral infection                                                         h.aspx?SearchText=biome%20a
                                                             affecting the skin              Disease‖ p. 480                                  daptation (videos on adaptations
                                                            Streptococcus (Strep                                                             that would be needed in various
                                                             throat)—bacterial infection                                                      biomes)
                                                                                             5. Complete a lab to simulate how viruses
                                                             of the respiratory system       can spread quickly through a population. An      Swine Flu: Anatomy of a
                                                                                             example activity can be found                    Pandemic
                                                                                             at this website. Thirteen.org
                                                                                                                                              NC Biotechnology Center
                                             Know the relationship between
                                                                                  26
   Co-evolution       pollinators (insects and hummingbirds)   6. Follow link with Case Study for
                       and angiosperms                                                                            2000 and Beyond: Confronting
                                                                interesting information about co evolution.
                   Identify from a diagram depicting a                                                           the Microbe Menace Cell Wars
                                                                                                                  Unseen Life on Earth Program
                       hummingbird and a flower as an
                                                                Writing:                                          7: Microbial Diversity
                       example to co-evolution.
                                                                7. Students will define essential vocabulary      Unseen Life on Earth Program
                                                                                                                  12: Microbes and Human
                   Evolution of Eukaryotic and Aerobic         using a three-part definition (term,
                                                                                                                  Diseases
                       organisms                                classification, distinguishing                    Unseen Life on Earth Program
                                                                characteristics- i.e. A cell is a collection of   1: The Microbial Universe
                                                                living matter enclosed by a barrier that
                                                                                                                  Nova:
                                                                separates it from its surroundings.) Students
                                                                                                                  Ebola: The Plague Fighters
                                                                could be required to write all vocabulary in      The Brain Eater
                                                                this format or could be required to do            Secrets of the Dead IV: Killer
                                                                selected terms on quizzes and tests.              Flu
                                                                                                                  Influenza 1918: The Worst
                                                                Students could be required to color code
                                                                                                                  Epidemic in American History
                                                                definitions by writing or underlining with        Epidemic Set:
                                                                markers, colored pencils or highlighters in       Ebola
                                                                three different colors as illustrated above       AIDS
                                                                                                                  Bird Flu
                                                                8. Assign students a certain virus and have
                                                                                                                  Typhoid
                                                                them complete a multi-flow map to
                                                                illustrate the following essential question:      Discovery Channel:
                                                                What causes (virus name) to survive and           Parasites: Eating Us Alive
                                                                make people, animals and plants sick?
                                                                                                                  Interactive CD-ROM:
                                                                9. Write an essay using the following             NC Biotechnology Center
                                                                prompt: As a scientist who wishes to make
                                                                people aware of the dangers of using too          2000 and Beyond: Confronting
                                                                                                                  the Microbial Menace
                                                                many antibacterial products (soap, lotion,
                                                                spray, gel etc.) write a spot to air on prime
                                                                time TV in which you discuss the positive
                                                                and negative effects of bacteria. * Use the
                                                                North Carolina Writing Assessment rubric
                                                                to score student’s essays.

                                                                Honors Level Students:
                                                                Compare past and present history of
                                                                epidemics
                                                                Investigation that includes the observation
                                                    27
                                                                                           of structural adaptations


Week
 14

         Finish Objective 4.03



5days
During
 Week         Qtr. 3 Exam                   Heredity, Genetics and                                   Testing Window
  14      Exam will cover Obj.              Biotechnology                                             Data Upload
          3.01, 3,02,3.03, 3.04,
                 and 3.05

Week     4.04 Analyze and explain the
         interactive role of internal and
                                             Know Sickle Cell anemia affects the red      Instructional Strategies                       Instructional Resources
                                                                                                                                          Recommended Resources:
                                                bloods cells and the transport of          1. Essential Questions have been written for
 15      external factors in health and
                                                oxygen.                                    Goal 4.04. Ideas for using these essential
         disease:                                                                                                                         Glencoe Textbook Biology
                                             Know tobacco use is linked to lung and       questions: Goal EQ How do scientists
                 Genetics.                     mouth cancer.                              categorize living things and how do living     Nutrition –pg. 924-926
                                             Know overexposure to the sun is linked       things accomplish essential life functions?
                                                                                                                                          Skin Cancer- pg. 212-213, 216
                                                                                                                                          Malaria- pg. 508
                                                to skin cancer.
                                                                                                                                          Diabetes-pg. 987
                                               Understand the skin produces vitamin       Daily EQs
                                                D when it is exposed to sunlight.                                                         Other instructional supplies:
                                                                                           How would you describe the interactive role
  5                                          Recognize folic acid, which is               of genetics and the environment in human
                                                important in preventing birth defects                                                     Laboratory material lists may be
                                                can be broken down by strong sunlight.     health?                                        found in the following:
                                             Recognize that diabetes is a disease in      How would you describe the role of T cells,
                                                                                           B cells, antigens, and antibodies in the       Glencoe Lab Manual pp. T18-
                                                which the body does not produce or                                                        T26.
                                                properly use insulin and its affects can   immune response system?
                                                be linked to factors such as obesity and   How would you describe the general life        Video/DVD:
                                                lack of exercise.                          cycle of the malarial parasite                 NC Biotechnology Center
                                             Understand that PKU is a recessive           (plasmodium)?
                                                genetic disorder that can be controlled                                                   Conquering Cancer
                                                                                           How does good nutrition help lead to good
                                                by diet.                                                                                  Unseen Life on Earth Program
                                                                                           health?                                        11: Human Defenses

                                                                               28
                                                                     What are the environmental and health
                                                                                                                     Nova:
                                                                     effects of the toxins lead and mercury?
                                                                                                                     Parasites: Eating Us Alive
                                                                     • Divide questions between student groups,
                                                                     research, complete questions, and present       Interactive CD-ROM:
                                                                     on posters.                                     NC Biotechnology Center
   Immune response.    Understand the body’s line of defense       • Museum walk of poster presentations.
                                                                                                                     Virtual Immunology Lab
                           (physical, nonspecific, and specific)     • Have students create a Power Point slide      The Virtual Lab Series
                        Know the function and relationship of T     for their assigned questions.
                           and B cells                               • Divide in groups; have students’ research,    Immune System Skits
                        Know the relationship between antigens      and jigsaw to share answers.
                           and antibodies, including the
                                                                     • Have students answer the essential
                           antigen/antibody complex.
                                                                     questions in paragraph form.
                        Understand the role of memory cells         Use a web quest to learn about malaria.
                        Distinguish between passive and active      2. Glencoe Textbook Biology ―Real World
                           immunity
                                                                     Biochallenge‖ p. 527 Students research
                        Understand vaccines and how they help       malaria & methods of prevention
                           to prevent viral diseases.
                                                                     Complete a lab to simulate the links
                                                                     between sickle cell and malaria.
   Nutrition.
                        Discuss proper nutrition for optimal        3. Glencoe Lab Manual ―Allelic
                           heath including essential vitamins and    Frequencies and Sickle-Cell Anemia‖ pp.
                           minerals                                  97-100
                        Examine how poor nutrition leads to
                           malnutrition, obesity, and other health   Activating strategy to lead into the immune
                           problems
   Parasites.                                                       system-Complete a web quest to study

                        Examine the general life cycle of the       emerging and re-emerging diseases.
                                                                     4. Glencoe Textbook Biology ―Biolab -
                           Malaria parasite Plasmodium
                        Know that the mosquito acts as a vector     Information on Emerging and Re-Emerging
                                                                     Diseases‖ p. 1042
                           for the malaria parasite.
                        Examine the symptoms and treatments         5. Give students a scenario of a disease
                           of malaria.                               caused by a microorganism and have them
                                                                     create a storyboard of what will happen in
                                                                     the body. Use different scenarios to include,
   Toxins.             Define environmental toxin                  what if they have been vaccinated, what if
                        Examine how exposure to lead and            they have had the disease before, what if
                           mercury can occur                         this is a first exposure?
                        Know that lead affects the central          Questions to consider-What cells/body
                                                           29
nervous system so children are more   systems will be attacked? What role will the
susceptible to damage.
                                      immune system play in fighting of the
                                      disease?
                                      Students can debate the pros and cons of
                                      vaccinations.
                                      6. Glencoe Textbook Biology Problem-
                                      Solving Lab ―Get a Shot or Get the
                                      Disease‖ p. 1040
                                      Then students could be required to write
                                      about the positive and negative effects of
                                      vaccinations. *Use North Carolina Writing
                                      Assessment rubric to score student’s
                                      writing.
                                      Nutrition Activities.
                                      7. Glencoe Lab Manual ―How Much
                                      Vitamin C Are You Getting‖ pp.227-230
                                      8. Have students investigate and prepare a
                                      report of a vitamin deficiency, such as
                                      scurvy, beriberi, rickets, night blindness,
                                      polyneuritis, or pellagra.
                                      9. Glencoe Textbook Biology ―MiniLab
                                      35.1 Evaluate a Bowl of Soup‖ p. 927
                                      10. Immune System- use power point
                                      attached to introduce immunology and
                                      terminology. Use immunology activity
                                      attached to complete case studies of various
                                      diseases.
                                      Writing:
                                      Students will define essential vocabulary
                                      using a three-part definition (term,
                                      classification, distinguishing characteristics-
                                      i.e. A cell is a collection of living matter
                                      enclosed by a barrier that separates it from
                                      its surroundings.) Students could be
                                      required to write all vocabulary in this
                                      format or could be required to do selected
                             30
                                                                                        Honors Level Students:
                                                                                        Work as a group to develop a skit to teach
                                                                                        basic concepts of immune response.
                                                                                        Use of case studies to analyze the role of
                                                                                        genetics and environment in human health.

       4.05 Analyze the broad patterns      Understand and recognize from a            Instructional Strategies                        Instructional Resources
       of animal behavior as adaptations      diagram suckling (instinct) and insects                                                   Recommended Resources:
       to the environment.                    moving away from or toward a light
                                                                                        Create a foldable as students discuss or read
                                              (taxis).                                                                                  Glencoe Textbook Biology
                                                                                        about learned behavior.
              Innate behavior.             Recognize from diagram and explain         1. Glencoe Textbook Biology ―Learned            pp. 858-879
                                              the innate behaviors of migration,        Behavior‖ (Foldable) p. 868
                                              estivation, and hibernation.                                                              Video/DVD:
                                                                                        Complete a behavior inquiry.                    Nova:
                                                                                        2. NCDPI Biology Support Document Draft         Bees – Tales From the Hive
                                                                                        ―Termite Behavior‖ pp. 237-243                  Jane Goodall’s Wild
                                                                                                                                        Chimpanzees
              Learned behavior.
                                            Understand and recognize examples of       3. NCDPI Biology support
                                                                                        documents Animal Responses to
                                              these learned behaviors; Habituation,                                                     Other instructional supplies:
                                              Imprinting, classical conditioning        Environmental Stimuli
                                              (Pavlov’s Dog—stimulus association)       4. Glencoe Textbook Biology Minilab 33.1
                                                                                        ―Testing an Isopod’s Response to Light‖ p.      Laboratory material lists may be
                                              Trial and error                                                                           found in the following:
                                                                                        860

                                                                                        Have students use graphs and analyze the        Glencoe Lab Manual pp. T18-
                                            Understand and recognize examples of       data to understand behavior.                    T26.
                                              the these social skills; Count ship       4. Glencoe Textbook Biology ―Problem
              Social behavior.               dances and territorial defense            Solving Lab – Is Hibernation an Innate or       Pill Bug Lab
                                            Know pheromones are used for               Learned Behavior‖ p. 867
                                              communication (ex. Bees and ants).
                                           Human Evolution NOT mentioned in 2004        Honors Level Students:
                                           SCOS                                         Complete an additional behavior lab
                                                                                        (Suggestion: Pillbug lab)


Week        EOC REVIEW WEEK                      Let’s ALL make 3’s and 4’s
 16         EOC REVIEW WEEK                      Let’s ALL make 3’s and 4’s             If anyone has any great new
            EOC REVIEW WEEK                      Let’s ALL make 3’s and 4’s             review games or methods they
            EOC REVIEW WEEK                      Let’s ALL make 3’s and 4’s
            EOC REVIEW WEEK                      Let’s ALL make 3’s and 4’s
                                                                                        come up with PLEASE
            EOC REVIEW WEEK                      Let’s ALL make 3’s and 4’s             Share…
            EOC REVIEW WEEK                      Let’s ALL make 3’s and 4’s
            EOC REVIEW WEEK                      Let’s ALL make 3’s and 4’s

                                                                              31
           EOC REVIEW WEEK     Let’s ALL make 3’s and 4’s
5 days     EOC REVIEW WEEK     Let’s ALL make 3’s and 4’s
           EOC REVIEW WEEK     Let’s ALL make 3’s and 4’s

          Review, Study and
               Prepare

         Keep reviewing and       EXAM WEEK                  Best of Luck to all…
                                     EOC's                       End of Quarter
         studying until your
                final




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