Blank UbD Planning Template



Honors Biology Curriculum

Model 1

|Title: The Nature of Biological Science |

|Subject/Course: Science/Honors Biology |

| |

|Topic: Experimental Design |

| |

|Designer: Michele Memis |

| |

| |

|Stage 1- Desired Results |

|Established Goals: |

|Science & Engineering Practices |

|Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how|

|much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of traits, cost, risk, |

|time), and refine the design accordingly. |

|Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, |

|simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to |

|do so in the future. |

|Crosscutting Concepts |

|Patterns |

|Cause and Effect |

|NJSLS Standards Connections |

|WHST.9-12.2 |

|WHST.9-12.7 |

|Enduring Understandings: |Essential Questions: |

|Students will understand that: |How do scientists solve everyday problems? |

|Scientists use varied strategies to solve everyday problems. |Why is it necessary to design “controlled” experiments? |

|Experiments are carefully designed to generate reliable, valid data. | |

|Students will know and be able to: |

|Design and conduct scientific investigations to answer biological questions. |

|Create testable hypotheses. |

|Identify variables. |

|Use a control or comparison group when appropriate. |

|Select and use appropriate measurement tools. |

|Collect and record data. |

|Organize data into charts and graphs. |

|Analyze and interpret data. |

|Communicate findings. |

| |

|Formulate and revise scientific explanations and models of biological phenomena using logic and evidence to: |

|Explain observations. |

|Make inferences and predictions. |

|Explain the relationship between evidence and explanation. |

| Stage 2- Assessment Evidence |

|Performance Tasks: |Other Evidence: |

| |• HW - Exercise 1 - Simpsons controls and variables |

|Present findings from seed germination investigation in a mini poster|HW – Exercise 2- Practice Writing procedures |

|presentation session |Self-assess participation in board meetings |

| |Reflection –What are the important ideas to keep in mind when designing experiments? |

| |Interactive notebook entries |

| |Test Model 1 |

|Stage 3- Learning Plan |

|UNIT LENGTH: About 8 days |

| |

|Day 1 (Model Development) – Playing the Game of Science – Sci Games |

|Day 2- Playing the Game of Science – Sci Games Day 2. Process Sci Games activity on whiteboards. List and briefly explain all the ways you were acting/thinking like|

|a scientist during the Sci Games experience. What are some important aspects of science that you did not encounter during the experiences? Hold a board meeting and |

|discuss. (HW – Interactive Notebook – How has the Sci Games activity been like other science classes you have participated in; how has it been different?) |

|Day 3- (Model Deployment) - Pre Activity discussion: What is meant by the term observe? How do we observe? Do we need tools to observe? Which tools would be |

|helpful? What is the relationship between environmental conditions and seed germination? Observe seeds, design procedure and set up. (HW – Exercise 1- Variables and|

|controls) |

|Day 4- Hold board meeting to discuss homework. Reading – The Blind Men and the Elephant. Read the poem with the students then discuss how the poem is an analogy for |

|science process. Discuss the need for models when you cannot see the organism, process or concept that you are describing. Introduce the mini poster presentation |

|format. (HW – Exercise 2- Practice Writing Procedures & Reading – The Way Science Works, page 15 in Exploring How Life Works) |

|Day 5- Collect Data from seed investigation. Prepare mini poster. |

|Complete your section of mini poster, if necessary.) |

|Day 6- Continue preparation of mini poster |

|Day 7- Set up mini posters. Observe every other group’s mini poster, providing feedback by leaving one positive |

|post it and one “could be improved” post it for each poster. |

|Day 8- Test Model 1 & Intro to Model 2, “What is Living?” |

|Differentiation Activities: |

|Modifications/Accommodations: With adequate monitoring of groups, teacher can provide more or less guided inquiry of seed investigation, as necessary, |

|students may use Appendix D3- How to Make Graphs, students can listen to chapter 1, Being a Scientist and parts of Chapter 3 online for additional support |

|Enrichment: |

|EL (English Learners): Vocabulary Activities, visual sample of mini poster presentation, allow students to create the visual parts of white boards |

|Vocabulary: Word Wall for the following vocabulary with pictures and/or words |

|Independent variable, dependent variable, experimental control, constants, |

|Technology for the 21st Century Learner: |

| (Flourish Learning Network: BSCS Biology: A Human Approach – online resources for text |

|Model 1 Day 1 |M1D2 |M1D3 |M1D4 |

|Sci Games |Sci Games |Pre Activity Discussion |WB Homework |

| |First WB session |Seed Observation |Blind Men & Elephant |

| |HW – Interactive Notebook – How has the |Seed Design |HW – Exercise 2- Practice Writing |

| |Sci Game activity been like other |HW- Revise plan as needed. |Procedures & Reading – The Way Science |

| |science classes you have participated | |Works, page 15 in Exploring How Life |

| |in; how has it been different? | |Works |

| | | | |

| | | | |

|M1D5 |M1D6 |M1D7 |M1D8 |

|Seed Data Collection |Continue preparation of mini poster |Mini Poster Gallery Walk & Feedback |Test |

|WB Session & Meeting | | |What is Living? |

|HW – Summarize WB session, how to design| | | |

|“controlled experiment.” What would you| | | |

|do differently if you repeated this | | | |

|investigation? | | | |

Honors Biology – Model 2

|Title: Evolution & Diversity |

|Subject/Course: Science/Honors Biology |

| |

|Topic: Evolution; diversity of Living Things (Based on Modeling Instruction Program) |

| |

| |

|Designer: Michele Memis |

| |

| |

|Stage 1- Desired Results |

|Established Goals: |

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

|HS-LS4-1. Construct an explanation based on evidence that the process of evolution primarily results from 4 factors. (1) the potential for a species to |

|increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited |

|resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in an environment. |

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

|proportion to organisms lacking this trait. |

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

|HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals in some |

|species, (2) the emergence of new species over time, and (3) the extinction of other species. |

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

| |

|Cross Cutting Concepts: |

|Cause and Effect |

|Scale, Proportion and Quantity |

|Stability and Change |

| |

|NJSLS Standards Connections |

|RST.11-12.1 |

|RST.1-12.8 |

|WHST.9-12.2 |

|WHST.9-12.9 |

|SL.11-12.4 |

|MP.2 |

|MP.4 |

|Enduring Understandings: |Essential Questions: |

|Students will understand that: |What is living? |

| |Why are there ambiguities about what life is? |

|The classification systems used to organize living things has changed |How can we organize living things? |

|over time as new evidence becomes known. |What factors might you examine to classify life into groups? |

| |How did organisms become so diverse? |

|An individual’s biological fitness contributes to a population’s | |

|ability to grow and change over time. |Why is genetic diversity in a population important? |

|Natural selection provides a mechanism for species to change over time,|How does an individual’s genetic information influence their ability to survive and |

|not an explanation for how life began. |reproduce? |

|Mechanisms for natural selection can occur randomly and those pressures|How does natural selection work? |

|may lead to changes and do not necessarily follow a set pattern or | |

|timeline. | |

|While vast diversity of organisms is apparent, there exist multiple | |

|lines of evidence for the relatedness of species on Earth. | |

|Students will know and be able to: (DCI s and Science and Engineering Practices) |

|DCIs |

|LS4.A: Evidence of Common Ancestry and Diversity |

|Genetic information, like the fossil record, provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the |

|ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also |

|derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) |

|LS4.B: Natural Selection |

|Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression |

|of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) |

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

|LS4.C: Adaptation |

|Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals |

|in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to |

|survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) |

|Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to |

|survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous |

|heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of |

|individuals that do not. (HS-LS4-3),(HS-LS4-4) |

|Adaptation also means that the distribution of traits in a population can change when conditions change. (HS-LS4-3) |

|Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new|

|distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species. (HS-LS4-5) |

|Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or |

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

|LS2.D: Social Interactions and Group Behavior |

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

|LS4.C: Adaptation |

|Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new|

|distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species. (HS-LS4-6) |

| |

|Science & Engineering Practices |

|Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to |

|scientific and engineering questions and problems, using digital tools when feasible. |

|Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, |

|simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to |

|do so in the future. |

|Evaluate the evidence behind currently behind currently accepted explanations or solutions to determine the merit of arguments. |

|Communicate scientific information (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in |

|multiple formats (including orally, graphically, textually, and mathematically.) |

| |

| Stage 2- Assessment Evidence |

|Performance Tasks: |Other Evidence: |

| | |

|Given DNA sequence evidence, construct a cladogram showing the |• HW - Exercise 1 – Natural Selection |

|relatedness of the given mammals. Justify your drawing based on the |HW – Exercise 2- Speciation |

|evidence. |HW –Explaining Adaptations |

| |Self-assess participation in board meetings |

| |Natural Selection Quiz |

| |Interactive notebook entries |

| |Test Model 2 |

| | |

|Stage 3- Learning Plan |

|UNIT LENGTH: About 17 days |

| |

|Day 1-Model Development Activity – What is living? Pre-Activity discussion and then group given objects into 2 categories, living and nonliving. Create a WB for the |

|criteria your group uses to classify objects. |

|Day 2- Hold board meeting and post activity discussion to come to consensus on criteria for living. |

|Day 3- Begin Model Development Activity- How can we organize living things? Use Flinn |

|Organism cards, starting with just plants and animals, continue to add fungi, protist, bacteria cards and allow |

|student groups to refine their categories. Research criteria for classification of Kingdom, WB and discuss. |

|(HW – use notes from board meeting and text (Ch 3) to complete Exercise 4 – Classification: Compare and |

|Contrast.) |

|Day 4- Within your group, compare your classification diagrams, come to consensus and WB a group diagram. Hold a board meeting to discuss significance of |

|characteristics. (HW-POGIL – Prokaryotic vs Eukaryotic Cells) |

|Day 5- WB certain questions from POGIL. What is a species? Discussion and review of characteristics of life. |

|Day 6 (Model Development) – Thirsty Bird Simulation ( HW – Graph Data from part 1) |

|Day 7- WB graph trends and conclusions thus far. Hold post activity discussion. Introduce mutation and begin data collection for part 2. (HW – Interactive Notebook |

|–Summarize what happened when we had only forks with no selection pressure, with selection pressure, with environmental change. What effect did color have on the |

|ability to get food or survive?) |

|Day 8- Finish gathering data from part 2. WB graph trends and conclusions. Hold post activity discussion. (HW- Model Deployment – Exercise 1 Natural Selection.) |

|Day 9- WB and hold board meeting to discuss Exercise 1 (HW – Go To Explaining Adaptation in Chapter 2. Start with #4 on page 103 and complete through #11 on page 111.) |

|Day 10- Model Development Becoming Whales Activity 1, Whales in Transition. Pre Activity Discussion. Complete activity and have students compare student predictions in|

|a board meeting (HW –Answer discussion questions) |

|Day 11- Is there a way to demonstrate relatedness between whales and hooved mammals? Complete Becoming Whales Activity 2- DNA Comparison (HW –Read 160 -169 utilizing |

|the Cornell notetaking sheet) |

|Day 12- Quiz – Natural Selection. Answer discussion questions from activity. Use answers and homework reading |

|to create cladogram. WB cladograms and hold board meeting to compare. (HW –Read handout on cladograms |

|and reread p. 160 -169 in text. Record questions you still have on left side of notebook.) |

|Day 13- Complete HHMI’s virtual lab, Lizard Evolution @lizardlab |

|(HW-Use evolution.berkeley.edu/‎ to complete graphic organizer of other types of evidence for evolution. ) |

|Day 14- Hold board meeting and post activity discussion on speciation. Model Development Activity – Sneaky |

|Cricket Cartoon. Pre activity discussion, assign roles in Sneaky Cricket cartoon, post activity discussion. (HW – Reading – What about fitness?) |

|Day 15 – Model Deployment Activity, Behaviors are Adaptations too! – Jigsaw & research. Pick a behavior to research, WB and share. Sort behaviors into groups – |

|learned/innate. |

|Day 16- Catch up or review. |

|Day 17- Model 2 Test/ Set up Fast Plants for Model 5. |

|Differentiation Activities: |

|Modifications/Accommodations: With adequate monitoring of groups, teacher can provide more or less guided inquiry through Thirsty Bird simulation and Becoming|

|Whales activity, as necessary, students may use Appendix D3- How to Make Graphs, students can listen to Chapter 2, Evolution – Change Across Time online for |

|additional support |

|Enrichment: – optional activity, Human Skin Color Adaptations |

|EL (English Learners): Vocabulary Activities, adapt data collection chart for Thirsty birds using visuals, allow students to create the visual parts of white |

|boards |

|Vocabulary: Word Wall for the following vocabulary with pictures and/or words |

|Natural selection, adaptation, cladogram, speciation, homologous structures |

|Technology for the 21st Century Learner: |

| (Flourish Learning Network: BSCS Biology: A Human Approach – online resources for text |

|wgbh/evolution/‎ |

|evolution.berkeley.edu/‎ |

| |

|Model 2 Day 1 |M2D2 |M2D3 |M2D4 &/D5 |

|What is living? |Board meeting and post activity |Model Development Activity- How can we |Compare your classification diagrams, |

| |discussion to come to consensus on |organize living things? |come to consensus and WB a group |

| |criteria for living. |(HW – use notes from board meeting and |diagram. Hold a board meeting to |

| | |text (Ch 3) to |discuss significance of characteristics.|

| | |complete Exercise 4 – Classification: |(HW-POGIL – Prokaryotic vs Eukaryotic |

| | |Compare and |Cells) |

| | |Contrast.) |Day 5- WB certain questions from POGIL.|

| | | |What is a species? Discussion and review|

| | | |of characteristics of life. |

|M2D 6 |M2D7 |M2D8 |M2D9 |

|Thirsty Bird Simulation |WB graph trends and conclusions thus |Finish gathering data from part 2. WB |WB and hold board meeting to discuss |

|( HW – Graph Data from part 1) |far. |graph trends and conclusions. Hold post|Exercise 1 |

| |data collection for part 2 |activity discussion |(HW – Go To Explaining Adaptation in |

| |(HW – Interactive Notebook –Summarize |(HW- Model Deployment – Exercise 1 |Chapter 2. Start with #4 on page 103 |

| |what happened when we had only forks |Natural Selection.) |and complete through #11 on page 111.) |

| |with no selection pressure, with | | |

| |selection pressure, with environmental | | |

| |change. What effect did color have on | | |

| |the ability to get food or survive?) | | |

|M2D10 |M2D11 |M2D12 |M2D13 |

|Becoming Whales Activity 1, Whales in |Complete Becoming Whales Activity 2- DNA|Quiz – Natural Selection |Complete HHMI’s virtual lab, Lizard |

|Transition |Comparison |Create Cladogram |Evolution @lizardlab |

|(HW –Answer discussion questions) |(HW –Read 160 -169 utilizing the Cornell|(HW –Read handout on cladograms | |

| |notetaking sheet) |and reread p. 160 -169 in | |

| | |text. Record questions you still have | |

| | |on left side of notebook.) |(HW-evidence for evolution) |

|M2D14 |M2D15 |M2D16 |M2D17 |

|Board meeting and post activity |Behavior Jigsaw and Research |Catch up or review |Test Model 2 |

|discussion on speciation | | |Plant Fast Plants |

|Sneaky Cricket Cartoon | | | |

|HW – Reading – What about fitness?) | | | |

Honors Biology – Model 3A

|Title: Energy & Ecosystems |

|Subject/Course: Science/Honors Biology |

| |

|Topic: Cycles of Matter and Energy In Ecosystems, |

|Interdependent Relationships in Ecosystems, Ecosystem Dynamics, Functioning and Resilience, Biodiversity and Humans (Based on Modeling Instruction Program) |

| |

| |

|Designer: Michele Memis |

| |

| |

| |

| |

| |

| |

|Stage 1- Desired Results |

|Established Goals: |

|HS-LS-2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. |

|HS-LS-2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of |

|different scales. |

|HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. |

|HS-LS-2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and |

|geosphere. |

|HS-LS-2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable|

|conditions, but changing conditions may result in a new ecosystem. |

|HS-LS-2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. |

|HS-LS-4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. |

|Cross Cutting Concepts: |

|Cause and Effect |

|Scale, Proportion and Quantity |

|Stability and Change |

|Systems and System Models |

|Energy and Matter |

| |

|NJSLS Standards Connections |

|RST.9-10.8 HSN-Q.A.1 |

|RST.11-12.1 HSN-Q.A.2 |

|RST.11-12.7 HSN-Q.A.3 |

|RST.11-12.8 HSS-ID.A.1 |

|WHST.9-12.2 HSS-IC.A.1 |

|WHST.9-12.5 HSS-IC.B.6 |

|WHST.9-12.7 |

|MP.2 |

|MP.4 |

|Enduring Understandings: |Essential Questions: |

|Students will understand that: |How does energy flow through ecosystems? How is matter cycled in an ecosystem? |

| |In what ways do finite resources affect population growth? |

|Energy flowing and matter recycling through an ecosystem contributes to |In what ways do human actions affect biodiversity? |

|its stability. |How might society mitigate adverse impacts of human activity on biodiversity? |

| | |

|All organisms, both land-based and aquatic, are connected to other | |

|organisms by their need for food. This results in a global network of | |

|interconnections. | |

| | |

|Organisms interact with each other in various ways (including predation, | |

|competition, parasitism, and mutualism) and with their environments | |

|resulting in stability within ecosystems. | |

| | |

|Given adequate resources and an absence of disease or predators, | |

|populations of organisms in ecosystems can increase at rapid rates. Finite| |

|resources and other factors limit their growth. | |

| | |

|Human actions may affect biodiversity. | |

|Students will know and be able to: (DCIs and Science and Engineering Practices) |

|DCIs |

|LS2.A: Interdependent Relationships in Ecosystems |

|Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the |

|availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce |

|populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of |

|species in any given ecosystem. (HS-LS2-1),(HS-LS2-2) |

|LS2.C: Ecosystem Dynamics, Functioning, and Resilience |

|A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a |

|modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to |

|becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of |

|resources and habitat availability. (HS-LS2-2),(HS-LS2-6) |

|Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation,|

|and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) |

|LS4.D: Biodiversity and Humans |

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

|Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through |

|overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem |

|functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of |

|recreational or inspirational value. (secondary to HS-LS2-7),(HS-LS4-6.) |

|ETS1.B: Developing Possible Solutions |

|When evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability and aesthetics and to consider social, cultural |

|and environmental impacts. (secondary to HS-LS2-7),(secondary to HS-LS4-6) |

|Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running |

|simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a|

|given design will meet his or her needs. (secondary to HS-LS4-6) |

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

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

|Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred |

|upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a|

|food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up|

|the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an |

|ecosystem, matter and energy are conserved. (HS-LS2-4) |

|Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere |

|through chemical, physical, geological, and biological processes. (HS-LS2-5) |

|Science & Engineering Practices |

|Use mathematical and/or computational representations of phenomena or design solutions to support explanations. |

|Use mathematical representations of phenomena or design solutions to support and revise explanations. |

|Create or revise a simulation of a phenomenon, designed device, process, or system. |

|Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments |

|Evaluate the evidence behind currently behind currently accepted explanations or solutions to determine the merit of arguments. |

| Stage 2- Assessment Evidence |

|Performance Tasks: |Other Evidence: |

| | |

|Prepare an investigative report to answer the |Exercise 1 – Analyzing a Food Web |

|Central question of Lab 9: How Do Changes in the Amount and Nature of |Self-assess participation in board meetings |

|the Plant Life Available in an Ecosystem Influence Herbivore Population|Energy in the Ecosystem Quiz |

|Growth Over Time? |LAB 9 Population Growth Check Out Questions |

| |Interactive notebook entries |

| |Written summation citing evidence of how climate change may be affecting pika populations |

| |Test Model 3 |

|Stage 3- Learning Plan |

|UNIT LENGTH: About 13 days |

|(Throughout model, students will collect duckweed population data.) |

|Day 1 (Model Development) – What is energy? Pre activity discussion. Set up 6 energy stations, have students complete 2 or 3. WB- What further insights have you gained |

|about energy? Read Zoom book as an analogy for lens with which we will be studying energy. (HW –Interactive notebook – how does energy flow through an ecosystem?) |

|Day 2- Model Development – macro view of energy – A Vital Commodity Activity. Pre activity discussion. Complete activity. WB results with a graphical, diagrammatic and|

|verbal representation. |

|Day 3- Hold board meeting to discuss activity results. Hold post activity discussion. (HW- Model Deployment – Exercise 1 Analyzing a Food Web.) |

|Day 4- Model Deployment Activity – Energy Wrap Up – The Carbon Cycle- use molymod models to demonstrate the movement of carbon through the ecosystem. (HW – Carbon Cycle |

|POGIL) |

|Day 5- WB sections of carbon cycle POGIL. (Model Development) – Reflect back to Vital Commodity Activity. Will there always be the same number of shrimp in a population? |

|What factors might affect their population? Introduce- Lab 9 from Argument Driven Inquiry- Population Growth: How Do Changes in the Amount and Nature of the Plant Life |

|Available in an Ecosystem Influence Herbivore Population Growth Over Time? Complete Stage 1 and Stage 2 (which includes completing NetLogo Rabbits, Grass, Weed simulation)|

|Day 6- Stages 3, 4, and 5 of Population Growth Lab, analyze and develop argument, argumentation session, explicit and reflective discussion. |

|Day 7- Stage 6 of Population Growth Lab, write the investigative report. Teacher provides scaffolding as necessary. |

|Day 8- Stage 7(double blind peer review) and Stage 8 (Review, revise and submit report) for Population Growth Lab. |

|Days 9-11 – Model Development Activity – How do humans and climate change act as limiting factors on populations? Pre Activity discussion – what limiting factors affected |

|the rabbit population in Lab 9? What other factors might limit their population? How might humans affect population sizes? How might climate affect populations? Complete|

|Islands in the Sky Elaborate activity from BSCS book, p. 781-790. |

|Day 12- Catch up, wrap up, review |

|Day 13 – Test Model 3A |

|Differentiation Activities: |

|Modifications/Accommodations: With adequate monitoring of groups, teacher can provide more or less guided inquiry through the Population Growth Lab, as necessary. More or|

|less scaffolded instruction can also be provided as students complete their investigative report for the lab, ie, modeling, providing exemplar, or hints as students work. |

|Students can listen to Chapter 15, online for additional support |

|Enrichment: Critters and Interdependence, starting on p. 790 in BSCS Biology: A Human Approach |

|EL (English Learners): Vocabulary Activities, allow students to create the visual parts of white boards |

|Vocabulary: Word Wall for the following vocabulary with pictures and/or words |

|Carrying capacity, energy pyramid, density dependent and density independent limiting factors, logistic growth, exponential growth |

|Technology for the 21st Century Learner: |

| (Flourish Learning Network: BSCS Biology: A Human Approach – online resources for text |

|Population Modeling using NetLogo, |

| |

|Model 3A Day 1 |M3AD2 |M3AD3 |M3AD4 |

|Energy Stations |Vital Commodity |WB & Board Meeting for Vital Commodity |Carbon Cycle with Molymod models |

|Zoom Book | |HW – Ex 1: Analyzing a Food Web |HW – Carbon Cycle POGIL |

|HW – How does energy flow through an | | | |

|ecosystem | | | |

|M3AD 5 |M3AD6 |M3AD7 |M3AD8 |

|WB Carbon Cycle POGIL | | | |

| | | | |

| | | | |

| | | | |

|M3AD9 |M3AD10 |M3AD11 |M3AD12 |

| | | |Catch up, wrap up & review |

| | | | |

|M3AD13 | | | |

|Test Model 3A | | | |

Honors Biology – Model 3B

|Title: Energy in Organisms |

|Subject/Course: Science/Honors Biology |

| |

|Topic: How Energy is obtained and used at the organismal and cellular levels (Based on Modeling Instruction Program) |

| |

|Designer: Michele Memis |

| |

| |

|Stage 1- Desired Results |

|Established Goals: |

|HS-LS 1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular |

|organisms. |

|HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. |

|HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to |

|form amino acids and/or other large carbon-based molecules. |

|HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and |

|the bonds in new compounds are formed resulting in a net transfer of energy. |

|HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. |

|Crosscutting Concepts |

|Systems and System Models |

|Structure and Function |

|Stability and Change |

|Energy and Matter |

|NJSLS Standard Connections |

|RST.11-12.1 |

|WHST.9-12.2 |

|WHST.9-12.5 |

|WHST.9-12.8 |

|SL.11-12.5 |

|Enduring Understandings: |Essential Questions: |

|Students will understand that: |Why do organisms really need to eat and to breathe? |

|An organism’s complexity and organization accommodates its need for |How do organisms obtain, store, use and release energy? |

|obtaining, transporting, releasing and eliminating the matter and |How does the structure of each of the essential macromolecules enable its function? |

|energy used to sustain it. |How are enzymes used? Under what conditions are they most effective? |

|The structures of the 4 major macromolecules promote and enable the | |

|function of each. | |

|Organisms cannot maintain homeostasis without all 4 major | |

|macromolecules (organisms function best with all 4). | |

|Cells, as living systems, release and use energy through biochemical | |

|reactions. | |

|Students will know and be able to: (DCIs and Science and Engineering Practices) |

|DCIs |

|LS1.A: Structure and Function |

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

|All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of |

|proteins, which carry out most of the work of cells. (HS-LS1-1) (Note: This Disciplinary Core Idea is also addressed by HS-LS3-1.) |

|Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next|

|level. (HS-LS1-2) |

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

|The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. |

|(HS-LS1-5) |

|The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules|

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

|As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different |

|products. (HS-LS1-6),(HS-LS1-7) |

|As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process |

|in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration |

|also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. (HS-LS1-7) |

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

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

|PS3.D: Energy in Chemical Processes |

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

| |

|Science and Engineering Practices |

|Develop and use a model based on evidence to illustrate the relationships among variables between systems or between components of systems. |

|Use a model based on evidence to illustrate the relationships between systems or between components of a system. |

|Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, |

|theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will |

|continue to do so in the future. |

| Stage 2- Assessment Evidence |

|Performance Tasks: |Other Evidence: |

| |HW – Exercise 3- Cellular Respiration |

|Dissection Yea or Nay? |HW – Graphic Organizer of Cellular Respiration/Photosynthesis |

|As a student who has completed both the online dissections and the |HW – Exercise 4- Photosynthesis |

|actual dissections, can you please write me a note in which you |Self-assess participation in board meetings |

|prepare an argument for or against the value of dissection in the |Macromolecule Quiz |

|learning process? |Lab entries in NB for cellular respiration or enzyme labs |

|Prepare an investigative report to answer the |Interactive notebook entries |

|Central question of Lab 5: Why do temperature and light intensity |Test Model 3B |

|affect the rate of photosynthesis in plants? | |

| | |

|Stage 3- Learning Plan |

|UNIT LENGTH: About 16 days |

| |

|Day 1- Model Development – organismal view of energy. What’s in food? Jigsaw Research – complete graphic organizer for each macromolecule: examples of |

|macromolecules, function of macromolecules, into what smaller part is each broken down? WB and hold board meeting to discuss similarities and differences. (HW – |

|Reading , p. 360-366 & Pre lab for Lactase Lab) |

|Day 2-. - Model Development – Case Study of a macromolecule – What do enzymes do? Complete Lactase Lab (HW –Analyze graphs and make preliminary conclusions. Begin |

|reading Dissection prelabs.) |

|Day 3- Model Deployment Activity – Energy – Organism View-Comparative Dissections. For 3 different |

|organisms, students will complete a virtual as well as a live dissection, focusing on the systems needed to obtain, |

|break down, transport, and eliminate matter and energy, ie, respiratory, circulatory, digestive, and excretory |

|systems. (HW –Continue with Dissection prelabs, complete all dissection handout questions.) |

|Day 4- Comparative Dissections (HW –Describe structures used for obtaining matter; structures for transporting matter; structures for releasing energy from matter; |

|structures used for eliminating matter) |

|Day 5- Comparative Dissections (HW – Pre Lab –Where does CO2 originate?) |

|Day 6 – Quiz – Macromolecules and Enzymes. Each group will WB a comparison of one system. Board meeting |

|and post activity discussion. |

|Day 7- Where does CO2 originate? Food or Oxygen? Yeast Lab (HW – work on Dissection: Yea or Nay? Essay) |

|Day 8- WB graphs. Post Activity Discussion. Model Deployment Activity – given a sugar molecule, |

|demonstrate the process of cellular respiration. ( HW – View powerpoint presentation of cellular respiration, use Cornell notetaking technique.) |

|Day 9- WB a mathematical, diagrammatic and verbal representation of the process. Hold a board meeting. (HW – - Exercise 3: Cellular Respiration.) |

|Day 10 – WB Exercise 3. Model Development Activity – What do plants “eat”? - given the components, act as a plant and demonstrate the process of photosynthesis. WB a |

|mathematical, diagrammatic and verbal representation |

|of the process. Hold a board meeting. (HW-Prelab – Why do temperature and light intensity affect the rate of photosynthesis in plants?) |

|Day 11-13 Model Development Activity –Complete Lab 5 from Argument Driven Inquiry, Prepare an investigative report to answer the Central question of Lab 5 : |

|Photosynthesis: Why do Temperature and Light Intensity Affect the Rate of Photosynthesis in Plants? |

|(1. HW- View powerpoint of Photosynthesis. Complete graphic organizer comparing photosynthesis/cellular respiration 2. Exercise 4- Photosynthesis 3. HW – use text to |

|describe the structures plants use to obtain raw materials, transport materials, release energy from raw materials and eliminate gas and water waste. ) |

|Day 14- WB plant structures |

|Day 15- Energy Model Summary Boards- create a summary board of the energy model |

|Day 16 – Test Model 3B |

|Differentiation Activities: |

|Modifications/Accommodations: With adequate monitoring of groups, teacher can provide more or less guided inquiry through lab activities, powerpoints and |

|animations available on class website for student use outside of class, students can listen to various sections of text online for additional support |

|Enrichment: – Students create their own videos demonstrating the process of either photosynthesis or cellular respiration |

|EL (English Learners): Vocabulary Activities, simplify food webs, cut out pictures from magazines of various macromolecules, provide animations of |

|photosynthesis, cellular respiration, allow students to create the visual parts of white boards |

|Vocabulary: Word Wall for the following vocabulary with pictures and/or words |

|Photosynthesis, cellular respiration, carbohydrate, lipids, nucleic acids, proteins, monosaccharides, amino acids, glycerol, fatty acids, nucleotides, enzymes,|

|substrate, active site, activation energy |

|Technology for the 21st Century Learner: |

| (Flourish Learning Network: BSCS Biology: A Human Approach – online resources for text |

|Vernier lab probe ware (CO2 sensors) and LabPro software to collect and analyze data |

| |

|Model 3B Day 1 |M3BD2 |M3BD3 |M3BD4 |

|What’s in Food Jigsaw, WB & Board |Lactase Lab |Comparative Dissections |Comparative Dissections |

|Meeting |(HW –Analyze graphs, make conclusions; |(HW –Continue prelabs; |(HW – Describe structures used for |

|(HW –Reading p. 360-366 & Pre lab for |dissection prelabs) |complete all the day’s dissection |obtaining matter; structures for |

|Lactase Lab) | |handout questions.) |transporting matter; structures for |

| | | |releasing energy from matter; structures|

| | | |used for eliminating matter) |

|M3BD5 |M3BD6 |M3BD7 |M3BD8 |

|Comparative Dissections |Quiz: Macromolecules & Enzymes |Yeast Lab |WB graphs & Board Meeting. |

|(HW – Pre lab for Where Does |WB systems |(HW- work on essay) |Post Activity Discussion |

|CO2 Originate?) |(HW- work on essay) | |Cell respiration models |

| | | |(HW – view pp of cell respiration, use |

| | | |Cornell notetaking technique) |

|M3BD9 |M3BD10 |M3BD11 |M3BD12 |

|WB cell respiration models |WB Exercise 3 | | |

|(HW- Exercise 3- Cell Respiration) |What do plants “eat?”, WB & meeting | | |

| |(HW- pre lab: Why do temperature and | | |

| |light intensity affect the rate of | | |

| |photosynthesis in plants?) | | |

| | |(HW - View PowerPoint of Photosynthesis.|(HW Exercise 4- Photosynthesis) |

| | |Complete graphic organizer comparing | |

| | |photosynthesis/cellular respiration) | |

| | | | |

| | | | |

|M3BD13 |M3BD14 |M3BD15 |M3BD16 |

|Why do temperature and light intensity |WB plant structures |Energy Model Summary Boards |Test Model 3B |

|affect the rate of photosynthesis in | | | |

|plants? | | | |

| | | | |

|(HW- Plant structures) | | | |

Honors Biology – Model 4

|Title: Cellular Structure & Function |

|Subject/Course: Science/Honors Biology |

| |

|Topic: how cells are adapted to certain functions, how cells function in maintaining homeostasis, how DNA & RNA control structure and function of cells, how |

|cells reproduce |

|(from the Modeling Instruction Program) |

| |

|Designer: Michele Memis |

| |

| |

|Stage 1- Desired Results |

|Established Goals: |

|HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential |

|functions of life through systems of specialized cells. |

|HS-LS 1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular |

|organisms. |

|HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. |

|HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. |

| |

|Crosscutting Concepts: |

|Systems and System Models |

|Structure and Function |

|Stability and Change |

|NJSLS Standard Connections |

|RST.11-12.1 |

|WHST.9-12.2 |

|WHST.9-12.7 |

|WHST.11-12.8 |

|WHST.11-12.9 |

|Enduring Understandings: |Essential Questions: |

|Students will understand that: |How do unicellular organisms obtain, transport, release, and eliminate the matter and |

|All cells are composed of many different molecules that are organized |energy used to sustain them? |

|into specialized structures that carry out cell functions. |How are cells in multi-cellular organisms adapted for their particular functions? |

|Multi-cellular organisms are formed as highly organized arrangements of|How do organisms use diffusion and osmosis to maintain overall survival? |

|differentiated cells. |Why is it important for cells to regulate their interaction with their surroundings? |

|Organisms must use cell transport for survival at all levels of |How do DNA and RNA control the structure and function of cells and of entire |

|organization to maintain equilibrium. |organisms? |

|Using the DNA code, cells manufacture needed proteins that determine an|Are mutations always bad? |

|organism’s phenotype. |How do cells reproduce? How is cancer the cell cycle “gone bad?” |

|Students will know and be able to: (DCIs and Science & Engineering Practices) |

|DCIs |

|LS1.A: Structure and Function |

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

|All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of |

|proteins, which carry out most of the work of cells. (HS-LS1-1) (Note: This Disciplinary Core Idea is also addressed by HS-LS3-1.) |

|Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next|

|level. (HS-LS1-2) |

|Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even|

|as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going |

|on inside the living system. (HS-LS1-3) |

|LS1.A: Structure and Function |

|All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of |

|proteins. (secondary to HS-LS3-1) (Note: This Disciplinary Core Idea is also addressed by HS-LS1-1.) |

|LS1.B: Growth and Development of Organisms |

|In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a |

|single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each |

|chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and |

|organs that work together to meet the needs of the whole organism. (HS-LS1-4) |

|Science and Engineering Practices |

|Develop and use a model based on evidence to illustrate the relationships among variables between systems or between components of systems. |

|Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, |

|theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will |

|continue to do so in the future. |

|Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how|

|much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of traits, cost, risk, |

|time), and refine the design accordingly. |

|Use a model based on evidence to illustrate the relationships between systems or between components of a system. |

| Stage 2- Assessment Evidence |

|Performance Tasks: |Other Evidence: |

| |• HW - Exercise 1 – Potato Lab Story Board |

|Model Summary Activity: How does the cell function as a whole? |HW – Exercise 2- Structure and Function of a Membrane |

|Develop and WB a cell analogy. Present analogies to class. |Quiz – Transport & DNA |

| |Mini Poster Presentation of one lab from model (student’s choice, except Lab 5) |

| |Interactive notebook entries |

| |Reflection in interactive notebook: Why you think DNA to RNA to protein is called the |

| |Central Dogma of Biology?) |

| |Protein Synthesis RAFT |

| |Test Model 4 |

| | |

|Stage 3- Learning Plan |

|UNIT LENGTH: About 15 days |

| |

|Day 1 (Model Development) – Lab 1: Microscopic Beasts – Protist Observation. Record observations in a data table. WB comparisons of unicellular to multicellular |

|organisms, post activity discussion. (HW- Summarize post activity discussion in interactive notebook.) |

|Day 2- (Model Development)- Pre Activity discussion: Can all things enter a cell? Complete Lab 2. During 30 minute wait time of Lab 2, complete elodea observation|

|of Lab 3. WB verbal representation for what occurred during lab 2. Include a diagram to show what traveled into or out of the bag. Cite your evidence. (HW- Pre lab |

|for Lab 4: How do cells respond to different concentrations of sucrose?) |

|Day 3- Hold Post Activity discussion of Labs 2 and 3. Set up Lab 4 (must sit overnight.) |

|Day 4- Record data/graph in notebook for Lab 4. WB graphs and verbal representation of what was observed. Hold Board meeting and Post Activity Discussion. (HW – |

|Exercise 1-Potato Lab Storyboard) |

|Day 5- WB Exercise 1. Use guided imagery to have students create a Mental model of cell membrane. Complete Lab 5: What’s in a Cell? (HW – Exercise 2-Structure and |

|Function of a Membrane) |

|Day 6- WB Exercise 2 . WB meeting for What is a cell? Begin Model Development Activity – What is in the |

|Nucleus or finish for homework. (HW – DNA Webquest.) |

|Day 7- (Model Deployment Activity) – Building DNA- use models to build DNA using rules scientists discovered. |

|Post Activity discussion of similarities/differences of models. (HW – Reading: What does DNA do? P 183, Exploring the Way Life work and research 5 proteins and their|

|functions.) |

|Day 8- Discuss HW. (Model Development Activity) – Protein Synthesis Simulation. Post Activity Discussion. Complete Belgian Blue activity. ( (HW-Protein Synthesis |

|Webquest and Reading: DNA to Protein in Exploring the Way Life Works, p.190-201) |

|Day 9- Quiz Transport and DNA. Debrief Belgian Blue activity. |

|Day 10 – (Model Deployment Activity) Create a flow chart on a WB which demonstrates the DNA to protein process. Do a gallery walk of WBs to discuss |

|similarities/differences. (HW – Protein Synthesis RAFT) |

|Day 11-12- Use outreach.mcb.harvard.edu/animations/checkpoints to complete web quest on the cell cycle and its control by checkpoints. Participate in kinesthetic cell|

|cycle role play to investigate role of tumor suppressor genes and proto-oncogenes in cancer formation. Ticket Out the Door – Describe how cancer is the cell cycle |

|gone bad. |

|(HW- Create a list of other parts of a cell and what the function is.) |

|Day 13- WB student list of cell parts. Create a class list. Model Summary Activity: How does the cell function as a whole? Develop and WB a cell analogy. Present |

|analogies to class. (Reflection in interactive notebook: Why you think DNA to RNA to protein is called the Central Dogma of Biology?) |

|Day 14- Catch up or finish presenting analogies. |

|Day 15- Test Model 4 |

|Differentiation Activities: |

|Modifications/Accommodations: With adequate monitoring of groups, teacher can provide more or less guided inquiry of Labs 1-6, as necessary, students may use|

|Appendix D3- How to Make Graphs, students can listen to chapter 4, The Internal Environment of Organisms, Chapter 11 Gene Action online for additional support|

|Enrichment: Extracting the Substance of Life, p. 568 |

|EL (English Learners): Vocabulary Activities, visual sample of mini poster presentation, allow students to create the visual parts of white boards, use of |

|storyboards in sequencing a process |

|Vocabulary: Word Wall for the following vocabulary with pictures and/or words |

|Protist, diffusion, osmosis, active transport, passive transport, complementary, replication, protein synthesis, transcription, translation, codon, phenotype |

|Technology for the 21st Century Learner: |

| (Flourish Learning Network: BSCS Biology: A Human Approach – online resources for text |

| to complete web quest on the cell cycle and its control by checkpoints. |

| for protein synthesis webquest |

| |

|Model 4 Day 1 |M4D2 |M4D3 |M4D4 |

|Lab 1: Protist Observation, WB |Diffusion Demos; WB storyboards |Pre Activity Discussion: Can all things|Post Activity discussions of Lab 2 and |

|comparisons, board meeting & post |HW – Pre Lab of Lab 2 & Lab 3 |enter a cell? Lab 2(Dialysis |3. Set up Lab 4(Potato lab) |

|activity discussion | |tubing)/Lab 3 (Elodea) | |

|HW – Summarize post activity discussion | |WB what occurred in Lab2 | |

|in interactive notebook. | |HW- Pre Lab of Lab 4. | |

|M4D5 |M4D6 |M4D7 |M4D8 |

|Data collection Lab 4. WB graphs and |WB Exercise 1. Mental model cell |WB Exercise 2. WB meeting for Lab 5. |Building DNA. Post Activity Discussion.|

|verbal representation. Board Meeting & |membrane. Lab 5- What’s in a cell? |What’s in a nucleus? |HW- Reading What does DNA do? P. 183 & |

|Post Activity discussion |HW – Exercise 2- Structure & Function of|HW – DNA Webquest |Research 10 proteins & their functions |

|HW – Exercise 1- Potato Lab Storyboard |a Membrane | | |

| | | | |

|M4D9 |M4D10 |M4D11 |M4D12 |

|Read 184-185, categorize protiens. Lead|Quiz Transport and DNA WB a flow chart |How is DNA information used? Lab 6 |DNA summary boards & board meeting |

|to how are proteins assembled? |to demonstrate DNA to protein process. |HW- complete lab questions |HW- Create a list of other cell parts |

|Protein synthesis simulation |Galley Walk | |and their functions |

|HW- Protein Synthesis Webquest and |HW – Gel Electrophoresis reading and pre| | |

|reading p. 190-201 |lab of Lab 6 | | |

|M4D13 |M4D14 |M4D15 | |

|WB student lists of cell parts. Create |Catch up or finish presenting analogies.|Model 4 Test | |

|class list. | | | |

|Model Summary Activity: How does the | | | |

|cell function as a whole? Create an | | | |

|analogy and share with class. | | | |

|HW- Why do you think DNA to RNA to | | | |

|protein is called the Central Dogma of | | | |

|Biology? | | | |

Honors Biology – Model 5

|Title: Genetics |

|Subject/Course: Science/Honors Biology |

| |

|Topic: meiosis, patterns of inheritance, interpreting punnett squares, biotechnology (based on Modeling Instruction Program) |

| |

|Designer: Michele Memis |

| |

| |

|Stage 1- Desired Results |

|Established Goals: |

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

|parents to offspring. |

|HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) |

|viable errors occurring during replication, and/or (3) mutations caused by environmental factors. |

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

| |

|Crosscutting Concepts |

|Cause and Effect |

|Scale, Proportion, and Quantity |

|Systems and System Models |

|NJSLS Standards Connections |

|RST.11-12-1 |

|RST.11-12.9 |

|WHST.9-12.1 |

|SL.11-12.5 |

|MP.2 |

|Enduring Understandings: |Essential Questions: |

|Students will understand that: |How are traits passed from parents to offspring? |

|There are predictable patterns of inheritance, and the variation that |How do DNA and RNA control the structure and function of cells and of entire |

|exists within a species is related to its mode of reproduction (sexual |organisms? |

|or asexual). |Why is there sexual reproduction? |

|Sorting and recombination of genes in sexual reproduction result in a |How has biotechnology influenced our lives? |

|great variety of possible gene combinations. | |

|The development and use of biotechnologies have led to advancements in | |

|medicine, but may lead to social, moral, ethical, and legal issues. | |

|Students will know and be able to: (DCIs and Science and Engineering Practices) |

|DCIs |

|LS3.A: Inheritance of Traits |

|Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming |

|species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be |

|regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet |

|known function. (HS-LS3-1) |

|LS3.B: Variation of Traits |

|In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and |

|thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a |

|source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) |

|Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and |

|distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) |

|Science and Engineering Practices |

|Ask questions that arise from examining models or a theory to clarify relationships. |

|Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to |

|scientific and engineering questions and problems, using digital tools when feasible. |

|Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence. |

| Stage 2- Assessment Evidence |

|Performance Tasks: |Other Evidence: |

| |Various problem solving HW exercises |

|Grow the parental generation of fast plants, pollinate them, making |Quiz- Solving Genetics Problems |

|predictions for their offspring. Harvest the seeds and grow the F1 |Genetic Disorder Circle map |

|generation. Analyze traits of F1 generation, compare observed traits|Interactive notebook entries |

|to predicted traits. Use the data to propose and justify an |Model Summary Board |

|explanation of inheritance. |Test Model 6 |

| | |

|Stage 3- Learning Plan |

|UNIT LENGTH: About 14 days |

| |

|Day 1 (Model Development) –Analysis of Fast Plant Data (previously recorded). Combine class data and propose an explanation for the pattern of inheritance they |

|observe. Lead students through the post activity discussion. |

|Day 2- (Model Deployment) – Modeling Meiosis |

|Day 3- WB Modeling Meiosis; hold post activity discussion to summarize how meiosis leads to variation. (HW –Reading “Monk finds gene, world yawns.” P. 37-46, 56 in |

|The Cartoon Guide to Genetics. Use Cornell notetaking strategy.) |

|Day 4- (Model Deployment ) Dragon Genetics- have students pair up and create baby dragons by dropping labeled popsicle sticks on table to simulate meiosis and |

|fertilization. Have students complete data tables. (HW –Answer Dragon Genetics questions.) |

|Days 5-8 WB Dragon Genetics questions and hold board meeting to share information. As activity introduces Non- |

|mendelian inheritance patterns, use model exercise sheets to introduce various types of inheritance (incomplete dominance, dihybrid, multiple alleles, polygenic |

|inheritance ) complete individually, then have groups WB problems. Hold board |

|meeting. (HW- Reading “A Deadly Cry” (handout) and X-rated genes, p. 91-95 in The Cartoon Guide to Genetics. Based |

|on your readings, explain how X-linkage is similar/different from the inheritance rules we have already learned and various |

|types of practice problems) |

|Day 9- (Model Deployment). Reading “Hemophilia - The Royal Disease (handout)- answer questions.WB answers from reading & hold board meeting to discuss X- linked |

|pedigrees. Provide an X-linked pedigree for students to practice interpreting. |

|Days 10 and 11- Quiz: Solving Inheritance Problems. (Model Development) What can be done with genetic information? Complete Elaborate activity, Genetic Technology |

|from BSCS book Biology: A Human Approach, |

|pages 600-613. (HW – complete necessary readings in preparation for group discussion on second day.) |

|Days 12 and 13 – Gel Electrophoresis or Bacterial Transformation Lab as time and materials allow. |

|Day 14 -Create model 6 summary boards. How are traits passed from parents to offspring? Board meeting. |

|Day 15- Test Model |

|Differentiation Activities: |

|Modifications/Accommodations: With adequate monitoring of groups, teacher can provide more or less guided inquiry of Modeling Meiosis, genetics exercises and|

|Dragon Genetics activity, strong students can be paired with struggling students for one on one help with solving genetics problems, the number of |

|non-mendelian patterns to be mastered can be reduced, students can listen to chapter 12, online for additional support |

|Enrichment: Challenge Genetics problems as needed can be utilized from AP program |

|EL (English Learners): Vocabulary Activities, use of manipulatives in solving genetics problems , allow students to create the visual parts of white boards |

|Vocabulary: Word Wall for the following vocabulary with pictures and/or words |

|Genotype, phenotype, allele, gene, dominant, recessive, polygenic, codominance, incomplete dominance, sex-linked inheritance |

|Technology for the 21st Century Learner: |

| (Flourish Learning Network: BSCS Biology: A Human Approach – online resources for text |

| |

|Model 5 Day 1 |M5D2 |M5D3 |M5D4 |

|Analysis of Fast Plant Data |Modeling Meiosis |WB Modeling Meiosis, Board Meeting |Dragon Genetics |

|What is the method of inheritance? | |Post AD |HW –Answer Dragon Genetics questions. |

| | |HW- Reading “Monk finds gene, world | |

| | |yawns.” P. 37-46, 56 in The Cartoon | |

| | |Guide to Genetics. Use Cornell | |

| | |notetaking strategy | |

|M5D5 |M5D6 |M5D7 |M5D8 |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|HW –Reading “A Deadly Cry” (handout) and|HW – Reading “Hemophilia - The Royal |HW – Practice problems |HW – practice problems |

|X-rated genes, p. 91-95 in The Cartoon |Disease (handout). Answer questions. | | |

|Guide to Genetics. Based on your | | | |

|readings, explain how sex-linkage is | | | |

|similar/different from the inheritance | | | |

|rules we have already learned. | | | |

|M5D9 |M5D10 |M5D11 |M5D12 |

|Pedigrees |Quiz | |Biotechnology Lab |

| | | | |

| | | | |

| |HW –Complete necessary reading for | | |

| |discussion tomorrow | | |

|M6D13 |M6D14 |M6D15 | |

|Biotechnology Lab |Create model 6 summary board. How are |Model 5Test | |

| |traits passed from parents to offspring?| | |

| |Board Meeting | | |

|Matter and Energy Transformations in Ecosystems, Organisms and Cells |

|Universal Design for Learning (UDL) |Cultural Responsive Teaching |Total Participation Techniques |Academic Vocabulary |

| | | | |

|Strategies for Engagement: |Communalism – POGILS, Argumentation Sessions |Examples of Total Participation |Tier 1 |High Frequency Words |

|Big Books |Create opportunities for students to collaborate on |Techniques: | |everyday words (implicit) |

|Call and Response |activities as much as possible. |Think Pair Share | | |

|Community Circle |Reading theaters: students act as characters in a poem or |Quick Writes 1 minute essay | |Examples |

|Guided Peer Discussions |story to act out the script. |Quick Draws | |chair, bed, happy |

|Jigsaw |Listening to music: promotes the importance of bonding with|Chalkboard Splash | | |

|Oral Presentation |others |Thumbs Up When Ready | |Word Selection |

|Partner Reading |Language experience approach to reading and writing: |Processing Cards | |Use of Formative Assessment to identify |

|Vocabulary Journal |children tell their stories about their lives and languages|Similes | | |

|Visual Cue Cards |and the teacher/students dictate the experiences. |Ranking | |Examples for Teaching |

| |Interactive write: students and teachers “share the pen” as|Numbered Heads Together | |Morning Message |

|Strategies for Representation: |they write. |Vote: Thumbs Up/Down | |Word Tallies |

|Online Tools | | | |Word Wall |

|Vocabulary Preview |Movement Expressiveness |Examples of Total Participation | |Word Jar |

|Pre-teaching |Activities that include rhythmic behaviors, animated |Hold-Ups: | |Student Examples |

|Familiar Text |gestures, and stimulating, interactive learning. |Selected Response | | |

|Verbal Prompting |Readers’ theater presentations of a book. |Number Cards | | |

|Anchor Charts |Write a script and present the book as a play and integrate|True/Not True | | |

|Concept Mapping |personal and cultural experiences with the book theme. |Multiple- Choice Hold-Ups | | |

|Modeled Writing |Have students dress as a character from the book and answer|Whiteboard Hold-Ups | | |

|Shared Reading |questions from classmates. | | | |

|Think Aloud |Present a rap about book chapters, themes, and concepts. |Examples of Total Participation | | |

|Venn Diagram |Use creative music to allow students to engage their |Techniques Involving Movement: | | |

|Graphic Organizers |working memories. |Line-Ups and Inside-Outside Circles | | |

| |Prior to reading a book, using the book cover to act out |Three 3’s in a Row | | |

|Strategies for Expression: |their predictions of the book. |Networking Sessions | | |

|Multiple Choice | |Categorizing and Sorting | | |

|Peer Buddies |Orality |Appointment Agendas | | |

|White Board Responses |Combining the essential “rules” of standard written and |Bounce Cards | | |

|Guided Peer Discussions |spoken English and appreciation of our students’ dialects |Mouth It, Air-Write-it, or Show Me | | |

|Goal Setting |when teaching grammar. |Using Your Fingers | | |

|Rubric |Create activities where students can compare the speaking |Acting it Out, Role Plays, and | | |

|Self-Monitoring |styles of new reporters and music artists. |Concept Charades | | |

| |Allow students to role-play drama productions so they can |Simulations | | |

| |get used to speaking Standard English. |Cut and Pastes | | |

| |Create puppet shows and imitate superheroes (as these |TPT’s During the Read-Aloud | | |

| |heroes engage in hyper-correct Standard English). | | | |

| |Translate music into Standard English. |Total Participation Techniques for | | |

| | |Note-Taking and Concept Analysis: | | |

| |Verve |Confer, Compare, and Clarify | | |

| |The integration of communalism, movement expressiveness, |Graphic Organizers and Prepared | | |

| |and preference toward rhythmic behaviors is what creates |Packets | | |

| |the verve characteristics. |Anticipatory Guides | | |

| |Integrate hip hop music, culturally specific word games, |Picture Notes | | |

| |and multicultural poetry to enhance reading skills. |Lecture T-Chart | | |

| |Select culturally relevant books and encourage paired |The 3-Sentence Wrap-Up | | |

| |reading |A-Z Sentence Summaries | | |

| |Create culturally relevant thematic units. |Pause, Star, Rank | | |

| |Interview students and parents about cultural background |Key-Word Dance | | |

| |information and values and create thematic units |Debate Team Carousel | | |

| |surrounding cultural experiences. |Technology-Based TPT’s | | |

| |Ask questions specific to cultures and their contributions |- Blogging | | |

| |to society. |- Classroom Clickers | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | |Tier 2 |Academic Vocabulary |

| | | | |Words not in general use, not content specific |

| | | | |and appear far more in written texts than in |

| | | | |speech. |

| | | | | |

| | | | |Examples |

| | | | |Claim, evidence, reasoning, climate change, |

| | | | |mitigate |

| | | | |Word Selection |

| | | | |Are critical to passage understanding |

| | | | |Necessary for conversation or written |

| | | | |expression |

| | | | | |

| | | | |Examples for Teaching |

| | | | |Introduce words during or after text |

| | | | |Student friendly definitions |

| | | | |Contextualize the words |

| | | | |Interact with word meanings |

| | | | |Provide multiple opportunities to interact |

| | | | |(examples: Description, Restate, Drawing, |

| | | | |Activities, Discussion, Games |

| | | | |Word Sorts |

| | | |Tier 3 |Domain-Specific Vocabulary |

| | | | |Words related to a specific content or field of|

| | | | |study |

| | | | |Students are likely to encounter in the future |

| | | | | |

| | | | |Examples |

| | | | |Trophic cascade, abiotic, biotic, |

| | | | |photosynthesis, cellular respiration, carrying |

| | | | |capacity, limiting factors |

| | | | | |

| | | | |Word Selection |

| | | | |Are likely unfamiliar |

| | | | |Are easily explained to children at their level|

| | | | | |

| | | | |Examples for Teaching |

| | | | |Questioning |

| | | | |Labeling |

| | | | |Movements |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|SIOP Strategies – ELL/Bilingual Learners |Accommodations/Modifications/Gifted and Talented/Academically Talented |

|(Sheltered Instruction Observation Protocol) | |

|Word Sort |Accommodations: |

|Sentence Sort |Alternative assignments |

|Picture Sort |Substitute materials with lower reading levels |

|Think-Pair-Share |Fewer assignments |

|Team Jigsaw |Decrease length of assignments |

|Connect Two |Copy pages so students can mark on them |

|GO-GO-MO |Provide examples of correctly completed work |

|Inside Outside Circle |Early syllabus |

|TPR |Advance notice of assignments |

|Reciprocal Teaching |Tape-recorded versions of printed materials |

|Say Something |Highlight key points to remember |

|KWL Chart |Eliminate distractions by using a template to block out other items |

|Book Walk |Have student use a self-monitoring sheet |

|Cooperative Learning Strategies |Break task into smaller parts to do at different times |

|Comprehension Strategies |Use study partners whenever reading or writing is required |

|SQ3R |Secure papers to work areas with tape or magnets |

|Numbered Heads Together |Present information in multiple formats |

|Stand and Share |Use listening devices |

|Snowball Fight | |

| |Modifications: |

| |Modify the amount of work required |

| |Alter format of materials on page (font, spacing) |

| |Allow for alternate modes of responding |

| |Use alternate grading system |

| |Different test items |

| |Note different objective for specific students |

| | |

| |Gifted and Talented/Academically Talented: |

| |Encourage students to explore concepts in depth and encourage independent studies or investigations. |

| |Use thematic instruction to connect learning across the curriculum. |

| |Encourage creative expression and thinking by allowing students to choose how to approach a problem or |

| |assignment. |

| |Expand students’ time for free reading. |

| |Invite students to explore different points of view on a topic of study and compare the two. |

| |Provide learning centers where students are in charge of their learning. |

| |Brainstorm with gifted children on what types of projects they would like to explore to extend what they’re |

| |learning in the classroom. |

| |Determine where students’ interests lie and capitalize on their inquisitiveness. |

| |Refrain from having them complete more work in the same manner. |

| |Employ differentiated curriculum to keep interest high. |

| |Avoid drill and practice activities. |

| |Ask students’ higher level questions that require students to look into causes, experiences, and facts to draw a |

| |conclusion or make connections to other areas of learning. |

| |If possible, compact curriculum to allow gifted students to move more quickly through the material. |

| |Encourage students to make transformations- use a common task or item in a different way. |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| |

| |

| |Technology for the 21st Century |

| |Document Camera & Projector |

| |Online Books |

| |Use laptop to access the WildCam Gorongosa Field Guide: . |

| | |

| | |

| |Online quiz at |

| |Infographics at |

| |Population Simulation at |

| |Photosynthesis Interactive Tutorial at |

| |

| |

|CAREER READY PRACTICES: (Please indicate the appropriate career ready practices for this UBD Unit by highlighting select practices below) |

| |

CRP1. Act as a responsible and contributing citizen and employee

CRP2. Apply appropriate academic and technical skills

CRP3. Attend to personal health and financial well being

CRP4. Communicate clearly and effectively with reason

CRP5. Consider the environmental, social and economic impacts of decisions

CRP6. Demonstrate creativity and innovation

CRP7. Employ vail and reliable research strategies

CRP8. Utilize critical thinking to make sense of problems and preserve in solving them.

CRP9. Model Integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using global competence.

|Evolution and Diversity |

|Universal Design for Learning (UDL) |Cultural Responsive Teaching |Total Participation Techniques |Academic Vocabulary |

| | | | |

|Strategies for Engagement: |Communalism – POGILS, Argumentation Sessions |Examples of Total Participation |Tier 1 |High Frequency Words |

|Big Books |Create opportunities for students to collaborate on |Techniques: | |everyday words (implicit) |

|Call and Response |activities as much as possible. |Think Pair Share | | |

|Community Circle |Reading theaters: students act as characters in a poem or |Quick Writes 1 minute essay | |Examples |

|Guided Peer Discussions |story to act out the script. |Quick Draws | |chair, bed, happy |

|Jigsaw |Listening to music: promotes the importance of bonding with|Chalkboard Splash | | |

|Oral Presentation |others |Thumbs Up When Ready | |Word Selection |

|Partner Reading |Language experience approach to reading and writing: |Processing Cards | |Use of Formative Assessment to identify |

|Vocabulary Journal |children tell their stories about their lives and languages|Similes | | |

|Visual Cue Cards |and the teacher/students dictate the experiences. |Ranking | |Examples for Teaching |

| |Interactive write: students and teachers “share the pen” as|Numbered Heads Together | |Morning Message |

|Strategies for Representation: |they write. |Vote: Thumbs Up/Down | |Word Tallies |

|Online Tools | | | |Word Wall |

|Vocabulary Preview |Movement Expressiveness |Examples of Total Participation | |Word Jar |

|Pre-teaching |Activities that include rhythmic behaviors, animated |Hold-Ups: | |Student Examples |

|Familiar Text |gestures, and stimulating, interactive learning. |Selected Response | | |

|Verbal Prompting |Readers’ theater presentations of a book. |Number Cards | | |

|Anchor Charts |Write a script and present the book as a play and integrate|True/Not True | | |

|Concept Mapping |personal and cultural experiences with the book theme. |Multiple- Choice Hold-Ups | | |

|Modeled Writing |Have students dress as a character from the book and answer|Whiteboard Hold-Ups | | |

|Shared Reading |questions from classmates. | | | |

|Think Aloud |Present a rap about book chapters, themes, and concepts. |Examples of Total Participation | | |

|Venn Diagram |Use creative music to allow students to engage their |Techniques Involving Movement: | | |

|Graphic Organizers |working memories. |Line-Ups and Inside-Outside Circles | | |

| |Prior to reading a book, using the book cover to act out |Three 3’s in a Row | | |

|Strategies for Expression: |their predictions of the book. |Networking Sessions | | |

|Multiple Choice | |Categorizing and Sorting | | |

|Peer Buddies |Orality |Appointment Agendas | | |

|White Board Responses |Combining the essential “rules” of standard written and |Bounce Cards | | |

|Guided Peer Discussions |spoken English and appreciation of our students’ dialects |Mouth It, Air-Write-it, or Show Me | | |

|Goal Setting |when teaching grammar. |Using Your Fingers | | |

|Rubric |Create activities where students can compare the speaking |Acting it Out, Role Plays, and | | |

|Self-Monitoring |styles of new reporters and music artists. |Concept Charades | | |

| |Allow students to role-play drama productions so they can |Simulations | | |

| |get used to speaking Standard English. |Cut and Pastes | | |

| |Create puppet shows and imitate superheroes (as these |TPT’s During the Read-Aloud | | |

| |heroes engage in hyper-correct Standard English). | | | |

| |Translate music into Standard English. |Total Participation Techniques for | | |

| | |Note-Taking and Concept Analysis: | | |

| |Verve |Confer, Compare, and Clarify | | |

| |The integration of communalism, movement expressiveness, |Graphic Organizers and Prepared | | |

| |and preference toward rhythmic behaviors is what creates |Packets | | |

| |the verve characteristics. |Anticipatory Guides | | |

| |Integrate hip hop music, culturally specific word games, |Picture Notes | | |

| |and multicultural poetry to enhance reading skills. |Lecture T-Chart | | |

| |Select culturally relevant books and encourage paired |The 3-Sentence Wrap-Up | | |

| |reading |A-Z Sentence Summaries | | |

| |Create culturally relevant thematic units. |Pause, Star, Rank | | |

| |Interview students and parents about cultural background |Key-Word Dance | | |

| |information and values and create thematic units |Debate Team Carousel | | |

| |surrounding cultural experiences. |Technology-Based TPT’s | | |

| |Ask questions specific to cultures and their contributions |- Blogging | | |

| |to society. |- Classroom Clickers | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | |Tier 2 |Academic Vocabulary |

| | | | |Words not in general use, not content specific |

| | | | |and appear far more in written texts than in |

| | | | |speech. |

| | | | | |

| | | | |Examples |

| | | | |Claim, evidence, reasoning, |

| | | | |evolution,variation, species,adaptation |

| | | | |Word Selection |

| | | | |Are critical to passage understanding |

| | | | |Necessary for conversation or written |

| | | | |expression |

| | | | | |

| | | | |Examples for Teaching |

| | | | |Introduce words during or after text |

| | | | |Student friendly definitions |

| | | | |Contextualize the words |

| | | | |Interact with word meanings |

| | | | |Provide multiple opportunities to interact |

| | | | |(examples: Description, Restate, Drawing, |

| | | | |Activities, Discussion, Games |

| | | | |Word Sorts |

| | | |Tier 3 |Domain-Specific Vocabulary |

| | | | |Words related to a specific content or field of|

| | | | |study |

| | | | |Students are likely to encounter in the future |

| | | | | |

| | | | |Examples |

| | | | |Natural selection, biodiversity. |

| | | | | |

| | | | |Word Selection |

| | | | |Are likely unfamiliar |

| | | | |Are easily explained to children at their level|

| | | | | |

| | | | |Examples for Teaching |

| | | | |Questioning |

| | | | |Labeling |

| | | | |Movements |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|SIOP Strategies – ELL/Bilingual Learners |Accommodations/Modifications/Gifted and Talented/Academically Talented |

|(Sheltered Instruction Observation Protocol) | |

|Word Sort |Accommodations: |

|Sentence Sort |Alternative assignments |

|Picture Sort |Substitute materials with lower reading levels |

|Think-Pair-Share |Fewer assignments |

|Team Jigsaw |Decrease length of assignments |

|Connect Two |Copy pages so students can mark on them |

|GO-GO-MO |Provide examples of correctly completed work |

|Inside Outside Circle |Early syllabus |

|TPR |Advance notice of assignments |

|Reciprocal Teaching |Tape-recorded versions of printed materials |

|Say Something |Highlight key points to remember |

|KWL Chart |Eliminate distractions by using a template to block out other items |

|Book Walk |Have student use a self-monitoring sheet |

|Cooperative Learning Strategies |Break task into smaller parts to do at different times |

|Comprehension Strategies |Use study partners whenever reading or writing is required |

|SQ3R |Secure papers to work areas with tape or magnets |

|Numbered Heads Together |Present information in multiple formats |

|Stand and Share |Use listening devices |

|Snowball Fight | |

| |Modifications: |

| |Modify the amount of work required |

| |Alter format of materials on page (font, spacing) |

| |Allow for alternate modes of responding |

| |Use alternate grading system |

| |Different test items |

| |Note different objective for specific students |

| | |

| |Gifted and Talented/Academically Talented: |

| |Encourage students to explore concepts in depth and encourage independent studies or investigations. |

| |Use thematic instruction to connect learning across the curriculum. |

| |Encourage creative expression and thinking by allowing students to choose how to approach a problem or |

| |assignment. |

| |Expand students’ time for free reading. |

| |Invite students to explore different points of view on a topic of study and compare the two. |

| |Provide learning centers where students are in charge of their learning. |

| |Brainstorm with gifted children on what types of projects they would like to explore to extend what they’re |

| |learning in the classroom. |

| |Determine where students’ interests lie and capitalize on their inquisitiveness. |

| |Refrain from having them complete more work in the same manner. |

| |Employ differentiated curriculum to keep interest high. |

| |Avoid drill and practice activities. |

| |Ask students’ higher level questions that require students to look into causes, experiences, and facts to draw a |

| |conclusion or make connections to other areas of learning. |

| |If possible, compact curriculum to allow gifted students to move more quickly through the material. |

| |Encourage students to make transformations- use a common task or item in a different way. |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| |

| |

| |Technology for the 21st Century |

| |Document Camera |

| |Achieve 3000 |

| |Google Classroom for posting surveys, exit tickets and assignments |

| | |

| | |

| | |

| |

| |

|CAREER READY PRACTICES: (Please indicate the appropriate career ready practices for this UBD Unit by highlighting select practices below) |

| |

CRP1. Act as a responsible and contributing citizen and employee

CRP2. Apply appropriate academic and technical skills

CRP3. Attend to personal health and financial well being

CRP4. Communicate clearly and effectively with reason

CRP5. Consider the environmental, social and economic impacts of decisions

CRP6. Demonstrate creativity and innovation

CRP7. Employ vail and reliable research strategies

CRP8. Utilize critical thinking to make sense of problems and preserve in solving them.

CRP9. Model Integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using global competence.

|Heredity |

|Universal Design for Learning (UDL) |Cultural Responsive Teaching |Total Participation Techniques |Academic Vocabulary |

| | | | |

|Strategies for Engagement: |Communalism – POGILS, Argumentation Sessions |Examples of Total Participation |Tier 1 |High Frequency Words |

|Big Books |Create opportunities for students to collaborate on |Techniques: | |everyday words (implicit) |

|Call and Response |activities as much as possible. |Think Pair Share | | |

|Community Circle |Reading theaters: students act as characters in a poem or |Quick Writes 1 minute essay | |Examples |

|Guided Peer Discussions |story to act out the script. |Quick Draws | |chair, bed, happy |

|Jigsaw |Listening to music: promotes the importance of bonding with|Chalkboard Splash | | |

|Oral Presentation |others |Thumbs Up When Ready | |Word Selection |

|Partner Reading |Language experience approach to reading and writing: |Processing Cards | |Use of Formative Assessment to identify |

|Vocabulary Journal |children tell their stories about their lives and languages|Similes | | |

|Visual Cue Cards |and the teacher/students dictate the experiences. |Ranking | |Examples for Teaching |

| |Interactive write: students and teachers “share the pen” as|Numbered Heads Together | |Morning Message |

|Strategies for Representation: |they write. |Vote: Thumbs Up/Down | |Word Tallies |

|Online Tools | | | |Word Wall |

|Vocabulary Preview |Movement Expressiveness |Examples of Total Participation | |Word Jar |

|Pre-teaching |Activities that include rhythmic behaviors, animated |Hold-Ups: | |Student Examples |

|Familiar Text |gestures, and stimulating, interactive learning. |Selected Response | | |

|Verbal Prompting |Readers’ theater presentations of a book. |Number Cards | | |

|Anchor Charts |Write a script and present the book as a play and integrate|True/Not True | | |

|Concept Mapping |personal and cultural experiences with the book theme. |Multiple- Choice Hold-Ups | | |

|Modeled Writing |Have students dress as a character from the book and answer|Whiteboard Hold-Ups | | |

|Shared Reading |questions from classmates. | | | |

|Think Aloud |Present a rap about book chapters, themes, and concepts. |Examples of Total Participation | | |

|Venn Diagram |Use creative music to allow students to engage their |Techniques Involving Movement: | | |

|Graphic Organizers |working memories. |Line-Ups and Inside-Outside Circles | | |

| |Prior to reading a book, using the book cover to act out |Three 3’s in a Row | | |

|Strategies for Expression: |their predictions of the book. |Networking Sessions | | |

|Multiple Choice | |Categorizing and Sorting | | |

|Peer Buddies |Orality |Appointment Agendas | | |

|White Board Responses |Combining the essential “rules” of standard written and |Bounce Cards | | |

|Guided Peer Discussions |spoken English and appreciation of our students’ dialects |Mouth It, Air-Write-it, or Show Me | | |

|Goal Setting |when teaching grammar. |Using Your Fingers | | |

|Rubric |Create activities where students can compare the speaking |Acting it Out, Role Plays, and | | |

|Self-Monitoring |styles of new reporters and music artists. |Concept Charades | | |

| |Allow students to role-play drama productions so they can |Simulations | | |

| |get used to speaking Standard English. |Cut and Pastes | | |

| |Create puppet shows and imitate superheroes (as these |TPT’s During the Read-Aloud | | |

| |heroes engage in hyper-correct Standard English). | | | |

| |Translate music into Standard English. |Total Participation Techniques for | | |

| | |Note-Taking and Concept Analysis: | | |

| |Verve |Confer, Compare, and Clarify | | |

| |The integration of communalism, movement expressiveness, |Graphic Organizers and Prepared | | |

| |and preference toward rhythmic behaviors is what creates |Packets | | |

| |the verve characteristics. |Anticipatory Guides | | |

| |Integrate hip hop music, culturally specific word games, |Picture Notes | | |

| |and multicultural poetry to enhance reading skills. |Lecture T-Chart | | |

| |Select culturally relevant books and encourage paired |The 3-Sentence Wrap-Up | | |

| |reading |A-Z Sentence Summaries | | |

| |Create culturally relevant thematic units. |Pause, Star, Rank | | |

| |Interview students and parents about cultural background |Key-Word Dance | | |

| |information and values and create thematic units |Debate Team Carousel | | |

| |surrounding cultural experiences. |Technology-Based TPT’s | | |

| |Ask questions specific to cultures and their contributions |- Blogging | | |

| |to society. |- Classroom Clickers | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | |Tier 2 |Academic Vocabulary |

| | | | |Words not in general use, not content specific |

| | | | |and appear far more in written texts than in |

| | | | |speech. |

| | | | | |

| | | | |Examples |

| | | | |Claim, evidence, reasoning, replication, |

| | | | |protein synthesis, meiosis, mutation, pedigree |

| | | | |Word Selection |

| | | | |Are critical to passage understanding |

| | | | |Necessary for conversation or written |

| | | | |expression |

| | | | | |

| | | | |Examples for Teaching |

| | | | |Introduce words during or after text |

| | | | |Student friendly definitions |

| | | | |Contextualize the words |

| | | | |Interact with word meanings |

| | | | |Provide multiple opportunities to interact |

| | | | |(examples: Description, Restate, Drawing, |

| | | | |Activities, Discussion, Games |

| | | | |Word Sorts |

| | | |Tier 3 |Domain-Specific Vocabulary |

| | | | |Words related to a specific content or field of|

| | | | |study |

| | | | |Students are likely to encounter in the future |

| | | | | |

| | | | |Examples |

| | | | |GMOs, genetic engineering, recombinant DNA, |

| | | | |phenotype, genotype, allele, heterozygous, |

| | | | |homozygous, incomplete dominance, monohybrid, |

| | | | |dihybrid, codominance, transcription, |

| | | | |translation |

| | | | |Word Selection |

| | | | |Are likely unfamiliar |

| | | | |Are easily explained to children at their level|

| | | | | |

| | | | |Examples for Teaching |

| | | | |Questioning |

| | | | |Labeling |

| | | | |Movements |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|SIOP Strategies – ELL/Bilingual Learners |Accommodations/Modifications/Gifted and Talented/Academically Talented |

|(Sheltered Instruction Observation Protocol) | |

|Word Sort |Accommodations: |

|Sentence Sort |Alternative assignments |

|Picture Sort |Substitute materials with lower reading levels |

|Think-Pair-Share |Fewer assignments |

|Team Jigsaw |Decrease length of assignments |

|Connect Two |Copy pages so students can mark on them |

|GO-GO-MO |Provide examples of correctly completed work |

|Inside Outside Circle |Early syllabus |

|TPR |Advance notice of assignments |

|Reciprocal Teaching |Tape-recorded versions of printed materials |

|Say Something |Highlight key points to remember |

|KWL Chart |Eliminate distractions by using a template to block out other items |

|Book Walk |Have student use a self-monitoring sheet |

|Cooperative Learning Strategies |Break task into smaller parts to do at different times |

|Comprehension Strategies |Use study partners whenever reading or writing is required |

|SQ3R |Secure papers to work areas with tape or magnets |

|Numbered Heads Together |Present information in multiple formats |

|Stand and Share |Use listening devices |

|Snowball Fight | |

| |Modifications: |

| |Modify the amount of work required |

| |Alter format of materials on page (font, spacing) |

| |Allow for alternate modes of responding |

| |Use alternate grading system |

| |Different test items |

| |Note different objective for specific students |

| | |

| |Gifted and Talented/Academically Talented: |

| |Encourage students to explore concepts in depth and encourage independent studies or investigations. |

| |Use thematic instruction to connect learning across the curriculum. |

| |Encourage creative expression and thinking by allowing students to choose how to approach a problem or |

| |assignment. |

| |Expand students’ time for free reading. |

| |Invite students to explore different points of view on a topic of study and compare the two. |

| |Provide learning centers where students are in charge of their learning. |

| |Brainstorm with gifted children on what types of projects they would like to explore to extend what they’re |

| |learning in the classroom. |

| |Determine where students’ interests lie and capitalize on their inquisitiveness. |

| |Refrain from having them complete more work in the same manner. |

| |Employ differentiated curriculum to keep interest high. |

| |Avoid drill and practice activities. |

| |Ask students’ higher level questions that require students to look into causes, experiences, and facts to draw a |

| |conclusion or make connections to other areas of learning. |

| |If possible, compact curriculum to allow gifted students to move more quickly through the material. |

| |Encourage students to make transformations- use a common task or item in a different way. |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| |

| |

| |Technology for the 21st Century |

| |Document Camera |

| |Achieve 3000 |

| |Google Classroom for posting surveys, exit tickets and assignments |

| | |

| |(   |

| | |

| |* |

| |HHMI resources at . |

| |

| |

|CAREER READY PRACTICES: (Please indicate the appropriate career ready practices for this UBD Unit by highlighting select practices below) |

| |

CRP1. Act as a responsible and contributing citizen and employee

CRP2. Apply appropriate academic and technical skills

CRP3. Attend to personal health and financial well being

CRP4. Communicate clearly and effectively with reason

CRP5. Consider the environmental, social and economic impacts of decisions

CRP6. Demonstrate creativity and innovation

CRP7. Employ vail and reliable research strategies

CRP8. Utilize critical thinking to make sense of problems and preserve in solving them.

CRP9. Model Integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using global competence

|Molecules to Cells |

|Universal Design for Learning (UDL) |Cultural Responsive Teaching |Total Participation Techniques |Academic Vocabulary |

| | | | |

|Strategies for Engagement: |Communalism – POGILS, Argumentation Sessions |Examples of Total Participation |Tier 1 |High Frequency Words |

|Big Books |Create opportunities for students to collaborate on |Techniques: | |everyday words (implicit) |

|Call and Response |activities as much as possible. |Think Pair Share | | |

|Community Circle |Reading theaters: students act as characters in a poem or |Quick Writes 1 minute essay | |Examples |

|Guided Peer Discussions |story to act out the script. |Quick Draws | |chair, bed, happy |

|Jigsaw |Listening to music: promotes the importance of bonding with|Chalkboard Splash | | |

|Oral Presentation |others |Thumbs Up When Ready | |Word Selection |

|Partner Reading |Language experience approach to reading and writing: |Processing Cards | |Use of Formative Assessment to identify |

|Vocabulary Journal |children tell their stories about their lives and languages|Similes | | |

|Visual Cue Cards |and the teacher/students dictate the experiences. |Ranking | |Examples for Teaching |

| |Interactive write: students and teachers “share the pen” as|Numbered Heads Together | |Morning Message |

|Strategies for Representation: |they write. |Vote: Thumbs Up/Down | |Word Tallies |

|Online Tools | | | |Word Wall |

|Vocabulary Preview |Movement Expressiveness |Examples of Total Participation | |Word Jar |

|Pre-teaching |Activities that include rhythmic behaviors, animated |Hold-Ups: | |Student Examples |

|Familiar Text |gestures, and stimulating, interactive learning. |Selected Response | | |

|Verbal Prompting |Readers’ theater presentations of a book. |Number Cards | | |

|Anchor Charts |Write a script and present the book as a play and integrate|True/Not True | | |

|Concept Mapping |personal and cultural experiences with the book theme. |Multiple- Choice Hold-Ups | | |

|Modeled Writing |Have students dress as a character from the book and answer|Whiteboard Hold-Ups | | |

|Shared Reading |questions from classmates. | | | |

|Think Aloud |Present a rap about book chapters, themes, and concepts. |Examples of Total Participation | | |

|Venn Diagram |Use creative music to allow students to engage their |Techniques Involving Movement: | | |

|Graphic Organizers |working memories. |Line-Ups and Inside-Outside Circles | | |

| |Prior to reading a book, using the book cover to act out |Three 3’s in a Row | | |

|Strategies for Expression: |their predictions of the book. |Networking Sessions | | |

|Multiple Choice | |Categorizing and Sorting | | |

|Peer Buddies |Orality |Appointment Agendas | | |

|White Board Responses |Combining the essential “rules” of standard written and |Bounce Cards | | |

|Guided Peer Discussions |spoken English and appreciation of our students’ dialects |Mouth It, Air-Write-it, or Show Me | | |

|Goal Setting |when teaching grammar. |Using Your Fingers | | |

|Rubric |Create activities where students can compare the speaking |Acting it Out, Role Plays, and | | |

|Self-Monitoring |styles of new reporters and music artists. |Concept Charades | | |

| |Allow students to role-play drama productions so they can |Simulations | | |

| |get used to speaking Standard English. |Cut and Pastes | | |

| |Create puppet shows and imitate superheroes (as these |TPT’s During the Read-Aloud | | |

| |heroes engage in hyper-correct Standard English). | | | |

| |Translate music into Standard English. |Total Participation Techniques for | | |

| | |Note-Taking and Concept Analysis: | | |

| |Verve |Confer, Compare, and Clarify | | |

| |The integration of communalism, movement expressiveness, |Graphic Organizers and Prepared | | |

| |and preference toward rhythmic behaviors is what creates |Packets | | |

| |the verve characteristics. |Anticipatory Guides | | |

| |Integrate hip hop music, culturally specific word games, |Picture Notes | | |

| |and multicultural poetry to enhance reading skills. |Lecture T-Chart | | |

| |Select culturally relevant books and encourage paired |The 3-Sentence Wrap-Up | | |

| |reading |A-Z Sentence Summaries | | |

| |Create culturally relevant thematic units. |Pause, Star, Rank | | |

| |Interview students and parents about cultural background |Key-Word Dance | | |

| |information and values and create thematic units |Debate Team Carousel | | |

| |surrounding cultural experiences. |Technology-Based TPT’s | | |

| |Ask questions specific to cultures and their contributions |- Blogging | | |

| |to society. |- Classroom Clickers | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | |Tier 2 |Academic Vocabulary |

| | | | |Words not in general use, not content specific |

| | | | |and appear far more in written texts than in |

| | | | |speech. |

| | | | | |

| | | | |Examples |

| | | | |Claim, evidence, reasoning, evolution, |

| | | | |Word Selection |

| | | | |Are critical to passage understanding |

| | | | |Necessary for conversation or written |

| | | | |expression |

| | | | | |

| | | | |Examples for Teaching |

| | | | |Introduce words during or after text |

| | | | |Student friendly definitions |

| | | | |Contextualize the words |

| | | | |Interact with word meanings |

| | | | |Provide multiple opportunities to interact |

| | | | |(examples: Description, Restate, Drawing, |

| | | | |Activities, Discussion, Games |

| | | | |Word Sorts |

| | | |Tier 3 |Domain-Specific Vocabulary |

| | | | |Words related to a specific content or field of|

| | | | |study |

| | | | |Students are likely to encounter in the future |

| | | | | |

| | | | |Examples |

| | | | |Eukaryotic, prokaryotic, osmosis, active |

| | | | |transport, facilitated diffusion, mitosis, |

| | | | |differentiation,enzymes, substrates, active |

| | | | |site, |

| | | | |Word Selection |

| | | | |Are likely unfamiliar |

| | | | |Are easily explained to children at their level|

| | | | | |

| | | | |Examples for Teaching |

| | | | |Questioning |

| | | | |Labeling |

| | | | |Movements |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|SIOP Strategies – ELL/Bilingual Learners |Accommodations/Modifications/Gifted and Talented/Academically Talented |

|(Sheltered Instruction Observation Protocol) | |

|Word Sort |Accommodations: |

|Sentence Sort |Alternative assignments |

|Picture Sort |Substitute materials with lower reading levels |

|Think-Pair-Share |Fewer assignments |

|Team Jigsaw |Decrease length of assignments |

|Connect Two |Copy pages so students can mark on them |

|GO-GO-MO |Provide examples of correctly completed work |

|Inside Outside Circle |Early syllabus |

|TPR |Advance notice of assignments |

|Reciprocal Teaching |Tape-recorded versions of printed materials |

|Say Something |Highlight key points to remember |

|KWL Chart |Eliminate distractions by using a template to block out other items |

|Book Walk |Have student use a self-monitoring sheet |

|Cooperative Learning Strategies |Break task into smaller parts to do at different times |

|Comprehension Strategies |Use study partners whenever reading or writing is required |

|SQ3R |Secure papers to work areas with tape or magnets |

|Numbered Heads Together |Present information in multiple formats |

|Stand and Share |Use listening devices |

|Snowball Fight | |

| |Modifications: |

| |Modify the amount of work required |

| |Alter format of materials on page (font, spacing) |

| |Allow for alternate modes of responding |

| |Use alternate grading system |

| |Different test items |

| |Note different objective for specific students |

| | |

| |Gifted and Talented/Academically Talented: |

| |Encourage students to explore concepts in depth and encourage independent studies or investigations. |

| |Use thematic instruction to connect learning across the curriculum. |

| |Encourage creative expression and thinking by allowing students to choose how to approach a problem or |

| |assignment. |

| |Expand students’ time for free reading. |

| |Invite students to explore different points of view on a topic of study and compare the two. |

| |Provide learning centers where students are in charge of their learning. |

| |Brainstorm with gifted children on what types of projects they would like to explore to extend what they’re |

| |learning in the classroom. |

| |Determine where students’ interests lie and capitalize on their inquisitiveness. |

| |Refrain from having them complete more work in the same manner. |

| |Employ differentiated curriculum to keep interest high. |

| |Avoid drill and practice activities. |

| |Ask students’ higher level questions that require students to look into causes, experiences, and facts to draw a |

| |conclusion or make connections to other areas of learning. |

| |If possible, compact curriculum to allow gifted students to move more quickly through the material. |

| |Encourage students to make transformations- use a common task or item in a different way. |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| |

| |

| |Technology for the 21st Century |

| |Document Camera |

| |Achieve 3000 |

| |Google Classroom for posting surveys, exit tickets and assignments |

| | |

| |Amoeba Sisters Youtube videos |

| |HHMI resources at . |

| | |

| |

| |

|CAREER READY PRACTICES: (Please indicate the appropriate career ready practices for this UBD Unit by highlighting select practices below) |

| |

CRP1. Act as a responsible and contributing citizen and employee

CRP2. Apply appropriate academic and technical skills

CRP3. Attend to personal health and financial well being

CRP4. Communicate clearly and effectively with reason

CRP5. Consider the environmental, social and economic impacts of decisions

CRP6. Demonstrate creativity and innovation

CRP7. Employ vail and reliable research strategies

CRP8. Utilize critical thinking to make sense of problems and preserve in solving them.

CRP9. Model Integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using global competence.

-----------------------

8.1 Educational Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge.

8.2 Technology Education, Engineering, Design and Computational Thinking - Programming 

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

8.1 Educational Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge.

8.2 Technology Education, Engineering, Design and Computational Thinking - Programming 

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

8.1 Educational Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge.

8.2 Technology Education, Engineering, Design and Computational Thinking - Programming 

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Lab 9: How Do Changes in the Amount and Nature of the Plant Life Available in an Ecosystem Influence Herbivore Population Over Time? From Argument Driven Inquiry

Islands in the Sky Elaborate activity, BSCS , p. 781-790

8.1 Educational Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge.

8.2 Technology Education, Engineering, Design and Computational Thinking - Programming 

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Why do temperature and light intensity affect the rate of photosynthesis in plants?

8.1 Educational Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge.

8.2 Technology Education, Engineering, Design and Computational Thinking - Programming 

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

8.1 Educational Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge.

8.2 Technology Education, Engineering, Design and Computational Thinking - Programming [pic]#%&,.NO^vw~€“”– ­®°²³ÍÎïÞÍﵨ›Ž?tg?gt›g?Z?g?O?OhÜÔhhB*[pic]phhÜÔh¯OÂ5?B*[pic]phhÜÔhh

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Non- Mendelian Inheritance Patterns

X-Linked, DiHybrid, Multiple Alleles, Polygenic Inheritance

Genetic Technology

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download