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.

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

 Chemical reactions are the result of energy and nucleic acids. . and the building of larger molecules from smaller ones. 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. proteins.  Conduct an experiment to demonstrate that the activities of enzymes depend on the temperature. ionic conditions. the breakdown of molecules into smaller units.  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.  Functions of each of the four groups of macromolecules essential for life  Model and provide functions of the four major organic molecules: lipids.  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. carbohydrates.

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

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

energy flows and matter cycles in ways that support life. Various community interactions and dynamics will be explored that shape ecosystems. collaboration. 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. Technology connections: For further clarification refer to NJ Class Standard Introductions at www.njcccs. CONTENT STANDARDS LINK: www. teamwork and leadership. 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. These include: understanding scientific explanations. and air. . Language Arts Literacy and Technology.njcccs. 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. These patterns are changing due to human activity on both the local and global levels.3.1. creativity and innovation.12. reflecting on scientific knowledge and participating productively in science. generating scientific evidence through active investigations. These strands include: Critical thinking and problem solving.org.1 strands A-D. and cross cultural understanding and interpersonal communication. Through these links.org CPI # Cumulative Progress Indicator (CPI) 5.1 Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. Our goal is to study the impact of our activity on the biosphere and make changes for a healthier future.B. Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics. water.

5. Unit Objectives Unit Objectives Students will know… Students will be able to…  Vocabulary and key terms related unit.2 Model how natural and human-made changes in the environment will affect individual organisms and the dynamics of populations.B.B. peers?  All organisms transfer matter and convert energy  How do Earth's living (biotic) and nonliving from one form to another.  Explain that the process of science attempts to find  Trophic levels within an ecosystem explanations using evidence for events in the natural world.from scientists sharing and communication .3. ecosystem and describe how matter cycles among . and/or  What constitutes useful scientific evidence? critiquing scientific explanations.3 Predict what would happen to an ecosystem if an energy source was removed. webs.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration. refining.12. 5. 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.  How does scientific knowledge benefit –  The growth of scientific knowledge involves critique deepen and broaden .  Explain how biotic and abiotic factors influence an  The differences between renewable and non.C.  Identify the levels of organization that ecologists  The biogeochemical cycles study and describe the methods used to study  The factors that limit population size. 5. ecology.social practices that are and debating ideas and information with governed by a core set of values and norms.  What factors contribute to changes in  The survival of organisms is affected by interactions populations? with each other their environment.12.1 Analyze the interrelationships and interdependencies among different organisms.3. world?  Evidence is used for building.12.  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. organsims in an ecosystem. and explain how these relationships contribute to the stability of the ecosystem. global ecology?  The human society is part of the biosphere and is the most powerful force for change. and to use those explanations to make useful  The differences between food chains and food predictions.2 Use mathematical formulas to justify the concept of an efficient diet.  How is scientific knowledge constructed?  Scientific knowledge builds upon itself over time.  The characteristics of Earth’s major biomes.3.B.C.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 5.12. 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.3.12. and can be altered  How have human activities shaped local and by human manipulation. represent and interpret the natural world. 5.

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

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

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

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

12.g.3. 5.A.njcccs.org CPI # Cumulative Progress Indicator (CPI) 5. organ.12. stem cells.12. diabetes.4 Distinguish between the processes of cellular growth (cell division) and development (differentiation). and relate this to possible treatment interventions (e. lactose intolerance).3 Predict a cell’s response in a given set of environmental conditions.12.A.g.B. reflecting on scientific knowledge and participating productively in science.. These include: understanding scientific explanations.12.3. Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5.3.12. CONTENT STANDARDS LINK: www. 5. and the amount of water available) can affect photosynthesis as an energy storing process.A. 5.12. sex determination). . 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. 5.njcccs. light intensity. generating scientific evidence through active investigations.org.1 Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models.B.3.3.4 Explain how environmental factors (such as temperature.A. and cell.3..5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and risks (e.12.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration.A.3. 5.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.1. 5.B.3. 5. cystic fibrosis.6 Describe how a disease is the result of a malfunctioning system.

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

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

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.docstoc.help4teachers.com and www.state. Special Education.us/education/njpep/index.com .org/CADDownload.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 .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.

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

12. collaboration.org CPI # Cumulative Progress Indicator (CPI) 5.3 Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis. and provide specific real world examples of conditions caused by mutations. fertilization). Language Arts Literacy and Technology.1 Account for the appearance of a novel trait that arose in a given population.3. These include: understanding scientific explanations. teamwork and leadership. 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.3.E.2 Predict the potential impact on an organism (no impact. significant impact) given a change in a specific DNA code. generating scientific evidence through active investigations. CONTENT STANDARDS LINK: www. 21st Century Themes: The unit will integrate the 21st Century Life and Career stand 9.12.3. . 5. 5.njcccs. Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5.1.1 Explain the value and potential applications of genome projects. creativity and innovation. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics.org.12.1 strands A-D.12. reflecting on scientific knowledge and participating productively in science.D.D. 5.3. and cross cultural understanding and interpersonal communication. These strands include: Critical thinking and problem solving. Technology connections: For further clarification refer to NJ Class Standard Introductions at www.njcccs.D.

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. the original cell's genetic information?  DNA directs the synthesis of proteins. legal.E. diagnosing diseases.  How are genes and chromosomes related?  Genes are passed to offspring through reproductive  How is the fidelity of genetic information cells. and human inheritance? performing forensics analyses.. inferring evolutionary relationships. in the form of DNA  How does genetic information flow from a and protein sequence. 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. based on scientific evidence (e. similarities of DNA base and/or amino acid sequence). 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. in an organism?  Analysis of genetic information. development. support cells? and/or critique current and emerging biotechnologies. social.g.  Why do reproductive cells have one half of  A cell's DNA replicates when the divides.12. legal. 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.3.  How do scientists use genetics to study studying populations. and variation that exists within a species is related to its mode of  What happens when the DNA code changes reproduction (sexual or asexual). sociological. 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. and  How does the structure of DNA function in regulation of the cell cycle. discovered?  Genes direct cell growth. and ultimately  What are genes and which important the emergence of phenotypic traits. is useful in researching genetic cell's DNA to direct protein synthesis? mechanisms. anatomical similarities.  How does the understanding and  There are a wide array of ethical.  How are genetics and evolution linked?  Patterns of inheritance are predictable. biological molecule is contained within a  Heritable traits are the result of genes passed from gene? one generation to the next. 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? . 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.

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

 Pros and cons of genetically modified foods. o PCR  Various methods used in human DNA o DNA sequencing analysis.  How selective breeding can and has changed species.  The importance of biotechnology  The methods involved in cloning.  How the Human Genome Project continues to evolve. .  The importance of recombinant DNA technologies  The benefits of genetic engineering to the agricultural and medical industries. 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.

us/education/njpep/index.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.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.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 .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.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. Special Education.com .org/CADDownload.docstoc.

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

njcccs.1.12. In this ever- changing scientific world where cloning is increasing.g. we owe our existence to natural selection. Primary interdisciplinary connections: Infused within the unit are connection to the 2009 NJCCCS for Mathematics.E. creativity and innovation. These strands include: Critical thinking and problem solving.g.). and new discoveries are being made it is imperative that we know where we came from and where we are headed. collaboration. These include: understanding scientific explanations.org CPI # Cumulative Progress Indicator (CPI) 5. and cross cultural understanding and interpersonal communication. 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.E. DNA. etc. 5.. reflecting on scientific knowledge and participating productively in science.3.12. Learning Targets Content Standards This unit will assimilate the four strands of the Science Practices Standard 5. mutations are occurring.12.E.. fossil record.1 strands A-D. Technology connections: For further clarification refer to NJ Class Standard Introductions at www.E. 5.3 Provide a scientific explanation for the history of life on Earth using scientific evidence (e. . generating scientific evidence through active investigations. based on scientific evidence (e. similarities of DNA base and/or amino acid sequence).4 Account for the evolution of a species by citing specific evidence of biological mechanisms. Language Arts Literacy and Technology. teamwork and leadership.1 Account for the appearance of a novel trait that arose in a given population. 21st Century Themes: The unit will integrate the 21st Century Life and Career stand 9.3. 5.3. protein structures.njcccs. CONTENT STANDARDS LINK: www.3.12.org.2 Estimate how closely related species are.

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

. volcanic eruptions. . industrial pollution). global climate change.g.  Predict possible evolutionary implications for a population due to environmental changes over time (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 mutation and competition for resources influence the evolutionary process.

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.docstoc.com and www.help4teachers.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 .com . 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.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. Special Education.state.

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

Master your semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master your semester with Scribd & The New York Times

Cancel anytime.