course description biology ilaquey.k12.mo.us/curriculum/science/biology i frisco league.pdfbiology i...

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.

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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

http://www.beaconlearningcenter.com/Lessons/Level4sc.asp

http://www.bioedonline.org/lessons/chromosomes.cfm

http://www.biology.arizona.edu/cell_bio/activities/cell_cycle/cell_cycle.html

http://www.cellsalive.com/

http://www.dese.mo.gov/

http://www.evergreen.ca/en/lg/lessons/eco_investigation.html

http://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

http://www.successlink.org/

http://www.teachersdomain.org/

http://www.usoe.k12.ut.us/curr/science

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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


Assessed

Show-Me

Goals

CLE

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BT/

DOK


Instructional

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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:

http://enwikipedia.org/wiki/Energy_forms

http://enwikipedia.org/wiki/Energy_forms

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Strand 3: Characteristics and Interactions of Living Organisms

1. There is a fundamental unity underlying the diversity of all living organisms. Measurable Learner

Objective


Assessed

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CLE

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Instructional

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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

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Objective


Assessed

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CLE

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Instructional

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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




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Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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%






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2. Living organisms carry out life processes in order to survive. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

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DOK


Instructional

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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



Objective


Assessed

Show-Me

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CLE

Code

BT/

DOK


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



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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


3. There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive

processes Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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:

http://www.teachersdomain.org/



31




Objective


Assessed

Show-Me

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CLE

Code

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DOK


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:

http://www.southlakecarroll.edu/CHS/Dragon%20biology/genetics.htm



32




Objective


Assessed

Show-Me

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CLE

Code

BT/

DOK


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



http://www.beaconlearningcenter.com/

http://www.beaconlearningcenter.com/

33




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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?”


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:


80%






http://www.biologycorner.com/worksheets/meiosis.html

http://www.biologycorner.com/worksheets/meiosis.html

http://www.biology.arizona.edu/cell_bio/tutorials/meiosis/main.html








34




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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:

http://www.usoe.k12.ut.us/curr/science/sciber00/7th/genetics/sciber/fnbgacti.htm



http://www.utdanacenter.org/sciencetoolkit/downloads/activities/8_square_dancing.pdf





35




Objective


Assessed

Show-Me

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CLE

Code

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DOK


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:





http://www.pbs.org/wnet/secrets/lessons/lp_plague.html





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


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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%


38



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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%




39



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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


2. Matter and energy flow through the ecosystem Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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:

http://www.beaconlearningcenter.com/Lessons/Level4SC.asp






41


2. Matter and energy flow through the ecosystem Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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%


http://peer.tamu.edu/curriculum_modules/Ecosystems/module_3/index.htm



42


3. Genetic variation sorted by the natural selection process explains evidence of biological evolution. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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”


>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%





http://www.pbs.org/wgbh/evolution/educators/lessons/lesson3/act2.html



43



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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:




http://www.sciencenetlinks.com/matrix.cfm


http://www.microbeworld.org/resources/experiment/pgs14-16.pdf



44



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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%


http://www.beaconlearningcenter.com/Lessons/987.htm

http://www.beaconlearningcenter.com/Lessons/987.htm

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


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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%


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


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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%



49




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %





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://reachoutmichigan.org/funexperiments/agesubject/biol

ogy.html



work on the project



and analysis of data .

Attachment U

75%




http://reachoutmichigan.org/funexperiments/agesubject/biology.html



50




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %





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.schools.utah.gov/curr/science/core/earth/activity/

html/AtmoChng.htm



work on the project.



and analysis of data Attachment U

75%







http://www.schools.utah.gov/curr/science/core/earth/activity/html/AtmoChng.htm



51




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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%




52




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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


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




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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.


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


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




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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.


adapted or used for this objective or the following project could be selected


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%








55




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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%




57


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


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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


http://www.astr.ua.edu/4000WS/summary.shtml

http://www.astr.ua.edu/4000WS/summary.shtml

58


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


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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


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


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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:

http://www.cfaitc.org/LessonPlans/pdf/412.pdf

http://www.cfaitc.org/LessonPlans/pdf/412.pdf

60


Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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


Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


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%






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