proposed course of study - paterson school … · the present course of study is designed to meet...

Biology

A Course of Study for the

Paterson Public Schools

Biology

Scope and Sequence

1st Marking Period

Unit 1 –Scientific Skills, Safety and Perspectives Unit 2 – Ecology Unit 3 – The Cell

2nd Marking Period

Unit 4 – Genetics Unit 5 – Evolution

Unit 6 – Microorganisms, Plants and Animals

3rd Marking Period

Unit 7 – Systems of the Human Body, Diseases, Prevention and Drugs Unit 8 - Biotechnology

Unit 9 - Ethology

4th Marking Period

Unit 10 - Bioethics Unit 11 - Oceanography

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PROPOSED COURSE OF STUDY PATERSON SCHOOL DISTRICT

COURSE TITLE: Biology CURRICULUM AREA: Science CREDITS: 5 COURSE PRE-REQUSITES: General Science or Geophysical Systems 1. COURSE DESCRIPTION: Narrative summary of content, activities, and expectations. Biology is a comprehensive study of life science that provides students with an opportunity to analyze the molecular, cellular and systematic processes of organisms. Through a hands-on lab, inquiry-based, problem-solving approach that employs the scientific method, students will gain knowledge in all major biological themes: ecology, cells, genetics, evolution, diversity of life including plants and animals, microorganisms, human biology, lab safety, and career opportunities relevant to the realm of biology. As these themes are explored, students will be expected to work independently, cooperatively, and in laboratory situations, presenting data and conclusions in an organized manner. Differentiated instructions will provide success on alternate assessments. 2. COURSE PHILOSOPHY: A rationale guiding curriculum content, instructional methodology, student activities, use of instructional resources, and the assessment of student progress and performance. The goal of science education is to develop scientifically literate students who understand how science, technology and society influence one another; and who are able to use this knowledge and its applications in their every day decision-making processes as members of a global society. Essential to this conceptual understanding is the philosophy that science is a process rather than an accumulation of facts; personal experiences in scientific inquiry; recognition of unifying themes that integrate the major topics of biology and application of biological knowledge and critical thinking to environmental, health and social concerns. The present course of study is designed to meet and/or exceed N.J. Core Curriculum Content Standards, the N.J. Cross-Content Workplace Readiness Standards, and National Science Education Standards. It will focus on the diversity of life forms, revealing the fundamental relationships between form and function. It is the goal of this course to increase students’ comprehension of fundamental life processes, the understanding of interactions among organisms and the appreciation of how scientists work. Emphasis is placed on six (6) major themes throughout the course.

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Themes include: Unity within diversity: In order to survive, all species must posses the same basic life functions, ranging from cell structure and function to genetic code, to the six kingdoms of life. Evolution: Similarities and differences among species indicate evolutionary relationships. This theme is developed in the process of evolution and in the relations of groups of organisms, the six kingdoms of life, and comparisons of adaptations among species. Homeostasis: This theme covers a broad range from the balance of chemistry at the cellular level to maintenance of stability within an ecosystem. Reproduction and Inheritance: Students will learn the basic mechanisms of gene transmission and general patterns of heredity. Systems and interaction: This theme stresses the study of the interaction of organelles within cells, cells within tissues, organs within systems, and systems within organisms. It is also apparent in topics including feeding relationships, symbiotic associations, recycling of nutrients, life cycles, patterns of population growth, and ecological succession. Nature of Science: Students use the fundamental methods of scientific inquiry and observe evidence of the scientific method through class activities leading to the development of major principles to be discussed and analyzed. Lab activities require students to formulate hypotheses and design experiments.

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Inquiry Approach to Scientific Learning

Biology students will be exposed to the rigors of scientific process skills (i.e. making observations, collection of data, formulation of hypotheses, predictions, experimental design, data interpretation, formulation of conclusions and theories) that provide a basic foundation for discovery in nature. Students will be encouraged to maintain an open and questioning mind, to pose their own questions about objects, events, processes, and results. They should have the opportunity to plan and conduct their own experiments, and come to their own conclusions as they read, observe, compare, describe, infer, and draw conclusions. The results of their experiments need to be compared for reasonableness to multiple sources of information. They should be encouraged to use reasoning as they apply biology concepts to their lives.

Good science instruction requires hands-on science investigations in which student inquiry is an important component. Teachers will provide opportunities for all students to learn science through an inquiry-based, problem solving approach that leads to scientific discovery. Students will investigate living organisms from each kingdom. Laboratory investigations will be frequent and meaningful components of biology instruction and learning.

Integrated Instruction, Career Opportunities and Relevant Connections to Students

Biological concepts will be integrated with concepts and skills from other curriculum areas. For example, skills in mathematics, technology and Language Arts (reading, writing, speaking), will be used to enhance the instruction of science. Students will regularly write and/or present reports of their observations and experiments. Laboratory journals will play a key role in the development of students’ effective scientific writing skills. Teachers will also provide opportunities for students to gain insights into science related careers such as genetics, biotechnology, environmental science, and many fields of medicine. In addition, the teaching and learning of science will take place within a framework that emphasizes the relevance of scientific concepts to students’ lives.

Assessment of Students Students will be assessed with a variety of alternate assessments including, but not limited to, observation in the class and lab setting, problem solving skills, cooperative learning, notebook, journals, portfolios, research projects, presentations, and traditional aids for evaluation of student progress that include homework, quizzes and periodic examinations.

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3. SCOPE AND SEQUENCE This section of the curriculum specifies the course’s units, subtopics, outcome proficiencies and performance assessments. These outcome proficiencies are indexed to each of the relevant N.J. Core Curriculum Content Standards and the N.J. Cross-Content Workplace Readiness Standards, and provide a uniform interpretation of the aforementioned among the teachers who will use this curriculum.

SCOPE AND SEQUENCE Topical outline of content or performance cluster

in order of presentation

Activity, criteria for evaluation, and minimum level of performance to determine if the student has mastered the

content and/or skill Reference to (CCCS – Section 5) and/or (WRS – Section 7) by number

Unit 1 –Scientific Skills, Safety and Perspectives A. Safety in the Laboratory

1. Safety contract 2. Safety symbols 3. Safety procedures 4. Care and use of lab equipment

B. Scientific Method 1. Steps 2. Practicing scientific method 3. Thinking critically 4. Organizing information

C. Scientific Measuring 1. Measuring in SI 2. Magnification

D. Organizing information 1. Constructing and using tables 2. Constructing and using graphs 3. Interpreting scientific illustrations

Students will: These skills will be introduced in Unit 1, but will expand and develop with each sequential unit

Implement the scientific method to meet needs and

criteria and effectively communicate results using models diagrams, demonstrations and technology, differentiate among hypothesis, theory, and principle

Collect data and draw conclusions using the steps of the scientific method and metric measurements

Recognize scientific knowledge is made public through presentations at professional meetings and publications in scientific journals

Recognize that science as a career or a hobby can be both fascinating and intellectually rewarding

Be aware that scientists have ethical traditions such as peer review and statements of truth

Agree to Science Safety Contract

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4. Interpreting data 5. Comparing and contrasting 6. Classifying 7. Sequencing 8. Predicting

E. Careers in science 1. Variety 2. Standards and presentation of information 3. Diverse cultures have contributed scientific knowledge and technological inventions

F. Current topics, current events, and technology 1. Interrelations between science and technology 2. Science as a human endeavor 3. Benefits, risks, and social concerns of new technology

and discoveries G. Biology: the study of life

1. What is Biology 2. Nature of Biology 3. Themes of Biology

WRS: 1.1.2.3.5.7; 2-.2.5.6.7.8.9.10; 3-.1.2.3.5.6.7.8.9.10.11.12.13.14.15; 4-.1.2.3.4.5.6.7.8.9.10.11; 5-.1.2.3.4.5.6.7.8.9

Identify care and use of lab equipment Recognize benefits from studying biology Summarize the characteristics of living things Compare and contrast qualitative and quantitative

research Explain why science and technology cannot solve all

problems Labs/Activities:

Current Events presentations Safety Agreement activities and Lab Scavenger hunt Paper clip Lab Is my car alive Sewer lice Use of Scientific Method in daily life “diary” Invent/Improve an existing technology

CCCS: 5.1-7; 5.2-12,13,14,15; 5.3-6,7; 5.4-10,11; 5.5-11,12,13,14,15; 5.6-13; 5.10-9,10.

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INSTRUCTIONAL BENCHMARK

Performance-based task to measure student proficiency for a specific interval, unit, or to date; mastery is defined for the individual at 80 % or better; for the class: 80 % of the students attain the established minimum standard; an exemplar or rubric would be referenced and included in the Evaluation Section By the end of Unit 1, students will:

Demonstrate successful use of the safety agreement, scientific method, and data collection using SI measurements in all lab investigation and reports

Through presentation of current events, research and various media sources, share current topics as they relate biology to the scientific and social world.

Identify lab tools and safety procedures for a specific room Complete lab scavenger hunt Construct and interpret given data, tables, and graphs Measurement /data collection lab Book report/ web page project – to be integrated through out the course Complete lab activities, including lab report and follow all safety guidelines Apply their knowledge on major concepts learned in this unit with tests, quizzes, and enrichment activities Present an organized notebook including all material presented

4. Instructional resources (i.e. textbooks, supplemental readings, field study, software, equipment, and materials) required for

instruction and/or student learning activities. Video resources: Science Department, respective High School and/or Academy Media Center

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Holt Biology: text and ancillary materials World Wide Websites (www.scilinks.org, www.si.edu/hrw, www.go.hrw.com, www.cnnfyi.com), etc. Current Events Lab equipment and supplies




content and/or skill Reference to (CCCS – Section 5) and/or (WRS- Section 7) by number

Unit 2 – Ecology A. Principles of Ecology

1. Organisms and their environment 2. Nutrition and energy flow

B. Communities and Biomes 1. Ecological communities 2. Terrestrial biomes

C. Populations 1. Populations of organisms 2. Human population

D. Conservation 1. Extinction 2. Biodiversity 3. Wise use of resources 4. Global Warming

Students will: Distinguish between abiotic and biotic factors Compare the different levels of biological organization Explain the difference between a niche and a habitat Compare how organisms satisfy their nutritional needs Trace the path of energy and matter in an ecosystem Analyze how nutrients are cycled in the biosphere Explain limiting factors Sequence the stages of ecological succession Distinguish among terrestrial biomes Compare and contrasts linear and exponential

population growth Predict effects of environmental factors on population

growth Compare the age structure of rapidly growing, slow

growing and no growth countries Hypothesize about problems due to emigration and

emigration Explain biodiversity and its importance

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http://www.scilinks.org/

http://www.si.edu/hrw

http://www.go.hrw.com/

http://www.cnnfyi.com/

WRS 1-.3.5.7.9.12; 2-.1.2.3.4.5.6.7.8.9.10; 3-.1.2.3.4.5.6.7.8.9.10.11.12.13.14.15; 4-.1.2.3.4.5.6.7.9.10.11; 5-.1.2.3.4.5.6.7.8.9

Relate threats to biodiversity Describe conservation strategies Relate success and methods in protecting an

endangered species Lab/activities

Effects of Acid Rain on plant growth Cooperative Biome - Food web Projects Microscope – study of pond life Global Warming Webquest

CCCS 5.1-7,8,9,10; 5.2 – 12,13,14,15; 5.3-6,7; 5.4-10,11; 5.5-11,12,13,14,15; 5.6-13,14,15,16,17; 5.9-23; 5.10-13,14; 5.12-8,9,10

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Oral and written presentation of Cooperative Biome project Conference with teacher demonstrating graphing skills Demonstrate proper use and care for microscope Submit a current event and reaction sheet relating to Ecology unit Complete lab activities, including lab report and follow all safety guidelines Apply their knowledge on major concepts learned in this unit with tests, quizzes, and enrichment activities Present an organized notebook, including their notes taken during class


instruction and/or student learning activities. Video resources: Science Department, respective High School and/or Academy Media Center Holt Biology: text and ancillary materials World Wide Websites (www.scilinks.org, www.si.edu/hrw, www.go.hrw.com, www.cnnfyi.com), etc. Current Events Lab equipment and supplies

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Unit 3 – The Cell

Cell the basic unit of life Discovery of cells Eukaryote vs. prokaryote Structure and function

Chemistry of Life

Atoms, molecules and bonding Mixtures and solutions Acids and bases

Regulation of cell functions

Diffusion Organic compounds: carbohydrates, lipids,

proteins Homeostasis

Growth and Reproduction

Size limitations Mitosis Cancer

E. Energy in a cell ATP Photosynthesis

Students will:

Identify the main ideas of the cell theory Relate advances in microscope technology to

discoveries of cells and cell structure Relate the functions and structures of parts of a

eukaryotic cell Compare and contrast the structures and functions

of plant and animal cells Demonstrate proper use and care of the microscope Sequence the events of mitosis Explain why organisms need a supply of energy Explain how cells obtain energy from respiration Relate chlorophyll to the process of photosynthesis Analyze the reasons why cells are small Analyze the structure of DNA Distinguish between tissues, organs and systems Distinguish between the events of a normal cell

cycle and the abnormal events that result in cancer Relate structure of an atom to identity of an

element Draw the formation of covalent and ionic bonds

and the stability of atoms Distinguish mixtures and solutions, acids and bases Demonstrate and explain the process of diffusion

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Cellular respiration Cell Transport

Passive Transport Osmosis Ion channels Facilitated Diffusion

Active Transport Na+/K+ Pump Endocytosis Exocytosis Membrane receptor proteins

WRS – 1-.1.5.7.9; 2-.2,4.5.6.7.8.9.10; 3-.1.2.3.4.5.6.7.8.9.10.11.12.13.14.15; 4-.1.2.3.4.5.6.7.9.10.11; 5-.1.2.3.4.5.6.7.8.9;

Classify organic compounds Labs/Activities:

Onion and Cheek cell DNA model Cell surface area vs. cell volume Osmosis demo Cell internet site Cooperative cell project Build given atoms and show bonding Test for specific organic compounds pH lab Food label comparison How a plant breathes Microscope practicum Build personal food pyramid via web activity

CCCS 5.1-7,8,9,10; 5.2-12,13,14,15; 5.3- 6,7; 5.4-10,11; 5.5-11,12,13,14,15; 5.6-14,15,16; 5.8-9,10,11,12,13; 5.9-19,21,23; 5.10-14; 5.11-9; 5.12-9

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INSTRUCTIONAL BENCHMARK Performance-based task to measure student proficiency for a specific interval, unit, or to date; mastery is defined for the individual at 80 % or better; for the class: 80 % of the students attain the established minimum standard; an exemplar or rubric would be referenced and included in the Evaluation Section By the end of Unit 3, students will:

Complete laboratory activities and submit fully written reports Apply their knowledge on major concepts learned in this unit with tests, quizzes, and enrichment activities Present an organized notebook, including notes taken during class Design and complete a cooperative project on the cell Label and identify typical plant and animal cell structures Demonstrate proper use of a microscope by preparing and comparing onion and human cheek cells (practicum) Complete quizzes at given internet site Sequence drawing of mitosis and meiosis Identify lipids, carbohydrates and proteins


instruction and/or student learning activities. Video resources: Science Department, respective High School and/or Academy Media Center Holt Biology: text and ancillary materials World Wide Websites (www.scilinks.org, www.si.edu/hrw, www.go.hrw.com, www.cnnfyi.com), etc. Current Events

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Lab equipment and supplies





Unit 4 – Genetics A. Mendel’s Laws of Heredity

1. Monohybrid crosses 2. Dihybrid crosses 3. Punnett Squares

B. Meiosis 1. Phases of Meiosis 2. Nondisjunction

C. DNA 1. Structure 2. Nucleotide sequence 3. Replication

D. RNA 1. Transcription 2. Translation

E. Mutation 1. In reproductive cells 2. In body cells

Students will: Analyze the results obtained by Mendel Predict the possible offspring, using a Punnett square Determine and describe phenotypic and genotypic

ratios Relate Mendel’s laws of heredity to meiosis Analyze how meiosis maintains chromosome number

for a species Diagram and label the structure of DNA Relate the gene to the sequence of nucleotides Categorize the kinds of mutations that can occur in

DNA Compare the effects of mutations on cells and

organisms Interpret and diagram a pedigree Determine human genetic disorders Analyze the pattern of sex-linked inheritance Compare codominance, multiple allelic, sex-linked,

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3. Causes F. Inheritance of Human traits

1. Pedigree 2. Recessive –Dominant 3. Sex – linked 4. Blood types

G. Genetic Technology 1. Controlled breeding 2. Human Genome Project

WRS 1-.1.2.5.7; 2-.1.2.4.5.6.7.8.10; 3-.1.2.3.4.5.6.7.8.9.10.11.12.13.14.15; 4-.1.2.3.4.5.6.7.8.9.10.11; 5-.1.2.3.4.5.6.7.8.9

and polygenic patterns of human inheritance Predict the outcome of a test cross Give examples of applications and benefits of genetic

engineering Predict future applications of the Human Genome

Project Lab/Activities

Monohybrid Probability Lab Star wars – A Study in Genetics Punnett Square packet Genetic Survey Blood Typing Karyotyping House Cat Inheritance

CCCS 5.1-7,8,9; 5.2-12,13,14,15; 5.3-6,7; 5.4-10,11; 5.5-11,12,13,14,15; 5.6-13,14; 5.7-10,11,13; 5.12-9;

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Complete laboratory activities and submit fully written reports Apply their knowledge on major concepts learned in this unit with tests, quizzes, and enrichment activities Present an organized notebook, including notes taken during class Submit a current event and reaction sheet relating to research in genetics &/or the Human Genome Project Present Star Wars Project Discuss Human Genetic Survey with family members Read a pedigree chart Determine probability of a cross using a Punnett Square



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Unit 5 – Evolution A. History of the Earth 1. Fossils 2. Geological Time Scale 3. Origin of Life

a. Primordial Soup Model i. Miller-Urey experiment

b. Lerman’s Bubble Model B. Theory of Evolution 1. Natural selection 2. Darwin’s Research 3. Evidences of Evolution C. Primate Evolution 1. Primate Adaptations 2. Human Ancestry D. Taxonomy 1. History of Classification 2. Binomial Nomenclature E. Kingdoms 1. Determination 2. Dichotomous Key

Students will: Identify the types of fossils and explain how they

are formed Summarize the major events of the Geological

Time Scale Analyze early experiments of biogenesis Compare and contrast modern theories of the origin

of life Relate the origin of cells to environmental

conditions on earth Summarize natural selection and Darwin’s Theory

of Evolution Distinguish the types of evidence of evolution Compare and contrast homologous and analogous

structures Recognize the adaptations of primates Distinguish the evolutionary relationships of

primates Compare and contrast the adaptations of apes and

humans Summarize the major anatomical changes in

hominids during human evolution Evaluate history, purpose and methods of

taxonomy Explain the meaning of scientific naming

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WRS- 1-.1.2.5; 2-.10; 3-.1.2.3.4.5.6.7.8.9.10.11.121.3.14.15 4-.1.2.3.4.5.6.7.8.9.10.11 5-.1.2.3.4.5.6.7.8.9

Compare the 6 kingdoms of organisms Lab/Activities

Fossil Identification Construct a Geological Time Line Compare and measure Traits of different Primates Classification of common items and pictured

organisms CCCS- 5.1-8; 5.2-12,13,14,15; 5.3-6,7; 5.4-10,11; 5.5-13; 5.6-17; 5.7-11,12,13; 5.10-11,12,13,14; 5.11-8,9 5.12-8,9;

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Complete laboratory activities and submit fully written reports Apply their knowledge on major concepts learned in this unit with tests, quizzes, and enrichment activities Present an organized notebook, including notes taken during class Identify and explain fossil types Identify specimens Critique models of origin of life Identify succession of organism evolution from marine to land animals Create a classification system of common items Biology related Book project with web Page design linking biological connections


instruction and/or student learning activities. Video resources: Science Department, respective High School and/or Academy Media Center Holt Biology: text and ancillary materials

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World Wide Websites (www.scilinks.org, www.si.edu/hrw, www.go.hrw.com, www.cnnfyi.com), etc. Current Events Lab equipment and supplies





Unit 6 – Microorganisms, Plants and Animals A. Microorganisms 1. Viruses 2. Bacteria 3. Protists 4. Fungi B. Plants 1. Origins and adaptations 2. Diversity 3. Structure and function 4. Reproduction C. Invertebrates 1. Characteristics 2. Body plan and adaptations D. Vertebrates 1. Characteristics 2. Adaptations 3. Reproduction

Students will: Identify kinds of viruses Explain the economic importance of bacteria Compare and contrast the 4 groups of protozoans Identify the characteristics of fungi and explain

their role as decomposers List the characteristics of plants that adapt them for

life on land Identify divisions within the plant kingdom Compare and contrast characteristics of different

groups of plants Identify and describe the structures of roots, stems

and leaves Outline the processes of seed and fruit formation

and seed germination Describe the characteristics of animals,

invertebrates vs. vertebrates Compare and contrast radial and bilateral symmetry

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WRS – 1-.1.2; 2-.1.2.3.4.5.6.9.10; 3-.1.2.3.4.5.6.7.8.9.10.11.12.13.14.15; 4-.1.2.3.4.5.6.7.8.9.10.11; 5-.1.2.3.4.5.6.7.8.9

with asymmetry Compare and contrast the adaptations and

characteristics of different vertebrates Distinguish mammalian characteristics Compare reproduction in egg-laying, pouched, and

placental mammals Lab/activities

Animal research project relating characteristics, position within an ecosystem and evolutionary traits

Classify Specimens Identify and label diagrams Construct a table indicating common features of each

kingdom and phylum CCCS – 5.1-7,8; 5.2-12,13,14,15; 5.3-6,7; 5.4-10,11; 5.5-12; 5.6-13,14,15,16,17; 5.7-12,12; 5.10-13,14; 5.12-8,9,10;

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Complete laboratory activities and submit fully written reports Apply their knowledge on major concepts learned in this unit with tests, quizzes, and enrichment activities Present an organized notebook, including notes taken during class Present animal research project Using models and specimens identify characteristics and structures of each



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Unit 7 – Systems of the Human Body, Diseases, Prevention and Drugs

A. Interaction and homeostasis within the human body – to include structure function and processes of each system

1. Digestion 2. Respiration Reproduction Circulation Excretion Skeletal Muscular Endocrine Nervous Human development

B. Diseases: infectious, congenital, intrinsic failures 1. Symptoms 2. Treatment 3. Prevention

C. Harmful vs. helpful drug interactions in the body 1. Medicinal use of drugs 2. Addictive drugs

D. The Effects of Aging on each system 1. Cultural influences

Students will: Summarize the importance of the skin in

maintaining homeostasis, healing and aging in the body

Using a model and diagram identify the structure and functions of the skeleton and compare types of joints

Distinguish among the three types of muscles and locations and describe muscle contraction

Outline the pathway of food and summarize the digestive processes along the way

Identify the functions of glands and their affects on other systems

List the structures involved in external respiration Explain the mechanics of breathing, both external

and cellular Distinguish between various components of blood,

blood types, and the route of blood through body and heart

Explain how heart rate is controlled and effected by activity

Describe the structures and functions of the urinary system

Explain how the nervous system and hormones control processes in the body

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2. Environmental influences 3. Genetic predispositions

Explain how nerve impulses travel in the nervous system

Summarize the functions of the major parts of the nervous system Identify the parts of the male and female reproductive systems,

Summarize the medicinal uses of drug List developmental stages of the fetus, birth growth

and development Using a chart relate causes, symptoms, disease

transmission and defenses Research and chart categories of drugs Compare medicinal vs. addictive uses Explain how addictive drugs affect the nervous

system Recognize an individual’s mood and behavior may

be modified by substance and can result in physical dependency, increased risk of injury, accidents and death

Discuss nature vs. nurture, cultural and environmental influences on the effects of aging for each system

Lab/Activities Strategies to measure heart rate, pulse and blood

pressure of fellow classmates Label anatomical charts Journey through a Body Project Human anatomy cards Heart rate and exercise Lab Dissections Comparative anatomy research paper; independent

and/or collaborative project

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WRS- 1-.1.2.3.4.7.9; 2-.2.4.5.6.7.8.9.10; 3-.1.2.3.4.5.6.7.8.9.10.11.12.13.14.15; 4-.1.2.3.4.5.6.7.8.9.10.11; 5-.1.2.3.4.5.6.7.8.9

CCCS – 5.1 –7,8,9; 5.2-12,13,14,15; 5.3-6,7; 5.4-10,11; 5.5-11,12,13,15; 5.6-1314,17; 5.12-9,10;

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Complete lab activities including lab report and follow all safety guidelines Apply their knowledge on major concepts learned in this unit with tests, quizzes, and enrichment activities Present an organized notebook including all material presented Completion of Disease chart Cooperative Group Project - Journey through a Body Use of internet to research a Disease of choice Present a research paper on comparative anatomy



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Unit 8 - Biotechnology

History timeline Biotechnology Techniques Biotechnology Processes Applications of Biotechnology

Cloning and Tissue Culture The Human Genome Project Agricultural/Food Biotechnology (includes GM foods) Reproductive Biotechnology Industrial Biotechnology Environmental Forensics

Issues and Ethics of Biotechnology General Biotechnology Ethics

Neuroethics Xenotransplantation

Students will: Develop skills of critical analysis and life-long

learning Analyze the changing nature of science and society Construct an historical timeline of the development

of biotechnology Identify biotechnological advances and the cultural

influences impacting their application Identify biotechnological advances and the political

influences impacting their application Differentiate the need versus want of specific

biotechnological processes Justify and/or debate the “can we” versus the

“should we” of highly criticized biotechnological processes

Give examples of applications and benefits of various biotechnologies

Conduct various experiments demonstrating the practical use of biotechnology

Summarize efficacies of biotech applications Lab/activities

Fermentation in the Food Industry Lactase, lactose intolerance and commercial

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WRS- 1-.1.4.5.7.9; 2-.2.3.4.5.6.7.8.9.10; 3-.1.2.3.4.5.6.7.8.9.10.11.12.13.14.15; 4-.1.2.3.4.5.6.7.8.9.10.11; 5-.1.2.3.4.5.6.7.8.9

enzymes Food for the Future DNA fingerprinting Biotechnology and Waste Management Bacterial Transformation in E. coli DNA extraction from Kiwi fruit DNA extraction from a cherry Can we build a real “Jurassic Park”? Bubble Gum Mystery

CCCS 5.1 A1-4, B1&2, C1 5.2 A1, B2 5.3 A1, C1, D1 5.4 A1, B1, C1 5.5 C1, C2, C3 5.10 B1, B2

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Complete laboratory activities and submit fully written reports Apply their knowledge on major concepts learned in this unit with tests, quizzes, and enrichment activities Present an organized notebook, including notes taken during class Develop and maintain a Wiki page with continued communication among peers with regards to evolving views, opinions and

developments about biotechnology in specific regions Present a creative, multimedia PBL paralleling science fiction to current biotechnologies Engage in a point-of-view role-playing PBL on the GMO controversy in Hawaii Develop a case-study using the ethical-decision making model Complete international current events research depicting pros and cons of biotechnology

4. REQUIRED INSTRUCTIONAL RESOURCES

List of textbooks, supplemental readings, field study, software, equipment, and materials required for instruction and/or student learning activities.

Video resources: Science Department, respective High School and/or Academy Media Center Holt Biology: text and ancillary materials

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World Wide Websites (www.scilinks.org, www.si.edu/hrw, www.go.hrw.com, www.cnnfyi.com, www.biotech.biology.arizona.edu, www.biotechinstitute.org), etc.

Current Events Lab equipment and supplies

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http://www.biotech.biology.arizona.edu/

http://www.biotechinstitute.org/





Unit 9 - Ethology

A. Ethology and comparative psychology B. Animal Behavior C. Types of Behavior

a. Innate b. Imprinting c. Learned

D. Influences on Behavior Environmental Research/Human intervention Physiological Competitive

Sexual Food/natural resources

Habituation E. Functions of Behavior F. Development of Behavior G. Communication

a. Chemical b. Mechanical c. Visual

H. Communication between Species a. Non-human animal influences on human behavior

i. Educational applications

Students will:

Distinguish among the types of innate behavior and demonstrate, by example, the adaptive value of innate behavior

Distinguish among the types of learned behavior and demonstrate, by example, types of learned behavior

Differentiate influenced or trained behavior from innate or natural behaviors

Apply evolutionary and ecological principles to understand animal behavior

Gain experience in quantitative behavioral techniques

Explore behavior patterns of communication Construct an ethogram Debate nature vs. nurture in the development of

complex behavior patterns Critique the personification of animal behaviors Categorize behaviors of various non-human species Contrast and compare environmental influences on

behaviors between human and non-human organisms

Predict behaviors in under a variety of conditions Critique the modification of animal behavior for

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ii. Psychological applications I. Altruism in animals J. Noted ethologists and their contributions

a. Charles Darwin b. Konrad Lorenz c. Niko Tinbergen d. Karl von Frisch e. Dian Fossey f. Jane Goodall g. B.F. Skinner h. Temple Grandin

WRS- 1-.1.4.5.7.9; 2-.2.3.4.5.6.7.8.9.10; 3-.1.2.3.4.5.6.7.8.9.10.11.12.13.14.15; 4-.1.2.3.4.5.6.7.8.9.10.11; 5-.1.2.3.4.5.6.7.8.9

entertainment Labs/Activities

Tactic responses of Drosophila Habitat choices of crayfish Habitat choices of crickets Habitat choices of pillbugs Conditioning (using human and non-human

subjects) Training mouse to complete maze Techniques for behavioral patterns in guppies Visual displays of the male fighting fish (betas) Imprinting of baby chicks

CCCS 5.1 A1, A2, A3, A4, B1, B2, C1 5.2 A1, B2, B3 5.3 A1 5.5 B2, C1, C3 5.10 B1, B2

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Complete laboratory activities and submit fully written reports Apply their knowledge on major concepts learned in this unit with tests, quizzes, and enrichment activities Present an organized notebook, including notes taken during class Complete a research paper on the application of ethological studies to advances in human medicine and/or other treatment Complete Origins of facial expressions – development of primate behavior research paper Develop a Facial Action Coding System for non-human, higher-order animals

4. REQUIRED INSTRUCTIONAL RESOURCES

List of textbooks, supplemental readings, field study, software, equipment, and materials required for instruction and/or student learning activities.

Video resources: Science Department, respective High School and/or Academy Media Center Holt Biology: text and ancillary materials World Wide Websites (www.scilinks.org, www.si.edu/hrw, www.go.hrw.com, www.cnnfyi.com,), etc. Current Events Lab equipment and supplies

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Unit 10 - Bioethics

Principles of Bioethics Definition History

Advances in Biomedical Science and Technology prompting bioethics regulations

Age-Retardation (Life extension) Cloning

“Therapeutic cloning” Stem Cell Research Organ and tissue transplantation HIV/AIDS Human Genome Project

Eugenics Medical Ethics

End-of-Life Care Advance directives Assisted suicide Decision making for comatose patients

Public Health Policy Access Infrastructure Pandemics Bioterrorism

Students will:

Explain bioethics and its importance Discuss culture and diversity in medicine Hypothesize about changes in government and its

affect on bioethics Compare technological and non-technological factors

influencing life expectancy Critique definitions of death Define “extraordinary measures” Consider historical events shaping views of end-of life

issues Initiate contact and online discussions with

experts/professionals Conduct debate on ethically acceptable experiments on

non-human animals for development of medicine Conduct debate on physician-assisted suicide

Lab/activities

Problem based learning project – “You decide” Statistical research – multidisciplinary activity with

Math department Research paper - multidisciplinary activity with

History and English departments Internet based project – development of a Wiki

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General Medicals Ethics Organ donation

for HIV/AIDS patients Entities affecting development of bioethics constraints

President’s Council on Bioethics Religious organizations State and Federal government agencies Advocacy groups Pharmaceutical companies Private enterprise

Challenges International Standardization Cultural influences International competitiveness Legal

Human rights law Disabilities Act

WRS- 1-.1.4.5.7.9; 2-.2.3.4.5.6.7.8.9.10; 3-.1.2.3.4.5.6.7.8.9.10.11.12.13.14.15; 4-.1.2.3.4.5.6.7.8.9.10.11; 5-.1.2.3.4.5.6.7.8.9

page for international communications with students of chosen countries

CCCS 5.1 A1, A2, A3, A4, B1, B2, C1 5.2 A1, B1, B2 5.3 A1, C1, D1 5.4 A1, B1, C1 5.5 C2, C3 5.10 B2

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Complete laboratory activities and submit fully written reports Apply their knowledge on major concepts learned in this unit with tests, quizzes, and enrichment activities Present an organized notebook, including notes taken during class Develop and maintain a Wiki page with continued communication among peers with regards to evolving views, opinions and

developments about bioethics in specific regions Establish online subscription to a reliable newspaper (out of state or outside of U.S.) and complete bi-weekly journals on

articles relevant to bioethics topics. Establish and maintain a bi-weekly journal chronicling developments in bioethics of a chosen topic from the WHO, The

President’s Council on Bioethics or other pre-approved ethics councils Present a multimedia PBL “You decide” where several scenarios are addressed with regards to bioethical decisions being

made by lawmakers, family members, etc. Engage in a role-play PBL drafting legislation pertaining to embryonic stem cell research Develop a case-study using the ethical-decision making model


instruction and/or student learning activities. Video resources: Science Department, respective High School and/or Academy Media Center Holt Biology: text and ancillary materials World Wide Websites (www.scilinks.org, www.si.edu/hrw, www.go.hrw.com, www.cnnfyi.com,

http://stemcellnetwork.ca/engage/index.php, www.hshgp.genome.washington.edu/teacher_resources/EthicsModuleJuly1998.pdf, www.scu.edu/ethics,), etc.

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http://stemcellnetwork.ca/engage/index.php

http://www.hshgp.genome.washington.edu/teacher_resources/EthicsModuleJuly1998.pdf

http://www.scu.edu/ethics


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Unit 11 - Oceanography A. Oceanography B. Branches of Oceanography

a. Biological Oceanography (Marine biology) b. Chemical Oceanography c. Geological Oceanography (Marine geology) d. Physical Oceanography

C. Compare Oceans and Seas D. Describe ocean technologies today E. Map the structure of the ocean bottom

a. Continental margin b. Continental slope c. Continental rise d. Deep ocean basin e. Abyssal plains f. Trenches g. Ridges h. Hotspots

F. Water a. Hydrologic cycle b. Salinity c. Major constituents of sea water, including elements and

nutrients G. General Ocean Characteristics

Students will: Explain the uses of oceanographic equipment for

measurement, monitoring and research Analyze the roles of historical explorations and

discoveries and their impact on the understanding of the biosphere

Evaluate the importance of the properties of water in ocean processes and the maintaining of proper conditions and balance

Compare the roles of photosynthetic and chemosynthetic organisms as the bases of marine food webs and energy pyramids

Appraise the adaptations of marine invertebrates and compare them to their habitat conditions

Describe the niches of large marine organisms such as birds, reptiles, fish and mammals

Understand the variability of marine ecosystems and their components

Determine which human interactions with the oceans may cause negative impacts

Comprehend how various types of pollution can affect marine life and the biosphere

Analyze the technologies used in medicinal research and the possible uses of the oceans as a resource

Utilize the scientific method and available technologies

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a. Atmospheric Interactions and Circulation b. Ocean circulation

H. Land meets Ocean a. Coasts b. Beaches c. Estuaries

I. Living Oceans a. The Marine Habitat b. Primary Productivity c. Marine Invertebrates d. Nekton

J. Marine Ecosystems a. Coral Reefs b. Artificial Ecosystems

K. Environmental Issues and Concerns a. Dumping b. Oil spills c. Invasive species d. Over-fishing e. Medicines and Genetic Engineering

WRS- 1-.1.4.5.7.9; 2-.2.3.4.5.6.7.8.9.10; 3-.1.2.3.4.5.6.7.8.9.10.11.12.13.14.15; 4-.1.2.3.4.5.6.7.8.9.10.11;

in planning and implementing safe scientific experiments

Project how the constituents of sea water can be utilized

Define photic zone Analyze role that ocean and marine producers play in

the carbon cycle Analyze how a limiting nutrient affects productivity

(toxic and algal blooms) Labs/Activities

Various activities provided by instructor from Project WET

Model the hydrologic cycle Compare salinities of different bodies of water Create a marine food chain Great Falls of Paterson – current status, effects,

improvement Sandy Hook trips (virtual or actual); rep to school Liberty Science Center Virtual trip and interactive activity with NOAA Desalination as a means of harvesting fresh water Jean-Michael Cousteau & PBS – Ocean Adventures

activities (multimedia) CCCS 5.1 A1, A2, A3, A4, B1, B2, C1 5.2 A1, B1, B2, B3 5.3 A1, B1, C1, D1 5.4 A1, B1, B2

40

5-.1.2.3.4.5.6.7.8.9

5.5 A1, A2, A3, B1 5.6 A6, A7 5.8 B1, C1, C2 5.10 A1, B1, B2

41



Complete laboratory activities and submit fully written reports Apply their knowledge on major concepts learned in this unit with tests, quizzes, and enrichment activities Present an organized notebook, including notes taken during class Develop and maintain a working relationship with the City of Paterson for a “Keeping Our Great Falls Great” project Adopt a Species or Adopt an Ocean and maintain communication with NOAA and/or the Cousteau foundation Develop a webpage for communicating an awareness campaign of world population projections, water availability and

conservation efforts Examine temperature, precipitation, seasonality and impact on water resources Present a multidisciplinary, multimedia project on Water, Power and Politics addressing the global crisis Substantiate personal and ethical ideas related to environmental issues and apply knowledge to assess real world problems


instruction and/or student learning activities. Video resources: Science Department, respective High School and/or Academy Media Center Holt Biology: text and ancillary materials

42

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World Wide Websites (www.scilinks.org, www.si.edu/hrw, www.go.hrw.com, www.cnnfyi.com, www.pbs.org/kqed/oceanadventure. www.noaa.gov, www.fws.gov, www.marinemammalcenter.org, www.sandyhookfoundation.com, www.patersongreatfalls.com, www.hawaiireef.noaa.gov), etc.


5. EVALUATION AND GRADING Identify criteria for evaluation of student performance, for the course of study (i.e., completion of specific activities, levels of skill proficiency, participation, performance or product); include exemplars, rubrics, performance checklists, etc. 1. Meeting the attendance requirements stated in the Board of Education Policy and the Paterson Public School District Attendance Policy. 2. Successful completion of the course objectives as measured by a combination of behavioral objectives and alternate assessments including, but not limited to the following:

Class participation Organization and thoroughness of notebook as reflected by note-taking skills Assigned projects; cooperative and individual Labs, activities and follow-up reports Compliance of Safety rules and procedures Homework Tests and quizzes Enrichment activities Current events Midterm and Final Exams Benchmarks Units 1 -11

6. NEW JERSEY CORE CONTENT STANDARDS http://www.state.nj.us/njded/cccs/s5_science.htm Included as an insert for reference 7. NEW JERSEY CROSS-CONTENT WORKPLACE READINESS SKILLS http://www.nj.gov/njded/frameworks/ccwr/appendixb.pdf Included as an insert for reference





http://www.pbs.org/kqed/oceanadventure

http://www.noaa.gov/

http://www.fws.gov/

http://www.marinemammalcenter.org/

http://www.sandyhookfoundation.com/

http://www.patersongreatfalls.com/

http://www.hawaiireef.noaa.gov/

http://www.state.nj.us/njded/cccs/s5_science.htm

http://www.nj.gov/njded/frameworks/ccwr/appendixb.pdf

proposed course of study - paterson school … · the present course of study is designed to meet...

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