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Grade 10 ScienceUnit DescriptionTimelineChem/BioThis unit explores the chemical and cellular basis of many life processes. Students investigate energy and matter transformations during photosynthesis and cellular respiration. Students also investigate enzymes, digestion, transport of materials into and out of cells, cell specialization, endocrine and nervous system control, regulation, and response, immune system protection, and impairment of cell function and health caused by drugs and other chemicals.1. Prokaryotic and Eukaryotic CellsLesson 1a. Cell Structure and Specialization?(CB Lesson 5)Students use microscopes or micrographs to investigate prokaryotic and specialized eukaryotic cells.Students also relate structure to function and realize that knowing about cells is essential to understanding multicellular organisms.?2. Biochemistry and the Transformation of Food MoleculesLesson 2a. Modeling Biomolecules?(to be developed)Students use models, diagrams, etc to investigate (1) the structure and function of lipids, carbohydrates, proteins, and nucleic acids and (2) synthesis and dehydration reactions.Lesson 2b. Enzyme Action?(CB Lessons 8, 9, 10)Students investigate the structure and function of enzymes with either low tech or high tech procedures.Lesson 2c. What’s the Matter in Food??(CB Lesson 6)Use laboratory tests to determine the molecular components of food.Lesson 2d. Where’s the Energy in Food??(CB Lesson 7)Students use calorimetry to investigate energy in food.Lesson 2e. From Food to You?(CB Lesson 8)Students trace food molecules from ingestion to assimilation.?3. Transfer of Materials In and Out of CellsLesson 3a. Modeling Cell Membranes?(CB Lesson 11)Students use models to investigate cell membrane structure and function.Lesson 3b. Transport Across Living Cell Membranes?(CB Lesson 12)Students investigate active and passive transport in cells of several species.Lesson 3c. Why Are Cells So Small??(CB Lesson 13)Students use models to investigate surface are to volume relationships in cells. Relate to SA/VOL relationship to multicellularity and other biological phenomena.?4. Energy Transformation: Photosynthesis and Cellular RespirationThe chemical equations for photosynthesis and respiration are analyzed, the complementary nature of the processes are explored, and data from investigations are used to explain how autotrophs capture light energy and produce molecules such as simple sugars and starch. Students learn how organisms break down the high-energy compounds in foods to obtain energy for conducting life processes.Lesson 4a. Modeling Photosynthesis and Cellular Respiration?(to be developed)Students use models, diagrams, and equations to learn about the transfer of matter and energy in photosynthesis and cellular respiration.Lesson 4b. Investigating Photosynthesis and Cellular Respiration in the Laboratory?(CB Lesson 4)Students conduct low tech or high tech investigations of (1) environmental factors which affect the rate of these processes and (2) their complementary nature.Lesson 4c. ATP: The Universal Energy Molecule?(to be developed)Students investigate the role of ATP as the universal energy source for life processes.Lesson 4d. Photosynthesis, Cellular Respiration, and Atmospheric Gases?(to be developed)Students relate the composition of the earth’s atmosphere to cellular respiration and photosynthesis.Students also analyze data on changing levels of carbon dioxide in the atmosphere, describe how atmospheric carbon dioxide affects the environment, and discuss strategies for mitigating its buildup.?5. Regulation and Response in HumansCell Structure and FunctionThe differences between prokaryotic and eukaryotic cells are observed, varied cellular forms in different plants, animals and microorganisms are observed, and organelles are identified.Lesson 5a. The Nervous System and Behavior?(to be developed)Students investigate behavioral responses directed by the nervous system.Lesson 5b. What is a Nerve Impulse??(CB Lesson 16)Students investigate the structure of neurons, the pathways of nerve impulses, action potentials, and neurotransmitters.Lesson 5c. Drugs and the Nervous System?(CB Lesson 17, 18)Students investigate how drugs alter behavior and other physiological processes by interfering withneurotransmission.Lesson 6d. Hormones and the Endocrine System?(CB Lesson 15)Students investigate the role of hormone feedback mechanisms in regulating many body processes.Lesson 6e. The Immune?System (CB Lesson19)Students investigate how the immune system protects the body against pathogens, toxins, and irritants. Students also investigate how long term immunity is acquired and how vaccinations produceimmunity.Lesson 6: McMushOrganic and inorganic compounds are identified in a fast food meal, the reagents used to test for the presence of these compounds are identified, and the nutritional value of a fast food meal based on lab results is determined.?Lesson 7: Energy in FoodCalorimetry is used to determine the energy content (Kcal or Cal) of several foods and to explain how the law of conservation of energy and matter are upheld. Relate the energy and matter in food to photosynthesis and respiration.?Lesson 8: Observing Mechanical and Chemical DigestionStudents look at the roles that mechanical and chemical digestion play in the breakdown of food into small molecules, analyze the presence of enzymes involved in decomposition reactions, and interpret how the molecules in food are eventually used by the body for growth and repair.?Lesson 9: Enzyme Action (high tech)Students observe the enzyme catalase at work in organisms from different kingdoms, learn about the specificity of enzyme catalyzed reactions, understand the importance of the practical applications of enzyme catalyzed reactions, determine what factors might affect an enzyme-catalyzed reaction, and understand what happens to enzymes after they catalyze a reaction.?Lesson 10: Investigating Enzyme Action with Beano (low tech)Students learn how digestive enzymes work, determine what factors might affect an enzyme-catalyzed reaction, and determine whether an enzyme dietary supplement like Beano? is effective in aiding the human digestion of carbohydrates.?Lesson 11: Using Bubbles to Explore Cell MembranesBy creating a model using soap solution, students examine the structure of the cell membrane, analyze the properties of the cell membrane, and relate the structure of the cell membrane to its function.?Lesson 12: Diffusion Through Membranes (low tech and high tech options) (Low tech) Use an egg to explore what happens during osmosis, or the diffusion of water across a membrane. (High tech) Determine the rate of diffusion of salt across a membrane into water using probe technology and the electroconductivity of water.?Lesson 13: Investigating Cell SizeObserve different shapes of different sizes and calculate surface area to volume ratios, determine how the size of a cell affects its efficiency at obtaining nutrients, and speculate on the limiting factors on cell size.?Lesson 15: The Endocrine SystemStudents take a closer look at the role the endocrine system plays in the body by identifying glands, their locations, the hormones each gland produces, and the actions of each of those hormones. Students also create a flowchart to illustrate feedback loops.?Lesson 16: The Domino EffectStudents are introduced to nerve impulses and use dominoes to demonstrate how signals move along a neuron to carry information to and from the CNS.Lesson 17: Nerve Impulses and How They WorkNeuron structures and impulse transmission, including neurotransmitters, are explored in more detail.Lesson 18: Drugs and NeurotransmittersThe effects of various drugs on the actions of neurotransmitters are explored.Lesson 19: Search and DestroyNonspecific and specific immune responses, including antigen-antibody interactions, are explored. Students learn how molecular shape and charge allow specific molecular interactions.12 WeeksUnit 2: Nature of Science and EvolutionThis unit explores the nature of science and the theory of evolution by natural selection. Students investigate how science is distinguished from other ways of knowing by the use of empirical observations, experimental evidence, logical arguments, and healthy skepticism.Students also investigate how evolution explains the unity and diversity of species found on Earth and why evolution is important now as it is applied to current medical, agricultural, environmental, and other societal issues.Lesson 1a: Science As a Way of Knowing Review and Modify “What Do You Know – AIDS” from the 2007 unit.Students learn that science is a particular way of knowing about the world that is different from other ways of knowing about the world.Lesson 1b: Using Inferences in ScienceReview and modify “Solving the Puzzle” from the 2007 unit.From information on a few pieces of a jigsaw puzzle, students make inferences about the content of the whole puzzle.Lesson 1c: Case Studies of Scientists in ActionReview and modify “Scientists in Action” from the 2007 unit.Students investigate the processes of science using information in two PBS Evolution video clips: “Leaf Cutters of the Amazon” and“Tale of the Peacock.” Note: Sexual selection is described in “The Tale of the Peacock.”Lesson 2a: Variation and Natural SelectionReview and modify “Observing Variation in Wolves” from the 2007 unit.Students analyze data on variation in three geographically separated North American wolf populations.Students identify genetic mutations as a source variation.Lesson 2b: Overproduction of Offspring and Natural SelectionReview and modify “Pepper Explosion” from the 2007 unit. Students count the number of seeds in a bell pepper fruit (or other fruit) and make inferences about how over production of offspring that could lead to a struggle for survival.Lesson 2c: Natural Selection SimulationReview and modify “Survival in the Bean Patch” from the 2007 unit.In this lab or field activity, students model how the process of natural selection, occurring over several generations, might change the frequencies of color variants in bean seeds.Lesson 2d: Genetic DriftStudents analyze data from a genetic drift simulation activity.Lesson 3a: Structural HomologiesReview and modify “Chicken Wings and Batters’ Arms,” the PBS Web Library video “Common Past, Different Paths,” Evidence for Evolution, and the PBS Teaching and Learning video “How Do We Know Evolution Really Happens?” Students examine bones in a cooked chicken wing and compare them to bones in their own arms and forelimbs of other vertebrates.Students also analyze embryo homology evidence and discuss a PBS video on evidence for evolution.Lesson 3b: Origin of New SpeciesStudents investigate extinction how speciation can result from geographical isolation and natural selection.Lesson 3c: Whale EvolutionNote: Review and modify “The Whale’s Tale”, “Classification and Homologies, Part 1,” and the PowerPoint “Evolution of Whales” from the 2007 unit. Students learn that structural homologies are used to group species according to related ancestry. Part 1 of this CD PowerPoint/ worksheet lesson prepares students for the “The Whale’s Tale.” In “the Whale’s Tale,” students use evidence from the anatomy of modern whales and fossil discoveries to draw tentative explanations about whale ancestry. Students view the CD PowerPoint “Evolution of Whales.”Lesson 3d: Human EvolutionReview and modify “Hominoid Skull Comparison” and “Classification and Homologies, Part 2.” Students learn about primate structural homologies and classification and make inferences about human evolution after collecting and analyzing data on skull characteristics of seven modern and extinct hominoids.Lesson 4a: Medicine and Evolution: Antibiotic Resistant BacteriaThis lesson has not been developed. It is suggested that the following lessons from the 2007 unit be reviewed for possible modification to make a single, shorter lesson in which students explore the evolution of antibiotic resistant bacteria:“What Can You Learn From This?” – In this engagement activity, students read a description of a girl’s (Susan) illness, summarize her symptoms, and develop a hypothesis about the cause of her illness.“Did You Know?” – Students identify Susan’s illness utilizing the internet.“Learning About Microbes” – Students use a web resource to learn more about TB. microbes/bacterium1.asp“Antibiotic Resistance” – Using PowerPoint slides, students learn about antibiotics and the evolution of antibiotic resistance.“Why Does Evolution Matter Now?” – By watching a PBS Teaching and Learning video segment, students investigate the treatment and spread of multi-drug resistant TB.“It’s a Small World” – Students investigate the relationship between increasing speeds of human transportation and the spread of disease.“Debi’s Story” – Students analyze Debi’s diagnosis and treatment for TB. Reference: NIH CD “Debi’s Story,” Emerging and Remerging Infectious Diseases, Superbugs: An Evolving Concern.Lesson 4b: Agricultural and Environmental Issues and EvolutionStudents analyze evolution-related agricultural and environmental issues (e.g., pesticide resistance, invasive species, and hybridization of wild and farmed salmon) and prepare reports that explain the connection between the issues and evolution.12 WeeksUnit 3: Genetics and BiotechnologyIn this unit students investigate the storage of genetic information in DNA; it’s transmission from cell to cell and from generation to generation, and its expression during protein synthesis. Students investigate patterns of inheritance for various traits using principles of Mendelian and molecular genetics. Students also investigate the application of biotechnology for meeting human needs in the areas of genetics, reproduction, development, and evolution.Lesson 1a: DNA ExtractionStudents extract and spool DNA from a variety of organisms and learn that DNA is readily observable in large amounts in a diversity of organisms.Lesson 1b: Size of the Genome(Note: It is recommended that the gelatin capsule cell model be replaced with one that reduces the amount of time it takes to complete this activity.) Students use models to simulate the size and structural relationships of DNA, genes, chromosomes, the genome, and cells.Lesson 1c: DNA Structure and the Genetic CodeStudents construct models of DNA and learn that the order of nucleotides is related to the genetic coding functions of DNA.Lesson 2a: DNA Replication and the Cell CycleStudents use models to understand the process of DNA replication and its importance in the cell cycle and the life of the organismLesson 2b: Mitosis and the Cell CycleStudents use models to understand the sequence of events in the cell cycle involving chromosome replication and distribution to daughter cells. Students also explain the significance of each new daughter cell receiving the same amount and kind of chromosomes present in the parent cell.Lesson 2c: The Faces of CancerStudents relate the incidence of cancer to family history, age, and risk factors.Lesson 2d: Cancer and the Cell CycleUsing CD-ROM videos and animations, students learn that cancer is associated with damage to genes which regulate the cell cycle.Lesson 3a: Protein SynthesisStudents use models to understand how the genetic code in DNA is transcribed into RNA and translated into proteins. Students also explain how differences in the genetic code can result in the assembly of different kinds of proteins associated with traits.Lesson 3b: Entangled in the WebIn this extensive series of activities, students learn about the process of genetic transformation that is currently being used to enable goats to make spider silk. Students also complete a lab protocol in which they transform bacterial cells by inserting into them a gene from a jellyfish that produces a protein that glows green under fluorescent light.Lesson 3c: Molecular Genetics and EvolutionStudents perform a simulated immunoassay comparing various species, and then synthesize models of a section of DNA from those species. By comparing the results form the immunoassay, and comparing the sequences of bases on the DNA models, students should be able to develop hypotheses to explain how the various species are related.Supplemental Lesson 4c: Investigating Evolution Using Online Molecular Data BasesStudents analyze beta hemoglobin amino acid sequences to answer questions about evolutionary relationships among various vertebrate species.Lesson 4a: Meiosis and Genetic VariationNote: Consideration should be given to modifying this activity so that it is completed as a demonstration rather than a team lab activity. Using models, students learn about the sequence of events during meiosis that reduces the chromosome number from diploid to haploid during gamete formation, independent assortment and crossing over, and the importance of genetic variation resulting from meiosis and fertilization.Lesson 4b: Potato Head GeneticsUsing Mr. Potato Head kits, students model independent assortment for seven sets of alleles to produce a “baby potato head” with a different phenotype than its parents and the other “baby potato heads” produced by the class.Lesson 4c: Embryological DevelopmentNote: This activity has not been developed.Students learn that development of form in embryos is regulated by master control genes that turn other genes on and off at different times and places during the course of development. Students also learn that internal and environmental factors can affect development.Lesson 5a: The Frequency of Blood Types Using Simulated BloodNote: Optional Activity 2 about the Hardy-Weinberg equation has been eliminated from this lesson. Students use simulated blood sera and antibodies to determine the ABO blood type of unknown blood samples. Students also calculate the frequency distribution of the blood groups in the population tested and determine which ethnic groups the population might represent.Lesson 5b: Mystery of the Crooked CellIn this extensive lab activity, students use simulated blood samples and gel electrophoresis to diagnose members of a hypothetical family for sickle cell anemia. Students also conduct a simulation activity with bean seeds to model how selective forces can change allele frequencies in a population.Lesson 5c: Bioethics Case StudiesNote: This lesson has not been developed.In this activity students investigate social, ethical, and legal issues that can arise from the application of genetics and biotechnology to the diagnosis and treatment of genetic disorders and to the manipulation of genetic material and reproductive processes.Supplemental Lesson 5d: Recovering the RomanovsIn this extensive interactive web activity, students use pedigree analysis to trace the inheritance of hemophilia in the Romanov family. Students also examine DNA and other forensic evidence to determine the legitimacy of Ana Anderson’s claim to be Anastasia, a member of the Romanov family.12 Weeks ................
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