Month
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UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
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SEPTEmb
E
r |
·
Basic Chemistry ·
Organic Chemistry ·
Miller & Urey’s Hypothesis |
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. |
|
Students
will acquire rudimentary understandings of chemistry in so far as
understanding the polar nature of water and that of the cell membrane. In order to understand the “fluid mosaic
model” of cell membranes, students must grasp the hydrophilic / hydrophobic
nature of lipids, and by extension, must understand electron distribution
around molecules that creates polarity. Miller
and Urey’s work will be used to demonstrate a theoretical start to life on
the planet and serves to provide evidence that supports evolutionary
philosophy. From the NYS Chemistry Core Curriculum Key
Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. |
From
the NYS Chemistry Core Curriculum PERFORMANCE INDICATOR 3.1 Explain
the properties of materials in terms of the arrangement and properties of the
atoms that compose them. |
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SUPPLEMENTAL CONTENT &
LEARNING STRATEGIES |
Major Understandings |
LAB THEMES |
ASSESSMENTS |
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1.
Multimedia presentation for introductory
information
(video, websearch, PowerPoint, etc.) 2.
Problem solving activity (group/individual) 3.
Vocabulary – hypothesis,
theory, independent variable, dependent variable, control *Also
See the “Supplemental Lab Activity Book” |
1.2g Each
cell is covered by a membrane that performs a number of important functions
for the cell. These include: separation from its outside environment,
controlling which molecules enter and leave the cell, and recognition of
chemical signals. The processes of diffusion and active transport are
important in the movement of materials in and out of cells. 1.2h
Many organic and inorganic substances dissolved
in cells allow necessary chemical reactions to take place in order to
maintain life. Large organic food molecules such as proteins and starches
must initially be broken down (digested to amino acids and simple sugars
respectively), in order to enter cells. Once nutrients enter a cell, the cell
will use them as building blocks in the synthesis of compounds necessary for
life. 3.1a
The basic theory of biological evolution states
that the Earth’s present-day species developed from earlier, distinctly
different species. From the NYS Chemistry Core Curriculum 3.1b
Each atom has a nucleus, with an overall positive charge, surrounded by
negatively charged electrons. 3.1c Subatomic particles contained in the
nucleus include protons and neutrons. 3.1d
The proton is positively charged, and the neutron has no charge. The electron
is negatively charged. 3.1e
Protons and electrons have equal but opposite charges. The number of protons
equals the number of electrons in an atom. 3.1l The outermost electrons in an atom are
called the valence electrons. In general, the number of valence electrons
affects the chemical properties of an element. 3.1y
The placement or location of an element on the Periodic Table gives an
indication of the physical and chemical properties of that element. The
elements on the Periodic Table are arranged in order of increasing atomic
number. 3.1z For Groups 1, 2, and 13-18 on the Periodic
Table, elements within the same group have the same number of valence
electrons (helium is an exception) and therefore similar chemical properties. |
Living/Nonliving Scientific
Method Safety
in the Lab Measurement
(Metric System) Graph
Skills |
1.
Written assessment which encompasses problem solving, comprehension,
synthesis & evaluation of performance indicators 2.
Evaluation of group/individual work in form of project, or class
activity 3.
Evaluation of lab write-ups |
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Month
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UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
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O C T O B E R |
Cells
– Structures and respective functions Monera
– The first cells |
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. |
|
Key
Idea 1: Living things
are both similar to and different from each other and from nonliving things. Key
Idea 3: Individual organisms and species change over
time. |
Performance
Indicator 1.2 Describe
and explain the structures and functions of the human body at different
organizational levels (e.g., systems, tissues, cells, organelles). PERFORMANCE INDICATOR 3.1 Explain
the mechanisms and patterns of evolution. |
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sUPPLEMENTAL CONTENT & LEARNING
STRATEGIES |
Major Understandings |
lAB tHEMES |
ASSESSMENTS
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Absorption:
Structure of the cell membrane, function of the cell membrane (passive &
active transport, pinocytosis, phagocytosis), intercellular transport & intracellular circulation Nervous
Regulation: Neurotransmitters, impulse transmission, neuron structure and
function Autotrophic
Nutrition (significance, process, results and adaptations) Respiration: |
1.2f
Cells have particular structures that perform specific jobs. These structures
perform the actual work of the cell. Just as systems are coordinated and work
together, cell parts must also be coordinated and work together. 1.2g
Each cell is covered by a membrane that performs a number of important
functions for the cell. These include: separation from its outside
environment, controlling which molecules enter and leave the cell, and
recognition of chemical signals. The processes of diffusion and active
transport are important in the movement of materials in and out of cells. 1.2h
Many organic and inorganic substances dissolved in cells allow necessary
chemical reactions to take place in order to maintain life. Large organic
food molecules such as proteins and starches must initially be broken down
(digested to amino acids and simple sugars respectively), in order to enter
cells. Once nutrients enter a cell, the cell will use them as building blocks
in the synthesis of compounds necessary for life. |
|
1.
Written assessment which encompasses problem solving, comprehension,
synthesis & evaluation of performance indicators 2.
Evaluation of group/individual work in form of project, or class
activity 3.
Evaluation of lab write-ups |
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Month
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UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
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|
N O V E M B E R & D E C E M B E R |
·
Molecular Genetics ·
The Rise (Evolution) of New Kingdoms |
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. |
|
Key
Idea 2: Organisms inherit genetic information in a
variety of ways that result in continuity of structure and function between
parents and offspring. Key
Idea 3: Individual organisms and species change over
time. |
PERFORMANCE
INDICATOR 2.1 Explain how the structure and replication of genetic
material result in offspring that resemble their parents. PERFORMANCE INDICATOR 2.2 Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms. PERFORMANCE
INDICATOR 3.1 Explain the mechanisms and
patterns of evolution. |
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SUPPLEMENTAL CONTENT AND
LEARNING |
Major Understandings
|
LAB THEMES |
ASSESSMENTS
|
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1. Multimedia
presentation for introductory information (video, websearch, PowerPoint, etc.) 2. Problem
solving activity
(group/individual) 3. Vocabulary – *Also
See the “Supplemental Lab Activity Book” |
2.1a
2.1b 2.1c 2.1d 2.1e 2.1f 2.1g 2.1h 2.1i 2.1j 2.1k 2.2a 2.2b
2.2c 2.2d 2.2e 3.1a 3.1b 3.1c 3.1d 3.1e 3.1f
3.1g 3.1h 3.1i 3.1j
3.1k
3.1l |
|
1.
Written assessment which encompasses problem solving, comprehension,
synthesis & evaluation of performance indicators 2.
Evaluation of group/individual work in form of project, or class
activity 3.
Evaluation of lab write-ups |
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Month
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UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
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J A N U A R Y |
·
Mendelian Genetics ·
Evolution |
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. |
|
Key
Idea 2: Organisms
inherit genetic information in a variety of ways that result in continuity of
structure and function between parents and offspring. Key
Idea 3: Individual organisms and species change over
time. |
PERFORMANCE INDICATOR 2.1 Explain
how the structure and replication of genetic material result in offspring
that resemble their parents. PERFORMANCE
INDICATOR 3.1 Explain
the mechanisms and patterns of evolution. |
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SUPPLEMENTAL CONTENT AND
LEARNING |
mAJOR UNDERSTANDINGS |
lAB tHEMES |
ASSESSMENTS
|
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2.1c
Hereditary information is contained in genes, located in the chromosomes of
each cell. An inherited trait of an individual can be determined by one or by
many genes, and a single gene can influence more than one trait. A human cell
contains many thousands of different genes in its nucleus. 2.1d
In asexually reproducing organisms, all the genes come from a single
parent. Asexually produced offspring
are normally genetically identical to the parent. 3.1a
The basic theory of biological evolution states that the Earth’s present-day
species developed from earlier, distinctly different species. 3.1b
New inheritable characteristics can result from new combinations of existing
genes or from mutations of genes in reproductive cells. 3.1c
Mutation and the sorting and recombining of genes during meiosis and
fertilization result in a great variety of possible gene combinations. 3.1d
Mutations occur as random chance events. Gene mutations can also be caused by
such agents as radiation and chemicals. When they occur in sex cells, the
mutations can be passed on to offspring; if they occur in other cells, they
can be passed on to other body cells only. 3.1e
Natural selection and its evolutionary consequences provide a scientific
explanation for the fossil record of ancient life-forms, as well as for the
molecular and structural similarities observed among the diverse species of
living organisms. 3.1f
Species evolve over time. Evolution is the consequence of the interactions of
(1) the potential for a species to increase its numbers, (2) the genetic
variability of offspring due to mutation and recombination of genes, (3) a
finite supply of the resources required for life, and (4) the ensuing
selection by the environment of those offspring better able to survive and
leave offspring. 3.1g
Some characteristics give individuals an advantage over others in surviving
and reproducing, and the advantaged offspring, in turn, are more likely than
others to survive and reproduce. The proportion of individuals that have
advantageous characteristics will increase. 3.1h
The variation of organisms within a species increases the likelihood that at
least some members of the species will survive under changed environmental
conditions. |
|
1.
Written assessment which encompasses problem solving, comprehension,
synthesis & evaluation of performance indicators 2.
Evaluation of group/individual work in form of project, or class
activity 3.
Evaluation of lab write-ups |
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Month
|
UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
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|
F E B R U A R Y |
·
Evolution cont’d ·
Comparing Kingdoms ·
Viruses |
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. |
|
Key
Idea 2: Organisms
inherit genetic information in a variety of ways that result in continuity of
structure and function between parents and offspring. Key
Idea 3: Individual organisms and species change over
time. |
PERFORMANCE INDICATOR 2.1 Explain
how the structure and replication of genetic material result in offspring
that resemble their parents. PERFORMANCE
INDICATOR 3.1 Explain
the mechanisms and patterns of evolution. |
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sUPPLEMENTAL CONTENT & LEARNING
STRATEGIES |
Major Understandings |
lAB tHEMES |
ASSESSMENTS
|
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2.1c
2.1d 3.1a 3.1b 3.1c 3.1d 3.1f 3.1g 3.1h |
Comparative
Dissections |
Written
assessment which encompasses problem solving, comprehension, synthesis &
evaluation of performance indicators Evaluation
of group/individual work in form of project, or class activity Evaluation
of lab writeups |
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Month
|
UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
|
|
M A R C H |
·
Simple vs. Complex Organisms – comparative study |
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. |
|
Key
Idea 1: Living things are both similar to and different
from each other and from nonliving things. |
PERFORMANCE INDICATOR
1.2 Describe
and explain the structures and functions of the human body at different
organizational levels (e.g., systems, tissues, cells, organelles). PERFORMANCE INDICATOR
1.3 Explain how a one-celled organism is able to function
despite lacking the levels of organization present in more complex organisms. |
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sUPPLEMENTAL CONTENT & LEARNING
STRATEGIES |
major understandings |
lAB tHEMES |
ASSESSMENTS
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Comparative
analysis of unicellular and multicellular organisms and their life functions Vocab: Life functions, organelles, tissues,
systems, singe-celled organisms |
1.2a
Important levels of organization for structure and function include
organelles, cells,
tissues, organs, organ systems, and whole organisms. 1.2b
Humans are complex organisms. They require multiple systems for digestion,
respiration, reproduction, circulation, excretion, movement, coordination,
and immunity. The systems interact to
perform the life functions. 1.2c
The components of the human body, from organ systems to cell organelles,
interact to
maintain a balanced internal environment. To successfully accomplish this,
organisms possess a diversity of control mechanisms that detect deviations
and make corrective actions. 1.2d
If there is a disruption in any human system, there may be a corresponding
imbalance in homeostasis. 1.2e
The organs and systems of the body help to provide all the cells with their
basic needs. The cells of the body are of different kinds and are grouped in
ways that enhance how they function together. 1.2f
Cells have particular structures that perform specific jobs. These structures
perform the actual work of the cell. Just as systems are coordinated and work
together, cell parts must also be coordinated and work together. 1.2g Each cell is covered by a membrane that
performs a number of important functions for the cell. These include:
separation from its outside environment, controlling which molecules enter
and leave the cell, and recognition of chemical signals. The processes of
diffusion and active transport are important in the movement of materials in
and out of cells. 1.3a The structures present in some
single-celled organisms act in a manner similar to the tissues and systems
found in multicellular organisms, thus enabling them to perform all of the
life processes needed to maintain homeostasis. |
|
Written
assessment which encompasses problem solving, comprehension, synthesis &
evaluation of performance indicators Evaluation
of group/individual work in form of project, or class activity Evaluation
of lab write-ups |
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Month
|
UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
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A P R I L - MA Y |
· Ecology |
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. |
|
Key
Idea 1: Living things are both similar to and
different from each other and from nonliving things. Key
Idea 6: Plants and animals depend on each other and
their physical environment. |
PERFORMANCE INDICATOR
1.1 Explain
how diversity of populations within ecosystems relates to the stability of
ecosystems. PERFORMANCE INDICATOR
6.1 Explain
factors that limit growth of individuals and populations. |
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sUPPLEMENTAL CONTENT & LEARNING
STRATEGIES |
Major Understandings |
lAB tHEMES |
ASSESSMENTS
|
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1.1a
Populations can be categorized by the function they serve. Food webs identify
the relationships among producers, consumers, and decomposers carrying out
either autotrophic or heterotrophic nutrition. 1.1b
An ecosystem is shaped by the nonliving environment as well as its
interacting species. The world contains a wide diversity of physical
conditions, which creates a variety of environments. 1.1c
In all environments, organisms compete for vital resources. The linked and
changing interactions of populations and the environment compose the total
ecosystem. 1.1d
The interdependence of organisms in an established ecosystem often results in
approximate stability over hundreds and thousands of years. For example, as
one population increases, it is held in check by one or more environmental
factors or another species. 1.1e
Ecosystems, like many other complex systems, tend to show cyclic changes
around a
state of approximate equilibrium. 1.1f Every population is linked, directly or
indirectly, with many others in an ecosystem. Disruptions in the numbers and
types of species and environmental changes can upset ecosystem stability. 6.1a
Energy flows through ecosystems in one direction, typically from the Sun,
through photosynthetic organisms including green plants and algae, to
herbivores to carnivores and decomposers. 6.1b
The atoms and molecules on the Earth cycle among the living and nonliving
components of the biosphere. For example, carbon dioxide and water molecules
used in photosynthesis to form energy-rich organic compounds are returned to
the environment when the energy in these compounds is eventually released by
cells. Continual input of energy from sunlight keeps the process going. This
concept may be illustrated with an energy pyramid. 6.1c
The chemical elements, such as carbon, hydrogen, nitrogen, and oxygen, that
make up the molecules of living things pass through food webs and are
combined and recombined in different ways. At each link in a food web, some
energy is stored in newly made structures but much is dissipated into the
environment as heat. 6.1d
The number of organisms any habitat can support (carrying capacity) is
limited by the available energy, water, oxygen, and minerals, and by the
ability of ecosystems to recycle the residue of dead organisms through the
activities of bacteria and fungi. 6.1e In any particular environment, the growth
and survival of organisms depend on the physical conditions including light
intensity, temperature range, mineral availability, soil/rock type, and
relative acidity (pH). |
|
Written
assessment which encompasses problem solving,
comprehension, synthesis and
evaluation of performance indicators. Evaluate
of group/individual work in form of project, or class activity. |
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Month
|
UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
|
|
J U N E |
·
Ecology cont’d ·
Exam Review |
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. |
|
Key
Idea 1: Living things are both similar to and
different from each other and from nonliving things. Key
Idea 6: Plants and animals depend on each other and
their physical environment. |
PERFORMANCE INDICATOR
1.1 Explain
how diversity of populations within ecosystems relates to the stability of
ecosystems. PERFORMANCE INDICATOR
6.1 Explain
factors that limit growth of individuals and populations. |
|
|
sUPPLEMENTAL CONTENT & LEARNING
STRATEGIES |
Major Understandings |
lAB tHEMES |
ASSESSMENTS
|
|||
|
Multimedia presentation for introductory
information
(video, websearch, PowerPoint, etc.) Problem solving activity (group/individual) Lab Investigation *Also
See the “Supplemental Lab Activity Book” |
1.1a 1.1b 1.1c
1.1d 1.1e 1.1f 6.1a 6.1b 6.1c 6.1d
6.1e |
|
Written
assessment which encompasses problem solving, comprehension, synthesis &
evaluation of performance indicators Evaluation
of group/individual work in form of project, or class activity Evaluation
of lab write-ups |
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