Essential Questions



Unit Unity and Diversity of MicrobesLength of UnitCore Content/POSKey Concepts/Skills/Guiding QuestionsActivities/Assessments/Resources wks SC-HS-3.4.7Students will: classify organisms into groups based on similarities;infer relationships based on internal and external structures and chemical processes.Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities that reflect their relationships. Species is the most fundamental unit of classification. Different species are classified by the comparison and analysis of their internal and external structures and the similarity of their chemical processes.DOK 2SC-HS-3.4.6Students will understand that in all organisms and viruses, the instructions for specifying the characteristics are carried in nucleic acids. The chemical and structural properties of nucleic acids determine how the genetic information that underlies heredity is both encoded in genes and replicated.Terms: Virus, Prion, Pathogen, Bacteria, Prokaryote, Eukaryote, Cell wall, ProtistfungiStudents will:SC-H-UD-S-9Students will compare internal, external and metabolic characteristics of organisms in order to classify them into groups using taxonomic nomenclature to describe and justify these classificationsSC-H-UD-S-10Students will compare the structures and functions of viruses to cells and describe the role of viruses in causing a variety of diseases or conditions (e.g., AIDS, common cold, smallpox, warts)USING INFORMATION PROVIDED DETERMINE IF SPECIFIC EXAMPLES ARE LIVING OR NON-LIVING Properties of Life1. I can list the characteristics of living things (5).Cell organization, Metabolism, Homeostasis, Reproduction, Heredity2. I can explain the life cycle of a living organism. (Beginning, Growth, Maturity, Decline & Death)3. I know the cell theory and can use it to tell the difference between living things and non-living things.LEARNING TARGET : DESIGN AND/OR CREATE SCIENTIFIC INVESTIGATION TO ANSWER A QUESTIONScientific Method, Lab techniques/safety, Microscopy1. I can focus an object on low, medium and high power using the compound light microscope.2. I can determine the total magnification of an optical system3. I know the lab safety guidelines in biology class and understand why they are important and necessary.4. I can list the steps of the scientific method and can define: hypothesis, dependent, independent, and controlvariables.LEARNING TARGET: COMPARE AND CONTRAST KINGDOMS AND MAKE CONNECTIONS BETWEEN PHYLA AND THEIREVOLUTIONARY ADVANTAGESViruses & Bacteria1. I can describe the structure and function of a virus. (Non-living)2. I can compare and contrast lytic and lysogenic viruses.3. I understand how HIV/AIDS works and the impact it has on society.4. I can describe the structure and function of bacteria.5. I understand that bacteria can be helpful or harmful and both have a significant impact on the world.Essential QuestionsWhat are the major distinctions between prokaryotic and eukaryotic cells.What are the two major groups of prok?How are Gram positive and Gram negative bacteria different?What are three ways that bacteria reproduce and adapt?Why is a virus not considered a living organism?What are two ways that a virus can reproduce?What are viroids and prions?What are important roles of bacteria and viruses?What are 2 ways bacteria cause disease?How does antibiotic resistance develop?Why are viral diseases difficult to cure?What types of organisms are classified as Protists?What characteristics do Protists share with other organisms like Fungi, Plants and animals? What makes them different?What are seven diseases Protist cause?How do Protist have a significant impact on the environment?What are five examples of ways that humans use Protists in industry?What are three characteristics Fungi share?What two symbiotic partnerships do Fungi form?What are some common ways human use Fungi?How are Fungi ecologically important?What are some Diseases Fungi cause in humans?Gram staining activity/demoBacterial growth labAntibiotic resistance labWanted poster ProjectLiteracy Standards Key Ideas and DetailsAntibiotic Resistance LabLiteracy Standards Craft and Structure:Interactive Word Wall Concept mapFrayer ModelVenn DiagramGraffiti WallLiteracy Standard Integration of knowledge and IdeasLiteracy Standards Range of Reading and Level of Text Complexity:Active Reading GuideArticle AnalysisLiteracy Standard Text Types and Purposes:Antibiotic Resistance LabLiteracy Standard Productive and Distribution of WritingWanted PosterLiteracy Standard Research to Present and Build knowledgeWanted PosterLiteracy Standard Range of Writing: Reflective WritingReader’s ResponseAdmit/Exit SlipDouble Entry Organizer Unit Cell Functions: Basic Unit of LifeLength of UnitCore Content/POSKey Concepts/Skills/Guiding QuestionsActivities/Assessments/Resources wks SC-HS-3.4.7Students will: classify organisms into groups based on similarities;infer relationships based on internal and external structures and chemical processes.Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities that reflect their relationships. Species is the most fundamental unit of classification. Different species are classified by the comparison and analysis of their internal and external structures and the similarity of their chemical processes.DOK 2SC-HS-3.4.2Students will understand that most cell functions involve chemical reactions. Food molecules taken into cells react to provide the chemical constituents needed to synthesize other molecules. Both breakdown and synthesis are made possible by a large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are used to carry out the many functions of the cellSC-HS-3.4.3Students will:describe cell regulation (enzyme function, diffusion, osmosis, homeostasis); predict consequences of internal/external environmental change on cell function/regulation.Cell functions are regulated. Regulation occurs both through changes in the activity of the functions performed by proteins and through selective expression of individual genes. This regulation allows cells to respond to their internal and external environments and to control and coordinate cell growth and division.DOK 2SC-HS-4.6.5Students will describe and explain the role of carbon-containing molecules and chemical reactions in energy transfer in living systems.Living systems require a continuous input of energy to maintain their chemical and physical organization since the universal tendency is toward more disorganized states. The energy for life primarily derives from the Sun. Plants capture energy by absorbing light and using it to break weaker bonds in reactants (such as carbon dioxide and water) in chemical reactions that result in the formation of carbon-containing molecules. These molecules can be used to assemble larger molecules (e.g., DNA, proteins, sugars, fats). In addition, the energy released when these molecules react with oxygen to form very strong bonds can be used as sources of energy for life processes.DOK 3Terms: Prokaryotic, eukaryotic, osmosis, diffusion, active, passive transport, permeability, homeostatsis, cell membrane, endocytosis, exocytosis, Learning Targets: USE THE LANGUAGE OF SCIENCE TO COMPARE AND CONTRAST DIFFERENT TYPES OF CHEMICAL USED BY LIVING ORGANISMS Biochemistry1. I can compare and contrast proteins, carbohydrates and lipids.2. I can describe how the structure (lock and key) of enzymes affects the function of enzymes.3. I can describe three properties of water – polar/non-polar, expands when frozen, high specific heat,cohesion/adhesionLearning Tagets: MAKING CONNECTIONS BETWEEN CELLULAR STRUCTURES, FUNCTIONS AND PROCESSES TO DESCRIBE THECELLS ABILITY TO PERFORM METABOLISM AND MAINTAIN HOMEOSTASIS AND SYNTHESIZE PROTEINSCytology1. I can identify basic cell structures and describe what each cell structure does. (Cell membrane, Cytoplasm,Nucleus, Ribosomes, Mitochondrion, Chloroplasts, Cell wall, Vacuoles, Endoplasmic reticulum)2. I know the difference between prokaryotic and eukaryotic cells.The Plasma Membrane1. I can describe the structure of the plasma membrane.2. I know the difference between diffusion and osmosis (passive transport).3. I can identify different types of active transport (endocytosis & exocytosis).Students will:Understand cellular transport processes and how it relates to homestasis.Essential QuestionsWhat are the major distinctions between prokaryotic and eukaryotic cells?How were cells discovered?What defines cell shape and sizeWhat enable eukaryotes to perform more specialized functions than prokaryotes?How cellular structures relate to functions of the cell?How does the cell membrane help the cell maintain homeostasis?How does the cell membrane restrict the exchange of substances?What are functions of membrane proteins?Draw, label and color two types of cells: Cell comparison labCell lab: view cells and their diversity via microscopeEgg Osmosis labGummy worm demoLiteracy Standards Key Ideas and DetailsEnzyme LabCarb LabLiteracy Standards Craft and Structure:Interactive Word Wall Concept mapFrayer ModelVenn DiagramGraffiti WallLiteracy Standard Integration of knowledge and IdeasMitosis LabOsmosis LabLiteracy Standards Range of Reading and Level of Text Complexity:Active Reading GuideArticle AnalysisLiteracy Standard Text Types and Purposes:Stem cell debateLiteracy Standard Production and Distribution of WritingLiteracy Standard Research to Present and Build knowledgeHow does Surface area to volume ratio affect cells?Literacy Standard Range of Writing: Reflective WritingReader’s ResponseAdmit/Exit SlipDouble Entry Organizer Unit HeredityLength of UnitCore Content/POSKey Concepts/Skills/Guiding QuestionsActivities/Assessments/Resources wks SC-HS-3.4.5Students will:explain the relationship between sexual reproduction (meiosis) and the transmission of genetic information;draw conclusions/make predictions based on hereditary evidence/data (pedigrees, punnet squares).Multicellular organisms, including humans, form from cells that contain two copies of each chromosome. This explains many features of heredity. Transmission of genetic information through sexual reproduction to offspring occurs when male and female gametes, that contain only one representative from each chromosome pair, unite.SC-HS-3.5.1Students will:predict the impact on species of changes to 1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, or (4) natural selection;propose solutions to real-world problems of endangered and extinct species.Species change over time. Biological change over time is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life and (4) natural selection. The consequences of change over time provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities observed among the diverse species of living organisms. Changes in DNA (mutations) occur spontaneously at low rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms. Only mutations in germ cells have the potential to create the variation that changes an organism’s future offspring.DOK 3SC-HS-3.4.1Students will explain the role of DNA in protein synthesis.Cells store and use information to guide their functions. The genetic information stored in DNA directs the synthesis of the thousands of proteins that each cell requires. Errors that may occur during this process may result in mutations that may be harmful to the organism.DOK 3Terms: Cell division , mitosis, meiosis, gametes, somatic, sex cell, crossing over, chromosome, chromatid, centromere, pedigree, heredity, haploid, diploid, phenotype, genotype, protein synthesisLEARNING TARGET : USE THE DNA MODEL TO ILLUSTRATE THE PROCESSES OF REPLICATION AND PROTEIN SYNTHESIS ANDPREDICT THE OUTCOME WHEN THESE PROCESSES DO NOT OCCUR CORRECTLYMolecular Genetics1. I can model the basic structure and function of the DNA molecule.2. I can demonstrate the process of DNA replication.3. I can describe the cell cycle.4. I can predict the effect of DNA changes when they occur. (Mutation)5. I can illustrate how proteins are synthesized and how the manufacture of proteins effects theexpression of genes in living things.ILLUSTRATE HOW GENETIC INFORMATION IS PASSED FROM ONE GENERATION TO THE NEXT AND HOWGENETIC MUTATION CAN INFLUENCE INHERITED TRAITSMeiosis1. I can describe the function of meiosis.2. I can describe the process of meiosis.3. I can predict how genetic variation is caused by meiosis.USE MODELS AND DATA PRESENTATIONS TO PREDICT THE INFLUENCE OF GENES AND CHROMOSOMES ONTHE TRAITS OF HUMANS AND OTHER ORGANISMSHeredity1. I can describe the structure and function of chromosomes.2. I can identify a human karyotype and analyze it for the presence or absence of a genetic disorder.3. Using Punnett squares I can show how genotypes and phenotypes are related. (Segregation and IndependentAssortment)4. I recognize that there are other types of inheritance (Continuous variation, Sex-linked, Multiple alleles,Incomplete dominance, Co-dominance)Students will:Essential QuestionsIn asexual reproduction, how does the offspring compare to the parent?Why do cells divide?How do cells prepare for division?What are the phases of the cell cycle?How does cancer relate to the cell cycle?What are the four stages of mitosis?What are factors that control cell growth and division?How do feedback signals affect the cell cycle?In sexual reproduction, how do the offspring compare to the parent?Why are chromosomes important to an organism?How does the function of mitosis differ from that of meiosis?What are three mechanisms of genetic varation?What patterns of heredity were explained by Gregor Mendel?How can mathematical probability be used in genetics?What information does a pedigree show?How do heredity and the environment interact to influence phenotypes?What composes the genetic material?How is information organized into a DNA molecule?What is the central dogma of molecular biology?For what purposes are genes and/or proteins manipulated?What ethical issues arise with the uses of gene technology?Penny probability labMicroscope labKaryotyping activityBlood typing simulationLiteracy Standards Key Ideas and DetailsKaryotype LabLiteracy Standards Craft and Structure:Interactive Word Wall Concept mapFrayer ModelVenn DiagramGraffiti WallLiteracy Standard Integration of knowledge and IdeasPedigree production and analysisLiteracy Standards Range of Reading and Level of Text Complexity:Active Reading GuideArticle AnalysisLiteracy Standard Text Types and Purposes:Genetic Engineering DebateLiteracy Standard Productive and Distribution of WritingGenetics Case StudyLiteracy Standard Research to Present and Build knowledgeGenetic disease research and presentationLiteracy Standard Range of Writing: Reflective WritingReader’s ResponseAdmit/Exit SlipDouble Entry Organizer ................
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