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.

demonstrate the complementary nature of compounds found in living things and how structure and function. for conducting science investigations.  Procedures at the core of scientific  Evaluate scientific evidence. compound elements  Describe the structure of a water molecule.  State the goals of science. 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. measurement  Follow correct procedures for use of scientific  Tables and graphing apparatus. . oxygen.  Laboratory safety procedures  Appropriate techniques for all laboratory situations. hydrogen. 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. evaluate.  How does structure relate to function in  Society can limit the application of scientific ideas.  Chemical reactions drive cell activities. Unit Objectives Unit Objectives Students will know… Students will be able to…  Vocabulary and key terms related unit.  Central themes of biology  Correctly make metric conversions. phosphorus and sulfur.  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. living systems from the organismal to especially if new scientific ideas conflict with cellular level? prevailing cultural beliefs.  Different approaches to studying science  Interpret and construct table and graphs that illustrate  Importance of the universal system of scientific findings. from the organismal to the cellular  What are the properties of certain level. nitrogen. do we use them?  Certain compounds/ molecules have unique  What controls the activities in the cell? properties that make them suitable for life.  What is the matter in organisms made of?  Living systems.  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. and practice safe procedures biological organisms: carbon.  Characteristics that living things share  Identify the significance of using the metric system.  Goals of science  Use scientific methodology to solve a problem. the natural world?  Biology is the study of life.  Essential laboratory equipment  Follow protocol for identifying and reporting safety  The three subatomic particles in atoms problems and violations.  Identify the six elements most common to  Understand.

and the pH of the surroundings. changes  Determine how and why each major category of  Roles of enzymes in living things organic molecules is essential to life.  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 building of larger molecules from smaller ones.  Conduct an experiment to demonstrate that the activities of enzymes depend on the temperature.  Recognize that most chemical transformations are made possible by protein catalyst called enzymes.  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  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. carbohydrates. the breakdown of molecules into smaller units. . ionic conditions.  Functions of each of the four groups of macromolecules essential for life  Model and provide functions of the four major organic molecules: lipids.

com and www.us/education/njpep/index.com . 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.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. Special Education.html  Chapter/Unit Test  Unit Projects  Writing Assignments  Mid-Term and Final Exams  Presentations  End of Course Biology  Laboratory Practical Modifications (ELLs.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.docstoc.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.

nsdl.sciencenetlinks.com o http://strandmaps.org/ o www.com o www.teachersdomain.biology.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.org *resources will vary for each district Teacher Notes: .

These include: understanding scientific explanations. Our goal is to study the impact of our activity on the biosphere and make changes for a healthier future. 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.njcccs. . 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. water. 21st Century Themes: The unit will integrate the 21st Century Life and Career stand 9.1. These strands include: Critical thinking and problem solving. generating scientific evidence through active investigations.org. reflecting on scientific knowledge and participating productively in science. and cross cultural understanding and interpersonal communication. Various community interactions and dynamics will be explored that shape ecosystems.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: 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. Through these links.njcccs. energy flows and matter cycles in ways that support life. and air. teamwork and leadership.B. These patterns are changing due to human activity on both the local and global levels. 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. Technology connections: For further clarification refer to NJ Class Standard Introductions at www. CONTENT STANDARDS LINK: www. Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5.12. Language Arts Literacy and Technology.1 strands A-D. collaboration.org CPI # Cumulative Progress Indicator (CPI) 5. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics.

organsims in an ecosystem.from scientists sharing and communication .5 Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration.  Explain that the process of science attempts to find  Trophic levels within an ecosystem explanations using evidence for events in the natural world.  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. 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 5.12. 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.3. global ecology?  The human society is part of the biosphere and is the most powerful force for change.3.  Identify the levels of organization that ecologists  The biogeochemical cycles study and describe the methods used to study  The factors that limit population size.social practices that are and debating ideas and information with governed by a core set of values and norms. 5.3 Predict what would happen to an ecosystem if an energy source was removed.12.12.B.B.  The characteristics of Earth’s major biomes. and can be altered  How have human activities shaped local and by human manipulation.3. ecology. 5. refining.12.C. 5. webs. peers?  All organisms transfer matter and convert energy  How do Earth's living (biotic) and nonliving from one form to another.12. represent and interpret the natural world.  How does scientific knowledge benefit –  The growth of scientific knowledge involves critique deepen and broaden .2 Model how natural and human-made changes in the environment will affect individual organisms and the dynamics of populations. and explain how these relationships contribute to the stability of the ecosystem.3.B. world?  Evidence is used for building. and/or  What constitutes useful scientific evidence? critiquing scientific explanations.  How is scientific knowledge constructed?  Scientific knowledge builds upon itself over time.C. 5.3.  What factors contribute to changes in  The survival of organisms is affected by interactions populations? with each other their environment.1 Analyze the interrelationships and interdependencies among different organisms.2 Use mathematical formulas to justify the concept of an efficient diet. Unit Objectives Unit Objectives Students will know… Students will be able to…  Vocabulary and key terms related unit. 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. and to use those explanations to make useful  The differences between food chains and food predictions.  Explain how biotic and abiotic factors influence an  The differences between renewable and non. ecosystem and describe how matter cycles among .

these factors.  List the characteristics used to describe a population and identify factors that affect population size. 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. .  Describe how the availability of nutrients affects the  Benefits of biodiversity.  Describe human activities that affect the biosphere and how ecosystems recover from a disturbance.  Characteristics of sustainable development.  Identify and describe that interactions that shape communities.  Explain how environmental resources are classified and identify the characteristics of sustainable development.  Factors that influence our ecological footprint. productivity of ecosystems.

org/CADDownload.us/education/njpep/index.com and www.state.help4teachers.com .html  Chapter/Unit Test  Unit Projects  Writing Assignments  Mid-Term and Final Exams  Presentations  End of Course Biology  Laboratory Practical Modifications (ELLs. (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 . 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. 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.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.docstoc.nj.

teachersdomain. 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.nsdl.org/ o www.sciencenetlinks.com o http://strandmaps.biology.com o www.thinkquest.org *resources will vary for each district Teacher Notes: .com o www.

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

stem cells.3.3.. sex determination).12. .A. 5. lactose intolerance).B.A.A. Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5. organ.3.B.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and risks (e.12.4 Explain how environmental factors (such as temperature.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration.B.org. 5.A. 5. diabetes.6 Describe how a disease is the result of a malfunctioning system. reflecting on scientific knowledge and participating productively in science. 5.12.njcccs.1 Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models. and relate this to possible treatment interventions (e.4 Distinguish between the processes of cellular growth (cell division) and development (differentiation).org CPI # Cumulative Progress Indicator (CPI) 5. CONTENT STANDARDS LINK: www.A.12. generating scientific evidence through active investigations..12.12.12. light intensity.g. 5.1. These include: understanding scientific explanations. and the amount of water available) can affect photosynthesis as an energy storing process.njcccs.12. 5. 5. 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.3.3 Predict a cell’s response in a given set of environmental conditions.3.g.3. cystic fibrosis.3. and cell.3.

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.  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. demonstrate the complementary nature of level? structure and function. 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. final organism . sequence of amino acids in proteins characteristics of  Cells divide through the process of mitosis. resulting in daughter cells that have the same  Relate the specialization of cells in multi-cellular genetic composition as the original cell. even though they are organisms. organisms to the different patterns of gene expression  Cell differentiation is regulated through the rather than to differences of the genes themselves. 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. mostly by the membranes that regulate their interaction with their group of proteins known as enzymes. surroundings. tissues and organs that comprise the systems of an organism. 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.  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. 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. 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.  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. 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. that organism. from the organismal to the cellular systems from the organismal to the cellular level. 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.

 Explain how plants and many microorganisms us e solar energy to combine molecules of carbon dioxide and water into complex.  Analyze and describe how the process of photosynthesis provides a vital connection between the sun and the energy needs of living systems. hydrogen.  Explain how the process of cellular respiration is similar to the burning of fossil fuels. energy rich organic molecules and release oxygen to the environment.  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. light intensity. 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. available) can affect photosynthesis as an energy  Plants have the capability to take energy from storing process. and computational  Explain how environmental factors (such as tools are used to search for and explain core temperature. light to form sugar molecules containing  Recognize the process of photosynthesis as providing carbon. .  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. source of energy and can be used to make  Describe how plants capture energy by absorbing other carbon-containing (organic) molecules. and the amount of water scientific concepts and principles. photosynthesis. sugar is a needs of living systems. light and use it to form strong chemical bonds  All organisms must break the high-energy between the atoms of carbon-containing molecules. 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. physical.  Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration. and oxygen. and knowing that the breakdown and synthesis are made possible by enzymes. a vital connection between the sun and the energy  In both plant and animal cells.  Recognize that food molecules are taken into cells and react to provide the chemical constituents needed to synthesize other molecules.

com . (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 . 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.help4teachers.com and www.docstoc. 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.state.org/CADDownload.us/education/njpep/index.nj.html  Chapter/Unit Test  Unit Projects  Writing Assignments  Mid-Term and Final Exams  Presentations  End of Course Biology  Laboratory Practical Modifications (ELLs.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.

org/ o www.com o http://strandmaps.teachersdomain.sciencenetlinks.biology.com o www.org *resources will vary for each district Teacher Notes: . 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.com o www.nsdl.

fertilization).2 Predict the potential impact on an organism (no impact.1 Explain the value and potential applications of genome projects.E. collaboration.1 Account for the appearance of a novel trait that arose in a given population.12. reflecting on scientific knowledge and participating productively in science. generating scientific evidence through active investigations. CONTENT STANDARDS LINK: www. Technology connections: For further clarification refer to NJ Class Standard Introductions at www. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics.org. 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. and cross cultural understanding and interpersonal communication.3. creativity and innovation. These include: understanding scientific explanations.D. . 5. These strands include: Critical thinking and problem solving.1 strands A-D. 5.njcccs.12.1. teamwork and leadership.3. 5.3.3 Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis.12.org CPI # Cumulative Progress Indicator (CPI) 5.3.njcccs. and provide specific real world examples of conditions caused by mutations. 21st Century Themes: The unit will integrate the 21st Century Life and Career stand 9. Language Arts Literacy and Technology.D.D. significant impact) given a change in a specific DNA code. Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5.12.

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. discovered?  Genes direct cell growth. legal. in an organism?  Analysis of genetic information. 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.12.  How are genetics and evolution linked?  Patterns of inheritance are predictable. and variation that exists within a species is related to its mode of  What happens when the DNA code changes reproduction (sexual or asexual). 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 does the understanding and  There are a wide array of ethical. 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.  How are genes and chromosomes related?  Genes are passed to offspring through reproductive  How is the fidelity of genetic information cells.  Why do reproductive cells have one half of  A cell's DNA replicates when the divides.  How do scientists manipulate DNA in living  Apply understanding of DNA to analyze. in the form of DNA  How does genetic information flow from a and protein sequence. diagnosing diseases. over time?  Why do some genetic traits follow Mendelian inheritance patterns while others don't?  What are some of the ethical. and  How does the structure of DNA function in regulation of the cell cycle.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 5.  How do scientists use genetics to study studying populations.2 Estimate how closely related species are. support cells? and/or critique current and emerging biotechnologies. anatomical similarities. 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? . the original cell's genetic information?  DNA directs the synthesis of proteins.3. similarities of DNA base and/or amino acid sequence). is useful in researching genetic cell's DNA to direct protein synthesis? mechanisms. sociological. based on scientific evidence (e. and ultimately  What are genes and which important the emergence of phenotypic traits. social. biological molecule is contained within a  Heritable traits are the result of genes passed from gene? one generation to the next. legal. inferring evolutionary relationships.g. development. and human inheritance? performing forensics analyses..

 The various types of mutations and their  Explain the use of a variety of molecular biological effects.  The patterns of inheritance: complete  Model the events of DNA replication.  Compare and contrast mitosis and meiosis. polypeptide synthesis  Evaluate. incomplete dominance. polypeptide synthesis. translation. hybrid crosses using basic probability equations. and dominance. deleting. and peers. conclusions about  Identify and explain the chromosomal activities that inheritance. 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. di-.  Model the structure and function of a DNA molecule. techniques including:  Characteristics of common chromosomal o DNA fingerprinting . Huntington's disease.  Model the events of transcription. co. and codominant crosses. and DNA. all living things. inheritance. of inheritance.  The central dogma of molecular biology  Research a genetic disorder and present their ideas to  The events of transcription. tri- of genetic crosses. dominant. and how these principles apply to occur during meiosis. functional. segregation of alleles. and sex-linked inheritance.  The phases and events of meiosis.  Describe and discuss Mendel's studies and explain  The structural.  Predict the results from various genetic crosses  The similarities and differences between DNA including multiple allele. predict the outcome of genetic crosses.  The inheritance patterns of various genetic  Compare and contrast DNA and RNA structure and disorders including sickle-cell anemia.  Mendel's research work. and biochemical how his studies led to our current understanding of nature of DNA. and  Explain the central dogma of molecular biology.  Explain how and why and individual's chromosome and independent assortment of gametes. dominance. function. and how  Apply knowledge of genetics to explain mechanisms meiosis allows for genetic variability. number needs to remain constant. cystic fibrosis.  How mitosis and meiosis differ.  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. sex-linked.  How to use probability to predict the outcome  Simplify the process of calculating mono-. the effects of  How genes are regulated biotechnology on the lives of humans. critique.  The rules of dominance. more. translation.  The events and mechanisms of DNA  Use a Punnett square and probability calculations to replication. autosomal recessive. autosomal and RNA. 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. debate.

 How selective breeding can and has changed species.  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.  How the Human Genome Project continues to evolve. . 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. o PCR  Various methods used in human DNA o DNA sequencing analysis.  Pros and cons of genetically modified foods.

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.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 . 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.html  Chapter/Unit Test  Unit Projects  Writing Assignments  Mid-Term and Final Exams  Presentations  End of Course Biology  Laboratory Practical Modifications (ELLs.com and www.state. Special Education.us/education/njpep/index. 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.nj.help4teachers.com .

com o http://strandmaps.org/ o www.com o www.thinkquest.sciencenetlinks.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.org *resources will vary for each district Teacher Notes: .biology.teachersdomain.com o www.

similarities of DNA base and/or amino acid sequence). 21st Century Themes: The unit will integrate the 21st Century Life and Career stand 9. fossil record. and cross cultural understanding and interpersonal communication. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics. 5.12. and new discoveries are being made it is imperative that we know where we came from and where we are headed.org CPI # Cumulative Progress Indicator (CPI) 5.org.3 Provide a scientific explanation for the history of life on Earth using scientific evidence (e. collaboration. reflecting on scientific knowledge and participating productively in science.E.1. mutations are occurring.2 Estimate how closely related species are. CONTENT STANDARDS LINK: www.4 Account for the evolution of a species by citing specific evidence of biological mechanisms.njcccs. Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5. teamwork and leadership.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: Evolution Unit Content Area: Biology Unit Title: Evolution Target Course/Grade Level: 9-10 Unit Summary Everything alive today is the result of evolution. Language Arts Literacy and Technology.E.. These include: understanding scientific explanations. Technology connections: For further clarification refer to NJ Class Standard Introductions at www.12. In this ever- changing scientific world where cloning is increasing.g.). creativity and innovation. DNA. These strands include: Critical thinking and problem solving. 5.1 strands A-D. generating scientific evidence through active investigations..12.E. we owe our existence to natural selection.1 Account for the appearance of a novel trait that arose in a given population. based on scientific evidence (e.3. etc.3.3. protein structures. . 5.12.g.njcccs.E. anatomical similarities.

DNA/amino for life acid sequences). the similarities that exist within the diversity  Analyze natural selection simulations and use the of existing organisms. .  State the goals of science. 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. 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. Unit Objectives Unit Objectives Students will know… Students will be able to…  Vocabulary and key terms related unit. refined. and extended as new evidence  Know that patterns in the distribution of living and emerges. not follow a set pattern or timeline. DNA. and pass those traits to offspring. in which  What are the main lines of scientific organisms with advantageous traits survive. not Earth as evidenced in the fossil record and in changes in the genes of an individual organism. comparative anatomy. the fossil record of ancient life forms. 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.  Discuss how environmental pressure. from ancient common ancestors. etc. o New traits may result from new biochemistry. explain.  Explain how the millions of different species on o Molecular evidence (e.g. genetic drift. and the molecular similarities observed among the diverse species of living organisms.) substantiates the evidence. due to environmental pressure. 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. protein Earth today are related by common ancestry using structures. 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. mutation and recombination of genes  Identify. fossil species tell us how modern organisms evolved  The principles of evolution (including natural from their ancestors. 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.. evolution by natural selection?  Species alive today have evolved from ancient common ancestors.  Science is a practice in which an established  Know that all species. and taxonomy). 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. and demonstrate how technology o Finite supply of the resources required can be used to determine evolutionary relationships among species (Gel electrophoresis. evidence that support Darwin's theory of reproduce.

 Predict possible evolutionary implications for a population due to environmental changes over time (e. industrial pollution).. 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. global climate change. .g.

com .state.com and www.org/CADDownload.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. Special Education. (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 . 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.us/education/njpep/index.help4teachers.html  Chapter/Unit Test  Unit Projects  Writing Assignments  Mid-Term and Final Exams  Presentations  End of Course Biology  Laboratory Practical Modifications (ELLs.nj. 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.

org *resources will vary for each district Teacher Notes: . 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 http://strandmaps.biology.teachersdomain.com o www.com o www.nsdl.thinkquest.sciencenetlinks.org/ o www.

Sign up to vote on this title
UsefulNot useful