Unit: 1 - Houston Independent School District
|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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