Unity and Diversity of Living Things
The Living Environment
Core Curriculum
Teacher Guide
AUGUST 2000 VERSION
(Pending SED Revisions)
Office of the Superintendent of Bronx High Schools – Norman Wechsler, Superintendent
The Living Environment Core Curriculum Teacher Guide is a project of:
Office of the Superintendent of Bronx High Schools
Norman Wechsler, Superintendent
Jules Levine, Deputy Superintendent
Laura Rodriguez, Deputy Superintendent
This project is an outgrowth of many discussions with the Science Assistant Principals and Science teachers in the Bronx. The recognition of the need for this guide and the support needed to make it a happen were a direct result of input made to Dr. Wechsler by Laura Rodriguez, the Deputy Superintendent for Instruction and David Kroun, Senior Executive Assistant. Their support and encouragement helped make this document a reality.
ACKNOWLEDGEMENTS
Barton Bookman, Assistant Principal Science at Adlai E. Stevenson High School directed and edited the project. Ira Rosenkrantz, Assistant Principal, Life Science at DeWitt Clinton, provided the framework for the guide and was the reviewer for the first draft. Gary Carlin, Science instructional Specialist, also provided editing assistance. There were two teams of writers for this project.
Curriculum Guide Writers: Laboratory Guide Writers:
Barton Bookman, Assistant Principal Patrice English-Young, Assistant Principal
Adlai E. Stevenson High School William H. Taft High School
Pauline Cardillo, Teacher Jane Hirschfield, Teacher
Christopher Columbus High School Adlai E. Stevenson High School
Gary Carlin, Teacher Gregory Kissoon, Teacher
John F. Kennedy High School Adlai E. Stevenson High School
Byron Moss, Assistant Principal Laverne Lewis
Herbert H. Lehman High School Adlai E. Stevenson High School
Ira Rosenkrantz, Assistant Principal Marcia Ostrover, Teacher
DeWitt Clinton High School Adlai E. Stevenson High School
INTRODUCTION
The Living Environment curriculum guide has been written to assist you in planning your lesson. The Key ideas are broad, unifying general statements of what students need to know. The performance indicators for each key idea are statements of what students should be able to do in order to provide evidence that they understand the key idea. This curriculum guide is not a syllabus. It addresses only the content to be tested at the commencement level by the Living Environment Regents Science Assessment. There may seem to be a lack of detail in the guide; however the focus is on conceptual understanding with instruction focusing on important relationships, processes, mechanisms, and applications of concepts. Far less important is the memorization of specialized terminology and technical details. Future assessments will test students’ ability to explain, analyze and interpret biological processes and phenomena more than their ability to recall specific facts. This curriculum guide will allow you more flexibility, allowing for more creativity in instruction and greater variation in assessment than a more explicit syllabus would allow.
The new Living Environment course of study presents biological concepts to your students to enhance scientific literacy and focuses on long term retention of core concepts and standards-based instruction. Although the Living Environment Core Curriculum is arranged by key ideas, we have arranged the guide by topics to make it more useful in your planning. When you look at the Living Environment Core Curriculum (or this guide), the initial impression is that the content material can be done in one term. However, because there is a shift to “scientific literacy,” which focuses on long term retention of core concepts and standards based instruction, the content will be extended to a full year. Lessons should be presented using a constructivist approach, in which you first assess students’ prior learning and misconceptions.
In addition, it is assumed that the content and vocabulary as outlined in the MST Learning Standards at the elementary and intermediate levels have been previously taught. This contructivist approach to teaching allows work in grades 9-12 to build on the knowledge, understanding and ability to do science that students have acquired in their earlier grades.
The content of this guide should be adhered to scrupulously. Your dependency on a textbook should be limited to supporting the content and concepts in this guide. To appropriately communicate the content of the guide to your students, you are encouraged to develop information through activities, in-class and long-term projects, student-directed discussions, etc. that allow for continuous student and teacher assessment. This curriculum guide is presented to you through the major theme of Homeostasis, with an emphasis on man and the environment.
Each page of this guide has the title of a unit based on one of the Key ideas found under Standard 4. The approximate performance indicators follow. The column “Aim” is a suggested aim which may cover one or more days, while the column “Major Understanding” lists all understandings under the Performance Indicators for each unit. It is these basic understandings that will be assessed by the Living Environment Regents examination. This column also includes terms that appear in the Core Curriculum for each of the understandings.
The column, “Instructional Objectives,” describes what students will be able to do. Usually it begins with the phrase, “Students will be able to ….” or simply SWBAT. This suggests some of the detail and skills needed to demonstrate during the lessons. The amount of detail taught should reflect the ability level of the students, but should not focus merely on memorization of terms. Lessons should emphasize all major understandings, focus on critical thinking skills, and apply biological concepts to real world situations.
The fourth column, “Activities and Enrichments,” contains standards-based items, which can be used to reinforce and extend the concept, although their main thrust is to have students demonstrate their understanding.
An appendix containing sample activities, assessments and rubrics necessary to gauge learner outcomes is attached. A separate guide with sample lab activities (1 and 2 period) will follow.
MATTER, ENERGY AND ORGANIZATION – KEY IDEA 1: Living things are both similar to and different from each other and from nonliving things.
Performance Indicator 1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, organs, tissue, cells, organelles).
|AIM(S) |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How does an organism |1.2b: Humans are complex organisms. They require |Define: life process, digestion, respiration, |1- Have ½ of the students in the class work |
|stay alive? |multiple systems for digestion, respiration, |reproduction, circulation, excretion, movement, |cooperatively in pairs to determine what a tree |
| |reproduction, circulation, excretion, movement, |coordination, and immunity. |must be able to do to stay alive, while the other |
|(How can an organism |coordination, and immunity. The systems interact to |State the life process when given an example of |½ works in pairs to determine what an animal |
|be a single cell?) |perform the life processes. |it. |must be able to do to stay alive. Have student |
| |1.3a: The structures present in single-celled |Explain why each life process, except |pairs break up and take their information to a |
| |organisms act in a manner similar to the tissues and |reproduction, is important for individual organism|student working on the opposite task to |
| |systems found in multicellular organisms, thus |survival. |compare their lists to one another. |
| |enabling them to perform all of the life processes | |Have students design picture flash cards to illustrate each of the life |
| |needed to maintain homeostasis. | |processes. |
| | | |Have students predict how an organism will be affected if one of its life |
| | | |processes were to cease. (Be sure to explain that reproduction affects species |
| | | |survival, and not individual organism survival. |
| | | |Have students do Marty the Martian exercise to determine living/non-living. |
|How are cells |1.2a: Important levels of organization for structure |Define organelle, cell, |Show models to class (cell, tissue, organ, system, organism) |
|organized in living |and function include organelles, cells, tissues, |tissue, organ, organ system, |Use the handouts/overheads showing how each level is related to the next higher |
|things? |organs, organ systems, and whole organisms. |And organism. |level. |
| | |Relate organelle to the cell; |Have students develop a flow chart of how each level of organization is related. |
|How do multicellular | |tissue to organs; and organs | |
|organisms differ from | |To organ systems; organ | |
|unicellular organisms?| |Systems to the organism. | |
| | |Give examples of each. | |
MATTER, ENERGY AND ORGANIZATION – KEY IDEA 1: Living things are both similar to and different from each other and from nonliving things.
Performance Indicator 1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, organs, tissue, cells, organelles).
|AIM(S) |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How can we explain the|1.2a: Important levels of organization for structure |1. Define: organelles, cells, |Motivate by asking the question: How would a |
|importance of organs |and function include organelles, cells, tissues, |tissues, organs, organ |high school with 25 students differ from a high |
|and systems? |organs, organ systems, and whole organisms. |system, organism. |school with 2000 students? (To be done as a |
| | |Describe the function of |think-pair-share activity.) Elicit responses and |
| |1.2e: The organs and systems of the body help to |organs and systems. |make it clear that as the school gets bigger it |
| |provide all the cells with their basic needs. The |3. Describe the cells of the |needs to be organized differently. Larger |
| |cells of the body are of different kinds and are |body. |schools are more complex. Compare these |
| |grouped in ways that enhance how they function |4. Explain the importance of |ideas to organisms. |
| |together. |grouping cells. |Set up “Human Organ System Stations” around the room. Assign students to |
| | | |cooperative groups. Assign each group to a various system. Have them answer the|
| | | |following questions and prepare a 2 minute explanation to present to the class on|
| | | |how their systems work together: |
| | | |Identify the system you are exploring. |
| | | |Identify the organs that are a part of your system. |
| | | |How do the organs in your system work together? |
| | | |What individual jobs do the organs in your system perform? |
| | | |How would your system be affected if one of the organs was missing? |
| | | |Use a handout/overhead to help a students understand how cells, tissues, organs, |
| | | |and systems are all related. |
MATTER, ENERGY AND ORGANIZATION – KEY IDEA 1: Living things are both similar to and different from each other and from nonliving things.
Performance Indicator 1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, organs, tissue, cells, organelles).
|AIM(S) |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|Why is homeostasis |1.2c: The components of the human body, from organ |1. Define: organ system, cell |Have students relate various organ systems to the life functions with which they |
|important to |systems to cell organelles, interact to maintain a |organelles, control |are associated. |
|organisms? |balanced internal environment. To successfully |mechanism, homeostasis, |Have students predict how each specific body system will respond and how that body |
| |accomplish this, organisms possess a diversity of |and deviations. |system will continue to function if there is a disruption in its internal |
|How do body systems |control mechanisms to detect deviations and make |2. Explain how organisms |environment. (Ex. The human excretory system will respond by sweating on a hot day|
|meet the needs of all |corrective actions. |maintain a balanced internal |to maintain a stable internal environment; the human respiratory system will |
|cells? |1.2d: If there is a disruption in any human system, |environment. |respond with an increase in one’s breathing rate during exercise to maintain a |
| |there will be a corresponding imbalance in |3. State what happens if there |stable internal environment, etc.) |
| |homeostasis. |is a disruption in any human |Reinforce the idea how organelles, cells, tissues, organs, and systems all work |
| |1.3a: The structures present in single-celled |body system. |together and help maintain a stable internal environment. |
| |organisms act in a manner similar to the tissues and | | |
| |systems found in multicellular organisms, thus | | |
| |enabling them to perform all of the life processes | | |
| |needed to maintain homeostasis. | | |
MATTER, ENERGY AND ORGANIZATION – KEY IDEA 1: Living things are both similar to and different from each other and from nonliving things.
Performance Indicator 1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, organs, tissue, cells, organelles).
|AIM(S) |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How is the cell |1.2f: Cells have particular structures that perform |1.Define: structure. |Show pictures of various types of cells using a video microscope or a laser disk |
|structure related to |specific jobs. These structures perform the actual |2. Relate the structure to the |player. |
|the cell function? |work of the cells. Just as systems are coordinated |job (function) a cell does. |Have students describe the similarities and the differences between the different |
| |and work together, the cells making up those systems |3. Explain the importance of structure. |types displayed. |
|How do cells carry out|must also be coordinated to work together. |4. Discuss how the cells making-up different |Have students predict what organ system the various cells come from based on the |
|the life functions? |1.2I: Inside the cell a variety of specialized |systems relate to each |structure of the cell. |
| |structures, formed from many different molecules, |other. |Use a typical cell structure handout to explain the job of each organelle.Have |
|How do plant cells |carry out the transport of materials (cytoplasm), | |students examine the picture and decide how the structure of the organelle helps it|
|differ from animal |extraction of energy from nutrients (mitochondria), | |perform its job. Example: The cell membrane surrounds the cell. Its location and |
|cells? |protein building (ribosomes), waste disposal (cell | |structure help the cell membrane keep large unwanted particles from entering the |
| |membrane), storage (vacuole), and information storage | |cell. |
| |(nucleus). | |Build Jell-O-Cells using various types of candy, pasta, etc. as cell organelles, a |
| |1.3a: The structures present in single-celled | |Ziploc baggie as the membrane and the Jell-O as the cytoplasm. |
| |organisms act in a manner similar to the tissues and | | |
| |systems found in multicellular organisms, thus | | |
| |enabling them to perform all of the life processes | | |
| |needed to maintain homeostasis. | | |
MATTER, ENERGY AND ORGANIZATION – KEY IDEA 1: Living things are both similar to and different from each other and from nonliving things.
Performance Indicator 1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, organs, tissue, cells, organelles).
|AIM(S) |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How can we describe |1.2I: Inside the cell a variety of specialized |1. Define: transport of |Identify the organelles associated with transport in a cell. Have students |
|the role of transport |structures, formed from many different molecules, |materials, extraction of |determine the function of the organelle based on its shape and location. |
|structures in cells? |carry out the transport of materials (cytoplasm), |energy, nutrients, protein |Have students work cooperatively to compare the structure of a cell to various |
| |extraction of energy from nutrients (mitochondria), |building, waste disposal, and |parts of a city. |
| |protein building (ribosomes), waste disposal (cell |informational storage. |Make a t-chart comparing and contrasting similarities and differences between each|
| |membrane), storage (vacuole), and information storage |2. Compare and contrast |organelle associated with transport. |
| |(nucleus). |transport structures within a | |
| |1.3a: The structures present in single-celled |cell. (They should be able to | |
| |organisms act in a manner similar to the tissues and |understand the jobs of the | |
| |systems found in multicellular organisms, thus |ribosomes, cell membrane, | |
| |enabling them to perform all of the life processes |cytoplasm, endoplasmic | |
| |needed to maintain homeostasis. |reticulum and the Golgi | |
| | |bodies.) | |
| | |3. Describe the structures used | |
| | |in transport. | |
| | |4. Explain the role of transport | |
| | |structures. | |
MATTER, ENERGY AND ORGANIZATION – KEY IDEA 1: Living things are both similar to and different from each other and from nonliving things.
Performance Indicator 1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, organs, tissue, cells, organelles).
|AIM(S) |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How does the cell |1.2G: Each cell is covered by a membrane that |1. Define: cell membrane, |Spray yourself with cologne and have a few students time with a stop watch |
|membrane perform its |performs a number of important functions for the |diffusion, active transport |how long it takes for the scent to get to various parts of the room (front, |
|functions? |cell. These include: separation from its outside |2. List the functions of the cell |center, and back) to demonstrate diffusion. |
| |environment, maintenance of an internal environment |membrane. |Have one student stand outside the classroom at the door while the rest of |
|How does the cell |different from its external environment, controlling |3. Explain the importance of the |the class stands inside the classroom at the door. Count to 3 and have the |
|membrane transport |which molecules enter and leave the cell, and |cell membrane (related to |students inside move outside the room while the student outside moves inside |
|materials? |recognition of chemical signals. The processes of |1.2d). |the room to demonstrate diffusion. Discuss the above scenario with the class |
| |diffusion and active transport are important in the |4. Compare diffusion and active |stating that the student outside must get in before anyone else gets out of |
|How does the cell use |movement of materials in and out of cells. |transport. |the room. If he/or she doesn’t accomplish this task, he/she will fail the |
|energy to transport |1.3a: The structures present in single-celled | |class. Elicit responses on how he/she can accomplish this task to |
|materials? |organisms act in a manner similar to the tissues and | |demonstrate active transport. |
| |systems found in multicellular organisms, thus | |Have the class compare getting on and off a train at Grand Central Station |
| |enabling them to perform all of the life processes | |during rush hour to getting on and off a train at Grand Central Station at |
| |needed to maintain homeostasis. | |3:00 am. Have the class relate these conditions to the way molecules move |
| | | |during diffusion and active transport. |
| | | |Add one drop of food coloring to a tank of water to demonstrate diffusion of |
| | | |a liquid. |
| | | |Have the class make a T-Chart comparing and contrasting molecule movement |
| | | |during active transport and diffusion. |
MATTER, ENERGY AND ORGANIZATION – KEY IDEA 1: Living things are both similar to and different from each other and from nonliving things.
Performance Indicator 1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, organs, tissue, cells, organelles).
|AIM(S) |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How do cells |1.2j: Receptor molecules play an important role in |1. Define receptor cells, |Have students write a paragraph deciding which type of mail system they prefer:|
|communicate with each |the interactions among cells. Two primary methods of|receptor molecules, |e-mail or the postal service (snail-mail). Have them explain the benefits of |
|other? |cellular communication are hormones and chemicals |hormones, chemicals, nerve |each system. Have them compare the two systems to hormone responses and nerve |
| |produced by nerve cells. If nerve or hormone signals|cells, cellular communication, |cell responses. |
|How do cells |are blocked, this disrupts the cellular communication|and stability. |Have students investigate their 5 senses to better understand where receptor |
|communicate in a |and affects the organism’s stability. |2. Explain two primary methods |cells are most concentrated. (Have them perform simple tasks like identifying |
|multicellular organism?| |of cellular communication. |a scent when their eyes are closed; touching the back of their hand and tips of|
| |1.3a: The structures present in single-celled |3. Relate hormone and |their fingers with a red marker and have them find the same location with a |
| |organisms act in a manner similar to the tissues and |chemicals from nerve cells to |blue marker while their eyes are closed, etc.) |
| |systems found in multicellular organisms, thus |receptor cells. |Play a game of “Telephone” with the class. Have them pass along a message that|
| |enabling them to perform all of the life processes | |is relevant to what you are teaching at the time. See how long it takes to get|
| |needed to maintain homeostasis. | |from one side of the room to another. Have a student use the phone in the |
| | | |classroom to call the classroom across the hall. See how long it takes to get |
| | | |from one room to the next. Compare the two types of communication to chemical |
| | | |communication and nerve cell communication. |
| | | |Have students describe the effects of various drugs on chemical control in |
| | | |humans and on nerve control in humans. |
MATTER, ENERGY AND ORGANIZATION – KEY IDEA 1: Living things are both similar to and different from each other and from nonliving things.
Performance Indicator 1.3: Explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms.
|AIM(S) |MAJOR UNDERSTANDING |INSTRUCTIONAL |ACTIVITIES AND ENRICHMENTS |
| | |OBJECTIVES | |
|How can an organism |1.2f: Cells have particular structures that perform |Define: organism, single- celled, multicellular, |Have students do a think-pair-share activity and decide what structures a cell |
|survive with only one |specific jobs. These structures perform the actual |homeostasis. |would need in order to survive without organs and systems? (Stress to the |
|cell? |work of the cells. Just as systems are coordinated |Compare jobs of organelles in a single- celled |students that the names of structures are not necessary – the jobs of the |
| |and work together, the cells making up parts also |organism to tissues and systems in a multicellular |structures are most important. |
|(How can an organism |must also be coordinated to work together. |organism. |Elicit ideas from the class based on the above activity and generate a class list|
|be a single cell?) |1.3a: The structures present in some single-celled |Explain the importance of the structures of single- |of “needs.” |
| |organisms act in a manner similar to the tissues and |celled organisms. |Discuss the jobs of the various adaptive structures found in single cellular |
| |systems found in multicellular organisms, thus |Relate the functions (jobs) of tissues and systems to |organisms such as the euglena, paramecium and ameba. |
| |enabling them to perform all of the life processes |homeostasis. |Show models of single-celled organism. |
| |needed to maintain homeostasis. | |Supply students with a protist handout showing an ameba, paramecium and a euglena|
| | | |and have them design a T-chart comparing various structures in single cellular |
| | | |organisms to organs found in humans. (Ex. cilia ( legs; oral groove ( mouth) |
| | | |Have class perform a laboratory exercise using living euglena, paramecium, and |
| | | |ameba specimens to watch how they are able to survive with only one cell. |
MATTER, ENERGY AND ORGANIZATION – KEY IDEA 1: Living things are both similar to and different from each other and from nonliving things.
Performance Indicator 1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, organs, tissue, cells, organelles).
Performance Indicator 5.1: Students explain the basic biochemical process in living organisms and their importance in maintaining dynamic equilibrium (homeostasis).
|AIM(S) |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|What elements and |1.2h: Many organic and inorganic substances dissolved|1. Define: building blocks, |Have students make a T-chart comparing properties of organic substances vs. |
|compounds are found in |in cells allow necessary chemical reactions to take |synthesis of compounds, |inorganic substances. |
|living things? |place in order to maintain life. Large organic food |organic substances, |Have students make a list of all of the foods they ate yesterday, group them into|
| |molecules such as proteins and starches must |inorganic substances, |three categories (proteins, carbohydrates, lipids), and have them state how each |
|What are acids and |initially be broken down (digested to amino acids and|nutrient, digestion, protein, |food helped them perform their life processes. |
|bases? |simple sugars respectively), in order to enter cells.|amino acids, fat, starch, |Construct a T-chart that states the nutrient being digested and the job it will |
| |Once nutrients enter a cell, the cell will use them |simple sugars, DNA, |perform. |
|What organic molecules |as building blocks in the synthesis of compounds |synthesis. |Demonstrate the energy stored in bonds by having two students facing each other |
|are found in cells? |necessary for life. |Compare inorganic and |hold hands and lean back. Have students predict what would happen if the |
| |5.1d: In all organisms, organic compounds can be used|organic substances. |students holding on to each other let go. Explain how this demonstrates that |
|How are molecules |to assemble other molecules such as proteins, DNA, |Explain the importance of |energy is released when bonds are broken. |
|joined and taken apart?|starch, and fats. The chemical energy stored in |organic molecules. |Explain the concept of synthesis by using Lego blocks. Illustrate that several |
| |bonds can be used as a source of energy for life |State the importance of |small pieces of Lego can be put together to build a larger structure. |
| |processes. |bonds. |Have students build protein models out of amino acids. |
| |2.1I: The work of the cell is carried out by the many|Relate bonds to life |Have students build starch models out of simple sugars. |
| |different types of molecules it assembles. Protein |processes. |Have students work in pairs and write out 3 |
| |molecules are long usually folded chains made from 20|Describe how energy is |examples of how digestion is related to |
| |different amino acids in a specific sequence… |stored. |synthesis. |
| | |Relate proteins to amino | |
| | |acids. | |
| | |Relate starches to simple | |
| | |sugars. | |
| | |Relate digestion to | |
| | |synthesis. | |
KEY IDEA 1: MATTER, ENERGY AND ORGANIZATION - Living things are both similar to and different from each other and from nonliving things.
Performance Indicator 1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, organs, tissue, cells, organelles).
Performance Indicator 5.1: Students explain the basic biochemical process in living organisms and their importance in maintaining dynamic equilibrium (homeostasis).
|AIM(S) |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How does energy get |1.2k: Once nutrients enter a cell, the cell will use those raw |1. Define: organism, |Compare mitochondria to a fuel engine, a furnace and/or a fireplace to show how |
|into the nutrients |materials for energy or as building blocks in the synthesis of |organic compounds, |each combine fuel with oxygen to create energy. |
|used by living things?|compounds necessary for life. Energy must be changed into a form|respiration, ATP, |Have students work in pairs. One student will explain how energy is stored in |
| |cells can use. ….. |mitochondria, oxygen, |bonds of ATP. The other student will explain how to get the energy out of ATP. |
|How do organisms |5.1a: The energy for life comes primarily from the sun. |carbon dioxide, water, |Have students create a table of the life functions and how ATP is used during each |
|release energy from |Photosynthesis provides a vital connection between the sun and |obtain, transform, |process. |
|food? |the energy needs of living things. |transport. |Have students exhale on a mirror to illustrate that water vapor, as well as carbon |
| |5.1b: Plant cells and some one-celled organisms contain |2. Describe the function |dioxide, is a waste product that is produced during respiration. |
| |chloroplasts, the site of photosynthesis. The process of |of mitochondria. |Develop a concept map to trace the flow of energy from the sun to ATP to glucose |
| |photosynthesis uses solar energy to combine inorganic molecules |Explain the function of ATP. |and back to ATP. |
| |of carbon dioxide and water into energy-rich organic compounds |4. Explain how energy is | |
| |(e.g., glucose) and release oxygen to the environment. |stored in the bonds of | |
| |5.1d: In all organisms, the energy stored in organic molecules |ATP. | |
| |may be released during cellular respiration. This energy is |Relate ATP to life | |
| |temporarily stored in ATP molecules. In many organisms, the |Functions. | |
| |process of cellular respiration is concluded in mitochondria, in |Describe the waste | |
| |which ATP is produced more efficiently, oxygen is used, and |products produced as | |
| |carbon dioxide and water are released as wastes. |a result of cellular | |
| |5.1e: The energy from ATP is used by the organism to obtain, |respiration. | |
| |transform, tran- sport materials and to eliminate wastes. | | |
MATTER, ENERGY AND ORGANIZATION – KEY IDEA 1: Living things are both similar to and different from each other and from nonliving things.
Performance Indicator 1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, organs, tissue, cells, organelles).
Performance Indicator 5.1: Students explain the basic biochemical process in living organisms and their importance in maintaining dynamic equilibrium (homeostasis).
|AIM(S) |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How can we describe |5.1f: Biochemmical processes, both breakdown and synthesis, are |1. Define: enzymes, |Give out 10 pieces of two different puzzles to groups of 4 students. Have students|
|enzymes? |made possible by a large set of biological catalysts called |hormones, receptor |put together the pieces they have and then they explain how they knew that the |
| |enzymes. Enzymes can affect the rates of chemimcal change. The |molecules, and |pieces that they put together belonged together. |
|How do enzymes control|rate at which enzymes work can be influenced by internal |antibodies. |Reinforce: the shape of a cell’s organelle was also important for its specific |
|chemical reactions in |environmental factors such as pH and temperature. |2. Explain why their |function. |
|a cell? |5.1g: Enzymes and other molecules, such as hormones, receptor |shape is important. |List examples of how certain enzymes, hormones, receptor molecules and antibodies |
| |molecules, and antibodies have specific shapes that influence | |are specific as to which molecules they will react with. |
| |both how they function and how they interact with other | |The students design their own models of enzymes and the molecules they will |
| |molecules. | |interact with. |
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MATTER, ENERGY AND ORGANIZATION – KEY IDEA 1: Living things are both similar to and different from each other and from nonliving things.
Performance Indicator 1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, organs, tissue, cells, organelles).
Performance Indicator 5.1: Students explain the basic biochemical process in living organisms and their importance in maintaining dynamic equilibrium (homeostasis).
|AIM(S) |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How can we speed up or|5.1f: Biochemical processes, both breakdown and synthesis, are |1. Define: biochemical |Illustrate the effect of a catalyst by comparing it to how gossip in the lunchroom|
|slow down the rate of |made possible by a large set of protein catalysts called enzymes.|processes, breakdown, |about “who said what about whom” can speed up an argument. |
|chemical activities? |Enzymes can affect the rates of chemical changes. The rate at |synthesis, protein |Demonstrate how protein is digested with liver in a test tube. |
| |which enzymes work can be influenced by internal environmental |catalyst, enzymes, |Do a lab to illustrate how vitamins (brought in by students)are digested in our |
| |factors such as: pH and temperature. |chemical change, pH, |stomach at different pH levels of HCl. |
| | |temperature. |After determining the best pH to digest the vitamin they brought in, keep the pH |
| | |2. State the reason why |constant; have students repeat the experiment this time varying the temperature of|
| | |we are able to have |the HCl solution. |
| | |biochemical processes. | |
| | |3. State what enzymes | |
| | |do to chemical change. | |
| | |4. Describe what factors | |
| | |influence the way | |
| | |enzymes work. | |
GENETICS – KEY IDEA 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parent and offspring.
Performance Indicator 2.1: Students explain how the structure and replication of genetic material result in offspring that resemble their parents.
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How does the |2.1a: Genes are inherited, but their expression can be modified |Identify genes specific for a |1-Explain the chart of the Himalayan rabbit. |
|environment influence |by interactions with the environment. |characteristic. |Use an overhead projection to discuss curly wing fruit fly and temperature. |
|genes? | |Explain how the environment influences the|Have students read an article concerning identical twins raised in different |
| | |gene. |environments. |
| | |Describe 2 examples of environment |Discuss Darwin's finches. |
| | |influencing genes. |Discuss sickle cell anemia and malaria. |
| | | |Discuss the impact of environment on Siamese |
| | | |cats. |
|How can we explain the|Paragraph 1, Key Idea 2: Organisms from all kingdoms process a |Define genes, generation, heredity. |Trace a trait through several generations of mitosis; trace the effect in two |
|inheritance of traits?|set of instructions (genes) that determines their |Explain what is needed for a trait. |generations using meiosis. |
| |characteristics. These instructions are passed from parents to |Review laws of dominance and segregation. |Show traits of fruit flies and genes for trait. Also, show traits for humans and |
|Why do some traits |offspring during reproduction. |Develop a list of traits that are passed |genes for the trait. Ask students to explain why humans don’t have vestigial |
|skip generations? |2.1a: Genes are inherited, but their expression can be modified |on in humans. |wings. |
| |by interactions with the environment. | |Discuss pedigrees that indicate that traits are passed from one generation to the |
| |2.1b: Every organism requires a set of coded instructions for | |next. |
| |specifying its traits. For offspring to resemble their parents, | |Page 438, The Living Environment (Amsco)--Lab activity: How are traits passed from |
| |there must be a reliable way to transfer information from one | |parents to offspring? |
| |generation to the next. Heredity is the passage of these | |Activity: have students survey the class and then their family for a variety of |
| |instructions from one generation to another. | |genetic markers such as: widow’s peak, hitchhiker thumb, mid digital hair and |
| | | |traits that are not inherited. Have students compare and contrast the frequency in|
| | | |families vs. class population. |
GENETICS – KEY IDEA 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parent and offspring.
Performance Indicator 2.1: Students explain how the structure and replication of genetic material result in offspring that resemble their parents.
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How do genes control |2.1a: Genes are inherited, but their expression can be modified|Define – chromosomes, nucleus. |Draw a picture of genes inside the chromosomes of a nucleus. |
|traits? |by interactions with the environment. |Describe a gene. |Label genes inside chromosomes for a particular trait. |
| |2.1b: Every organism requires a set of coded instructions for |Explain how genes are related to traits. |Determine the number of genes needed for hazel eye color. |
| |specifying its traits. For offspring to resemble their |Explain how traits are determined. |Linked traits can be discussed. Discuss blue eyes & blond hair. Students can use |
| |parents, there must be a reliable way to transfer information |Explain what a single gene can influence. |text or do research to develop a list of linked traits. |
| |from one generation to the next. Heredity is the passage of |Describe the genes in the nucleus of a |Use a linkage map of fruit fly traits. |
| |these instructions from one generation to another. |human cell. | |
| |2.1c: Hereditary information is cont-ained in genes, located in| | |
| |the chrom-osomes of each cell. An inherited trait of an | | |
| |individual can be determined by one or by many genes, and a | | |
| |single gene can influence more than one trait. A human cell | | |
| |contains many thousands of different genes in its nucleus. | | |
|How can we explain the |2.1d: In asexually reproducing organisms, all the genes come |Define asexual reproduction, single |Have students explain diagrams showing genes from a parent and their asexual |
|genetics of asexual |from a single parent. Asexually produced offspring are |parent, identical. |offspring. |
|reproduction? |normally genetically identical to the parent. |Explain where all genes come from. |Show diagrams of ameba, paramecium, body cells from humans, with the genes of the |
| | |Compare offspring to parent. |original and reproduced cell. Ask students to write an explanation of what they |
| | |Cite examples of asexual reproduction in |see. |
| | |unicellular and multicellular organisms. |Demonstration of bread mold. Ask students to draw the cells of the “parent” bread |
| | |Compare and contrast parent and daughter |mold and “children” molds. |
| | |cells. |Use prepared slides of cells undergoing mitosis. |
| | | |Use charts or other actual plants in order to have students describe bulbs, corms, |
| | | |runners, etc. |
| | | | |
GENETICS – KEY IDEA 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parent and offspring.
Performance Indicator 2.1: Students explain how the structure and replication of genetic material result in offspring that resemble their parents.
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How can we explain the |2.1e: In sexually reproducing organisms, the new individual |Define sexual reproduction, sperms, eggs. |Use a clay model of sperm cell and an egg cell to show how an individual gets its |
|genetics of sexual |receives half of the genetic information from its mother (via |Describe how a new individual gets its |genetic information. |
|reproduction? |the egg) and half from its father (via the sperm). Sexually |genetic information. |Have students bring in pictures of their parents and themselves. Have students |
| |produced offspring resemble, but are not identical to, either |Compare sexually produced offspring to |determine who belongs to which pictures. |
| |of their parents. |their parents. |Using diagrams of Darwin's giraffes, have students discuss the importance of |
| | |Compare and contrast sexual reproduction |variations among offspring as a function of survival, and the development of |
| | |to asexual. |species. |
| | | |Give the students diagrams of crossing over and have them explain how it is used to|
| | | |create differences between parents and offspring. |
| | | |Use charts, models, laser disk to demonstrate meiosis. |
|How can we describe | 2.1h: Genes are segments of DNA molecules. Random alteration|Define genes, DNA, random alterations, |Examine diagrams of different cases of altered genes and normal genes. |
|gene mutations? |of DNA can cause mutations; an altered gene may be passed on to|mutations, inserting, deleting, |Show pictures of organisms with normal traits and abnormal traits. Ask students to|
| |every cell that develops from it. |substitution. |break up into groups of 4. Have students draw the genes for normal trait and |
| |2.2d: Inserting, deleting or substituting DNA segments can |Describe how you get a gene mutation. |mutant trait. They then explain it to the class. |
| |alter genes. An altered gene may then be passed on to every |Explain how genes are altered. |Draw mutations that show deletion, insertion and substitution of genes. |
| |cell that develops from it. |Explain cystic fibrosis, Huntington's |Discuss the inheritance of the sickle cell trait as the result of a gene mutation. |
| | |disease. | |
| | |Describe PKU & Tay-Sachs | |
GENETICS – KEY IDEA 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parent and offspring.
Performance Indicator 2.1: Students explain how the structure and replication of genetic material result in offspring that resemble their parents.
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How can we describe |2.1f: In all organisms, the coded instructions for specifying the|Define DNA, A, G, C, T, subunit encoded, |Identify A, T, G, C from a model. |
|the structure of DNA? |characteristics of the organism are carried in DNA, a large |code molecular letters, replicated and |Cut out of subunits and paste together a DNA molecule. |
| |molecule formed from subunits of four kinds (represented by A, G,|template. |Work cooperatively to fill in handouts that show a template of genetic material |
| |C, and T). The chemical and structural properties of DNA are the|Relate subunits to DNA. |being replicated and passed to other cells. |
| |basis for how the genetic information that underlies heredity is |Explain the importance of a template. | |
| |both encoded in genes (as a string of molecular “bases”) and |Relate template to replication and DNA in | |
| |replicated by means of a template. |all cells. | |
| |2.1G Cells use and store coded information. The genetic | | |
| |information is used to direct the synthesis of the thousands of | | |
| |proteins a cell requires. | | |
GENETICS – KEY IDEA 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parent and offspring.
Performance Indicator 2.1: Students explain how the structure and replication of genetic material result in offspring that resemble their parents.
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How can we explain the|Paragraph 2, Key Idea 2: The inherited instructions that are |Define synthesis, protein. |Use cut out lab activities showing template, replicated DNA and the formation of |
|synthesis of protein? |passed from parent to offspring exist in the form of a code. |Explain how DNA helps to make a protein. |protein. |
| |This code is contained in DNA molecules. The DNA molecules must | |Write a paragraph explaining the formation of DNA. |
| |be accurately replicated before being passed on. Once the coded | |Cooperatively fill in a cloze paragraph describing protein synthesis. |
| |information is passed on, it is used by a cell to make proteins. | |Use cut out models to locate different students in the room who represent parts of |
| |The proteins that are made become cell parts and carry out most | |the proteins needed to make a protein. |
| |functions of the cell. | |Show a simple catalyst-affected reaction and elicit how the addition of catalyst |
| |2.1G: Cells store and use coded information. The genetic | |altered the rate 2H2O(2H2O+O2 content for O2 with splint. |
| |information stored in DNA is used to direct the synthesis of the | |(liver, catalase enzyme) |
| |thousands of proteins that each cell requires. | |Show models of enzymes & substrate complex. |
| | | |Have students create a sentence from a set of code words. Have them create as many|
| | | |different sentences as possible from the code words. |
|How can we describe |2.1k: The work of the cell is carried out by the many different |Define molecules, folded chains, amino |Identify protein structures in the cell by diagrams, charts and models. |
|the function and |types of molecules it assembles, mostly proteins. Protein |acids, specific sequence, shape of |Construct a protein molecule that is folded and made of 20 different amino acids. |
|structure of proteins?|molecules are long, usually folded chains made from 20 different |protein. |Demonstrate why structures such as finger nails and skin are likely to be folded. |
| |kinds of amino acids in a specific sequence. This sequence |Determine that protein molecules allow the| |
| |influences the shape of the protein. The shape of the protein, |cell to do work (function). | |
| |in turn, determines its function. |Describe the structure of proteins. | |
| | |Relate sequence of protein molecules to | |
| | |structure and function. | |
GENETICS – KEY IDEA 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parent and offspring.
Performance Indicator 2.1: Students explain how the structure and replication of genetic material result in offspring that resemble their parents.
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How can we explain why|2.1i: Offspring resemble their parents because they inherit |Review 2.1A + 2.1B, 2.1C |Use various coded molecules that make up1- proteins for structures and functions. |
|offspring resemble |similar genes that code for the production of proteins that form |Explain what offspring inherit from the |Give out to class. Have students find out who their parents are in the class and |
|their parents? |similar structures and perform similar functions. |parents. |explain why. |
| | |Describe the role genes have in the |Give the students an amino acid sequence for a protein. Have them determine the |
| | |production of protein. |correct sequence of codons. |
|How are cells in an |2.1k: The many body cells in an individual can be very different |Recognize that all cells in the body come |Compare zygote genetic instructions to other cells by using cut outs, models, |
|individual, such as |from one another even though they are all descended from a single|from a single cell. |diagrams or charts. |
|humans, different, |cell and thus have essentially identical genetic instructions. |Compare the genetic instructions in all |Identify a muscle cell, bone cells, skin cell or heart cell by using genetic |
|even though all cells |This is because different parts of these instructions are used in|cells. |instructions in the cell. Show a cell with genetic information, for example A-T |
|descended from a |different type of cells, and are influenced by the cell’s |Explain why cells are different. |and G-C. Then show the same cell when it is found in the heart environment with |
|single cell? |environment and past history. |Identify different parts of genetic |the code A-T, G-C, G-C, the extra G-C could represent the trait for "beating" in a |
| | |instructions used in different cells. |heart. |
| | |Relate the instructions in the cell to |Explain what happens to cells in different environments. Show cells in different |
| | |their environment and past history. |environments such as in the lungs, heart, kidneys, all with same code. |
GENETICS – KEY IDEA 2: Throughout recorded history, humans have used selective breeding and other methods to produce organisms with desirable traits. Our current understanding of DNA allows for the manipulation of genes and the development of new combinations of traits and new varieties of organisms.
Performance indicator 2.2: Students explain how the structure and replication of genetic materials result in offspring that resemble their parents
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How has breeding |2.2a: For thousand of years new varieties of cultivated plants |Define cultivated plants, domestic |Show charts of cultivated plants and animals. Ask students to explain the chart. |
|helped us to develop |and domestic animals have resulted from selective breeding for |animals, selective breeding. |Have students move into groups of 4. Show the development of genes for a trait |
|new types of plants |particular traits. |Give examples of selective breeding. |through several generations, example: use the trait of bright red vs. other shades|
|and animals? |2.2B: In recent years new varieties of farm plants and animals | |of red |
| |have been genetically engineered by manipulating their DNA | |Explain how a wild pig have been bred into a domestic pig. |
| |instructions to produce new characteristics. | |Use cut outs showing slight genetic code differences in the weight of a pig. Show |
| | | |how the codes get passed along and eventually become the dominant genetic trait |
|How can we explain |Key idea 2: They are now able to begin to understand the |Define genetic engineering, DNA |Create a genetically engineered organism based on recombination. Students will |
|genetic engineering? |molecular bases of heredity and how this set of instructions can |instructions, new characteristics. |explain the use of recombination and mutation in creating new organisms. |
| |be changed through recombination, mutation, and genetic |Explain why plasmids |Explain why your organism is genetically engineered. |
| |engineering. |are used. |Discuss recombinant DNA in bacteria. |
| |2.2B: In recent years new varieties of farm plants and animals |Explain the steps in making recombinant | |
| |have been genetically engineered by manipulating their DNA |DNA. | |
| |instructions to produce new characteristics. | | |
GENETICS – KEY IDEA 2: Throughout recorded history, humans have used selective breeding and other methods to produce organisms with desirable traits. Our current understanding of DNA allows for the manipulation of genes and the development of new combinations of traits and new varieties of organisms.
Performance indicator 2.2: Students explain how the structure and replicating of genetic materials result in offspring that resemble their parents
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How are enzymes used |2.2C: Different enzymes can be used to cut, copy (clone) and move|Define enzymes, clone, segments of DNA. |Use a model of an enzyme to show how to cut out a trait. Show how the enzyme is |
|in developing new |segments of DNA. Characteristics produced by the segments of DNA |Describe the jobs enzymes are used for |used to insert it into another organism. Introduce the concept of “sticky ends.” |
|types of organisms? |may be expressed when these segments are inserted into new |with DNA. |Explain how the engineering occurs and how organisms can be cloned or made to |
| |organisms such as bacteria. |Relate the use of enzymes to genetic |produce human hormones. |
| | |engineering. |Explain how “Dolly” was made and the negative effects of cloning. |
| | | |Give examples of genetically engineered organisms. |
|How can mapping of |2.2E: Knowledge of genetics is making possible new fields of |Define health care, mapping of genetic |Discuss genetic mapping. Identify the traits on the map. Show gene maps of |
|genes help our health?|health care. For example, mapping of genetic instructions in |instructions, hormones, enzymes, |several organisms including humans. |
| |cells makes it possible to detect, and perhaps correct, defective|engineered organism |Cooperatively, compare a map with another map from the same organism showing |
| |genes that may lead to poor health. Substances, such as some |Describe the importance of genetic mapping|defective genes. |
| |hormones and enzymes from genetically engineered organisms, may |Explain how genetically engineered |Write a composition explaining how the genetic defect may be able to be fixed. This|
| |reduce the cost and side effects of replacing missing body |hormones and enzymes can help people. |can be a mini-research project. |
| |chemicals | | |
EVOLUTION – KEY IDEA 3: Individual organisms and species change over time
Performance indicator 3.1: Students explain the mechanisms and patterns of evolution.
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How can we explain |1st paragraph, Key Idea 3: Evolution, the changes of species |Define evolution. |Time line--roll of paper or long rope; mark key dates. |
|evolution? |over time, is the central unifying theme of biology. This |State what structure in sexually |Have a diagram of fertilization showing genes in egg & sperm |
| |change over time is well documented by extensive evidence from |reproducing organisms becomes the basis |Use model/charts of Eohippus and modern horse to show change. |
| |a wide variety of sources. Students need to know that, in |for evolutionary change. |Use diagrams of human evolution from The Living Environment, Teaching and |
| |sexually reproducing organisms, only changes in the genes of |Compare and contrast somatic and sex cell |Learning Plans (NYC Bd. Of Ed. gray book) page 38-39 (gray book) to show |
| |cells can become the basis for evolutionary change and that |changes to the genes. |concepts of change. |
| |these evolutionary changes may occur in structure, function, |Describe where evolutionary change may |Use diagrams, pictures, models to show fossil similarities. |
| |and behavior over time. Students need to be able to |occur. |Use newspaper or magazine articles to show biochemical similarities such as|
| |distinguish between evolutionary change and the changes that |Compare evolutionary change and changes |human/ape DNA; transplanting pig or baboon organ, etc. |
| |occur during the lifetime of an individual. |due to aging. | |
| |3.1a: The basic idea of biological evolution is that the | | |
| |earth's present-day species developed from earlier, distinctly | | |
| |different species | | |
EVOLUTION – KEY IDEA 3: Individual organisms and species change over time
Performance indicator 3.1: Students explain the mechanisms and patterns of evolution
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How is the variety of |3.1b New inheritable characteristics can result from new |Define inheritable characteristics, new | 3.1b |
|gene combinations |combinations of existing genes or from mutations of genes in |combinations of existing genes, mutations,|Charts of Mendels’ hybrid crosses should be used to show a new combination |
|related to evolution? |reproductive cells. |reproductive cells, meiosis, |of genes. |
| |3.1c : Mutation and the sorting and recombining of genes |fertilization, gene combination |Have students use models to show how a mutation can occur. |
| |during meiosis and fertilization result in a great variety of |Describe how we can get new inheritable |Have students use clay to demonstrate crossing over. |
| |possible gene combinations. |characteristics. |Propose problems of new genes appearing or being lost without mutation. |
| | |Explain how we get a variety of possible |Have students try to explain how this can occur (migration, genetic drift).|
| | |gene combinations. |3.1c |
| | |Relate a variety of gene combinations to |Use a video or laser disk to show meiosis. Make sure students see crossing|
| | |evolution. |over. Have students explain crossing over as a source of variety. |
| | | |Fertilization diagram shows genes in the sperm & egg recombining. Have |
| | | |students trace a gene through several generations. |
| | | |Diagram to show sorting and recombination. |
|How can we describe |3.1d: Mutations occur as random change events. Gene mutations|Define mutation, radiation, chemicals, sex|Distribute and discuss articles of different mutations. |
|mutations? |can be caused by agents such as radiation and chemicals. When|cells, offspring, body cells |Use a chart of Morgan crosses, have students explain reasons for eye color.|
| |they occur in sex cells, the mutations can be passed on to |State when mutations occur. |Students compare impact of mutation in sex cells and somatic cells. |
| |offspring; if they occur in other cells, they can be passed on|List causes of mutations. | |
| |to other body cells only. |Describe how mutations can be passed along| |
| | |to offspring. | |
EVOLUTION – KEY IDEA 3: Individual organisms and species change over time
Performance indicator 3.1: Students explain the mechanisms and patterns of evolution
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How is natural |2nd paragraph, Key Idea 3: |Define biological evolution, different |Use diagram of Darwin's giraffe to explain natural selection |
|selection related to |Biological evolution occurs through natural selection. |species, evolutionary consequences, fossil|Make different size cylinders to represent giraffe's neck. Have pictures |
|evolution? |Natural selection is the result of overproduction of |records, molecular and structural |of food on the board at different heights, let students work in groups to |
| |offspring, variations among offspring, the struggle for |similarities |determine who will survive. |
| |survival, the adaptive value of certain traits, variations, |Explain natural selection |Students pick a trait and then discuss how the trait will perform in |
| |and the subsequent survival and increased reproduction of |Explain the importance of natural |different environments. Students predict its adaptive value. |
| |those best adapted to a particular environment. Selection for|selection. |The Living Environment, Teaching and Learning Plans (NYC Bd. Of Ed. gray |
| |individuals with a certain trait can result in changing the |Describe biological evolution. |book), pp. 49-51. Have students do exercise and focus on adaptive value of|
| |proportions of that trait in a population. |Define natural selection. |the changes. |
| |3.1a see above |Explain the reason we have a fossil | |
| |3.1e : Natural selection and its evolutionary consequences |record. | |
| |provide a scientific explanation for the fossil record of |State the reason for molecular and | |
| |ancient life-forms, as well as for the molecular and |structural similarities observed among | |
| |structural similarities observed among the diverse species of |diverse species | |
| |living organisms. | | |
EVOLUTION – KEY IDEA 3: Individual organisms and species change over time
Performance indicator 3.1: Students explain the mechanisms and patterns of evolution
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How can we describe the|3.1f: Species evolve over time. Evolution is the consequence |Define species, genetic variability & |Have student examine diagrams of Darwin’s finches (Living Environment- |
|reasons for evolution? |of the interactions of (1) the potential for a species to |mutation recombination. |Amsco p. 50 or other texts), to explain reason for the differences |
| |increase its number, (2) the genetic variability of offspring |List the interactions responsible for |(evolution). |
| |due to mutation and recombination of genes, (3) a finite |evolution. |Have students research: founder effect, bottlenecks, and genetic drift in |
| |supply of the resources required for life and (4) the ensuring| |various texts. |
| |selection by the environment of those offspring better able to| |Students research modern theory of evolution and the sources of variation. |
| |survive and leave offspring. | |Have students do lab or exercises using different tools as beaks, e.g. Bird|
| | | |Beak Lab. |
|How do organisms adapt |3.1g: Some characteristics give individuals an advantage over |Describe why individuals can survive in an|Have pictures of biomes such as tropical rain forest or desert. Use |
|to their environment? |others in surviving and reproducing, and the advantaged |environment. |cooperative learning to have students explain why the animals or plants can|
| |offspring, in turn, are more likely than others to survive and|Explain why an organism is more likely to |survive. |
| |reproduce. The proportion of individuals that have |reproduce in a certain environment. |Bring in samples of various leaves and plants. Have students determine the|
| |advantageous characteristics will increase. |Explain why characteristics are |adaptation(s) that help them survive. |
| | |advantages. |Give examples of behavioral adaptations. Have students find other examples|
| | | |and explain why they help survival. |
| | | |Picture and/or videos of examples of adaptations in organisms, including |
| | | |camouflage(i.e., cactus, whales), behavioral (i.e. frogs that remain |
| | | |motionless during the day and appear like bird droppings to predators) |
| | | |Concept map of relationship between specific adaptations and the |
| | | |environment |
EVOLUTION – KEY IDEA 3: Individual organisms and species change over time
Performance indicator 3.1: Students explain the mechanisms and patterns of evolution
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How is diversity |3rd paragraph, Key Idea 3: The diversity of life on Earth |State the cause for the diversity of life.|Have students read about industrial melanism and find current examples. |
|related to evolution? |today is the result of natural selection occurring over a vast|List examples of organisms that have |Use diagrams of giraffes to show an example of a long time change in an |
| |amount of geologic time for most organisms, but over a short |diversity over a short period of time. |organism. |
| |amount of time in organisms with short reproductive cycles, |Give examples of an organism that shows |Show how the use of pesticides/antibiotics has led to evolution in insects |
| |such as pathogens in an antibiotic environment and insects in |diversity after a long period of time |and bacteria. You can use the Lederberg experiment on bacterial resistance |
| |a pesticide environment. | |(Biology: A Comprehensive Test for New York State, pp.433-435) |
|How is variation |3.1h: The variation of organisms within a species increases |Define variation |Explain the relationship between variation and survival. |
|related to the survival|the likelihood that at least some members of the species will |State the importance of variation. |Students color in one of two moths and use different backgrounds to show |
|rate? |survive under changed environment conditions |Describe how variation helps an organism |how the variation aids or hinders survival. |
| | |survive in a particular environment. |Cooperative learning: food source and habitat of two species of Darwin’s |
| | |Explain the importance of variation in |Finches. Develop a chart , variation lab, measuring the length of a bean |
| | |survival rate. |seed. Measure heights of students in class, draw a graph. |
| | | | |
EVOLUTION – KEY IDEA 3: Individual organisms and species change over time
Performance indicator 3.1: Students explain the mechanisms and patterns of evolution
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How does the behavior |3.1I: Behaviors have evolved through natural selection. The |Explain how behaviors have evolved. |Explain the role of behavioral adaptations. Have students read/research |
|of an organism relate |broad patterns of behavior exhibited by organisms have evolved|Describe the importance of behaviors. |about spawning behavior, migratory behavior, nest building, mating rituals,|
|to the evolutionary |to ensure reproductive success. | |etc. |
|process? | | |Explain how mating behaviors help insure reproductive success. |
|How did life begin? |3.1j: Billions of years ago, life on earth is thought to have |Define single-celled, and multicellular |Use diagrams of heterotroph hypothesis and Miller’s experiment. Have |
| |begun as simple, single-celled organisms. About a billion |organisms. |students make a concept map from either diagram. |
| |years ago, increasingly complex multicellular organisms began |Describe the first life forms. Explain how|Biology, The Web of Life, pp.589-591. Pair students, have them explain how|
| |to evolve. |organisms changed. |diagrams are related to life or have them compare and contrast the |
| | |State the time frame for the first life |diagrams. |
| | |forms. | |
|How can we describe |3.1k: Evolution does not necessitate long-term progress in |Define an evolutionary bush. |Use graduated & punctuated equilibrium diagrams. Have students compare and|
|evolutionary change? |some set direction. Evolutionary changes appear to be like |Describe an evolutionary bush. |contrast the diagrams. |
| |the growth of a bush: some branches survive from the |Explain the importance of an evolutionary | |
| |beginning with little or no change, many die out altogether, |bush. | |
| |and others branch repeatedly, sometimes giving rise to more | | |
| |complex organisms. | | |
EVOLUTION – KEY IDEA 3: Individual organisms and species change over time
Performance indicator 3.1: Students explain the mechanisms and patterns of evolution
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENTS |
|How can we describe the|3.1L: Extinction of a species occurs when the environment |Define extinction, environment changes, |Use charts of geologic periods. Have students propose causes for some of |
|extinction of species? |changes and the adaptive characteristics of a species are |characteristics, fossil |the changes. |
| |insufficient to allow its survival. Fossils indicate that |Relate adaptive characteristics to |Show fossils to prove extinction. |
| |many organisms that lived long ago are extinct. Extinction of|extinction. |Have students research endangered species. They make a pamphlet or |
| |species is common; most species that have lived on the earth |Relate environment change to extinction. |brochure to show how man has caused the problem and what can be done to |
| |no longer exist. |State a proof for extinction. |save the species. |
| | |Explain what has happened to most species.|Addison Wesley --Environment science |
| | | |Actvity---Modeling a bald eagle population, activity 23.1 page 392. |
| | | |Have students relate a change in the environment to extinction. |
REPRODUCTION AND DEVELOPMENT- KEY IDEA 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Students explain how organisms, including humans, reproduce their own kind.
|AIMS |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ENRICHMENT/ACTIVITIES |
|Lesson 1: How do cells |2.1d: In asexually reproducing organisms, all the genes come |Lesson 1: |Lesson 1: |
|replicate? |from a single parent. Asexually produced offspring are |Distinguish between the first and second |Students identify cells at the various stages of mitosis using prepared slides. |
|(2 days) |normally genetically identical to the parent. |meiotic division. |Students use colored pipe cleaners to build a model which shows the pairing and |
| | |Compare and contrast meiosis with mitosis. |separation of chromosomes. |
| |4.1b: Some organisms reproduce asexually with all the genetic| |Students create their own models of cells going through various stages of mitosis.|
| |information coming from one parent. Other organisms reproduce| |Use a balloon to illustrate pinching in of cytoplasm in animal cell mitosis. |
| |sexually with half the genetic information coming from each | |Using mitosis models, have students place them in proper sequence. |
| |parent. | |Students identify differences observed in the cell models and describe two major |
| | | |processes that occur during cell division. |
| | | | |
| | | | |
| | | |Lesson 2: |
| | | |Have students prepare bread mold at home for investigation in class. |
| | | |Have students make a slide of bread mold/yeast for investigation using a compound |
| | | |microscope. |
| | |Lesson 2: |Have students draw diagrams of organisms |
|Lesson 2: How do | |Compare and contrast binary fission, |undergoing asexual reproduction. |
|organisms reproduce | |budding, sporulation, regeneration. | |
|asexually? | |Draw an organism undergoing each type of | |
|(1 day) | |asexual reproduction. | |
REPRODUCTION AND DEVELOPMENT- KEY IDEA 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Students explain how organisms, including humans, reproduce their own kind.
|AIMS |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ENRICHMENT/ |
| | | |ACTIVITIES |
|How do plants |4.1b: Some organisms reproduce asexually with all the genetic |Draw an organism undergoing each type of|Demonstrate the different types of vegetative propagation using charts, models and |
|reproduce asexually? |information coming from one parent. Other organisms reproduce |vegetative propagation. |pictures. |
| |sexually with half the genetic information |Compare and contrast vegetative |Have students work in groups with each group member making a model of one type of |
| |typically contributed by each parent. Cloning is the production |propagation with other types of asexual |vegetative propagation, i.e., leaf cuttings, bulbs, rhizomes, runners, tubers, stem|
| |of identical |reproduction. |cuttings, |
| |genetic copies. | |grafting, etc. |
| | | |Bring in samples of leaf cuttings (Begonia), stem cuttings (coleus), bulbs |
| | | |(onions), and tubers (white potatoes). |
| | | | |
|How are gametes |4.1c: The process of meiosis and fertilization are key to sexual |Explain cleavage. |Draw a cell undergoing meiosis. |
|formed? |reproduction in a wide variety of organisms. The process of |Diagram and explain the stages of |Make a model of a cell undergoing meiosis, showing the change in chromosomes. |
| |meiosis results in the production of eggs and |embryonic development from the zygote to|Place in correct order the different stages of meiotic division. |
| |sperm which each contain half of the genetic information. During |the fetus, including morula, blastula, | |
| |fertilization, gametes unite to form a zygote which contains the |gastrula. | |
| |complete genetic information for the offspring. |Describe differentiation and | |
| | |specialization of the three primary germ| |
| | |layers. | |
REPRODUCTION AND DEVELOPMENT- KEY IDEA 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Students explain how organisms, including humans, reproduce their own kind.
|AIMS |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ENRICHMENT/ACTIVITIES |
|Lesson 1: |4.1f: The structures and functions of the human female |Lesson 1: |Lesson 1: |
|How can we describe the|reproductive system, as in other mammals, are designed to |Describe the structure and function of |Draw a diagram of the female reproductive system and trace the path of the egg from |
|female reproductive |produce gametes in ovaries, allow for internal fertilization, |each organ of the female reproductive |the ovary to the uterus. |
|system? |support the internal development of the embryo and fetus in the|system. |Make a model of the female reproductive system. |
| |uterus, and provide nutrition through milk for the newborn. |Label a diagram of the female reproductive| |
| | |system | |
| |4.1 g: The structures and functions of the male reproductive | | |
|Lesson 2: |system, as in other mammals are designed to produce gametes in |Lesson 2: | |
|How can we describe the|testes and make possible the delivery of these gametes for |Describe the structure and function of |Lesson 2: |
|male reproductive |fertilization. |each organ of the male reproductive system|Draw a diagram of the male reproductive system and trace the path of a sperm from its|
|system? | |and its accessory glands. |production in the testes to the urethra, and into the female system. |
| | |Label a diagram of the male reproductive |Make a model of the male reproductive system. |
| | |system. |Have students’ research and design a pamphlet on one birth control method. |
REPRODUCTION AND DEVELOPMENT- KEY IDEA 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Students explain how organisms, including humans, reproduce their own kind.
|AIMS |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ENRICHMENT/ACTIVITIES |
|How do multicellular |4.1d: The zygote may divide by mitosis and differentiate to |Explain cleavage. |Use cleavage models to demonstrate the development of a fetus from the zygote |
|organisms develop from |form the specialized cells, tissues, and organs of |Diagram and explain the stages of |stage. Have students identify differences in the cell models. |
|a single cell? |multicellular organisms. |embryonic development from the zygote |Use microscope slides of the early stages of cleavage in starfish eggs. |
| |4.1h: In humans, the embryonic development of essential organs|to the fetus, including morula, blastula, |Show filmstrip/video, "Life Before Birth." |
| |occurs in early stages of pregnancy. The embryo may encounter |gastrula. |Have students label diagrams of the stages of embryonic development. |
| |risks from faults in its genes and from its mother’s exposure |Describe differentiation and |Use a balloon or a ball to show pinching in of |
| |to environmental factors such as inadequate diet, use of |specialization of the three primary germ |the cytoplasm in cytokinesis. |
| |alcohol/drugs/tobacco, other toxins, or infections throughout |layers. |Provide students with cutouts of the various stages of cleavage and have them place |
| |her pregnancy. | |them in proper sequence, explaining the differences in numbers and sizes of the |
| | | |cells. |
| | | |Have students research the fate of the three primary germ layers. |
| | | | |
| | | | |
| | | | |
| | | | |
|What factors influence |4.1e: Human reproduction and development are influenced by |Explain that human reproduction and |Use diagrams to show the changes in the ovary and its lining, with the changes in |
|human reproduction? |factors such as gene expression, hormones, and the environment.|development are influenced by factors such|hormonal levels. |
| |The reproductive cycle in both males and females is regulated |as gene expression, hormones, and the |Have students explain the changes in each stage of the menstrual cycle. |
|How do hormones control|by hormones such as testosterone, estrogen, and progesterone. |environment. | |
|human reproduction? | |Discuss how the reproductive cycle in both| |
| | |males and females is regulated by hormones| |
| | |such as testosterone, estrogen, and | |
| | |progesterone. | |
HOMEOSTASIS AND DISEASE - KEY IDEA 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Explain disease as a failure of homeostasis.
|AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES/ENRICHMENT |
|How does homeostasis |5.2a: Homeostasis in an organism is constantly |Define homeostasis, disease. |Have the students work cooperatively in expert groups to determine a list of things|
|affect disease? |threatened. Failure to respond effectively can |Explain the constant threats organisms have. |that can go wrong with each human system. |
| |result in disease or death. |Relate homeostasis and death. |Explain how homeostasis stops their list of malfunctions from occurring. |
| | | |Predict how their system would be disadvantaged if homeostasis was affected. |
| | | |Have expert groups present their newly learned information to the class. |
|Why is the immune |5.2b: Viruses, bacteria, fungi and other parasites |Define: viruses, bacteria, fungi, parasites, Immune|Discuss the three major lines of defense of the immune system. (physical/chemical |
|system important? |may infect plants and animals and interfere with |system, antigen and pathogenic organism. |barriers such as the skin, sweat, tears, mucus, stomach acid, etc.; the immune |
| |normal life functions. |List the organisms that can infect organisms. |system produces white blood cells; immune response and specificity of antibodies.) |
| | |Explain why the immune system is important. |Show class pictures/slides/overheads/ videodisk images of viruses, bacteria, fungi,|
| |5.2c: The immune system protects against antigens | |and parasites infecting plant cells and animal cells. |
| |associated with pathogenic organisms or foreign | |Show class pictures/slides /overheads /videodisk images of the human immune system |
| |substances, and some cancer cells. | |responding to various infectious organisms (ex. phagocytic white blood cell |
| | | |engulfing bacteria.) |
| | | |Have students predict how their body would be disadvantaged if their immune system |
| | | |did not protect them against infection. |
HOMEOSTASIS AND DISEASE - KEY IDEA 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Students explain disease as a failure of homeostasis.
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES/ENRICHMENT |
|How does the body |5.2d: Certain white blood cells engulf invaders. Others |Define: White blood cells, antibodies, |Observe prepared human blood smears and identify white blood cells. |
|defend itself against |produce antibodies that attack invaders or mark them for |vaccination, and microbes. |Use cutouts of jigsaw puzzle pieces to represent antibodies and antigens. |
|disease? |killing. The specialized white blood cells will remain, able |Describe how white blood cells destroy |Create a flowchart of events during a normal immune response. |
| |to fight off subsequent invaders of the same kind. |invaders. |Elicit student responses of ways that people can avoid getting diseases. |
| |5.2e: Vaccinations use weakened microbes (or parts of them) to |Explain how the immune system can be |Discuss why most people only get the chickenpox one time. |
| |stimulate the immune system to react. This reaction prepares |stimulated. | |
| |the body to fight subsequent invasions by the same microbes. |Explain how the immune system can be | |
| | |helped to fight subsequent invasions by | |
| | |same microbes. | |
|How do viruses affect |5.2f: Some viral diseases, such as AIDS, damage the immune |Define: AIDS, Immune system, immune |Draw a flow chart of events during an immune response in a person infected |
|the immune system? |system, leaving the body unable to deal with multiple |response and cancerous cells. |with the AIDS virus. |
| |infectious agents and cancerous cells. |Explain why people with AIDS can’t fight |Compare and contrast this flow chart with the normal immune response |
| | |infectious disease and cancer. |flowchart. |
| | | |Complete the “Dread Red” activity using phenolphthalein and sodium |
| | | |bicarbonate to illustrate the spread of AIDS. |
| | | |Explain why the suppression of the immune system may result in cancer. |
HOMEOSTASIS AND DISEASE - KEY IDEA 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Students explain disease as a failure of homeostasis.
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES/ENRICHMENT |
|How do environmental |5.2g: Some allergic reactions are caused by the body’s immune|Define: infectious agents, allergic |Generate a class list of common allergies and their causes. Elicit the types |
|substances affect the |responses to usually harmless environmental substances. |reactions, and immune response. |of medications that relieve some of the symptoms of these allergies. Have a |
|immune system? |Sometimes the immune system may attack some of the body’s own|State the reason why some people have |few of these medication boxes to show that the active ingredients in these |
| |cells or transplanted organs. |allergic reactions. |medications are antihistamines and explain how these medications work. |
| | |Describe errors with the immune system. |Discuss asthma as an allergy and display an inhaler used by an asthmatic. Have|
| | | |students research the prevalence of asthma in the different neighborhoods in |
| | | |New York City. |
| | | |Discuss bioethics of animal organ transplants. |
| | | |Discuss the complications of organ transplants and medications currently |
| | | |available to people. Class discusses how these medications affect the way |
| | | |people with organ transplants live |
| | | |Their life. |
|How can we explain the |5.2h: Disease may also be caused by inheritance, toxic |Define: inheritance, toxic substance, poor |Have the school dietician speak to class about nutrition. |
|causes of disease? |substances, poor nutrition, organ malfunction, and/or some |nutrition, organ malfunction, personal |Analyze food labels, and compare their nutrient and caloric contents. |
| |personal behavior. Some effects show up right away; others |behavior, gene mutation, cancer, chemicals,|Develop a poster, product, or presentation, promoting a healthy lifestyle. |
| |may not show up for many years. |radiation. |Discuss the diseases bulimia and anorexia. |
| |5.2i: Gene mutation in a cell can result in uncontrolled cell|List the causes of disease. |Have students brainstorm a list of causes of cancer. |
| |division, called cancer. Exposure of cells to certain |Explain the possible time frames for when |Make a T-Chart comparing cancer to other diseases. |
| |chemicals and radiation increases mutations and thus |the effects of the disease can be seen. | |
| |increases the chance of cancer. |Compare cancer to other diseases. | |
| | |State some causes of cancer. | |
HOMEOSTASIS AND DISEASE - KEY IDEA 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.3: Relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicellular organisms.
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES/ENRICHMENT |
|How can we define |5.3a: Dynamic equilibrium results from detection of and |Define: dynamic equilibrium, detection, |Investigate how students’ five senses respond to various stimuli. Have |
|dynamic equilibrium? |response to stimuli. Organisms detect and respond to change in|response, and stimuli. |students identify the stimulus and response in each situation they are |
| |a variety of ways both at the cellular level and at the |Explain how dynamic equilibrium keeps the |presented with. |
| |organismal level. |internal environment of an organism in a |Have students close their eyes and respond to the sound of bell by standing |
| | |“steady state.” |up and sitting down and respond to a clap by raising both arms and putting |
| | |Describe how organisms detect and respond |them down. Alternate the bell/clap sound for 30 seconds. Elicit from class |
| | |to change. |reasons why they were able to do this activity. Emphasize that the nervous |
| | |Relate dynamic equilibrium to the |system enabled them to respond. |
| | |organism’s need for a nervous system. |Have cooperative class groups research the following malfunctions of the |
| | | |nervous system: Alzheimer’s, Parkinson’s, Cerebral Palsy, and Multiple |
| | | |Sclerosis. Each group should identify how the disease they researched |
| | | |affects the nervous system. |
| | | |Make a T-Chart to compare and contrast Cell Response to Stimuli Vs. Organism |
| | | |Response to Stimuli. |
HOMEOSTASIS AND DISEASE - KEY IDEA 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.3: Relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicellular organisms.
|AIM |MAJOR UNDERSTANDINGS |INSTRUCTIONAL OBJECTIVES |ACTIVITIES/ENRICHMENT |
|How can we explain the |5.3b: Feedback mechanisms have evolved to maintain homeostasis.|Define: feedback mechanisms, homeostasis, |Use the analogy of a room thermostat or a furnace or central air |
|importance of the |Examples include the changes in heart rate or respiratory rate |heart, respiratory rate, muscle cells, insulin,|conditioning to illustrate negative feedback. (The furnace will begin |
|feedback mechanism? |in response to increased activity in muscle cells; the |pancreas, and guard cells. |running when the temperature drops below a certain point and will stop |
| |maintenance of blood sugar levels by insulin from the pancreas,|Relate the feedback mechanism to dynamic |running when that point is reached.) |
| |and the changes in openings in the leaves of plants by guard |equilibrium. |Write the following names on the board: conductor, movie director, |
| |cells to regulate water loss and gas exchange. |Give examples of how feedback mechanisms |coach, traffic officer. Compare their functions to the roles of the |
| | |maintain homeostasis. |nervous and endocrine system in regulating and coordinating body |
| | |Explain why each example in Major Understanding|activities. |
| | |5.3b has a feedback mechanism. |Have a student volunteer take his pulse while seated. Ask student to |
| | | |perform jumping jacks for 120 seconds. Have student take his pulse |
| | | |again to illustrate the feedback mechanism of both heart and |
| | | |respiratory rates. |
| | | |Discuss diabetes as a malfunction of the insulin feedback mechanism. |
| | | |Have students prepare and observe slides of lettuce epidermal tissue to|
| | | |see stomates and guard cells. |
ECOLOGY - KEY IDEA 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Explain factors that limit growth of populations and individuals.
Performance Indicator 1.1: Explain how diversity of populations within ecosystems relates to stability of ecosystems.
|AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|How does the |6.1e In all environments organisms with similar needs may |Distinguish between biotic and abiotic |Make a local weather map. |
|environment affect |compete with one another for resources, including food, space, |factors in the environment. |Build a weather station and make daily observations |
|living things? |water, air and shelter. In any particular environment, the |Explain how abiotic factors affect living |Make a travel brochure on a biome. |
| |growth and survival of organisms depend on the physical |things. |Test soil for pH, macroelements, microelements. |
| |conditions, including light intensity, temperature range, |Describe the limiting factors in an |Make climatographs for a specific area/ |
| |mineral availability, soil/rock type, and relative acidity |environment. |ecosystem/biome. |
| |(pH). | |Conduct an experiment of the effect of |
| |6.1d The number of organisms any environment can support | |temperature on seed germination. |
| |(carrying capacity) is limited by the available energy, water, | |Germinate a light sensitive seed to different |
| |oxygen, and minerals, and by the ability of ecosystems to | |intensities of light. |
| |recycle the residue of dead organisms through the activities of| |Make a storyboard for soil formation. |
| |bacteria and fungi. | | |
| |1.1b: An ecosystem is shaped by the nonliving environment as | | |
| |well as its interacting species. The world contains a wide | | |
| |diversity of physical conditions, which creates a variety of | | |
| |environments. | | |
ECOLOGY - KEY IDEA 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Explain factors that limit growth of populations and individuals.
Performance Indicator 1.1: Explain how diversity of populations within ecosystems relates to stability of ecosystems.
| AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|Why does a population |6.1f: Living organisms have the capacity to produce |Define limiting factor and carrying |Estimate the size of a population using the |
|stop growing? |populations of unlimited size, but environments and resources |capacity. |Lincoln Index. |
| |are finite. This has profound effects on the interactions of |List limiting factors to a specific organism|Graph the Human Population with respect to historical events |
| |organisms |in a specific ecosystem. |Study population growth of Lemna minor (duckweed) or fruit flies or vinegar |
| |1.1c: In all environments, organisms compete for vital |Draw an S-shaped curve of a population; |eels |
| |resources. The linked and changing interactions of |graph the values. |Graph a Bacterial Growth Curve. |
| |populations and the environment compose the total ecosystem. |List the phases of population growth in an |Examine population counts in quadrants. |
| |1.1d: The interdependence of organisms in an established |S-curve. |Determine the carrying capacity of an ecosystem. |
| |ecosystem results in approximate stability for hundreds or |Identify the effects of increases or |Grow different amounts of seeds in equal size pots. |
| |thousands of years. |decreases in a population of organisms on |Make a Winogradsky Column. |
| |1.1e: Ecosystems, like many other complex systems, tend to |other organisms in the community and |Conduct population counts of local trees. |
| |show cyclic changes around a state of approximate equilibrium.|thenatural resources. |Carry out experiments with Wisconsin Fast Plants. |
| | |Make prediction based on population graphs. |Conduct an experiment with irradiated seeds. |
| | | |Complete a population count using the transect method. |
ECOLOGY - KEY IDEA 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Explain factors that limit growth of populations and individuals.
Performance Indicator 1.1: Explain how diversity of populations within ecosystems relates to stability of ecosystems.
| AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|What are some of the |6.1g:Relationships among organisms may be negative, neutral |Define autotroph, heter- |Collect and examine lichens |
|nutritional |or positive. Organisms interact with one another in several|otroph, herbivore, carnivore, |Observe prepared slides of lichen Thallus |
|relationships in the |ways: producer/ consumer, predator/prey, or parasite/host |omnivore, scavenger, |Observe prepared slides of vectors and parasites. |
|environment? |relationship; or one organism may cause disease in, scavenge |saprophyte |Make a storyboard for a parasite’s life cycle. |
| |or decompose another. |Define and give examples of symbiotic |Make a composter from a 2-liter bottle. |
| | |relationships; commensalism; mutualism parasitism. |Observe mushroom structure. |
| | |Compare intraspecific and interspecific competition|Make a brochure for Lyme disease. |
| | |Explain the concept of ecol- |Make a poster describing how to protect your pet (i.e. dog, cat) from |
| | |ogical niche |parasites. |
|What are the feeding |6.1g: Relationships among organisms may be negative, neutral |Identify the sun as the energy source in an |Draw local food chains/webs. |
|relationships in an |or positive. Some organisms may interact with one another in |ecosystem. |Draw food chains for different ecosystems/biomes. |
|ecosystem? |several ways. They may be in a producer/consumer, |Describe a food chain. |Draw a diagram representing biological magnification. |
| |predator/prey, or parasite/host relationship; or one |Compare a food chain to a food web. |Using animals eaten by humans, trace a pollutant back through a food |
| |organisms may cause disease in, scavenge or decompose |Explain how pollutants are amplified through the |chain/web. |
| |another. |food chain (biological magnification). |Create or modify a food web when a new species is introduced into an |
| | | |ecosystem. |
| |1.1a: Populations can be categorized by the function they | |Create an ecosystem in a test tube/bottle. |
| |serve. Food webs identify the relationships among producers, | |Draw a storyboard on the biological magnification of DDT. |
| |consumers, decomposers who carrying out either autotropic or | |Observe pond water for feeding relationships. |
| |heterotropic nutrition. | |Make a poster comparing a chemo-synthetic ecosystem with a photosynthetic|
| | | |ecosystem. |
| | | |Make food chains/webs with commercial pet food ingredients. |
| | | |Make a list of reasons why canned tuna may or may not be dangerous in |
| | | |terms of mercury poisoning. |
ECOLOGY - KEY IDEA 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Explain factors that limit growth of populations and individuals.
| AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|How does energy flow |6.1a: Energy flows through ecosystems in one direction, |Compare the amount of energy at each level |Draw a pyramid of energy for a local food chain and food chains in different |
|through an ecosystem? |typically from the Sun, through photosynthetic organisms |of the food chain; energy calculations. |ecosystems |
| |including green plants and algae, from herbivores to |Explain why energy is lost as it is passed |Calculate energy values for organisms in pyramids of energy and biomass. |
| |carnivores and decomposers. |through the food chain; Laws of |Calculate efficiencies of energy transfer at each level of a pyramid of energy.|
| |6.1b: The atoms and molecules of the Earth cycle among the |Thermodynamics as it relates to energy |Conduct an experiment showing the effect of light duration or intensity on |
| |living and nonliving components of the biosphere. |transfer. |plant growth. |
| |5.1a: The energy for life comes primarily from the sun. |Describe the pyramid of energy; charts, |Recalculate a pyramid of energy/biomass if more or less energy is provided. |
| |Photosynthesis provides a vital connection between the sun |transparencies, and handouts (6.1b) . |Compare the efficiencies of warm-blooded and cold-blooded animals. |
| |and the energy needs of living things. |Explain the pyramid of |Set up: Terrarium, Aquarium, Vivarium, biosphere, ecosphere, Omnarium, ant |
| |5.1b: Plant cells and some one-celled organisms contain |biomass; charts, |farm. |
| |chloroplasts, the site of photosynthesis. The process of |transparencies, and |Compare the efficiencies of machines to that of plants and animals. |
| |photosynthesis uses solar energy to combine inorganic |handouts. |Calculate percentage useable (food) biomass from an entire plant. |
| |molecules of carbon dioxide and water into energy-rich | |Compare energy required to produce/efficiency of different fuel sources. |
| |organic compounds (e.g., glucose) and release oxygen to the | |Make a chart showing limiting factors in energy transfer. |
| |environment. | |Evaluate alternative energy sources |
ECOLOGY - KEY IDEA 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Explain factors that limit growth of populations and individuals.
| AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|How are materials |6.1c: The chemical elements such as carbon, hydrogen, |Recognize the finite nature of resources in an |Make observations of a worm bin. |
|recycled in an |nitrogen and oxygen, that make up the molecules of living |ecosystem. |Make a sealed bottle garden and observe over time. |
|ecosystem? |things pass through food webs and are combined and recombined|Derive the need for recycling; mathematical |Draw a diagram of the C-/Water/Nitrogen cycles. |
| |in different ways. At each link in a food web, some energy |calculations of resources and amounts left. |Make recycled paper. |
| |is stored in newly made structures but much is dissipated |Explain the C-0 cycle; charts, transparencies, and |Design an efficient recycling system |
| |into the environment as heat. |handouts. |Make a brochure on how to properly recycle or the need to recycle. |
| |6.1d: The number of organisms any habitat can support |Explain the water cycle; charts, transparencies, |Start a battery recycling program in your school. |
| |(carrying capacity) is limited by the available energy, |and handouts. |Graph the world’s natural resources. |
| |water, oxygen and minerals, and by the ability of ecosystems |Explain the nitrogen cycle; charts, transparencies,|Make a storyboard of the rice - blue-green bacteria symbiosis in |
| |to recycle the residue of dead organisms through the |and handouts. |nitrogen cycle. |
| |activities of bacteria and fungi. | |Graph precipitation and reservoir levels on the same graph. |
| | | |Make a map identifying sites of natural resources. |
| | | |Measure transpiration of a plant. |
ECOLOGY - KEY IDEA 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.3: Explain how living and nonliving environments change over time and respond to
Performance Indicator 1.1: Explain how diversity of populations within ecosystems relates to stability of ecosystems.
disturbances.
|AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|How do ecosystems |6.3a: The interrelationships and interdependencies of |Explain the reasons for succession (6.3a). |Make a story board of succession (primary/secondary/in water) |
|change? |organisms affect the development of stable ecosystems. |Define pioneer organism, dominant species |Map a study area and make observations over time. |
| |6.3b: Through succession, all ecosystems progress through a |(6.3b). |Make a study of a microclimate. |
| |sequence of changes during which one ecological community |Describe the stages of succession; |Make a list of native/invasive species in a local area. |
| |modifies the environment, making it more suitable for another|observation of a local area, charts, |Measure the rate of succession using a transect. |
| |community. These long-term, gradual changes result in the |transparencies, and |Make a field guide for species which represent |
| |community reaching a point of stability that can last for |handouts (6.3c). |different phases of succession in a local |
| |hundreds or thousands of years. |Define climax |ecosystem. |
| |6.3a: A stable ecosystem can be altered, either rapidly or |community. |Compare and contrast lichen species from living specimens. |
| |gradually through the activities of organisms (including |Compare primary and secondary succession; |Make a map of the world biomes. |
| |humans), or through climatic changes or natural disasters. |charts, transparencies, and handouts. |Make a table showing soil quantity to organisms found in an ecosystem. |
| |The altered ecosystem can usually recover through gradual |Describe succession in lakes and ponds; |Using a graph compare primary and secondary succession to time. |
| |changes back to a point of long-term stability. |observation of local aquatic areas. |Measure seed dispersal of various plants. |
| |1.1d: The interdependence of organisms in an established | |Make observations of negative plants/animals found in “small patches” |
| |ecosys-tem results in approximate stability for hundreds or | |undergoing |
| |thousands of years. | |Succession. |
| |1.1e: Ecosystems, like many other complex systems, tend to | | |
| |show cyclic changes around a state of approximate | | |
| |equilibrium. | | |
| |1.1f: Every population is linked, directly or indirectly, | | |
| |with many others in an ecosystem. Disruptions in the numbers| | |
| |and types of species and can upset ecosystem stability. | | |
ECOLOGY - KEY IDEA 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.2: Explain the importance of preserving diversity of species and habitats.
| AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|How does evolution |6.2a: As a result of long-term evolutionary processes, there |Define evolution. |Make a cladogram from a list of organisms. |
|produce a diversity of |is a diversity of organisms and roles in ecosystems. This |Describe the modern theory of evolution; |Visit the Zoo and make a species inventory. |
|organisms? |diversity of species increases the chance that at least some |historical accounts from Darwin. |Visit the Museum and select a cladogram to explain to the class. |
| |will survive in the face of large environmental changes. As |Describe how new species arise; Charts of |Make a local field guide of plants/animals. |
| |diversity is lost, potential sources of these materials are |various organisms and their speciation. |Make a brochure on a plant describing its different uses. |
| |lost with it. |State the importance of biodiversity in |Visit the Botanical Gardens and describe how different species were used to |
| |NOTE: Refer back to Key Idea 3 – Evolution. This ties many |increasing the chances that some organisms |create a specific |
| |of the understandings together. |will survive in the face of large |area in the garden. |
| | |environmental changes; chart of organisms |Trace the evolution of a modern species (i.e. dog/agricultural plant). |
| | |in an area and their uses. |Make dichotomous keys for local trees. |
| | |Describe how biodiversity increases the |Make a plant collection - using a plant press and then mounting specimens for |
| | |stability of an ecosystem |display. |
| | | |Make an insect collection. |
| | | |Utilize coloring sheets of human evolution. |
| | | |Extract DNA from onion tissue or from raw wheat germ. |
ECOLOGY - KEY IDEA 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.2: Explain the importance of preserving diversity of species and habitats.
| AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|Why is it important to|6.2b: Biodiversity also ensures the availability of a rich |Define a gene frequency and gene pool; chart of |Make a list of all items in the produce section of the supermarket and |
|preserve the |variety of genetic material that may lead to future |human blood types and their frequencies. |then research their origins. |
|biodiversity of |agricultural or medical discoveries with significant value to |Describe how a variety of different genetic |Make a list of endangered species and identify ways specific species can |
|species and their |humankind. As diversity is lost, potential sources of these |information is produced in a population of a single|be protected. |
|habitats? |materials may be lost with it. |species. |Compare heirloom seed varieties to present varieties and select desirable|
| |1.1f: Every population is linked, directly or indirectly, with|Identify ways in which man has reduced the |traits for the development of a new species. |
| |many others in an ecosystem. Disruptions in the numbers and |biodiversity of agricultural plants and |Make a storyboard showing how desirable genes can be inserted into a |
| |types of species and can upset ecosystem stability. |domesticated animals and describe the dangers; |plant’s genome. |
| | |chart of present and past organisms utilized. |Compare and contrast different species of food plants (onion, citrus, |
| | |Make a chart showing the biodiversity of organisms |lettuce). |
| | |in a given ecosystem. |Make a chart of different plants and all of their uses. |
| | |Make a list of recently discovered plant and animal|Make a poster showing the biodiversity of a local area. |
| | |products and their uses. |Make a flowchart showing how products were previously made using |
| | |Describe how a loss of diversity will eliminate |different raw materials. |
| | |potential sources of many valuable products. |9- Compare natural and synthetic products. |
| | | |10-Make a timeline for the history of sugar/ |
| | | |sweeteners. |
| | | |11-Make a seed collection demonstrating |
| | | |biodiversity. |
| | | | |
HUMAN IMPACT - KEY IDEA 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.1: Describe the interrelationships of humans with the living and nonliving environment.
| AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|How has the human |7.1c: Human beings are part of the Earth’s ecosystems. Human |Describe the growth record of the human |Draw a graph of human population over time and compare to a theoretical S-curve. |
|population grown over |activities can, deliberately or inadvertently, alter the |population. |Determine the effectiveness of population controls used in different countries. |
|time? |equilibrium in ecosystems. Humans modify ecosystems as a |Draw a graph of the world human population |Compare human population growth to a predator-prey relationship population. |
| |result of population growth, consumption, and technology. |from A.D. 1 and make future estimates of |Write a report on a country’s methods of population control. |
| |Human destruction of habitats through direct harvesting, |world population size using a graph. |Evaluate the Malthusian theory of population control over the last century. |
| |pollution, atmospheric changes, and other factors is |Compare the human population growth curve to|Determine the legal ramifications of population control. |
| |threatening current global stability, and if not addressed, |the typical s-shaped growth curve for a |Describe how religious beliefs have aided/prevented population control. |
| |ecosystems may be irreversibly affected. |population’s growth over time; charts, |Make a model that would allow other students to visualize population growth. |
| | |transparency, or handout of human population|Evaluate methods used to determine world population sizes. |
| | |growth with overlay of S-curve. |Write a letter that would make suggestions on how to more accurately count a |
| | |Describe the Malthusian theory of population|population. |
| | |growth and the results for humans. |Prepare an oral report on the history of the census. |
| | |Identify and describe methods that are being|Graph world populations with the respect to negative effects it creates |
| | |used for population control in different | |
| | |countries; (reading handout). | |
HUMAN IMPACT - KEY IDEA 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.1: Describe the interrelationships of humans with the living and nonliving environment.
|AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|How has the increasing |7.1a: The Earth has finite resources; increasing human |Define natural resource. |Make a map of different countries’ natural resources. |
|human population |consumption of resources places stress on natural processes |Distinguish between renewable and |Evaluate the effectiveness of a local conservation program. |
|affected our supplies |that renew some resources and deplete those resources that |non-renewable resources and natural |Propose the use of a renewable energy system for our area. |
|of natural resources? |cannot be renewed. |resources . |Write a letter proposing a new fuel source. |
| |7.1b: Natural ecosystems provide an array of basic processes |Define conservation and identify resources |Make a storyboard showing the development of an energy source. |
| |that affect humans. Those processes include but are not |that we have conservation practices and |Make pie graphs showing energy use by energy source over time. |
| |limited to: maintenance of the quality of the atmosphere, |programs for (air, soil, water, forests, |Identify local natural resources and potential energy sources. |
| |generation of soils, control of the water cycle, removal of |grasslands, wildlife, etc.) |Make a storyboard showing the conservation practices for a specific organism. |
| |wastes, energy flow, and recycling of nutrients. Humans are |Describe how an increasing human population |Start a conservation program for a local “disappearing organism.” |
| |changing many of these basic processes and the changes may be|has impacted on the environment and its |Write a report on how technology has affected energy use and conservation. |
| |detrimental. |natural resources. |Make a poster showing how individuals/families can save energy in their homes. |
| |7.1c: Humans modify ecosystems (see lesson above) |Describe how meeting energy demands has |Debate the use of alternative energy uses to present energy sources. |
| | |meant conservation of fuels, use of new | |
| | |fuels, and development of ways to use | |
| | |renewable energy sources (solar, tidal, | |
| | |geothermal, biomass conversion, etc.) | |
HUMAN IMPACT - KEY IDEA 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.1: Describe the interrelationships of humans with the living and nonliving environment.
Performance indicator 7.2: Explain the impact of technological development and growth in the human population on the living and nonliving environment.
|AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|How has man polluted |7.1c: Human beings are part of the Earth’s ecosystems. Human |1. Identify sources of air |Conduct an experiment to determine the effects of acid rain. |
|the air? |activities can, deliberately or inadvertently, alter the |pollution. |Draw a diagram showing the Greenhouse Effect. |
| |equilibrium in ecosystems. Humans modify ecosystems as a |2. Classify pollutants as |Make a table of all air pollutants, their sources, effects, and how they can be reduced. |
| |result of population growth, consumption, and technology. |gases, liquids and aerosols and|Make a poster showing how the ozone layer is being destroyed. |
| |Human destruction of habitats through direct harvesting, |solids. |Debate the validity of the Global warming due to the greenhouse effect. |
| |pollution, atmospheric changes, and other factors is |3.Describe how acid rain is |Design an experiment to test the effects of air pollution on plant growth. |
| |threatening current global stability, and if not addressed, |produced and its effects on the|Make a storyboard showing how smog is produced |
| |ecosystems may be irreversibly affected. |environment: use newspaper and/|Build molecular models of ozone, water, etc. and demonstrate their interaction with |
| |7.2a: Human activities that degrade ecosystems result in the |magazine clippings. |pollutants |
| |loss of diversity of the living and nonliving environment. |4. Describe how smog is |Draw graphs that show that amount of air pollution overtime. |
| | |produced. |Describe how air pollution has increased the incidence of diseases such as asthma. |
| | |5. Describe the Greenhouse |Measure amounts of particles/pollutants in the air. |
| | |Effect and how it is produced. |Create a model that demonstrates the effect of global warming on an ecosystem. |
| | |6. Describe how the ozone layer| |
| | |is being destroyed and how it | |
| | |can be prevented. | |
| | | | |
HUMAN IMPACT - KEY IDEA 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.1: Describe the interrelationships of humans with the living and nonliving environment.
Performance indicator 7.2: Explain the impact of technological development and growth in the human population on the living and nonliving environment.
|AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|How has man polluted |7.1c: Human beings are part of the Earth’s ecosystems. Human |Define pollution and identify major types |List the pros and cons of energy production that produce toxic wastes. |
|the land? |activities can, deliberately or inadvertently, alter the |of pollution: water, land, and air. |Make a recycling chart for apartment and home owners. |
| |equilibrium in ecosystems. Humans modify ecosystems as a |Explain why garbage disposal has become a |Map local landfills past and present. |
| |result of population growth, consumption, and technology. |major form of land pollution. |Build a working model to demonstrate landfill. |
| |Human destruction of habitats through direct harvesting, |Describe how garbage is placed in |Evaluate the effectiveness/safety of toxic waste disposal. |
| |pollution, atmospheric changes, and other factors is |landfills and sanitary landfills. |Make a pie graph of home garbage content. |
| |threatening current global stability, and if not addressed, |Discuss the problem of toxic waste |Start a school recycling program and evaluate its effectiveness. |
| |ecosystems may be irreversibly affected. |disposal. |Start a battery recycling program for your community. |
| |7.2a: Human activities that degrade ecosystems result in the |Use diagram to show the importance of |Write a report on the history of landfills. |
| |loss of diversity of the living and nonliving environment. |forest conservation. |Document the forest conservation of a local area. |
| | |Explain how the amount of garbage is being|Write a lesson on reducing garbage and recycling for younger students. |
| | |reduced by methods such as recycling. |Make a board game focused on reducing garbage and recycling. |
HUMAN IMPACT - KEY IDEA 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.1: Describe the interrelationships of humans with the living and nonliving environment.
| AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|How can farmers safely |7.1c: Human beings are part of the Earth’s ecosystems. Human|Identify insects as man’s chief competitor.|Make a list of the main agricultural/urban pests and their controls. |
|control insects? |activities can, deliberately or inadvertently, alter the |Describe how insects are beneficial and |Evaluate a product that uses a biological control to reduce a pest, |
| |equilibrium in ecosystems. Humans modify ecosystems as a |harmful. |Compare the effectiveness of a chemical control to a biological control. |
| |result of population growth, consumption, and technology. |Explain how insects are controlled by: |Write a report on the history of DDT as a pesticide. |
| |Human destruction of habitats through direct harvesting, |quarantine; chemical control; biological |Make a poster that demonstrates how an “urban pest” can be reduced/eliminated. |
| |pollution, atmospheric changes, and other factors is |control. |Make a poster that demonstrates how to properly use a specific pesticide. |
| |threatening current global stability, and if not addressed, |Discuss the negative effects of chemical |Make a storyboard showing the biological magnification of a pesticide. |
| |ecosystems may be irreversibly affected. |control of insects. |Make a chart of harmful and beneficial insects. |
| | |Define biological magnification (ex. DDT); |Make a local insect collection. |
| | |chart, transparency, or handout. |Test a natural pesticide. |
| | |Explain how biological control of insects |Make a field guide of local/urban insects. |
| | |eliminates the negative effects as seen in |Make a list of new insect pests imported from other countries/areas. |
| | |chemical control. | |
HUMAN IMPACT - KEY IDEA 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance indicator 7.2: Explain the impact of technological development and growth in the human population on the living and nonliving environment.
Performance indicator 7.3: Explain how individual choices and societal actions can contribute to improving the environment.
|AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|How are soil and water |7.2a: Human activities that degrade ecosystems result in the |Define erosion and depletion. |Draw a diagram of a soil profile. |
|conserved? |loss of diversity of the living and nonliving environment. |Describe soil and how it is produced. |Draw a storyboard showing soil formation. |
| |For example, the influence of humans on other organisms |List the five layers in a vertical soil |Conduct some simple soil tests. |
| |occurs through land use and pollution. Land uses decreases |profile; chart, transparency, or handout. |Draw a map of the NYC water supply. |
| |the space and resources available to other species, and |Describe methods of soil conservation; crop |Build a scale model of the NYC water supply. |
| |pollution changes the chemical composition of air, soil, and |rotation, cover crops, strip cropping, |Research the history of the NYC water supply. |
| |water. |contour farming, terracing, windbreaks; |Build a model that demonstrates erosion. |
| |7.3a: Societies must decide on proposals, which involve the |fertilizers. |Make a poster showing the methods of soil conservation. |
| |introduction of new technologies. Individuals need to make |Describe the water cycle and methods of |Build to chamber to “make clouds.” |
| |decisions which will assess risks, costs, benefits, and |water conservation; watersheds, dams, |Measure transpiration in different plants. |
| |trade-offs. |preventing water pollution. |Have a “water taste competition.” |
| | | | |
| | | | |
HUMAN IMPACT - KEY IDEA 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance indicator 7.2: Explain the impact of technological development and growth in the human population on the living and nonliving environment.
| AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|How has |7.2c: Industrialization brings an increased demand for and use|Define and describe urbanization and |Map urban and agricultural biomes on a map. |
|industrial-ization |of energy and other resources including fossil and nuclear |industrialization. |Compare the effects of the Industrial Revolution to that of present day |
|modified the |fuels. This usage can have positive and negative effects on |Discuss the positive and negative effects of|industrialization. |
|environment |humans and ecosystems. |urbanization and industrialization. |Make a list of organisms affected by urbanization and industrialization. |
| | |Describe how urbanization and |Describe how cities are now being designed to be environmentally friendly. |
| |Also see 7.2b impact on biodiversity. |industrialization have affected |Identify “micro-climates” in urban areas and the species that can occupy them. |
| | |biodiversity. |Write a report on the effects of technology on urbanization. |
| | |Demonstrate how urbanization decreases space|Describe how industrialization has exerted selective pressures on organisms. |
| | |and resources available to other species; |Draw bar graphs for species of urban and natural areas. |
| | |ecological study. |Design a “small scale” natural area, garden, or wetlands area. |
| | |Compare industrial societies to |Compare the resource use “per person” to different areas and their local resource |
| | |non-industrial in terms of use of resources |availability. |
| | |and energy. |Evaluate the role of local zoos, botanical gardens, etc. in preserving the |
| | |Describe how man can minimize the effect of |biodiversity. |
| | |urbanization and industrialization on the |Make pie graphs of the world’s natural/urban areas over time. |
| | |environment. | |
HUMAN IMPACT - KEY IDEA 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance indicator 7.3: Explain how individual choices and societal actions can contribute to improving the environment.
|AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES |ACTIVITIES AND ENRICHMENT |
|How can society help |7.3a: Societies must decide on proposals which involve the |Give examples showing how science provides |Analyze a case study that attempted to use a new technology to deal with an |
|protect the |introduction of new technologies. Individuals need to make |information that produce technologies. |environmental problem. |
|environment? |decisions which will assess risks, costs, benefits and |Describe how new technologies and their use |Evaluate the effectiveness and impact of new technologies. |
| |tradeoffs. |can best protect our environment; |Analyze a legal strategy that used the constitution to deal with an environmental |
| | |newspaper/magazine clippings. |problem. |
| | |Discuss the role of education in producing |Write a lesson on the need of society to protect the environment |
| | |scientifically literate society; |Trace the path of “wanted environmental legislation” to becoming a law. |
| | |environmental science syllabus, textbooks, |Investigate the history of your city’s official flower and its symbolism. |
| | |Explain the role of government in making |Make a timeline of important environmental legislation. |
| | |environmental laws. |Investigate the record of your local politician’s voting record on environmental |
| | |Discover the constitutional basis of the |legislation. |
| | |government’s role in environmental |Present a cost-analysis for the environment protection of a specific species. |
| | |protection (use document) |Compare and contrast a past and present technology on its effect on the |
| | |Discuss the economic factors of |environment. |
| | |environmental protection; cost analysis |Evaluate the effectiveness of education in environmental issues. |
| | |examples from magazine or newspaper |Make a storybook of the role of government in environmental protection. |
| | |clippings. | |
HUMAN IMPACT - KEY IDEA 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance indicator 7.3: Explain how individual choices and societal actions can contribute to improving the environment.
| AIM |MAJOR UNDERSTANDING |INSTRUCTIONAL OBJECTIVES | ACTIVITIES AND ENRICHMENT |
|How can the new |7.3b: The decision of one generation both provide and limit |Describe how cities can be developed in |Make a map of the local mass transit system. |
|technologies help save |the range of possibilities open to the next generation. |concert with nature; newspaper/magazine |Evaluate the effectiveness of a local mass transit system. |
|our environment? | |clippings. |Design an environmentally friendly city. |
| | |Explain how mass transit can adequately |Make a poster showing how government enforces environmental protection. |
| | |serve communities; bus, subway maps. |Propose an environmental program that would address local issues and concerns. |
| | |Discuss public education in ecology at all |Investigate a career in “Environmental Engineering.” |
| | |levels. |Give a presentation on a new technology that can eliminate or reduce an |
| | |Explain how science |environmental problem. |
| | |and technology can |Debate the role of government in developing, spreading, and enforcing new |
| | |produce solutions to |technologies. |
| | |environmental |Build a model city that is in concert with nature. |
| | |problems. |Write a letter making a suggestion to improve your local transit system. |
| | |Debate the role of government in developing,|Debate ethical issues in using technology/science to save the environment. |
| | |spreading, and enforcing new technologies. |Prepare a brochure that will encourage people to use a new technology that will |
| | |Discuss the ethical issues for using |help save the environment. |
| | |technology/science to save the environment | |
APPENDIX
The appendix contains ideas for implementing the activities and enrichments, as well as the key words that we can use to have students demonstrate competence in the standards. These are in no way complete nor are they completely descriptive. That would require additional pages and several workshops to be effective. We have also included a section on student self-assessment for many of the activities and projects. In addition, there is a section on projects that meet the S8 standard.
Keywords Used to Describe Activities that Demonstrate Competence in New York City Science Performance Standards
Adopt an area
Analyze the risk(s)
Brochure/Pamphlet
Build a working model/representational model
Compare accuracy
Compare and contrast
Concept map
Conduct an investigation/study (local area/specific problem/question)
Construct a technological device
Critique an article
Debate an issue/positive and negative consequences
Determine characteristics
Develop a plan
Develop a program (ex. recycling)
Draw a diagram (trace an activity)
Evaluate claims/benefits/risks/evidence/accuracy
Exchange data
Expert panel to describe/explain a phenomenon or process
Explain how a phenomenon or process works/the relationship
Field research program
Hypothesize
Identify/evaluate
Investigate effectiveness
Library research
Make predictions based on an activity
Make a timeline
Oral report
Picture book
Propose modifications to an existing technology
Research a theory/development of.../recent advances
Repeat historical experiments
Storyboard presentation
Student group presentations
Study different methods
Teach a concept to other students
Test a hypothesis
Use Internet to collect information/share information
Video presentation
Write a research paper/short story/poem
Write an advertisement
Basic Activities That Can be Developed in Science Classes
1. Comparing and Contrasting
Allows students to identify similarities (comparing) and differences (contrasting) between organisms, objects, processes, or phenomena. Qualitative and quantitative observations are made, organized into tables,
and can even be used to make keys for identification.
a. Making Lists of Similarities and Differences Between Objects. For the “similarities list” there will be only one
characteristic - as it is the same for both. For the “differences list” there will be two characteristics given
in the same order of the organisms listed in the title.
Paramecium and Ameba
Similarities Differences
1 cell organism cilia/no cilia
nucleus maintains body shape/changing body shape
eats other organisms mouthlike opening/wraps around food
a. Make a Table of Differences between Objects. The characteristic for each difference is placed beneath the
object name and a row name is given for each difference.
Differences Between the Paramecium and Ameba
Paramecium Ameba
Locomotion Organ Cilia None
Body Shape Oval/Rigid Changes
Food Intake Mouthlike opening Wraps around food
b. Dichotomous Keys can also be made that make use of similarities and differences. To separate objects in a
key, they either have an attribute or they do not.
Single Cell Organisms: Paramecium, Ameba, Bacteria
Nucleus: Paramecium, Ameba No Nucleus: Bacteria
Cilia: Paramecium No Cilia: Ameba
c. Comparing and Contrasting is essential when analyzing a specific question or problem. For example, you
might compare the early (Eohippus - Dawn Horse) and modern (Equus) horses and determine which would be
best adapted to living in a specific environment.
Differences Between Eohippus and Equus
Eohippus Equus
Size small large
Toes 4/front One
3/hind
Teeth short-crowned long-crowned
By making a comparison table you can now decide which characteristics would be best adapted to a specific environment. For example, Eohippus, the Dawn Horse, would be more adapted to living in a marsh area since it is smaller (weighs less) and has more toes (more area to spread its weight onto).
d. In a Controlled Experiment there should be only one contrasting factor between the Control and the
Experimental Group. Students should be able to make a list of all factors that must be kept the same in a
specific experiment. For example, suppose you wanted to test the effect of nitrogen on plant growth - what
other factors would have to be kept the same?
water, light, soil, temperature, pH, available gases, etc.
Be specific for each factor. For example, when you state water you should really indicate: type of water,
amount of water, temperature of water, pH of water.
f. Comparing different objects/methods allows scientists to determine efficiency and/or accuracy.
2. Visual Representations of Information/Data
Information and data can be presented in many different formats. It is important to determine the purpose of your presentation so you may select the best method to present your information/data.
a. Table, Graphs, and Charts
b. Brochure/Pamphlet
c. Advertisement
d. Concept Map
e. Draw a Diagram
f. Timeline
g. Picture Book
h. Storyboard
i. Audio/Video Presentations
j. Build a Model
3. Studies, Investigation, and Experiments
a. Conduct an Investigation/Study/Experiment
b. Hypothesize
c. Repeat Historical Experiments
d. Test a Hypothesis
e. Make Predictions based on Investigation/Study/Experiment
f. Field Research Program
g. Adopt an Area
h. Develop a Program
4. Technology and Science
a. Exchange data with students in other states/countries
b. Use Internet to Collect/Share information
c. Use Computer Interfaces to Collect Data
d. Obtain information from global/national/local databases
e. Research/Predict Impact of Technology and Science
f. Construct a Technological Devise
5. Evaluations/Assessments
a. Critiques (scientific article)
b. Review (book, movie)
c. Claims/Benefits/Risks/Evidence Collection and Sources/Accuracy/Effectiveness
d. Identify a Specific Situation/Problem/Program - then Evaluate
e. Propose Modifications
f. Methods of Data Collection/Assumptions/Limitations
g. Statistical Evaluation of Data
6. Communication of Scientific Ideas
a. Debates
b. Expert Panels
c. Oral Reports
d. Student Group Reports
e. Teach a Concept
f. Write Instructions
g. Creative/Technological Writing
h. Devising Alternative Explanations
i. Research Reports
The following are some possible research project proposals that can be used to meet the S8 standard:
HORTICULTURAL RESEARCH
1. Reintroduction of local species back to the Bronx.
2. Study of plant and microorganism symbiotic relationships (i.e. Nitrogen fixing bacteria, algae, etc.).
3. Examination of plant growth comparisons: dwarf/bush vs. normal, hybrids vs. non-hybrid, heirloom vs. modern, drought resistant vs. normal, native vs. alien. Companion planting, soil conditioners, fertilizers, etc.
LOCAL ENVIRONMENTAL STUDIES
1. Survey of soil studies of our local area: type (sand, silt, clay), pH, organic matter, organisms (macro/micro), minerals (macro/micro), water drainage/retention, etc.
2. Identification of plant products from our local area: food, wood, medicine, alcohol, fibers, other products.
3. Monitoring the climatic conditions/abiotic factors of our Urban Biome and its effects on the local flora and fauna.
4. Study of the aquatic and wetlands habitats including the School/local gardens, Van Cortlandt/Bronx Parks, and the Bronx River.
5. Implementation of Plant Identification Program for our local area.
6. Enchanted Garden that will identify and collect local plant species so that they can be correctly mounted and labeled and used as teaching aids in our local elementary and junior high schools.
7. Creation of site maps of tree populations (location, height, height at dbh, etc.) and comparisons to previous mapping records.
HISTORICAL RESEARCH
1. Historical study of our local area, and how changes/pollution/technology have affected our community
2. Identification of world-wide biome, comparison/contrast, historical development, urban and agriculture biomes, civilization development, and changes over time.
3. Identification of natural resources of local area/biome(s), past and present, and how these resources have been protected (agencies, laws, special interest groups) over time.
4. Service and historical research of a local environmental political interest environmental group (ex. Jerome Park Conservancy)
ENVIRONMENTAL SCIENCE EDUCATION/NETWORKING
1. Development and implementation of an Environmental Education Program for elementary and junior high school students. The goal of this program will be to train students/teachers in the use of environmental study techniques and equipment that stress low-cost start up and ingenuity. Have science contests/fairs to encourage science inquiry in the lower grades.
2. Paper making (historical, artistic, using local plants, with recycled paper, etc.) and extraction of natural dyes from plants.
3. Development of a computer database to process information and to network with different school and community resources such as libraries, people, museums, business, industry, and government industries.
4. Collaboration with college and university programs, faculty, students, resources, and joint projects/grants.
BUSINESS DEVELOPMENT
1. Grow cash produce outdoor/indoor: herbs, flowers, fruits/vegetables, and plants.
2. Manufacture Secondary Products: wreaths, cards, etc.
3. Creation of Educational Games/Products.
4. Creation of How to Videos, Pamphlets.
5. Establishment of a High School Science Store: Shirts, Seeds, Recipe Book, etc.
IMPROVING THE ENVIRONMENT
1. Institute projects that focus on improving our environment. They could focus on recycling,
waste disposal/treatment, alternative energy sources, community education, pollution
reduction/control, etc.
2. Maintenance and Improvement of School Composting, worm farming program.
ARTS & THE ENVIRONMENT
1. Biological Illustration projects/Natural Arts of our Urban Biome.
2. Photography, Drawings, Painting, Sculpture.
3. Fresh/Dried Plant/Flower Arrangements.
4. Environmental Landscape.
5. Video Documentation: The creation and maintenance of the Enchanted Garden.
6. Computer Graphics: Environmental Club Web Site development/improvement.
Self-Assessment of Student Work in Inquiry Based Learning
It is essential that your students learn to assess their own work. This has several benefits: students accept responsibility for their work and its quality; students understand the strengths and weaknesses of their work, and can then apply their assessment strategies to all aspects of the scientific method. This has the added benefit of reducing teacher time required for evaluation of student work and projects - which means that more work and projects (individual, short-term, and extended) can be undertaken without fear of excessive, time consuming evaluations. In addition, teacher evaluation and critical comments can sometimes have little meaning to the students. Students often do not understand what is “incorrect” and/or how to “fix it”. If a student tried his/her best to complete an assignment/project and it was “faulty,” then we must assume that the student did not have a clear expectation of what was wanted or how to produce the “desired product”. Therefore, by first producing an assessment model before beginning an assignment/ project, we can eliminate any possible uncertainties or confusion as to what would be an “ideal product.”
Assessment Using Existing Models
The first step in teaching student self-assessment is for students to observe model(s) of what is wanted. Most importantly, the students should decide what is “good” about the model and what is “bad” or could be “improved” from the model. However, when first training the students, self-assessment works best when there are at least two models that can be compared and contrasted. This allows students to essentially select the “desired characteristics” from the various models, and then put them together in their work/project. These “desired characteristics” then become the “assessment criteria” by which students can evaluate their work. For example, different textbooks contain information on the same topics but may use vastly different illustrations to help explain the same information. Some aspects of each illustration may then be selected as “good criteria,” so that when the students produce their own illustration, they make certain it contains the “good criteria” from each illustration. Then, when assessing their work, they can confidently provide themselves with maximum number of points by fulfilling the assessment criteria. In essence, the assessment criteria
become the “checklist” by which students can continuously check to see that their work/project has incorporated the desired characteristics, and ultimately, determine how well their product met the assessment criteria.
Assessment Based Upon Expectations
When assessing written material (or speeches, seminars, lessons, etc.) the first step is for students to decide what information is “important” or should be found in the written material. For example, if you were going to look up vitamin C in the encyclopedia, what information would you expect to find about vitamin C (sources, why it’s needed in the body, what happens if you don’t get enough, other names, history, etc.)? Then you can determine how well the encyclopedia addresses each “important information criteria” you expected to find. Once again, students develop a clearer understanding of how well a written source addresses “important information criteria” when they have other sources/articles to compare to the original. In many cases, this also allows students to add, substitute, or delete “important information criteria” from their original list.
Ranking Assessment Criteria
Regardless of whether you are assessing from models or expectations, you will be producing a list of assessment criteria (”desired characteristics”). However, not all criteria are of equal importance. For example, if you wanted to buy a used car, color and engine quality can be valid assessment criteria in selecting the car, but engine quality would probably be a far more important criterion than color. Therefore, it is important to rank your assessment criteria from the most important to the least important. This will allow you to then assign higher assessment values to the more important assessment criteria, and conversely, assign lower values to the less important criteria.
Scaling Assessment Values
Once you’ve decided how much value to assign to an assessment criterion, the next major task is to decide how much value to assign the information/work that you are assessing. In some instances this can be rather simple, such as whether specific information (such as a simple fact) is present or absent. But when the desired information requires “depth in explanation” or examines
criteria such as “originality or creativeness’” the assignment of a criteria value requires a “scale. Using a scale ensures consistency in evaluations. It’s important that someone else who evaluates the work/project with the same assessment will determine the same (or within a reasonable range) overall evaluation value. In a simple scale, you can decide whether the information has not met, partially met, minimally met, met (basic requirement) completely met, or even exceeded the assessment criteria.
Thus, if an assessment criterion is worth 10 points, a scale might be made as follows:
0 = has not met
3 = partially met
5 = minimally met
7 = met basic requirement
10 = completely met/beyond
It is important to notice that there can be gaps between the scale values. This is especially true when assessment criteria are ranked more important and thus have higher assessment values. However, this does allow the rater to account for the variability in the information presented or in overall projects. For example, the rater may decide that an assessment criterion being addressed has been met fairly well - this in turn deserves more than a 7 for being met but not a 10 - so the rater selects a 9.
Overall Assessment
While it is important to determine assessment values for each assessment criterion, it is equally important that the student provide a rationale for the evaluation values they have selected. In addition, the assessment must also be reliable. It must provide assessment of the performance standards it was meant to measure. Therefore, the teacher’s evaluation must be of the students’ assessment and how much within reason students have indicated they have met or not met an assessment criterion. While some students may be quite generous, more often students tend to rather hard on themselves in assessments. One of the most important things we can do as teachers is to identify those areas in which students were to stringent and identify to the student why they deserved more scale points than they gave themselves.
This in turn allows the student the opportunity to indicate why they did not meet specific assessment criteria, and how they could improve the specific information/project so it would better meet the assessment criteria in the future. This is important, as it allows the student to understand the reason for revisions and identify the specific help they will need in addressing these revisions. Eventually, this provides the opportunity for students to understand that there is always room for improvement, and that answers to questions are not always as simple as initially expected.
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