Unit: 1



|Unit: 1 |Time Allocations |

|Nature of Science | |

|Biomolecules | |

| |6 Lessons (90-minutes each) |

|Unit Objectives |

|Laboratory Safety – Students learn the basics of laboratory safety including: the location of safety equipment in the laboratory, |

|the importance of safety goggles, and the proper procedures for dealing with laboratory accidents. |

|The nature of science – Students learn the basics of conducting scientific investigations including: asking a question, making |

|observations, forming a hypothesis, designing an experiment, collecting data, analyzing results and forming conclusions |

|Biomolecules – Students compare and contrast the structure and function of the different types of biomolecules: carbohydrates, |

|lipids, proteins, and nucleic acids. Students also analyze how simple organic molecules first formed and how they are organized |

|into complex molecules |

|TEKS/SEs – STAAR Assessed Items |

|BIOL.1A Demonstrate safe practices during laboratory and field investigations. |

|BIOL.1B Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. |

|BIOL.2E Plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating |

|testable hypotheses, and selecting equipment and technology. |

|BIOL.2F Collect and organize qualitative and quantitative data, and make measurements with accuracy and precision. |

|BIOL.2G Analyze, evaluate, make inferences, and predict trends from data. |

|BIOL.2H Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic |

|organizers, journals, summaries, oral reports, and technology-based reports. |

|BIOL.3B Communicate and apply scientific information extracted from various sources such as current events, news reports, published|

|journal articles and marketing materials. |

|BIOL.3E Evaluate models according to their limitations in representing biological objects or events. |

|BIOL.3F Research and describe the history of biology and contributions of scientists. |

|BIOL.9A Compare the structures and functions of different types of biomolecules including carbohydrates, lipids, proteins, and |

|nucleic acids. |

|BIOL.9D Analyze and evaluate the evidence regarding formation of simple organic molecules and their organization into long complex |

|molecules having information such as the DNA molecule for self-replicating life. |

|Key Concepts |

|• biomolecule • structure • function |

|Key Skills |

|• demonstrating safe practices • observing • making inferences • evaluating models |

|• planning and implementing investigative procedures • collecting and analyzing data |

| |

| |

|Academic Vocabulary |

|• molecule • protein • compound • carbohydrate • structure • function • organic • enzyme |

|Content-Specific Vocabulary |

|• biomolecule • amino acid • nucleic acid • lipid • polymer • fatty acid • monomer |

|• peptide bond |

|Essential Understandings / Guiding Questions |

|• The structures of the four principle types of biomolecules that make up living things help determine their properties and |

|functions. |

|1. What are the different types of biomolecules? |

|2. How do simple organic molecules form into complex molecules? |

|3. Why is the structure of a biomolecule important to its function? |

|Assessment Connections |

|• Use formative assessments throughout the lesson cycle to evaluate students’ progress. This can also be part of the 5E lesson |

|cycle as the Evaluate section. See “Graphic Organizers” in the Instructional Strategies/Activities section. |

|• Performance Expectation – At the end of this unit, students will identify the structure and function of biomolecules by comparing|

|and contrasting carbohydrates, lipids, proteins, and nucleic acids. |

|• Formative Assessment – Biomolecule Comparison: Students create a graphic organizer to compare and contrast the four biomolecules.|

| |

|• STAAR Sample Item Question #3 (A) (B.9A) |

|Instructional Strategies / Activities |

|Lesson 1: |

|1. Diagnostic test: establish student current level of knowledge to determine needed instruction |

|2. Laboratory safety activity: Students will be divided into groups and each group is given a certain laboratory safety topics to |

|draw two pictures: Correct lab safety technique and incorrect lab safety technique. Students will present their work. |

|3. Lab safety Video |

|3. Laboratory safety quiz |

| |

|Lesson 2: |

|1. LTF lab – begin group work and development of collaborative skills. Problem solving skills in addition to the use of basic |

|laboratory measurement techniques. Introduction to the scientific method. |

|2. Activity to introduce and/or reinforce basic graphing skills. Students will examine different graphs to determine strengths and |

|weaknesses. Students will develop their own graphs based on prepared data and then graph their results from the “Vitruvian Man |

|Lab” |

| |

|Lesson 3: |

|1. Discuss laboratory safety as review |

|2. Microscope activity: basic use of the Frey Microscope including setup, use and shutdown procedures |

|3. Class Notes: Chapter 2.1 – Cornell Style notes with student interaction and engagement using Senteo clickers and direct question|

|/ answer |

| |

|Lesson 4: |

|Organic Molecules Graphic Organizer – visual representation of the four major groups of macromolecules. |

|2.Activity- Hands on Macromolecules Manipulatives |

|3. LTF Lab to engage students in the everyday nature of macromolecules |

|4. Quiz on Macromolecules |

| |

|Lesson 5: |

|1. Lab “Enzymes” showing the nature of how enzymes lower the activation energy of reactions. Reinforcing proper lab technique and |

|graphing skills. (TEKS B1A, 1B, 2E, 2F,2G,2H) |

|2.Hands on understanding how Enzymes work activity |

|3.Quiz on Enzymes |

| |

|Lesson 6: |

|1. Summative Assessment |

|Nature of Science, Laboratory Safety, Biomolecules |

| |

|Summative Assessment |

|Test: Biomolecules |

|Test: Cycle 1 Common Assessment |

|Resources |

|Adopted Instructional Materials |

| |

|• Prentice Hall Biology, Miller & Levine, Texas Edition, 2004. p. 44-48 (molecular structure of biomolecules) p. 202-203 (ATP, |

|chemical energy) p. 972-973 (biomolecules as nutrients) |

| |

|• Laying the Foundation in Biology, Lesson 5: “McMush” |

|• Laying the Foundation in Biology, Lesson 24: “Protein Properties: |

|• Lab: Enzyme Activity |

| |

|Unit: 2 |Time Allocations |

|Matter and Energy Flow in Ecosystems Variations and Adaptations | |

|in Ecosystems | |

|Ecosystem Relationships | |

| |7 Lessons (90-minutes each) |

|Unit Objectives |

|Matter and Energy Flow in Ecosystems – Students analyze matter and energy flow through various cycles and through different trophic|

|levels between organisms and their environment. |

|Variations and Adaptations in Ecosystems – Students compare variations and adaptations of organisms that help them grow, reproduce,|

|and survive in different ecosystems. |

|TEKS/SEs – STAAR Assessed Items |

|BIOL.2E Plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating |

|testable hypotheses, and selecting equipment and technology. |

|BIOL.2F Collect and organize qualitative and quantitative data, and make measurements with accuracy and precision. |

|BIOL.2G Analyze, evaluate, make inferences, and predict trends from data. |

|BIOL.2H Communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic |

|organizers, journals, summaries, oral reports, and technology-based reports. |

|BIOL.11D Describe how events and processes that occur during ecological succession can change populations and species diversity. |

|BIOL.12A Interpret relationships including predation, parasitism, commensalism, mutualism, and competition among organisms. |

|BIOL.12B Compare variations and adaptations of organisms in different ecosystems. |

|BIOL.12C Analyze the flow of matter and energy through trophic levels using various models including food chains, food webs, and |

|ecological pyramids. |

|BIOL.12D Recognize that long-term survival of species is dependent on changing resource bases that are limited. |

|BIOL.12E Describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these |

|cycles. |

|BIOL.12F Describe how environmental change can impact ecosystem stability |

|Key Concepts |

|• energy flow • cycle • trophic level • variation • adaptation • succession • interaction |

|• predation • symbiosis • relationship • competition |

|Key Skills |

|• observing • making inferences • collecting and analyzing data • communicating valid conclusions • planning and implementing |

|Academic Vocabulary |

|• food chain • food web • matter • cycle • legume • carbon • nitrogen • producer |

|• consumer • decomposer • variation • adaptation • diversity • resource • succession |

|• equilibrium • interaction • interdependence • competition • relationship • predator • prey • host |

|Content-Specific Vocabulary |

|• trophic level • nitrogen fixation • carbon cycle • nitrogen cycle • ecosystem |

|• assimilate • law of conservation of energy • ecological pyramid • autotroph |

|• heterotroph • biomass • primary succession • secondary succession • climax community |

|• pioneer species • limiting factor • tolerance • symbiosis • parasitism • commensalism • mutualism • niche • limiting factor • |

|predation |

|Essential Understandings / Guiding Questions |

|• Energy and matter flow through various cycles and through different trophic levels between organisms and their environment. |

| |

|1. What are the different trophic levels and how do they relate to energy flow in an ecosystem? |

|2. Through which cycles do energy and matter flow? |

|3. Why does the flow of energy and matter impact organisms at each trophic level? |

|• Variations and adaptations exist in plants and animals of different ecosystems. |

| |

|1. What variations are there between species in an ecosystem? |

|2. How does evolutionary adaptation enhance species’ ability to survive and reproduce in specific environments? |

|3. Why are organisms able to tolerate changes in their environments and how does this affect their ability to survive? |

| |

|• Interactions and interdependence of organisms such as predation, competition, and symbiotic relationships occur in an ecosystem. |

| |

|1. What are the various relationships that occur among organisms in an ecosystem? |

|2. Why are these relationships important to the overall health of an ecosystem? |

|Assessment Connections – |

|• Performance Expectation – Through the use of models, such as food chains, food webs, and ecological pyramids, students will |

|analyze the flow of matter and energy through different trophic levels. |

|• Formative Assessment – Biome Travel Brochure Students use food chains and ecological pyramids to explain interactions, energy, |

|and matter transfer in a selected biome and present their travel brochures to the class. |

|• STAAR Sample Item Question #12 (B) (B.12C) |

|• Performance Expectation – Students will compare variations and adaptations of organisms that help them survive in specific |

|environments. Students will describe events and processes of succession and changing resources that affect populations. |

|• Formative Assessment – Bizarre Biome Project Students work in small groups to create bizarre biomes, and create a plant and an |

|animal that each has characteristics which will allow that organism to survive in the conditions described. |

|• Formative Assessment – Students work in small groups to gather information and design a presentation (e.g. poster, skit, or |

|model) and write a brief paragraph to be presented to the class as a whole. Its purpose is to review succession and broaden |

|students' views of succession in one ecosystem (the temperate forest) to other ecosystems such as the coral reef or a pond. |

|• Performance Expectation – Students will create a visual representation that interprets the relationships among organisms |

|including predation, competition, and symbiosis. |

|• Formative Assessment – |

|• Students create Frayer Models for predation, commensalism, parasitism, mutualism, and competition. |

|• Have students watch a clip from the movie Avatar and identify examples of predation, commensalism, mutualism, and competition. |

|• Students could create an imaginary community on a distant planet and identify the interactions found on this planet. |

|• STAAR Sample Item Question #11 (B) (B.12A) |

| |

|Instructional Strategies / Activities / Lessons |

|Lesson 1: |

|1. Notes Chapter 3 – Cornell Style notes with student interaction and engagement using |

|2. Lab: Rhizobium – Nitrogen Cycle |

|Student designed lab, inquiry based, student centered |

|3.Assign Ecology Project |

|4. HW: Read Chapter 4 |

| |

|Lesson 2: |

|1. Lab: Rhizobium – Nitrogen Cycle continued |

|2. Quiz: Chapter 3 |

|3. Food Web – build a food web using information about organisms and their relationships provided by the instructor |

|4. Students explain their food chain and food web to show understanding of how to read these diagrams. |

| |

|Lesson 3: |

|1. Notes Chapter 4 - Cornell Style notes with student interaction and engagement using |

|2. Lab: Acid Rain Lab – Human Impact on the Environment |

|3. Ecological Pyramid – Create 3-D ecological pyramid foldable (energy, biomass, numbers) |

|5. HW: Read Chapter 5 |

| |

|Lesson 4: |

|1. Quiz on Chapter 4 |

|2. Notes Chapter 5 - Cornell Style notes with student interaction and engagement using |

|3. Pre Lab: Deer/Wolf – predator / prey simulation lab |

|4. HW: Read Chapter 6 |

| |

|Lesson 5: |

|1. Notes Chapter 6 - Cornell Style notes with student interaction and engagement using |

|2. Life in a Freezer, David Attenborough, BBC Video |

|3. Quiz on Chapter 5 |

|4. Discussion of adaptations in various biomes |

| |

|Lesson 6: |

|Ecology Project Presentations – Students present assigned topics with a variety of mixed media presentations (PowerPoint, music, |

|3-D models, etc.) |

|Students show their understanding of ecology and are asked critical thinking question about current event pertaining to ecology |

|today |

| |

|Lesson 7: |

|Cycle 1 Assessment |

|Summative Assessment |

|Cycle Assessment |

|Resources |

|• District-wide resource: Prentice Hall Biology, Miller & Levine, Texas Edition, 2004. |

|• Effect of Temperature on ColdBlooded Organisms Experiment 23A (Biology with Calculators by S. Holman, Vernier Software, 2000) |

|• Prentice Hall Biology, Miller & Levine, Texas Edition, 2004. p. 98-104 (terrestrial biomes) p. 106-112 (aquatic biomes) p. 90-93 |

|(symbiotic relationships) |

|• Prentice Hall Biology, Miller & Levine, Texas Edition, 2004. p. 74-80 (cycles) p. 70-73 (energy flow) |

|• District-wide resource: Prentice Hall Biology, Miller & Levine, Texas Edition, 2004. |

|• Laying the Foundation in Biology, Lesson 27: “Life in the Cold: Investigating Survival Strategies and Adaptations” |

|• “Comparing the Adaptations of Organisms in Different Ecosystems” from |

| |

|Supporting Resources |

|• Background Knowledge for Teacher |

|• Introduction to Adaptations – |

| |

|Teacher Notes |

|• Life in the Freezer, David Attenborough, BBC Video, 1993. |

|• Adaptations in Various Biomes – Card Sort and Concept Map |

|• Penguin Adaptations Activity |

|• Hollingsworth Science Center specimen requisition form Live |

|Specimen Requisition Form |

| |

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