Science High School Science Standard 2.1

9-12.Life Science.2.1 Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem.

Essential Questions - 21st Century Skills and Readiness Competencies:

1a. What happens when the cycling of matter in ecosystems becomes disrupted?

1b. What happens to available energy as it passes between trophic levels?

2. How are computer simulations used by scientists to make environmental decisions?

3a. How does the process of burning carbon-rich fossil fuels compare to the oxidation of carbon biomolecules in cells?

3b. How does the cycling of matter and energy differ in natural systems versus in human managed systems?

4. What happens when nutrient cycles and the water cycle are disrupted and how are they impacted by internal and external forces?

5. What energy transformations occur in ecosystems and how do they follow the Laws of Conservation of matter and energy?

6a. How does a change in abiotic factors influence the stability or progression of an ecosystem?

6b. What factors, human or natural, affect ecosystems and impact the different trophic levels?

7. How does your diet influence your environment and carbon footprint?

Evidence Outcomes:

1. Show energy flows through trophic levels.

2. Use computer simulations to analyze how energy flows through trophic levels.

3. Define and distinguish between matter and energy, and how they are cycled or lost through life processes.

4. Describe how carbon, nitrogen, phosphorus, and water cycles work.

5. Develop, communicate, and justify an evidence-based scientific explanation demonstrating how ecosystems follow the laws of conservation of matter and energy.

6. Analyze and interpret data from experiments on ecosystems where matter (e.g., fertilizer) has been added or withdrawn (such as in drought conditions.)

7. Evaluate the potential ecological impacts of a plant-based or meat-based diet.

Academic Vocabulary:

abiotic factor ammonification biological magnification

Assessment:

1a. Use Energy through the Trophic Level Lab report as assessment.

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Science High School Science Standard 2.1

biomass biotic factor carbon footprint condensation consumer decompose denitrification energy pyramid environmental footprint evaporation food web legume nitrification nitrogen cycle phosphorous cycle primary consumer producer secondary consumer tertiary consumer carbon cycle transpiration trophic level water cycle

1b. Use the questions at the end of the Life or Death Food Chain activity to assess.

2. & 3. For the Model Ecosystems Virtual Lab, check calculations for accuracy, examine journal report findings, and check the table section of the lab for correctness.

4. In the Biogeochemical Cycles activity, check that the different parts of the cycle are labeled correctly and that the questions are answered correctly.

5a. Evaluate accuracy on the scatter game when played in two minutes.

5b. Have students describe two differences made in a specific ecosystem and discuss the effects.

6. Evaluate the accuracy of reporting on lab reports.

7. Have students list and describe five ways in which they can change their carbon imprint. Grade using the checklist and the assessment provided at the end of the project.

Suggested Activities/Strategies:

1a. Students use popcorn to better understand the energy flow trophic levels.

1b. Use the Life or Death Food Chain link. Put students in groups to discuss and describe energy flows in an ecosystem.

2. & 3. Model Ecosystems virtual lab -Students will discover how energy flows through an ecosystem by placing organisms in the computer simulation of trophic levels.

4. In this activity, students color code components of biogeochemical cycles.

Resources/Technology: Biogeochemical Cycles PowerPoints Energy and Conservation Ecology Activities Interactive Food Web Video on Biogeochemical Cycles Video on Carbon Footprints

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 281

Science High School Science Standard 2.1

5a. Students will use the flash cards on matter and energy in an ecosystem, then they play the scatter game until they can complete it in less than two minutes.

5b. Have students build their own ecosystem and see the effects of the addition or removal of one species.

6. Students complete a lab experiment to grow an algal bloom, demonstrating the consequence of excessive nitrogen and phosphates in the water.

7. In this interactive activity, students calculate their carbon footprint to identify and change variables impacting the environment.

1a. Energy through Trophic Levels 1b. Life or Death Food Chain 2. & 3. Modeling Ecosystems 4. Biogeochemical Cycles 5a. Matter and Energy in an Ecosystem Quizlet 5b. Build an Ecosystem Simulation 6. Algal Blooms 6. Making an Algal Bloom 7. Carbon Footprint

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 282

Science High School Science Standard 2.2

9-12.Life Science.2.2 The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem.

Essential Questions - 21st Century Skills and Readiness Competencies:

1a. Why are keystone species important for maintaining the balance in an ecosystem?

1b. How do invasive species impact the balance of ecosystems?

2. How is the succession of local organisms altered in an area that is disturbed or destroyed by a non-native or invasive species?

3a. What will happen to the human population when Earth reaches its carrying capacity?

3b. What actions can be taken as we approach the carrying capacity of Earth?

4. How do ethics, politics, culture, and the media influence environmental decision making?

Evidence Outcomes:

1. Analyze and interpret data about the impact of removing keystone species from an ecosystem or introducing non-native species into an ecosystem.

2. Describe or evaluate communities in terms of primary and secondary succession as they progress over time.

3. Evaluate data and assumptions regarding different scenarios for future human population growth and their projected consequences.

4. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate ecosystem interactions.

Academic Vocabulary:

abiotic factor biosphere biotic factor birthrate carrying capacity commensalism community competitive exclusion ecosystem emigration fertility food chain food web habitat immigration interspecific competition intraspecific competition invasive species keystone species

Assessment:

1. Use the rubric on the assignment to assess student presentations.

2a. Use the questions throughout the assignment as assessment.

2b. Use the drawings and questions that are part of the assignment for assessment.

2c. Use the assessment questions in the Plant Succession lab.

3a. Have students share their carrying capacity calculations and describe their results. Assess data tables for accuracy.

4. Have students complete the decision making model and write a short essay explaining their conclusions. Evaluate content.

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 283

Science High School Science Standard 2.2

limiting factor mortality mutualism natality niche parasitism pioneer species population density population predator prey primary succession secondary succession s-growth curve species symbiosis Suggested Activities/Strategies:

1.- 4. Using the Ecosystem Development Project, students describe changes in an ecosystem and make predictions about changes that take place from one stage of succession to another.

1. Have students create a Prezi, Glogster, or PowerPoint presentation on a keystone species of their choice.

2a. Students read about and discuss examples of succession, then predict the successional changes that might occur based upon the presented scenarios. Questions are embedded throughout the PowerPoint.

2b. Have students predict the order of succession that would occur if their high school campus were abandoned.

2c. In the Plant Succession Field Study, students investigate how plant communities undergo change through the process of secondary succession.

Resources/Technology: Article on Keystone Species Population PowerPoints Environmental Ethics

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 284

Science High School Science Standard 2.2

3a. Students calculate their own resource use and decide if the earth can sustain their carrying capacity.

3b. In this computer simulated demographics lab, students examine population growth based on worldwide demographics.

4. In the Environmental Decision-making exercise, students select a local issue, then analyze the costs and benefits of its impact on the environment.

1.- 4. Ecological Succession Worksheet 1. Keystone Species PowerPoint 2a. Succession PowerPoint 2b. Succession Introductory Act 2c. Plant Succession 3a. Carrying Capacity Lab 3b. Demographics Lab 4. Environmental Decision Making

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 285

Science High School Science Standard 2.3

9-12.Life Science.2.3 Cellular metabolic activities are carried out by biomolecules produced by organisms.

Essential Questions - 21st Century Skills and Readiness Competencies:

1. What four classes of biomolecules are essential for life and of what are they composed?

2a. What are the similarities and differences between biomolecules and nonorganic molecules?

2b. How does one know that enzymes speed up chemical reactions?

3a. Why are enzymes important and what factors affect their optimal activity?

3b. How are rates of enzyme activity in cells affected by various factors such as pH or temperature?

4. What are the implications for organisms if their enzymes are working suboptimally?

5. How do living things utilize carbohydrates, lipids, proteins, and nucleic acids?

Evidence Outcomes:

1. Identify biomolecules and their precursors/building blocks.

2. Develop, communicate, and justify an evidence-based explanation that biomolecules follow the same rules of chemistry as any other molecule.

3. Develop, communicate, and justify an evidence-based explanation regarding the optimal conditions required for enzyme activity.

4. Infer the consequences to organisms of suboptimal enzyme function, (e.g., altered blood pH or high fever) using direct and indirect evidence.

5. Analyze and interpret data on the body’s utilization of carbohydrates, lipids, and proteins.

Academic Vocabulary:

activation energy active site amino acid biomolecule carbohydrate deoxyribonucleic acid (DNA) disaccharide enzyme fatty acid inorganic molecule lipid metabolism monomer monosaccharide nucleic acid

Assessment:

1. Assess the completed data table and calculations from the lab notebooks.

2. Evaluate the completeness and correctness of the biomolecule foldable.

3. Examine lab report conclusions.

3. & 4. Assess the completed data tables and questions from the Enzyme Activity Lab handout.

4. Assess the accuracy of Enzymes, Catalysts, and Substrates lab question responses.

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 286

Science High School Science Standard 2.3

nucleotide organic molecule polymer polysaccharide protein ribonucleic acid (RNA) substrate

5. Assess with post lab questions.

Suggested Activities/Strategies:

1. In the Peanut Calorimetry lab, students determine the caloric makeup of a peanut. Extend this activity by comparing foods composed of different organic compounds.

2. Students create a biomolecule foldable describing all the different types of molecules and give an example of each.

3. Students use calorimetry to determine how “big” a calorie is and the amount of calories in various food molecules.

3. & 4. In the Enzyme Activity Lab, students test the effect of temperature on enzymes. Extend by having students design a method for testing pH.

4. The Enzymes, Catalysts, and Substrates lesson focuses on enzymes, their importance in biological processes, and how their functions are affected by different factors, such as temperature, pH, and concentration.

5. In this activity, students determine the properties and reactions of several common biomolecules.

1. Peanut Calorimetry Lab 2. Biomolecule Foldable 3. Calorimeter Lab 3. & 4. Enzyme Activity Lab 3. & 4. Enzymes, Catalysts, and Substrates 5. Biomolecules

Resources/Technology: Simulation on Catalysts How Enzymes Work Animation YouTube Video on an Enzyme Song Enzymes PowerPoint Enzymes and Your Health

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 287

Science High School Science Standard 2.4

9-12.Life Science.2.4 The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the sun's light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken.

Essential Questions - 21st Century Skills and Readiness Competencies:

1a. What variables affect the rate of cell respiration?

1b. What is the energy currency (ATP) of the cell and how is it derived from food?

2a. How does respiration in animals relate to cellular respiration in plants?

2b. How can a carbon be traced from a plant to an animal?

3a. What variables can be manipulated to change the rate of photosynthesis?

3b. What new technologies can be used to increase productivity?

Evidence Outcomes:

1. Explain how carbon compounds are gradually oxidized to provide energy in the form of adenosine triphosphate (ATP), which drives many chemical reactions in the cell.

2. Discuss the interdependence of autotrophic and heterotrophic life forms such as depicting the flow of a carbon atom from the atmosphere, to a leaf, through the food chain, and back to the atmosphere.

3. Develop, communicate, and justify an evidence-based scientific explanation for which environmental factors optimize photosynthetic activity.

Academic Vocabulary:

Adenosine diphosphate (ADP) Adenosine triphosphate (ATP) aerobic respiration anaerobic respiration autotroph Calvin cycle chlorophyll chloroplast chromatography dark reaction fermentation glycolysis grana heterotroph light reaction mitochondria Phosphoglyceric acid (PGA)

Assessment:

1. Use the lab questions from the worksheet as assessment.

2a. Assess answers to the lab questions.

2b. Keep score for the game and let that be the assessment. Assess responses to lab conclusion questions.

3. Use the rubric to assess student knowledge of the rate of photosynthesis.

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 288

Science High School Science Standard 2.4

photosynthesis respiration thylakoid membrane

Suggested Activities/Strategies:

1. Students examine and describe how ATP is the main molecule involved in energy.

2a. In this lab, students identify the pigments in plants using paper chromatography.

2b. Students play a game by answering questions to "Photosynthesis Millionaire."

2c. Students make root beer while learning about aerobic and anaerobic respiration.

3. Students design an experiment testing effects on the rate of photosynthesis.

1. Organisms Use Energy 2a. Chromatography Lab 2b. Photosynthesis Quiz 2c. Root Beer Fermentation 3. Photosynthesis Rate.pdf

Resources/Technology: Cellular Respiration Simulation Mouse Metabolism Simulation Interactive Food Web Game Interactive Carbon Simulator Photosynthesis Animation Simulation on Algae Creating Biofuel Algae Fuel

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 289

Science

High School Science Standard 2.5 9-12.Life Science.2.5 Cells use passive and active transport of substances across membranes

to maintain relatively stable intracellular environments.

Essential Questions - 21st Century Skills

and Readiness Competencies:

1. What are the differences and similarities

between active and passive transport and what

factors influence their rates?

2a. How does the direction of osmosis depend

on the concentration of the solutes on both

sides of a membrane?

2b. Why is it important that cell membranes

are selectively permeable?

3. How do proteins act as gateways through

the cell membrane and use receptors to

recognize molecules?

4. How does the amount of energy vary for

active and passive transport and from where

does the energy come?

5. How are cell transport mechanisms

modeled?

Evidence Outcomes:

1. Analyze and interpret data to determine the

energy requirements and/or rates of substance

transport across cell membranes.

2. Compare organisms that live in freshwater

and marine environments, and identify the

challenges of osmotic regulation for these

organisms.

3. Diagram the cell membrane schematically,

and highlight receptor proteins as targets of

hormones, neurotransmitters, or drugs that

serve as active links between intra and

extracellular environments.

4. Use tools to gather, view, analyze, and

interpret data produced during scientific

investigations that involve passive and active

transport.

5. Use computer simulations and models to

analyze cell transport mechanisms.

Academic Vocabulary:

Adenosine diphosphate (ADP)

Adenosine triphosphate (ATP)

aerobic respiration

anaerobic respiration

autotroph

chlorophyll

chloroplast

chromatography

dark reaction (Calvin cycle)

fermentation

glycolysis

grana

heterotroph

light reaction

mitochondria

Phosphoglyceric acid (PGA)

photosynthesis

Assessment:

1. Assess the foldable for correctness of

content.

1. & 4. Use the Egg Osmosis Lab report to

assess knowledge of transport across a

membrane.

2a. Using the Osmotic lab report from Activity

#1, assess the data table and line graph for

comparing rates.

2b. Have students create a data table as

outlined in the activity, answer the

ten questions from the lesson plans, and

choose one of the extended activities to

perform for their final evaluation.

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 290

Science

High School Science Standard 2.5 respiration

thylakoid membrane

2c. Assessments are embedded within the

website.

3. Assess that students are able to explain

cell models using the following terminology:

cell, cell membrane, phospholipid, receptor

and signal molecules, selective

permeability, protein channels, protein

pumps, carbohydrate chain, and fluid mosaic

model.

5. Assess the activity which corresponds with

the simulation and answers to the

eleven questions provided.

2b. Freshwater-Marine Water Key

Suggested Activities/Strategies:

1. Students create a foldable for the different

types of cellular transport, including a

description and a picture for each.

1. & 4. Have the students conduct the Egg

Osmosis Lab using an egg as a model

for osmosis.

2a. Using the Egg Osmosis Lab, compare

osmotic rates in freshwater versus saltwater.

2b. Use the virtual field trip to compare

marine versus freshwater ecosystems.

2c. Students practice flash cards on

osmoregulation for marine and freshwater

fish, then play the scatter game for two

minutes.

3. Build a model of the cell to investigate what

is inside the cell and how the cell membrane

regulates what moves into and out of cells.

Resources/Technology:

Egg Osmosis

Various Cell Activities

Plant and Animal Simulations and Coloring

Pages

Video on Voyage Inside the Cell

Cell Membrane PowerPoint

ATP PowerPoint

Osmoregulation PowerPoint

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Science

High School Science Standard 2.5 5. Use the computer simulation of membrane

channels.

1. Cellular Transport Simulation

1, 2a, & 4. Egg Osmosis Lab

2b. Comparison Field Trip

2c. Quizlet for Osmoregulation

3. Cell Membrane Model

3a. Alternate Cell Model

5. Computer Simulation of Cell Membranes

5. Membrane Channel Hand-Out

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 292

Science

High School Science Standard 2.6 9-12.Life Science.2.6 Cells, tissues, organs, and organ systems maintain relatively stable

internal environments, even in the face of changing external environments.

Essential Questions - 21st Century Skills

and Readiness Competencies:

1a. How can an experiment be designed and

conducted to test for adaptive homeostasis

(negative and positive feedback loops) during

exercise and other body activities?

1b. How do body systems combine and

interact to provide for or interfere with the

overall health of an organism?

2. Where and when are negative

versus positive feedback loops more effective

in the human body?

3. How do lifestyle and surrounding

environmental conditions impact the body’s

negative feedback loops and ability to

maintain homeostasis?

4. How can technology be used to demonstrate

homeostatic mechanisms?

Evidence Outcomes:

1. Discuss how two or more body systems

interact to promote health for the whole

organism.

2. Analyze and interpret data on homeostatic

mechanisms using direct and indirect evidence

to develop and support claims about the

effectiveness of feedback loops to maintain

homeostasis.

3. Distinguish between causation and

correlation in epidemiological data, such as

examining scientifically valid evidence

regarding disrupted homeostasis in particular

diseases.

4. Use computer simulations and models of

homeostatic mechanisms.

Academic Vocabulary:

antagonistic hormones

endocrine system

feedback mechanism

first messenger

hormone

negative feedback

positive feedback

second messenger

steroid hormone

target cell

Assessment:

1. & 2. Observe the students throughout the

Homeostasis activity. Have them write about

which feedback loops were impacted in the

activity and then perform the suggested

follow-up at the end of the lesson.

2a. Develop and administer a quiz on the

video content or have students develop

questions to quiz their peers.

2b. Alone or in paired partnerships,

have students identify examples at the end of

the presentation as being positive or negative

feedback. Answer key is on the website.

3a. Answer the questions on the worksheets

following the PowerPoint presentation.

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Science

High School Science Standard 2.6 3c. Assessment is embedded on the disruption

of homeostasis flashcard website.

4a. Have students print graphs of

three different scenarios, including all of the

parameters they entered.

4b. After the Homeostasis simulation, evaluate

the completed lab paper.

Suggested Activities/Strategies:

1. & 2. Use the following activity to have the

students actively demonstrate how two body

systems affect one another.

2a. Show the students the YouTube video on

positive and negative feedback loops.

2b. Using a Smart Board, show students the

following presentation on several problems

that describe feedback loops.

3a. Use the Causation and Correlation

PowerPoint presentation to

describe differences in causation and

correlation while researching.

3b. Use the attached worksheet for furthering

an understanding of causation and correlation.

3c. Students watch the PowerPoint on the

disruption of homeostasis and then check their

understanding by using the digital flashcards

on the disruption of homeostasis.

4a. In this computer simulation of a diabetic

patient, students are able to change parameters

for the patient and see how it affects glucose

levels.

Resources/Technology:

Cells and Homeostasis Video

Homeostasis Video

Homeostasis Activity of the Body

Epidemiology Activity

Several Epidemic Activities

Activity on Homeostasis and Weight

Regulation

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Science

High School Science Standard 2.6 4b. In the Homeostasis simulation of a person

running on a treadmill, the students are

challenged to use clothing, exercise, and sweat

to maintain a constant body temperature as air

temperature goes up and down.

1. Homeostasis

2a. YouTube Video on Negative Feedback

2b. Feedback Loop Problems

2b. Positive and Negative Feedback

Simulation

3a. Causation and Correlation PowerPoint

3b. Causation Worksheet

3c. Disruption of Homeostasis PowerPoint

3c. Disruption of Homeostasis Flashcards

4a. Computer Simulated Diabetic Patient

4b. Homeostasis Simulation

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 295

Science

High School Science Standard 2.7 9-12.Life Science.2.7 Physical and behavioral characteristics of an organism are influenced

to varying degrees by heritable genes, many of which encode instructions for the production

of proteins.

Essential Questions - 21st Century Skills

and Readiness Competencies:

1a. How is a person’s phenotype an expression

of their genotype?

1b. How does DNA become translated into a

person’s attributes?

1c. Why is it possible for a cell from one

species to accept and express genes from

another species through genetic modification?

1d. Why are human offspring not genetic

clones of their parents or siblings?

2. How are the processes of transcription,

translation, and replication of DNA the same

for all organisms?

3a. How do proteins mediate the effective

genes on physical and behavioral traits?

3b. How is it possible to distinguish learned

from instinctual behaviors such as imprinting

etiquette and suckling by mammals?

4. How is genetic diversity and fitness

maintained by crossing over, mutations, and

independent assortment during meiosis?

5. How can genetic mutations be both positive

and negative?

Evidence Outcomes:

1. Analyze and interpret data that genes are

expressed portions of DNA.

2. Analyze and interpret data on the processes

of DNA replication, transcription, translation,

and gene regulation, and show how these

processes are the same in all organisms.

3. Recognize that proteins carry out most cell

activities and mediate the effect of genes on

physical and behavioral traits in an organism.

4. Evaluate data showing that offspring are not

clones of their parents or siblings due to the

meiotic processes of independent assortment

of chromosomes, crossing over, and

mutations.

5. Explain using examples how genetic

mutations can benefit, harm, or have neutral

effects on an organism.

Academic Vocabulary:

adenine

allele

anticodon

codon

complementary base pairing

cytosine

dominant

Assessment:

1a. Have students answer questions at the end

of the PowerPoint.

1b. Assess using discussion questions.

2. Use the data sheets and assessment

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 296

Science

High School Science Standard 2.7 double helix

doxyribonucleic acid (DNA)

fitness

gamete

genetic code

genotype

guanine

helicase

heredity

heterozygous

homozygous

hybrid

lagging strand

leading strand

ligase

messenger RNA

mutation

nondisjunction

Okasaki fragments

phenotype

promoter

protein synthesis

purine

pyrimidine

recessive

replication

replication fork

ribonucleic acid (RNA)

start codon

stop codon

thymine

transcription

transfer RNA

translation

uracil

provided in the attachment.

3. Assess the accuracy of answers on the

Protein Synthesis worksheet.

4. Assess the completed the data tables.

5. Assess the Mutations worksheet.

Suggested Activities/Strategies:

1a. View the What Makes Us Different

PowerPoint for students to gain an

understanding of how genes are expressed

portions of DNA.

1b. Have students play Trait BINGO and

answer discussion questions.

Resources/Technology:

Genetics Rap

DNA Structure and Replication

Crossing Over

Genetics Flash Cards

Family Genetic Health History

Trait Activities

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 297

Science

High School Science Standard 2.7 2. The DNA bracelet activity includes DNA

replication, transcription, translation, and gene

regulation.

3. The Protein Synthesis Activity focuses on

proteins, how they carry out most cell

activities, and mediate the effect of genes on

the physical and behavioral traits in an

organism.

4. The Variations on the Human Face activity

has students evaluate data showing that

offspring are not clones of their parents or

siblings due to the meiotic processes of

independent assortment of chromosomes,

crossing over and mutations

5. The Mutations worksheet demonstrates how

genetic mutations can benefit, harm, or have

neutral effects on an organism.

1a. What Makes Us Different?

1b. Trait Bingo

2. DNA Bracelet

2. DNA Bracelet (DNA Alias)

3. Protein Synthesis

3. Protein Synthesis Worksheet

4. Variations on the Human Race

5. Mutations Worksheet

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 298

Science

High School Science Standard 2.8 9-12.Life Science.2.8 Multicellularity makes possible a division of labor at the cellular level

through the expression of select genes, but not the entire genome.

Essential Questions - 21st Century Skills

and Readiness Competencies:

1. Why is it possible to clone a whole

organism from an undifferentiated cell?

2a. What does DNA code for in eukaryotic

cells?

2b. Why are stem cells sought by researchers

as potential cures to medical problems?

3a. What are the different laboratory starting

points for cloning a whole organism from a

differentiated cell?

3b. What are the ethical considerations for

cloning and use of embryonic stem cells?

4. Why do mutations and exposure to certain

environmental agents cause cancer?

Evidence Outcomes:

1. Develop, communicate, and justify an

evidence-based scientific explanation of how

cells form specialized tissues due to the

expression of some genes and not others.

2. Analyze and interpret data that show most

eukaryotic deoxyribonucleic acid (DNA) does

not actively code for proteins within cells.

3. Develop, communicate, and justify an

evidence-based scientific explanation for how

a whole organism can be cloned from a

differentiated or an adult cell.

4. Analyze and interpret data on medical

problems using direct and indirect evidence in

developing and supporting claims that genetic

mutations and cancer are brought about by

exposure to environmental toxins, radiation, or

smoking.

Academic Vocabulary:

clone

DNA fingerprint

donor gene

gel electrophoresis

gene clone

gene therapy

genetic engineering

genetically modified organism

herbicide

Human Genome Project

pathogen

recombinant DNA

stem cell

technology

vaccine

Assessment:

1. Observe students throughout the simulation

and check their completed worksheets.

1. & 3a. Evaluate the lab report,

including the comparing/contrasting data table

and conclusion.

1. & 3b. Use the quiz from the teacher's guide

for assessment.

2a. Have the students complete the activity

worksheet under function finder.

2b. Assessment is embedded in the website.

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Science

High School Science Standard 2.8 3c. Grade students based on the facts they

were able to present throughout their

debate. You could also use the attached rubric

to grade the debate.

4. After students present their research using

Prezi, Glogster, or PowerPoint, evaluate the

group presentation using the rubric.

3c. Debate Rubric

4. Presentation Rubric

Suggested Activities/Strategies:

1. In the Protein Synthesis Simulation,

students explore the factors that affect protein

synthesis.

1. & 3a. Use the Virtual Stem Cell Lab to

build different types of tissue using stem cells.

1. & 3b. The students can use the link to

perform a stem cell line activity.

2a. Have the student's perform the DNA

decoder activity on DNA, genes, and

genomes.

2b. Have students work through the

transcription and translation simulation.

3c. Have the students research information on

the ethical aspects of stem cell research using

http://www.procon.org/. After thoroughly

researching both sides, divide the students into

two groups to debate the topic.

4. Have students work in groups to jigsaw the

environmental agents responsible for

cancer. Have each group choose one agent,

research its effects on cancer, and present their

findings.

Resources/Technology:

Protein Synthesis Activity

Protein Synthesis Simulation

Paper and Pencil Protein Synthesis

Gene Expression Simulation

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 300

Science

High School Science Standard 2.8 1. Protein Synthesis Simulation

1. & 3a. Virtual Stem Cell Lab

1. & 3b. Create a Stem Cell Lab

2a. DNA Decoder

2a. DNA Decoder Website

2b. Transcription and Translation Simulation

3c. Ethics of Stem Cell Research

4. Environmental Agents that Cause Cancer

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 301

Science

High School Science Standard 2.9 9-12.Life Science.2.9 Evolution occurs as the heritable characteristics of populations change

across generations and can lead populations to become better adapted to their environment.

Essential Questions - 21st Century Skills

and Readiness Competencies:

1. How does the fossil record provide

evidence for the change of closely related

fossil species through time?

2. How does studying extinct species

contribute to our current understanding of

evolution?

3a. How have bursts of rapid genetic change

as well as gradual change resulted in

speciation over geologic time?

3b. How can patterns of characteristics shared

among organisms be used to categorize life's

diversity according to relatedness?

4a. How is evolution driven by heritability,

genetic variation, and the differential survival

and reproduction of natural selection?

4b. How does modern agriculture affect

biodiversity?

5. How does the phylogenetic tree demonstrate

the divergence and commonality of organisms

through time?

Evidence Outcomes:

1. Develop, communicate, and justify an

evidence-based scientific explanation for how

Earth’s diverse life forms today evolved from

common ancestors.

2. Analyze and interpret multiple lines of

evidence supporting the idea that all species

are related by common ancestry such as

molecular studies, comparative anatomy,

biogeography, fossil record and embryology.

3. Analyze and interpret data suggesting that

over geologic time, discrete bursts of rapid

genetic changes and gradual changes have

resulted in speciation.

4. Analyze and interpret data on how

evolution can be driven by three key

components of natural selection

(i.e., heritability, genetic variation, and

differential survival and reproduction.)

5. Generate an evolutionary tree

model showing how a group of organisms is

most likely diverged from common ancestry.

Academic Vocabulary:

adaptation

ancestor

common ancestry

Darwinism

embryology

evolution

evolutionary tree

fitness

fossil record

gene

gene pool

genetic drift

Assessment:

1a. For assessment in the Darwin's Finches

Simulation, check the chart and summary.

1b. Use a rubric to grade the persuasive letters

on evolution or use the generic persuasive

letter rubric attached.

2a. & 2b. Use the Mitochondrial DNA

Clarifies Evolution discussion questions for

assessment. Also, the So What Did You

Inherit from Mom? assessment is included in

the lab.

3. Evaluate the Chance Discovery of

Endosymbiosis Case Study questions. Key is

included.

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 302

Science

High School Science Standard 2.9 geographical isolation

gradualism

heritability

Lamarckism

natural selection

phylogeny

punctuated equilibrium

sexual selection

speciation

taxonomy

vestigial organ

4a. Assess the Natural Selection

Simulation Lab report and discussion

questions.

4b. For the Factors that Influence Evolution

lesson, create a rubric for the newsletter or use

the generic newsletter rubric attached.

5a. Give a digital post-test for

the Phylogenetic Tree activity.

5b. Examine the phylogenetic trees and grade

the discussion questions.

1b. Persuasive Letter Rubric

3. Endosymbiosis Case Study Key

4a. Factors that Influence Evolution

Newsletter Rubric

Suggested Activities/Strategies:

1a. In the Darwin's Finches Simulation,

students choose one of the main islands

and then click on detail view. They then can

create a chart and record competition, habitat,

food, and predators at each section on the

timeline for that bird. After recording up to the

present day, have them draw conclusions on

the data given and summarize.

1b. Students research evolution on the

given websites. Conduct class discussions

afterwards and then have students write a

persuasive letter on how Earth’s diverse life

forms today evolved from common ancestors.

2a. Students read the article "Mitochondrial

DNA Clarifies Evolution" to answer

discussion questions and to use for the

mitochondria lab.

2b. In the So What did you Inherit from Mom?

Lab, students identify the structure and

function of mitochondria, understand

mitochondria’s role in evolution, and

familiarize themselves with a mitochondrial

map of genes.

Resources/Technology:

Adaptive Radiation and Darwin's Finches

Multiple Evolution Lesson Plans

Sample Phylogenetic Trees

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 303

Science

High School Science Standard 2.9 3. In the Chance Discovery of Endosymbiosis

lesson, students look at case studies, determine

how endosymbiosis demonstrates evolution,

and answer related questions.

4a. The attached Natural Selection Simulation

shows how natural selection drives evolution.

4b. Students read and watch videos on the

website, then create a newsletter describing

each of the three influences that drive

evolution.

5a. Students watch the Phylogenetic tree

animation, practice vocabulary using the

virtual flash cards, take the post-test, and

report results.

5b. Students create phylogenetic trees using

several different types of software, analyze

their phylogenetic trees, and answer questions

over their results.

1a. Darwins Finches Simulation

1b. Evidence for Evolution Research 1

1b. Evidence for Evolution Research 2

1b. Evidence for a Common Ancestor

Research 3

1b. Evidence for a Common Ancestor

Research 4

2a. Mitochondrial DNA Clarifies Human

Evolution

2b. So What Did You Inherit from Mom? Lab

3. A Chance Discovery of Endosymbiosis

3. Endosymbiosis Case Study and Questions

4a. Natural Selection Simulation

4b. Factors that Influence Evolution

5a. Phylogenetic Tree Animation

5b. Creating a Phylogenetic Tree

Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 304