IS3: BIOLOGY Unit 1 and Unit 2

IS3: BIOLOGY Unit 1 and Unit 2

Teacher: / Grade Level:
Content Area(s) Science: IS3 Biology / Implementation Dates:
§ Unit Focus:
§ What is life?
§ What are the characteristics of life?
§ How does the an environment lead to adaptations/evolution of organisms
§ What is the history of evolutionary theory?
§ What is natural selection?
§ What is the evidence of evolution?
§ What are some mechanisms of evolution?

New Mexico Content Standards, Benchmarks and Performances Addressed:

See Table

§ Description of knowledge and skills required by the Standards
Vocabulary: Biology, Organization, Reproduction, Species, Growth, Development, Environment, Stimulus, Response, Homeostasis, Energy, Adaptation, Evolution, Artificial Selection, Natural Selection, Gradualism, Uniformitarianism, Mimicry, Camouflage, Homologous Structure, Analogous Structure, Vestigial Structure, Embryology, Structural Adaptations, Physiological Adaptations, Adaptive Radiation, Divergent Evolution, Convergent Evolution, Gene, Gene Pool, Allele Frequency, Genetic Equilibrium, Genetic Drift, Stabilizing Selection, Directional Selection, Disruptive Selection, Speciation, Geographic Isolation, Reproductive Isolation, Polyploid, Gradualism, Punctuated Equilibrium

Description of the Assessments that will be used to provide evidence of student learning that targets the standards:

PERFORMANCE STANDARD

/

ASSESSMENT

3.Use appropriate technologies to collect, analyze, and communicate scientific data (e.g., computers, calculators, balances, microscopes). / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
4.Convey results of investigations using scientific concepts, methodologies, and expressions, including:
·  scientific language and symbols
·  diagrams, charts, and other data displays
·  mathematical expressions and processes (e.g., mean, median, slope, proportionality)
·  clear, logical, and concise communication
·  reasoned arguments. / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
5.Understand how scientific processes produce valid, reliable results, including:
·  consistency of explanations with data and observations
·  openness to peer review
·  full disclosure and examination of assumptions
·  testability of hypotheses
·  repeatability of experiments and reproducibility of results. / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
6.Use scientific reasoning and valid logic to recognize:
·  faulty logic
·  cause and effect
·  the difference between observation and unsubstantiated inferences and conclusions
·  potential bias. / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
7.Understand how new data and observations can result in new scientific knowledge. / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
8.Critically analyze an accepted explanation by reviewing current scientific knowledge. / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
9.Examine investigations of current interest in science (e.g., superconductivity, molecular machines, age of the universe). / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
10.Examine the scientific processes and logic used in investigations of past events (e.g., using data from crime scenes, fossils), investigations that can be planned in advance but are only done once (e.g., expensive or time-consuming experiments such as medical clinical trials), and investigations of phenomena that can be repeated easily and frequently. / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
11.Create multiple displays of data to analyze and explain the relationships in scientific investigations. / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
12.Use mathematical models to describe, explain, and predict natural phenomena. / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
13.Use technologies to quantify relationships in scientific hypotheses (e.g., calculators, computer spreadsheets and databases, graphing software, simulations, modeling). / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
14.Identify and apply measurement techniques and consider possible effects of measurement errors. / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
15.Use mathematics to express and establish scientific relationships (e.g., scientific notation, vectors, dimensional analysis). / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
16.Understand and explain the hierarchical classification scheme (i.e., domain, kingdom, phylum, class, order, family, genus, species), including:
classification of an organism into a category
similarity inferred from molecular structure (DNA)
closely matching classification based on anatomical similarities
similarities of organisms reflecting evolutionary relationships. / Throughout unit
17.Understand variation within and among species, including:
·  mutations and genetic drift
·  factors affecting the survival of an organism
·  natural selection. / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
18. Describe the evidence for the first appearance of life on Earth as one-celled organisms, over 3.5 billion years ago, and for the later appearance of a diversity of multicellular organisms over millions of years. / §  Free Response: Explain how evolutionary theory has changed over time—cite evidence. Include at least 3 evolutionary scientists’ ideas in your explanation
19.Critically analyze the data and observations supporting the conclusion that the species living on Earth today are related by descent from the ancestral one-celled organisms. / IS3 Course Project: Travels Through the tree of Life
20. Understand the data, observations, and logic supporting the conclusion that species today evolved from earlier, distinctly different species, originating from the ancestral one-celled organisms. / Free Response: What is scientific evidence?
IS3 Course Project: Travels Through the tree of Life
21.Understand that evolution is a consequence of many factors, including the ability of organisms to reproduce, genetic variability, the effect of limited resources, and natural selection. / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
22. Explain how natural selection favors individuals who are better able to survive, reproduce, and leave offspring. / IS2-Voyages Through Time Life on Earth Lesson 4
See evaluates in IS3 units
23. Analyze how evolution by natural selection and other mechanisms explains many phenomena including the fossil record of ancient life forms and similarities (both physical and molecular) among different species. / IS2-Earth Science
See evaluates in IS3 units
24.Recognize that radiometric data indicate that Earth is at least 4 billion years old and that Earth has changed during that period. / IS2-Earth Science
See evaluates in IS3 units
25.Understand the changes in Earth’s past and the investigative methods used to determine geologic time, including:
·  rock sequences, relative dating, fossil correlation, and radiometric dating
·  geologic time scales, historic changes in life forms, and the evidence for absolute ages (e.g., radiometric methods, tree rings, paleomagnetism). / IS2-Earth Science
See evaluates in IS3 units
27.Describe uses of radioactivity (e.g., nuclear power, nuclear medicine, radiometric dating). / IS2-Earth Science
See evaluates in IS3 units
28.Describe major historical changes in scientific perspectives (e.g., atomic theory, germs, cosmology, relativity, plate tectonics, evolution) and the experimental observations that triggered them. / § Free Response: Explain how evolutionary theory has changed over time—cite evidence. Include at least 3 evolutionary scientists’ ideas in your explanation
31.Identify important questions that science cannot answer (e.g., questions that are beyond today’s science, decisions that science can only help to make, questions that are inherently outside of the realm of science). / Free Response: What is scientific evidence?

Mini Unit

Introduction to IS3

Start the way you mean to continue – focus on inquiry-based science

o  Explain that students entering high school from 2008-09 are under the high school redesign act SB 561. Beginning with the 2010-2011 school year, a student shall not receive a NM diploma of excellence until they demonstrate competence in mathematics, reading and language arts, social studies and science….. based on standards-based indicators…

o  Discuss and explain GISD Integrated Sciences spiral curriculum*, GISD course sequence*, and NM Science standards 9-12. (*Provide copies for each student) Explain Themes/Concepts for course/ Looping. (See Spiral Curriculum)

o  Unifying Concepts for all courses: Models; Systems; Continuity and Change; Scale: Structure/Function; and Science Explains the Real World.

Teaching Suggestion: Use a chart tablet with headers on separate pages for the themes and concepts for the course. At the end of each module or unit help the students list on the chart tablet how the topic they have learned connects to the themes and concepts (College Board AP strategy).

o  Create class rules with students – these are not your procedures

o  Safety review and assessment (Resource: Flinn Scientific)

http://www.flinnsci.com/Sections/Safety/safety_contracts.asp)

Option in Adaptation in Biological Systems module

If DNA electrophoresis equipment and materials are available implement appropriate lessons as desired

Unit 1

Characteristics of life (Approx 2 block days)

Engage Activities / § What would life be like on Mars? Or other Planets? What is unique about Earth?
§ Think Pair Share: How do we know if something is living? Record and keep posted during module
Explore Activities / § Create a graphic organizer of the living source of non-living items in the room ex tree-table etc
§ Explore range of living organisms
§ Biology p. 6 Mini-lab 1.1 Predicting Whether Mildew is Alive
§ Teacher Choice: Nature of Science activities
Explain Activities / § Student and teacher develop Cornell notes on Nature of Science and Characteristics of living things
Stress how living things adjust, adapt, and evolve to their surroundings
§ Vocabulary building activities (4-square cards, graphic organizers, Word Wall: Biology, Organization, Reproduction, Species, Growth, Development, Environment, Stimulus, Response, Homeostasis, Energy, Adaptation, Evolution
§ Option BioDigest Review: What is Biology? (p. 30)
Elaborate / ·  Nature of Science additional activities involving interpretation of data
·  Discuss forensic evidence
Evaluate / Create Concept Map: Characteristics of Living Things
Free Response: What is scientific evidence?

Viruses and Prions

Engage Activities / Think Pair Share: What do influenza, SARS, herpes, chickenpox, the common cold, all have in common?
Explore Activities / ·  “Are Viruses Alive?”*
·  What is a prion?
·  http://www.hhmi.org/biointeractive/animations/infection/inf_middle_frames.htm
How do viruses reproduce?
·  Guided reading
Case File: Mystery of the Black Death*
Unintelligent Design*
Text or other resource: Viral Structure; Viral replication
Explain Activities / Students and teacher develop Cornell Notes on: Viral Structure
Viral replication cycle – Lytic vs Lysogenic cycle
Roles of viruses and prions in our world (cancer, plant and animal diseases etc)
Vocabulary: virus, host cell, bacteriophage, capsid, lytic cycle, lysogenic cycle, provirus, retrovirus, reverse transcriptase, prion, viroid
Elaborate Activities / Choose one or both
§ Students investigate a viral disease and present it to the class
§ “Why are there no antibiotics to fight HIV/AIDS?” *
o  Activity: How do Retroviral Drugs Work?* packet includes:
Teacher directions
Student worksheets
Answer key
Evaluate / p. 500-501 Answer questions #6,8,9,19,20,21,25

Scale in biological systems (2-3 Block Days)

Engage Activities / § How is a virus adapted to survive?
o  http://web.uct.ac.za/depts/mmi/stannard/emimages.html
§ How are Geckos adapted to survive?
Explore Activities / § http://www.mcrel.org/nanoleap/ps/index.asp Lesson 4
o  Microscope activity: Adhesive tapes ex Masking tape, Velcro, duct tape etc
§ Teacher Choice: Scientific notation
Explain Activities / § Student and teacher develop Cornell notes on: Scale; measurement; microscopic tools and magnification; how we measure size of genetic material; scientific notation in measurement.
§ Reconnect IS2 Genetics: Adaptation. Size of DNA etc
§ Reconnect IS1 and IS2: Scale of the universe
Elaborate Activities / § Nanoscale Me: Lesson 3 http://www.mcrel.org/nanoleap/ps/index.asp#lesson3
§ Transparency: Nanoleap “Gecko foot images”. Students predict reasons for Geckos being able to walk on walls. How are Geckos adapted to their environment?
§ Option: DNA Electrophoresis labs or use transparency of a gel to determine molecular size etc
Evaluate Activities / § Teacher Choice: Scale assessment
§ Free response: What is an adaptation? Give two examples.

Unit 2

Evidence for and history of Evolutionary Theory

Engage Activities / § Evolution Cartoon*
§ Think Pair Share. What is evolution? What evidence have scientists found regarding evolution? Record ideas and keep posted through course
Explore Activities / § Teacher Choice Activity: Reconnect IS1 and IS2. History of Life. Describe the evidence for the first appearance of life on Earth as one-celled organisms, over 3.5 billion years ago, and for the later appearance of a diversity of multicellular organisms over millions of years.
§ Read Article: “What is the Evidence for Evolution?”*
§ Guided Reading p.397-402
§ VTT Lesson 5 Activity2 Forelimb Card Activity*
Analysis of Forelimb Card Activity using Patterns of Form and Function Student Activity Sheet* (Closely matching classification based on anatomical similarities)
§ Teacher Choice. Modern evidence for evolution ex Amino Acids, Chromosomes, DNA.( Similarity inferred from molecular structure (DNA))
o  http://www.indiana.edu/~ensiweb/lessons/mmm.all.hominids.pdf
Explain Activities / § Student and teacher develop Cornell Notes: Evidence for Evolution, Common Ancestry
§ Reconnect: IS2 VTT Evolution Unit; IS2 Earth Science Unit. Age of the Earth; Fossil formation; Adaptations; DNA; Mutations etc
§ Vocabulary building activities (4-square cards, graphic organizers, Word Wall: Mimicry, Camouflage, Homologous Structure, Analogous Structure, Vestigial Structure, Embryology, Structural Adaptations, Physiological Adaptations, fossils, embryology, biological molecules
Explore Activities / § Teacher Choice. History of Evolutionary theory video.
§ http://www.literature.org/authors/darwin-charles/the-origin-of-species-6th-edition/
§ Create an illustrated graphic organizer on History of Evolutionary Theory
Explain Activities / § Student and teacher develop Cornell Notes on: Nature of Science—scientific evidence for evolutionary theory; History of Evolutionary Theory; Darwin’s ideas
Elaborate Activities / § Compare levels of organization Biology p40
§ What is a biological species? activity*
www.actionbioscience.org/diversity/lessons/pagelessons.pdf
http://www.pbs.org/wgbh/evolution/educators/teachstuds/unit4.html
§ Darwin’s Finches Activity*: (Understand that evolution is a consequence of many factors, including the ability of organisms to reproduce, genetic variability, the effect of limited resources, and natural selection).
§ Explaining Biogeographic data: Evidence for Evolution*
Evaluate / § Free Response: Explain how evolutionary theory has changed over time—cite evidence. Include at least 3 evolutionary scientists’ ideas in your explanation
§ Darwin’s Finches Activity* analysis questions
§ Biogeographic data analysis questions
§ Free response: Teacher Choice

Mechanisms and Patterns of Evolution