curriculum2.docx · web viewplease put emphasis on positive and negative feedback loops involving...

Unit Title: Unit 1Grade Level: 9-12

Timeframe: Marking Period 1

Essential Questions

How do the structures of organisms enable life’s functions? How do organisms obtain and use energy they need to live and grow? How do Matter and energy move through the ecosystem?

Next Generation Science StandardsStandards/Cumulative Progress Indicators (Taught and Assessed):

LS1.A: Structure and Function

Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1)

All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) (Note: This Disciplinary Core Idea is also addressed by HS-LS3-1.)

Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2)

Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3)

LS1.B: Growth and Development of Organisms

In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4)

LS1.C: Organization for Matter and Energy Flow in Organisms

The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based

molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6)

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As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. (HS-LS1-6),(HS-LS1-7)

As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. (HS-LS1-7)

LS2.A: Interdependent Relationships in Ecosystems

Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2-1),(HS-LS2-2)

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HS-LS2-3)

21st Century Skills Standard and Progress Indicators:

9.1.8. A.1 Develop strategies To reinforce positive attitudes and productive behaviors that impact critical thinking and problem-- solving skills. ‐

9.1.8. A.2 Implement problem-- solving strategies to solve a problem in school or the community. ‐

9.1.8. A.4 Design And implement a project management plan using one or more problem-- solving strategies.‐

Instructional Plan ReflectionPre-assessment: Cumulative Assessment

SLO Student Strategies Formative Assessment Activities and Resources:(these are “suggested” activities)

*Please note-all suggested activities are numbered to match the numbers of each individual SLO-this means there may be more than one suggested activity per SLO

Reflection

CAR © 2009

Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.

HS-LS1-1

Student SLO's

1. Identify and define the following: explanation; evidence; structure; DNA; proteins; functions; systems; cells.

2. Understand what a model is and compare different models.

3. Formulate a paragraph using a rubric.

4. Create a model and write an explanation

Inquiry Based Learning

Cooperative Learning

Modeling

Direct Instruction

Student Self-Assessment

Formative Assessment

Word Wall

ELL/Bilingual Modifications

(http://www.state.nj.us/education/bilingual/curriculum/)

-word/picture wall

-cognates-words that have a common origin

-graphic organizers

-native language support

For each activity, how will you know that they are partially there? What will you do? What will students do?

PSI presentation with formative assessments

Kahoot review

EdPuzzle or TED Education video with formative assessment questions.

Write a paragraph with a rubric and checklist.

Submit model for feedback prior to writing explanation.

Peer and teacher editing of written explanations.

1. Vocabulary Review

1. PSI Organic Molecules Presentation (slides #6-27; and 56-111). The students will be highlighting notes from this section.

2. DNA extraction activity:http://learn.genetics.utah.edu/content/labs/extraction/howto/DNA_Extraction.pdf or

(virtual) http://learn.genetics.utah.edu/content/labs/extraction/

3. Large Biological Molecule Free Response #2 http://www.njctl.org/courses/science/biology/largebiol ogical-molecules

4. Create a DNA model:http://www.yourgenome.org/sites/default/files/downloads/activities/origami-dna/origamidna-colourtemplate.pdfhttp://www.yourgenome.org/sites/default/files/downloads/activities/origami-dna/origamidna-foldinginstructions.pdf

5. Video-Protein Structure

https://www.youtube.com/watch?v=KH-LQSr7rHs

https://www.youtube.com/watch?v=MODnIkQvyz0

Additional Resources

Water: http://www.bozemanscience.com/water-lifehttp://www.bozemanscience.com/water-a-polar-molecule

https://youtu.be/aczbMlSMr8U

https://origamiorganelles.com/collections/view-all-models/products/cell-nucleus

CAR © 2009



https://youtu.be/aczbMlSMr8U

http://www.bozemanscience.com/water-a-polar-molecule

http://www.bozemanscience.com/water-life

https://www.youtube.com/watch?v=MODnIkQvyz0

https://www.youtube.com/watch?v=KH-LQSr7rHs

http://www.yourgenome.org/sites/default/files/downloads/activities/origami-dna/origamidna-foldinginstructions.pdf

http://www.yourgenome.org/sites/default/files/downloads/activities/origami-dna/origamidna-foldinginstructions.pdf

http://www.yourgenome.org/sites/default/files/downloads/activities/origami-dna/origamidna-colourtemplate.pdf

http://www.yourgenome.org/sites/default/files/downloads/activities/origami-dna/origamidna-colourtemplate.pdf

http://www.njctl.org/courses/science/biology/largebiological-molecules/


http://learn.genetics.utah.edu/content/labs/extraction/

http://learn.genetics.utah.edu/content/labs/extraction/howto/DNA_Extraction.pdf

http://learn.genetics.utah.edu/content/labs/extraction/howto/DNA_Extraction.pdf

http://www.state.nj.us/education/bilingual/curriculum/



on the structure of DNA determines the structure of proteins.

5. Create a model and write an explanation on how specialized systems of cells work together and the role of DNA and proteins in that system.

Special Education Modifications

-extended time

-more classroom support

-small group instruction

-graphic organizers

Video: http://www.bozemanscience.com/nucleic-acids

3. http://www.bozemanscience.com/042-biologoical-molecules

https://youtu.be/QnpLMaWjhhc

http://pdb101.rcsb.org/motm/168

Extension Activity:

https://phet.colorado.edu/en/simulation/soluble-salts

http://www.bozemanscience.com/s/AP-Bio-042-Biological-Molecules:Worksheet-WL.pdf

CAR © 2009

http://www.bozemanscience.com/s/AP-Bio-042-Biological-Molecules%5D%C2%AF%C2%AF%C2%AF%C2%AF%C2%AF:Worksheet-WL.pdf

http://www.bozemanscience.com/s/AP-Bio-042-Biological-Molecules%5D%C2%AF%C2%AF%C2%AF%C2%AF%C2%AF:Worksheet-WL.pdf

https://phet.colorado.edu/en/simulation/soluble-salts

http://pdb101.rcsb.org/motm/168

https://youtu.be/QnpLMaWjhhc

http://www.bozemanscience.com/042-biologoical-molecules

http://www.bozemanscience.com/nucleic-acids

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

HS-LS1-2

Student SLO's

1. Identify and define the following: organization, systems, cells, tissues, organs, organ systems, functions, multicellular, and organisms.

2. Understand what a model is and compare different models systems in the human body.

3. Formulate a paragraph



Peer teaching/collaboration

Formative asssessment

Word Wall

Analysis of student work

ELL/Bilingual Modifications(http://www.state.nj.us/education/bilingual/curriculum/)-word/picture wall-cognates-words that have a common origin-graphic organizers-native language support

Special Education Modifications-extended time-more classroom support-small group instruction



Kahoot review

.EdPuzzle or TED Education video with formative assessment questions.





1. PSI Organic Molecules Presentation (slides #1-60)

2. Video: http://www.bozemanscience.com/045-organ-systems

3. Oral presentations: Students will work collaboratively in pairs to develop a model (paper, powerpoint presentation, or video presentation) in which the describes the components of the model, the relationship between the components, and explain how the model shows interactions of the model, and the accuracy of the model. Formulate a paragraph using a rubric and students will exchange paragraphs for peer editing. Please place special emphasis on the circulatory system, and how it works in conjunction with three other systems in the body. Also relate the process of diffusion, osmosis, and cellular respiration to the circulatory system

4. Students will create a model on how two model systems interact with each other and write a paragraph which will be graded by a teacher made rubric.

Additional Resources:

http://www.bozemanscience.com/045-organ-systems

http://www.bozemanscience.com/s/AP-Bio-045-Organ-Systems-Worksheet-WL.pdf

http://www.bozemanscience.com/anatomy-and-physiology-introduction

http://www.bozemanscience.com/homeostatic-loops

http://www.bozemanscience.com/fight-or-flight-response

CAR © 2009

http://www.bozemanscience.com/fight-or-flight-response











using a rubric and students will exchange paragraphs for peer editing.

4. Create a model and write an explanation how two model systems interact with each other.

5. Create a

model and write an explanation on how specialized systems of cells work together.

-graphic organizers

CAR © 2009

Plan and conduct an investigation to provide evidence that feedback mechanism maintain homeostasis.

HS-LS1-3

Student SLO's

1. Identify and define the following: investigation, evidence, positive feedback, negative feedback, systems, and homeostasis.

2. Understand how to conduct an investigation, calculate basis statistics, and provide evidence on how human systems maintain homeostasis.

3. Create an oral presentation

Cooperative learning

Discovery/Inquiry-Based Learning

Hands-on Learning


Assessments

Student self-assessment

Word Wall


Special Education Modifications-extended time-more classroom support-small group



Kahoot review

.EdPuzzle or TED Education video with formative assessment questions.

Conduct an inquiry based lab experiment to investigate the effects of exercise on heart rate.

Create an oral presentation of you laboratory data.

Peer and teacher editing of lab presentation.


1. PSI Organic Molecules Presentation (slides #61-104).

2. Heart Rate PBL

Please put emphasis on positive and negative feedback loops involving insulin and glucagon, and thyroid releasing hormone (TRH) in the pituitary that releases thyroid-stimulating hormone (TSH) in the thyroid gland.

3. Student oral presentations on inquiry based lab results which include a title, purpose, experimental question, hypothesis, background research, material, methods, data table, analysis (which includes a graph) conclusion, and future directions. All students will participate in peer editing.


http://www.bozemanscience.com/elements-of-a-feedback-loop

http://www.bozemanscience.com/homeostatic-loop

Anatomy and Physiology Response #1-4 http://www.njctl.org/courses/science/biology/ anatomyand physiology


1.

CAR © 2009





http://www.bozemanscience.com/elements-of-a-feedback-loop




to discuss your laboratory findings using a rubric

instruction-graphic organizers

CAR © 2009

Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

HS-LS1-4

Student SLO's

1. Identify and define the following: mitosis, differentiation, chromosomes, prophase, metaphase, anaphase, telophase, and cytokinesis.

2. Understand

what a model is use the model to explain how cell division and differentiation produce and maintain complex

Project based learning


Modeling

Hands-on Learning

Formative Assessments

Student self-assessments

Word Wall


Special Education Modifications-extended time-more classroom support-small group instruction-graphic organizers



Kahoot review


Submit model of mitosis and/or meiosis for feedback prior to writing explanation.


1. PSI Mitosis and Meiosis Presentation-#6-40

Free Response 1 a,c

2. Modeling Activity: www.teacherweb.com/CA/.../Grooms/modeling-mitosis-and-meiosis-lab.docx

3.Formulate a written answer and present it to their peers with an oral presentation using a teacher made and student made rubric. Students will exchange rubric for peer editing


https://origamiorganelles.com/collections/genetics/products/simple-animal-cell

Extension Activity:

As an extension of this activity, have students uses microscopes and observe cells in various stages of mitotic and/or meiotic division. Consider using a fish and onion mitosis slide set (item #3088816) or the mitosis and meiosis slide set (item #308826) from www.carolina.com.

CAR © 2009

http://www.carolina.com/



http://www.teacherweb.com/CA/.../Grooms/modeling-mitosis-and-meiosis-lab.docx

http://www.teacherweb.com/CA/.../Grooms/modeling-mitosis-and-meiosis-lab.docx




organisms.

3. Formulate a paragraph using a rubric.

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

HS-LS1-5

Student SLO's

1. Identify and define the following: photosynthesis, photosystem I, photosystem II, NADPH, chloroplast, energy, electrons, ATP synthase, and mitochondria.

2. Understand what a model is use the



Modeling

Hands-on Learning



Word Wall

Notebook/Journaling

Peer review

ELL/Bilingual Modifications(http://www.state.nj.us/education/bilingual/curriculum/)-word/picture wall-cognates-words that have a common origin-graphic organizers-native language



Cooperative Learning Activtiy


Submit model of how light energy is transformed in to chemical energy during photosynthesis

Peer and teacher editing of modeling activity.


1. PSI Energy Processing Presentation-# 91-115

Free Response Questions #3 & 5 Concept Mapping

2. Modeling Activity:

In this analysis and discussion activity, students develop their understanding of photosynthesis by analyzing three different models of photosynthesis: a chemical equation, a chart that shows changes in energy and matter, and a diagram that shows the basic processes in a chloroplast.

http://serendip.brynmawr.edu/exchange/files/photosynthesismodelSHO.docx. 3. Formulate a written answer and present it to their peers with an oral presentation using a teacher made and student made rubric. Students will exchange rubric for peer editing


Video: https://youtu.be/yHVhM-pLRXk

CAR © 2009

https://youtu.be/yHVhM-pLRXk

http://serendip.brynmawr.edu/exchange/files/photosynthesismodelSHO.docx





model to explain how light energy into stored chemical energy.

3. Formulate a paragraph using a rubric and students will exchange paragraphs for peer editing.

support


CAR © 2009

Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

HS-LS1-6

Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

HS-LS1-7

Student SLO's

1. Identify and define the following: carbohydrate, proteins, lipids, nucleic acids, dehydration synthesis,



Discovery/Inquiry-Based Learning

Hands-on Learning


Assessments


Word Wall

Notebook/Journaling







Conduct an inquiry based lab experiment to investigate the conditions that may affect the biomass of a plant.

Written laboratory report.

Peer evaluation of lab report.


2. PSI Energy Processing Presentation

3. Free Response Questions( Large Biological Molecules) 1 and 4.

4. Cooperative Learning Activity:

http://serendip.brynmawr.edu/exchange/bioactivities/energy

Biomass experiment http://serendip.brynmawr.edu/exchange/files/photosynthesis%20cellular%20respiration%20TN.docx

In this activity, students will evaluate three alternative claims regarding where most of the matter that makes up the stem and leaves of a plant comes from. Students are guided to design and carry out an investigation that will allow them to collect evidence needed to construct an argument defending one of the three claims. As they construct this argument, students build and apply knowledge of photosynthesis and biosynthesis in plants.


5. Understand what a model is and use the model to explain that cellular respiration is a chemical process that creates new compounds and breaks down bonds to create energy.

6. . Formulate a written answer and present it to their peers

CAR © 2009

http://serendip.brynmawr.edu/exchange/files/photosynthesis%20cellular%20respiration%20TN.docx

http://serendip.brynmawr.edu/exchange/files/photosynthesis%20cellular%20respiration%20TN.docx

http://serendip.brynmawr.edu/exchange/bioactivities/energy




monomer, polymer, organic chemistry, covalent bonds, peptide bonds, hydrogen bonds, and phosphodiester bonds.

2. Understand what a model is and use the model to explain how large complex biomolecules form, and what their function is in living organisms.

3. Formulate a paragraph using a teacher made and student made rubric. Students will exchange rubric for peer editing.

4. Identify and define the following: cellular respiration,

-extended time-more classroom support-small group instruction-graphic organizers

with an oral presentation using a teacher made and student made rubric. Students will exchange rubric for peer editing.


http://www.ftexploring.com/energy/definition.html;

http://www.nmsea.org/Curriculum/Primer/energy_physics_primer.htm.

http://serendip.brynmawr.edu/exchange/files/PlantMassFromTN.docx


http://www.pathwaysproject.kbs.msu.edu/wp-content/uploads/2013/12/Carbon-2012-Teachers-Guide-Final.pdf

http://www.pathwaysproject.kbs.msu.edu/wp-content/uploads/2013/12/2012PlantUnit_StudentActivities.pdf

http://www.pathwaysproject.kbs.msu.edu/wp-content/uploads/2013/12/2012PlantUnit_StudentReadings.pdf

CAR © 2009









http://www.nmsea.org/Curriculum/Primer/energy_physics_primer.htm

http://www.nmsea.org/Curriculum/Primer/energy_physics_primer.htm

http://www.ftexploring.com/energy/definition.html

glycolysis, pyruvate decarboxylation, citric acid cycle, oxidative phosphorylation, ATP, ATP synthase, oxidation, reduction, anabolism, catabolism, exergonic, endergonic, and Gibbs free energy.


6. Formulate a paragraph using a teacher made and student made rubric. Students will exchange rubric for peer editing.

CAR © 2009

Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

HS-LS2-3

Student SLO's

1. Identify and define the following: aerobic, anaerobic, photosynthesis, cellular respiration, Law of Conservation of Energy,


3. Students will learn to distinguish between exponential and logistic growth of populations, identify carrying capacity, and differentiate density-



Modeling

Hands-on Learning



Word Wall

Notebook/journaling





Submit model of mitosis and/or meiosis for feedback prior to writing explanation.

Peer and teacher editing of modeling activity.

During the lesson


1. PSI Ecology Presentation-Slides #106-132;

2. Free Response #1, 4,

3. African Lions: Modeling Populationshttp://concord.org/stem-resources/african-lions-modeling-

populations

4. Video presentations-Students will prepare a 3-5 minute video segment on carrying capacity, and why population growth cannot be exponential in any given ecosystem.


https://youtu.be/x37DJLcJ0dI

.

CAR © 2009

https://youtu.be/x37DJLcJ0dI

http://concord.org/stem-resources/african-lions-modeling-populations

http://concord.org/stem-resources/african-lions-modeling-populations

dependent and density-independent limiting factors. Students will also learn to apply population models to data sets and determine carrying capacity from population data, and Make predictions on graphs and interpret graphical data to analyze factors that influence population growth. Using that knowledge, students will formulate a paragraph using a teacher made and student made rubric. Students will exchange rubric for peer editing.

Summative Written Assessments

Midterm on EdConnect

Summative Performance Assessment

Heart Rate PBL, Inquiry Based Lab presentation, or Video presentation on laboratory experiment *how would a video presentations be conducted?

Unit Title: Unit 2CAR © 2009

Grade Level: 9-12Timeframe: Marking Period 2

Essential Questions

How do organisms obtain and use energy they need to live and grow? How do Matter and energy move through the ecosystem?

Next Generation Science StandardsStandards/Cumulative Progress Indicators (Taught and Assessed):

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4)

Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5)

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6)

Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7)

LS2.D: Social Interactions and Group Behavior

Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8)

LS4.D: Biodiversity and Humans

Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7)

CAR © 2009

Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7) (Note: This Disciplinary Core Idea is also addressed by HS-LS4-6.)

PS3.D: Energy in Chemical Processes

The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis. (secondary to HS-LS2-5)

LS4.A: Evidence of Common Ancestry and Diversity

Genetic information, like the fossil record, provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1)

LS4.B: Natural Selection

Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3)

The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3)

LS4.C: Adaptation

Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2)

Natural selection leads to adaptation that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4)

Adaptation also means that the distribution of traits in a population can change when conditions change. (HS-LS4-3) Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of

new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species. (HS-LS4-5),(HS-LS4-6) Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or

drastic, the opportunity for the species’ evolution is lost. (HS-LS4-5)

LS4.D: Biodiversity and Humans

CAR © 2009

Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (HS-LS4-6) (Note: This Disciplinary Core Idea is also addressed by HS-LS2-7.)

ETS1.B: Developing Possible Solutions

When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-LS4-6)

Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. (secondary to HS-LS4-6)

21st Century Skills Standard and Progress Indicators:9.1.8. A.1 Develop strategies To reinforce positive attitudes and productive behaviors that impact critical thinking and problem-- solving skills. ‐

9.1.8.A.2 Implement problem-- solving strategies to solve a problem in school or the community. ‐

9.1.8. A.4 Design And implement a project management plan using one or more problem-- solving strategies.‐

Instructional Plan ReflectionPre-assessment: Unit 2 Pretest

SLO Student Strategies Formative Assessment

Activities and Resources:(these are “suggested” activities) *Please note-all suggested activities are numbered to match the numbers of each individual SLO-this means there may be more than one suggested activity per SLO

Reflection

CAR © 2009

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

HS-LS2-4

Student SLO's

1. Identify and define the following: nitrogen cycle, water cycle, phosphorus cycle, carbon cycle, sulfur cycle, ecosystem, food webs, energy transfer

2. Using a mathematical expression, construct linear and exponential functions (including arithmetic and geometric sequences) given a graph, a



Modeling

Hands-on Learning



Word Wall

Notebook/journaling





Kahoot review




Peer and teacher editing of written explanations


2. Understand what a model is and use the model to explain that cellular respiration is a chemical process that creates new

compounds and breaks down bonds to create energy.

3. Students will learn to distinguish between exponential and logistic growth of populations, identify carrying capacity, and

differentiate density-dependent and density-independent limiting factors. Students will also learn to apply population models to

data sets and determine carrying capacity from population data, and Make predictions on graphs and interpret graphical data to

analyze factors that influence population growth.

Giant African Land Snail Activity

http://www.njctl.org/courses/science/biology/ecology/

https://trentonpublicschools-my.sharepoint.com/personal/mtofte_trenton_k12_nj_us/_layouts/15/WopiFrame.aspx?

sourcedoc=%7B637A55C4-CFD5-431C-99D4-916A4B393AC7%7D&file=Giant%20African%20Land%20Snail

%209-10-13.pptx&action=default

4. Using that knowledge, students will formulate a paragraph using a teacher made and student made rubric. Students will

exchange rubric for peer editing.

.

CAR © 2009

https://trentonpublicschools-my.sharepoint.com/personal/mtofte_trenton_k12_nj_us/_layouts/15/WopiFrame.aspx?sourcedoc=%7B637A55C4-CFD5-431C-99D4-916A4B393AC7%7D&file=Giant%20African%20Land%20Snail%209-10-13.pptx&action=default



http://www.njctl.org/courses/science/biology/ecology/




description of a relationship, or two input-output pairs (include reading from data tables. For exponential models, express as a logarithm the solution abct=d, where a, c, and d are numbers and the base b is 2, 10, or e, to support claims how matter is recycled in an ecosystem, and how energy flows in an ecosystem.

3. Formulate a written answer using a teacher made and student made rubric. Students will exchange rubric for peer editing.

4. The students will present an oral presentation which will be graded by a teacher and student made

CAR © 2009

rubric.

. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

HS-LS2-5

Student SLO's

1. Identify and define the

following: global warming, climate

change, biodiversity,

pollution, and agriculture,

atmosphere, CO2, extinction,

greenhouse effect, solar

radiation, coral bleaching,

logistical growth, carrying capacity

2. Design,



Modeling

Hands-on Learning



Word Wall

Notebook/journaling


Peer Review



For each activity, how will you know that they are partially there? What will you do? What will students do? PSI presentation with formative assessments Kahoot review EdPuzzle or TED Education video with formative assessment questions. Write a paragraph with a rubric and checklist. Submit model for feedback prior to writing explanation. Peer and teacher editing of written explanations


1. PSI Energy Processing Presentation-# 116-134

Video: https://youtu.be/yHVhM-pLRXk

2. Free Response Questions #3 & 5

Concept Mapping

3. Modeling Activity:

In this analysis and discussion activity, students develop their understanding of photosynthesis by analyzing three different models of photosynthesis: a chemical equation, a chart that shows changes in energy and matter, and a diagram that shows the basic processes in a chloroplast.


4. Students will give an oral presentation in groups describing how traits are passed from parent to offspring which will be assessed by a rubric.

CAR © 2009



https://youtu.be/yHVhM-pLRXk




evaluate, and refine a solution for reducing the

impacts of human activity on the biodiversity of

the planet. Students will

complete a short research essay.

3. Formulate a written answer using a teacher and a student made rubric. Students will

exchange rubric for peer editing.

4. Students will

present original videos on their

findings.

-extended time-more classroom support-small group instruction-graphic organizers

CAR © 2009

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

HS-LS2-6

Design, evaluate, and refine a solution or simulation for reducing the impacts of human activities on the environment and biodiversity.

HS-LS2-7; HS-LS4-6

Student SLO's

1. Identify and define the following: claims, evidence, ecosystems,

Scaffolding

Graphic Organizers

Student Self-Assessments

Word Wall


Notebook/Journaling

Peer Review



-word/picture wall


-graphic organizers



-extended time



1. PSI Energy Processing Presentation-#135-171

2. Independent Research Assignment Students will write an argumentative essay on how the Burmese

Python is changing the ecosystem of the Florida Everglades.

http://www.usgs.gov/faq/categories/9785/3258http://www.nps.gov/ever/learn/nature/

burmesepythonsintro.htmhttp://www.natureworldnews.com/articles/8083/20140716/150-

000-burmese-pythons-threaten-everglades-ecosystem.htmhttp://www.scientificamerican.com/article/python-boom/

3. All students will be responsible for typing a five paragraph about an invasive species and the impact it

has on the environment.

CAR © 2009

http://www.scientificamerican.com/article/python-boom/

http://www.natureworldnews.com/articles/8083/20140716/150-000-burmese-pythons-threaten-everglades-ecosystem.htm

http://www.natureworldnews.com/articles/8083/20140716/150-000-burmese-pythons-threaten-everglades-ecosystem.htm

http://www.nps.gov/ever/learn/nature/burmesepythonsintro.htm

http://www.nps.gov/ever/learn/nature/burmesepythonsintro.htm

http://www.usgs.gov/faq/categories/9785/3258




organisms, exponential, logistical, carrying capacity, primary succession, secondary succession, and invasive species

2. Evaluate claims and evidence to discuss that complex interactions exist in ecosystems to keep numbers constant, but changes to the conditions may result in a new ecosystem.

3. Formulate a written answer using a teacher and a student made rubric. Students will exchange rubric for peer editing.

4.. Identify and define the following: global warming, climate



-graphic organizers

CAR © 2009

change, biodiversity, pollution, and agriculture

5. Design, evaluate, and refine a solution for reducing the impacts of human activity on the biodiversity of the planet.

6. Formulate a written answer using a teacher and a student made rubric. Students will exchange rubric for peer editing. 7. Students will present original videos on their findings.

CAR © 2009

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.HS-LS3-1

SLO's1. Identify and define the following: relationships, DNA, chromosomes, traits, parent, offspring

2. Students will formulate questions on DNA and chromosomes in relations to the coding instructions for passing down of traits from parent to offspring

3. Apply the

Differentiation



Assessments


Word Wall

Hands-on Learning




For each activity, how will you know that they are partially there? What will you do? What will students do? PSI presentation with formative assessments Kahoot review Educational video with formative assessment questions. Write a paragraph with a rubric and checklist. Submit model for feedback prior to writing explanation. Peer and teacher editing of written explanations

1.) PSI Lesson Slides: #'s 66-87

1.) Meiosis Practice Problems: #'s 44-49 & 55-59

1.) Vocabulary assessment

2.) Students will conduct research answering their formulated questions by completing a short research essay which will be graded by a teacher made rubric

3.) Inheritance of Lactose Intolerance

http://www.hhmi.org/biointeractive/pedigrees-and-inheritance-lactose-intolerance

Students explore the genetic changes associated with lactose tolerance/intolerance and how the trait is inherited in families. They will analyze the same Finnish family pedigrees that researchers studied to understand the pattern of inheritance of lactose tolerance/intolerance. They also examine portions of DNA sequence near the lactase gene to identify specific mutations associated with lactose tolerance. The activity is intended for regular and honors high school biology.

4.) Students will formulate a paragraph clarifying the role of DNA and chromosomes in regards to passing on traits which will be graded by a teacher made rubric

5.) Students will give an oral presentation in groups describing how traits are passed from parent to offspring which will be assessed by a rubric


Meiosis

https://youtu.be/toWK0fIyFlY

CAR © 2009

https://youtu.be/toWK0fIyFlY






concept of Meiosis to the passing down of traits from parent to offspring by completing a lab

4. Write a paragraph clarifying the role of DNA and chromosomes in regards to passing on traits

5. Examine how traits are passed from parent to offspring by the process of meiosis by creating a model

https://youtu.be/qCLmR9-YY7o

CAR © 2009

https://youtu.be/qCLmR9-YY7o

Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.HS-LS3-2

SLO's1. Identify and define the following: claim, evidence, genetic variation, genetic combination, meiosis, error, replication, mutation, environmental factors

2. Students will conduct a lab illustrating how genetic variation occurs through meiosis

Differentiation



Assessments


Word Wall

Hands-on Learning





1.) Meiosis PSI Lesson Slides: #'s 88-103

1.) Genetics PSI Lesson Slides: #'s 101-136

1.) Meiosis Practice Problems: #'s 50-54 & 61-65


2.) Drug Resistant TB

http://www.stronglab.org/taylor/

Students will:

• identify and explain what a single-nucleotide polymorphism (SNP) is when comparing two gene sequences.

• navigate online scientific tools to translate DNA into polypeptide sequences and to compare and contrast wild-type and variant polypeptide sequences.

• determine whether your given SNP will result in ‘sense,’ ‘missense,’ or ‘nonsense’ in the resulting amino acid sequence.

• hypothesize whether a SNP will likely cause antibiotic resistance.

3.) Students will formulate a paragraph explaining how viable errors occur during replication which will be graded by a teacher made rubric

4.) Students will conduct research on mutations and how they can be caused by environmental factors and formulate journal response that will be graded with a teacher made rubric

5.) Students will create a model that will explain what results in genetic variation. The model will be graded by a teacher made

CAR © 2009

http://www.stronglab.org/taylor/




3. Write a paragraph explaining how viable errors occur during replication

4. Research how mutations can be caused by environmental factors

5. Create a model explaining what results in genetic variation

rubric

Additional Resources Genetic Variation https://youtu.be/_ktfIEyiTQY https://youtu.be/25_6rKyJhqw Mutations https://youtu.be/GieZ3pk9YVo https://youtu.be/BBI7GoIyoog

CAR © 2009

https://youtu.be/BBI7GoIyoog

https://youtu.be/GieZ3pk9YVo

https://youtu.be/25_6rKyJhqw

https://youtu.be/_ktfIEyiTQY

Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.HS-LS3-3

SLO's

1. Identify and define the following: statistics, probability, variations, traits, population

2. Model through a simulation how variation of traits are distributed through a population

3. Write a paragraph explaining the variation and distribution of expressed traits in a population

Differentiation



Assessments


Word Wall




1.) PSI Lesson Slides: #'s 62-78https://njctl.org/courses/science/biology/mendelian-genetics/attachments/mendelian-genetics-inheritance-patterns/

1.) Punnet Square Practice Problems:#'s 31-60

1.) Vocabulary Assessment

2.) Drosophila Virtual Lab

http://sciencecourseware.org/vcise/drosophila/

Discover and apply principles of genetic inheritance by studying the inheritance patterns of fruit flies in a virtual environment. You will work on a virtual lab bench from which you can order fruit fly mutants from a web merchant, mate the flies in an incubator, anesthetize flies for observation, examine flies under a microscope, and analyze the data from offspring to determine patterns of inheritance. Your task is to propose hypotheses, design experiments, and analyze and interpret the data from these experiments. Step by step instructions on each page walk you through the simulation activity.

OR

Stickleback Genetic Crosses

https://www.hhmi.org/biointeractive/using-genetic-crosses-analyze-stickleback-trait

A hands-on activity in which students apply the principles of Mendelian genetics to analyze the results of genetic crosses between stickleback fish with different traits. Students use photos of actual research specimens (the F1 and F2 cards) to obtain their data; they will then analyze the data they collected along with additional data from the scientific literature. In the extension activity, students use chi-square analysis to determine the

CAR © 2009



http://sciencecourseware.org/vcise/drosophila/

https://njctl.org/courses/science/biology/mendelian-genetics/attachments/mendelian-genetics-inheritance-patterns/

https://njctl.org/courses/science/biology/mendelian-genetics/attachments/mendelian-genetics-inheritance-patterns/




4. Construct a Di-hybrid Punnett square, demonstrating the probability of crossing two organisms that are heterozygous for three traits. Include genotypes and ratios, and phenotypes and phenotype ratio

significance of genetic data.

3.) Students will formulate a paragraph explaining the variation and distribution of expressed traits in a population that will be graded by a teacher made rubric

4.) Using a Di-hybrid Punnet square, demonstrate the probability of crossing two organisms that are heterozygous for three traits. Include genotypes and ratios, and phenotypes and phenotype ratio. This will be graded by a teacher made rubric


Monohybridshttps://youtu.be/i-0rSv6oxSY

Dihybridshttps://youtu.be/qIGXTJLrLf8

Incomplete Dominancehttps://youtu.be/YJHGfbW55l0

Pedigreeshttps://youtu.be/Gd09V2AkZv4

Heredityhttps://youtu.be/CBezq1fFUEA

CAR © 2009

https://youtu.be/CBezq1fFUEA

https://youtu.be/Gd09V2AkZv4

https://youtu.be/YJHGfbW55l0

https://youtu.be/qIGXTJLrLf8

https://youtu.be/i-0rSv6oxSY

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.HS-LS4-1

SLO's1. Identify and define the following: scientific information, common ancestry, biological evolution, empirical evidence

2. Differentiate between common ancestry and biological evolution

3. Conduct a lab activity illustrating the evidence supporting common ancestry and evolution

4.) Compose a

Differentiation



Graphic Organizers



-word/picture wall


-graphic organizers



-extended time



-graphic organizers



https://njctl.org/courses/science/biology/evolution/attachments/evolutions-population-genetics-presentation/

1.) Theories of Evolution Practice Problems:

#'s 8-17


2.) Students will complete an oral presentation differentiating between common ancestry and biological evolution that will be graded by a teacher made rubric

3.) Nova Science Now: Bird Brains

http://www.pbs.org/wgbh/nova/education/activities/0304_01_nsn.html

Students will compare the sequence of amino acids in a gene shared between humans and six other organisms and infer evolutionary relationships among the species. Students will:

• explain that different organisms often have the same genes.

• understand how scientists use genetic differences to infer evolutionary relationships.

• relate how shared genes may be a result of shared evolutionary history.

• provide evidence suggesting that living things share common ancestors.

4.) Students will create a graphic organizer of all the evidences of

CAR © 2009








graphic organizer of all the evidences of evolution mentioned in this unit and use it to write an essay

evolution mentioned in this unit and use it to write an essay proving this student learning objective that will be graded by a teacher made rubric


Evidence of Evolutionhttps://youtu.be/P3GagfbA2vo

CAR © 2009

https://youtu.be/P3GagfbA2vo

Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.HS-LS4-2

SLO's1. Identify and define the following: evidence, evolution, factors, species, genetic variation, mutation, sexual reproduction

Differentiation



Hands-on Learning






1.) Theories of Evolution Practice Problems:#'s 18-27


2.) Effects of Natural Selection

http://www.hhmi.org/biointeractive/effects-natural-selection-finch-beak-size

Students will study the change in beak depths of finches on the island of Daphne Major in the Galápagos Islands after a drought

3.) Students will complete a graphic organizer interpreting how sexual reproduction and mutations lead to genetic variations which will be graded by a teacher made rubric

4.) Students will write a paragraph explaining how competition for resources is a driving factor in evolution that will be graded by a teacher made rubric

5.) Biology of Skin Color

https://www.hhmi.org/biointeractive/biology-skin-colo

Students will watch a short film by Penn State University anthropologist Dr. Nina Jablonski that walks them through the evidence that the different shades of skin color among human populations arose as adaptations to the intensity of ultraviolet radiation in different parts of the world in which they will answer open ended responses that will be graded by a teacher.


Who Wants to Live a Million Years Gamehttp://www.sciencechannel.com/games-and-interactives/charles-darwin-game/

CAR © 2009

http://www.sciencechannel.com/games-and-interactives/charles-darwin-game/

http://www.sciencechannel.com/games-and-interactives/charles-darwin-game/

https://www.hhmi.org/biointeractive/biology-skin-colo






competition, resources, proliferation, organism, survive, reproduce, environment

2. Investigate how evolution results from the increase in species number through the completion of a class activity

3. Develop a graphic organizer interpreting how sexual reproduction and mutations lead to genetic variations

4. Write a paragraph explaining how competition for resources is a driving factor in evolution

5. Construct an explanation through research on how the rapid growth in

Factors of Evolutionhttps://youtu.be/IINVtA0VMiE

Natural Selectionhttps://phet.colorado.edu/en/simulation/natural-selection

CAR © 2009

https://phet.colorado.edu/en/simulation/natural-selectio%5Cn

https://youtu.be/IINVtA0VMiE

organisms that are better able to survive and reproduce in their environment is due to evolution.

Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.HS-LS4-3

SLO's

1. Identify and define the following: statistics, probability, explanation, organism, trait, proportion

2. Using probability and statistics, demonstrate how

Differentiation



Hands-on Learning



Special Education Modifications-extended time-more classroom support-small group instruction

1.) PSI Lesson Slides #'s 65-82


1.) Natural Selection Practice Problems

#'s 28-36


2.) PSI Population Genetics & Evolution Lab

https://njctl.org/courses/science/biology/evolution/attachments/population-genetics-and-evolution-lab/

Students will investigate a genetically inherited trait and apply the Hardy-Weinberg Principle to a population. They will demonstrate the stability of allele frequencies over five generations in an ideal Hardy-Weinberg population and they will then examine the effects of natural selection, heterozygous advantage, and genetic drift on allele frequencies in a simulated mating exercise.

3.) Students will write a paragraph explaining how organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait which will be graded by a teacher made rubric

CAR © 2009








organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

3. Write a paragraph explaining how organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait

-graphic organizers Additional Resources

Natural Selection:https://youtu.be/0SCjhI86grU

https://youtu.be/aTftyFboC_M

https://youtu.be/7VM9YxmULuo

Population Genetics

https://youtu.be/WhFKPaRnTdQ

https://youtu.be/xPkOAnK20kw

5 Fingers of Evolution

http://ed.ted.com/lessons/five-fingers-of-evolution

(Think, Dig Deeper, Discussion)

CAR © 2009






https://youtu.be/0SCjhI86grU

Construct an explanation based on evidence for how natural selection leads to adaptation of populations.HS-LS4-4

SLO's

1. Identify and define the following: evidence, natural selection, adaptation, populations

2. Create a graphic organizer demonstrating how natural selection leads to adaptation of populations and conduct an oral presentation

3. Evaluate adaptations and how natural selections contributes to them by completing a lab

4. Construct a

Differentiation



Hands-on Learning





1.) PSI Lesson Slides #'s 83-115


1.) Population Genetics Practice Problems

#'s 37-54


2.) Students will create a graphic organizer demonstrating how natural selection leads to adaptation of populations and give an oral presentation on their graphic organizer which will be graded by a teacher made rubric

3.) Stickleback Evolution Virtual Lab

http://www.hhmi.org/biointeractive/stickleback-evolution-virtual-lab

The Stickleback Evolution Virtual Lab will introduce you to the science and techniques used to analyze the forms and structures of organisms—in particular, the pelvic structures of the threespine stickleback fish (Gasterosteus aculeatus). The lab includes three experiments in which you will collect and analyze data using photographs of living fish specimens and fossils

4.) Students will construct a model elaborating natural selections and its contribution to adaptations of populations which will be graded by a teacher made rubric.


Natural Selection:


CAR © 2009









model elaborating natural selections and its contribution to adaptations of populations



Population Genetics






CAR © 2009






Evaluate the evidence for the role of group behavior on individual and species’chances to survive and reproduce.HS-LS2-8

SLO's1. Identify and define the following: evidence, role, group, behavior, individual, species, survive, reproduce

2. Develop an explanation of the role group behavior has on an individual and species.

3. Examine how the group behavior affects the individuals or species chances of survival and their ability to reproduce by completing an interactive activity

Differentiation



Hands-on Learning




-word/picture wall


-graphic organizers



-extended time




2.) Students will conduct an oral presentation with a rubric and checklist explaining the role group behavior has on an individual and species

3.) Mouse Population Activity

http://www.hhmi.org/biointeractive/color-variation-over-time-rock-pocket-mouse-populations

The Mouse Population Activity will enable students to explain how variation, selection, and time fuel the process of evolution; and analyze and organize data.

4.) Students will write a paragraph elaborating the evidence for the role of group behavior on individual and species’ chances to survive and reproduce which will be graded by a teacher made rubric


Natural Selection:




Population Genetics



CAR © 2009











4. Write a paragraph elaborating the evidence for the role of group behavior on individual and species’

chances to survive and reproduce


-graphic organizers




CAR © 2009


Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.HS-LS4-5

SLO's

1. Identify and define the following: evidence, role, group, behavior, individual, species, survive, reproduce

2. Develop an explanation of the role group behavior has on an individual and species.

3. Examine how

Differentiation



Project Based Learning





Kahoot review

Educational video with formative assessment questions.


Peer and teacher editing of written explanations

1.) PSI Lesson Slides #'s 136-173https://njctl.org/courses/science/biology/ecology/attachments/ecology-presentation-2/

1.) Conservation Biology Practice Problems#'s 66-77


2.) Students will conduct research in able to examine how environmental conditions are related to the increase of individuals within some species and complete a journal response on research which will be evaluated by a teacher made rubric

3.) Students will write a paragraph justifying how the emergence of new species is related to changes in the environmental conditions

4.) Students will complete the Environmental Pollution PBL in which they will propose a solution to prevent the extinction of other species that is caused by changes in environmental condition


Environmental Pollution https://youtu.be/kdDSRRCKMiI Extinction https://youtu.be/cQOk_YOboEo

Global Climate Change Video:https://youtu.be/EtW2rrLHs08

Invasive Species Video (Ted-Ed)http://ed.ted.com/lessons/the-threat-of-invasive-species-jennifer-klos ( Think, Dig Deeper, Discussion)

CAR © 2009

http://ed.ted.com/lessons/the-threat-of-invasive-species-jennifer-klos

http://ed.ted.com/lessons/the-threat-of-invasive-species-jennifer-klos

https://youtu.be/EtW2rrLHs08

https://youtu.be/cQOk_YOboEo

https://youtu.be/kdDSRRCKMiI

https://njctl.org/courses/science/biology/ecology/attachments/ecology-presentation-2/





the group behavior affects the individuals or species chances of survival and their ability to reproduce by completing an interactive activity

4. Write a paragraph elaborating the evidence for the role of group behavior on individual and species’ chances to survive and reproduce

CAR © 2009

Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.HS-LS4-6

SLO's1. Identify and define the following: simulation, solution, impact, human activity, biodiversity

2. Determine the adverse effects that human activity imposes on the environment by conducting research and writing a journal response.

3. Brainstorm ideas to lessen the effects of human activity on biodiversity

4. Create a simulation to test

Differentiation



Modeling

Hands-on Learning





PSI quizzes and assessments

Kahoot review

Educational video with formative assessment questions.




1.) PSI Lesson Slides #'s 173-192https://njctl.org/courses/science/biology/ecology/attachments/ecology-presentation-2/

1.) Conservation Biology Practice Problems #'s 78-88 (homework)


2.) Students will conduct research about the adverse effects that human activity imposes on the environment and write a journal response which will be graded by a teacher made rubric

3.) Students will participate in a classroom discussion in order to Brainstorm ideas to lessen the effects of human activity on biodiversity which will be assessed by a discussion rubric made by the teacher.

4.) Oil Spill Simulation

https://www.nationalgeographic.org/activity/simulate-oil-spill-cleanup/

Students will simulate an oil spill and cleanup both before and after the use of dispersants. They discuss the effectiveness and flaws of oil cleanup strategies based on the results.

OR

Water Quality Degradation Activity

https://www.nationalgeographic.org/activity/water-quality-degradation-in-the-ocean/

Students will investigate causes of water quality degradation and analyze the relationship between harmful algal blooms, toxic algae, and dead zones. They explore water quality "success stories" and actions to improve water quality.

CAR © 2009










a solution that will lessen the effects of human activity and write a paragraph explaining how biodiversity is impacted by human activity

Additional ResourcesBiodiversity: http://ed.ted.com/lessons/why-is-biodiversity-so-important-kim-preshoff https://youtu.be/-Sybgof-X2k Human Impacts on Environment: https://youtu.be/5eTCZ9L834s https://youtu.be/WfGMYdalClU

Conservation and Restoration Video: https://youtu.be/Kaeyr5-O2eU

Summative Written Assessments

Final Exam

Summative Performance Assessment

Endangered Species PBL, Argumentative Essay (Invasive Species), Environmental Pollution PBL

CAR © 2009

https://youtu.be/Kaeyr5-O2eU

https://youtu.be/WfGMYdalClU

https://youtu.be/5eTCZ9L834s

https://youtu.be/-Sybgof-X2k

http://ed.ted.com/lessons/why-is-biodiversity-so-important-kim-preshoff

http://ed.ted.com/lessons/why-is-biodiversity-so-important-kim-preshoff

curriculum2.docx · web viewplease put emphasis on positive and negative feedback loops involving...

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