OCEAN COUNTY SCIENCE CURRICULUM

K-12
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY
GLOBAL SKILLS

OCEAN COUNTY SCIENCE
BIOLOGY CURRICULUM

Content Area: Biology

Course Title: BIOLOGY Grade Level: 9/10

Traditional –
The Nature of Life
September/October
Block Semester 1--September
Block Semester 2— February

Cellular Processes Traditional –
November/December
Block Semester 1—October
Block Semester 2—March

Genetics Traditional – January/February
Block Semester 1—November
Block Semester 2—April

Evolution Traditional – March/April
Block Semester 1—December
Block Semester 2—May

Ecology Traditional – May/June
Block Semester 1—January
Block Semester 2—June

Date Created: July 2010

Board Approved on:

OCEAN COUNTY SCIENCE CURRICULUM
K-12
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY
GLOBAL SKILLS

OCEAN COUNTY SCIENCE CURRICULUM
Biology: Nature of Life Unit
Content Area: Biology
Unit Title: The Nature of Life
Target Course/Grade Level: 9-10
Unit Summary
This unit is designed to give students a clear understanding of how scientific thought is used by
focusing on life's building blocks and characteristics. Students will explore the foundations of
scientific process and thought, the building blocks of life, and the characteristics of living things.

Primary interdisciplinary connections:
Infused within the unit are connection to the 2009 NJCCCS for Mathematics, Language Arts Literacy and
Technology.

21st Century Themes:
The unit will integrate the 21st Century Life and Career stand 9.1 strands A-D. These strands include:
Critical thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership,
and cross cultural understanding and interpersonal communication.

Technology connections:
For further clarification refer to NJ Class Standard Introductions at www.njcccs.org.

Learning Targets
Content Standards
This unit will assimilate the four strands of the Science Practices Standard 5.1. These include:
understanding scientific explanations, generating scientific evidence through active investigations,
reflecting on scientific knowledge and participating productively in science.

CONTENT STANDARDS LINK: www.njcccs.org

CPI # Cumulative Progress Indicator (CPI)
5.3.12.A.1 Represent and explain the relationship between the structure and function of each
class of complex molecules using a variety of models
5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out
an experiment
5.3.12.B.1 Cite evidence that the transfer and transformation of matter and energy links
organisms to one another and to their physical setting.
5.3.12.B.2 Use mathematical formulas to justify the concept of an efficient diet.

OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Unit Essential Questions Unit Enduring Understandings Students will understand that…  What is science?  Science is an organized way of gathering and  How do we find explanations for events in analyzing evidence about the natural world.  Central themes of biology  Correctly make metric conversions. from the organismal to the cellular  What are the properties of certain level.  Characteristics that living things share  Identify the significance of using the metric system.  How does structure relate to function in  Society can limit the application of scientific ideas. for conducting science investigations. and practice safe procedures biological organisms: carbon. evaluate.  Different approaches to studying science  Interpret and construct table and graphs that illustrate  Importance of the universal system of scientific findings. phosphorus and sulfur.  Describe the relationship between atomic structure  How isotopes are similar and different and the molecular basis of life  How compounds are different from their  Compare ionic and covalent bonds. Unit Objectives Unit Objectives Students will know… Students will be able to…  Vocabulary and key terms related unit. methodology  Identify the characteristics of living things  Scientific attitudes generate new ideas  Understand how the themes of biology unify all  Relationship between science and society biological studies. demonstrate the complementary nature of compounds found in living things and how structure and function.  State the goals of science.  Laboratory safety procedures  Appropriate techniques for all laboratory situations.  What is the matter in organisms made of?  Living systems. nitrogen. hydrogen. the natural world?  Biology is the study of life.  Procedures at the core of scientific  Evaluate scientific evidence. measurement  Follow correct procedures for use of scientific  Tables and graphing apparatus.  Two main types of chemical bonds  Describe how the polarity of water results in its  Unique properties of water ability to form hydrogen bonds and act as a universal solvent. oxygen. do we use them?  Certain compounds/ molecules have unique  What controls the activities in the cell? properties that make them suitable for life. compound elements  Describe the structure of a water molecule.  Identify the six elements most common to  Understand. living systems from the organismal to especially if new scientific ideas conflict with cellular level? prevailing cultural beliefs.  Chemical reactions drive cell activities. .  Essential laboratory equipment  Follow protocol for identifying and reporting safety  The three subatomic particles in atoms problems and violations.  Goals of science  Use scientific methodology to solve a problem.

OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS  Difference between acids and bases  Use the pH scale to identify acids and bases and  All organic compounds contain carbon predict the effects of pH levels on biological reactions.  Recognize that most chemical transformations are made possible by protein catalyst called enzymes. changes  Determine how and why each major category of  Roles of enzymes in living things organic molecules is essential to life.  Conduct an experiment to demonstrate that the activities of enzymes depend on the temperature.  Functions of each of the four groups of macromolecules essential for life  Model and provide functions of the four major organic molecules: lipids. ionic conditions. the breakdown of molecules into smaller units. and the building of larger molecules from smaller ones. . carbohydrates.  Analyze and explain how cells carry out a variety of chemical transformations that allow the conversion of energy from one from to another. and the pH of the surroundings.  Chemical reactions are the result of energy and nucleic acids. proteins.

OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS OCEAN COUNTY SCIENCE CURRICULUM Evidence of Learning Formative Assessments For additional ideas please refer to NJ State DOE classroom application documents: http://njcccs. Special Education. Gifted and Talented)  Teacher tutoring  Peer tutoring  Cooperative learning groups  Modified assignments  Differentiated instruction  Native language texts and native language to English dictionary  Response to Intervention (RTI) www.docstoc.org/CADDownload.com .state.us/education/njpep/index.nj. (search tiered lesson plan template  Follow all IEP modifications/504 plan Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources:  Textbook  Laboratory manuals and equipment .help4teachers.com and www.aspx  Observation  DO-NOW  Homework  Laboratories/Lab Reports  Class participation  Notebook  Venn Diagrams/Graphic Organizers  Writing Assignments Summative Assessments For additional ideas please refer to NJ State DOE Professional Education Port (PEP): http://www.html  Chapter/Unit Test  Unit Projects  Writing Assignments  Mid-Term and Final Exams  Presentations  End of Course Biology  Laboratory Practical Modifications (ELLs.

org/ o www.com o www.org *resources will vary for each district Teacher Notes: .thinkquest.teachersdomain.com o www.biology.com o http://strandmaps.nsdl. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS  Science Websites o http://www.sciencenetlinks.

and cross cultural understanding and interpersonal communication. These patterns are changing due to human activity on both the local and global levels.org CPI # Cumulative Progress Indicator (CPI) 5. .org. These include: understanding scientific explanations. Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5. These strands include: Critical thinking and problem solving.njcccs. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics.3. Various community interactions and dynamics will be explored that shape ecosystems. Language Arts Literacy and Technology. collaboration. teamwork and leadership. Technology connections: For further clarification refer to NJ Class Standard Introductions at www. CONTENT STANDARDS LINK: www. reflecting on scientific knowledge and participating productively in science. Our goal is to study the impact of our activity on the biosphere and make changes for a healthier future. generating scientific evidence through active investigations. This unit also is designed to make students aware that the human society is part of the biosphere and is the most powerful force for change. 21st Century Themes: The unit will integrate the 21st Century Life and Career stand 9.B. water. The primary purpose of this unit is to develop the understanding that the existence of life on earth depends on interactions between organisms and between organisms and their environment. Through these links.njcccs. and air. energy flows and matter cycles in ways that support life.12.1. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS OCEAN COUNTY SCIENCE CURRICULUM Biology: Ecology Unit Content Area: Biology Unit Title: Ecology Target Course/Grade Level: 9-10 Unit Summary Earth is a living planet in which all living things are linked to each other and to land.1 strands A-D. creativity and innovation.1 Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting.

and/or  What constitutes useful scientific evidence? critiquing scientific explanations. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS 5. world?  Evidence is used for building. refining. and to use those explanations to make useful  The differences between food chains and food predictions.3.  Explain how biotic and abiotic factors influence an  The differences between renewable and non. organsims in an ecosystem.12.  Explain that the process of science attempts to find  Trophic levels within an ecosystem explanations using evidence for events in the natural world. and explain how these relationships contribute to the stability of the ecosystem. ecosystem and describe how matter cycles among .  What factors contribute to changes in  The survival of organisms is affected by interactions populations? with each other their environment.B. and can be altered  How have human activities shaped local and by human manipulation.B. Both matter and energy (abiotic) parts interact and affect the survival are necessary to build and maintain structures within of organisms and shape ecosystems? the organism.social practices that are and debating ideas and information with governed by a core set of values and norms.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration.  Symbiotic relationships  Trace the flow of energy through living systems and  The stages of primary and secondary evaluate the efficiency of energy transfer among succession.12. 5. 5. Unit Essential Questions Unit Enduring Understandings Students will understand that…  How do we build and refine models that  Measurement and observation tools are used to describe and explain the natural and designed categorize.12.  How is scientific knowledge constructed?  Scientific knowledge builds upon itself over time.3.B. 5.3.C. 5. peers?  All organisms transfer matter and convert energy  How do Earth's living (biotic) and nonliving from one form to another.  Identify the levels of organization that ecologists  The biogeochemical cycles study and describe the methods used to study  The factors that limit population size.2 Use mathematical formulas to justify the concept of an efficient diet.12.3.from scientists sharing and communication .3 Predict what would happen to an ecosystem if an energy source was removed. global ecology?  The human society is part of the biosphere and is the most powerful force for change.12. Unit Objectives Unit Objectives Students will know… Students will be able to…  Vocabulary and key terms related unit.3. ecology.C. webs.2 Model how natural and human-made changes in the environment will affect individual organisms and the dynamics of populations.  The characteristics of Earth’s major biomes.1 Analyze the interrelationships and interdependencies among different organisms.  How does scientific knowledge benefit –  The growth of scientific knowledge involves critique deepen and broaden . represent and interpret the natural world.

 Characteristics of sustainable development.  Explain how environmental resources are classified and identify the characteristics of sustainable development. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS renewable resources. these factors.  Identify and describe that interactions that shape communities. productivity of ecosystems.  Describe how the availability of nutrients affects the  Benefits of biodiversity.  List the characteristics used to describe a population and identify factors that affect population size. .  Factors that influence our ecological footprint.  Describe human activities that affect the biosphere and how ecosystems recover from a disturbance.

help4teachers.nj.html  Chapter/Unit Test  Unit Projects  Writing Assignments  Mid-Term and Final Exams  Presentations  End of Course Biology  Laboratory Practical Modifications (ELLs.com .state.com and www.org/CADDownload. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS OCEAN COUNTY SCIENCE CURRICULUM Evidence of Learning Formative Assessments For additional ideas please refer to NJ State DOE classroom application documents: http://njcccs. Gifted and Talented)  Teacher tutoring  Peer tutoring  Cooperative learning groups  Modified assignments  Differentiated instruction  Native language texts and native language to English dictionary  Response to Intervention (RTI) www. Special Education.docstoc.aspx  Observation  DO-NOW  Homework  Laboratories/Lab Reports  Class participation  Notebook  Venn Diagrams/Graphic Organizers  Writing Assignments Summative Assessments For additional ideas please refer to NJ State DOE Professional Education Port (PEP): http://www.us/education/njpep/index. (search tiered lesson plan template  Follow all IEP modifications/504 plan Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources:  Textbook  Laboratory manuals and equipment .

com o www.nsdl.biology. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS  Science Websites o http://www.com o www.org/ o www.sciencenetlinks.thinkquest.com o http://strandmaps.org *resources will vary for each district Teacher Notes: .teachersdomain.

photosynthesis (using sunlight for energy) being one of them. Additionally. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS OCEAN COUNTY SCIENCE CURRICULUM Biology: Cellular Processes Unit Content Area: Biology Unit Title: Cellular Processes Target Course/Grade Level: 9-10 Unit Summary For an object to be classified as living it must meet particular criteria. Understanding why and how cells can capture. The cells of our body operate as a transport systems and highly effective communicators so that we can exist and survive. 21st Century Themes: The unit will integrate the 21st Century Life and Career stand 9. Cells. and ultimately the organism survival. the most basic unit of life. and have an overall goal of maintaining homeostasis. Just to stay alive. and cross cultural understanding and interpersonal communication. In multi-cellular organisms. as well as the structure and function of prokaryotic and eukaryotic cells. Technology connections: . cells may become specialized to carry out a particular function. students will learn how cells convert and store available energy. Learning about cells processes helps one learn about themselves and how their body’s functions to maintain life. Students will learn the cell theory. and use energy will foster better life decisions. medical interventions and treatments. Students will examine how cells grow and reproduce. build new molecules. One of the most defining of those being that it is composed of one cell or many cells. collaboration. organisms and the cells within them have to grow and develop. reproduce new cells. Their structures are specifically adapted to their function. This will provide the foundation for understanding cellular transport and homeostasis. teamwork and leadership.1 strands A-D. creativity and innovation. and respond to environmental changes. the basis for life. transform. In order for an organism to perform these necessary functions they must be able to obtain and utilize energy. such as diet choices and strategies for maintaining a healthy lifestyle. Energy is captured in many ways. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics. are complex and dynamic. move materials around. Every single one of us is made up of a million to trillions of these magnificent and efficient functional units. These strands include: Critical thinking and problem solving. Language Arts Literacy and Technology.

and relate this to possible treatment interventions (e. and the amount of water available) can affect photosynthesis as an energy storing process.njcccs.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration.g.12. 5. light intensity..njcccs.12.3 Predict a cell’s response in a given set of environmental conditions.A.3. 5. sex determination). CONTENT STANDARDS LINK: www.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and risks (e.1 Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models.B.4 Explain how environmental factors (such as temperature.12..A.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.3.12.4 Distinguish between the processes of cellular growth (cell division) and development (differentiation). lactose intolerance). and cell. stem cells.12.B.1. 5. diabetes.3.3.3.12. 5.A. 5.B. reflecting on scientific knowledge and participating productively in science.A. . 5.3. These include: understanding scientific explanations. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS For further clarification refer to NJ Class Standard Introductions at www.12.A.org.org CPI # Cumulative Progress Indicator (CPI) 5.3.6 Describe how a disease is the result of a malfunctioning system. cystic fibrosis.12. organ. generating scientific evidence through active investigations. Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5.3.g. 5.

Each class  Explain how the fundamental life processes of of molecules has its own building blocks and organisms depend on a variety of chemical reactions specific functions.  Model how processes are regulated both internally  Cells are made of complex molecules that and externally by environments in which cells exist consist mostly of a few elements. Both matter and energy are  How is matter transferred and energy necessary to build and maintain structures within the transferred/transformed in living systems? organism. demonstrate the complementary nature of level? structure and function. single cell form an embryo in which the cells  The structures and functions of organs multiply and differentiate to form the many determine their relationships within body specialized cells. final organism . that organism.  How does a cell maintain homeostasis both in  All organisms transfer matter and convert energy itself and as a multi-cellular organism? from one form to another. organisms to the different patterns of gene expression  Cell differentiation is regulated through the rather than to differences of the genes themselves.  How do cell structures enable cells to carry out life processes?  How and why do cells divide? Unit Objectives Unit Objectives Students will know… Students will be able to…  Vocabulary and key terms related unit. that occur in specialized areas of the organism's cells  Cellular processes are carried out by many  Model how cells are enclosed within semi-permeable different types of molecules. sequence of amino acids in proteins characteristics of  Cells divide through the process of mitosis. surroundings. resulting in daughter cells that have the same  Relate the specialization of cells in multi-cellular genetic composition as the original cell. all descended from a single cell and thus have  There is a relationship between the essentially identical genetic instructions organization of cells into tissues and the  Trace the general process where the progeny from a organization of tissues into organs. including the transport of materials  Cellular function is maintained through the into and out of the cell regulation of cellular processes in response to  Identify genes as a set of instructions encoded in the internal and external environmental DNA sequence of each organism that specify the conditions. from the organismal to the cellular systems from the organismal to the cellular level. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Unit Essential Questions Unit Enduring Understandings Students will understand that…  How does structure relate to function in living  Living systems. expression of different genes during the  Explain how the many cells in an individual can be development of complex multi-cellular very different from one another. even though they are organisms. mostly by the membranes that regulate their interaction with their group of proteins known as enzymes. tissues and organs that comprise the systems of an organism.

and knowing that the breakdown and synthesis are made possible by enzymes. energy rich organic molecules and release oxygen to the environment. light and use it to form strong chemical bonds  All organisms must break the high-energy between the atoms of carbon-containing molecules. and oxygen.  Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration. hydrogen.  Analyze and describe how the process of photosynthesis provides a vital connection between the sun and the energy needs of living systems. .  Explain how plants and many microorganisms us e solar energy to combine molecules of carbon dioxide and water into complex. physical. chemical bonds in food molecules during  Design independent investigations to determine the cellular respiration to obtain the energy effects of changing environmental factors on needed for life processes.  Recognize that food molecules are taken into cells and react to provide the chemical constituents needed to synthesize other molecules. and computational  Explain how environmental factors (such as tools are used to search for and explain core temperature.  Explain how the process of cellular respiration is similar to the burning of fossil fuels.  Explain how the breakdown of some food molecules enables the cell to store energy in specific molecules that are used to carry out the many functions of the cell. photosynthesis.  Trace the process in which nutrients are transported to cells to serve as building blocks for the synthesis of structures and as reactants for cellular respiration. a vital connection between the sun and the energy  In both plant and animal cells. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS  Mathematical. light intensity. available) can affect photosynthesis as an energy  Plants have the capability to take energy from storing process. sugar is a needs of living systems. source of energy and can be used to make  Describe how plants capture energy by absorbing other carbon-containing (organic) molecules. light to form sugar molecules containing  Recognize the process of photosynthesis as providing carbon. and the amount of water scientific concepts and principles.

state.com and www. Special Education. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS OCEAN COUNTY SCIENCE CURRICULUM Evidence of Learning Formative Assessments For additional ideas please refer to NJ State DOE classroom application documents: http://njcccs.docstoc.aspx  Observation  DO-NOW  Homework  Laboratories/Lab Reports  Class participation  Notebook  Venn Diagrams/Graphic Organizers  Writing Assignments Summative Assessments For additional ideas please refer to NJ State DOE Professional Education Port (PEP): http://www.com .org/CADDownload.html  Chapter/Unit Test  Unit Projects  Writing Assignments  Mid-Term and Final Exams  Presentations  End of Course Biology  Laboratory Practical Modifications (ELLs.help4teachers. Gifted and Talented)  Teacher tutoring  Peer tutoring  Cooperative learning groups  Modified assignments  Differentiated instruction  Native language texts and native language to English dictionary  Response to Intervention (RTI) www. (search tiered lesson plan template  Follow all IEP modifications/504 plan Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources:  Textbook  Laboratory manuals and equipment .us/education/njpep/index.nj.

sciencenetlinks.biology.org/ o www.com o http://strandmaps. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS  Science Websites o http://www.thinkquest.org *resources will vary for each district Teacher Notes: .teachersdomain.com o www.com o www.nsdl.

2 Predict the potential impact on an organism (no impact. teamwork and leadership.1 Account for the appearance of a novel trait that arose in a given population.1 Explain the value and potential applications of genome projects.3. significant impact) given a change in a specific DNA code. Language Arts Literacy and Technology. CONTENT STANDARDS LINK: www.3. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS OCEAN COUNTY SCIENCE CURRICULUM Biology: Genetics Unit Content Area: Biology Unit Title: Genetics Target Course/Grade Level: 9-10 Unit Summary The genetics unit is a broad overview of basic genetic concepts emphasizing how biological information is passed from one generation to another. generating scientific evidence through active investigations.3.3 Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis.org.12.njcccs. 5.E.1.D. 5.D. Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5. Technology connections: For further clarification refer to NJ Class Standard Introductions at www. . 21st Century Themes: The unit will integrate the 21st Century Life and Career stand 9. reflecting on scientific knowledge and participating productively in science.1 strands A-D.12.3. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics. collaboration. creativity and innovation. These strands include: Critical thinking and problem solving.12. fertilization).org CPI # Cumulative Progress Indicator (CPI) 5.D. These include: understanding scientific explanations. and cross cultural understanding and interpersonal communication. and provide specific real world examples of conditions caused by mutations.12. 5.njcccs.

inferring evolutionary relationships. discovered?  Genes direct cell growth. legal. and  How does the structure of DNA function in regulation of the cell cycle. social. anatomical similarities. and human inheritance? performing forensics analyses.E. and public policy issues associated with genetics and biotechnology?  What was the human genome project and why was it important to the study of human inherited disorders? . sociological. in an organism?  Analysis of genetic information. similarities of DNA base and/or amino acid sequence). diagnosing diseases. development. support cells? and/or critique current and emerging biotechnologies. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS 5. contained in DNA maintained?  The structure of DNA allows for self-replication and  How was the basic structure of DNA ensures the continuity of hereditary information. inheritance?  Advances in biotechnology have improved our  How does genetic information encoded in understanding of genetics and have improved the DNA get translated into expression of traits quality of human life.. and variation that exists within a species is related to its mode of  What happens when the DNA code changes reproduction (sexual or asexual). over time?  Why do some genetic traits follow Mendelian inheritance patterns while others don't?  What are some of the ethical.2 Estimate how closely related species are. in the form of DNA  How does genetic information flow from a and protein sequence. manipulation of genetics affect the quality and public policy issues that continue to arise as of human life? knowledge of biotechnology and genetics advances.  How do scientists manipulate DNA in living  Apply understanding of DNA to analyze. the original cell's genetic information?  DNA directs the synthesis of proteins. biological molecule is contained within a  Heritable traits are the result of genes passed from gene? one generation to the next.  How do scientists use genetics to study studying populations. legal.  How are genetics and evolution linked?  Patterns of inheritance are predictable. based on scientific evidence (e.3.g.  Why do reproductive cells have one half of  A cell's DNA replicates when the divides.  How are genes and chromosomes related?  Genes are passed to offspring through reproductive  How is the fidelity of genetic information cells. is useful in researching genetic cell's DNA to direct protein synthesis? mechanisms.12. and ultimately  What are genes and which important the emergence of phenotypic traits. Unit Essential Questions Unit Enduring Understandings Students will understand that…  How is genetic information passed through  Hereditary information is stored in DNA and is generations? organized into genes and chromosomes.  How does the understanding and  There are a wide array of ethical.

critique. more. polypeptide synthesis  Evaluate.  Explain how and why and individual's chromosome and independent assortment of gametes. of inheritance. and peers. Huntington's disease. function. and DNA. inheritance.  The major historical events and discoveries  Identify mutations in a DNA sequence and that led to our understanding about genetics demonstrate the effects of the mutations. the effects of  How genes are regulated biotechnology on the lives of humans. techniques including:  Characteristics of common chromosomal o DNA fingerprinting . cystic fibrosis. debate.  Mendel's research work. hybrid crosses using basic probability equations.  The phases and events of meiosis. autosomal recessive.  How to use probability to predict the outcome  Simplify the process of calculating mono-.  The inheritance patterns of various genetic  Compare and contrast DNA and RNA structure and disorders including sickle-cell anemia.  Model the structure and function of a DNA molecule. number needs to remain constant. and how  Apply knowledge of genetics to explain mechanisms meiosis allows for genetic variability. tri- of genetic crosses.  The patterns of inheritance: complete  Model the events of DNA replication. predict the outcome of genetic crosses. and sex-linked inheritance. translation.  How mitosis and meiosis differ. conclusions about  Identify and explain the chromosomal activities that inheritance. dominance. polypeptide synthesis.  The events and mechanisms of DNA  Use a Punnett square and probability calculations to replication.  Predict the results from various genetic crosses  The similarities and differences between DNA including multiple allele. sex-linked. deleting. and how these principles apply to occur during meiosis. segregation of alleles. and codominant crosses.  The central dogma of molecular biology  Research a genetic disorder and present their ideas to  The events of transcription.  The rules of dominance. di-. co.  Describe and discuss Mendel's studies and explain  The structural.  Compare and contrast mitosis and meiosis.  Model the events of transcription. and biochemical how his studies led to our current understanding of nature of DNA. all living things. functional. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS  How does inserting. translation. incomplete dominance. or substituting DNA segments alter the genetic code?  How does the method of reproduction affect a species' genetic variability? Unit Objectives Unit Objectives Students will know… Students will be able to…  Vocabulary and key terms related unit. autosomal and RNA. dominant. and dominance.  The various types of mutations and their  Explain the use of a variety of molecular biological effects. and  Explain the central dogma of molecular biology.

.  The importance of recombinant DNA technologies  The benefits of genetic engineering to the agricultural and medical industries.  The importance of biotechnology  The methods involved in cloning. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS disorders.  How selective breeding can and has changed species. o PCR  Various methods used in human DNA o DNA sequencing analysis.  How the Human Genome Project continues to evolve.  Pros and cons of genetically modified foods.

docstoc.com .html  Chapter/Unit Test  Unit Projects  Writing Assignments  Mid-Term and Final Exams  Presentations  End of Course Biology  Laboratory Practical Modifications (ELLs.state. Gifted and Talented)  Teacher tutoring  Peer tutoring  Cooperative learning groups  Modified assignments  Differentiated instruction  Native language texts and native language to English dictionary  Response to Intervention (RTI) www.org/CADDownload. (search tiered lesson plan template  Follow all IEP modifications/504 plan Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources:  Textbook  Laboratory manuals and equipment .nj.us/education/njpep/index. Special Education.com and www.aspx  Observation  DO-NOW  Homework  Laboratories/Lab Reports  Class participation  Notebook  Venn Diagrams/Graphic Organizers  Writing Assignments Summative Assessments For additional ideas please refer to NJ State DOE Professional Education Port (PEP): http://www.help4teachers. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS OCEAN COUNTY SCIENCE CURRICULUM Evidence of Learning Formative Assessments For additional ideas please refer to NJ State DOE classroom application documents: http://njcccs.

com o http://strandmaps.com o www.thinkquest.com o www. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS  Science Websites o http://www.sciencenetlinks.org *resources will vary for each district Teacher Notes: .biology.nsdl.teachersdomain.org/ o www.

.1 Account for the appearance of a novel trait that arose in a given population. mutations are occurring. and cross cultural understanding and interpersonal communication.njcccs. These strands include: Critical thinking and problem solving.12.g. generating scientific evidence through active investigations. 21st Century Themes: The unit will integrate the 21st Century Life and Career stand 9.E. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics. Language Arts Literacy and Technology.. similarities of DNA base and/or amino acid sequence). 5. teamwork and leadership.org.njcccs. etc. collaboration.3. protein structures. and new discoveries are being made it is imperative that we know where we came from and where we are headed.3 Provide a scientific explanation for the history of life on Earth using scientific evidence (e.).. In this ever- changing scientific world where cloning is increasing.E.12. fossil record.2 Estimate how closely related species are. based on scientific evidence (e. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS OCEAN COUNTY SCIENCE CURRICULUM Biology: Evolution Unit Content Area: Biology Unit Title: Evolution Target Course/Grade Level: 9-10 Unit Summary Everything alive today is the result of evolution. anatomical similarities. DNA.E.3.g. reflecting on scientific knowledge and participating productively in science. CONTENT STANDARDS LINK: www.1 strands A-D.3.4 Account for the evolution of a species by citing specific evidence of biological mechanisms.12.1. 5. Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5.E.org CPI # Cumulative Progress Indicator (CPI) 5. 5. These include: understanding scientific explanations.12. we owe our existence to natural selection. Technology connections: For further clarification refer to NJ Class Standard Introductions at www.3. creativity and innovation.

g. and extended as new evidence  Know that patterns in the distribution of living and emerges. protein Earth today are related by common ancestry using structures.  Discuss how environmental pressure. from ancient common ancestors. while a less favorable o Ability of a species to reproduce traits decrease in frequency or may lead to o Genetic variability of offspring due to extinction.  State the goals of science. not Earth as evidenced in the fossil record and in changes in the genes of an individual organism.  Science is a practice in which an established  Know that all species. and the molecular similarities observed among the diverse species of living organisms. and taxonomy). not follow a set pattern or timeline.. etc. mutation and recombination of genes  Identify. anatomical evidence for evolution and  Use natural selection and its evolutionary provides additional detail about the sequence in which various lines of consequences to provide a scientific explanation for descent branched. refined. explain. the fossil record of ancient life forms. . living and extinct descended body of knowledge is continually revised. of those organisms better able  Integrate scientific information from a variety of to survive and leave offspring disciplines to provide evidence for the relatedness of species on Earth (geology. due to environmental pressure. evidence that support Darwin's theory of reproduce. and demonstrate how technology o Finite supply of the resources required can be used to determine evolutionary relationships among species (Gel electrophoresis. selection and common descent) provide a  Describe how evolution involves change in the scientific explanation for the history of life on genetic makeup of whole populations over time. comparative anatomy. Natural selection. combinations of existing genes or from  Recognize that a change in species over time does mutations of genes in reproductive cells within a population. genetic drift. in which  What are the main lines of scientific organisms with advantageous traits survive.  Explain how the millions of different species on o Molecular evidence (e. o New traits may result from new biochemistry. and pass those traits to offspring. evolution by natural selection?  Species alive today have evolved from ancient common ancestors. fossil species tell us how modern organisms evolved  The principles of evolution (including natural from their ancestors. the similarities that exist within the diversity  Analyze natural selection simulations and use the of existing organisms. DNA. Unit Objectives Unit Objectives Students will know… Students will be able to…  Vocabulary and key terms related unit. DNA/amino for life acid sequences).) substantiates the evidence. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Unit Essential Questions Unit Enduring Understandings Students will understand that…  How does natural selection encourage inter  The diversity and changing of life forms over many and intra-specific diversity over time? generations is the result of natural selection. data generated to describe how environmentally  Evolution occurs as a result of a combination favored traits are perpetuated over generations of the following factors: resulting in species survival.

industrial pollution). global climate change. volcanic eruptions. . OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS mutation and competition for resources influence the evolutionary process..  Predict possible evolutionary implications for a population due to environmental changes over time (e.g.

html  Chapter/Unit Test  Unit Projects  Writing Assignments  Mid-Term and Final Exams  Presentations  End of Course Biology  Laboratory Practical Modifications (ELLs.docstoc.aspx  Observation  DO-NOW  Homework  Laboratories/Lab Reports  Class participation  Notebook  Venn Diagrams/Graphic Organizers  Writing Assignments Summative Assessments For additional ideas please refer to NJ State DOE Professional Education Port (PEP): http://www.nj. Gifted and Talented)  Teacher tutoring  Peer tutoring  Cooperative learning groups  Modified assignments  Differentiated instruction  Native language texts and native language to English dictionary  Response to Intervention (RTI) www.com and www. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS OCEAN COUNTY SCIENCE CURRICULUM Evidence of Learning Formative Assessments For additional ideas please refer to NJ State DOE classroom application documents: http://njcccs. Special Education.help4teachers.com .org/CADDownload.state. (search tiered lesson plan template  Follow all IEP modifications/504 plan Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources:  Textbook  Laboratory manuals and equipment .us/education/njpep/index.

biology.org/ o www.com o http://strandmaps.com o www. OCEAN COUNTY SCIENCE CURRICULUM K-12 Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS  Science Websites o http://www.org *resources will vary for each district Teacher Notes: .teachersdomain.nsdl.com o www.thinkquest.sciencenetlinks.

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