Major Models to Deploy and Develop Throughout the Year:
-Natural Selection leading to Speciation (1st)
-Central Dogma Traits, Genes, Inheritance (2nd)
-Homeostasis (3rd)
-Interactions between molecules/enzymes leads to all characteristics (4th)
-Math in experimentation as a foundation and scientific questions and conclusions.
-Cellular Reproduction and Development
-Energy and Matter in Ecosystems Carbon Cycling (Photosynthesis Respiration) (Mid First Semester)
-Response to Environment-Nervous system vs. Hormones
-Immune System
Unit Progression (CR2)
Unit #1: Laying the Groundwork of Biology
Time: August-September 4 Weeks
Goal: SWBAT to explain biological process in terms of natural selection and review the processes of the central dogma.
Driving Question: What are the fundamental concepts that describe living organisms?
Key Mental Models to Start to Develop:
-Natural Selection leading to Speciation (1st)
-Central Dogma Traits, Genes, Inheritance (2nd)
-Homeostasis (3rd)
-Interactions between molecules/Enzymes (4th)
-Math in experimentation as a foundation.
Objectives and Activities:
Model Deployment: Formative Whiteboard Prompt: At the cellular level, what what is responsible for your traits? How does this work?
Lesson 1.) SWBAT: Summarize the evidence of gene interactions with the environment. (1.A.4, 3.B.1, 3.B.2, 4.C.2, 4.C.3)
Activities with this objective...
a.) Summer reading and answering questions over “Genius in All of Us.” by David Shenk. CR5.
b.) Students analyze situations that reveal the interactions between our genes and the environment (CR4c). Students describe how the gene to protein process relies upon input from external factors (CR3c, CR3d). Group presentations over specific chapters of the book and large group discussion over the themes of the book and application to their lives.
c.) Students use evidence to describe why Jamaica produces so many top sprinters (they must determine if they belief innate characteristics or environmental triggers play a more critical role using evidence). Intro questions...Why do populations living closer to the equator have longer legs in proportion to their bodies than those who live further from the equator? . Play at 9:50 The Sports Gene from Jeremy Schapp’s podcast. http://espn.go.com/espnradio/play?id=9554684
Lesson 2.) Model Development: SWBAT: refine their model for how DNA relates to traits. (1.A.1, 1.A.2, 1.A.3)
a.) Students draw and describe the connection between DNA and their traits. Whiteboard prompt “If DNA is responsible for your traits, what does this look like at the cellular level?” (Green Pea and Strawberry DNA extraction)
b.) Students use paper models to explain how DNA codes for proteins. Watching of HHMI videos of transcription and translation.
c.) Refine their model after extraction and notes. “If DNA is responsible for you traits, what does this look like at the cellular level?” Revisit and make a poster.
Model Deployment: Where do new species come from?
Lesson 3.) Model Development: SWBAT: make visual models of a variety of mechanisms of evolution/speciation 1.A.1, 4.A.1, 4.A.2, 4.B.1, 4.B.2,
a.) Desert Snakes-Mechanics of Evolution Sampsons and Schleigh.
b.) Frog, Cichlid data whiteboarding.
c.) Geographical Isolation/Slips of Paper Speciation.
Model Deployment: How do we use math to represent biological information?
Lesson 4.) Model Development: SWBAT: use mathematical evidence to describe maple seed dispersion patterns relating to natural selection. (4.A.4)
a.) Phospholipid Bubble paper modeling and finding different averages for sizes. Standard Deviation and Standard Error (quick experimental design practice)
b.) LAB write up over natural selection with maple seed travel distances under different environmental situations. Computing standard deviation and standard error in data analysis. Devising controlled experiments and communicating results (1.B.1) . CR6, CR7
Model Deployment: What are the rules that govern molecular interactions?
Lesson 5.) Model Development: SWBAT: describe the basic structure and function of the four categories of macromolecules and water. Macromolecule notes+ATP, group analysis of situations when characteristics of monomers are altered. CR4d
a.) model the building and breaking of biological polymers. Building and breaking biomolecules-modeling dehydration synthesis, hydrolysis.
b.) relate the structure to the function of water. Water inquiry activities and connection to molecular structure (adhesion, cohesion, capillary action)
Lesson 6.) SWBAT: use cell organelle data to make hypothesis about cell function.
a.) Cell organelle review sheet and analyzing cells with different organelle ratios
Lesson 7.) SWBAT: describe the components of and test the variables in an enzyme catalyzed reaction.
a.) Enzyme LAB (First Analogy with “Toothpickase”) and actual Enzyme Catalysis Lab using potatoes (along with other vegetables and fruits) and Peroxide to generate oxygen gas using guided inquiry. The rate of reaction is measured by Vernier Labquest gas pressure sensors. (plant Homeostasis seed with peroxidase lab write up) CR6, CR7
Lesson 8.) SWBAT: generate a cladogram using anatomical characteristics.
a.) Simple cladogram generation using anatomical characteristics of vertebrates.
b.) For the cladogram, questions to answer....identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree. (EU 1.B.2, LO 1.17-1.19)
Lesson 9.) SWBAT: determine characteristics that are shared and theorize the origin of the universal characteristics of life.
a.) Students use this information about the different cells to generate a cladogram (LO.2.14) as well where students explain unique and shared characteristics.
b.) Determining universal characteristics activity: Analysis of components/macromolecules of cells of all sorts of organisms. Students determine set of “Universal Physical Components and Processes of Life” CR3a
c.) For above cladograms...identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree. (EU 1.B.2, LO 1.17-1.19)
d.) Shared or unshared game? Given a characteristic, students determine if it is shared or unshared with all of life. (EU 1.B.1, LO 1.15)
