Unit 1 Experimental Design |
Misconceptions
There is only one scientific method and it consists of X number of steps. All scientific experimentation must have a control group. A theory is a guess. |
Essential Questions
How do scientists solve everyday problems? Instructional goals Design and conduct scientific investigations to answer biological questions.
Formulate and revise scientific explanations and models of biological phenomena using logic and evidence to:
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Unit 2 Classification of Life
Unit 3 Evolution
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Essential Questions
What is living? Why are there ambiguities about what “life” is? How can we organize living things? What factors might you examine to classify life into groups? Instructional goals Analyze the classification of organisms according to their evolutionary relationships.
Compare prokaryotic and eukaryotic cells in terms of their general structures and degree of complexity. Misconceptions Plants, fungi, eggs and seeds are not living. Behavior and habitat are criteria for classification. All members of a species are essentially identical. |
1.Model Development
2.Thirsty Bird simulations 3.White Board (WB) and discuss 4.Reading -Genetic Drift 6.Model Deployment –Exercise 1 –Natural Selection 7.White Board (WB) and discuss 8.Model Development –Becoming Whales–Activity 1 9.Whales in Transition; Activity 2–DNA comparison 10.Reading –How new species arise Chapter 8.17 pg.330-335 11.Exercise 2 –Speciation - White Board (WB) and discuss 12.Quiz 13.Reading - Sneaky Cricket –Behavior and Natural Selection 14.Model Deployment –Behaviors are adaptations too! –Research and jigsaw 15.Reading -What about fitness? –Read and discuss 16.Test Misconceptions Transmitted characteristics are acquired during the life time of the organism. Individuals can adapt to a changing environment. These adaptations are heritable. Evolution is goal-directed. Natural selection is a theory, not a fact. Natural selection requires a very long time. |
Essential Questions
How did organisms become so diverse? How is behavior an adaptation? Instructional goals Develop a cause and effect model for the process of natural selection:
Compare organisms on a phylogenetic tree in terms of relatedness and time of appearance in geologic history Explain how various disease agents (bacteria, viruses, chemicals) can influence natural selection. Summarize and analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations. Explain various ways organisms interact with each other (including predation, competition, parasitism, and mutualism) and with their environments resulting in stability within ecosystems. |
Unit 4 Energy
1. Model Development – What is energy? Energy Stations Activity
2. White Board (WB) and discuss
3. Reading – Zoom – Discuss order of zoom for energy (How is energy obtained and used at three different levels – ecosystem, organism, cellular)
4. Model Development – Energy - Macro view – A Vital Commodity Activity – WB and discuss
5. Model Deployment – Energy - Exercise 1- WB and discuss
6. Model Deployment – What is in food? Research Activity
7. Model Development – Energy - Organism view – Comparative Dissections
8. Model Development – Energy – Where does CO2 come from? Food or Oxygen? – Yeast Lab
9. Model Deployment – Modeling cellular respiration using ball and stick models
10. Power point presentation on the details of cellular respiration
11. Model Deployment - Energy – Exercise 2 – Cellular Respiration - WB and discuss
12. Model Development – Modeling photosynthesis using ball and stick models
13. Model Development – Energy– Do plants make food all the time? - Photosynthesis lab
14. White Board (WB) and discuss
15. Model Deployment – Energy – Exercise 3 – Photosynthesis – WB and discuss
16. Power point presentation on the details of photosynthesis
17. Model Development – Energy –How does the complexity and organization of plants accommodate the need for obtaining, transporting, releasing and eliminating the matter and energy used to sustain the organism?
18. Model Deployment – Energy Wrap Up – The Carbon Cycle
19. Test
Essential Questions
How does energy flow through ecosystems?
How does the complexity and organization of organisms accommodate the need for obtaining, transporting, releasing, and eliminating the matter and energy used to sustain the organism?
Where does exhaled CO2 come from?
What is the structure and function of each of the essential nutrients?
Instructional goals
Analyze the flow of energy and the cycling of matter in the ecosystem.
· Trophic levels- direction and efficiency of energy transfer
Explain the recycling of matter within ecosystems and the tendency toward a more disorganized state.
Analyze energy pyramids for direction and efficiency of energy transfer.
· Living systems require a continuous input of energy to maintain organization. The input of radiant energy which is converted to chemical energy allows organisms to carry out life processes.
· Within ecosystems energy flows from the radiant energy of the sun through producers and consumers as chemical energy that is ultimately transformed into heat energy. Continual refueling of radiant energy is required by ecosystems.
Deconstruct the carbon cycle as it relates to photosynthesis, cellular respiration, decomposition and climate change.
Investigate and analyze the cell as a living system including:
· Energy use and release in biochemical reactions.
Analyze overall reactions including reactants and products for photosynthesis and cellular respiration and factors which affect their rates (amounts of reactants, temperature, pH, light, etc.).
· Compare these processes with regard to efficiency of ATP formation, the types of organisms using these processes, and the organelles involved. (Anaerobic respiration should include lactic acid and alcoholic fermentation.)
Summarize the structure and function of organelles in eukaryotic cells
· Mitochondria
· Chloroplasts
Compare the structure and function of each of the listed organic molecules in organisms:
· Carbohydrates (glucose, cellulose, starch, glycogen)
· Proteins (insulin, enzymes, hemoglobin)
· Lipids (phospholipids, steroids)
Misconceptions
Stronger organisms have more energy.
There are more herbivores because they have more offspring.
A species high on the food web is a predator to everything below it.
Energy accumulates in an ecosystem so that a top predator has all the energy from the organisms below it.
Carnivores can exist in a plant free world if their prey reproduces enough.
There is a starting and ending point in the food chain.
The simpler the organism, the simpler the food it eats. Therefore, as an organism increases in complexity the more complex the food it eats.
Energy only flows from the top of the food chain down, with those at the top having the most energy and increasing in number at the expense of those below.
Matter flow is one-way, rather than cyclical or two-way.
Organisms in a population are important only to those other organisms on which it preys for food sources.
A population located higher on a given food chain within a food web is predator of all populations located below it in the chain.
Producers in a community are the most numerous because energy in a food chain goes on diminishing and less energy passes to each animal. It is wasted in respiration and growth.
A size change in one population will have not too much effect over another population of the same food web because the chains are spread out.
In a food web, a size change in one population will only affect another population if two populations are directly related as predator-prey.
Populations will increase indefinitely because the resources are unlimited.
There is no link between fluctuations in population size and environmental issues like food supply.
Chemical pollutants undergo no change in form as they move through food chains.
The food that is eaten and used as a source of energy is part of the food chain; food that is synthesized into the body of the eater is now food for the next level.
Energy is not conserved.
Students believe energy can be recycled through an ecosystem many times
Digestion is the process that releases usable energy from food.
Respiration is synonymous with breathing.
Animals breathe in oxygen and breathe out carbon dioxide, while plants breathe in carbon dioxide and breathe out oxygen
Food is anything useful taken into the body including: water, minerals, carbon dioxide (plants), and sunlight.
Plants obtain their energy directly from the sun.
Plants have multiple sources of food (heterotrophic as well as autotrophic).
Plants feed by absorbing food through their roots.
Plants use heat from the sun as a source of energy for photosynthesis
Sunlight is composed of molecules.
Sunlight is “consumed” in photosynthesis.
Plants absorb water through their leaves.
Plants produce oxygen for our benefit.
Cellular respiration is characteristic of animal cells but not plant cells. Plant cells photosynthesize instead.
2. White Board (WB) and discuss
3. Reading – Zoom – Discuss order of zoom for energy (How is energy obtained and used at three different levels – ecosystem, organism, cellular)
4. Model Development – Energy - Macro view – A Vital Commodity Activity – WB and discuss
5. Model Deployment – Energy - Exercise 1- WB and discuss
6. Model Deployment – What is in food? Research Activity
7. Model Development – Energy - Organism view – Comparative Dissections
8. Model Development – Energy – Where does CO2 come from? Food or Oxygen? – Yeast Lab
9. Model Deployment – Modeling cellular respiration using ball and stick models
10. Power point presentation on the details of cellular respiration
11. Model Deployment - Energy – Exercise 2 – Cellular Respiration - WB and discuss
12. Model Development – Modeling photosynthesis using ball and stick models
13. Model Development – Energy– Do plants make food all the time? - Photosynthesis lab
14. White Board (WB) and discuss
15. Model Deployment – Energy – Exercise 3 – Photosynthesis – WB and discuss
16. Power point presentation on the details of photosynthesis
17. Model Development – Energy –How does the complexity and organization of plants accommodate the need for obtaining, transporting, releasing and eliminating the matter and energy used to sustain the organism?
18. Model Deployment – Energy Wrap Up – The Carbon Cycle
19. Test
Essential Questions
How does energy flow through ecosystems?
How does the complexity and organization of organisms accommodate the need for obtaining, transporting, releasing, and eliminating the matter and energy used to sustain the organism?
Where does exhaled CO2 come from?
What is the structure and function of each of the essential nutrients?
Instructional goals
Analyze the flow of energy and the cycling of matter in the ecosystem.
· Trophic levels- direction and efficiency of energy transfer
Explain the recycling of matter within ecosystems and the tendency toward a more disorganized state.
Analyze energy pyramids for direction and efficiency of energy transfer.
· Living systems require a continuous input of energy to maintain organization. The input of radiant energy which is converted to chemical energy allows organisms to carry out life processes.
· Within ecosystems energy flows from the radiant energy of the sun through producers and consumers as chemical energy that is ultimately transformed into heat energy. Continual refueling of radiant energy is required by ecosystems.
Deconstruct the carbon cycle as it relates to photosynthesis, cellular respiration, decomposition and climate change.
Investigate and analyze the cell as a living system including:
· Energy use and release in biochemical reactions.
Analyze overall reactions including reactants and products for photosynthesis and cellular respiration and factors which affect their rates (amounts of reactants, temperature, pH, light, etc.).
· Compare these processes with regard to efficiency of ATP formation, the types of organisms using these processes, and the organelles involved. (Anaerobic respiration should include lactic acid and alcoholic fermentation.)
Summarize the structure and function of organelles in eukaryotic cells
· Mitochondria
· Chloroplasts
Compare the structure and function of each of the listed organic molecules in organisms:
· Carbohydrates (glucose, cellulose, starch, glycogen)
· Proteins (insulin, enzymes, hemoglobin)
· Lipids (phospholipids, steroids)
Misconceptions
Stronger organisms have more energy.
There are more herbivores because they have more offspring.
A species high on the food web is a predator to everything below it.
Energy accumulates in an ecosystem so that a top predator has all the energy from the organisms below it.
Carnivores can exist in a plant free world if their prey reproduces enough.
There is a starting and ending point in the food chain.
The simpler the organism, the simpler the food it eats. Therefore, as an organism increases in complexity the more complex the food it eats.
Energy only flows from the top of the food chain down, with those at the top having the most energy and increasing in number at the expense of those below.
Matter flow is one-way, rather than cyclical or two-way.
Organisms in a population are important only to those other organisms on which it preys for food sources.
A population located higher on a given food chain within a food web is predator of all populations located below it in the chain.
Producers in a community are the most numerous because energy in a food chain goes on diminishing and less energy passes to each animal. It is wasted in respiration and growth.
A size change in one population will have not too much effect over another population of the same food web because the chains are spread out.
In a food web, a size change in one population will only affect another population if two populations are directly related as predator-prey.
Populations will increase indefinitely because the resources are unlimited.
There is no link between fluctuations in population size and environmental issues like food supply.
Chemical pollutants undergo no change in form as they move through food chains.
The food that is eaten and used as a source of energy is part of the food chain; food that is synthesized into the body of the eater is now food for the next level.
Energy is not conserved.
Students believe energy can be recycled through an ecosystem many times
Digestion is the process that releases usable energy from food.
Respiration is synonymous with breathing.
Animals breathe in oxygen and breathe out carbon dioxide, while plants breathe in carbon dioxide and breathe out oxygen
Food is anything useful taken into the body including: water, minerals, carbon dioxide (plants), and sunlight.
Plants obtain their energy directly from the sun.
Plants have multiple sources of food (heterotrophic as well as autotrophic).
Plants feed by absorbing food through their roots.
Plants use heat from the sun as a source of energy for photosynthesis
Sunlight is composed of molecules.
Sunlight is “consumed” in photosynthesis.
Plants absorb water through their leaves.
Plants produce oxygen for our benefit.
Cellular respiration is characteristic of animal cells but not plant cells. Plant cells photosynthesize instead.