MASSAPEQUA PUBLIC SCHOOLS



MASSAPEQUA PUBLIC SCHOOLS

SELF CONTAINED LIVING ENVIRONMENT

CURRICULUM

SUMMER 2010

COMMITTEE MEMBERS

Gwen Bonn

Paul Romano

BOARD OF EDUCATION

Christine Lupetin Perrino – President

Maryanne Fisher – Vice President

Thomas Caltabiano – Secretary

Timothy Taylor – Trustee

Jane Ryan – Trustee

ADMINISTRATION

Charles V. Sulc, Superintendent

Alan Adcock, Assistant Superintendent for Business

Lucille F. Iconis, Assistant Superintendent for Curriculum and Instruction

Dr. Thomas Fasano, Assistant to the Superintendent for Curriculum and Instruction

Robert Schilling, Executive Director for Assessment, Student Data and Technology

Dr. James Grossane, Assistant to the Superintendent for Support Services

COURSE DESCRIPTION

The Living Environment class is designed to test student knowledge in the science of biology. Biology is the study of living things and will focus on the basic unit of life (cells, cell theory), living systems of simple and complex organisms, classification, asexual and sexual reproduction, genetics, evolution, ecology, earth’s composition and how it is changing, weather and climate (biomes), basic biochemistry, astronomy, energy, and technology. Additionally, laboratory period offers the students the opportunity to reinforce the information learned in the lecture period and apply it to the laboratory activities through experiments. The lab class will also cover basic lab safety, skills and procedures.

In both the lecture and laboratory sections of the class, the students will gain a better understanding of how the world works and how it affects their daily life. This course not only broadens the students knowledge of science, but it also promotes incite into living a healthy life. Classroom instruction will include variety of differentiation including technology based interactive lessons and labs (i.e. online frog dissection), hands on lab activities and project-based learning.

SC Living Environment

Table of Contents

I. Course Description/Rationale……………………………………………3

II. Content Calendar…………………………………………………………4

III. Units

(Topic Questions, Audio/Visual Rcommendations, Technology Component, Suggested Activities, and Differentiated Activities)

Unit 1: Scientific Method……..…………………………………………………5

Unit 2: Life Functions…………………………………………………………...7

Unit 3: Cell Structure and Transport..………………………………………...8

Unit 4: Cell Division…………...………………………………………………..10

Unit 5: Biochemistry………..…………………………………………………..11

Unit 6: Energy and Photosynthesis...………………………………………….12

Unit 7: Human Systems………..……………………………………………….13

Unit 8: Genetics……………...………………………………………………….15

Unit 9: Evolution………….…………………………………………………….17

Unit 10: Ecology...…………………………………………………………........19

IV. Differentiation Strategies……………………………………………………….20

V. Bibliography……………………………………………………………………..22

|Living Environment- Grade 10 |

|Content Map and Calendar |

| | | |

|Quarter |Unit |Suggested Time |

|1 |1-Scientific Method and Measurement |5 weeks |

| |2-Life Functions |2 weeks |

| |3-Cell Structure and Transport |3 weeks |

|  |

|2 |4-Cell Division |6 weeks |

| |5-Biochemistry |3 weeks |

| |Mid term Review |1 week |

|  |

|Mid terms |

|  |

|3 |6-Energy |4 weeks |

| |7-Human Systems |6 weeks |

|  |

|4 |8-Genetics |3 weeks |

| |9-Evolution |2 weeks |

| |10-Ecology |2 weeks |

| |Regents Review |2 weeks |

|  |

|Massapequa High School |

|Self-Contained Living Environment Curriculum |

|Grade Level |Beginning Month |Time Allotment |

|10 |September |5 Weeks |

| |

|Content/Key Ideas |

|Introduction to Biology, Scientific Method, Graphing, Metric System |

| |

|Objectives |

|New York State Living Environment Standards: |

|Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose |

|questions, seek answers, and develop solutions. |

|KI 1, KI2, KI3 |

| |

|Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting |

|and living environment and recognize the historical development of ideas in science. |

|Essential Questions: |

|What is the science of biology? |

|Why is scientific method so important? |

|What are the steps of scientific method? |

|How is laboratory equipment used properly and safely? |

|How are laboratory experiments safely performed? |

|How can measurements be taken accurately? |

|What is the difference between dependent and independent variables? |

|How can graphs be used to analyze and interpret scientific data? |

|Students will understand that: |Students will be able to: |

|Biology is the study of living things and the environments in |Define biology and other relevant vocabulary. |

|which they live. |List the steps of the scientific method. |

|The knowledge of biology has been obtained through the practice|Design and perform a controlled experiment. |

|of scientific method. |Perform all procedures of experiments properly and safely. |

|Scientific method is essential in finding the most accurate |Use all biology tools and equipment properly and safely. |

|scientific data through design and implementation of laboratory|Properly label the axes and accurately plot line, bar, and pie |

|procedures. |graph data. |

|Laboratory safety guidelines must always be followed (i.e. – |Identify and correct common graphing errors. |

|procedures, equipment, and tool use). |Interpret experiment data through the analyzing of graphs. |

|Measurements must be as accurate as possible to ensure the |Use the metric system to accurately measure length, mass, and |

|integrity of experiment results. |volume with the respective tools (i.e.- ruler, balance, graduated |

|Graphs are visual models of mathematical relationships that |cylinder). |

|assist in analyzing data that has been obtained through | |

|experimentation. | |

|Biological results need to be reported in a concise manner. | |

|Assessment: |Resources/Technology/Differentiation: |

|Exit Slips- Determine if daily objective is met |Schraer & Stoltze Biology: The Study of Life, pages 13-31 |

|Laboratory Experiments |Massapequa High School Living Environment Laboratory Manual |

|Safety in the Biology Laboratory | |

|The Compound Microscope | – Scientific Method, Precision and Accuracy |

|Using the Microscope |Guided PowerPoint notes |

|Measuring with a Microscope |Student plan scientific method using simpler concepts (i.e.- cookie|

|Making Metric Measurements |recipe) |

|Graphing Activities | |

|Auditory/Visual SmartBoard Review Game |Resources/Technology/Differentiation:(continued) |

|Unit Test |Students conduct experiment using seedlings |

| |Measure objects around the room using adjectives, then equipment |

| |Make foldable using steps to scientific method |

|Massapequa High School |

|Self-Contained Living Environment Curriculum |

| |

|Grade Level |Beginning Month |Time Allotment |

|10 |October |2 Weeks |

| |

|Content/Key Ideas |

|Life Functions |

| |

|Objectives |

|New York State Living Environment Standards: |

|Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose |

|questions, seek answers, and develop solutions. |

| |

|Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting |

|and living environment and recognize the historical development of ideas in science. |

|KI 1.2b, 1.2d |

|Essential Questions: |

|How are living and non-living things different? |

|What are the functions? |

|How are life functions carried out by unicellular organisms? |

|How are life functions carried out by multicellular organisms? |

|How do life functions interact to maintain homeostasis? |

|Why is homeostasis essential for the survival of an organism and its environment? |

|Students will understand that: |Students will be able to: |

|All living organisms (unicellular or multi-cellular) must carry |Differentiate between living and non-living. |

|out their life functions in order to survive. |Name and define life functions. |

|Every organism has their own way of carrying out these life |Define relevant biological terms. |

|functions. |Explain differences in carrying out life functions between single|

|Homeostasis is balanced when the life functions interact |and multicellular organisms. |

|properly. |Determine life functions involved with homeostasis. |

|Homeostasis is essential to the survival of all organisms sharing| |

|the same environment. | |

|Assessment: |Resources/Technology/Differentiation: |

|Daily Exit Slips |Schraer & Stoltze Biology: The Study of Life, pages 3-11 |

|Personal whiteboard & SmartBoard Response Quiz |Massapequa High School Living Environment Laboratory Manual |

|Laboratory Experiments | |

|Unicellular and Multicellular Life Functions |Guided PowerPoint Notes |

|4. Auditory/Visual SmartBoard Review Game |Personal Whiteboards for assessment |

|5. Unit Exam |Create foldable for eight life functions |

| |Assign different organisms to each student and have them describe|

| |how life functions keep it alive |

|Massapequa High School |

|Self-Contained Living Environment Curriculum |

| |

|Grade Level |Beginning Month |Time Allotment |

|10 |October |3 Weeks |

| |

|Content/Key Ideas |

|Cell Structure and Transport |

| |

|Objectives |

|New York State Living Environment Standards: |

|Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose |

|questions, seek answers, and develop solutions. |

| |

|Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting |

|and living environment and recognize the historical development of ideas in science. |

|KI-1.2a, 1.2c, 1.2f, 1.2g, 1.2i, 1.3a, 5.3a |

|Essential Questions: |

|What is cell theory? |

|What is the structure and function of the cell organelles? |

|What’s the difference between plant and animal cells? |

|What is the difference between active and passive transport? |

|Students will understand that: |Students will be able to: |

|Scientists acquired understanding of cell theory over a long |State the postulates of cell theory. |

|period of time. |Determine the organization of life from most basic to most complex. |

|Cells are the basic unit of structure and function for all |Identify organelles and describe their functions |

|living things. |Define and explain semi-permeable membrane, concentration gradient, |

|Organelles are essential in carrying out the life functions |and dynamic equilibrium. |

|of a cell and maintaining homeostasis. |Explain the difference between active and passive transport. |

|The cell membrane allows for the flow of material into and |Explain the difference between diffusion and osmosis. |

|out of the cell. |Identify and explain the difference between plant and animal cells. |

|The three main differences between plant and animal cells. |Label diagrams of plant and animal cells. |

|Assessment: |Resources/Technology/Differentiation: |

|Personal Whiteboard Organelle Response Quiz |Schraer & Stoltze Biology: The Study of Life, pages 77-103 |

|Laboratory Experiments |Massapequa High School Living Environment Laboratory Manual |

|NYS Lab “Diffusion Through a Membrane” | |

|Brainpop Quizzes |Guided PowerPoint Notes |

|Create a plant or animal cell and properly label organelles |Personal Whiteboards for assessment |

|Auditory/Visual SmartBoard Review Game | – Cells, Cell Structures, Active and Passive Transport, |

|Unit Test |Diffusion |

| |Create a Plant and Animal Cell chart- check off boxes with |

| |appropriate organelles |

| |Cell organelle foldable |

| |Construction of cell membrane using pasta |

| | |

| |Resources/Technology/Differentiation:(continued) |

| |Microscope with magnification on television |

| |Compare raisins in and out of water |

|Massapequa High School |

|Self-Contained Living Environment Curriculum |

| |

|Grade Level |Beginning Month |Time Allotment |

|10 |November |6 Weeks |

| |

|Content/Key Ideas |

|Cell Division |

| |

|Objectives |

|New York State Living Environment Standards: |

|Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose |

|questions, seek answers, and develop solutions. |

| |

|Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting |

|and living environment and recognize the historical development of ideas in science. |

|KI 2.1d, 2.1e, 4.1a, 4.1b |

|Essential Questions: |

|What is mitosis and its phases? |

|What is asexual reproduction? |

|What are the different types of asexual reproduction? |

|How does asexual reproduction differ from sexual reproduction? |

|What is meiosis and its phases? |

|Students will understand that: |Students will be able to: |

|Mitosis is the division of cells. |Differentiate between mitosis and meiosis and describe their |

|Mitosis is a form of asexual reproduction that creates daughter |functions. |

|cells identical to parent cell. |Identify, list and describe the phases of mitosis and meiosis. |

|Mitosis and meiosis occurs in stages. |Label and interpret diagrams of the phases of mitosis and |

|Asexual reproduction takes place in a variety of ways depending |meiosis. |

|on the organism. |Identify and describe the difference between plant and animal |

|Meiosis is the formation of sex cells or gametes that contain |mitosis. |

|half the genetic material as the parent cell. |Differentiate between asexual and sexual reproduction. |

|Assessment: |Resources/Technology/Differentiation: |

|Daily Exit Slip |Schraer & Stoltze Biology: The Study of Life, pages 397-439 |

|Personal Whiteboard Mitosis/Meiosis Phases Response Quiz |Massapequa High School Living Environment Laboratory Manual |

|Laboratory Experiments | |

|a) Mitosis in Animal and Plant Cells |Guided PowerPoint Notes |

|Brainpop Quizzes |Personal Whiteboards for assessment |

|Visual recognition of mitosis/meiosis phases | – mitosis, asexual reproduction. |

|Auditory/Visual SmartBoard Review Game |Mitosis and meiosis foldable |

|Unit test |Smart board fills in blanks with word bank |

| | – mitosis lab |

|Massapequa High School |

|Self-Contained Living Environment Curriculum |

| |

|Grade Level |Beginning Month |Time Allotment |

|10 |December |3 Weeks |

| |

|Content/Key Ideas |

|Biochemistry |

| |

|Objectives |

|New York State Living Environment Standards: |

|Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose |

|questions, seek answers, and develop solutions. |

| |

|Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting |

|and living environment and recognize the historical development of ideas in science. |

|KI 5.1c, 5.1f, 6.1b, 6.1c, 6.1e |

|Essential Questions: |

|What are the most common elements found in living organisms? |

|What is the importance of enzymes? |

|What factors affect enzymes interaction? |

|Students will understand that: |Students will be able to: |

|The essential biological molecules that comprise the |State that atoms and molecules are the smallest unit of matter and |

|foundation of all living systems. |make up all of Earth’s components. |

|Enzymes are vital to initiate biochemical reactions. |Identify food sources as carbohydrates, proteins, fats or water. |

|Enzyme functions depend on receptors on cell membrane. |Differentiate autotrophic and heterotrophic. |

|Basic molecules assemble to make more complex molecules. |Use the pH scale. |

| |Distinguish dehydration synthesis and hydrolysis. |

| |State that energy comes from breaking chemical bonds. |

|Assessment: |Resources/Technology/Differentiation: |

|Daily Exit Slip |Schraer & Stoltze Biology: The Study of Life, pages 31-75 |

|Laboratory Experiments |Massapequa High School Living Environment Laboratory Manual |

|Online Biochemistry Discovery | |

|Enzyme Activity |Guided PowerPoint Notes |

|Dehydration Synthesis and Hydrolysis |Foldable for different biological molecules |

|Auditory/Visual SmartBoard Review Game |Give images of foods and have students identify type of molecule |

|Unit Quiz – Due to the difficulty level of this unit |Puzzle piece enzyme activity |

| | |

| |Demonstration 30% hydrogen peroxide solution decomposing into |

| |hydrogen gas and oxygen gas with a teaspoon of liquid soap and one |

| |gram of manganese oxide (the manganese oxide is the enzyme and can be|

| |reused, also without it, there is no chemical reaction) |

|Massapequa High School |

|Self-Contained Living Environment Curriculum |

| |

|Grade Level |Beginning Month |Time Allotment |

|10 |February |4 Weeks |

| |

|Content/Key Ideas |

|Energy |

| |

|Objectives |

|New York State Living Environment Standards: |

|Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose |

|questions, seek answers, and develop solutions. |

| |

|Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting |

|and living environment and recognize the historical development of ideas in science. |

|KI 6.1a, 6.1b, 6.1d, 5.1a, 5.1c, 5.1d, 5.1e |

|Essential Questions: |

|Why do organisms need energy? |

|What is the difference between potential and kinetic energy? |

|How do cells use energy? |

|What is the difference in energy usage of a plant cell and animal cell? |

|How does energy flow through an ecosystem? |

|Is more ATP released during anaerobic or aerobic respiration? |

|What is the purpose of ATP? |

|Students will understand that: |Students will be able to: |

|A food pyramid illustrates the movement of energy. |Differentiate between Calvin and Krebs cycle. |

|Energy is recycled through the ecosystem, some potential, some |Determine the movement of energy using a pyramid or web. |

|kinetic. |Connect the sun as the most important form of energy on Earth. |

|Energy is limited and must be conserved. |Relate chloroplasts to photosynthesis. |

|During photosynthesis energy is absorbed and therefore the |Relate mitochondria to respiration. |

|primary source of nutrition to all other complex organisms. |Recognize the chemical equations for photosynthesis and |

|During cellular respiration, energy is released from organic |respiration. |

|molecules to make ATP. | |

|Assessment: |Resources/Technology/Differentiation: |

|Daily Exit Slip |Schraer & Stoltze Biology: The Study of Life, pages 107-123, pages|

|Laboratory Experiments |339-353 |

|Carbohydrate Identification Lab |Massapequa High School Living Environment Laboratory Manual |

|How are Leaves Adapted for Food Production? |Guided PowerPoint Notes |

|Elodea: Photosynthesis |- Kinetic/Potential Energy, Metabolism, Cellular |

|Factors Affecting Plant Growth (scientific method reinforcement)|Respiration |

| – Quiz |Foldable describing steps of photosynthesis |

|Auditory/Visual SmartBoard Review Game |Foldable describing steps of respiration |

|Unit Exam |Photosynthesis of plants under different conditions (radiation, |

| |sun vs. dark, etc.) |

| |Images of different organisms and students make their own food |

| |pyramid |

| |Students count calories absorbed and released and relate to net |

| |energy |

|Massapequa High School |

|Self-Contained Living Environment Curriculum |

| |

|Grade Level |Beginning Month |Time Allotment |

|10 |March |6 Weeks |

| |

|Content/Key Ideas |

|Human Systems |

| |

|Objectives |

|New York State Living Environment Standards: |

|Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose |

|questions, seek answers, and develop solutions. |

| |

|Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting |

|and living environment and recognize the historical development of ideas in science. |

|KI 4.1f, 4.1g, 4.1h, 2.1k |

|Intermediate Level Science Standard 4 |

|KI-1.2a, 1.2b, 1.2c, 1.2d, 1.2e, 1.2f, 1.2g, 1.2h, 1.2i, 1.2j, 4.2a, 4.2b |

|Essential Questions: |

|What is the purpose of the skeletal and muscular system? |

|What is the purpose of the nervous system? |

|What is the purpose of the endocrine system? |

|What is the purpose of the digestive system? |

|What is the purpose of the circulatory system? |

|What is the purpose of the respiratory system? |

|What is the purpose of the excretory system? |

|What is the purpose of the reproductive system? |

|Students will understand that: |Students will be able to: |

|All cells are differentiated depending on which body system they |List the body systems for humans. |

|relate to, even though all cells have same genetic material. |Name major bones of the skeleton. |

|Female reproductive system is designed for gamete production in |Differentiate between voluntary and involuntary muscles. |

|the ovaries. |Describe the purpose of bones, joints, cartilage, ligaments and |

|Male reproductive system is designed for gamete production in the|tendons. |

|testes. |Draw cellular arrangement in cardiac, smooth and skeletal |

|The process of the female menstrual cycle. |muscles. |

|Male testes produce semen, which release from the penis into the |Determine the pathway of an impulse. |

|vagina in order to make internal fertilization possible and |Identify environmental stimuli. |

|produce a zygote. |Name the five senses and the control center for all stimuli. |

|A zygote undergoes mitosis and differentiation to produce an |Compare sensory, motor and interneuron nerves. |

|embryo that has a gestation period of nine months. |Recognize the parts of the brain and their functions. |

|During pregnancy outside environmental factors may affect the |Label endocrine glands on human diagram. |

|growth of the embryo. |State why hormones are important to homeostasis. |

| |Assemble human digestive system, starting from ingestion to |

| |elimination. |

| |Define peristalsis. |

| |Show the pathway of blood through the human heart (Oxygenated and|

| |Deoxygenated path). |

| | |

| |Students will be able to: (continued) |

| |Name the parts of circulatory system. |

| |List the order of blood vessels from largest to smallest and why.|

| |Memorize lymph’s’ purpose. |

| |Relate respiratory system to circulatory system. |

| |Indicate the forward and reverse pathway of air using the human |

| |respiratory system. |

| |Differentiate inhale and exhale. |

| |Compare digestion and excretion. |

| |Name the organs involved in excretory system. |

| |Identify the largest organ as the skin. |

| |Diagram the pathway of urine. |

| |List similarities and difference in human male and female |

| |reproductive systems. |

|Assessment: |Resources/Technology/Differentiation: |

|Daily Exit Slip |Schraer & Stoltze Biology: The Study of Life, pages 149-333 |

|Laboratory Experiments |Massapequa High School Living Environment Laboratory Manual |

|a) Earthworm Lab |Guided PowerPoint Notes |

|b) Human Transport |- Nervous System, Reproductive System, Digestive |

|c) Identifying Blood Cells |System, etc. |

|d) Bloodtyping |Introduce Olympic athletes and have students state why these |

|e) Comparing Digestive Tracts |athletes are the best in the world |

|f) External/Internal Anatomy of a Frog |Foldable for each body system |

|g) The Heart: An Online Exploration |Urinalysis test |

|h) Lung Capacity |Label diagrams using word bank or fill-ins |

|i) The Kidney |Create rubric for a project that uses disorders in homeostasis |

|j) Nerve Wracker: Testing Your Reflexes |View pre-made blood cell slides using microscope television |

|and Reactions |Construct model of respiratory system using straws and balloons |

|k) Average Growth Rate in Humans |Students will make questions as if interviewing an animal to |

|l) Examining Muscle, Bone, and Cartilage |compare to human body systems |

|m) Simulating Meiosis |Have students write a story of a skin injury and the steps to the|

|n) How Do Internal and External |healing process |

|Reproduction Compare? |Project x-rays of different parts of skeleton for students to |

|o) The Human Menstrual Cycle |compare |

| – Quizzes |Have physically challenged guest speaker |

|Quiz for each body system |Demonstration of dry crackers versus wet crackers with iodine to |

|Auditory/Visual SmartBoard Review Game |illustrate digestion of starch |

|Unit Exam |List activities their bodies do consciously and instinctively |

| |Play hand-clapping game with a partner to test reaction time. |

| |Will it be the person trying to tap the hand or the person trying|

| |to evade the tap? |

| |Create poster highlighting affects of drugs on different body |

| |systems |

| |Illustrate CPR/AED as a safety precaution at home or school or |

| |work |

| |Show EKG results which part of the heart pumps during each |

| |wavelength |

| |SmartBoard Group Lab – Internet Frog Dissection |

| |Venn Diagram- Male/Female reproductive development |

|Massapequa High School |

|Self-Contained Living Environment Curriculum |

| |

|Grade Level |Beginning Month |Time Allotment |

|10 |April |3 Weeks |

| |

|Content/Key Ideas |

|Genetics |

| |

|Objectives |

|New York State Living Environment Standards: |

|Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose |

|questions, seek answers, and develop solutions. |

| |

|Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting |

|and living environment and recognize the historical development of ideas in science. |

|KI-2.1a, 2.1b, 2.1c, 2.1f, 2.1g, 2.1h, 2.1i, 2.1j, 2.1k, 2.2a, 2.2b, 2.2c, 2.2d, 3.1b, 3.1c, 3.1d |

|Essential Questions: |

|What were the conclusions of Mendel’s pea plant experiment? |

|What is the difference between dominant and recessive? |

|How is probability calculated? |

|Why is there greater recombination during sexual reproduction compared to asexual reproduction? |

|How are instructions of DNA implemented throughout the cell? |

|Students will understand: |Students will be able to: |

|Genes are inherited from one or both parents depending on type |Define nondisjunction. |

|of reproduction. |Complete a punnett square. |

|DNA is made of nucleotides which 3 letter sequence makes amino |Diffentiate between homozygous and heterozygous. |

|acids. |Predict traits of offspring from parent genetic pattern. |

|Traits are inherited from DNA which encodes all information for|Interpret pedigree chart. |

|RNA and thus protein synthesis. |Identify roles of DNA and RNA during replication. |

|Any alterations in DNA sequencing. |Diagram the structure of DNA. |

|Many organisms are chosen to breed due to their desirable |Recognize purines and pyrimidines and the importance of nucleotide |

|traits. |sequences for the production of proteins. |

|Genetic engineering manipulates DNA to improve the quality of |Transcribe DNA. |

|life. |Translate mRNA. |

| |Define mutation and the causes of mutation. |

| |Recognize the reasoning for selective breeding. |

| |Inserting, deleting, or substituting DNA segments can alter gene. |

| |Deternine the roles of technology on science. |

| |Define cloning. |

| |Understand environmental condition result in different expression |

| |of genetic material. |

|Assessment: |Resources/Technology/Differentiation: |

|Daily Exit Slip |Schraer & Stoltze Biology: The Study of Life, pages 497-565 |

|Laboratory Experiments |Massapequa High School Living Environment Laboratory Manual |

|a) NYS Lab – “Relationships and | |

|Biodiversity” |Resources/Technology/Differentiation:(continued) |

|b) Human Inheritance |Guided PowerPoint Notes |

| |- Ecosystems |

|Assessment: (continued) |Foldable protein synthesis |

|c) Online Genetics Lab: Gel |Using color coded nucleotides match sequence |

|Electrophoresis |Construct DNA molecules |

| – Quiz |Use zipper as an analogy for DNA replication |

|Auditory/Visual SmartBoard Review Game |Stress DNA replication must occur for cell reproduction |

|Unit Exam |Create flip book/comic strip/video illustrating DNA replication |

| |Race to reproduce- have a timed relay event where students must |

| |match nucleotides |

| |Memory device: “You Are Single”- Uracil is only in RNA, which are |

| |single strands. |

| |Play bingo using amino acid matched with nucleotide sequences |

| |Make oversize punnet square model |

| |Use a coin to represent dominant and recessive genes |

| |Solve punnet square based on difficulty level |

|Massapequa High School |

|Self-Contained Living Environment Curriculum |

| |

|Grade Level |Beginning Month |Time Allotment |

|10 |May |2 Weeks |

| |

|Content/Key Ideas |

|Evolution and Taxonomy |

| |

|Objectives |

|New York State Living Environment Standards: |

|Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose |

|questions, seek answers, and develop solutions. |

| |

|Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting |

|and living environment and recognize the historical development of ideas in science. |

|KI: 3.1a, 3.1e, 3.1f, 3.1g, 3.1h, 3.1j, 3.1l |

|Essential Questions: |

|How do scientist know about organisms that have become extinct? |

|How are organisms arranged? |

|Students will understand: |Students will be able to: |

|The process of how organisms evolve. |Define fossil. |

|Darwin’s theory of natural selection. |Analyze modern theories of the origin of life. |

|How an organism’s environment dictates the adaptations they |Summarize Darwins theory of natural selection. |

|form over time. |Describe evolution. |

|How to classify animals by similarities of features. |Compare punctuated equilibrium and gradualism. |

| |Distinguish among types of evidence for evolution. |

| |Explain gene pools of humans based on geographic area. |

| |State the importance of classification. |

|Assessment: |Resources/Technology/Differentiation: |

|Daily Exit Slip |Schraer & Stoltze Biology: The Study of Life, pages 571-625 |

|Laboratory Experiments |Massapequa High School Living Environment Laboratory Manual |

|a) How Can a Key Be Used to Identify |Guided PowerPoint Notes |

|Organisms |- Evolution |

|b) Evidence of Evolution |Review Earth Science rock types; visually compare differences in |

| – Quiz |igneous, metamorphic and sedimentary, where are fossils found? |

|Auditory/Visual SmartBoard Review Game |Use the centerfold of an ESRT: geologic time |

|Unit Exam |Student researchers an extinct animal following a rubric that may |

| |include life functions of that organism |

| |Compare skeletons of simple organisms to more complex organisms |

| |Use analogy of automobile with evolution |

| |Exemplify evolution using linear diagrams of simple and/or complex |

| |organisms then in groups compile data to complete evolutionary tree |

| |diagram |

| |Resources/Technology/Differentiation:(continued) |

| |Following clues students will find out the mystery fossil |

| |Review meaning of fit, fitter and fittest |

| |Make a Venn diagram of apes and humans |

| |Bring in yellow pages and ask students, how is it arranged? |

| |Scavenger hunt at local zoo/aquarium/arboretum |

| |Galapagos Island Video and Questions |

|Massapequa High School |

|Self-Contained Living Environment Curriculum |

| |

|Grade Level |Beginning Month |Time Allotment |

|10 |May |2 Weeks |

| |

|Content/Key Ideas |

|Ecology |

| |

|Objectives |

|New York State Living Environment Standards: |

|Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose |

|questions, seek answers, and develop solutions. |

| |

|Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting |

|and living environment and recognize the historical development of ideas in science. |

|Essential Questions: |

|What is an Ecosystem? |

|What are abiotic and biotic factors? |

|How do abiotic factors affect the design of an ecosystem? |

|How are materials cycled through the organisms and environment of an ecosystem? |

|What are the three types of symbiotic relationships? |

|What are the biomes of the world? |

|How are ecosystems sustained? |

|What is the affect of the human population on Earth’s ecosystems? |

|What are the causes and potential solutions to air, land, and water pollution? |

|Students will understand: |Students will be able to: |

|Every single organism no matter how small plays an important role|Describe what an ecosystem is and how it works. |

|in sustaining an ecosystem. |Differentiate between abiotic and biotic factors. |

|How abiotic and biotic factors differ. |Draw and interpret food chains, food webs, energy pyramids, etc. |

|The food chain is part of a cycle of materials and energy through|Name and describe the three symbiotic relationships amongst |

|an ecosystem. |organisms. |

|There are several levels to the ecological order of an ecosystem.|Define relevant terms- predator, prey, autotroph, heterotroph, |

|The human affect on Earth’s ecosystems. |etc. |

|How we can help to improve polluted ecosystems. |Understand the affects of over farming, accidental importation of|

| |species, etc. |

| |The cause and potential solution to various types of pollution. |

|Assessment: |Resources/Materials/Differentiation: |

|Daily Exit Slip |Schraer & Stoltze Biology: The Study of Life, pages 819-881 |

|Laboratory Experiments |Massapequa High School Living Environment Laboratory Manual |

|a) NYS Lab- “The Beaks of Finches” |Guided PowerPoint Notes |

|b) The Lesson of the Kaibab |- Ecosystems |

| – Quiz |Biome Foldable |

|Biome/Ecosystem Project |Biome/Ecosystem project- Create a brochure or poster as a biome |

|Auditory/Visual SmartBoard Review Game |advertisement. |

|Unit Exam |Food Chain Game content/animals/ |

| |kidscorner/games/foodchaingame.htm |

| |Create Food Chain, Food Web, Energy Pyramid |

DIFFERENTIATION STRATEGIES

Anchor Activities: on-going assignments tied to the curriculum and for which students are accountable that can be worked on independently throughout a grading period.

Allowing Multiple Possible Answers: open-ended assignments that focus on the process of solving the problem and/or critical thinking

Chunking: breaking assignments and activities into smaller, more manageable parts and providing more structured directions for each part

Developing Student Responsibility: giving the students the opportunity to help develop the evaluation rubrics, write project proposals, and complete self and group evaluations

Emphasis on Thinking Skills: giving students the opportunity to think aloud, discuss their thinking with their peers, and reflect on their thinking in journals

Flexible Grouping: matching students to skill work by virtue of readiness, not with the assumption that all need the same task, computation skill, writing assignment, etc.

Flexible Pacing: allowing for differences in the students ability to master the curricula

Foldable Activity: students create a foldable study guide with the essential terms and information for the particular topic.

Goal Setting and Planning: involving the students in their individual goal setting and the planning of learning activities, one to one with the teacher

Group Investigation: working in cooperative mixed-ability groups on open-ended tasks or in like-ability groups working on appropriately challenging tasks

Hands-on projects/activities: using manipulatives to motivate instruction

High-level Questions: questioning that draws on advanced levels of information, requiring leaps of understanding and challenging thinking

Independent Study: providing students with the opportunity to work independently to investigate topics of interest to them

Interactive Technology Activity: different activities involving various technologies and student interaction with the technology.

Interest Centers: designed to motivate students’ exploration of topics for which they have a particular interest

Learning Centers: classroom areas that contain a collection of activities or materials designed to teach, reinforce, or extend a particular skill or concept

Learning Contract: a proposal made prior to beginning a project or unit in which the resources, steps toward completion, and evaluation criteria are agreed upon with the teacher

Problem-Based Learning: placing students in the active role of solving problems. The students are presented with an unclear, complex problem. They will seek out additional information, define the problem, locate resources, make decisions about solutions, pose a solution, communicate that solution to others, and assess the solution’s effectiveness

Station Rotations: different places in the classroom where students work on various tasks simultaneously. Stations work in concert with one another. Stations allow different students to work on different tasks. The amount of time at each station is determined by difficulty of tasks and student skill level

Tiered Activities: important when a teacher wants to ensure that students with different learning needs work with the same essential ideas and use the same key skills. The activities focus on essential understandings and skills, but at different levels of complexity, abstractness, and open-endedness (Michael Szesze)

BIBLIOGRAPHY

Biggs, Alton. Biology: The Dynamics of Life. New York: Glencoe/McGraw-Hill, 2004.

The Biology Corner. Web. 7 August 2010.

BrainPop – Animated Educational Site for Kids – Science, Social Studies, English, Math, Arts & Music, Health Technology. 7 August 2010.

Castle Learning Online. 7 August 2010.

Gizmos! Online Simulations That Power Inquiry and Understanding. Explore Learning.

7 August 2010.

Godlewski, Lorraine, Marie E. Marshall, and Robert B. Sigda. Preparing for the Science RCT. Albany, NY: United Publications, 1988.

Latourelle, Sandra. Living Environment. New York: Glencoe/McGraw-Hill, 2004.

Schraer, William D., and Herbert J. Stoltze. Biology: The Study of Life. Needham, MA: Prentice Hall, 1995.

Sheppard Software: Fun Free Online Learning Games and Activities for Kids. 7 August 2010.

Wong, Harry K., and Malvin S. Dolmatz. Biology: The Key Ideas. New York: Globe 1986.

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