Curriculum and Instruction – Office of Science--Biology



Purpose of Science Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025.? It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides? suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.?The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice.? In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards.? Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices.? However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable.? We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.??Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities). The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows:Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)2365375105219500To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.Science Curriculum Maps OverviewThe science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices) At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school. At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes. How to Use the Science Curriculum MapsTennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.State StandardEmbedded StandardOutcomesResourcesConnectionsStandard 5 - Biodiversity and Change – 2 WeeksCLE 3210. 5.5 Explain how evolution contributes to the amount of biodiversity.CLE 3210.5.6 Explore the evolutionary basis of modern classification systems.Scaffolded (Unpacked) Ideas1. Current estimates place the number of different species of living things (biodiversity) that have been named at 1.8 million, most of which are microorganisms and tiny invertebrates.2. Biological evolution accounts for the millions of different species of plants, animals, and microorganisms developed through gradual processes over more than 3.5 billion years of change.3. A large amount of biodiversity increases the chance that at least some living things will survive if large changes occur in the environment.4. In biology, taxonomy is the science of classifying organisms into groups.5. The Linnaean system of classification introduced in 1735, continues to provide the basic hierarchical framework for grouping and naming organisms.While external differences among living forms exist, evidence for the unity of all life forms appears through an analysis of their internal structures, biochemical similarities, and the evidence for common ancestry.6. Modern classification systems group organisms into a hierarchy of categories partly according to their evolutionary branching pattern and partly by their overall anatomical similarity.7. A species is the fundamental unit of classification and in sexually reproducing is traditionally considered to consist of all organisms that can mate with one another to produce fertile offspring.8. Classification keys are human-made tools generally found in field guides that are used to identify unknown organisms based on their observable features.9. Dichotomous keys are constructed of contrasting pairs of statements.10. A key is an identification tool that is different from a phylogenetic diagram (cladogram) that illustrates accepted evolutionary or ancestral relationships among closely related organisms.CLE3210.Inq. 5 – Compare experimental evidence and conclusions with those drawn by others about the same testable question.Describe the relationship between the amount of biodiversity and the ability of a population to adapt to a changing environment.Explore the evolutionary basis of modern classification systems.Use a dichotomous key to identify an unknown organism.Recognize the relationship between form and function in living things.Infer relatedness among different organisms using modern classification systemsGlencoe – Organizing Life’s Diversity Chapter 1717.1 – The History of Classification17.2 – Modern Classification17.3 – Domains and KingdomsInvestigationsLaunch Lab – How can desert organisms be grouped? p. 483Mini Lab 17.1 – “Develop a Dichotomous Key” TE p. 488Data Analysis Lab 17.1-“Draw a Conclusion” p. 494Mini Lab 17.3 – Compare BacteriaBioLab – How Can Organisms Be Grouped on a Cladogram? p. 505 Assessment Practice pp. 510-511Prentice Hall- Classification – Chapter 18 18.1 – Building Order in Diversity18.2 – Modern Evolutionary Classification18.3 – Kingdoms and DomainsInvestigationsEngage/Explore – Inquiry Activity p. 446Quick Lab – How is a cladogram constructed? p453Demo:- Which Similarities are Most Important p. 451 Real-World Lab – Classifying Organisms Using Dichotomous Keys – pp. 462-463 Test Prep p. 467 Fossils Activity – Becoming Human - - – cbn-5181Domains – cbn-5183Academic VocabularyClassification, taxonomy, binomial nomenclature, taxon, genus, family, order, class, phylum, division, kingdom, domain, phylogeny, character, molecular clock, cladistics, cladogram, archaea, protest, fungusPerformance TasksThe Six KingdomsStudents will construct a graphic organizer to help organize information about the six kingdoms.ClassificationStudents will imagine that they are Linnaeus and write a report using his system to classify everything they see in one day.DomainsStudents will write a short summary of similarities and differences between organisms in the Domain Bacteria and Domain Archaea.DNA Bar CodesStudents will read the article on p. 504. Students will think and record three ways that UPC codes could be used in biology.Constructing ChartStudents will draw a cladogram of a manufactured item, such as an automobile or a household item that has changed over the years. Students will label derived characters that appeared as new models arose.Standard 1 - Cells – 3 WeeksCLE 3210.1.2 Distinguish among the structure and function of the four major organic macromolecules found in living things.CLE 3210.1.3 Describe how enzymes regulate chemical reactions in the body.Scaffolded (Unpacked) Ideas1. Cells are comprised of a small number of chemical elements mainly carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur.2. The chemical composition and shape of different macromolecules determine their role in the cell.3. Cells function at their best within a narrow range of temperature and pH.4. Chemical reactions in cells are regulated by proteins, called enzymes.CLE 3210.Inq.3 Use appropriate tools and technology to collect precise and accurate data. CLE 3210.Inq.4 Apply qualitative and quantitative measures to analyze data and draw conclusions that are free of bias.CLE 3210.Inq.6 Communicate and defend scientific findings. Describe the structure and function of lipids, carbohydrates, and proteins. Conduct tests to detect the presence of proteins, carbohydrates, and lipids.Design a model that illustrates enzymes functions.Glencoe - Chemistry in Biology – Chapter 6 6.1 – Atoms, Elements, and Compounds6.2 – Chemical Reactions6.3 – Water and Solutions6.4 – Building Blocks of LifeInvestigationsLaunch Lab – How does the nutrient content of foods compare? P. 147Mini Lab – Test for Simple Sugars – p. 154Mini Lab – Investigate Enzymatic Browning – p. 159Data Analysis Lab – Recognize Cause and Effect – p. 165Data Analysis Lab – Interpret the Data – p. 169Bio Lab – What Factors Affect An Enzyme Reaction? – 173Data Analysis Lab p.164Data Analysis Lab p.169Quizlet-Macromolecules Activity and Notes - Types of Proteins in Biology - - - - Practice – Students will balance chemical equations – p. 157Assessment Practice – pp. 178-179Prentice Hall - The Chemistry of Life Chapter 2 2.1 – The Nature of Matter2.2 – Properties of Water2.3 – Carbon Compounds2.4 – Chemical Reactions and EnzymesInvestigationsEngage/Explore – Inquiry Activity – p. 34Demonstration – Solutions and Suspensions p. 41Quick Lab – Are foods acidic or basic? – p. 42Carbohydrates p. 45Analyzing Data – How Does pH Affect an Enzyme? – p. 51Design an Experiment – Investigating the Effect of Temperature on Enzyme Activity – pp. 54-55Properties of Biomolecules Learning Activity: Classes of Biomolecules Animation ResourcesInvite a dietician to address the class about why some fats are an important part of a healthy diet and why foods with a high fat content should be avoided. Ask the speaker to explain which fats are harmful and which common foods have a high content of harmful fats. Make sure that students ask about saturated, unsaturated, and polyunsaturated fats in foods.Assessment Prep p. 59Academic VocabularyMacromolecules, carbohydrates, lipids, proteins, nucleic acids, polymer, amino acids, nucleotide, enzymes, proteins, catalystsPerformance TasksMacromoleculesStudents will construct a graphic organizer that defines and gives examples of the four types of macromolecules: CarbohydratesProteinsLipidsNucleic AcidsWater Tell students that water is vital to life on Earth. There are many literary references to water in poetry and prose. Have students research at least one literary reference to water that can relate to one of its properties learned in this lesson. Students will describe the literary reference in a short paragraph and explain how it relates to what they have learned about the properties of water.Disease Due to Lack of ProteinStudents will research one of the disease caused by a lack of protein in the diet (eg., kwashiorkor, hemoglobinopathies, marasmus, diabetes) and write a report that includes symptoms, regions of the world where the disease is common, and ways in which the lack of dietary protein might be remedied. Students will report their findings to the class.In the Field – pH and AlkalinityStudents will read the article on page 172. Students will research water quality and testing issues for the Gulf Coast in the wake of hurricanes Katrina and Rita. Students will prepare a report that explains the water-quality problems caused by the hurricanes and what solutions were developed by the crisis management team.Health ScienceStudents will list foods that contain high amounts of protein, such as meats, fish, dairy products, and beans. Students are to determine why is important to have an adequate amount of protein for a healthy diet and why one group of compounds have so many different functionsPolymerStudents will write a paragraph that includes the following: (a) brief explanation of a polymer, (b) a description of the four major classes of organic compounds found in living things, (c) a description of how theses organic compounds are used by the human body.Creative WritingAt a yearly convention, individual atoms describe their recent experience. Assume you are an oxygen atom that began the year in an O2 molecule, and then spent time in a water molecule, in a hydroxide ion, and in carbonic acid. Write a speech describing the chemical reactions you experienced and the other molecules you met along the way. Standard 1 - Cells – 4 WeeksCLE 3210.1.1 Compare the structure and function of cellular organelles in both prokaryotic and eukaryotic cells.CLE 3210.1.5 Compare different models to explain the movement of materials into and out of cells.Scaffolded (Unpacked) Ideas1. All living things are composed of cells with structures that carry out particular functions.2. Cells have specialized organelles that transport materials, regulate energy use, build protein chains, eliminate waste, transmit information, and move.3. In addition to cell functions that are common to all cells, some cells perform unique functions.4. Cells that lack a membrane-bound nucleus are called prokaryotes.5. Eukaryotic cells contain organelles and a distinct nucleus.CLE 3210.Inq.3 Use appropriate tools and technology to collect precise and accurate data. CLE 3210.Inq.4 Apply qualitative and quantitative measures to analyze data and draw conclusions that are free of bias.CLE 3210.Inq.6 Communicate and defend scientific findings. Investigate cells using a compound microscope.Construct a model of a prokaryotic or eukaryotic cell.Design and conduct an experiment to investigate the effect of various solute concentrations on water movement in cells.Analyze experimental data to distinguish between active and passive pare different models to explain the movement of materials into and out of cells.Design and conduct an experiment to discover how cell size and shape affect the rate of diffusion into a cell.Predict the movement of water and other molecules across selectively permeable membranes.ConstructGlencoe –Cellular Structure and Function- Chapter 7 7.1 – Cell Discovery and Theory7.2 – The Plasma Membrane7.3 – Structures and OrganellesInvestigationsLaunch Lab – What is a Cell? P. 181Min-Lab – Discover Cells – p. 184Data Analysis – Interpret the Diagram - p. 189Data Analysis – Interpret the Data - p. 194Mini Lab – Investigate Osmosis – p. 203Bio Lab – Which Substance Will Pass Through a Selectively Permeable Membrane? - p. 209Diffusion and Osmosis Lab Bench Alive – and Organelles Practice Junction Cell Unit Movement of Water vs. Passive Transport Practice pp. 214-215Prentice Hall –Cell Structure and Function - Chapter 77.1 – Life is Cellular7.2 – Eukaryotic Cell Structures7.3 – Cell Boundaries7.4 – The Diversity of Cellular Life InvestigationsEngage/Explore – Inquiry Lab - p 168Quick Lab – How can you make a model of a cell?- p. 181Demonstration – Selective Permeability – p. 185Quick Lab – How can you model permeability in cells? – p. 187Analyzing Data – Crossing the Membrane – p. 188Exploration – Investigating Cell Structures and Processes pp. 194-195Cell Theory – cbn-3071Cell Structure Activity – cbp-3072Cell Membranes – cbn-3073Diffusion Activity –cbn-3073Active Transport Activity – cbp – 3076Assessment Prep - p. 199Academic VocabularyCells, cell theory, plasma membrane, organelles, eukaryotic cells, prokaryotic cells, nucleus, selective permeability, phospholipid bilayer, transport protein, fluid mosaic model, cytoplasm, cytoskeleton, ribosome, nucleolus, endoplasmic reticulum, Golgi Apparatus, vacuole, lysosome, centriole, mitochondria, chloroplast, cell wall, cilium, flagellum, active transport, concentration gradient, diffusion, facilitated diffusion, homeostasis, hypotonic, hypertonic, isotonic, selectively permeable membrane, transport protein, chromosomes, chromatinPerformance TasksStudents will construct a graphic organizer that gives the name and function of the various organelles found in prokaryotic and eukaryotic cells.Vitamin CStudents will write a brief report on vitamin C (ascorbic acid). After researching the information, students will answer the following question and explain why. Do you think vitamin C can enter the cell? Explain.Creative Writing – The NucleusIn groups of three, have students write and enact a play about the role of the nucleus. For example, one student can play the nucleus, directing the other students who are playing organelles to do specific tasks. Encourage students dramatize what might happen if the nucleus became damaged or removed.Isotonic vs HypotonicStudents will write a poem about a cell that is first in an isotonic solution and then in a hypotonic solutions. The cell may be either a plant or animal cell.Sports DrinksStudents will research the benefits of sports drinks-flavored electrolyte solutions that athletes drink during or after exercise instead of water. Students will write an argument to answer the following question – Is there any danger in consuming sports drinks even when you have not exercised?Types of SolutionsStudents will construct a graphic organizer that defines and illustrates the three types of solutions:HypotonicHypertonicIsotonic New Discoveries Students will research a new discovery relating to the cell or its structures. Students should include the name of the scientist(s) responsible for the discovery. Students will present their finding to the class in the form of an oral report. Prepare to Debate One day, unicellular organisms got tired of being referred to as simple organisms by the multicellular organisms. They felt that they should be recognized as complex individuals and challenged the multicellular organism, what arguments would you use to defend your position? Present your argument to the class. TOOLBOXUnit 2.1 Principles of Evolution and ClassificationPlansThey’re More Evolved That WayExamining How the Latest Theories on Human Evolution Might Impact Historical Understanding collect, analyze, and interpret information about objects in order to classify them into a cladogram. 2.1 Principles of Evolution and ClassificationBackground for TeachersAn Introduction to Evolution-- Biological evolution, simply put, is descent with modification. variation is the raw material of evolution. Without genetic variation, a population cannot evolve in response to changing environmental variables and, as a result, may face an increased risk of extinction. presentation on Evolution and TaxonomyEvolution Information for teachers from the NSTA 2.1 Principles of Evolution and ClassificationStudent ActivitiesHumans Have Spread Globally, and Evolved Locally” (: A Lesson on Classification -- Taxonomy----- Key on Norms --- 2.1 Principles of Evolution and ClassificationOther ResourcesOnline Lessons for Students: Learning Evolution in Time Key----- Argumentation In Biology by the NSTA Press Activity 1: Classifying Birds in the United StatesScientific Argumentation In Biology by the NSTA Press Activity 1: Classifying Birds in the United StatesScientific Argumentation In Biology by the NSTA Press Sites for EducationUnit 2.2Biochemistryand CellsPlansMacromolecule Lesson Plans------ Structure and Function 2.2Biochemistryand CellsBackground for TeachersBrowsing Biochemistry -- Includes carbohydrates, lipids, proteins, nucleic acids, DNA, etc. 2.2Biochemistryand CellsStudent ActivitiesMacromolecule Mystery Lab---- Osmosis ------- Cells ---- Molecules Lab --- City Analogy --- and Osmosis Web QuestScientific Argumentation In Biology by the NSTA Press Activity 13: Movement in or Out of CellsScientific Argumentation In Biology by the NSTA Press Activity 15: Cell Size and DiffusionOsmosis and Diffusion review GuideEffects of Saline of PlantsUnit 2.2Biochemistryand CellsOther ResourceMacromolecule Lab Cells Virtual Lab ---- Argumentation In Biology by the NSTA Press Sites for Education ................
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