course description biology ilaquey.k12.mo.us/curriculum/science/biology i frisco league.pdfbiology i...
TRANSCRIPT
Course Description
Biology I
18
BIOLOGY I
Course Rationale: In order for students to pursue further biological studies, a strong background in current biological theory and practice is necessary. In Biology I an understanding of these major themes and topics are thoroughly discussed. Specifically this class examines biology from the cellular approach. A foundation in cellular anatomy and genetics leads to understanding nature’s processes, such as photosynthesis and respiration. Patterns and relationships among living organisms are traced back to their chromosomal beginnings. The understanding of the transfer of energy requires not only knowledge of food webs but how that food is metabolized and ultimately returned to nature upon the death of the organism. Course Description:
Biology I is a challenging course dealing with contemporary issues of biology. A strong emphasis is placed on the cellular level of living things. Discussions about the social issues related to cellular research, such as genetic engineering and ethical use of cellular information will be expected. Traditional classifications of living things allow students an opportunity to compare and contrast the mechanisms of life. Some dissections and field trips will be required. Homework and long-term assignments expected. Organization: The Biology I curriculum is organized by using the Science Course Level Expectations. The strands and Big Ideas of the CLEs are exhibited in the gray bands that cross all eight columns of the curriculum. The CLE concepts are listed in the first column along with the learner objectives.
19
Resources:
Adopted Text: Websites: www.beaconlearningcenter.com/Lessons/Level4sc.asp http://www.bioedonline.org/lessons/chromosomes.cfm
www.biology.arizona.edu/cell_bio/activities/cell_cycle/cell_cycle.html www.cellsalive.com www.dese.mo.gov/
Classroom Assessment Item Bank http://www.evergreen.ca/en/lg/lessons/eco_investigation.html www.indiana.edu/~ensiweb/evol. fs.html
http://www.pasco.com/experiments/biology/home.html http://www.pbs.org/wgbh/evolution/educators/lessons http://science-class.net/PowerPoints
http://seismo.berkeley.edu/seismo/istat/9th/index_fossils.html www.successlink.org www.teachersdomain.org
http://www.usoe.k12.ut.us/curr/science
Abbreviations: Subjects CLE Course Level Expectations BT Bloom’s Taxonomy DOK Depth of Knowledge
CA Communication Arts Science Strands K Knowledge Level 1 – Recall MA Mathematics Strand 1 Matter & Energy C Comprehension Level 2 – Skill/Concept
SC Science Strand 2 Force & Motion Ap Application Level 3 – Strategic Thinking SS Social Studies Strand 3 Living Organisms An Analysis Level 4 – Extended Thinking
Strand 4 Ecology S Synthesis Strand 5 Earth Systems E Evaluation
Strand 6 Universe Strand 7 Scientific Inquiry
Strand 8 Science, Technology, & Human Activity
20
BIOLOGY I
Strand 1: Properties and Principles of Matter and Energy
1. Changes in properties and states of matter provide evidence of the atomic theory of matter. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
I. Mass is conserved during any physical or
chemical change
Compare the mass
of the reactants to the mass of the products in a
chemical reaction or physical change as support for the
Law of Conservation of Mass
Sci 1
1.2 3.1
1.1.I.a
An
2
> The students will compare the mass of an empty flask to a flask
with vinegar and baking soda to support the Law of Conservation of Mass (activity also includes
activity with balloon) Attachment A
The teacher will:
1. Discuss reaction types, mass, and conservation of
mass and energy with the class prior to teaching this
lesson. 2. Collect listed
materials.
The students will work individually to compare
the mass of the reactants to the mass of the products in a
chemical reaction as support for the Law of Conservation of Mass
with a set of questions to be answered following the activity.
Attachment B
80%
Integrated Skills:
21
Strand 1: Properties and Principles of Matter and Energy
2. Energy has a source, can be stored, and can be transferred but is conserved within a system. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
F. Energy can be transferred within a system as the total
amount of energy remains constant
Classify the different ways to store energy and
describe the transfer of energy as it changes from
kinetic to potential, while the total amount of energy
remains constant within a system.
Sci 1
1.8
1.2.F
An
2
>Given a list of forms of energy http://enwikipedia.org/wiki/Energy_forms
students will create a chart listing a minimum of 5 examples under each form
>The students will determine how many calories there are in certain
foods (food turned into energy)(kinetic to potential)
Attachment C
The teacher will lead a discussion on the forms of
energy and examples of these forms.
The teacher will collect material for
laboratory work, provide instructions and
the charts.
The students will classify ways to store energy and describe
the transfer of energy from kinetic to potential energy with the
completion of a chart and other manipulatives.
Attachment D
75%
Integrated Skills:
22
Strand 3: Characteristics and Interactions of Living Organisms
1. There is a fundamental unity underlying the diversity of all living organisms. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. Organisms progress through life cycles unique to different
types of organisms
a. Recognize cells both increase in number and
differentiate, becoming specialized in structure and function, during
and after embryonic development
b. Identify factors (e.g., biochemical, temperature) that may
affect the differentiation of cells and the development of an organism
Sci 3
1.4
2.1
3.1.B.a
3.1.B.b
K
1
1
>The students will recognize cells increase and differentiate along with the
factors that may affect the differentiation during the lesson Exploring
Specialized Cells Attachment E
The teacher will: Research examples of
specialized cells Write terms to know
on the board: uni-cellular organism, multi-cellular organism,
Specialized cells, list the levels of organization: individual
cells, tissues, organs, organ systems.
Divide the class into groups
The students will define and explain that cells increase in number and
differentiate along with identifying factors that my affect the
differentiation of cells and the development of an organism with the
completion of the questions given in the student activity and
presentation to the class.
Scoring Guide Attachment F
75%
Integrated Skills: Technology Skills, Research
23
Strand 3: Characteristics and Interactions of Living Organisms
1. There is a fundamental unity underlying the diversity of all living organisms. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
C. Cells are the fundamental units of
structure and function of all living things
a. Recognize all organisms are composed of cells,
the fundamental units of structure and function
b. Describe the structure of cell parts
found in different types of cells and the functions they
perform that are necessary to the survival of the cell
and organism
Sci 3
1.4 2.1
3.1.C.a
3.1.C.b
K 1
Com 2
>The students will recognize organisms are composed of
cells and describe the structure of cell parts when creating a 3-D model of a cell.
www.successlink.org Modeling Cell Structure: A
3-D Approach Or
Attachment G
>(a-b) The students will recognize organisms are
composed of cells and describe the structure of cell parts when using the internet
and completing a worksheet. Attachment H
www.cellsalive.com
The teacher will:
1. Introduce cell structure
2. Explain what is
expected in terms of behavior
3. Explain rubric
The students will work in groups to describe
cell parts and compare and contrast plant and animal cells students
will present their work as a group to the class www.cellsalive.com
80%
Integrated Skills: Technology Skills
24
Strand 3: Characteristics and Interactions of Living Organisms
1. There is a fundamental unity underlying the diversity of all living organisms. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
E. Biological classifications are
based on how organisms are related
a. Explain how similarities used to group taxa might
reflect evolutionary relationships (e.g., similarities in DNA
and protein structures, internal anatomical features,
patterns of development
b. Explain how and why the classification of any
taxon might change as more is learned about the organisms
assigned to that taxon
Sci 3
1.5
3.1.E.a
3.1.E.b
Com
2
2
>The students will explain how similarities used to group
taxa reflect evolutionary relationships and how and why the classification might
change when studying evolution and classification in the following lessons.
www.indiana.edu/~ensiweb/evol.fs.html
subcategory Classification, Hiearchy, Relationships
Titles: “Why Cladistics”
*What, If Anything Is a Zebra?”
“Cladistics Is a Zip… Baggie”
”Nuts & Bolts: Is Classification Arbi trary?”
The teacher will guide
discussion on evolution and
classification, provide copies of materials for lesson.
The students will work individually to explain
how similarities used to group taxa reflect evolutionary
relationships and how and why the classification might
change when studying evolution and classification with
worksheets and quizzes completed during the student
activities. Assessment Material
found at: www.indiana.edu/~ensi
web/evol.fs.html
80%
Integrated Skills: Technology Skills
25
Strand 3: Characteristics and Interactions of Living Organisms
2. Living organisms carry out life processes in order to survive. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. The cell contains a set of structures called
organelles that interact to carry out life processes through
physical and chemical means
a. Compare and contrast the structure and function of
mitochondria and chloroplasts
b. Compare and contrast the structure and function of cell wall
and cell membranes c. Explain physical and
chemical interactions that occur between organelles (e.g.,
nucleus, cell membrane, chloroplast mitochondrian,
ribosome) as they carry out live processes
Sci 3
1.2 2.1
3.2.A.a
3.2.A.b
3.2.A.c
An
2
2
2
>The students will compare and contrast the structure and
function of a cell and explain interactions that occur between organelles when
completing one of the following performance event activities.
www.successlink.org Cells – Structure and
Function OR
Cellular Organelle Job Manual
The teacher will provide the scoring
guide for the performance event activity and use lecture
and class discussion to provide the background
information needed to complete the activity.
The students will work individually and in
groups to compare and contrast the structure and function of a cell
and explain interactions that occur between organelles with a
performance activity and presentation.
Scoring Guide available in the student performance event
80%
Integrated Skills:
26
Strand 3: Characteristics and Interactions of Living Organisms
2. Living organisms carry out life processes in order to survive. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth a. Explain the interrelationship between the processes of photosynthesis and cellular respiration (e.g., recycling of oxygen and carbon dioxide), comparing and contrasting photosynthesis and cellular respiration reactions b. Determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature) ---------------------------------------- D. Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds a. Summarize how energy transfer occurs during photosynthesis and cellular respiration as energy is stored in and released from the bonds of chemical compounds
Sci 3
2.1
3.2.B.a
3.2.B.b
3.2.D.a
Com
2
2
2
>The students will explain the interrelationship between
photosynthesis and cellular respiration along with factors that affect each process when
completing a concept map and a visual model.
www.successlink.org Energy Tree and/or
Photosynthesis and Cellular Respiration
The teacher will provide a scoring
guide for the students to follow along with class discussions on
the topic.
The students will work in small groups to
explain the interrelationship between
photosynthesis and cellular respiration along with factors that
affect each process with a scoring guide from the student
activity. www.successlink.org
75%
Integrated Skills:
27
Strand 3: Characteristics and Interactions of Living Organisms
2. Living organisms carry out life processes in order to survive. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
D. Cells carry out chemical
transformations that use energy for the synthesis or
breakdown of organic compounds
b. Relate the structure of organic compounds (e.g., proteins, nucleic
acids, lipids, carbohydrates) to their role in living systems
c. Recognize energy is absorbed or released in
the breakdown and/or synthesis of organic compounds
d. Explain how protein enzymes affect chemical reactions
(e.g., the breakdown of food molecules, growth and repair, regulation)
e. Interpret a data table showing the effects of
an enzyme on a biochemical reaction
Sci 3
1.3 1.6
3.2.D.b
3.2.D.c
3.2.D.d
3.2.D.e
Com
2
1
2
2
>a-b. The students will learn to relate the structure of
organic compounds to their role in living things when completing the Biological
Molecules lesson. Attachment I
>c-e The students will recognize that energy is absorbed or released in the
synthesis of organic compounds, explain how protein enzymes affect reactions and interpret a data
table when completing one of the following lessons.
www.beaconlearningcenter.com/Lessons/Level4sc.asp Enzymatic Action
OR
Attachment J
The teacher will discuss the 4 main
organic compounds, provide materials needed for the lesson
including the scoring guides.
a-b The students will compare the structures
and functions of organic compounds to their role in living things
when the performance event Organic Compounds of Life
Fold Out Book www.successlink.org
The students will
demonstrate how energy is absorbed or released in the
synthesis of organic compounds, explain how protein enzymes affect reactions and
interpret a data table with the questions and/or rubric in the
lessons.
75%
Integrated Skills:
28
Strand 3: Characteristics and Interactions of Living Organisms
2. Living organisms carry out life processes in order to survive. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
E. Protein structure and function are coded by
the DNA (Deoxyribonucleic acid) molecule
a. Explain how the DNA code determines the
sequence of amino acids necessary for protein synthesis
b. Recognize the function of protein in cell structure
and function (i.e., enzyme action, growth and repair of body parts, regulation of
cell division and differentiation)
Sci 3
1.2 1.8
3.2.E.a
3.2.E.b
Com
2
1
>The students will explain the relationship between DNA
and the sequence of amino acids necessary for protein synthesis by constructing a
chart to organize information. www.beaconlearningcenter.c
om/Lessons/Level4sc.asp All Aboard for Protein Synthesis
Do You Know the Master Programmer?
>The students recognize the function of protein in cell
structure and function in the lesson Constructing a Protein Sentence
www.beaconlearningcenter.com/Lessons/Level4sc.asp
The teacher will provide vocabulary
needed for prior knowledge before the lessons are begun. In
addition, the teacher will provide all of the worksheets and rubrics
for the lessons.
The students will work individually to analyze
the relationship between DNA and the sequence of amino
acids necessary for protein synthesis and recognize the function
of protein in cell structure and function by completing a chart
and diagramming the synthesis process.
www.beaconlearningcenter.com/Lessons/Level4sc.asp
80%
Integrated Skills:
29
Strand 3: Characteristics and Interactions of Living Organisms
2. Living organisms carry out life processes in order to survive. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
F. Cellular activities and responses can
maintain stability internally while external conditions are
changing (homeostasis)
a. Explain the significance of the selectively permeable membrane
to the transport of molecules
b. Predict the movement of molecules across a selectively permeable
membrane (i.e., diffusion, osmosis, active transport)
needed for a cell to maintain homeostasis given concentration
gradients and different sizes of molecules
c. Explain how water is important to cells (e.g., is a buffer for body
temperature, provides soluble environment for chemical reactions,
serves as a reactant to chemical reactions, provides hydration that
maintains cell turgidity, maintains protein shape)
Sci 3
1.2
3.2.F.a
3.2.F.b
3.2.F.c
Com
2
2
2
>a. The students will explain the significance of the
selectively permeable membrane to the transport of molecules when completing
the following lesson. Also used: GLE: 3.2.A.a-b
www.successlink.org Cells – Structure and
Function
>b-c. The student predict the movement of molecules across a permeable
membrane and the importance of water to a cell in the lesson Molecules
Rock www.beaconlearningcenter.c
om/Lessons/Level4sc.asp
The teacher will download copies of
materials, demonstrate the first task and lead the students through a
discussion and the lab.
The students work individually to analyze
the significance of the selectively permeable membrane to the
transport of molecules and predict the movement of molecules
with the importance of water using a scoring guide and/or quiz
provided in the student activities.
75%
Integrated Skills:
30
Strand 3: Characteristics and Interactions of Living Organisms
3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive
processes Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. Reproduction can
occur asexually or sexually
* Distinguish between asexual (i.e., binary fission, budding, cloning)
and sexual reproduction
Sci 3
2.1 3.1
3.3.A
An
1
>The students will distinguish
between asexual and sexual reproduction with a group lesson and visual
explanations. Attachment K
www.teachersdomain.org This is a free site, but you do
have to register. There is a variety of subjects that include clips and interactive
visuals with lessons included
The teacher will
provide a PowerPoint to introduce/review asexual and sexual
reproduction. PowerPoint is located at: http://science-
class.net/PowerPoints Types of Reproduction ( use
the second entry)
The students will
distinguish between asexual and sexual reproduction by
constructing a graph to compare and complete a worksheet.
Attachment L
80%
Integrated Skills:
31
Strand 3: Characteristics and Interactions of Living Organisms
3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive
processes Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. All living organisms
have genetic material (DNA) that carries hereditary information
a. Describe the chemical and structural
properties of DNA (e.g., DNA is a large polymer formed from linked
subunits of four kinds of nitrogen bases; genetic information is encoded
in genes based on the sequence of subunits; each DNA molecule in
a cell forms a single chromosome)
b. Recognize that DNA codes for proteins, which are expressed as
the heritable characteristics of an organism
c. Recognize that degree of relatedness can be
determined by comparing DNA sequences
Sci 3
1.5
3.3.B.a
3.3.B.b
Com
1
1
>The students will describe
and recognize the chemical and structural properties of DNA with a discussion and
activity sheet. Attachment M & N
> The students will describe
and recognize the chemical and structural properties of DNA and comparing DNA
sequences when viewing a PowerPoint presentation and completing a worksheet over
the presentation. http://www.southlakecarroll.e
du/CHS/Dragon%20biology/genetics.htm PP is under Chapter 11.1
pAP
The teacher will lead a
whole class discussion on DNA and provide copies of the activity
sheet.
The students will work
individually to illustrate and label the chemical and structural
properties of DNA and comparing sequences
Attachment M & N
75%
Integrated Skills:
32
Strand 3: Characteristics and Interactions of Living Organisms
3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive
processes Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. All living organisms
have genetic material (DNA) that carries hereditary information
d. Explain how an error in the DNA molecule
(mutation) can be transferred during replication
e. Identify possible external causes (e.g.,
heat, radiation, certain chemicals) and effects of DNA mutations (e.g.,
altered proteins which may affect chemical reactions and structural
development)
Sci 3
1.1 2.1
3.3.B.c
3.3.B.d
3.3.B.e
Com
1
2
2
>The students will explain
how an error in the DNA molecule can be transferred during replication and identify
possible external causes with an on-line visual presentation located at:
http://www.dnaftb.org/dnaftb/1/concept/
Number 27 (others may also work)
>The students will watch a portion of “Lorenzo’s Oil” to
generate interest in chromosomal mutation. In groups, the students will
research a disorder, complete a worksheet and make a presentation to explain and
identify mutations and their causes.
http://www.beaconlearningcenter.com/ Don’t Delete Me!
The teacher will
provide time for students to view the presentation either in
small groups or in a computer lab.
The teacher will find a copy of “Lorenzo’s Oil”
and cue it up to the segment needed, provide a rubric for the
group work, and make copies of the worksheets.
The students will
analyze how an error in the DNA molecule can be transferred during
replication and identify possible external causes with a
worksheet. Attachment O
The students will
identify mutations with a rubric for their presentation and
worksheet completion.
80%
Integrated Skills: Workplace Readiness Skills
33
Strand 3: Characteristics and Interactions of Living Organisms
3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive
processes Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
C. Chromosomes are
components of cells that occur in pairs and carry hereditary
information from the cell to daughter cells and from parent to off
spring during reproduction
a. Recognize the chromosomes of daughter cells, formed through the
processes of asexual production and mitosis, the formation of somatic
(body) cells in multi-cellular organisms, are identical to the chromosomes of the
parent cell b. Recognize that during
meiosis, the formation of sex cells, chromosomes are reduced to half the
number present in the parent cell
c. Explain how fertilization restores the diploid number of chromosomes
d. Identify the implications of human sex
chromosomes for sex determination
Sci 3
1.4 4.1
3.3.C.a
3.3.C.b
3.3.C.c
3.3.C.d
Com
1
1
2
1
>a-c The students will
recognize the process of mitosis and meiosis in asexual and sexual
production when completing two lessons.
www.successlink.org Online Mitosis Onion Root Tips
Uses the site: www.biology.arizona.edu/cell_bio/activities/cell_cycle/cell_
cycle.html
http://www.biologycorner.com/worksheets/meiosis.html Meiosis – Internet Lesson
Uses the site: http://www.biology.arizona.edu/cell_bio/tutorials/meiosis/m
ain.html
>d The students will identify the implications of human sex chromosomes for sex
determination during the lesson “X – Y Does It Make a Difference?”
http://www.bioedonline.org/lessons/chromosomes.cfm
The teacher will
arrange time for students to views the visual productions on
the computers or smartboard, provide copies of the lesson
and scoring guides from the lessons, and lead discussions.
a-c The students will
identify processes of mitosis and meiosis in asexual and sexual
production with a set of manipulatives, completion of
worksheets and a scoring guide for a graph from the lessons.
.
d The students will
identify the implications of human sex chromosomes for sex
determination with a worksheet that includes the students’
evaluations. See lesson at:
http://www.bioedonline.org/lessons/chromosomes.cfm
80%
Integrated Skills: Technology Skills
34
Strand 3: Characteristics and Interactions of Living Organisms
3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive
processes Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
D. There is heritable variation within every
species of organisms a. Describe the
advantages and disadvantages of asexual and sexual reproduction
with regard to variation within a population
b. Describe how genes can be altered and combined to create genetic
variation within a species (e.g., mutation , recombination of genes)
c. Recognize that new heritable characteristics
can only result from new combinations of existing genes or from mutations of
genes in an organism’s sex cells
Sci 3
1.3 2.1
3.3.D.a
3.3.D.b
3.3.D.c
Com
2
2
1
>a The students will complete a fun hands-on activity that
will lead to describing the advantages and disadvantages of asexual and
sexual reproduction http://www.usoe.k12.ut.us/c
urr/science/sciber00/7th/genetics/sciber/fnbgacti.htm Fun Bugs
>b-c The students will describe how genes can be
altered to create variations and characteristics in an offspring with a lesson that
incorporates the Punnett Square.
http://www.utdanacenter.org/sciencetoolkit/downloads/activities/8_square_dancin
g.pdf Also GLE: 3.3.E
The teacher will lead the students in the
process of filling our the Punnett Square, provide the materials
needed to complete the hands-on activities.
The students will describe how genes
can be altered to create variations and characteristics in an
offspring with a Punnett Square and present their findings to the
class www.successlink.org
Genetic Probability and the Critter Child
Also GLE: 3.3.E
80%
Integrated Skills:
35
Strand 3: Characteristics and Interactions of Living Organisms
3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive
processes Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
E. The pattern of inheritance for many
traits can be predicted by using the principles of Mendelian genetics
a. Explain how genotypes (heterozygous and
homozygous) contribute to phenotypic, variation within a species
b. Predict the probability of the occurrence of
specific traits, including sex-linked traits, in an offspring by using a
monohybrid cross c. Explain how sex-linked
traits may or may not result in the expression of a genetic disorder (e.g.,
hemophilia, muscular dystrophy, color blindness) depending on gender
Sci 3
1.3 1.8 4.1
3.3.E.a
3.3.E.b
3.3.E.c
Com
2
2
2
>a-b The students will explain and predict variations and
specific traits in an offspring with a lesson that incorporates the Punnett
Square. http://www.utdanacenter.or
g/sciencetoolkit/downloads/activities/8_square_dancing.pdf
>c The students will explain how sex-linked traits may or
may not result in genetic disorders or immunity to diseases.
http://www.pbs.org/wnet/secrets/lessons/lp_plague.ht
ml Also GLE: 3.3.D
The teacher will lead the students in the
process of filling our the Punnett Square, provide the materials
needed to complete the hands-on activities.
The students will predict variations and
specific traits in an offspring with a performance event that
includes the creation and analysis of a punnett square.
www.successlink.org Genetic Probability
and the Critter Child
The students analyze
how sex-linked traits may or may not result in genetic disorders or
immunity to diseases with a performance event.
www.successlink.org Genetic Disorder
Presentation Also GLE: 3.3.D
75%
Integrated Skills:
36
Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environments
1. Organisms are interdependent with one another and with their environment Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. All populations living together within a community interact
with one another and with their environment in order to survive and
maintain a balanced ecosystem
a. Explain the nature of interactions between organisms in predator/prey
relationships and different symbiotic relationships (i.e., mutualism,
commensalism, parasitism)
b. Explain how cooperation (e.g., symbiotic) and competitive (e.g., predator/prey)
relationships help maintain balance within an ecosystem
c. Explain why no two species can occupy the
same niche in a community Niche: (1) place; physical
space (2) ecological; particular location occupied by an organism
and its functional role in the community
Sci 4
1.8
4.1
4.1.A.a
4.1.A.b
4.1.A.c
Com
1
2
2
>a-b The students will explain the nature of interactions between
predator/prey (mutualism, commensalisms and parasitism) and how these
relationships help maintain balance within an ecosystem by completing a table and
chart to compare data. Symbiosis
And/or
Survivor (written report ) www.successlink.org
>c. The students will explain why no two species can occupy the same niche in a
community while developing a new species in the following Successlink lesson.
New Species www.successlink.org
The teacher will provide the students with a copy of the
scoring guide for the activities along with setting up the hands -
on lab work
The students will work individually to analyze the nature of
interactions between predator/prey (mutualism,
commensalisms and parasitism) and how these relationships help
maintain balance within an ecosystem using a chart and graph to
compare data
The students will analyze why no two species can occupy the
same niche in a community with a MAP module.
www.successlink.org What is Your Niche?
80%
Integrated Skills:
37
Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environments
1. Organisms are interdependent with one another and with their environment Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. Living organisms have the capacity to produce populations
of infinite size, but environments and resources are finite
a. Identify and explain the limiting factors (biotic and
abiotic) that may affect the carrying capacity of a population within an
ecosystem. b. Predict how populations
within an ecosystem may change in number and/or structure in response to
hypothesized changes in biotic and/or abiotic factors.
Sci 4
1.2
1.10
4.1.B.a
4.1.B.b
Com
2
2
>The students will identify and explain the biotic and/or abiotic factors that effect a
population and predict how populations may change in number due to changes in
biotic and/or abiotic factors. Attachment P
The teacher will lead the class in a group discussion of the terms
abiotic and biotic, divide the class into groups of 3 or 4, and
provide the materials needed to complete the activity (Venn
diagram, string, wooden stakes, and a picture)
>The students will identify and explain the biotic and/or abiotic
factors that effect a population and predict how populations may
change in number due to changes in biotic and/or abiotic factors
with classroom discussion and completion of Venn
diagram.
80%
Integrated Skills: Workplace Readiness Skills
38
Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environments
1. Organisms are interdependent with one another and with their environment Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
C. All organisms, including humans, and their activities
cause changes in their environment that affect the ecosystem
a. Devise a multi-step plan to restore the stability
and/or biodiversity of an ecosystem when given a scenario describing the
possible adverse effects of human interactions with that ecosystem (e.g.,
destruction caused by direct harvesting, pollution, atmospheric changes)
b. Predict and explain how natural or human caused changes (biological,
chemical and/or physical) in one ecosystem may affect other ecosystems
due to natural mechanisms (e.g., global wind patterns, water cycle, ocean
currents)
Sci 4
1.3
4.3
4.1.C.a
4.1.C.b
Syn/ Com
3
2
>a-b The students will devise a multi-step plan to restore stability and/or biodiversity to
an ecosystem and predict and explain how changes are caused. This activity can be
done in small group or individual. Presentation to the class is a good
conclusion. www.successlink.org
Current Environmental Issues: The Consumer’s Role
The teacher will provide a copy of the scoring guide and
computer time for research.
The students will devise a multi-step plan to restore stability and/or
biodiversity to an ecosystem and predict and explain how
changes are caused with a performance event activity
www.successlink.org
What Would You Do? – Exploring Environmental
Concerns in the Latin American World
80%
Integrated Skills: Workplace Readiness Skills
39
Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environments
1. Organisms are interdependent with one another and with their environment Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
D. The diversity of species within an ecosystem is affected
by changes in the environment, which can be caused by
other organisms or outside processes.
a. Predict the impact (beneficial or harmful) of a natural or human caused
environmental event (e.g., forest fire, flood, volcanic eruption, avalanche, acid
rain, global warming, pollution, deforestation, introduction of an exotic
species) may have on the biodiversity of a community.
b. Describe possible causes of extinction of a population.
Sci 4
1.4
4.3
4.1.D.a
4.1.D.b
Ap/ Com
2
1
> a. The students will predict the impact of a natural or human caused environmental
event with one of the following lessons:
www.successlink.org Topics in Weather & the Environment – Global
Warming Topics in Weather & the
Environment – Ozone Layer www.beaconlearningcenter.c
om/Lessons/Level4sc.asp Fire Ecology
The Acid Rain Test >b. The students will describe possible causes of extinction
of the dinosaurs and develop their own theory in the lesson Disappearing Dinosaurs
www.successlink.org
The teacher will determine what are to research, provide
materials, and computer time.
The students will predict the impact of a natural or human
caused environmental event with a scoring guide in the student
activities.
80%
Integrated Skills: Technology Skills, Research
40
Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environments
2. Matter and energy flow through the ecosystem Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. As energy flows through the ecosystem, all
organisms capture a portion of that energy and transform it to a
form they can use a. Illustrate and describe
the flow of energy within a food web.
b. Explain why there are generally more producers than consumers in an
energy pyramid c. Predict how the use
and flow of energy will be altered due to changes in a food web
Sci 4
1.6
2.3
4.2.A.a
4.2.A.b
4.2.A.c
Ap/ Com
2
2
2
>a-c The students will illustrate and describe the flow of energy with a concept
map and explain why there are more producers than consumers. In addition they
will explain producer/consumer relationship and predict how
the use and flow of energy will alter due to changes in the food web
http://www.beaconlearningcenter.com/Lessons/Level4SC.
asp Ecosystem Energizers
The teacher will set up the terrarium and provide time for
students to observe. Teacher must include
in the lesson a what if question.
What if there is no rain for several months? What if there is a
flood? What if a virus wipes out a certain animal?
The students will illustrate and describe the flow of energy
within a food web, explain why there are more producers than
consumers, and predict how changes can affect the food web with a
scoring guide, group work, and discussions in the student activity.
http://www.beaconlearningcenter.com/Lessons/
Level4SC.asp Ecosystem Energizers
80%
Integrated Skills:
41
Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environments
2. Matter and energy flow through the ecosystem Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. Matter is recycled through an ecosystem
a. Explain the processes involved in the recycling of nitrogen, oxygen, and
carbon through an ecosystem
b. Explain the importance of the recycling of nitrogen, oxygen, and carbon within
an ecosystem
Sci 4
4.1
4.2.B.a
4.2.B.b
Com
2
1
>The students will explain the process of recycling of nitrogen, oxygen and carbon
through an ecosystem and explain the importance in a unit covering the cycles.
Exchange Cycles http://peer.tamu.edu/curriculu
m_modules/Ecosystems/module_3/index.htm (there are several student
activities that include worksheets with questions to answer)
The teacher will provide copies of the lesson from the
internet and/or use a projector to go through the lesson as a class.
The teacher will provide materials for students to complete
the activities.
The students will explain the process of recycling of nitrogen,
oxygen and carbon through an ecosystem and explain the
importance in a unit covering the cycles when completing the
worksheets with the student activities
75%
Integrated Skills: Technology Skills
42
Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environments
3. Genetic variation sorted by the natural selection process explains evidence of biological evolution. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. Evidence for the nature and rates of evolution can be
found in anatomical and molecular characteristics of
organisms and in the fossil record
a. Interpret fossil evidence to explain the relatedness of organisms using the
principles of superposition and fossil correlation
b. Evaluate the evidence that supports the theory of biological evolution (e.g.,
fossil records, similarities between DNA and protein structures, similarities between developmental
stages of organisms, homologous and vestigial structures)
Sci 4
1.7
2.1
4.3.A.a
4.3.A.b
Eval
2
3
>a. The students will interpret fossil evidence using the Law of Superposition in the lesson
“Who’s On First? A Relative Dating Activity”
http://seismo.berkeley.edu/seismo/istat/9th/index_fossils.html
>b. The students will evaluate evidence that supports a theory, complete a
chart on the theories and present to the class.
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson3/act2.html Activity 2: Evidence for
Evolution WebQuest
a. The teacher will lead a discussion on fossils and provide
copies of the fossil cards for each group
b. The teacher will divide the class into groups of 3 and
provide computer time for students
a. The students will interpret fossil evidence using the Law of
Superposition in the lesson with the completion of the
activity and answers to the interpretation questions.
b. The students will
evaluate evidence that supports a theory with the completion of the
chart and presentation to the class.
75%
Integrated Skills: Technology Skills
43
Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environments
3. Genetic variation sorted by the natural selection process explains evidence of biological evolution. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. Reproduction is essential to the continuation of every
species a. Define a species in
terms of the ability to mate and produce fertile offspring
b. Explain the importance of reproduction to the
survival of a species (i.e., the failure of a species to reproduce will lead to
extinction of that species)
Sci 4
2.4
4.1
4.3.B.a
4.3.B.b
4.3.C.a
Com
1
2
2
>a. The students will define species in terms of reproduction and the
importance of it to survival. To Hatch or Not to Hatch?
http://www.nps.gov/akso/ParkWise/Teachers/Nature/DENA_ToHatch/outline.htm
>b. The students will explain the importance of
reproduction to the survival of a species when completing a hands-on activity that
includes graphing. http://www.sciencenetlinks.co
m/matrix.cfm Includes the activity from the following website. http://www.microbeworld.org/r
esources/experiment/pgs14-16.pdf
Also used in GLE: 4.3.C.a
The teacher will provide the scoring guide for the students
to follow and allow time for library searches and internet
searches.
The students define species in terms of reproduction and the
importance of it to survival with the rubric for the final activity in
the student activity
80%
Integrated Skills:
44
Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environments
3. Genetic variation sorted by the natural selection process explains evidence of biological evolution. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
C. Natural selection is the process of sorting individuals based on
their ability to survive and reproduce within their ecosystem
a. Identify examples of adaptations that may have
resulted from variation favored by natural selection (e.g., long-
necked giraffes, long-eared jack rabbits) and describe how that variation
may have provided populations an advantage for survival
b. Explain how genetic homogeneity may cause a population to be more
susceptible to extinction (e.g., succumbing to a disease for which there is
no natural resistance)
Sci 4
1.6
4.3.C.a
4.3.C.b
Com
2
2
>a-b The students will identify examples of adaptations favored by
natural selection when completing the lesson from GLE: 4.3.B.b
http://www.sciencenetlinks.com/matrix.cfm Include the following lesson
on beaks of birds for adaptations.
Attachment Q
The teacher will provide the scoring guide for the students
to follow and allow time for library searches and internet
searches.
The students will define species in terms of reproduction and the
importance of it to survival with the rubric for the final activity in
the student activity
75%
Integrated Skills:
45
Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environments
3. Genetic variation sorted by the natural selection process explains evidence of biological evolution. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
C. Natural selection is the process of sorting individuals based on
their ability to survive and reproduce within their ecosystem
c. Explain how environmental factors
(e.g., habitat loss, climate change, pollution, introduction of non-native
species) can be agents of natural selection
d. Given a scenario describing an environmental change,
hypothesize why a given species was unable to survive
Sci 4
1.2
2.3
4.3.C.c
4.3.C.d
Ap
2
2
>c-d The students will explain and describe how environmental factors and
changes can affect a species in the Successlink lesson “How Does Thermal
Pollution Affect Marine Life?”
www.successlink.org
The teacher will divide the students in to cooperative groups
and use cooperative learning structures to introduce the lesson.
The teacher will provide copies of the student handout,
scoring guide and materials.
The students will work individually to analyze how environmental
factors and changes can affect a species with a scoring guide
form the lesson.
80%
Integrated Skills: Research
46
Strand 5: Processes and Interactions of the Earth’s Systems
(Geosphere, Atmosphere, and Hydrosphere)
3. Human activity is dependent upon and affects Earth’s resources and systems. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. Earth’s materials are limited natural
resources affected by human activity
a. Predict local and/or global effects of environmental changes
when given a scenario describing how the composition of the
geosphere, hydrosphere, or atmosphere is altered by natural phenomena or
human activities b. Recognize how the
geomorphology of Missouri (i.e., different types of Missouri soil and rock
materials such as limestone, granite, clay, loam; land formations such
as karst (cave) formations, glaciated plains, river channels) effects the
survival of organisms
Sci 5
1.3 2.1
5.3.A.a 5.3.A.b
An
2
3
>a-b The students will predict and recognize local
geosphere effect humans and other organisms when researching a local
environmental issue. http://www.beaconlearningce
nter.com/Lessons/987.htm Environmental Quality in Our Own Backyard
The teacher will provide information on
local geomorphology (books, articles, internet sites, etc.),
time for students to research and a scoring guide
The students will predict and recognize
local geosphere effect humans and other organisms when
researching a local environmental issue and present their
findings to the class with a visual representation
80%
Integrated Skills: Research
47
Strand 6: Composition and Structure of the Universe and the Motion of the Objects Within It
1. The universe has observable properties and structure Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. The Earth has a composition and location suitable to
sustain life * Explain how Earth’s
environmental characteristics and location in the universe
(e.g., atmosphere, temperature, orbital path, magnetic field. Mass-
gravity, location in solar system) provide a li fe-supporting environment
Sci 6
1.1
3.1
6.1.B
Com
2
>The students will explain how Earth’s environmental characteristics and location in
the universe provide life-supporting environment in small group discussions after
researching the topic. Attachment R
Information page with discussion questions
The teacher will provide information on the topic and/or time
for students to research the topic along with a copy of
the discussion questions.
The students will analyze how Earth’s environmental
characteristics and location in the universe provide life-supporting
environment with a constructed response assessment.
Attachment S
80%
Integrated Skills: Research
48
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. Scientific inquiry includes the ability of
students to formulate a testable question and explanation, and to
select appropriate investigative methods in order to obtain evidence
relevant to the explanation
a. Formulate testable questions and hypotheses
b. Analyzing an experiment identify the components (i.e.,
independent variable, dependent variables, control of constants,
multiple trials) and explain their importance to the design of a valid
experiment c. Design and conduct a
valid experiment
Sci 7
1.3 1.8
7.1.A.a
7.1.A.b
7.1.A.c
An
3
3
4
>a-g The students will design and conduct a scientific
investigation of a topic of their choice that includes tables, graphs, and analysis of data.
TEACHER RESOURCES:
Attachment T – Template Attachment U – Scoring
Guide www.successlink.org
Applied Sciences Independent Research Project
And/or
Hypotheses and the Scientific Method
POSSIBLE PROJECT: Attachment V – Survival of
the Fittest Grasshopper
The teacher will review the different parts of an
investigation, provide a template and rubric, and time for student to
work on the project.
The students design and conduct a scientific
investigation of a topic of their choice that includes tables, graphs,
and analysis of data Attachment U
75%
Integrated Skills: Research
49
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. Scientific inquiry includes the ability of
students to formulate a testable question and explanation, and to
select appropriate investigative methods in order to obtain evidence
relevant to the explanation
d. Recognize it is not always possible, for practical or ethical
reasons, to control some conditions (e.g., when sampling or testing
humans, when observing animal behaviors in nature)
e. Acknowledge some scientific explanations
(e.g., explanations of astronomical or meteorological
phenomena) cannot be tested using a controlled laboratory experiment, but
instead by using a model due to the limits of the laboratory environment,
resources, and/or technologies
Sci 7
1.3 1.8
7.1.A.d
7.1.A.e
Com
2
1
Same as previous GLE
POSSIBLE PROJECT:
http://www.pasco.com/experiments/biology/home.html
http://reachoutmichigan.org/funexperiments/agesubject/biol
ogy.html
The teacher will review the different parts of an
investigation, provide a template and rubric, and time for student to
work on the project
The students design and conduct a scientific
investigation of a topic of their choice that includes tables, graphs,
and analysis of data .
Attachment U
75%
Integrated Skills: Research
50
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. Scientific inquiry includes the ability of
students to formulate a testable question and explanation, and to
select appropriate investigative methods in order to obtain evidence
relevant to the explanation
f. Acknowledge there is no fixed procedure called “the scientific method”, but that
some investigations involve systematic observations, carefully
collected and relevant evidence, logical reasoning, and some
imagination in developing hypotheses and other explanations
g. Experiment and make suggestions for reasonable
improvements
Sci 7
1.3 1.8
7.1.A.f
7.1.A.g
Com/ Eval
2
3
Same as previous GLE
POSSIBLE PROJECT:
http://www.pasco.com/experiments/biology/home.html
http://reachoutmichigan.org/funexperiments/agesubject/biology.html
http://www.schools.utah.gov/curr/science/core/earth/activity/
html/AtmoChng.htm
The teacher will review the different parts of an
investigation, provide a template and rubric, and time for student to
work on the project.
The students design and conduct a scientific
investigation of a topic of their choice that includes tables, graphs,
and analysis of data Attachment U
75%
Integrated Skills: Research
51
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. Scientific inquiry relies upon gathering
evidence from qualitative and quantitative
observations a. Make qualitative and
quantitative observations using the appropriate senses, tools and
equipment to gather data (e.g., microscopes, thermometers, analog and
digital meters, computers, spring scales, balances, metric rulers, graduated
cylinders) b. Measure length to the
nearest millimeter, mass to the nearest gram, volume to the nearest milliliter,
force (weight) to the nearest Newton, temperature to the nearest
degree Celsius, time to the nearest second
c. Determine the appropriate tools and techniques to collect,
analyze, and interpret data
Sci 7
1.8 2.7 3.2
7.1.B.a
7.1.B.b
7.1.B.c
Eval/ Com
2
1
2
>The students will make qualitative and quantitative
observations, use measurement and determine appropriate tools to collect,
analyze and interpret data during a selected science project.
A project from one of the previous objectives could be
adapted or used for this objective or one of the following projects could be
selected www.successlink.org
Extracting DNA How Sweet Does It Need To
Be? Investigating Irises
Microorganisms
http://gk12.asu.edu/node/7
The teacher will provide the tools and
instruction on correct and safe use of the tools for a selected
project
The students will make qualitative and
quantitative observations, use measurement and
determine appropriate tools to collect, analyze and interpret data with
observation, worksheets and scoring guides form the science
project selected.
80%
Integrated Skills: Research
52
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. Scientific inquiry relies upon gathering
evidence from qualitative and quantitative
observations d. Judge whether
measurements and computation of quantities are reasonable
e. Calculate the range, average/mean, percent,
and ratios for sets of data f. Recognize observation
is biased by the experiences and knowledge of the observer
(e.g., strong beliefs about what should happen in particular circumstances
can prevent the detection of other results)
Sci 7
1.8 2.7 3.2
7.1.B.d
7.1.B.e
7.1.B.f
Eval/ Com
2
1
2
>The students will judge measurements, calculate
range, mean, percent and ratios along with observations during a selected science
project. A project from one of the
previous objectives could be adapted or used for this objective or one of the
following projects could be selected
www.successlink.org Extracting DNA
How Sweet Does It Need To Be?
Investigating Irises Microorganisms
http://gk12.asu.edu/node/7
The teacher will provide the tools and
instruction on correct and safe use of the tools for a selected
project
The students will judge measurements,
calculate range, mean, percent and ratios along with observations
during a selected science project with observation,
worksheets and scoring guides form the science project selected.
75%
Integrated Skills:
53
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
C. Scientific inquiry includes evaluation of
explanations (laws/principles, theories/models) in
light of evidence (data) and scientific principles
(understandings) a. Use quantitative and
qualitative data as support for reasonable explanations (conclusions)
b. Analyze experimental data to determine patterns,
relationships, perspectives, and credibility of explanations
(e.g., predict/extrapolate data, explain the relationship between the
independent and dependent variable)
Sci 7
1.6 3.4 4.1
7.1.C.a
7.1.C.b
Eva/ An
3
3
>The students will make qualitative and quantitative
observations, use measurement and determine appropriate tools to collect,
analyze and interpret data during a selected science project.
A project from one of the previous objectives could be
adapted or used for this objective or one of the following projects could be
selected www.successlink.org
Extracting DNA How Sweet Does It Need To
Be? Investigating Irises
Microorganisms
http://gk12.asu.edu/node/7
The teacher will provide the materials
need for the project, lead a discussion on the topic and share a
copy of the scoring guide.
>The students will make qualitative and
quantitative observations, use measurement and
determine appropriate tools to collect, analyze and interpret data with
a scoring guide from the student activity.
75%
Integrated Skills:
54
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
C. Scientific inquiry includes evaluation of
explanations (laws/principles, theories/models) in
light of evidence (data) and scientific principles
(understandings) c. Identify the possible
effects of errors in observations, measurements, and
calculations, on the validity and reliability of data and resultant explanations
(conclusions) d. Analyze whether
evidence (data) and scientific principles support proposed explanations
(laws/principles, theories/models)
Sci 7
1.6 3.4 4.1
7.1.C.c
7.1.C.d
Eva/ An
3
3
>The students will identify possible errors and their
effects and analyze data support for proposed explanation.
A project from one of the previous objectives could be
adapted or used for this objective or the following project could be selected
http://www.evergreen.ca/en/lg/lessons/eco_investigation.html
The teacher will:
1. Model the steps of
a scientific inquiry investigation
2. Distinguish
between a controlled experiment and a correlation study.
3. Organize students
into research teams of two to four members.
4. Provide time for the
teams to brainstorm topics to investigate
and share ideas with the class.
5. Engage teams in
the investigation and report write-up.
The students will identify possible errors
and their effects and analyze data support for proposed
explanation with a scoring guide.
http://www.evergreen.ca/en/lg/lessons/eco_inv
estigation.html
80%
Integrated Skills: Research
55
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,
reasoning, and critical thinking. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
D. The nature of science relies upon
communication of results and justification of explanations
a. Communicate the procedures and results of
investigations and explanations through:
Oral presentations
Drawings & maps
Data tables
Graphs (bar, single, and multiple line)
Equations & writings
b. Communicate and defend a scientific argument
c. Explain the importance of the public presentation
of scientific work and supporting evidence to the scientific community (e.g.,
work and evidence must be critiqued, reviewed and validated by peers; needed
for subsequent investigations by peers; results can influence the
decisions regarding future scientific work)
Sci 7
2.1 3.4
7.1.D.a
7.1.D.b
7.1.D.c
Eva/ An
3
3
2
>The students will communicate the procedures
and results of their investigation, defend their scientific argument and
present their investigation to the community.
A project from one of the previous objectives could be adapted or used for this
objective or the following project could be selected
http://www.evergreen.ca/en/lg/lessons/eco_investigation.ht
ml
The teacher will:
1. Model the steps of
a scientific inquiry investigation
2. Distinguish
between a controlled experiment and a correlation study.
3. Organize students
into research teams of two to four members.
4. Provide time for the
teams to brainstorm topics to investigate
and share ideas with the class.
5. Engage teams in
the investigation and report write-up.
The students will communicate the
procedures and results of their investigation, defend their scientific
argument and present their investigation to the community using a
visual or written presentation
http://www.evergreen.ca/en/lg/lessons/eco_inv
estigation.html
75%
Integrated Skills:
56
Strand 8: Impact of Science, Technology and Human Activity
1. The nature of technology can advance, and is advanced by , science as it seeks to apply scientific knowledge in ways that meet
human needs. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. Advances in technology often
result in improved data collection and an increase in scientific
information * Recognize the
relationships linking technology and science (e.g., how technological
problems may create a demand for new science knowledge, how new
technologies make it possible for scientists to extend research and
advance science)
Sci 8
2.7 4.7
8.1.B
Com
2
>The students will recognize the relationship between
technology and science when researching the brain in the following lesson:
http://www.sciencenetlinks.com/lessons
Watch Your Thoughts!
Diagnostic Imaging and the Brain
The teacher will provide time for
students to research technology that scans the brain.
The students will recognize the
relationship between technology and science by completing the
“What I Learned” section of the E sheet form the student
activity.
80%
Integrated Skills: Technology Skills
57
Strand 8: Impact of Science, Technology and Human Activity
2. Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how
science knowledge and technology evolve over time. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
A. People of different gender and ethnicity
have contributed to scientific discoveries and the invention of
technological innovations
a. Recognize contributions to science are not limited to the work
of one particular group, but are made by a diverse group of scientists
representing various ethnic and gender groups
b. Recognize gender and ethnicity of scientists often influence the questions
asked and/or the methods used in scientific research and may limit or advance
science knowledge and/or technology
Sci 8
2.3 4.6
8.2.A.a
8.2.A.b
Com
1
1
>The students will recognize contributions to science made
by gender groups when studying women or ethnic scientists.
www.successlink.org
Famous Scientists Rosalind Franklin Web
Quest
http://www.astr.ua.edu/4000WS/summary.shtml This is a list of women in
science and their biographies
The teacher will provide lists of
scientists to study, determine if this is a group or individual
project, and if there will be a presentation at the conclusion.
The students recognize contributions to science
made by gender groups when studying women or ethnic scientists with
a scoring guide from the Successlink lessons
80%
Integrated Skills: Equity
58
Strand 8: Impact of Science, Technology and Human Activity
2. Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of scie nce and how
science knowledge and technology evolve over time. Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. Scientific theories are developed based on
the body of knowledge that exists at any particular time
and must be rigorously questioned and tested for validity
a. Identify and describe how explanations
(laws/principles, theories/models) of scientific phenomena have
changed over time as a result of new evidence (e.g., cell theory, theories
of spontaneous generation and biogenesis, theories of extinction, evolution
theory, structure of the cell membrane, genetic theory of inheritance)
b. Identify and analyze current theories that are
being questioned, and compare them to new theories that have
emerged to challenge older ones)e.g., theories of evolution, extinction, global
warming
Sci 8
1.6 3.4
8.2.B.a
8.2.B.b
Com
2
3
>The students will identify and describe explanations of
scientific principles and/or theories including current issues when studying them in
groups. Evolution:
http://www.sciencenetlinks.com/matrix.cfm Comparing Theories:
Lamarck and Darwin Development of Universe:
http://archives.cnn.com/2000/fyi/teacher.resources/lesson.plans/07/17/flat.earth/
Extinction of Dinosaurs: Used in GLE: 4.1.D.b
www.successlink.org Disappearing Dinosaurs
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson1/act2.html
Global warming: Used in GLE: 4.1.D.a
www.successlink.org Topics in Weather & the Environment – Global
Warming Topics in Weather & the
Environment – Ozone Layer
The teacher will provide information on
topics that could be researched and any materials provided with
the lesson that the teacher or groups choose to follow.
The students will identify and describe
explanations of scientific principles and/or theories
including current issues with a scoring guide from the student
activity.
80%
Integrated Skills: Research, Technology Skills
59
Strand 8: Impact of Science, Technology and Human Activity 3. Science and technology affect, and are affected by, society
Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
B. Social, political,
economic, ethical and environmental factors strongly influence,
and are influenced by, the direction of progress of science
and technology a. Analyze the roles of
science and society as they interact to determine the direction of scientific
and technological progress b. Identify and describe
major scientific and technological challenges to society and their
ramifications for public policy (e.g., global warming, limitations to
fossil fuels, genetic engineering of plants, space and/or medical
research) c. Analyze and evaluate
the drawbacks
Sci 8
1.6 3.4
4.3
8.3.B.a
8.3.B.b
8.3.B.c
An
3
3
3
>The students will analyze
roles of science and society in influencing progress, identify and describe
challenges and analyze/evaluate the drawbacks in genetic
engineering of plants in the California Unit:
Genetic Engineering (6 lessons) http://www.cfaitc.org/LessonP
lans/pdf/412.pdf
The teacher will review
the lessons to determine which lessons will be utilized,
organize materials needed, and obtain references.
The students will
analyze roles of science and society in influencing progress,
identify and describe challenges and analyze/evaluate the
drawbacks in genetic engineering of plants with the completion of
activities and worksheets in the student unit.
75%
Integrated Skills:
60
Strand 8: Impact of Science, Technology and Human Activity 3. Science and technology affect, and are affected by, society
Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
C. Scientific ethics
require that scientists must not knowingly subject people or the
community to health or property risks without their
knowledge and consent
a. Identify and evaluate the need for informed consent in experimentation
b. Identify the ethical issues involved in
experimentation (i.e., risks to organisms or environments)
c. Identify and evaluate the role of models as an
ethical alternative to direct experimentation (e.g., using a model for a stream
rather than pouring oil in an existing stream when studying the effects of oil
pollution on aquatic plants)
Sci 8
4.7
8.3.C.a
8.3.C.b
8.3.C.c
Com
1
1
1
>The students will identify
and evaluate the issues involved with ethics in experimentation. The
students will be lead through the process when examining ethical issues associated with
predictive testing of Huntington’s Disease.
http://hshgp.genome.washington.edu/teacher_resources/EthicsModuleJuly1998.pdf
The teacher will
present information on the genetics of Huntington’s Disease
(HD), lead the students through a discussion of the ethics of HD, and
provide a worksheet of questions that were discussed.
The students will
identify and evaluate the issues involved with ethics in
experimentation with a worksheet included in the student activities
unit,
80%
Integrated Skills: Research, Technology Skills
61
Strand 8: Impact of Science, Technology and Human Activity 3. Science and technology affect, and are affected by, society
Measurable Learner
Objective
The student will be able to:
Assessed
Show-Me
Goals
CLE
Code
BT/
DOK
Student Activities/ Resources
Instructional
Strategies
Assessments
Mastery
Min. %
D. Scientific information
is presented through a number of credible sources, but is at
times influenced in such a way to become non-credible
a. Evaluate a given source for its scientific
credibility (e.g., articles in a new periodical quoting an “eye witness”, a
scientist speaking within or outside his/her area of expertise)
b. Explain why accurate recordkeeping, openness,
and replication are essential for maintaining an investigator’s credibility
with other scientists and society
Sci 8
1.7 4.1
8.3.D.a
8.3.D.b
Eval/
Com
3
1
>The students will use the
internet to find an article to evaluate for credibility and accuracy.
Possible websites:
http://www.scientificjournals.org/current_issue.htm
http://www.accessmylibrary.com/subject/biology
The teacher will
provide articles or time for students to search the internet for
scientific articles. This can be done as a small group or individual
project.
The students evaluate
for credibility and accuracy a scientific article using a scoring
guide. Attachment W
80%
Integrated Skills: Technology Skills