introduction to life science pacing chart · introduction to life science pacing chart ......

03/24/06 101

Introduction to Life Science Pacing Chart

1. Biochemistry 4 weeks

2. Cell Biology 4 weeks

3. Heredity 5 weeks

4. Evolution 2 weeks

5. Ecology 5 weeks

6. Taxonomy 3 weeks

7. OGT Review 1 week

8. OGT Exam Mid March

9. Continue Taxonomy 10 weeks

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Lakewood City Schools

StandardsBased Course of Study

Course: Introduction to Life Science

Two Semesters, ½ credit each, 5 periods per day, 10 th grade

…is a core (Ohio Graduation Test) biological science course for 10 th graders. It is the sequel to Introduction to physical science for 9 th graders. While this course stresses handson activity approach, it is not considered one of the lab intensive courses recommended for college bound students. Introduction to Life Science studies plants, animals, fungi, protests and bacteria. It studies their interrelationships and dependence on each other. A major part of the course is the study of genetics, heredity and evolution. There is an emphasis of the application of this material to everyday life.

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Lakewood City Schools Science Course of Study – Tenth Grade

NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: BIOCHEMISTRY Key:

Science and Technology Standard (ST) Scientific Inquiry Standard (SI) Scientific Ways of Knowing Standard (SW) Life Sciences Standard (LS) Earth Science Standard (ES) Physical Science Standard (PS)

910 Benchmarks Grade Level Indicators Teaching Resources

By the end of the 910 program the student will:

Scientific Inquiry V Participate in and apply

the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. (SIA)

Scientific Ways of Knowing V Explain that scientific

knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. (SWA)

By the end of Tenth Grade, the student will:

Doing Scientific Inquiry V Research and apply appropriate safety precautions when designing

and conducting scientific investigations (e.g., OSHA, MSDS, eyewash, goggles, ventilation). (SI101)

V Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology. (SI10 2)

V Use mathematical models to predict and analyze natural phenomena. (SI103)

V Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations. (SI104)

Nature of Science V Recognize that science is a systematic method of continuing

investigation, based on observation, hypothesis testing,

Buckle down: Review 9

Prentice Hall:

Webquest: Acid rain Pizza quest

Online activites: How atoms will bond

Structure and properties of water World of carbon molecules Properties of lipids Build an amino acid chain Role of enzymes in nature

Hands on activities: demonstrate surface tension of

water investigate solubility pH indicator

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V Explain how scientific inquiry is guided by knowledge, observations, ideas and questions. (SW B)

V Describe the ethical practices and guidelines in which science operates. (SWC)

V Recognize that scientific literacy is part of being a knowledgeable citizen. (SWD)

V Scientific Ways of Knowing V Explain that scientific



measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena. (SW103)

Science and Society V Investigate how the knowledge, skills and interests learned in science

classes apply to the careers students plan to pursue. (SW107)

relate the properties of proteins to the behavior of its molecules

Investigate Lab: compare different antacids Way to Go, Indigo “zyme time Other

Biology Department Videotapes #7 Basic Chemistry for Biology

Students #8 Biology of Water

Glencoe Investigating Living Systems (brown)

#6 Carbohydrates: Chemistry & Identification

#7 Proteins: Chemistry & Identification

#8 Fats: Chemistry & Identification

Glencoe Probing Living Systems (brown) #5 Detecting Compounds Made by

Living Things #6 Molecules of Biological

Importance

Other: Chemical Bonding & Naming

Molecules Simulation (paper) (see Helen Smith)

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Lakewood City Schools Science Course of Study – Intro to Life Science UNIT: BIOCHEMISTRY Key:

Science and Technology Standard (ST) Scientific Inquiry Standard (SI) Scientific Ways of Knowing Standard (SW) Life Sciences Standard (LS) Earth Science Standard (ES) Physical Science Standard (PS)


By the end of the 910 program, the student will:

Life Sciences V Explain the flow of energy

and the cycling of matter through biological and ecological systems (cellular, organismal and ecological). (LSD)


Characteristics and Structure of Life V Explain that living cells

a. are composed of a small number of key chemical elements (carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur)

V b. pH V Explain the characteristics of life as indicated by cellular processes

including a. homeostasis b. synthesis of new molecules (LS103)

Diversity and Interdependence of Life V Explain that living organisms use matter and energy to synthesize a

variety of organic molecules (e.g., proteins, carbohydrates, lipids and nucleic acids) and to drive life processes (e.g., growth, reacting to the environment, reproduction and movement). (LS1011)

Subobjectives • List most common elements in living things

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• Summarize what happens in a chemical reaction. • Identify between types of bonds (covalent, ionic, hydrogen, peptide) • Describe the structure and properties of water molecules (solubility,

cohesion, adhesion, capillary action) • Distinguish between acid and base • Identify monomers and polymers • Describe the process of building and breaking of polymers

(condensation and hydrolysis) • Describe basic structure and function of organic molecules

(carbohydrates, lipids, proteins, and nucleic acids) • Explain how enzymes affect activation energy • Describe how an enzymes shape is important to the function.

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NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: CELL BIOLOGY



Science and Technology V Explain the ways in which

the processes of technological design respond to the needs of society. (STA)

V Explain that science and technology are interdependent; each drives the other. (STB)




knowledge must be based on evidence, be predictive, logical, subject to modification and limited to


Understanding Technology V Cite examples of ways that scientific inquiry is driven by the desire

to understand the natural world and how technology is driven by the need to meet human needs and solve human problems. (ST101)

V Describe examples of scientific advances and emerging technologies and how they may impact society. (ST102)

Abilities To Do Technological Design V Explain that when evaluating a design for a device or process,

thought should be given to how it will be manufactured, operated, maintained, replaced and disposed of in addition to who will sell, operate and take care of it. Explain how the costs associated with these considerations may introduce additional constraints on the design. (ST103)





V Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations.

Buckle down Review 8

Prentice Hall:

Webquest: Cell quest Calorie quest Chocolate quest Growth quest

Online activities: How cells measure up Dissect plasma membrane Movement across membrane Insulin in bloodstream Chloroplasts and mitochondrion How ATP stores energy Make electrons fall Pinball and cell respiration Pinball and fermentation Photosynthesis in action Calvin cycle Cell division stages Mitosis in action Sister chromatids

Hands on activities:

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the natural world. (SWA) V Explain how scientific

inquiry is guided by knowledge, observations, ideas and questions. (SW B)








(SI104) V Explain how new scientific data can cause any existing scientific

explanation to be supported, revised or rejected. (SI105)

Nature of Science V Discuss science as a dynamic body of knowledge that can lead to the

development of entirely new disciplines. (SW101) V Describe that scientists may disagree about explanations of

phenomena, about interpretation of data or about the value of rival theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science. (SW102)

V Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena. (SW103)

Ethical Practices V Recognize that ethical considerations limit what scientists can do.

(SW104) V Recognize that research involving voluntary human subjects should

be conducted only with the informed consent of the subjects and follow rigid guidelines and/or laws. (SW105)

V Recognize that animalbased research must be conducted according to currently accepted professional standards and laws. (SW106)



Lab 6A Plant or animal cell Model action of plasma membrane Observe osmosis Demonstrate osmosis and diffusion Structure of cells Electron transport chain Lab 7A fermentation while making

yogurt Lab 8A leaf prints calvin cycle

BSCS Inv. 5.1 Observing Cells Inv. 5.2 Diffusion through a

Membrane Adaptation Inv. Diffusion through

a Membrane Inv. 18.1 Water and Turgor

Pressure Inv. 5.4 Mitosis and Cell Division

Project: Make a 3D Model of a Plant or Animal Cell Make models of Cell Division

Set of Plastic Models Of Stages of Cell Division

Biology Department Videotapes The New Cell Parts 1,2,&3 #34

How to Use the Compound Microscope # 27

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NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: CELL BIOLOGY



Life Sciences V Explain that cells are the

basic unit of structure and function of living organisms, that once life originated all cells come from preexisting cells and that there are a variety of cell types. (LSA)

V Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development. (LSB)

V V Summarize the historical

development of scientific theories and ideas, and describe emerging issues in the study of life sciences. (LSJ)


Characteristics and Structure of Life V Explain that living cells

a. are composed of a small number of key chemical elements (carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur)

b. are the basic unit of structure and function of all living things c. come from preexisting cells after life originated, and d. are different from viruses. (LS101)

V Compare the structure, function and interrelatedness of cell organelles in eukaryotic cells (e.g., nucleus, chromosome, mitochondria, cell membrane, cell wall, chloroplast, cilia, flagella) and prokaryotic cells. (LS102)

V Explain the characteristics of life as indicated by cellular processes including a. homeostasis b. energy transfers and transformation c. transportation of molecules d. disposal of wastes e. synthesis of new molecules (LS103)

V Summarize the general processes of cell division and differentiation, and explain why specialized cells are useful to organisms and explain that complex multicellular organisms are formed as highly organized arrangements of differentiated cells. (LS104)

V Describe how cells and organisms acquire and release energy (photosynthesis, chemosynthesis, cellular respiration, and fermentation). (LS1010)

Historical Perspectives and Scientific Revolutions

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V Use historical examples to explain how new ideas are limited by the context in which they are conceived. These ideas are often rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., biological evolution, germ theory, biotechnology, discovering germs). (LS1026)

V Describe advances in life sciences that have important longlasting effects on science and society (e.g., biological evolution, germ theory, biotechnology, discovering germs). (LS1027)

V Analyze and investigate emerging scientific issues (e.g., genetically modified food, stem cell research, genetic research, cloning). (LS10 28)

V Subobjectives to meet grade level indicators.

Explain main idea of cell theory. Compare animal and plant cells Distinguish between prokaryote and Eukaryote Describe structure of cell membrane Identify functions of proteins in the cell membranes Relate diffusion and equilibrium Describe passive transport occurs Relate osmosis to solute concentration Explain how active transport differs form passive transport Describe how large molecules move across a membrane Compare autotroph and heterotroph Explain cellular respiration Explain what chemical energy is and how cells release it from food. Describe the structure of ATP. Summarize cellular respiration equation Explain fermentation Identify reactants and products of photosynthesis Name stages of cell cycle Summarize major events that occur during each phase of mitosis. Explain how cancer treatments can work at the cell level

03/24/06 1011


NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: ECOLOGY









knowledge must be based on evidence; be predictive, logical, subject to modification and limited to












Buckle Down: Review 15 Review 16

Prentice Hall:

Webquest: Thermal vents Killer bee quest Frog quest

Online activities: Role of abiotic factors in ecosystem Build a climatograph Match ocean organism with their

zone Population dynamics Population growth data Interactions of population Temperate rainforest community Aquatic food chain Nitrogen cycle Effects of deforestation Threats to biodiversity

Hands on Activities: Abiotic factors Simulate mark and recapture Exponential growth Biotic potential

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knowledge must be based on evidence; be predictive, logical, subject to modification and limited to the natural world. (SWA)
















Food scarcity and competition Model flow of food chain Model biological magnification Lake life

BSCS text: Inv. 1.2 You and the Web of Life Inv. 1.3 How Do Flowers Attract Bees Inv. 2.1 Population Growth Inv. 2.2 Water Necessity of Life Inv. 9.1 Dissolved Oxygen Inv. 20.3 Population Changes: Field

Data Inv. 20.4 Long Term Changes in an

Ecosystem Inv. 22.1 Climatograms Inv. 22.2 Effects of Fire on Biomes

Glencoe Laboratory Manual Inv. 4.1 How Does the Environment

Affect an Eagle Population Exploration 4.2 The Lesson of

Kaibab

Biology Department Videotapes Biology of Water Carbon Cycle Communities of Living Things Ecology Food Chain Greenhouse Effect Nitrogen Cycle Scientific Method What is Biology

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Earth and Space Sciences V Explain that many

processes occur in patterns within the Earth’s systems. (ESB)

V Describe the finite nature of Earth’s resources and those human activities that can conserve or deplete Earth’s resources. (ESD)

V Explain the processes that move and shape Earth’s surface. (ESE)

V Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences. (ESF)


Earth Systems V Summarize the relationship between the climatic zone and the

resultant biomes. (This includes explaining the nature of the rainfall and temperature of the midlatitude climatic zone that supports the deciduous forest.) (ES101)

V Explain how the acquisition and use of resources, urban growth and waste disposal can accelerate natural change and impact the quality of life. (ES105)

V Describe ways that human activity can alter biogeochemical cycles (e.g., carbon and nitrogen cycles) as well as food webs and energy pyramids (e.g., pest control, legume rotation crops vs. chemical fertilizers). (ES106)

Historical Perspectives and Scientific Revolutions V Describe advances and issues in Earth and space science that have

important longlasting effects on science and society (e.g., geologic time scales, global warming, depletion of resources, exponential population growth). (ES107)

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V Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological). (LSD)

V Explain the structure and function of ecosystems and relate how ecosystems change over time. (LSF)

V Describe how human activities can impact the status of natural systems. (LSG)


Understanding Technology V Cite examples of ways that scientific inquiry is driven by the desire to

understand the natural world and how technology is driven by the need to meet human needs and solve human problems. (ST101)

Doing Scientific Inquiry V Present scientific findings using clear language, accurate data,

appropriate graphs, tables, maps and available technology. (SI102) V Draw conclusions from inquiries based on scientific knowledge and

principles, the use of logic and evidence (data) from investigations. (SI104)


investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena. (SW103)



Diversity and Interdependence of Life V Describe how matter cycles and energy flows through different levels

of organization in living systems and between living systems and the physical environment. Explain how some energy is stored and much is dissipated into the environment as thermal energy (e.g., food webs

03/24/06 1015

and energy pyramids). (LS109) V Explain that the variation of organisms within a species increases the

likelihood that at least some members of a species will survive under gradually changing environmental conditions. (LS1013)

V Relate diversity and adaptation to structures and their functions in living organisms (e.g., adaptive radiation). (LS1014)

V Explain how living things interact with biotic and abiotic components of the environment (e.g., predation, competition, natural disasters and weather). (LS1015)

V Relate how distribution and abundance of organisms and populations in ecosystems are limited by the ability of the ecosystem to recycle materials and the availability of matter, space and energy. (LS10 16)

V Conclude that ecosystems tend to have cyclic fluctuations around a state of approximate equilibrium that can change when climate changes, when one or more new species appear as a result of immigration or when one or more species disappear. (LS1017)

V Describe ways that human activities can deliberately or inadvertently alter the equilibrium in ecosystems. Explain how changes in technology/biotechnology can cause significant changes, either positive or negative, in environmental quality and carrying capacity. (LS1018)

V Illustrate how uses of resources at local, state, regional, national, and global levels have affected the quality of life (e.g., energy production, sustainable vs. nonsustainable agriculture). (LS1019)

Sub Objectives to Meet Indicators:

Identify key abiotic factors Describe what defines a biome List and describe eight major terrestrial biomes Explain how ecologists define a population Describe several methods scientists use to measure population

density Describe patterns of exponential growth. Relate limiting factors and carrying capacity Identify hypothesis for the cause of population growth cycles. Identify causes and possible results of interspecific competition.

03/24/06 1016

Compare and contrast symbiotic relationships. Compare primary and secondary succession Explain how human activities can affect species diversity. Contrast flow of energy and chemicals in the ecosystem Explain how trophic levels relate to food chains and webs Summarize basic patterns of chemical cycling.

03/24/06 1017


NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: EVOLUTION



V Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life. (LSE)

V Explain the structure and function of ecosystems and relate how ecosystems change over time. (LSF)

V Describe how human activities can impact the status of natural systems. (LSG)

V Describe a foundation of biological evolution as the change in gene frequency of a population over time. Explain the historical and current scientific developments, mechanisms and processes of biological evolution. (LSH)









V Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations. (SI104)

V Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected. (SI105)

Nature of Science V Describe that scientists may disagree about explanations of

phenomena, about interpretation of data or about the value of rival theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science.

Buckle down: Review 13

Prentice Hall:

Webquest: archaeopteryx quest Continental drift quest

Online activities: Travel with Darwin Locate homologous structures Model spread of pesticide

resistance. Alter the gene pool Explore speciation Solve a fossil mystery

Hands on activites: Model natural selection Lab 14A Protein print Variation in population Lab 14 Birds on an island Natural selection in a population Identify homologous structures of

different mammals Model the half life span of a

radioactive element.

03/24/06 1018

V Explain how natural selection and other evolutionary mechanisms account for the unity and diversity of past and present life forms. (LSI)

V Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of life sciences. (LSJ)

(SW102) V Recognize that science is a systematic method of continuing

investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena. (SW103)



Heredity V Describe that spontaneous changes in DNA are mutations, which are

a source of genetic variation. When mutations occur in sex cells, they may be passed on to future generations; mutations that occur in body cells may affect the functioning of that cell or the organism in which that cell is found. (LS107)

Diversity and Interdependence of Life V Explain that the variation of organisms within a species increases

the likelihood that at least some members of a species will survive under gradually changing environmental conditions. (LS1013)

V Relate diversity and adaptation to structures and their functions in living organisms (e.g., adaptive radiation). (LS1014)

Evolutionary Theory V Recognize that a change in gene frequency (genetic composition) in a

population over time is a foundation of biological evolution. (LS10 20)

V Explain that natural selection provides the following mechanism for evolution; undirected variation in inherited characteristics exist within every species. These characteristics may give individuals an advantage or disadvantage compared to others in surviving and reproducing. The advantaged offspring are more likely to survive and reproduce. Therefore, the proportion of individuals that have advantageous characteristics will increase. When an environment changes, the survival value of some inherited characteristics may

BSCS Inv. 9.1 Natural Selection Inv. 21.1 Palentologic Comparisons

Lab Activities: Teddy Graham Bear Frequencies Establishing HardyWeinberg

Equilibrium Evolution and Gene Frequencies:

A Game of Survival and Reproduction

Fishy Frequencies Natural Selection: A Cumulative

Process The Chips Are Down: A Natural

Selection Simulation Origami Birds – Modeling Natural

Selection Evolution: A Historical Perspective Evolution: How Change Occurs –

A Human Adaptation Isotopes of Pennies The Case Of the Melting Ice:

Frosty the Snowman Meets His Demise

Date A Rock!

Worksheets Evidence of Evolution:

Homologous Structures Evidence of Evolution:

Biochemical Analysis Peppered Moth Survey – graphing

activity (see Helen Smith)

LRC Videotapes Scientific American Frontiers:

Voyage To the Galapagos

03/24/06 1019

change. (LS1021) V Describe historical scientific developments that occurred in

evolutionary thought (e.g., Lamarck and Darwin, Mendelian Genetics and modern synthesis). (LS1022)

V Analyze how natural selection and other evolutionary mechanisms (e.g., genetic drift, immigration, emigration, mutation) and their consequences provide a scientific explanation for the diversity and unity of past life forms, as depicted in the fossil record, and present life forms. (LS1024)

V Explain that life on Earth is thought to have begun as simple, one celled organisms approximately 4 billion years ago. During most of the history of Earth only single celled microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organisms evolved. (LS1025)

Historical Perspectives and Scientific Revolutions V Use historical examples to explain how new ideas are limited by the

context in which they are conceived. These ideas are often rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., biological evolution, germ theory, biotechnology, discovering germs). (LS1026)

V Describe advances in life sciences that have important longlasting effects on science and society (e.g., biological evolution, germ theory, biotechnology, discovering germs). (LS1027)

Sub Objectives to Meet Indicators: Describe the two main points of Darwin’s theory. Describe information the fossil record contains about life on

earth. Explain how similarities in structure and development among

different species are evidence for evolution. Describe molecular evidence for evolution. Summarize Darwin’s theory of Natural Selection. Tell how genetic drift, gene flow, mutation, and natural

selection contribute to changes in a gene pool. Explain how antibiotic resistance may evolve in bacteria. List types of reproductive barriers between species

Biology Department Videotapes #41 Theory of Evolution

Web Sites ENSI http://www.indiana.edu/~ensiweb/home .html/ Access Excellence – Woodrow

Wilson Collection www.accessexcellence.org/AE?AEPC/ WWC/1995/ Action Bio Science www.actionbioscience.org/evolution/ind ex.html Science Net Links www.sciencenetlinks.org Biology Web Site References For

Students and Teachers http://www.hoflink.com/~house/evolutio n.html PBS www.pbs.org/safarchive/galapagos.html Teaching About Evolution And the

Nature Of Science – National Academy Of Sciences

http://search.nap.edu/readingroom/boo ks/evolution98/

http://www.indiana.edu/~ensiweb/home.html/

http://www.accessexcellence.org/AE?AEPC/WWC/1995/

http://www.actionbioscience.org/evolution/index.html

http://www.sciencenetlinks.org/

http://www.hoflink.com/~house/evolution.html

http://www.pbs.org/safarchive/galapagos.html

http://search.nap.edu/readingroom/books/evolution98/

03/24/06 1020

Explain how geographic isolation and adaptive radiation contribute to species diversity.

Explain how structures take on new function through evolution.

Summarize methods used to determine the ages of fossils.

03/24/06 1021


NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: HEREDITY









knowledge must be based on evidence; be predictive, logical, subject to modification and limited to












Buckle down: Review 10 Review 11 Review 12

Prentice Hall:

Webquests: probability quest code quest trait quest forensic quest

Online activities: Explore process of meiosis in depth Analyze the process of crossing over Apply Mendels rules Explore patterns of inheritance Examine crossover Pair up nucleotide bases Replicate DNA strands Translate RNA to a protein Mutate a DNA molecule. Interpret a pedigree Discover DNA application Cut and Paste DNA Model cloning procedure

03/24/06 1022






knowledge must be based on evidence; be predictive, logical, subject to modification and limited to the natural world. (SWA)
















Hands on Activities: Model the distribution of genetic

information Spindle assembly and sister

chromatid separation Lab 9 You are a 19 th century Biologist Model chromosome in a diploid cell Lab 9A Meiosis dance Role of genetic diversity in Natural

Selection. How crossing over increase genetic

variation Demonstrate principle of segregation Model DNA replication Model steps in transcription and

translation Review structure of DNA Model “cut and paste” recombination Model gel electrophoresis

BSCS text Inv. 8.1 Probability

Glencoe Investigating Living Systems Laboratory Manual

Inv. 19 Comparing Mitosis and Meiosis

Inv. 20 Finding Phenotypes and Genotypes for One Trait

Inv. 21 Finding Phenotypes and Genotypes for Two Traits

Inv. 23 DNA and RNA Inv. 24 tRNA and Protein Building Inv. 25 Pedigree Studies Inv. 26 A Chromosome Study

(karyotype)

03/24/06 1023

Other activities Martian Mummy Blood Protein Synthesis Simulation

(translation of silly sentences) from Access Excellence

Marshmallow Meiosis (Reebop) The Human Face lab (inherited

traits) Trait Wheel Lab (old PDP) Geneticist for a Day – family history

and pedigree (see Ken Kozar) DNA Sequencing of Cystic Fibrosis

Simulation (paper model) Easter Egg Genetics Mono/Dihybrid

Simulation (see Ken Kozar/Elaine Leickly)

Probability Game with Dice (see Ken Kozar)

DNA Replication Model with candy (see Ken Kozar)

Students build DNA model from various materials

Biology Department videotapes Health Heredity & Genetic Disorders Mendelian Genetics Meiosis New Cell (Part 4) Protein Synthesis (translating the

code) RNA the Messenger of Life DNA the Life Code

Chemistry Department videotapes Protein Synthesis (sickle cell)

Environment

03/24/06 1024


NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: HEREDITY



Life Sciences V Explain the genetic

mechanisms and molecular basis of inheritance. (LS C)


Understanding Technology V Describe examples of scientific advances and emerging technologies

and how they may impact society. (ST102)

Doing Scientific Inquiry V Use mathematical models to predict and analyze natural phenomena.

(SI103) V Draw conclusions from inquiries based on scientific knowledge and

principles, the use of logic and evidence (data) from investigations. (SI104)


investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building which leads to more adequate explanations of natural phenomena. (SW103)





03/24/06 1025

Heredity V Illustrate the relationship of the structure and function of DNA to

protein synthesis and the characteristics of an organism. (LS105)

V Explain that a unit of hereditary information is called a gene, and genes may occur in different forms called alleles (e.g., gene for pea plant height has two alleles, tall and short). (LS106)

V Describe that spontaneous changes in DNA are mutations, which are a source of genetic variation. When mutations occur in sex cells, they may be passed on to future generations; mutations that occur in body cells may affect the functioning of that cell or the organism in which that cell is found. (LS107)

V Use the concepts of Mendelian and nonMendelian genetics (e.g., segregation, independent assortment, dominant and recessive traits, sexlinked traits, jumping genes) to explain inheritance. (LS108)

Sub Objectives to Meet Indicators:

Describe the structure of a chromosome Describe how homologous chromosomes are alike and how they

differ. Summarize the process of meiosis Describe how chromosome assortment during meiosis contributes

to genetic variation Describe the methods Mendel used in his plant breeding

experiments. Explain the principle of segregation. Contrast genotype and phenotype Explain the principle of independent assortment Describe patterns involving multiple alleles. Explain polygenic inheritance. Summarize chromosome theory of inheritance Explain how sex linked genes produce different inheritance

patterns in males and females Identify building blocks of DNA. Describe DNA’s structure and rules for base pairing in DNA.

03/24/06 1026

Describe process of DNA replication. Trace the information flow from DNA to protein. Describe how amino acids are coded. Describe process of DNA transcription Describe how RNA is translated into a protein. Summarize protein synthesis Describe cause and effect of mutations. Summarize the information provided in a pedigree Explain how biologists “cut and paste” DNA. Explain a technique used to clone animals Describe a technique used to compare DNA samples.

03/24/06 1027


NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: TAXONOMY









knowledge must be based on evidence, be predictive, logical, subject to modification and limited to












Prentice Hall:

Webquest: Red tide quest

Online activites: Build a cladogram

Hands on activites: Explore hierarchical classification Evaluate evidence of an animal’s

geneology Lab 15 Eat your greens

Other teaching resources Access Excellence shoe classification Lab 33 classification Leaf Collection & Classification Insect Collection & Classification

Biology Department Video Tapes # 41 the Theory of Evolution

03/24/06 1028






















03/24/06 1029


NAME OF COURSE: INTRODUCTION TO LIFE SCIENCE UNIT: TAXONOMY



Life Sciences V Explain how natural

selection and other evolutionary mechanisms account for the unity and diversity of past and present life forms. (LSI)


Diversity and Interdependence of Life V Describe that biological classification represents how organisms are

related with species being the most fundamental unit of the classification system. Relate how biologists arrange organisms into a hierarchy of groups and subgroups based on similarities and differences that reflect their evolutionary relationships. (LS1012)

Sub Level Indicators Evaluate the history, purpose, and methods of taxonomy State goals of Taxonomy Describe how evolutionary biology and molecular biology

influence classification. Compare the use of Domains and Kingdoms in various

classification schemes. Explain how cladistics reveal phylogenic relationships

03/24/06 1030

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