Unit Unity and Diversity of Microbes Length Core Content/POS Key Concepts/Skills/Guiding Questions Activities/Assessments/ of Unit Resources wks SC-HS-3.4.7 Terms: Gram staining activity/demo Students will: Virus, Prion, Pathogen, Bacteria, Prokaryote, Eukaryote, Cell wall, Protist Bacterial growth lab  classify organisms fungi Antibiotic resistance lab into groups based on Wanted poster Project similarities; Students will:  infer relationships SC-H-UD-S-9 Literacy Standards Key Ideas based on internal and Students will compare internal, external and metabolic characteristics of organisms in and Details external structures order to classify them into groups using taxonomic nomenclature to describe and justify  Antibiotic Resistance Lab and chemical these classifications processes. Literacy Standards Craft and Biological classifications are SC-H-UD-S-10 Structure: based on how organisms are Students will compare the structures and functions of viruses to cells and describe the  Interactive Word Wall related. Organisms are role of viruses in causing a variety of diseases or conditions (e.g., AIDS, common cold,  Concept map classified into a hierarchy of smallpox, warts)  Frayer Model groups and subgroups based  Venn Diagram on similarities that reflect USING INFORMATION PROVIDED DETERMINE IF SPECIFIC EXAMPLES ARE LIVING OR  Graffiti Wall their relationships. Species is NON-LIVING the most fundamental unit of Properties of Life Literacy Standard Integration of classification. Different 1. I can list the characteristics of living things (5). knowledge and Ideas species are classified by the Cell organization, Metabolism, Homeostasis, Reproduction, Heredity comparison and analysis of 2. I can explain the life cycle of a living organism. (Beginning, Growth, Maturity, Literacy Standards Range of their internal and external Decline & Death) Reading and Level of Text structures and the similarity 3. I know the cell theory and can use it to tell the difference between living things and Complexity: of their chemical processes. non-living things.  Active Reading Guide DOK 2  Article Analysis LEARNING TARGET : DESIGN AND/OR CREATE SCIENTIFIC INVESTIGATION TO ANSWER A SC-HS-3.4.6 QUESTION Scientific Method, Lab techniques/safety, Microscopy Literacy Standard Text Types Students will understand that in and Purposes: all organisms and viruses, the 1. I can focus an object on low, medium and high power using the compound light  Antibiotic Resistance Lab instructions for specifying the microscope. characteristics are carried in 2. I can determine the total magnification of an optical system Literacy Standard Productive nucleic acids. The chemical and 3. I know the lab safety guidelines in biology class and understand why they are and Distribution of Writing structural properties of nucleic important and necessary.  Wanted Poster acids determine how the 4. I can list the steps of the scientific method and can define: hypothesis, dependent, genetic information that independent, and control Literacy Standard Research to underlies heredity is both variables. Present and Build knowledge encoded in genes and replicated. LEARNING TARGET: COMPARE AND CONTRAST KINGDOMS AND MAKE CONNECTIONS 1 BETWEEN PHYLA AND THEIR  Wanted Poster EVOLUTIONARY ADVANTAGES Literacy Standard Range of Viruses & Bacteria Writing: 1. I can describe the structure and function of a virus. (Non-living)  Reflective Writing 2. I can compare and contrast lytic and lysogenic viruses. 3. I understand how HIV/AIDS works and the impact it has on society.  Reader’s Response 4. I can describe the structure and function of bacteria.  Admit/Exit Slip 5. I understand that bacteria can be helpful or harmful and both have a significant  Double Entry Organizer impact on the world.

Essential Questions  What are the major distinctions between prokaryotic and eukaryotic cells.  What are the two major groups of prok?  How are Gram positive and Gram negative bacteria different?  What are three ways that bacteria reproduce and adapt?  Why is a virus not considered a living organism?  What are two ways that a virus can reproduce?  What are viroids and prions?  What are important roles of bacteria and viruses?  What are 2 ways bacteria cause disease?  How does antibiotic resistance develop?  Why are viral diseases difficult to cure?  What types of organisms are classified as Protists?  What characteristics do Protists share with other organisms like Fungi, Plants and animals? What makes them different?  What are seven diseases Protist cause?  How do Protist have a significant impact on the environment?  What are five examples of ways that humans use Protists in industry?  What are three characteristics Fungi share?  What two symbiotic partnerships do Fungi form?  What are some common ways human use Fungi? How are Fungi ecologically important? What are some Diseases Fungi cause in humans?

2 Unit Cell Functions: Basic Unit of Life Length Core Content/POS Key Concepts/Skills/Guiding Questions Activities/Assessments/ of Unit Resources wks SC-HS-3.4.7 Terms: Draw, label and color two types Students will: Prokaryotic, eukaryotic, osmosis, diffusion, active, passive transport, permeability, of cells: Cell comparison lab  classify organisms homeostatsis, cell membrane, endocytosis, exocytosis, into groups based on Cell lab: view cells and their similarities; Learning Targets: USE THE LANGUAGE OF SCIENCE TO COMPARE AND CONTRAST diversity via microscope  infer relationships DIFFERENT TYPES OF CHEMICAL USED BY LIVING ORGANISMS based on internal and Biochemistry Egg Osmosis lab external structures 1. I can compare and contrast proteins, carbohydrates and lipids. and chemical 2. I can describe how the structure (lock and key) of enzymes affects the function of Gummy worm demo processes. enzymes. Biological classifications are 3. I can describe three properties of water – polar/non-polar, expands when frozen, high Literacy Standards Key based on how organisms are specific heat, Ideas and Details related. Organisms are cohesion/adhesion  Enzyme Lab classified into a hierarchy of  Carb Lab groups and subgroups based Learning Tagets: MAKING CONNECTIONS BETWEEN CELLULAR STRUCTURES, FUNCTIONS AND PROCESSES TO DESCRIBE THE on similarities that reflect CELLS ABILITY TO PERFORM METABOLISM AND MAINTAIN HOMEOSTASIS AND SYNTHESIZE Literacy Standards Craft and their relationships. Species is PROTEINS Structure: the most fundamental unit of Cytology  Interactive Word Wall classification. Different 1. I can identify basic cell structures and describe what each cell structure does. (Cell  Concept map species are classified by the membrane, Cytoplasm,  Frayer Model comparison and analysis of Nucleus, Ribosomes, Mitochondrion, Chloroplasts, Cell wall, Vacuoles, Endoplasmic  Venn Diagram their internal and external reticulum)  Graffiti Wall structures and the similarity 2. I know the difference between prokaryotic and eukaryotic cells. of their chemical processes. Literacy Standard Integration DOK 2 The Plasma Membrane of knowledge and Ideas 1. I can describe the structure of the plasma membrane.  Mitosis Lab SC-HS-3.4.2 2. I know the difference between diffusion and osmosis (passive transport).  Osmosis Lab Students will understand that 3. I can identify different types of active transport (endocytosis & exocytosis). most cell functions involve chemical reactions. Food Literacy Standards Range of molecules taken into cells react Students will: Reading and Level of Text to provide the chemical Understand cellular transport processes and how it relates to homestasis. Complexity: constituents needed to  Active Reading Guide synthesize other molecules. Essential Questions  Article Analysis Both breakdown and synthesis  What are the major distinctions between prokaryotic and eukaryotic cells? are made possible by a large  How were cells discovered? set of protein catalysts, called Literacy Standard Text  What defines cell shape and size Types and Purposes: enzymes. The breakdown of  What enable eukaryotes to perform more specialized functions than some of the food molecules  Stem cell debate 3 enables the cell to store energy prokaryotes? in specific chemicals that are  How cellular structures relate to functions of the cell? used to carry out the many  How does the cell membrane help the cell maintain homeostasis? Literacy Standard functions of the cell  How does the cell membrane restrict the exchange of substances? Production and Distribution  What are functions of membrane proteins? of Writing

SC-HS-3.4.3 Literacy Standard Research Students will: to Present and Build  describe cell knowledge regulation (enzyme  How does Surface function, diffusion, area to volume ratio osmosis, affect cells? homeostasis);  predict consequences Literacy Standard Range of of internal/external Writing: environmental change  Reflective Writing on cell  Reader’s Response function/regulation.  Admit/Exit Slip Cell functions are regulated.  Double Entry Regulation occurs both Organizer through changes in the activity of the functions performed by proteins and through selective expression of individual genes. This regulation allows cells to respond to their internal and external environments and to control and coordinate cell growth and division. DOK 2

SC-HS-4.6.5 Students will describe and explain the role of carbon-containing molecules and chemical reactions in energy transfer in living systems. Living systems require a continuous input of energy to maintain their chemical and physical organization since the universal tendency is

4 toward more disorganized states. The energy for life primarily derives from the Sun. Plants capture energy by absorbing light and using it to break weaker bonds in reactants (such as carbon dioxide and water) in chemical reactions that result in the formation of carbon- containing molecules. These molecules can be used to assemble larger molecules (e.g., DNA, proteins, sugars, fats). In addition, the energy released when these molecules react with oxygen to form very strong bonds can be used as sources of energy for life processes. DOK 3

5 Unit Heredity Length Core Content/POS Key Concepts/Skills/Guiding Questions Activities/Assessments/ of Unit Resources wks SC-HS-3.4.5 Terms: Penny probability lab Cell division , mitosis, meiosis, gametes, somatic, sex cell, crossing over, Microscope lab chromosome, chromatid, centromere, pedigree, heredity, haploid, diploid, Karyotyping activity Students will: phenotype, genotype, protein synthesis Blood typing simulation

 explain the relationship LEARNING TARGET : USE THE DNA MODEL TO ILLUSTRATE THE PROCESSES OF between sexual REPLICATION AND PROTEIN SYNTHESIS AND Literacy Standards Key Ideas reproduction (meiosis) PREDICT THE OUTCOME WHEN THESE PROCESSES DO NOT OCCUR CORRECTLY and Details Molecular Genetics and the transmission of  Karyotype Lab genetic information; 1. I can model the basic structure and function of the DNA molecule.  draw conclusions/make 2. I can demonstrate the process of DNA replication. Literacy Standards Craft and predictions based on 3. I can describe the cell cycle. Structure: hereditary 4. I can predict the effect of DNA changes when they occur. (Mutation)  Interactive Word Wall evidence/data 5. I can illustrate how proteins are synthesized and how the manufacture  Concept map (pedigrees, punnet of proteins effects the  Frayer Model squares).  Venn Diagram Multicellular organisms, expression of genes in living things.  Graffiti Wall including humans, form from cells that contain two copies Literacy Standard Integration of of each chromosome. This ILLUSTRATE HOW GENETIC INFORMATION IS PASSED FROM ONE GENERATION TO THE knowledge and Ideas explains many features of NEXT AND HOW GENETIC MUTATION CAN INFLUENCE INHERITED TRAITS  Pedigree production and heredity. Transmission of Meiosis analysis genetic information through Literacy Standards Range of sexual reproduction to 1. I can describe the function of meiosis. 2. I can describe the process of meiosis. Reading and Level of Text offspring occurs when male Complexity: and female gametes, that 3. I can predict how genetic variation is caused by meiosis.  Active Reading Guide contain only one  Article Analysis representative from each chromosome pair, unite. USE MODELS AND DATA PRESENTATIONS TO PREDICT THE INFLUENCE OF GENES AND Literacy Standard Text Types CHROMOSOMES ON and Purposes: SC-HS-3.5.1 THE TRAITS OF HUMANS AND OTHER ORGANISMS  Genetic Engineering Students will: Heredity Debate  predict the impact on 1. I can describe the structure and function of chromosomes. species of changes to 2. I can identify a human karyotype and analyze it for the presence or absence of a genetic disorder. Literacy Standard Productive 1) the potential for a and Distribution of Writing species to increase 3. Using Punnett squares I can show how genotypes and phenotypes are related. 6 its numbers, (2) the (Segregation and Independent  Genetics Case Study genetic variability of Assortment) offspring due to 4. I recognize that there are other types of inheritance (Continuous variation, Sex- Literacy Standard Research to mutation and linked, Multiple alleles, Present and Build knowledge recombination of Incomplete dominance, Co-dominance)  Genetic disease research genes, (3) a finite and presentation supply of the Literacy Standard Range of resources required Writing: for life, or (4) natural  Reflective Writing selection;  Reader’s Response  propose solutions to Students will:  Admit/Exit Slip real-world problems Essential Questions  Double Entry Organizer of endangered and  In asexual reproduction, how does the offspring compare to the parent? extinct species.  Why do cells divide? Species change over time.  How do cells prepare for division? Biological change over time  What are the phases of the cell cycle? is the consequence of the  How does cancer relate to the cell cycle? interactions of (1) the  What are the four stages of mitosis? potential for a species to  What are factors that control cell growth and division? increase its numbers, (2) the  How do feedback signals affect the cell cycle? genetic variability of  In sexual reproduction, how do the offspring compare to the parent? offspring due to mutation and recombination of genes, (3) a  Why are chromosomes important to an organism? finite supply of the resources  How does the function of mitosis differ from that of meiosis? required for life and (4)  What are three mechanisms of genetic varation? natural selection. The  What patterns of heredity were explained by Gregor Mendel? consequences of change  How can mathematical probability be used in genetics? over time provide a scientific  What information does a pedigree show? explanation for the fossil  How do heredity and the environment interact to influence phenotypes? record of ancient life forms  What composes the genetic material? and for the striking molecular  How is information organized into a DNA molecule? similarities observed among  What is the central dogma of molecular biology? the diverse species of living  For what purposes are genes and/or proteins manipulated? organisms. Changes in DNA  What ethical issues arise with the uses of gene technology? (mutations) occur spontaneously at low rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms. Only mutations in germ cells have the potential to create the variation that changes an organism’s

7 future offspring. DOK 3

SC-HS-3.4.1 Students will explain the role of DNA in protein synthesis. Cells store and use information to guide their functions. The genetic information stored in DNA directs the synthesis of the thousands of proteins that each cell requires. Errors that may occur during this process may result in mutations that may be harmful to the organism. DOK 3

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