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Course/Level |
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P.A.S.S. Strand: |
|
Time Range |
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Alternative
H.S. Biology
I |
|
IX. The Cell |
|
5-6
hours |
|
|
|
|
|
|
Objectives
(Local, State, National)
|
|
|
|
A. Cells
are the fundamental unit of life, comprised of a variety of structures that
perform functions, such as the transport of information and synthesis of
molecules. |
|
Suggested Teaching
Strategies: |
|
Use
compound light microscope to identify various cellular components & make
inferences on cellular functions |
|
Use
a 3-D cell model to identify cellular parts & describe plant/animal cell
similarities and differences |
|
Demonstrate
how water moves in and out of the cell membrane in hypotonic and hypertonic
solutions using a potato |
|
Draw/identify
various stages of mitosis |
|
|
|
Aligned Resources: |
|
3D
Cell Model Lab Microscope
Lab Cell
Structure Lab Cell
Video |
|
Osmosis
Lab |
|
Diffusion
Lab |
|
Photosynthesis
& Respiration Video |
|
|
Assessment
Sample Format
|
|
Course/Level |
|
P.A.S.S. Strand: |
|
Time Range |
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|
Alternative H.S. Biology
I |
|
IX. The Cell |
|
5-6
hours |
|
|
|
|
|
|
Objectives
(Local, State, National)
|
|
|
|
B. Cells function according to the information contained in
DNA. |
|
Suggested Teaching
Strategies: |
|
Distinguish
between prokaryotic & eukaryotic cells |
|
Analyze
how meiosis maintains chromosome number |
|
Explain
how recessive and dominant alleles cause genetic disorders |
|
Study
sex-linked inheritance using hemophilia example |
|
|
|
Aligned Resources: |
|
Cell
video |
|
CD
“Mendel’s Principles of Heredity” |
|
Labs
– Interpreting information in a pedigree, Case of the Long Lost Son, Human
Pedigree Project |
|
Student
designed inheritance Modeling-Crossing
over lab |
|
|
Assessment
Sample Format
|
|
Course/Level |
|
P.A.S.S. Strand: |
|
Time Range |
|
|
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|
Alternative
H.S. Biology
I |
|
IX. The Cell |
|
4
hours |
|
|
|
|
|
|
Objectives
(Local, State, National)
|
|
|
|
C. Cells
can differentiate and may develop into complex multicellular organisms. |
|
Suggested Teaching
Strategies: |
|
|
|
Distinguish
between prokaryotic and eukaryotic cells using cell models |
|
Compare
& contrast animal and plant cells using 3D models |
|
Students
identify structures/functions found within various multicellular organisms
ie- animal anatomy and plant anatomy |
|
|
|
Aligned Resources: |
|
|
|
3D
cell model Nematode
Isolation/drawing |
|
Fetal
pig computer dissection |
|
Parts
of a flower drawing |
|
Video
“Odyssey of Life” Part I |
|
|
Assessment
Sample Format
|
|
Course/Level |
|
P.A.S.S. Strand: |
|
Time Range |
|
|
|
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|
Alternative
H.S. Biology
I |
|
X. The Molecular Basis of Heredity |
|
4
hours |
|
|
|
|
|
|
Objectives
(Local, State, National)
|
|
|
|
A. In
all organisms, the instructions for specifying the characteristics of the
organism are carried in DNA, and changes in DNA (mutations) occur
spontaneously at low rates. |
|
Suggested Teaching
Strategies: |
|
|
|
Analyze
how meiosis maintains chromosome number |
|
Relate
Mendel’s Laws of Meiosis |
|
Describe
the effects of mutations on cells and organisms |
|
Identify
examples of structural and physiological adaptations which led to natural
selection of species |
|
|
|
Aligned Resources: |
|
|
|
Modeling/Crossing
over lab |
|
Video
“DNA the Geometry of Life” |
|
Lab
“Peppered Moth Survey” |
|
Video
“Voyage to Galapagos” |
|
|
Assessment
Sample Format
|
|
Course/Level |
|
P.A.S.S. Strand: |
|
Time Range |
|
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|
Alternative
H.S. Biology
I |
|
X. The Molecular Basis of Heredity |
|
2
hoursSummari |
|
|
|
|
|
|
Objectives
(Local, State, National)
|
|
|
|
B. A
sorting and recombination of genes in reproduction results in a great variety
of possible gene combinations from the offspring of any two parents. |
|
Suggested Teaching
Strategies: |
|
|
|
Describe
how chromosomes cross over during meiosis |
|
Analyze
results of Mendel Garden Pea experiment |
|
Use
Punnett Square to predict offspring from genetic crosses |
|
|
|
Aligned Resources: |
|
|
|
CD
“Menedl’s Principles of Heredity” |
|
Crossing
Over Lab |
|
|
Assessment
Sample Format
|
|
Course/Level |
|
P.A.S.S. Strand: |
|
Time Range |
|
|
|
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|
Alternative
H.S. Biology
I |
|
XI. Biological Diversity |
|
1
hour |
|
|
|
|
|
|
Objectives
(Local, State, National)
|
|
|
|
A. Different
species might look dissimilar, but the unity among organisms becomes apparent
from an analysis of internal structures, the similarity of their chemical
processes, and the evidence of common ancestry. |
|
Suggested Teaching
Strategies: |
|
|
|
Summarize
Darwin’s Theory of Evolution |
|
Identify
examples of structural and physiological adaptations |
|
Explain
role of natural selection in evolution |
|
|
|
Aligned Resources: |
|
Video
“Voyage of the Galapagos” |
|
|
Assessment
Sample Format
|
|
Course/Level |
|
P.A.S.S. Strand: |
|
Time Range |
|
|
|
|
|
|
|
Alternative
H.S. Biology
I |
|
XI. Biological Diversity |
|
2
hours |
|
|
|
|
|
|
Objectives
(Local, State, National)
|
|
|
|
B. Diversity
of species is developed through gradual processes over many generations. Species acquire many of their unique
characteristics through biological adaptation, which involves the selection
of naturally occurring variations in populations. Biological adaptations include changes in structures,
behaviors, or physiology that enhance survival and reproductive success in a
particular environment. |
|
Suggested Teaching
Strategies: |
|
Explain
how mimicry, migration and hibernation serve as adaptive devices to endure
survival of species by conduction internet research to identify various
examples |
|
|
|
Aligned Resources: |
|
|
|
Internet
Research Project |
|
|
Assessment
Sample Format
|
|
Course/Level |
|
P.A.S.S. Strand: |
|
Time Range |
|
|
|
|
|
|
|
Alternative
H.S. Biology
I |
|
XI. Biological Diversity |
|
6
hours |
|
|
|
|
|
|
Objectives
(Local, State, National)
|
|
|
|
C. Extinction occurs when the
environment changes and the adaptive characteristics of a species are
insufficient to its survival. |
|
Suggested Teaching
Strategies: |
|
Define
biodiversity and explain importance |
|
Predict
effects of environmental factors on population growth |
|
Relate
various threats to biodiversity |
|
|
|
Aligned Resources: |
|
|
|
Video”
Rainforest” |
|
Internet
research project on endangered and threatened species |
|
Video
“ Biodiversity – Wild About Life” |
|
Lab
Water Holding Capacity of Soil |
|
|
Assessment
Sample Format
|
|
Course/Level |
|
P.A.S.S. Strand: |
|
Time Range |
|
|
|
|
|
|
|
Alternative
H.S. Biology
I |
|
XII. The Interdependence of Organisms |
|
2
hours |
|
|
|
|
|
|
Objectives
(Local, State, National)
|
|
|
|
A. Matter on the earth cycles among the living and
nonliving components of the biosphere. |
|
Suggested Teaching
Strategies: |
|
|
|
Trace
path of energy and matter in ecosystem by studying food chains native to Oklahoma |
|
Analyze
how nutrients are cycled in the abiotic and biotic parts of the biosphere by
explaining the water cycle, nitrogen cycle and phosphorus cycle |
|
|
|
Aligned Resources: |