Massapequa Public Schools

MASSAPEQUA PUBLIC SCHOOLS

SELF CONTAINED LIVING ENVIRONMENT CURRICULUM

SUMMER 2010

COMMITTEE MEMBERS

Gwen Bonn Paul Romano

BOARD OF EDUCATION

Christine Lupetin Perrino – President Maryanne Fisher – Vice President Thomas Caltabiano – Secretary Timothy Taylor – Trustee Jane Ryan – Trustee

ADMINISTRATION

Charles V. Sulc, Superintendent Alan Adcock, Assistant Superintendent for Business Lucille F. Iconis, Assistant Superintendent for Curriculum and Instruction Dr. Thomas Fasano, Assistant to the Superintendent for Curriculum and Instruction Robert Schilling, Executive Director for Assessment, Student Data and Technology Dr. James Grossane, Assistant to the Superintendent for Support Services COURSE DESCRIPTION

The Living Environment class is designed to test student knowledge in the science of biology. Biology is the study of living things and will focus on the basic unit of life (cells, cell theory), living systems of simple and complex organisms, classification, asexual and sexual reproduction, genetics, evolution, ecology, earth’s composition and how it is changing, weather and climate (biomes), basic biochemistry, astronomy, energy, and technology. Additionally, laboratory period offers the students the opportunity to reinforce the information learned in the lecture period and apply it to the laboratory activities through experiments. The lab class will also cover basic lab safety, skills and procedures. In both the lecture and laboratory sections of the class, the students will gain a better understanding of how the world works and how it affects their daily life. This course not only broadens the students knowledge of science, but it also promotes incite into living a healthy life. Classroom instruction will include variety of differentiation including technology based interactive lessons and labs (i.e. online frog dissection), hands on lab activities and project-based learning.

2 SC Living Environment Table of Contents

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

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

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

Unit 1: Scientific Method……..…………………………………………………5 Unit 2: Life Functions…………………………………………………………...7 Unit 3: Cell Structure and Transport..………………………………………...8 Unit 4: Cell Division…………...………………………………………………..10 Unit 5: Biochemistry………..…………………………………………………..11 Unit 6: Energy and Photosynthesis...………………………………………….12 Unit 7: Human Systems………..……………………………………………….13 Unit 8: Genetics……………...………………………………………………….15 Unit 9: Evolution………….…………………………………………………….17 Unit 10: Ecology...…………………………………………………………...... 19

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

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

3 Living Environment- Grade 10 Content Map and Calendar

Suggested Quarter Unit Time 1-Scientific Method and Measurement 5 weeks 1 2-Life Functions 2 weeks 3-Cell Structure and Transport 3 weeks

4-Cell Division 6 weeks 2 5-Biochemistry 3 weeks Mid term Review 1 week

Mid terms

6-Energy 4 weeks 3 7-Human Systems 6 weeks

8-Genetics 3 weeks 9-Evolution 2 weeks 4 10-Ecology 2 weeks Regents Review 2 weeks

4 Massapequa High School Self-Contained Living Environment Curriculum

Grade Level Beginning Month Time Allotment 10 September 5 Weeks Content/Key Ideas Introduction to Biology, Scientific Method, Graphing, Metric System Objectives New York State Living Environment Standards: Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. KI 1, KI2, KI3

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Essential Questions: 1. What is the science of biology? 2. Why is scientific method so important? 3. What are the steps of scientific method? 4. How is laboratory equipment used properly and safely? 5. How are laboratory experiments safely performed? 6. How can measurements be taken accurately? 7. What is the difference between dependent and independent variables? 8. How can graphs be used to analyze and interpret scientific data? Students will understand that: Students will be able to: 1. Biology is the study of living things and the 1. Define biology and other relevant vocabulary. environments in which they live. 2. List the steps of the scientific method. 2. The knowledge of biology has been obtained 3. Design and perform a controlled experiment. through the practice of scientific method. 4. Perform all procedures of experiments properly 3. Scientific method is essential in finding the and safely. most accurate scientific data through design 5. Use all biology tools and equipment properly and and implementation of laboratory procedures. safely. 4. Laboratory safety guidelines must always be 6. Properly label the axes and accurately plot line, followed (i.e. – procedures, equipment, and bar, and pie graph data. tool use). 7. Identify and correct common graphing errors. 5. Measurements must be as accurate as possible 8. Interpret experiment data through the analyzing of to ensure the integrity of experiment results. graphs. 6. Graphs are visual models of mathematical 9. Use the metric system to accurately measure relationships that assist in analyzing data that length, mass, and volume with the respective tools has been obtained through experimentation. (i.e.- ruler, balance, graduated cylinder). 7. Biological results need to be reported in a concise manner. Assessment: Resources/Technology/Differentiation: 1. Exit Slips- Determine if daily objective is met 1. Schraer & Stoltze Biology: The Study of Life, 2. Laboratory Experiments pages 13-31 a) Safety in the Biology Laboratory 2. Massapequa High School Living Environment b) The Compound Microscope Laboratory Manual c) Using the Microscope 3. Castlelearning.com d) Measuring with a Microscope 4. Brainpop.com – Scientific Method, Precision and e) Making Metric Measurements Accuracy f) Graphing Activities 5. Guided PowerPoint notes 3. Auditory/Visual SmartBoard Review Game 6. Student plan scientific method using simpler

5 4. Unit Test concepts (i.e.- cookie recipe)

Resources/Technology/Differentiation:(continued) 7. Students conduct experiment using seedlings 8. Measure objects around the room using adjectives, then equipment 9. Make foldable using steps to scientific method

Grade Level Beginning Month Time Allotment 10 October 2 Weeks

Content/Key Ideas Life Functions

Objectives New York State Living Environment Standards: Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. KI 1.2b, 1.2d Essential Questions: 1. How are living and non-living things different? 2. What are the functions? 3. How are life functions carried out by unicellular organisms? 4. How are life functions carried out by multicellular organisms? 5. How do life functions interact to maintain homeostasis? 6. Why is homeostasis essential for the survival of an organism and its environment? Students will understand that: Students will be able to: 1. All living organisms (unicellular or multi- 1. Differentiate between living and non-living. cellular) must carry out their life functions in 2. Name and define life functions. order to survive. 3. Define relevant biological terms. 2. Every organism has their own way of carrying 4. Explain differences in carrying out life out these life functions. functions between single and multicellular 3. Homeostasis is balanced when the life functions organisms. interact properly. 5. Determine life functions involved with 4. Homeostasis is essential to the survival of all homeostasis. organisms sharing the same environment. Assessment: Resources/Technology/Differentiation: 1. Daily Exit Slips 1. Schraer & Stoltze Biology: The Study of Life, 2. Personal whiteboard & SmartBoard Response pages 3-11 Quiz 2. Massapequa High School Living Environment 3. Laboratory Experiments Laboratory Manual a) Unicellular and Multicellular Life 3. Castlelearning.com Functions 4. Guided PowerPoint Notes 4. Auditory/Visual SmartBoard Review Game 5. Personal Whiteboards for assessment 5. Unit Exam 6. Create foldable for eight life functions 7. Assign different organisms to each student and have them describe how life functions keep it alive

Grade Level Beginning Month Time Allotment 10 October 3 Weeks

Content/Key Ideas Cell Structure and Transport

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. KI-1.2a, 1.2c, 1.2f, 1.2g, 1.2i, 1.3a, 5.3a Essential Questions: 1. What is cell theory? 2. What is the structure and function of the cell organelles? 3. What’s the difference between plant and animal cells? 4. What is the difference between active and passive transport? Students will understand that: Students will be able to: 1. Scientists acquired understanding of cell 1. State the postulates of cell theory. theory over a long period of time. 2. Determine the organization of life from most basic 2. Cells are the basic unit of structure and to most complex. function for all living things. 3. Identify organelles and describe their functions 3. Organelles are essential in carrying out the 4. Define and explain semi-permeable membrane, life functions of a cell and maintaining concentration gradient, and dynamic equilibrium. homeostasis. 5. Explain the difference between active and passive 4. The cell membrane allows for the flow of transport. material into and out of the cell. 6. Explain the difference between diffusion and 5. The three main differences between plant osmosis. and animal cells. 7. Identify and explain the difference between plant and animal cells. 8. Label diagrams of plant and animal cells. Assessment: Resources/Technology/Differentiation: 1. Personal Whiteboard Organelle Response 1. Schraer & Stoltze Biology: The Study of Life, Quiz pages 77-103 2. Laboratory Experiments 2. Massapequa High School Living Environment a) NYS Lab “Diffusion Through a Laboratory Manual Membrane” 3. Castlelearning.com 3. Brainpop Quizzes 4. Guided PowerPoint Notes 4. Create a plant or animal cell and properly 5. Personal Whiteboards for assessment label organelles 6. Brainpop.com – Cells, Cell Structures, Active and 5. Auditory/Visual SmartBoard Review Game Passive Transport, Diffusion 6. Unit Test 7. Create a Plant and Animal Cell chart- check off boxes with appropriate organelles 8. Cell organelle foldable

8 7. Construction of cell membrane using pasta

Resources/Technology/Differentiation:(continued) 8. Microscope with magnification on television 9. Compare raisins in and out of water

Grade Level Beginning Month Time Allotment 10 November 6 Weeks

Content/Key Ideas Cell Division

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. KI 2.1d, 2.1e, 4.1a, 4.1b Essential Questions: 1. What is mitosis and its phases? 2. What is asexual reproduction? 3. What are the different types of asexual reproduction? 4. How does asexual reproduction differ from sexual reproduction? 5. What is meiosis and its phases? Students will understand that: Students will be able to: 1. Mitosis is the division of cells. 1. Differentiate between mitosis and meiosis and 2. Mitosis is a form of asexual reproduction that describe their functions. creates daughter cells identical to parent cell. 2. Identify, list and describe the phases of mitosis 3. Mitosis and meiosis occurs in stages. and meiosis. 4. Asexual reproduction takes place in a variety of 3. Label and interpret diagrams of the phases of ways depending on the organism. mitosis and meiosis. 5. Meiosis is the formation of sex cells or gametes 4. Identify and describe the difference between that contain half the genetic material as the plant and animal mitosis. parent cell. 5. Differentiate between asexual and sexual reproduction. Assessment: Resources/Technology/Differentiation: 1. Daily Exit Slip 1. Schraer & Stoltze Biology: The Study of Life, 2. Personal Whiteboard Mitosis/Meiosis Phases pages 397-439 Response Quiz 2. Massapequa High School Living Environment 3. Laboratory Experiments Laboratory Manual a) Mitosis in Animal and Plant Cells 3. Castlelearning.com 4. Brainpop Quizzes 4. Guided PowerPoint Notes 5. Visual recognition of mitosis/meiosis phases 5. Personal Whiteboards for assessment 6. Auditory/Visual SmartBoard Review Game 6. Brainpop.com – mitosis, asexual reproduction. 7. Unit test 7. Mitosis and meiosis foldable 8. Smart board fills in blanks with word bank 9. Explorelearning.com – mitosis lab

Grade Level Beginning Month Time Allotment 10 December 3 Weeks

Content/Key Ideas Biochemistry

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. KI 5.1c, 5.1f, 6.1b, 6.1c, 6.1e Essential Questions: 1. What are the most common elements found in living organisms? 2. What is the importance of enzymes? 3. What factors affect enzymes interaction? Students will understand that: Students will be able to: 1. The essential biological molecules that 1. State that atoms and molecules are the smallest unit comprise the foundation of all living of matter and make up all of Earth’s components. systems. 2. Identify food sources as carbohydrates, proteins, 2. Enzymes are vital to initiate biochemical fats or water. reactions. 3. Differentiate autotrophic and heterotrophic. 3. Enzyme functions depend on receptors on 4. Use the pH scale. cell membrane. 5. Distinguish dehydration synthesis and hydrolysis. 4. Basic molecules assemble to make more 6. State that energy comes from breaking chemical complex molecules. bonds.

Assessment: Resources/Technology/Differentiation: 1. Daily Exit Slip 1. Schraer & Stoltze Biology: The Study of Life, 2. Laboratory Experiments pages 31-75 a) Online Biochemistry Discovery 2. Massapequa High School Living Environment b) Enzyme Activity Laboratory Manual c) Dehydration Synthesis and 3. Castlelearning.com Hydrolysis 4. Guided PowerPoint Notes 3. Auditory/Visual SmartBoard Review Game 5. Foldable for different biological molecules 4. Unit Quiz – Due to the difficulty level of 6. Give images of foods and have students identify this unit type of molecule 7. Puzzle piece enzyme activity http://www.biologycorner.com/worksheets/enzyme _practice.html 8. Demonstration 30% hydrogen peroxide solution decomposing into hydrogen gas and oxygen gas with a teaspoon of liquid soap and one gram of manganese oxide (the manganese oxide is the enzyme and can be reused, also without it, there is no chemical reaction)

Grade Level Beginning Month Time Allotment 10 February 4 Weeks

Content/Key Ideas Energy

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. KI 6.1a, 6.1b, 6.1d, 5.1a, 5.1c, 5.1d, 5.1e Essential Questions: 1. Why do organisms need energy? 2. What is the difference between potential and kinetic energy? 3. How do cells use energy? 4. What is the difference in energy usage of a plant cell and animal cell? 5. How does energy flow through an ecosystem? 6. Is more ATP released during anaerobic or aerobic respiration? 7. What is the purpose of ATP? Students will understand that: Students will be able to: 1. A food pyramid illustrates the movement of 1. Differentiate between Calvin and Krebs cycle. energy. 2. Determine the movement of energy using a 2. Energy is recycled through the ecosystem, pyramid or web. some potential, some kinetic. 3. Connect the sun as the most important form of 3. Energy is limited and must be conserved. energy on Earth. 4. During photosynthesis energy is absorbed and 4. Relate chloroplasts to photosynthesis. therefore the primary source of nutrition to all 5. Relate mitochondria to respiration. other complex organisms. 6. Recognize the chemical equations for 5. During cellular respiration, energy is released photosynthesis and respiration. from organic molecules to make ATP. Assessment: Resources/Technology/Differentiation: 1. Daily Exit Slip 1. Schraer & Stoltze Biology: The Study of Life, 2. Laboratory Experiments pages 107-123, pages 339-353 a) Carbohydrate Identification Lab 2. Massapequa High School Living Environment b) How are Leaves Adapted for Food Laboratory Manual Production? 3. Guided PowerPoint Notes c) Elodea: Photosynthesis 4. Brainpop.com- Kinetic/Potential Energy, d) Factors Affecting Plant Growth Metabolism, Cellular Respiration (scientific method reinforcement) 5. Foldable describing steps of photosynthesis 3. Castlelearning.com – Quiz 6. Foldable describing steps of respiration 4. Auditory/Visual SmartBoard Review Game 7. Photosynthesis of plants under different 5. Unit Exam conditions (radiation, sun vs. dark, etc.) 8. Images of different organisms and students make their own food pyramid 9. Students count calories absorbed and released and relate to net energy

Grade Level Beginning Month Time Allotment 10 March 6 Weeks

Content/Key Ideas Human Systems

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. KI 4.1f, 4.1g, 4.1h, 2.1k Intermediate Level Science Standard 4 KI-1.2a, 1.2b, 1.2c, 1.2d, 1.2e, 1.2f, 1.2g, 1.2h, 1.2i, 1.2j, 4.2a, 4.2b Essential Questions: 1. What is the purpose of the skeletal and muscular system? 2. What is the purpose of the nervous system? 3. What is the purpose of the endocrine system? 4. What is the purpose of the digestive system? 5. What is the purpose of the circulatory system? 6. What is the purpose of the respiratory system? 7. What is the purpose of the excretory system? 8. What is the purpose of the reproductive system? Students will understand that: Students will be able to: 1. All cells are differentiated depending on which 1. List the body systems for humans. body system they relate to, even though all 2. Name major bones of the skeleton. cells have same genetic material. 3. Differentiate between voluntary and 2. Female reproductive system is designed for involuntary muscles. gamete production in the ovaries. 4. Describe the purpose of bones, joints, cartilage, 3. Male reproductive system is designed for ligaments and tendons. gamete production in the testes. 5. Draw cellular arrangement in cardiac, smooth 4. The process of the female menstrual cycle. and skeletal muscles. 5. Male testes produce semen, which release from 6. Determine the pathway of an impulse. the penis into the vagina in order to make 7. Identify environmental stimuli. internal fertilization possible and produce a 8. Name the five senses and the control center for zygote. all stimuli. 6. A zygote undergoes mitosis and differentiation 9. Compare sensory, motor and interneuron to produce an embryo that has a gestation nerves. period of nine months. 10. Recognize the parts of the brain and their 7. During pregnancy outside environmental functions. factors may affect the growth of the embryo. 11. Label endocrine glands on human diagram. 12. State why hormones are important to homeostasis. 13. Assemble human digestive system, starting from ingestion to elimination. 14. Define peristalsis. 15. Show the pathway of blood through the human heart (Oxygenated and Deoxygenated path).

13 Students will be able to: (continued) 16. Name the parts of circulatory system. 17. List the order of blood vessels from largest to smallest and why. 18. Memorize lymph’s’ purpose. 19. Relate respiratory system to circulatory system. 20. Indicate the forward and reverse pathway of air using the human respiratory system. 21. Differentiate inhale and exhale. 22. Compare digestion and excretion. 23. Name the organs involved in excretory system. 24. Identify the largest organ as the skin. 25. Diagram the pathway of urine. 26. List similarities and difference in human male and female reproductive systems. Assessment: Resources/Technology/Differentiation: 1. Daily Exit Slip 1. Schraer & Stoltze Biology: The Study of Life, 2. Laboratory Experiments pages 149-333 a) Earthworm Lab 2. Massapequa High School Living Environment b) Human Transport Laboratory Manual c) Identifying Blood Cells 3. Guided PowerPoint Notes d) Bloodtyping 4. Brainpop.com- Nervous System, Reproductive e) Comparing Digestive Tracts System, Digestive System, etc. f) External/Internal Anatomy of a Frog 5. Introduce Olympic athletes and have students g) The Heart: An Online Exploration state why these athletes are the best in the world h) Lung Capacity 6. Foldable for each body system i) The Kidney 7. Urinalysis test j) Nerve Wracker: Testing Your Reflexes 8. Label diagrams using word bank or fill-ins and Reactions 9. Create rubric for a project that uses disorders in k) Average Growth Rate in Humans homeostasis l) Examining Muscle, Bone, and Cartilage 10. View pre-made blood cell slides using m) Simulating Meiosis microscope television n) How Do Internal and External 11. Construct model of respiratory system using Reproduction Compare? straws and balloons o) The Human Menstrual Cycle 12. Students will make questions as if interviewing 3. Castlelearning.com – Quizzes an animal to compare to human body systems 4. Quiz for each body system 13. Have students write a story of a skin injury and 5. Auditory/Visual SmartBoard Review Game the steps to the healing process 6. Unit Exam 14. Project x-rays of different parts of skeleton for students to compare 15. Have physically challenged guest speaker 16. Demonstration of dry crackers versus wet crackers with iodine to illustrate digestion of starch 17. List activities their bodies do consciously and instinctively 18. Play hand-clapping game with a partner to test reaction time. Will it be the person trying to tap the hand or the person trying to evade the tap? 19. Create poster highlighting affects of drugs on different body systems 20. Illustrate CPR/AED as a safety precaution at home or school or work 21. Show EKG results which part of the heart pumps during each wavelength 22. SmartBoard Group Lab – Internet Frog Dissection 23. Venn Diagram- Male/Female reproductive development

Grade Level Beginning Month Time Allotment 10 April 3 Weeks

Content/Key Ideas Genetics

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. KI-2.1a, 2.1b, 2.1c, 2.1f, 2.1g, 2.1h, 2.1i, 2.1j, 2.1k, 2.2a, 2.2b, 2.2c, 2.2d, 3.1b, 3.1c, 3.1d Essential Questions: 1. What were the conclusions of Mendel’s pea plant experiment? 2. What is the difference between dominant and recessive? 3. How is probability calculated? 4. Why is there greater recombination during sexual reproduction compared to asexual reproduction? 5. How are instructions of DNA implemented throughout the cell? Students will understand: Students will be able to: 1. Genes are inherited from one or both parents 1. Define nondisjunction. depending on type of reproduction. 2. Complete a punnett square. 2. DNA is made of nucleotides which 3 letter 3. Diffentiate between homozygous and sequence makes amino acids. heterozygous. 3. Traits are inherited from DNA which 4. Predict traits of offspring from parent genetic encodes all information for RNA and thus pattern. protein synthesis. 5. Interpret pedigree chart. 4. Any alterations in DNA sequencing. 6. Identify roles of DNA and RNA during 5. Many organisms are chosen to breed due to replication. their desirable traits. 7. Diagram the structure of DNA. 6. Genetic engineering manipulates DNA to 8. Recognize purines and pyrimidines and the improve the quality of life. importance of nucleotide sequences for the production of proteins. 9. Transcribe DNA. 10. Translate mRNA. 11. Define mutation and the causes of mutation. 12. Recognize the reasoning for selective breeding. 13. Inserting, deleting, or substituting DNA segments can alter gene. 14. Deternine the roles of technology on science. 15. Define cloning. 16. Understand environmental condition result in different expression of genetic material. Assessment: Resources/Technology/Differentiation: 1. Daily Exit Slip 1. Schraer & Stoltze Biology: The Study of Life, 2. Laboratory Experiments pages 497-565 a) NYS Lab – “Relationships and 2. Massapequa High School Living Environment Biodiversity” Laboratory Manual b) Human Inheritance

15 Assessment: (continued) Resources/Technology/Differentiation:(continued) c) Online Genetics Lab: Gel 3. Guided PowerPoint Notes Electrophoresis 4. Brainpop.com- Ecosystems 3. Castlelearning.com – Quiz 5. Foldable protein synthesis 4. Auditory/Visual SmartBoard Review Game 6. Using color coded nucleotides match sequence 5. Unit Exam 7. Construct DNA molecules 8. Use zipper as an analogy for DNA replication 9. Stress DNA replication must occur for cell reproduction 10. Create flip book/comic strip/video illustrating DNA replication 11. Race to reproduce- have a timed relay event where students must match nucleotides 12. Memory device: “You Are Single”- Uracil is only in RNA, which are single strands. 13. Play bingo using amino acid matched with nucleotide sequences 14. Make oversize punnet square model 15. Use a coin to represent dominant and recessive genes 16. Solve punnet square based on difficulty level

Grade Level Beginning Month Time Allotment 10 May 2 Weeks

Content/Key Ideas Evolution and Taxonomy

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. KI: 3.1a, 3.1e, 3.1f, 3.1g, 3.1h, 3.1j, 3.1l Essential Questions: 1. How do scientist know about organisms that have become extinct? 2. How are organisms arranged?

Students will understand: Students will be able to: 1. The process of how organisms evolve. 1. Define fossil. 2. Darwin’s theory of natural selection. 2. Analyze modern theories of the origin of life. 3. How an organism’s environment dictates 3. Summarize Darwins theory of natural selection. the adaptations they form over time. 4. Describe evolution. 4. How to classify animals by similarities of 5. Compare punctuated equilibrium and gradualism. features. 6. Distinguish among types of evidence for evolution. 7. Explain gene pools of humans based on geographic area. 8. State the importance of classification. Assessment: Resources/Technology/Differentiation: 1. Daily Exit Slip 1. Schraer & Stoltze Biology: The Study of Life, 2. Laboratory Experiments pages 571-625 a) How Can a Key Be Used to Identify 2. Massapequa High School Living Environment Organisms Laboratory Manual b) Evidence of Evolution 3. Guided PowerPoint Notes 3. Castlelearning.com – Quiz 4. Brainpop.com- Evolution 4. Auditory/Visual SmartBoard Review Game 5. Review Earth Science rock types; visually compare 5. Unit Exam differences in igneous, metamorphic and sedimentary, where are fossils found? 6. Use the centerfold of an ESRT: geologic time 7. Student researchers an extinct animal following a rubric that may include life functions of that organism 8. Compare skeletons of simple organisms to more complex organisms 9. Use analogy of automobile with evolution 10. Exemplify evolution using linear diagrams of simple and/or complex organisms then in groups compile data to complete evolutionary tree diagram

17 Resources/Technology/Differentiation:(continued) 11. Following clues students will find out the mystery fossil 12. Review meaning of fit, fitter and fittest 13. Make a Venn diagram of apes and humans 14. Bring in yellow pages and ask students, how is it arranged? 15. Scavenger hunt at local zoo/aquarium/arboretum 16. Galapagos Island Video and Questions

Grade Level Beginning Month Time Allotment 10 May 2 Weeks

Content/Key Ideas Ecology

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Essential Questions: 1. What is an Ecosystem? 2. What are abiotic and biotic factors? 3. How do abiotic factors affect the design of an ecosystem? 4. How are materials cycled through the organisms and environment of an ecosystem? 5. What are the three types of symbiotic relationships? 6. What are the biomes of the world? 7. How are ecosystems sustained? 8. What is the affect of the human population on Earth’s ecosystems? 9. What are the causes and potential solutions to air, land, and water pollution? Students will understand: Students will be able to: 1. Every single organism no matter how small 1. Describe what an ecosystem is and how it plays an important role in sustaining an works. ecosystem. 2. Differentiate between abiotic and biotic factors. 2. How abiotic and biotic factors differ. 3. Draw and interpret food chains, food webs, 3. The food chain is part of a cycle of materials energy pyramids, etc. and energy through an ecosystem. 4. Name and describe the three symbiotic 4. There are several levels to the ecological order relationships amongst organisms. of an ecosystem. 5. Define relevant terms- predator, prey, autotroph, 5. The human affect on Earth’s ecosystems. heterotroph, etc. 6. How we can help to improve polluted 6. Understand the affects of over farming, ecosystems. accidental importation of species, etc. 7. The cause and potential solution to various types of pollution. Assessment: Resources/Materials/Differentiation: 1. Daily Exit Slip 1. Schraer & Stoltze Biology: The Study of Life, 2. Laboratory Experiments pages 819-881 a) NYS Lab- “The Beaks of Finches” 2. Massapequa High School Living Environment b) The Lesson of the Kaibab Laboratory Manual 3. Castlelearning.com – Quiz 3. Guided PowerPoint Notes 4. Biome/Ecosystem Project 4. Brainpop.com- Ecosystems 5. Auditory/Visual SmartBoard Review Game 5. Biome Foldable 6. Unit Exam 6. Biome/Ecosystem project- Create a brochure or poster as a biome advertisement. 7. Food Chain Game www.sheppardsoftware.com/content/animals/ kidscorner/games/foodchaingame.htm 8. Create Food Chain, Food Web, Energy Pyramid

19 DIFFERENTIATION STRATEGIES

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Learning Contract: a proposal made prior to beginning a project or unit in which the resources, steps toward completion, and evaluation criteria are agreed upon with the teacher Problem-Based Learning: placing students in the active role of solving problems. The students are presented with an unclear, complex problem. They will seek out additional information, define the problem, locate resources, make decisions about solutions, pose a solution, communicate that solution to others, and assess the solution’s effectiveness

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

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

21 BIBLIOGRAPHY

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

The Biology Corner. Web. 7 August 2010. http://www.biologycorner.com/

BrainPop – Animated Educational Site for Kids – Science, Social Studies, English, Math, Arts & Music, Health Technology. 7 August 2010. http://www.brainpop.com/

Castle Learning Online. 7 August 2010. http://www.castlelearning.com/

Gizmos! Online Simulations That Power Inquiry and Understanding. Explore Learning. 7 August 2010. http://www.explorelearning.com/

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

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

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

Sheppard Software: Fun Free Online Learning Games and Activities for Kids. 7 August 2010. http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.ht m

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