GRADE 9 Science

Contents Page

GRADE: 10

TOPIC: Biology: The Kingdoms of Life and Microbiology Agents that can Affect Life

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State Content Standards- 10.2 – Microorganisms have an essential role in life processes and cycles on Earth Course Standards- Investigate science and technology aspects of contemporary problems. Explain that the present diversity of life is a result of natural selection and other evolutionary processes. Be able to make and read a classification key with understanding of the 6 Kingdom system.
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
1. Living things are identified (scientific name) and classified into taxonomic categories according to distinguishing characteristics. 2. All organisms are classified into one of the six Kingdoms of life or by another system of three Domains. 3. All organisms are connected by phylogeny. 4. Some biological agents affect life but are not classified because their characteristics are not defined as life. 5. As organisms evolved, many of them developed with high levels of complexity. (cells, tissues, organs, organ systems) 6. The diversity of life is sensitive to human impact as well as natural processes.	Why is it important to organize life using a classification system? What defines a species? How is phylogeny used to connect all living things? Why aren’t biological agents such as viruses, viroids and prions classified and how do they impact life? Can bacteria and viruses be useful to humans?
Knowledge and Skills What students are expected to know and be able to do
Students will know… The need for classification systems. The classification systems used by Aristotle and Linnaeus. How to explain binomial nomenclature and why Latin is used for scientific names. The taxonomic categories of: Kingdom, phylum, class, order, family, genus, species. The classification of a human and how the taxonomic categories relate to phylogeny. The structure of bacteria and viruses, their cycles and how they affect life. Bacteria and viruses can be used in beneficial ways for genetic engineering and gene therapy.	Students will be able to… 1. Recognize that the study of scientific explanations throughout history demonstrates how scientific knowledge changes and evolves over time, while building on earlier knowledge. 2. Explain that the present diversity of life is a result of natural selection and other evolutionary processes that have been at work for a long period of time. 3. Explain why diversity in a species is important for its survival in a changing environment. 4. Explain how evolutionary relationships among organisms can be inferred from DNA and protein sequences. 5. Classify a given organism, given a classification key, 6. Describe scientific theories for the origin of life, evidence to support the theories, and contrast these with beliefs. 7. Describe the difference between human beings and other primates.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Describe the similarities and differences between bacteria and viruses. Describe how bacterial and viral infectious diseases are transmitted, and explain the roles of sanitation, vaccination and antibiotic medications in the prevention and treatment of infectious diseases. Explain how bacteria and yeasts are used to produce foods for human consumption.	Students will: Classify organisms using a biological key Devise a classification system Culture bacteria and do a Gram stain for primary identification of bacteria. Differentiate the structures of bacteria and viruses
STAGE 3: SUGGESTED RESOURCES
Modern Biology , Holt, Rinehart and Winston, 2002 (Advanced) Miller, Levin. Biology, Prentice-Hall, 2000 (Standard)

TOPIC: Cells

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State Content Standards: 10.1 Strand IV: Cell Chemistry and Biotechnology How are organisms structured to ensure efficiency and survival?
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
10.1 Fundamental life processes depend on the physical structure and the chemical activities of the cell. Cell functions are regulated. Cells can differentiate, and complex multi-cellular organisms are formed as highly organized arrangements of differentiated cells.	How is a cell analogous to a manufacturing plant, a shopping mall, or a school? How are the specialized cells in your body able to function so differently when they each have the same DNA? How does the structure and function of the cell and its parts transcend and connect all living organisms?
Knowledge and Skills What students are expected to know and be able to do
Students will know… Cells have particular structures that underlie their function. Cell functions are regulated. Cells store and use information to guide their functions. Plant cells contain chloroplasts, the site of photosynthesis. Most cells in the body contain 23 chromosomes.	Students will be able to… Describe the significant similarities and differences of Prokaryotic and Eukaryotic cells. Describe the significant similarities and differences in the basic structure of plant and animal cells. Explain the role of the cell membrane in supporting cell functions. Explain that there are specialized structures in the cell. Explain that cells function in a narrow range of physical conditions, such as temperature and pH, that enable them to carry out life functions and maintain homeostasis. Identify the major events that characterize the cell cycle.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Cell Analogy Project Osmosis and diffusion investigation Specialized cell topic poster Microscope Lab ( mitosis) Cell Model	Test, quizzes, lab report, project
STAGE 3: SUGGESTED RESOURCES
Text, Video: “Origins”

TOPIC: Evolution and Populations

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: Explain that the present diversity of life is a result of natural selection and other evolutionary processes Describe why diversity in a species is important for its survival in a changing environment Waterford Student Expectations: Communicate in standard English for a variety of purposes Apply mathematical principles to organize data, draw accurate conclusions and solve and justify problems Apply the principles and processes of the sciences to analyze phenomena and solve problems related to the natural world
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
Natural Selection is the mechanism of evolution Evolution is a gradual process that occurs in populations, not individuals Evolutionary Relationships among organisms can be inferred from various sources of evidence (proteins, fossils, vestigial organs, homologous structures)	Do you think humans are currently evolving or not? Is protecting endangered species defying natural selection? How does evolution help explain genetics and genetics explain evolution? What evidence is there that all life on Earth is related?
Knowledge and Skills What students are expected to know and be able to do
Students will know… Events and advances in science and technology that have important and long-lasting effects on society That scientific explanations throughout history demonstrate how scientific knowledge changes and evolves over time. How to recognize that changes in science usually occur as small modifications in existing knowledge, and result in incremental advances in our understanding of the world and our ability to meet human needs and aspirations . Evolution and biodiversity are the result of genetic changes that occur over time in constantly changing environments. 5. Mutations and recombination of genes create genetic variability in populations. 6. Changes in the environment may result in the selection of organisms that are better able to survive and reproduce.	Students will be able to… Explain that the present diversity of life is a result of natural selection and other evolutionary processes that have been at work for long periods of time. Describe why diversity in a species is important for its survival in a changing environment. Explain how evolutionary relationships among organisms can be inferred from DNA and protein sequences. Explain how the processes of genetic mutation and natural selection are related to the evolution of species. Explain how the current theory of evolution provides a scientific explanation for fossil records of ancient life forms. Describe how structural and behavioral adaptations increase organisms’ chances for survival in their environment.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Simulations of population shifts- predator- prey relationships. Bean Hunter Activity Debate- Are humans continuing to evolve or are they changing their environment so quickly that natural selection is no longer occurring? Debate with opinion paper Research of an endangered species. Students will write a research paper on the factors that led to the decline in the population of the selected species and laws/ordinances and programs that have been established to re-populate the species	Chapter Tests Quizzes Lab Activities
STAGE 3: SUGGESTED RESOURCES
Towle. Modern Biology, Holt, Rinehart and Winston, 1999 (Advanced)

TOPIC: Biology: Genetics and Biotechnology

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State Content Standards- 10.3 Similarities in the chemical and structural properties of DNA in all living organisms allow the transfer of genes from one organism to another. 10.4 In sexually reproducing organisms, each offspring contains a mix of characteristics inherited from both parents. Course Standards- Investigate science and technology aspects of contemporary problems. Apply genetic principles to human pedigrees, karyotypes and genetic disorders. Explain how new heritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells. Explain how modern molecular biological technology allows scientists to analyze, isolate and alter genes, how this technology aids scientists in analysis and treatment of certain diseases and the benefits and costs of using these technologies.
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
Our current understanding of human genetics has developed over time as a result of numerous scientists using evolving technologies and ideas. An individual’s DNA may be a historical record of his/her entire ancestry. The environment plays a critical role in the expression of genes. Biotechnology and genetic engineering are used to produce medical products and improve crop yields, although some people have ethical concerns about these technologies.	Are there behaviors of my own that can affect the genetics of my children? Are your traits a result of the blending of your parents’ traits or do you have separate distinct traits of your own? Is who I am a result of my genes or my environment? How does the completion of the Human Genome Project impact society? What are the benefits and concerns of DNA technology?
Knowledge and Skills What students are expected to know and be able to do
Students will know… How human traits are inherited: dominant – recessive traits, incomplete dominance, co-dominant, sex-linked traits and multiple alleles. Define autosome and sex chromosome. Traits may be due to a single gene or polygenic. Differentiate between genetic disorders and infectious diseases. Techniques used in DNA technology and forensics.	Students will be able to… Compare and contrast Mendel’s laws (segregation and independent assortment) of heredity. Explain how new heritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells. Explain that modern molecular biology allows scientists to analyze, isolate and alter genes, and this technology aids in the analysis and treatment of certain diseases. Analyze benefits and consequences involved in using DNA technologies. Compare selective breeding and genetic engineering. Discuss techniques used in genetic engineering.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Describe, in general terms, how the genetic information of organisms can be altered to make them produce new materials. Explain the risks and benefits of altering the genetic composition and cell products of existing organisms. Explain how meiosis contributes to the genetic variability of organisms. Use the Punnet Square technique to predict the distribution of traits in mono- and di-hybrid crossings. Deduce the probable mode of inheritance of traits (e.g., recessive/dominant, sex-linked) from pedigree diagrams showing phenotypes. Describe the differences between genetic disorders and infectious diseases.	Students will: Solve various types of genetic problems Do a research project on a genetic disorder and give an oral presentation Demonstrate the process of genetic engineering using manipulatives. Perform a DNA gel electrophoresis and explain the migration of DNA fragments sorting by size.
STAGE 3: SUGGESTED RESOURCES
Modern Biology , Holt, Rinehart and Winston, 2002 (Advanced) Miller, Levin. Biology, Prentice-Hall, 2000 (Standard)

TOPIC: Ecology and Populations

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: Describe how matter and energy flow through ecosystems. Explain how science and technology affect our lives in terms of human population growth. Waterford Student Expectations: Communicate in standard English for a variety of purposes. Apply mathematical principles to organize data, draw accurate conclusions and solve and justify problems. Apply the principles and processes of the sciences to analyze phenomena and solve problems related to the natural world.
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
1. All organisms in the biosphere are linked to each other and to their physical environments by the transfer and transformation of matter and energy. 2. Human activity can alter the Earth’s natural cycle. 3. Humans use modern technology to alter their own population growth limits.	1. What would the earth look like without decomposers? 2. How is organic material recycled? 3. How have humans impacted the Earth’s natural recycling process? 4. How can human populations continue to grow without destroying the diversity that is necessary in life? 5. How many humans can the Earth support?
Knowledge and Skills What students are expected to know and be able to do
Students will know… Metabolic processes, such as photosynthesis, cellular respiration and fermentation, allow organisms to store and use energy. The distribution and abundance of organisms and populations within ecosystems are governed by the availability of matter and energy, and the ability of the ecosystem to recycle organic material. Living organisms have the capability of producing populations of unlimited size, but the environment can support only a limited number of individuals from each species. Human populations grow due to advances in agriculture, medicine, construction and the use of energy. Humans modify ecosystems as a result of rapid population growth, use of technology and consumption of resources.	Students will be able to… Describe the movement of matter and energy through different levels of organizations of living systems and show how matter and energy are transformed and conserved. Explain ways in which humans can minimize their impact on biomes. Explain the differences between the Earth’s major biomes in terms of climate and organisms. Describe how structural and behavioral adaptations increase the chances for organisms to survive in their environments. Describe the factors that affect the carrying capacity of the environment. Explain how change in population density is affected by emigration, immigration, birth rate and death rate, and relate these factors to the exponential growth of human populations. Explain how technological advances have affected the size and growth rate of human populations throughout history. Explore the scientific and technological aspects of contemporary problems.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Ecosystem/Food web demonstration activities Embedded Task Lab: Yeast Population Genetics STS Activity: Human Population Dynamics	Tests Quizzes Lab Activities
STAGE 3: DEVELOP LEARNING PLAN
Learning Activities: Towle, Modern Biology. Holt, Rinehart & Winston, 1999 (Advanced) Standard Biology Text.

TOPIC: Biological Chemistry

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: Identify the four major biological molecules (carbohydrates, lipids, proteins, nucleic acids) and their importance to organisms. Waterford Student Standards: Apply the principles and processes of the sciences in order to analyze phenomena and solve problems related to the natural world. Communicate in Standard English for a variety of purposes.
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
Nucleic acids and proteins dictate the characteristics of all living things. Our energy comes from three types of biological molecules which differ in structure, energy and purpose. A majority of chemical reactions in our body depends on enzymes to lower the activation energy.	How can your cells all have the same DNA but function so differently? What evidence is there that all cells have the same DNA? How do enzymes function in chemical reactions (metabolism) in your body? Under what limits do enzymes function? What are the differences both structurally and functionally between the biological molecules? How are proteins made from the DNA code?
Knowledge and Skills What students are expected to know and be able to do
Students will know… Enzymes are important to the proper functioning of our bodies. Enzymes can be influenced by changes in pH and temperature which helps to explain limits to our survival. Lipids are large molecules made of fatty acids and glycerol and serve as energy storage. Carbohydrates are made from monosaccharides and serve as quick energy. Proteins are made of amino acids which are coded by our DNA and provide structure as well as other important chemicals such as enzymes. Nucleic acids are RNA and DNA. The sole purpose of DNA is to code for proteins.	Students will be able to… Differentiate between the four major biological molecules in terms of structure and function. Generally describe the process of protein synthesis. Explain the function of enzymes as well as how they may be limited by pH, temperature and concentration and perform a lab experiment to demonstrate these facts.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Embedded task on Enzymes STS activity on bioengineered foods Lab on determining biological molecules in foods Manipulatives on demonstrating protein synthesis	Tests Quizzes <