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Los Angeles Unified School District High School Instructional Guide for Biology
Table of Contents Contents PagesAcknowledgements iiiForeword viiScience Instructional Guide Overview viiiGraphic Organizer of the Science Instructional Guide xSection I. Overview of Major District Initiatives
A. Excerpts from the Secondary Literacy Plan 1-1B. The Nine Principles of Learning 1-2C. Culturally Relevant Teaching Methods to Close the Achievement Gap 1-4D. Small Learning Communities 1-6E. Urban Systemic Program Grants (USP)-Los Angeles (LAUSP) 1-7F. Mathematics and Science Partnership Grants (MSP); System-Wide Change for
All Learners and Educators (S.C.A.L.E) 1-7
Section II. Overview of State of California Documents A. California Content Standards 2-1B. Science Framework for California Public Schools 2-1C. California Standards for the Teaching Profession 2-2
Section III. Science Pedagogy A. Instruction, Learning Transfer, Inquiry 3-1B. Principles and Domains of Culturally Relevant and Responsive Pedagogy 3-4C. Science Disciplinary Literacy 3-5
Section IV. Overview of Assessment A. Concepts for Assessment in Science 4-1B. LAUSD Periodic Assessment in Science 4-1C. Scoring of Periodic Assessments 4-4D. Unit Reflection and Intervention 4-4E. Sample Periodic Assessment Items 4-5
Section V. Biology A. Introduction to the Biology Section 5-1B. Biology Periodic Assessments Organizer 5-2
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C. Graphic Organizer for Biology 5-3D. Legend for Matrix Chart 5-4E. LAUSD – Biology Matrix Chart 5-5F. Performance Tasks for Biology 5-44
Section VI. Sample Immersion (Extended Investigation) Project for Biology A. Biology Immersion Unit 6-1
Section XI. Appendices
B. References and Suggested Readings 7-1C. Suggested Readings for Culturally Responsive Instruction 7-3D. Mathematics Science Technology Centers 7-4E. District Secondary Science Personnel 7-8F. Recommended Programs and Contacts 7-10
iii
ACKNOWLEDGMENTS This publication reflects the collaborative effort of the many educators. This revision of Publication No. SC-863.19 (Revised 2001) is based on the Science Content Standards for California Public Schools, Kindergarten Through Grade 12. Appreciation is extended to the following educators who worked on the past and present publications:
Local District Personnel
District 1 Luis Rodriguez Science Specialist District 2 David Kukla Science Specialist District 3 Karen Jin Science Expert District 4 Dr. Thomas W. Yee Science Specialist District 5 Robert Scott Science Expert District 5 Michele Parsons Science Expert District 6 Pamela H. Williams Science Expert District 6 Catherine Duong Science Advisor District 7 Roman Del Rosario Science Expert District 7 Tina Perry Science Advisor District 8 Gilbert Samuel Science Expert
Science Advisory Panel
Cheryl Tibbals Educational Consultant Local District 6 Dale Vigil Superintendent Lowman MST Center Daniel McDonnell Science Advisor Secondary Science Branch Dr. Athaur Ullah Director Kennedy High School Gerardo Vaquerano Teacher Foshay Learning Center Karel Lilly Teacher Local District 3 Karen Jin Science Expert UTLA Linda Guthrie Vice President Secondary Ed. Instructional Support Services Liza Scruggs Assistant Superintendent Local District 1 Luis Rodriguez Science Specialist Holly wood High School Marissa Hipol Teacher AALA Mike O’Sullivan President Local District 6 Pamela H. Williams Science Expert Wilson High School Phil Naimo Principal Local District 7 Scott Braxton High School Director San Pedro High School Stephen Walters Principal
Parent Community Branch Zella Knight Representative
iv
Math Science Technology Center Advisors
East Los Angeles MST Center Angela Okwo Lowman MST Center Daniel McDonnell Van Nuys MST Center Dave Hicks Westside MST Center Henry Ortiz San Pedro MST Center John Zavalney
UTLA Approved Design Team
District 1 R. Natasha Galvez Chatsworth High School Ben Vallejo Chatsworth High School Patricia Moran Cleveland High School Sarkis Margossian Monroe High School Mary Stepter Monroe High School Barbara Scott Valley New HS #1
District 2
Karen Evens Grant High School Barbara Donatella Sylmar High School Jonathan Hayes Sylmar High School Cathy Uchida Verdugo Hills High School
District 3
Davina Bradley Dorsey High School Karen Laramay Hamilton High School Irina Balan Los Angeles High School
District 4
Bong Le Belmont High School Joe Llamas Belmont High School Edgar Ticzon Eagle Rock High School Richard Redman Franklin High School Patricia Baker Hollywood High School Marissa Hipol Hollywood High School Catherine Devine Marshall High School
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District 5
Lanny Larsen Bravo Medical Magnet Michael Morgan Bravo Medical Magnet Larry Quimby Bravo Medical Magnet Naomi White Jefferson High School Ron Ozuna Roosevelt High School
District 6
Lisa Kramer Elizabeth Learning Center Jay Estabrook South Gate High School Gary Fong South Gate High School Pamela Higgins South Gate High School Terri Stevens Sought Gate High School
District 7
Leticia Perez Fremont High School Pedro DeLeon Foshay Learning Center Natalie Tran Jordan High School Vanessa Morris Locke High School Eric Wheeler Manual Arts High School
District 8
Tammy Bird-Beasley Carson High School Elizabeth Garcia Carson High School Kevin McManus Gardena High School Chris Nsor Gardena High School Elaine Gima Narbonne High School Kim Monson Narbonne High School
IFL
William Tarr IFL – Science Liason Patty MCGruder IFL – District Liason
AEMP
Dr. Noma Le Moine Director Carlos C. Barron Instructional Specialist
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Instructional Guide Coordinator
Diane L. Watkins, High School Science Coordinator
Instructional Guide Consultant Cheryl Tibbals
LAUSD Central Office
Don Kawano, Middle School Science Coordinator
Myrna H. Estrada, ICS 1 Science Expert
Athaur Ullah, Ed.D, Director of Science
Liza G. Scruggs, PhD., Assistant Superintendent, Division of Instructional Support Services
APPROVED:
RONNI EPHRAIM Chief Instructional Officer
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Los Angeles Unified School District
Foreword Former New York Mayor Rudy Giuliani is well known for the simple two-word sign on his desk, "I'm Responsible." This sign was strategically placed to remind both the mayor and visitors that true success comes from co-accountability and co-responsibility. In a coherent instructional system, everyone is responsible for student learning and student achievement. The question we need to constantly ask ourselves is, "How are our students doing?" The starting point for an accountability system is a set of standards and benchmarks for student achievement. Standards work best when they are well defined and clearly communicated to students, teachers, administrators, and parents. The focus of a standards-based education system is to provide common goals and a shared vision of what it means to be educated. The purposes of a periodic assessment system are to diagnose student learning needs, guide instruction and align professional development at all levels of the system. The Los Angeles Unified School District is re-designing elementary and secondary instruction. Putting Students First is our District's plan to improve the academic achievement of all students. The primary purpose of this Instructional Guide is to provide teachers and administrators with a tool for determining what to teach and assess. More specifically, the Instructional Guide provides a "road map" and timeline for teaching and assessing the Science Content Standards for California Public Schools. I ask for your support in ensuring that this tool is utilized so students are able to benefit from a standards-based system where curriculum, instruction, and assessment are aligned. In this system, curriculum, instruction, and assessment are tightly interwoven to support student learning and ensure ALL students have equal access to a rigorous curriculum. We must all accept responsibility for closing the achievement gap and improving student achievement for all of our students. Roy Romer Superintendent of Schools
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Science Instructional Guide Overview
The Science Instructional Guide for Integrated/Coordinated Science, Biology and Chemistry provides a contextual map for teaching all of the California Science Standards. The Guide provides the foundation for building a classroom curriculum and instructional program that engages all students in rigorous and dynamic learning. Aligned to the California Science Standards and the Science Framework for California Public Schools, the instructional resources in this Guide support District initiatives to close the achievement gap and raise all students to “proficient” performance in science. The Science Instructional Guide is one part of a “systemic” approach to the teaching of science that aligns curriculum, instruction, assessment, and professional development which is made systemically coherent through local district professional development. Background The State of California established the Standardized Testing and Reporting (STAR) Program to evaluate programs and determine student proficiency on the content standards for Language Arts, Mathematics, Science, and Social Studies. The STAR Program tests 5th Grade students with a California Standards Test (CST) in science that is aligned to the grades 4 and 5 California standards. Specific California Standards Tests are also given at the high school level for grades 9 - 11. The STAR Program is also used by California to meet some of the requirements of the No Child Left Behind (NCLB) Act (PL 107-110), signed into law in January 2002. The Federal NCLB Legislation specifies a timeline that requires states to adopt either grade-level
content standards, aligned to benchmarked standards, in English, mathematics and science. Once these content standards are adopted, states must phase in assessments aligned to their adopted content standards. The NCLB science requirement specifies that, by the 2007-08 school year, states should give standards-aligned assessments in science at least once in the grade spans 3-5, 6-9, and 10-12. In 2007, there will be a test in Grade 8 focused on the Grade 8 content standards and a test at Grade 10 focused on the Grade 6-8 Life Science and high school Biology/Life Science standards. The 5th Grade CST will be used for both the STAR Program and the NCLB requirement. The results of these assessments, as well as those in English and mathematics, are used in the states’ accountability programs as one of several indicators for schools’, districts’, and states’ Adequate Yearly Progress (AYP). Schools, districts, and states that do not meet their AYP targets may face Federal sanctions under NCLB. The purpose of this Instructional Guide and the accompanying periodic assessments is to: 1) provide teachers with the support needed to ensure that students have received the science content specified by the Science Content Standards for California Public Schools, and 2) to provide direction for instruction or additional resources that students may require in order for to become proficient in the science course being studied. This Guide is intended to be the foundation of a standards-based instructional program in science which the local district, school and classroom will enrich and expand based on local expertise and available resources. The Role of the Instructional Guide to Support Instruction The Instructional Guide is a foundation for the teaching of science in Integrated/Coordinated Science I, Biology, and Chemistry. The guide
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is designed to provide support for teachers with instructional resources to assist them in their implementation of a standards-based program. The Guide is designed as a resource to support the implementation of a balanced instructional program that employs myriad learning activities to produce the conceptual understanding of scientific phenomena. This Guide should be used at the local district level as a foundation for the development of an instructional program that best utilizes the expertise and resources within that local district. In implementing this Guide, it is suggested that teachers work together to select the best combination of resources to meet their instructional goals and the specific learning needs of their students. Therefore, this Guide focuses on the efficient use of all instructional resources found in many LAUSD schools and those available through many of the Mathematics Science Technology (MST) Centers. Another role of this Guide is to support the use of periodic diagnostic assessments to ensure that students have access to the Science Content Standards for California Public Schools. Proficiency of the K - 12 science standards will provide a strong foundation by which students may go on to become “scientifically literate” citizens of the 21st century. Organization of the Science Instructional Guide The Science Instructional Guides for Biology and Chemistry are organized into three “Instructional Components” that map out the academic year. The Instructional Guide for Integrated/Coordinated Science I is mapped into four instructional components. Included in each instructional component for Integrated/Coordinated Science I, Biology and Chemistry are the following:
• Standards for Instructional Component
• Standard Groups • Key Concepts • Analyzed Standards • Instructional Activities and
Resources • Immersion Units (extended
science investigations)
Immersion units are extended science investigations (four weeks or more). The use of an immersion unit is an instructional task that combines and applies concepts to ensure that all students engage in an extended scientific investigation at least once per year. The immersion projects will provide all students with the opportunity to:
• Investigate a scientific topic in-depth over an extended period of time.
• Gather data that tests the hypothesis.
• Confront conflicting evidence. • Draw conclusions and reflect on
those conclusions.
These immersion units are an ideal way of deepening inquiry in science, supporting personalized learning and can be used in Small Learning Community settings. These extended investigations also support culturally responsive pedagogy; all students use both deductive and inductive reasoning to built concepts and make connections to prior experience and cultures.
An Appendix with District contacts and other useful information is included at the end of this Instructional Guide.
• Appendix
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I. Major District Initiatives
The Science Instructional Guide and Periodic Assessment are part of the larger District Periodic Assessment System that will support major Los Angeles Unified School District Initiatives:
• Secondary Literacy Plan, • Institute For Learning (IFL)- Nine
Principles of Learning, • Closing the Achievement Gap:
Improving Educational Outcomes for Under-Achieving Students Initiative,
• Small Learning Communities, • The Los Angeles Urban Systemic
Program and • The Mathematics Science Program for
System-Wide Change for All Learners and Educators (S.C.A.L.E.).
Excerpts from the Secondary Literacy Plan The goal of the Los Angeles Unified School District's Secondary Literacy Plan is to enhance the District's efforts to provide learning opportunities and instruction to enable all middle and high school students to perform rigorous work and to meet or exceed proficiency in each content area. The plan is designed to address student and teacher needs and overcome challenges commonly faced in middle and high school today. The purposes of the plan include the following: To address literacy in all content areas.
• To help secondary teachers define their role in teaching reading and writing in their content areas.
• To help struggling students with basic reading and writing skills and to provide differentiated support.
• To train secondary content area teachers to provide additional, differentiated support for students
who lack basic reading and writing skills.
• To change the institutional culture and school structures of traditional middle and high schools that often isolate teachers and students and act as barriers to learning and change.
To meet the challenges of the Secondary Literacy Plan some of the following actions are to:
• Develop instructional guides to support standards-based instruction for specific content areas.
• Communicate that content literacy addresses the development of literacy and content knowledge simultaneously.
• Organize instruction at the secondary level to create and support learning conditions that will help all students succeed.
• Implement a coherent ongoing professional development plan that will provide content area teachers with content-specific knowledge and expertise to meet the varied learning and literacy needs of all students.
• Structure of an organizational design (literacy cadres and coaches) that will enhance all school's capacity to address the teaching of students with diverse learning needs. Create an infrastructure that will include instructional models to support expert teaching of content aligned to the standards.
• Differentiate instructional programs to meet the varied needs of all students, particularly those who need extensive accelerated instruction in decoding, encoding, and reading fluency
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The Division of Instructional Support Services is presently engaged in a comprehensive review of all intervention strategies and programs. The office will bring forward recommendations that will better define our intervention programs and ensure that all interventions are research-based, effective and correlated to classroom instruction. The office will identify specific interventions and recommendations for grades K through 12 including a comprehensive review of the present summer school and intercession, and other interventions programs. It is critical that as we implement standards-based instruction, that we have the capacity to diagnose student weaknesses and prescribe specific interventions that will help correct those weaknesses. In accomplishing this goal, we will need to: identify in-class strategies, extended day strategies, and strategies that can be implemented in summer school and intersession programs. Professional development must be provided so that all teachers are taught instructional approaches that support success for all students. Figure 1 illustrates an overview of the Secondary Literacy Plan Components and shows the "content connections" among the disciplines of Science, English Language Arts, Mathematics, and Social Studies. The interaction of the standards, professional development, assessment and evaluation combine to form an interactive system that promotes content literacy.
Figure 1- Secondary Literacy Chart
B. The Nine Principles of Learning The Nine Principles of Learning from the Institute for Learning provide the theoretical foundation of research-based instructional practices that provide the foundation for the Secondary Redesign Comprehensive Plan. These nine principles are embedded throughout the Instructional Guide and underscore the beliefs of the Los Angeles Unified School District.
An effort-based school replaces the assumption that aptitude determines what and how much students learn with the assumption that sustained and directed effort can yield high achievement for all students. Everything is organized to evoke and support this effort, to send the message that effort is expected and that tough problems yield to sustained work. High minimum standards are set and assessments are geared to the standards. All students are taught a rigorous curriculum aligned to the standards, along with as much time and expert instruction as they need to meet or exceed expectations. This principle is one of the guiding beliefs common in every school in the Los Angeles Unified School District.
• Organizing for Effort
A man must have a certain amount of intelligent ignorance to get anywhere.
Charles Franklin Kettering (1876-1958) U. S. engineer and
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• Clear Expectations If we expect all students to achieve at high levels, then we need to define explicitly what we expect students to learn. These expectations need to be communicated clearly in ways that get them "into the heads" of school professionals, parents, school communities and, above all, students themselves. Descriptive criteria and models of work that meets standards should be publicly displayed, and students should refer to these displays to help them analyze and discuss their work. With visible accomplishment targets to aim toward at each stage of learning, students can participate in evaluating their own work and setting goals for their own efforts. • Fair and Credible Evaluations If we expect students to put forth sustained effort over time, we need to use assessments that students find fair, and that parents, community, and employers find credible. Fair evaluations are ones that students can prepare for: therefore, tests, exams and classroom assessments as well as the curriculum must be aligned to the standards. Fair assessment also means grading against absolute standards rather than on a curve, so students clearly see the results of their learning efforts. Assessments that meet these criteria provide parents, colleges, and employers with credible evaluations of what individual students know and can do.
If we expect students to put forth and sustain high levels of effort, we need to motivate them by regularly recognizing their accomplishments. Clear recognition of
authentic accomplishment is the hallmark of an effort-based school. This recognition can take the form of celebrations of work that meets standards or intermediate progress benchmarks en route to the standards. Progress points should be articulated so that, regardless of entering performance level, every student can meet real accomplishment criteria often enough to be recognized frequently. Recognition of accomplishment can be tied to an opportunity to participate in events that matter to students and their families. Student accomplishment is also recognized when student performance on standards-based assessments is related to opportunities at work and in higher education. • Academic Rigor in a Thinking Curriculum Thinking and problem solving will be the "new basics" of the 21st century, but the common idea that we can teach thinking without a solid foundation of knowledge must be abandoned, so must the idea that we can teach knowledge without engaging students in thinking. Knowledge and thinking are intimately joined. This implies a curriculum organized around major concepts that students are expected to know deeply. Teaching must engage students in active reasoning about these concepts. In every subject, at every grade level, instruction and learning must include commitment to a knowledge core, high thinking demand, and active use of knowledge.
Talking with others about ideas and work is fundamental to learning but not all talk sustains learning. For classroom talk to promote learning it must be accountable to the learning community, to accurate and appropriate knowledge, and to rigorous thinking. Accountable talk seriously responds to and further develops what others in the
• Recognition of Accomplishment
• Accountable Talk
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group have said. It puts forth and demands knowledge that is accurate and relevant to the issue under discussion. Accountable talk uses evidence appropriate to the discipline (e.g., proofs in mathematics, data from investigations in science, textual details in literature, documentary sources in history) and follows established norms of good reasoning. Teachers should intentionally create the norms and skills of accountable talk in their classrooms.
Intelligence is much more than an innate ability to think quickly and stockpile bits of knowledge. Intelligence is a set of problem-solving and reasoning capabilities along with the habits of mind that lead one to use those capabilities regularly. Intelligence is equally a set of beliefs about one's right and obligation to understand and make sense of the world, and one's capacity to figure things out over time. Intelligent habits of mind are learned through the daily expectations placed on the learner by calling on students to use the skills of intelligent thinking, and by holding them responsible for doing so, educators can "teach" intelligence. This is what teachers normally do with students from whom they expect achievement; it should be standard practice with all students.
If students are going to be responsible for the quality of their thinking and learning, they need to develop and regularly use an array of self-monitoring and self-management strategies. These meta- cognitive skills include noticing when one doesn't understand something and taking steps to remedy the situation, as well as formulating questions and inquiries that let one explore deep levels of meaning. Students also manage their own learning by evaluating the feedback they get from others; bringing their background knowledge to bear on new learning;
anticipating learning difficulties and apportioning their time accordingly and judging their progress toward a learning goal. These are strategies that good learners use spontaneously and that all students can learn through appropriate instruction and socialization. Learning environments should be designed to model and encourage the regular use of self-management strategies.
For many centuries most people learned by working alongside an expert who modeled skilled practice and guided novices as they created authentic products or performances for interested and critical audiences. This kind of apprenticeship allowed learners to acquire complex interdisciplinary knowledge, practical abilities, and appropriate forms of social behavior, Much of the power of apprenticeship learning can be brought Into schooling by organizing learning environments so that complex thinking is modeled and analyzed, and by providing mentoring and coaching as students undertake extended projects and develop presentations of finished work, both in and beyond the classroom. C. Culturally Relevant Teaching Methods to Close the Achievement Gap In June of 2000, the LAUSD Board of Education approved a resolution that called for an Action Plan to eliminate the disparities in educational outcomes for African American as well as other student groups. Five major tenets, along with their recommendations, performance goals, and evaluations are to be embedded into all District instructional programs. The Science Instructional Guide for Middle School Grades 6-8 supports these tenets that are:
• Socializing Intelligence
• Self-management of Learning
• Learning as Apprenticeship
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Comprehensive professional development for administrators, teachers, counselors, and coaches on Culturally Responsive and Culturally Contextualized Teaching will ensure that instruction for African American students is relevant and responsive to their learning needs. • Tenet 2 - Students' Opportunity to Learn (Adult-Focused): The District will provide professional development in the Academic English Mastery Program (AEMP) to promote language acquisition and improve student achievement.
The District will make every effort to ensure that all staff (Central, Local District, and School Site) and all external support providers are adequately trained and have the pedagogical knowledge and skill to effectively enhance the academic achievement of African American students.
Parents should be given the opportunity and the tools to be effective educational advocates for their children. The District will continue to support the efforts of its schools to engage parents in the education of their children through improved communication among schools, teachers, and parents.
The disparities in educational outcomes for African American as well as other students will be systemically monitored and ongoing
reflection and planning will occur at all levels in the District. Culturally Relevant and Responsive Methods for increasing achievement outcomes for African American and other underachieving students of Color. The following are basic assumptions upon which culturally relevant and responsive instruction and learning is built. Basic Assumptions
Comprehensible: Culturally Responsive Teaching teaches the whole child. Culturally Responsive teachers develop intellectual, social emotional, and political learnings by using cultural references to impart knowledge, skills, and attitudes.
Multidimensional: Culturally Responsive Teaching encompasses content, learning context, classroom climate, student-teacher relationships, instructional techniques, and performance assessments. Empowering: Culturally Responsive Teaching enables students to be better human beings and more successful learners. Empowering translates into academic competence, personal confidence, courage, and the will to act.
Transformative: Culturally Responsive Teaching defies conventions of traditional educational practices with respect to ethnic students of color. It uses the cultures and experience of students of color as worthwhile resources for teaching and learning, recognizes the strengths of these students and enhances them further in the instructional process. Culturally Responsive Teaching
• Tenet 1 - Students Opportunity to Learn (Student-Focused):
• Tenet 3 - Professional Development for Teachers and Staff Responsible for the Education of African American Students.
• Tenet 4 - Engage African American parents and community in education of African American students.
•Tenet 5 - Ongoing planning, systematic monitoring, and reporting
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transforms teachers and students. It is in the interactions with individual educators that students are either empowered or alternately, disabled - personally and academically.
Emancipatory: Culturally Responsive Teaching is liberating. It makes authentic knowledge about different ethnic groups accessible to students and the validation, information, and pride it generates are both psychologically and intellectually liberating.
D. Small Learning Communities The Los Angeles Unified School District is committed to the learning of every child. That commitment demands that every child has access to rich educational opportunities and supportive, personalized learning environments. That commitment demands that schools deliver a rich and rigorous academic curriculum and that students meet rigorous academic standards. Correspondingly, the large, industrial model schools typical of urban areas will be reconfigured and new schools will be built and/or organized to accommodate Small
Learning Communities. These communities will be characterized by:
• Personalized instruction • Respectful and supportive learning
environments • Focused curriculum • Rigorous academic performance
standards • Continuity of instruction • Continuity of student-teacher
relationships • Community-based partnerships • Joint use of facilities • Accountability for students, parents,
and teachers • Increased communication and
collaboration • Flexibility and innovation for
students, parents, and teachers
The LAUSD is committed to the redesign of its schools. That commitment includes the willingness to treat students as individuals and the willingness to allow each school to fulfill the goals of the Small Learning Community ideals in the uniqueness of its own setting.
Every honest researcher I know admits he's just a professional amateur. He's doing whatever he's doing for the first time. That makes him an amateur. He has sense enough to know that he's going to have a lot of trouble, so that makes him a professional.
Charles Franklin Kettering (1876-1958) U. S. engineer and inventor.
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E. The Los Angeles Urban Systemic Program (LAUSP) The Urban Systemic Program (USP) is a national initiative sponsored by the National Science Foundation (NSF). The grant is reviewed yearly by the NSF and will sunset 2004-2005. The USP is built upon the foundation of the previous LA-SI (Los Angeles Urban Systemic Initiative) Program to improve Mathematics, Science, and Technology education. The USP is focusing on enhancing the following components: standards-based curriculum, instructional methods, instructional materials, assessment, and professional development. These goals are being addressed by:
• Evaluating the system's science and mathematics infrastructure, the needs of the workforce, workforce competency and workforce capacity to deliver the curriculum.
• Aligning curriculum to be standards-based for all students.
• Providing differentiated professional development in content and pedagogy in standards- based curriculum.
• Encouraging enrollment in advanced mathematics and science courses.
F. Mathematics, Science, Partnership Grants - System-wide Change for All Learners and Educators (S.C.A.L.E) The S.C.A.L.E. partnership is a five year NSF grant program that brings together mathematicians, scientists, social scientists, engineers, technologists and education practitioners to build a whole new approach to enhancing mathematics and science education. The goal of S.C.A.L.E. is to improve the mathematics and science achievement of all students at all grade levels by engaging them in deep and authentic instructional experiences. One major component of the partnership is to have all students engaged in an extended (e.g., four weeks or more) scientific investigation at least once a school year.
I do not know what I may appear to the world; but to myself I seem to have been only like a boy playing on the seashore, and diverting myself in now and then finding of a smoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me. Sir Isaac Newton (1642-1727) English physicist, mathematician.
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II. State of California Documents
The Science Content Standards for California Public Schools, Kindergarten through Grade 12 represents the content of science education and includes essential skills and knowledge students will need to be scientifically literate citizens in the twenty-first century. The Science Framework for California Public Schools is a blueprint for reform of the science curriculum, instruction, professional preparation and development, and instructional materials in California. The science standards contain precise descriptions of what to teach at specific grade levels; the framework extends those guidelines by providing the scientific background and the classroom context for teachers to use as a guide. The framework is intended to (1) organize the body of knowledge that student need to learn during their elementary and secondary school years; and (2) illuminate skills that will be used to extend that knowledge during the students' lifetimes. These documents drive science instruction in California. A. The California Content Standards The California content standards are organized in each assessment period for instructional purposes and continuity of scientific concepts. They provide the foundational content that each student should achieve. Simply dividing the standards by the number of instructional days and teaching each standard discretely is neither efficient nor effective. The Framework states, "effective science programs reflect a balanced,
comprehensive approach that includes the teaching of investigation and experimentation skills along with direct instruction and reading (p.11)." Teaching them in the same sequence as written also contradicts the Framework which states that "Investigation and experimentation cuts across all content areas…(p.11)" The standards for, Biology and Chemistry are mapped into 3 assessment and instructional components. The standards for Integrated/Coordinated Science I are mapped into 4 assessment and instructional components. The teacher, student, administrator and public must understand that the standards reflect "the desired content of science curriculum…" and they "should be taught so that students have the opportunity to build connections that link science to technology and societal impacts (Science Content Standards, p. ix)." Thus, the standards are the foundation for understanding societal issues such as the environment, community health , natural resources , population and technologyl. B. Science Framework for California Public Schools The Science Framework for California Public Schools supports the California Science Content Standards. The Framework "establishes guiding principles that define attributes of a quality science curriculum at all grade levels...(p v -vi) " These principles of an effective science education program address the complexity of the science content and the methods by which science content is effectively taught. The guiding principles are discussed in this Instructional Guide in the section entitled: “The Role of the Instructional Guide as a Resource to Support Instruction.” These principles state that effective science programs:
The High School Instructional Guide for Biology is built upon the framework provided by the Science Content Standards for California Public Schools© 2000, the California Standards for the Teaching Profession, and the Science Framework for California Public Schools©2003. Each of these California documents has overarching implications for every grade level from Pre-K to 12.
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• Are based on standards and use standards-based instructional materials.
• Develop students' command of the academic language of science used in the content standards.
• Reflect a balanced, comprehensive approach that includes the teaching of investigation and experimentation skills along with direct instruction and reading.
• Use multiple instructional strategies and provide students with multiple opportunities to master content standards.
• Include continual assessment of students' knowledge and understanding with appropriate adjustments being made during the academic year.
C. California Standards for the Teaching Profession The California Standards for the Teaching Profession provides the foundation for the teaching profession. These standards offer a common language and create a vision that enables teachers to define and develop their practice. Reflected in these standards is a critical need for all teachers to be responsive to the diverse cultural, linguistic, and socioeconomic backgrounds of their students. These standards, which take a holistic view of teaching that recognizes its complexity, are based upon expert advice and current research on the best teaching practices. The California Standards for the Teaching Profession provides a
framework of six standards with thirty-two key elements that represent a developmental, holistic view of teaching, and are intended to meet the needs of diverse teachers and students. These standards are designed to help educators do the following:
• Reflect about student learning and
practice; • Formulate professional goals to
improve their teaching practice and; • Guide, monitor and assess the
progress of a teacher's practice toward professional goals and professionally accepted benchmarks.
The teaching standards are summarized below. Further expansion and explanation of the key elements are presented in the complete text, California Standards for the Teaching Profession, which can be obtained from the California Commission on Teacher Credentialing at: http://www.ctc.ca.gov/reports/cstpreport.pdf
Teachers build on students' prior knowledge, life experience, and interests to achieve learning goals for all students. Teachers use a variety of instructional strategies and resources that respond to students' diverse needs. Teachers facilitate challenging learning experiences for all students in environments that promote autonomy, interaction and choice. Teachers actively engage all students in problem solving and critical thinking within and across subject matter areas. Concepts and skills are taught in ways that encourage students to apply them in real-life contexts that make subject matter meaningful. Teachers assist all students to become self-directed learners who are able to demonstrate, articulate, and evaluate what they learn. Teachers create physical environments that engage all students in purposeful learning activities and encourage constructive interactions among students. Teachers maintain safe learning environments in which all students are treated fairly and respectfully
• Standard for Engaging and Supporting All Students in Learning
• Standard for Creating and Maintaining Effective Environments for Student Learning
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as they assume responsibility for themselves and one another. Teachers encourage all students to participate in making decisions and in working independently and collaboratively. Expectation for student behavior are established early, clearly understood, and consistently maintained. Teachers make effective use of instructional time as they implement class procedures and routines.
Teachers exhibit strong working knowledge of subject matter and student development. Teachers organize curriculum to facilitate students' understanding of the central themes, concepts, and skills in the subject area. Teachers interrelate ideas and information within and across curricular areas to extend students' understanding. Teachers use their knowledge of student development, subject matter, instructional resources and teaching strategies to make subject matter accessible to all students.
Teachers plan instruction that draws on and values students' backgrounds, prior knowledge, and interests. Teachers establish challenging learning goals for all students based on student experience, language, development, and home and school expectations, and include a repertoire of instructional strategies. Teachers use instructional activities that promote learning goals and connect with student experiences and interests. Teachers modify and adjust instructional plans according to student engagement and achievement. • Standard for Assessing Student Learning
Teachers establish and clearly communicate learning goals for all students. Teachers collect information about student performance from a variety of sources. Teachers involve students in assessing their own learning. Teachers use information from a variety of on-going assessments to plan and adjust learning opportunities that promote academic achievement and personal growth for all students. Teachers exchange information about student learning with students, families, and support personnel in ways that improve understanding and encourage further academic progress.
Teachers reflect on their teaching practice and actively engage in planning their professional development. Teachers establish professional learning goals, pursue opportunities to develop professional knowledge and skill, and participate in the extended professional community. Teachers learn about and work with local communities to improve their professional practice. Teachers communicate effectively with families and involve them in student learning and the school community. Teachers contribute to school activities, promote school goals and improve professional practice by working collegially with all school staff. Teachers balance professional responsibilities and maintain motivation and commitment to all students. These Standards for the Teaching Profession along with the Content Standards and the Science Framework provide guidance for our District to achieve the objective that all students achieve a "high degree of scientific literacy."
• Standard for Understanding and Organizing Subject Matter for Student Understanding
• Standard for Planning Instruction and Designing Learning Experiences for All Students
• Standard for Developing as a Professional Educator
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III. Pedagogy for Science
Webster's defines pedagogy as: "1. the function or work of the teacher; teaching, 2. the art or science of teaching; education: instructional methods." A. Instruction, Learning Transfer, Inquiry By the time students enter high school, they are required to shift from a middle school science focus on experiential based thinking to more abstract hypothetical thinking required by the High School Content standards and the Investigation and Experimentation (I&E) Standards described in the Science Framework for California Public Schools. For instance, in grade six the I&E Standards call for students to “develop a hypothesis” and “construct appropriate graphs from data and develop qualitative statements about the relationships between variables.” This emphasis is consistent with the increased cognitive demand in middle school mathematics: “By the end of grade seven, students are adept at manipulating numbers and equations and understand the general principles at work…They graph linear functions and understand the idea of slope and its relationship to ratio.” (Mathematics Framework for California Public Schools). By providing multiple opportunities for students to learn the science content by designing experiments, generating hypotheses, collecting and organizing data, representing data in tables and graphs, analyzing the results and communicating the findings, students are developing and applying mathematical concepts in multiple contexts. This process facilitates the development of students’ hypothetical thinking operations and provides the foundation for transfer of learning not only between mathematics and science but also to other disciplines and creates the need to use these mathematical and scientific tools in the students’ everyday lives. In learning the science content standards in grade eight, as well as in grades six and seven, students will need multiple opportunities to “plan and conduct a scientific investigation to test a hypothesis… construct appropriate graphs from data and develop quantitative statements about
the relationships between variables,…apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms…Distinguish between linear and nonlinear relationships on a graph of data” as described in the Standards. Focusing instruction on the acquisition of these mathematical and scientific tools will ensure that “Students…are prepared to undertake the study of algebra… in grade eight… and will be on the pathway for success in high school science.” (Science Framework for California Public Schools) To ensure that students are prepared for the quantitative and abstract nature of high school science, there should be a continued emphasis on the inquiry-based instructional model described in the District’s Elementary Instructional Guide. This model includes many common elements or phases described in the research literature on how students best learn science concepts. The research clearly points out that inquiry involves asking a question, making observations related to that question, planning an investigation, collecting relevant data, reflecting on the need to collect additional data, analyzing the data to construct plausible explanations, and then communicating findings to others. Such a process is at the heart of the immersion units (extended inquiry) described in both the elementary and secondary instructional guides. To help science teachers plan and organize their immersion and other inquiry-based units the following process can serve as a guide:
• Phase 1. Students are engaged by a scientific question, event, or phenomenon. A connection is made to what they already know. Questions are posed in ways that motivate students to learn more.
• Phase 2. Students explore ideas through direct, hands-on investigations that emphasize observation, solve problems, formulate and test explanations, and create and discuss explanations for what they have observed.
• Phase 3. Students analyze and interpret data they have collected, synthesize their ideas, and build concepts and new models
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with the support of their teacher. The interaction between teachers and students using other sources of scientific knowledge allows learners to clarify concepts and explanations that have been developed.
• Phase 4. Students apply their new understanding to new settings including real life situations to extend their new knowledge.
• Phase 5. Students, with their teacher, not only review and assess what they have learned, but also how they have learned it.
There are many factors that should be included in such instructional models to ensure the transfer of learning to new settings1. One such factor that affects transfer of learning is the degree of mastery of initial learning. Initial learning is influenced by the degree to which students learn with understanding rather than memorizing a set of facts or procedures. Students must be provided with enough time for them to process information. Attempts to cover too many topics too quickly may inhibit later transfer because students only remember isolated facts or are introduced to organizing concepts they cannot grasp because they do not have enough specific information related to what they are learning. Motivation is a factor that affects the amount of time students are willing to spend on science learning. Students who have “choice and voice” in investigations they are conducting, who engage in novel experiences, and who encounter unexpected outcomes usually develop the intrinsic motivation associated with long-term, sustainable intellectual growth that characterizes effective learning transfer. Knowing that one is contributing something meaningful to others (in cooperative groups) is particularly motivating. Learners are also motivated when they are able to see the usefulness of learning and when they can use what they have learned to do something that has an impact on others. Examples include tutoring or helping younger students learn science or participatory science nights for parents, community members and other students. Seeing real life application of what students have learned creates the so-called “Aha” response when they fit concepts learned to actual situations. Such transfer can be very motivating to students.
A crucial element of learning transfer is related to the context of learning. Knowledge or concepts that are taught in a single context are less likely to support transfer than is knowledge that is taught and experienced in multiple contexts. Students exposed to several contexts are more likely to abstract and intuit common features of experience and by so doing develop a more flexible representation of knowledge. To accomplish all of this, teachers of science2:
• Plan an inquiry-based science program for their students
1. How People Learn, Expanded Edition; Bransford, John D; Chapter 3, Learning and Transfer; National Academy Press; Washinton D.C.; 2000
• Guide and facilitate learning • Use standards aligned texts and
supplemental materials • Engage in ongoing assessment of both
their teaching and student learning • Design and manage learning
environments that provide students with the time, space, and resources needed for learning science
• Develop communities of science learners that reflect the intellectual rigor of science inquiry and the attitudes and social values conducive to science learning
• Actively participate in the ongoing planning and development of the school science program
The following chart provides a way to gauge instructional transfer by monitoring student behavior or by using possible teacher strategies. The chart is adapted with permission from BSCS (Biological Science Curriculum Study) and is intended to be used to assess units of study rather than individual lessons:
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The Learning Cycle Stage of Inquiry in an Inquiry-
Based Science Program
Possible Student Behavior Possible Teacher Strategy
Engage
Asks questions such as, Why did this happen? What do I already know about this? What can I find out about this? How can I solve this problem? Shows interest in the topic.
Creates interest. Generates curiosity. Raises questions and problems. Elicits responses that uncover student knowledge about the concept/topic.
Explore
Thinks creatively within the limits of the activity. Tests predictions and hypotheses. Forms new predictions and hypotheses. Tries alternatives to solve a problem and discusses them with others. Records observations and ideas. Suspends judgment. Tests idea
Encourages students to work together without direct instruction from the teacher. Observes and listens to students as they interact. Asks probing questions to redirect students' investigations when necessary. Provides time for students to puzzle through problems. Acts as a consultant for students.
Explain
Explains their thinking, ideas and possible solutions or answers to other students. Listens critically to other students' explanations. Questions other students' explanations. Listens to and tries to comprehend explanations offered by the teacher. Refers to previous activities. Uses recorded data in explanations.
Encourages students to explain concepts and definitions in their own words. Asks for justification (evidence) and clarification from students. Formally provides definitions, explanations, and new vocabulary. Uses students' previous experiences as the basis for explaining concepts.
Elaborate
Applies scientific concepts, labels, definitions, explanations, and skills in new, but similar situations. Uses previous information to ask questions, propose solutions, make decisions, design experiments. Draws reasonable conclusions from evidence. Records observations and explanations
Expects students to use vocabulary, definitions, and explanations provided previously in new context. Encourages students to apply the concepts and skills in new situations. Reminds students of alternative explanations. Refers students to alternative explanations.
Evaluate
Checks for understanding among peers. Answers open-ended questions by using observations, evidence, and previously accepted explanations. Demonstrates an understanding or knowledge of the concept or skill. Evaluates his or her own progress and knowledge. Asks related questions that would encourage future investigations.
Refers students to existing data and evidence and asks, What do you know? Why do you think...? Observes students as they apply new concepts and skills. Assesses students' knowledge and/or skills. Looks for evidence that students have changed their thinking. Allows students to assess their learning and group process skills. Asks open-ended questions such as, Why do you think...? What evidence do you have? What do you know about the problem? How would you answer the question?
Chart 1 - The 5 E Model (R. Bybee)
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B. Principles and Domains of Culturally Relevant and Responsive Pedagogy
1. Knowledge and Experience a. Teachers must build their
personal knowledge of cultures represented in the classroom.
b. Teachers must identify cultural practices aligned with specific learning tasks
c. Teachers must engage students in instructional conversations that draw on their language competencies outside the school to serve as learning norms of reasoning within the academic subject matter.
2. Social and Emotional Elements
a. Teachers must begin the process of becoming more caring and culturally competent by acquiring a knowledge base about ethnic and cultural diversity in education.
b. Teachers must conduct a careful self-analysis of what they believe about the relationship among culture, ethnicity, and intellectual ability.
c. Teachers must identify and understand attitudes and behaviors that can obstruct student achievement.
2. National Science Education Standards; Chapter 3, Science Teaching Standards; National Academy Press, Washington D.C.; 1996
3. Equity and Equality
a. Teachers must vary the format of instruction by incorporating multi-modality teaching that allows students to demonstrate competence in different ways.
b. Teachers must acknowledge and accept that students can demonstrate knowledge in non-traditional ways.
c. Teachers must build knowledge and understanding about cultural orientations related to preferred cognitive, interactive, and learning styles.
4. Quality and Rigorous Instruction a. Teachers must emphasize
academic rigor at all times b. Teachers must provide
clear expectations of student’s accomplishments.
c. Teachers must promote higher order thinking skills
5. Instructional strategies a. Teachers must use
cooperative learning, apprenticeship, and peer coaching strategies as instructional strategies.
b. Teachers must provide ample opportunity for each student to read, write, and speak.
c. Teachers must use constructivist learning approaches.Teachers must teach through active application of facts and skills by working with other students, use of
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computers, and other multi-media.
d. Teachers must provide continuous feedback on students work
6. Pedagogical Approaches a. Teachers must assist
students to use inductive and deductive reasoning to construct meaning.
b. Teachers must scaffold and relate students’ everyday learning to their accumulative previous academic knowledge
c. Teachers must modify curriculum-learning activities for diverse students.
d. Teachers must believe that intelligence is an effort-based rather than inherited phenomenon
7. Assessment and Diagnosis a. Teachers must use testing
measurements for diagnostic purposes.
b. Teachers must apply periodic assessments to determine students’ progress and adjust curriculum
c. Teachers must seek alternative approaches to fixed time tests to assess students’ progress.
d. Teachers must supplement curriculum with more multi-cultural and rigorous tests.
e. Teachers must evaluate students of different backgrounds by standards appropriate to them and
their education and life experience
C. Disciplinary Literacy The District initiative to advance content literacy for all students is termed “Disciplinary Literacy.” Disciplinary Literacy can be defined "as the mastery of both the core ideas and concepts and the habits of thinking" of that particular discipline. The driving idea is that "knowledge and thinking must go hand in hand." As one grows in content knowledge, one needs to grow in the habits of thinking for that discipline. The "work or function" of the teacher is to ensure that all students learn on the diagonal. The chart below, adapted from C. Giesler, Academic Literacy (1994), illustrates the District disciplinary literacy goal for students to learn on the diagonal.
Figure 2 - Learning on the Diagonal
For students to learn on the diagonal, it is of utmost importance for our teachers to use instructional methods that promote that learning. The following chart, again after Giesler, illustrates how teachers grow in their ability to teach learning on the diagonal.
Figure 3 - Teaching on the Diagonal
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The five following design principles for instruction should be used to support all students learning on the diagonal: 1. Students learn core concepts and habits of
thinking within each discipline as defined by standards.
• All students are enabled and expected to inquire, investigate, read, write, reason, represent, and talk as a scientist.
• Students experience science concepts characterized by depth and consistency.
2. Learning activities, curricula, tasks, text, and talk apprentice students within the discipline of science.
• Students learn by "doing" science, by engaging in rigorous, on-going investigations in science.
• All lessons, assignments, materials, and discussion serve as scaffolding for students' emerging mastery of science content knowledge and scientific habits of mind.
3. Teachers apprentice students by giving them opportunities to engage in rigorous disciplinary activity and providing scaffolding through inquiry, direct instruction, modeling and observation.
• Included in the Instructional Guide Matrices are sample performance tasks with possible instructional scaffolding strategies.
Scaffolding is an instructional approach that is contingent, collaborative, and interactive and takes place in a social context. In education, scaffolding will usually have some or all of the following features:
• continuity - tasks are repeated with
variations and connected to each other. • contextual support - a safe supportive
environment encourages exploration. • intersubjectivity - an environment of
mutual engagement and rapport. • contingency - tasks are adjusted by the
actions of the learners • handover/takeover - as the learner
increases in skills and confidence the facilitator allows the learner to increase their role in learning.
• flow - skills and challenges are in balance with learners focused and working in sync.
The table below adapted from Aida Walqui (2002) shows different scaffolding strategies to which will give students opportunities to engage in rigorous academic endeavors
:
But are we sure of our observational facts? Scientific men are rather fond of saying pontifically that one ought to be quite sure of one's observational facts before embarking on theory. Fortunately those who give this advice do not practice what they preach. Observation and theory get on best when they are mixed together, both helping one another in the pursuit of truth. It is a good rule not to put overmuch confidence in a theory until it has been confirmed by observation. I hope I shall not shock the experimental physicists too much if I add that it is also a good rule not to put overmuch confidence in the observational results that are put forward until they have been confirmed by theory. Sir Arthur Stanley Eddington (1882-1944) English astronomer and physicist.
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Some Strategies for Scaffolding
Modeling
Provide examples of the new concept for the learner to see and hear.
Bridging
Connects the new learning to prior knowledge and understanding.
Contextualizing
Connects the new learning to real-life situations
Text Re-Presentation
Changes the format of the information into another genre (i.e. a musical, a play, a song).
Schema Building
Provides an organization of information (i.e. graphic organizers, outlines).
Metacognitive Development
Provide students knowledge about and reflection on their own thinking.
Table 1 - Some Strategies for Scaffolding
4. Intelligence is socialized through community, class learning culture and instructional routines.
• Students are encouraged to take risks, to seek and offer help when appropriate, to ask questions and insist on understanding the answers, to analyze and solve problems; reflect on their learning, and learn from one another.
• Class routines build a learning culture that invites effort by treating students as smart, capable, responsible learners.
• Teachers arrange environments, use tools, establish norms and routines. and communicate to all students how to become smarter in science.
5. Instruction is assessment-driven. • Teachers use multiple forms of formal and
informal assessment and data to guide instruction.
• Throughout the year, teachers assess students' grasp of science concepts, their habits of inquiring, investigating, problem-solving, and communication.
• Teachers use these assessments to tailor instructional opportunities to the needs of their learners.
• Students are also engaged in self-assessment to develop metacognitive development and the ability to manage their own learning.
Technology is the knack of so arranging the world that we do not experience it.
Max Frisch (1911- ) Switzerland.
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IV. Overview of Assessment
A. Concepts for Assessment in Science
Instruction in our district is assessment-driven. The Framework states "that effective science programs include continual assessment of student's knowledge and understanding, with appropriate adjustments being made during the academic year (p.11)."1 Assessments can be on demand or over a long period of time. The chart below, adapted from A Guide for Teaching and Learning, NRC (2000), gives some examples of on demand and over time assessment.
Grant Wiggins and Jay McTighe state that, "The continuum of assessment methods includes checks of understanding (such as oral questions, observations, and informal dialogues); traditional quizzes, tests, and open-ended prompts; and performance tasks and projects. They vary in scope (from simple to complex), time frame (from short-term to long-term), setting (from decontextualized to authentic contexts), and structure (from highly to unstructured). Because understanding develops as a result of ongoing inquiry and rethinking, the assessment of understanding should be thought of in terms of a collection of evidence over time instead of an event a single moment in time test, at the end of instruction as so often happens in current practice.2 B. LAUSD Periodic Assessments in Science As an integral element of the Secondary Periodic Assessment Program, Integrated/Coordinated Science, Biology and Chemistry science assessments are designed to measure teaching and learning. The intent of these Periodic Assessments is to provide teachers and the LAUSD with the diagnostic information needed to ensure that students have received instruction in the science content specified by the California Academic Content Standards, and to provide direction for instruction or additional resources that students may require in order for students to become proficient in science. They are specifically designed to:
• focus classroom instruction on the California Content Standards;
• ensure that all students are provided access to the content in the Standards;
• provide a coherent system for connecting the assessment of content with district programs and adopted materials;
• be administered to all students on a periodic basis;
• guide instruction by providing frequent feedback that will help teachers target the specific standards-based knowledge and skills that students need to acquire;
On Demand Over Time
answering questions multiple choice true false matching
constructed response essays
investigations immersion projects research reports projects
portfolios journals lab notebooks
Chart 1 - Assessment Examples
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• assist teachers in determining appropriate extensions and interventions;
• motivate students to be responsible for their own learning;
• provide useful information to parents regarding student progress toward proficiency of the standards; and
• connect professional development to standards-specific student achievement data.
Results from the Periodic Assessments should be used to specify immediate adjustments and guide modifications in instruction to assist all students in meeting or exceeding the State’s science content standards.
Each instructional module provides sample performance tasks that can be used to monitor student progress. These classroom level assessments, along with other teacher designed tests, student evaluations, and student and teacher reflections, can be used to create a complete classroom assessment plan.
Results from classroom assessments and the Periodic Assessments provide administrators, teachers and students with immediate and useful information on progress toward achievement of the standards. With results and reflection, administrators, teachers and students can make informed decisions about instruction.
At the conclusion of each instructional component, students will take a Periodic Assessment that will be scored electronically. These diagnostic assessments are a more formal assessment of the student’s accomplishment of the standards within the science discipline but should not be considered the sole method of assessing students’ content knowledge. Each assessment is designed to measure a range of skills and knowledge.
Each periodic assessment will consist of multiple-choice questions and one short constructed response question. Each assessment will be scheduled within a testing window at regular intervals during the school year. Science test booklets will be available in both English and Spanish.
Now, my own suspicion is that the universe is not only queerer than we suppose, but queerer than we can suppose. I have read and heard many attempts at a systematic account of it, from materialism and theosophy to the Christian system or that of Kant, and I have always felt that they were much too simple. I suspect that there are more things in heaven and earth that are dreamed of, or can be dreamed of, in any philosophy. That is the reason why I have no philosophy myself, and must be my excuse for dreaming. John Burden Sanderson Haldane (1892-1964) English geneticist. Possible Worlds and other Essays (1927) "Possible Worlds".
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LOS ANGELES UNIFIED SCHOOL DISTRICT
Calendar for Biology and Chemistry Periodic Assessments
2005-2006
Calendar
Parent Conference
Dates
Science Periodic
Assessment Window
85% of School Year for STAR
Testing *
Single Track November 14-18 March 13-17 June 12-16
November 21-29 March 6 – March 10 June 5 – June 9*
~ May 16
Year-Round (3-Track) Concept 6
Track A October 31-Nov. 4 April 3-7 June 19-23
November 7-14 April 10-April 14 June 12-June 16
~ May 27
Track B October 31-Nov. 4 February 6-10 June 19-23
November 7-14 January 30- February 3 June 12 – June 16
~ May 26
Track C September 6-9 February 6-10 April 24-28
September 12-16 January 30 – February 3 April 17-21
~ March 29
*The STAR testing period is traditionally a 3 week window that includes the date by which 85% of the school year has been completed. Depending on the window decided by the district, the last Periodic Assessment date may need to be adjusted.
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C. Scoring of District Periodic Assessments The multiple-choice sections of each periodic assessment will be scored electronically at the school site by each teacher. The short constructed response section will be scored by the teacher using a four point rubric. D. Unit Reflection, Intervention, Enhancement Reflection and intervention is a part of daily classroom instruction and unit planning. Decisions to simply review or to incorporate research-based practices to assist students in achieving the complex tasks identified in the science content standards are made each day as teachers assess student understanding. In addition, following each periodic assessment, time is set aside for reflection, intervention, and lesson planning as students and teachers review assessment scores and strategically establish a course of action before moving on to the next instructional component. To aid in post-assessment discussion, each teacher will receive with each form of the assessment a detailed answer key and answer rationale document that can be used for reflection and discussion of the standards. Using the answer rationale document with the explanation of the distracters for each standards-aligned test item, teachers can discuss common misconceptions and beliefs related to each item with their students. It must be noted that at the present, 4 days are set aside for formal intervention and/or enhancement of the assessed Instructional Component. To enhance post assessment dialogue, a professional development module will be provided for each component.
The men of experiment are like the ant, they only collect and use; the reasoners resemble spiders, who make cobwebs out of their own substance. But the bee takes the middle course: it gathers its material from the flowers of the garden and field, but transforms and digests it by a power of its own. Not unlike this is the true business of philosophy (science); for it neither relies solely or chiefly on the powers of the mind, nor does it take the matter which it gathers from natural history and mechanical experiments and lay up in the memory whole, as it finds it, but lays it up in the understanding altered and disgested. Therefore, from a closer and purer league between these two faculties, the experimental and the rational (such as has never been made), much may be hoped. Francis Bacon, Novum Organum, Liberal Arts Press, Inc., New York, p 93. (5)
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E. Sample Periodic Assessment Questions
Biology Released Test Questions This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2004 California Department of Education. C A L I F O R N I A S TA N DA R D S T E S T
■1 Two students were testing the amount of fertilizer that would best promote the growth of strawberries in a garden. Which of the following could be an unavoidable source of experimental error? A length of the study B variation in the strawberry plants C the cost of watering the plants D fertilization during the study
■2 A computer model of cellular mitosis can simulate the aspects of cellular division quite well. However, microscopic observation of actual cellular mitosis can improve understanding because actual observations A may reveal greater unknown complexities. B are easier than a computer model to view. C are the same each time. D may provide division events in sequence.
■4 The cell membrane of the red blood cell will allow water, oxygen, carbon dioxide, and glucose to pass through. Because other substances are blocked from entering, this membrane is called A perforated. B semi-permeable. C non-conductive. D permeable
.■6 Which molecule in plant cells first captures the radiant energy from sunlight? A glucose B carbon dioxide C chlorophyll D adenosine triphosphate
■7 A cell from heart muscle would probably havean unusually high proportion of A lysosomes. B mitochondria. C mRNA. D Golgi bodies.
■8 If a corn plant has a genotype of Ttyy, what are the possible genetic combinations that could be present in a single grain of pollen from this plant? A Ty, ty B TY, ty C TY, Ty, ty D Ty, ty, tY, TY
■9 In fruit flies, the gene for red eyes (R) is dominant and the gene for sepia eyes (r) is recessive. What are the possible combinations of genes in the offspring of two red-eyed heterozygous flies (Rr)? A RR only B rr only C Rr and rr only D RR, Rr, and rr only
■10 In certain breeds of dogs, deafness is due to a recessive allele (d) of a particular gene, and normal hearing is due to its dominant allele (D). What percentage of the offspring of a normal heterozygous (Dd) dog and a deaf dog (dd) would be expected to have normal hearing? A 0% B 25% C 50% D 100%
■13 Which of these would most likely cause a mutation? A the placement of ribosomes on the endoplasmic reticulum B the insertion of a nucleotide into DNA C the movement of transfer RNA out of the nucleus D the release of messenger RNA from DNA
■14 Although there are a limited number of amino acids, many different types of proteins exist because the A size of a given amino acid can vary. B chemical composition of a given amino acid can vary. C sequence and number of amino acids is different. D same amino acid can have many different properties.
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■15 5' G T A _ _ _ A A 3' 3' C A T G C A T T 5' This segment of DNA has undergone a mutation in which three nucleotides have been deleted. A repair enzyme would replace them with A CGT. B GCA. C CTG. D GTA.
■16 The bacterium Agrobacterium tumefaciens infects plants, and a portion of its DNA is inserted into the plant’s chromosomes. This causes the plant to produce gall cells, which manufacture amino acids that the bacterium uses as food. This process is a natural example of A polyploidy. B genetic manipulation. C grafting. D hybridization.
■17 Scientists found that, over a period of 200 years, a mountain pond was transformed into a meadow. During that time, several communities of organisms were replaced by different communities. Which of these best explains why new communities were able to replace older communities? A The original species became extinct. B Species in the older community died from old age. C The abiotic characteristics of the habitat changed. D Diseases that killed the older organisms disappeared.
■18 Rabbits introduced into Australia over 100 years ago have become a serious pest to farmers. Rabbit populations increased so much that they displaced many native species of plant eaters. What is the most logical explanation for their increased numbers? A Rabbits have a high death rate. B There are few effective predators. C Additional rabbit species have been introduced. D There is an increase in rabbit competitors.
■19 Complete burning of plant material returns carbon primarily to the A herbivores. B water. C vegetation. D atmosphere.
■21 In carrier pigeons there is a rare inherited condition that causes the death of the chicks before hatching. In order for this disease to be passed from generation to generation there must be parent birds that A are heterozygous for the disease. B have the disease themselves. C produce new mutations for this disease. D are closely interbred.
■22 Which of these best illustrates natural selection? A An organism with favorable genetic variations will tend to survive and breed successfully. B A population monopolizes all of the resources in its habitat, forcing other species to migrate. C A community whose members work together utilizes all existing resources and migratory routes. D The largest organisms in a species receive the only breeding opportunities.
■23 A species of finch has been studied on one of the geographically isolated Galapagos Islands for many years. Since the island is small, the lineage of every bird for several generations is known. This allows a family tree of each bird to be developed. Some family groups have survived and others have died out. The groups that survive probably have A interbred with other species. B inherited some advantageous variations. C found new places on the island to live. D been attacked by more predators.
■24 A small population of chimpanzees lives in a habitat that undergoes no changes for a long period. How will genetic drift probably affect this population? A It will accelerate the appearance of new traits. B It will promote the survival of chimpanzees with beneficial traits. C It will increase the number of alleles for specific traits. D It will reduce genetic diversity.
■25 A single species of squirrel evolved over time into two species, each on opposite sides of the Grand Canyon. This change was most likely due to A higher mutation rates on one side. B low genetic diversity in the initial population. C the isolation of the two groups. D differences in reproductive rates.
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■26 In order for the body to maintain homeostasis, the chemical decomposition of food to produce energy must be followed by A water intake. B muscle contractions. C waste removal. D nervous impulses.
■27 The respiratory system depends on the nervous system for signals to A enhance the amount of available oxygen in the lungs. B coordinate muscles controlling breathing. C release enzymes to increase the exchange of gases. D exchange gases with the circulatory system.
■28 Striking the tendon just below the kneecap causes the lower leg to jerk. Moving an object quickly toward the face can cause the eyes to blink shut. These are examples of A learned responses. B short-term memory. C reflex reactions. D sensory overload.
■29 The Sabin vaccine is a liquid containing weakened polio viruses. Vaccinated individuals become protected against polio because the weakened viruses A prevent further viral invasion. B induce an inflammatory response. C promote production of antibodies. D are too weak to cause illness.
■30 Which of the following require a host cell because they are not able to make proteins on their own? A blue-green algae B bacteria C protozoans D viruses
Question Number Correct Answer Standard Year of Test 1 B Biology I&E 1b 2003 2 A Biology I & E 1g 2004 4 B Biology 1a 2004 6 C Biology 1f 2003 7 B Biology 1g 2004 8 A Biology 2 2004 9 D Biology 2g 2003 10 C Biology 3a 2003 13 B Biology 4c 2003 14 C Biology 4e 2004 15 A Biology 5b 2004 16 B Biology 5c 2003 17 C Biology 6b 2003 18 B Biology 6c 2004 19 D Biology 6d 2003 21 A Biology 7b 2004 22 A Biology 7 d 2004 23 B Biology 8a 2004 24 D Biology 8c 2004 25 C Biology 8d 2003 26 C Biology 9a 2003 27 B Biology 9b 2003 28 C Biology 9b 2004 29 C Biology 10c 2004 30 D Biology 10d 2003
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V. Biology
A. Introduction to the Biology Science Section District Course Name: Biology AB Thumbnail Description: Annual Course—Grades 9–12 Prerequisite–- Concurrent enrollment or completion of Algebra I Course Code Number and Abbreviation: 36-07-01 Bio A (41-36-19 Biology A (Students with disabilities served in SDC)) 36-07-02 Bio B (41-36-20 Biology B (Students with disabilities served in SDC)) Brief Course Description: The major purpose of this laboratory-based college preparatory course is to provide understanding of the basic biological concepts: the diversity of organisms; the cell; heredity; matter, energy, and organization of living systems; evolution of living systems; physiology; the biosphere and interdependence of abiotic and biotic factors. Focus is on active student participation in laboratory investigations and the development of critical-thinking skills. Biology AB meets the Grades 9-12 District life science graduation requirement (Students must complete one year of a physical and a life science requirement). This course meets one year of the University of California ‘d’ entrance requirement for laboratory science. Contents of this Section:
• Biology Periodic Assessments Organizer - A place for you to write down the 5 day window for your assessment.
• Science Instructional Guide Graphic Organizer Overview for Biology - Provides the user
with the Content Standards for the 2 Periodic Diagnostic Assessments.
• Legend Key for Matrix Chart - Provides a key that explains the Matrix Chart.
LAUSD - Biology Matrix Chart - Contains the Content Standards, the standards grouped in Content Standard Groups, the Standards Analyzed, and Instructional Resources with Sample Performance Tasks, Sample Scoring Criteria, Some Suggested Concepts and Skills to Support Student Success on the Sample Performance Task, and Possible Standards Aligned Resources.
5-2
Bio
logy
Gra
de
Perio
dic
Ass
essm
ents
Org
aniz
er
Th
is p
age
will
serv
e as
a re
fere
nce
for y
ou.
Plea
se fi
ll in
you
r app
ropr
iate
trac
k pe
riodi
c as
sess
men
t dat
es.
Als
o fil
l in
the
date
s for
4
days
of r
efle
ctio
n, in
terv
entio
n, a
nd e
nric
hmen
t fol
low
ing
the
first
per
iodi
c as
sess
men
ts.
Bio
logy
Per
iodi
c A
sses
smen
t Pe
riodi
c A
sses
smen
t I
4 da
y R
efle
ctio
n,
Inte
rven
tion,
En
richm
ent
Perio
dic
Ass
essm
ent I
I 4
day
Ref
lect
ion,
In
terv
entio
n,
Enric
hmen
t
Perio
dic
Ass
essm
ent I
II
Ref
lect
ion,
In
terv
entio
n,
Enric
hmen
t
Ass
essm
ent
Win
dow
Sin
gle
Trac
k
Ass
essm
ent
Win
dow
Thr
ee
Trac
ks
Ass
essm
ent
Win
dow
Fou
r Tr
acks
5-3
Scie
nce
Inst
ruct
iona
l Gui
de G
raph
ic O
rgan
izer
O
verv
iew
For
Bio
logy
-
Scie
nce
Inst
ruct
iona
l G
uide
Ove
rvie
w
I.
Maj
or D
istri
ct
Initi
ativ
es
Se
cond
ary
Lite
racy
Pla
n
IF
L N
ine
Prin
cipl
es o
f Le
arni
ng
C
ultu
rally
R
elev
ant
Teac
hing
M
etho
ds to
C
lose
the
Ach
ieve
men
t G
ap
Sm
all L
earn
ing
Com
mun
ities
LAU
SP
M
SP-S
CA
LE
II
. Sta
te o
f Cal
iforn
ia
Doc
umen
t
The
Cal
iforn
ia
Con
tent
St
anda
rds
Sc
ienc
e Fr
amew
ork
for
Cal
iforn
ia
Publ
ic S
choo
ls
C
alifo
rnia
Inst
ruct
iona
l C
ompo
nent
1
(1b,
1h,
4e,
4f)
, (1
a, 1
c, 1
e, 1
j),
(1f,
1g, 1
i), (1
d, 4
a, 4
b,
4c, 5
a, 5
b, 7
c), (
4d, 5
c,
5d, 5
e),
• Con
tent
Sta
ndar
d G
roup
• A
naly
zed
Stan
dard
• I
nstru
ctio
nal
R
esou
rces
:
• S
ampl
e
Pe
rfor
man
ce T
asks
• S
ampl
e Sc
orin
g
Crit
eria
• S
ome
Sugg
este
d
C
once
pts a
nd
Ski
lls to
Sup
port
S
tude
nt S
ucce
ss
on
the
Sam
ple
P
erfo
rman
ce
•
Pos
sibl
e
Sta
ndar
ds A
ligne
d
R
esou
rces
Inst
ruct
iona
l C
ompo
nent
3
(9a,
9f,
9g, 9
i), (9
b,
9d, 9
e, 9
h), (
9c, 9
i),
(10a
, 10b
, 10c
, 10d
, 10
e, 1
0f),
(6a,
6b,
6c,
6d
, 6e,
6f)
, • C
onte
nt S
tand
ard
Gro
up
• Ana
lyze
d St
anda
rd
• Ins
truct
iona
l
Res
ourc
es:
•
Sam
ple
Perf
orm
ance
Tas
ks
• S
ampl
e Sc
orin
g
Crit
eria
• S
ome
Sugg
este
d
C
once
pts a
nd
Ski
lls to
Sup
port
S
tude
nt S
ucce
ss
on
the
Sam
ple
P
erfo
rman
ce
•
Pos
sibl
e
Sta
ndar
ds A
ligne
d
R
esou
rces
Ove
rarc
hing
In
stru
ctio
nal
Com
pone
nts
• Rev
iew
and
R
e-te
ach
• Rev
iew
resu
lts
of P
erio
dic
Ass
essm
ents
• E
xten
ded
Lear
ning
In
terv
entio
ns
• Stud
ent/t
each
er
refle
ctio
n on
st
uden
t wor
k • E
nd o
f uni
t as
sess
men
ts
• Use
of d
ata
Scie
nce
Perio
dic
Ass
essm
ent 1
Inst
ruct
iona
l C
ompo
nent
2
(2b,
2d,
2e,
2f)
, (2
a, 2
c, 3
b, 3
d),
(2g,
3a,
3c)
, (7a
, 7c,
7d,
8a
, 8b,
6g,
8e)
, (7b
, 7e,
7f
), (8
c, 8
d), (
8e, 8
f, 8g
) • C
onte
nt S
tand
ard
Gro
up
• Ana
lyze
d St
anda
rd
• Ins
truct
iona
l
Res
ourc
es:
•
Sam
ple
Perf
orm
ance
Tas
ks
•
Sam
ple
Scor
ing
C
riter
ia
•
Som
e Su
gges
ted
Con
cept
s and
S
kills
to S
uppo
rt
Stu
dent
Suc
cess
o
n th
e Sa
mpl
e
Per
form
ance
• P
ossi
ble
S
tand
ards
Alig
ned
Res
ourc
es
NO
TE
: T
he In
stru
ctio
nal G
uide
Mat
rix
that
follo
ws l
ays o
ut a
n “i
nstr
uctio
nal p
athw
ay”
that
teac
hers
may
use
as a
gui
de fo
r te
achi
ng th
e St
anda
rds S
et fo
r ea
ch In
stru
ctio
nal C
ompo
nent
. E
xpla
natio
ns w
ithin
eac
h bo
x or
col
umn
of th
e L
egen
d on
this
pag
e de
scri
be th
e in
form
atio
n th
at a
teac
her
will
find
in th
e bo
xes a
nd c
olum
ns o
f the
mat
rix
that
follo
ws t
his L
egen
d.
Scie
nce
Perio
dic
Ass
essm
ent1
Scie
nce
Perio
dic
Ass
essm
ent 1
5-4
LA
USD
- H
igh
Sch
ool I
nst
ruct
iona
l Gu
ide
Leg
end
for
Mat
rix
Cha
rt
Stan
dar
ds
for
Inst
ruct
ion
al C
omp
onen
t Th
e St
anda
rd S
ets l
ay th
e fo
unda
tion
for e
ach
Inst
ruct
iona
l Com
pone
nt. T
he st
anda
rds t
o be
lear
ned
durin
g th
is In
stru
ctio
nal C
ompo
nent
are
list
ed
num
eric
ally
and
alpha
betic
ally
for e
asy
refe
renc
e an
d do
not
inte
nd to
sugg
est a
ny o
rder
of t
each
ing
the
stan
dard
s.
Con
ten
t St
and
ard
Gro
up
: Th
e st
anda
rds w
ithin
eac
h St
anda
rd S
et a
re o
rgan
ized
into
small
er “
Stan
dard
Gro
ups”
that
pro
vide
a c
once
ptua
l app
roac
h fo
r tea
chin
g th
e st
anda
rds w
ithin
ea
ch In
stru
ctio
nal C
ompo
nent
. K
ey C
once
pt fo
r the
Con
tent
Sta
ndar
d G
roup
: Th
e K
ey C
once
pt
sign
ifie
s th
e “b
ig id
ea”
rep
rese
nte
d b
y ea
ch S
tan
dar
ds
Gro
up
.
An
alyz
ed S
tan
dar
ds
Th
e St
anda
rds g
roup
ed h
ere
cove
r the
Key
Con
cept
.
Inst
ruct
ion
al R
esou
rces
C
onn
ecti
ons
and
Not
es
Ana
lyzed
Sta
ndar
ds a
re a
tra
nslat
ion
of th
e St
ate's
con
tent
st
anda
rds (
that
beg
in w
ith
stud
ents
kno
w) i
nto
stat
emen
ts o
f st
uden
t per
form
ance
that
de
scrib
es b
oth
the
activ
ity a
nd th
e "c
ogni
tive"
dem
and
plac
ed o
n th
e st
uden
ts.
The
deta
iled
desc
riptio
n of
the
cont
ent
stan
dard
s in
the
Scien
ce Fr
amew
ork
for C
alifor
nia
Publi
c Sch
ools:
Ki
nderg
arten
Thr
ough
Gra
de T
welve
(2
003)
was
use
d ex
tens
ively
in th
e de
velo
pmen
t of t
he a
nalyz
ed
stan
dard
s.
Pos
sib
le S
tan
dar
ds
Alig
ned
Res
ourc
es
A. T
ext
Act
ivit
ies
Labo
rato
ry a
nd o
ther
supp
lemen
tal a
ctiv
ities
that
add
ress
the
Stan
dard
s tak
en fr
om th
e su
pplem
enta
l mat
erial
s of t
he c
ited
text
book
s. B
. Su
pp
lem
enta
l Act
ivit
ies/
Res
ourc
es
Labo
rato
ry a
nd o
ther
supp
lemen
tal a
ctiv
ities
that
add
ress
the
Stan
dard
s tak
en fr
om v
ario
us
cited
sour
ces
C. T
ext
Boo
k R
efer
ence
s Te
xtbo
ok re
fere
nces
from
LA
USD
ado
pted
serie
s tha
t hav
e be
en c
orre
lated
with
the
Cont
ent
Stan
dard
Gro
up. (
The
stan
dard
(s) f
or e
ach
refe
renc
e ar
e in
par
enth
esis
befo
re th
e pa
ge
num
bers
.) Th
e te
xtbo
oks r
efer
ence
d ar
e: H
olt
Mod
ern
Bio
logy
, 200
2 P
ren
tice
Hal
l Bio
logy
(M
iller
Lev
ine)
, 199
8 G
len
coe
Bio
logy
Th
e D
ynam
ics
of L
ife,
200
5
Conn
ectio
ns to
Inve
stig
atio
n an
d E
xper
imen
tatio
n st
anda
rds (
I&E
), E
nglis
h La
ngua
ge A
rts S
tand
ards
(E
LA) a
nd M
ath
Stan
dard
s (A
lgeb
ra
1 an
d G
eom
etry
) and
spac
e fo
r te
ache
rs to
mak
e th
eir o
wn
note
s.
5-5
LA
USD
- H
igh
Sch
ool I
nst
ruct
ion
al G
uid
e B
iolo
gy
Inst
ruct
ion
al C
omp
onen
t 1
Stan
dar
d G
rou
p 1
Mac
rom
olec
ule
s 1.
b. S
tude
nts k
now
enz
ymes
are
pro
tein
s tha
t cat
alyze
bio
chem
ical
reac
tions
with
out a
lterin
g th
e re
actio
n eq
uilib
rium
and
the
activ
ities
of e
nzym
es d
epen
d on
the
tem
pera
ture
, io
nic
cond
ition
s, an
d th
e pH
of t
he su
rrou
ndin
gs.
1.h.
Stu
dent
s kno
w m
ost m
acro
mol
ecul
es (p
olys
acch
arid
es, n
ucle
ic a
cids
, pro
tein
s, lip
ids)
in c
ells
and
orga
nism
s are
synt
hesiz
ed fr
om sm
all c
olle
ctio
n of
sim
ple
prec
urso
rs.
4.e.
Stud
ents
kno
w p
rote
ins c
an d
iffer
from
one
ano
ther
in th
e nu
mbe
r and
sequ
ence
of a
min
o ac
ids.
4.f.*
Stu
dent
s kno
w w
hy p
rote
ins h
avin
g di
ffer
ent a
min
o ac
id se
quen
ces t
ypic
ally
have
diff
eren
t sha
pes a
nd c
hem
ical
prop
ertie
s. St
and
ard
Gro
up
2 C
ellu
lar
Stru
ctu
res
1.a.
Stud
ents
kno
w c
ells
are
enclo
sed
with
in se
mip
erm
eabl
e m
embr
anes
that
regu
late
thei
r int
erac
tion
with
thei
r sur
roun
ding
. 1.
c. St
uden
ts k
now
how
pro
kary
otic
cel
ls (in
clud
ing
thos
e fr
om p
lants
and
ani
mals
), an
d vi
ruse
s diff
er in
com
plex
ity a
nd g
ener
al st
ruct
ure.
1.e.
Stud
ents
kno
w th
e ro
le o
f the
end
oplas
mic
retic
ulum
and
Gol
gi a
ppar
atus
in th
e se
cret
ion
of p
rote
ins.
1.j.*
Stu
dent
s kno
w h
ow e
ukar
yotic
cel
ls ar
e gi
ven
shap
e an
d in
tern
al or
gani
zatio
n by
cyt
oske
leto
n or
cel
l wall
or b
oth.
St
and
ard
Gro
up
3 C
ellu
lar
En
erge
tics
1.
f. St
uden
ts k
now
usa
ble
ener
gy is
cap
ture
d fr
om su
nlig
ht b
y chl
orop
lasts
and
is st
ored
thro
ugh
the
synt
hesis
of s
ugar
from
car
bon
diox
ide.
1.g.
Stu
dent
s kno
w th
e ro
le o
f the
mito
chon
dria
in m
akin
g st
ored
che
mic
al-bo
nd e
nerg
y av
ailab
le to
cel
ls by
com
plet
ing
the
brea
kdow
n of
glu
cose
to c
arbo
n di
oxid
e. 1.
i.* S
tude
nts k
now
how
che
mio
smot
ic g
radi
ents
in th
e m
itoch
ondr
ia an
d ch
loro
plas
t sto
re e
nerg
y fo
r ATP
pro
duct
ion.
St
and
ard
Gro
up
4 C
entr
al D
ogm
a 1.
d. S
tude
nts
know
the
cen
tral d
ogm
a of
mol
ecul
ar b
iolo
gy o
utlin
e th
e flo
w o
f in
form
atio
n fr
om t
rans
crip
tion
of r
ibon
ucle
ic a
cid (
RNA
) in
the
nuc
leus
to
trans
latio
n of
pr
otei
ns o
n rib
osom
es in
the
cyto
plas
m.
4.a.
Stud
ents
kno
w th
e ge
nera
l pat
hway
by
whi
ch ri
boso
mes
synt
hesiz
e pr
otei
ns, u
sing
tRN
A to
tran
slate
gen
etic
info
rmat
ion
in m
RNA
. 4.
b. S
tude
nts k
now
how
to a
pply
the
gene
tic c
odin
g ru
les t
o pr
edic
t the
sequ
ence
of a
min
o ac
ids f
rom
a se
quen
ce o
f cod
ons i
n RN
A.
4.c.
Stud
ents
kno
w h
ow m
utat
ions
in th
e D
NA
sequ
ence
of a
gen
e m
ay o
r may
not
aff
ect t
he e
xpre
ssio
n of
the
gene
or t
he se
quen
ce o
f am
ino
acid
s in
the
enco
ded
prot
ein.
5.
a. St
uden
ts k
now
the
gene
ral s
truct
ures
and
func
tions
of D
NA
, RN
A, a
nd p
rote
in.
5.b.
Stu
dent
s kn
ow h
ow to
app
ly b
ase-
pairi
ng r
ules
to e
xplai
n pr
ecise
cop
ying
of D
NA
dur
ing
sem
icon
serv
ativ
e re
plic
atio
n an
d tra
nscr
iptio
n of
info
rmat
ion
from
DN
A in
to
mRN
A.
7.c.
Stud
ents
kno
w n
ew m
utat
ions
are
con
stan
tly b
eing
gen
erat
ed in
a g
ene
pool
. St
and
ard
Gro
up
5 D
NA
Tec
hn
olog
y 4.
d. S
tude
nts k
now
spec
ializ
atio
n of
cel
ls in
mul
ticel
lular
org
anism
s is u
suall
y du
e to
diff
eren
t pat
tern
s of g
ene
expr
essio
n ra
ther
than
to d
iffer
ence
s of t
he g
enes
them
selv
es.
5.c.
Stud
ents
kno
w h
ow g
enet
ic e
ngin
eerin
g (b
iote
chno
logy
) is u
sed
to p
rodu
ce n
ovel
bio
med
ical
and
agric
ultu
ral p
rodu
cts.
5.d.
* St
uden
ts k
now
how
bas
ic D
NA
tech
nolo
gy (r
estri
ctio
n di
gest
ion
by e
ndon
ucle
ases
, gel
ele
ctro
phor
esis,
liga
tion,
and
tran
sfor
mat
ion)
is u
sed
to c
onst
ruct
rec
ombi
nant
D
NA
mol
ecul
es.
5.e.*
Stu
dent
s kno
w h
ow e
xoge
nous
DN
A c
an b
e in
serte
d in
to b
acte
rial c
ells
to a
lter t
heir
gene
tic m
akeu
p an
d su
ppor
t exp
ress
ion
of n
ew p
rote
in p
rodu
cts.
5-6
LA
USD
- H
igh
Sch
ool I
nst
ruct
ion
al G
uid
e B
iolo
gy
Inst
ruct
ion
al C
omp
onen
t 1
- M
atri
x
Stan
dar
d G
rou
p 1
1.b.
Stu
dent
s kno
w e
nzym
es a
re p
rote
ins t
hat c
ataly
ze b
ioch
emic
al re
actio
ns w
ithou
t alte
ring
the
reac
tion
equi
libriu
m a
nd th
e ac
tiviti
es o
f enz
ymes
dep
end
on th
e te
mpe
ratu
re,
ioni
c co
nditi
ons,
and
the
pH o
f the
surr
ound
ings
. 1.
h. S
tude
nts k
now
mos
t mac
rom
olec
ules
(pol
ysac
char
ides
, nuc
leic
aci
ds, p
rote
ins,
lipid
s) in
cel
ls an
d or
gani
sms a
re sy
nthe
sized
from
small
col
lect
ion
of si
mpl
e pr
ecur
sors
. 4.
e. St
uden
ts k
now
pro
tein
s can
diff
er fr
om o
ne a
noth
er in
the
num
ber a
nd se
quen
ce o
f am
ino
acid
s. 4.
f.* S
tude
nts k
now
why
pro
tein
s hav
ing
diff
eren
t am
ino
acid
sequ
ence
s typ
icall
y ha
ve d
iffer
ent s
hape
s and
che
mic
al pr
oper
ties.
Stan
dar
d G
rou
p I
Key
Con
cep
t –
Mac
rom
olec
ule
s
A
nal
yzed
Sta
nd
ard
s 1b
, 1h
, 4e,
4f
Inst
ruct
ion
al R
esou
rces
C
onn
ecti
on a
nd
Not
es
1b •
Pred
ict h
ow c
hang
es in
var
ious
en
viro
nmen
tal c
ondi
tions
(e.g
., te
mpe
ratu
re, p
H, s
ubst
rate
con
cent
ratio
n,
and
ioni
c co
nditi
ons)
will
aff
ect a
n en
zym
atic
reac
tion
•
Inte
rpre
t a g
raph
that
dep
icts
enz
yme
med
iated
vs.
non-
enzy
me
med
iated
re
actio
ns
1h •
Com
pare
and
con
trast
the
stru
ctur
e of
ca
rboh
ydra
tes,
lipid
s, pr
otei
ns a
nd n
ucle
ic
acid
s •
Mod
el th
e sy
nthe
sis o
f pol
ymer
s fro
m
mon
omer
s 4e
•
Reco
gniz
e th
at p
rote
ins c
an d
iffer
in
num
ber a
nd se
quen
ce o
f am
ino
acid
s 4f
•
Cons
truct
mod
els o
f pol
ypep
tides
•
Dra
w a
nd la
bel a
n am
ino
acid
•
Exp
lain
how
the
prot
ein
stru
ctur
e an
d fu
nctio
n ar
e in
fluen
ced
by R
gro
ups
Tex
t A
ctiv
itie
s G
len
coe
Lab
Man
ual
W
hat i
s the
Act
ion
of D
iasta
se? (
1b) p
p. 3
1-34
Te
st fo
r Org
anic
Com
poun
ds (1
h) p
p. 2
7-30
H
olt
Qu
ick
Lab
s A
1-A
34
Obs
ervi
ng E
nzym
e D
eter
gent
s (1b
) pp.
145
-148
Id
entif
ying
Org
anic
Com
poun
ds in
Foo
ds (1
h) p
p. 1
31-1
34
Hol
t F
oren
sics
an
d A
pp
lied
Sci
ence
Exp
erim
ents
D
iffus
ion
and
Cell
Mem
bran
es (1
a) p
p. 1
41-1
44
Pre
nti
ce H
all L
ab M
anu
als
(A a
nd
B)
A-I
dent
ify O
rgan
ic C
ompo
unds
(1h)
pp.
59-
64
B-D
iscov
erin
g W
here
Pro
tein
s are
Fou
nd (4
e) p
p. 5
9-61
Su
pp
lem
enta
l Act
ivit
ies/
Res
ourc
es
•
BSCS
, 8th
ed.
Blu
e V
ersio
n- In
vest
igat
ion
2C E
nzym
e A
ctiv
ity p
p.
704-
707
(1b)
•
Hol
t Bio
sour
ces L
ab P
rogr
am-
Labo
rato
ry T
echn
ique
s C5
Obs
ervi
ng th
e E
ffec
ts o
f Con
cent
ratio
n on
Enz
yme
Act
ivity
(1b)
•
Pren
tice
Hall
- Te
ache
r Dem
onst
ratio
n Ch
apte
r 4 p
p. 3
-5 (1
b)
• G
ive
stud
ents
toot
hpic
ks a
nd p
olys
tyre
ne b
alls a
nd a
sk th
em to
m
ake
a th
ree-
dim
ensio
nal m
odel
of a
sim
ple
com
poun
d. (1
h)
Co
nnec
tion:
Whi
le d
iscus
sing
enzy
mes
(1b)
st
uden
ts c
ould
be
intro
duce
d to
dig
estiv
e sy
stem
enz
ymes
(9f)
Conn
ectio
n: W
hile
disc
ussin
g m
acro
mol
ecul
es
(1h)
stud
ents
cou
ld m
ake
conn
ectio
ns w
ith
spec
ific
dige
stiv
e hy
drol
ytic
enz
ymes
that
pr
oduc
e or
gani
c m
onom
ers (
9f)
Conn
ectio
n: W
hile
con
duct
ing
expe
rimen
ts o
n m
acro
mol
ecul
es (1
h) st
uden
ts c
ould
iden
tify
topi
cs, a
sk a
nd e
valu
ate
ques
tions
; and
de
velo
p id
eas l
eadi
ng to
inqu
iry, i
nves
tigat
ion,
an
d re
sear
ch (E
LA S
td 1
.4)
Conn
ectio
n: W
ord
prob
lem
s can
be
crea
ted
usin
g bi
olog
ical
conc
epts
that
hav
e an
in
depe
nden
t and
a d
epen
dent
var
iable
. St
uden
ts d
esig
n an
exp
erim
ent t
hat t
ests
the
effe
ct o
f tem
pera
ture
on
the
time
it ta
kes
amyl
ase
to b
reak
dow
n st
arch
(alg
ebra
17.
0 an
d Bi
o 1b
). W
hile
inve
stig
atin
g th
e ac
tions
of e
nzym
es (1
b)
stud
ents
cou
ld u
se p
robe
s (I&
E 1
a) a
nd c
ould
5-7
An
alyz
ed S
tan
dar
ds
1b, 1
h, 4
e, 4
f In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
• H
oagl
and,
Mah
lon
& D
odso
n, B
ert.
(199
5) T
he W
ay L
ife W
orks
Th
ree
Rive
rs P
ress
New
Yor
k pp
. 108
-109
(4f)
Tex
tboo
k R
efer
ence
s G
len
coe
(1b)
pp.
161
-165
(1
h) p
p. 1
58-1
61
(4e)
pp.
161
(4
f) pp
. 161
H
olt
(1b)
pp.
44-
57
(1h)
pp.
51-
56, 5
9 (4
e) p
p. 5
7-59
, 208
-209
(4
f) pp
. 56
-57
Pre
nti
ce H
all
(1a)
pp.
184
-189
, 191
(1
c) p
p. 1
72-1
83, 1
90-1
91
(1e)
pp.
177
-178
(1
j) pp
. 17
6, 4
73, 4
97, 4
99, 6
65, 9
57
analy
ze th
eir f
indi
ngs b
y id
entif
ying
and
co
mm
unic
atin
g so
urce
s of u
navo
idab
le e
rror
(I
&E
1b)
and
iden
tify
poss
ible
reas
ons o
f in
cons
isten
t res
ults
(I&
E 1
c)
5-8
LA
USD
- H
igh
Sch
ool I
nst
ruct
ion
al G
uid
e B
iolo
gy
Inst
ruct
ion
al C
omp
onen
t 1
- M
atri
x St
and
ard
Gro
up
2 C
ellu
lar
Stru
ctu
res
1.a.
Stud
ents
kno
w c
ells
are
enclo
sed
with
in se
mip
erm
eabl
e m
embr
anes
that
regu
late
thei
r int
erac
tion
with
thei
r sur
roun
ding
. 1.
c. St
uden
ts k
now
how
pro
kary
otic
cel
ls (in
clud
ing
thos
e fr
om p
lants
and
ani
mals
), an
d vi
ruse
s diff
er in
com
plex
ity a
nd g
ener
al st
ruct
ure.
1.e.
Stud
ents
kno
w th
e ro
le o
f the
end
oplas
mic
retic
ulum
and
Gol
gi a
ppar
atus
in th
e se
cret
ion
of p
rote
ins.
1.j.*
Stu
dent
s kno
w h
ow e
ukar
yotic
cel
ls ar
e gi
ven
shap
e an
d in
tern
al or
gani
zatio
n by
cyt
oske
leto
n or
cel
l wall
or b
oth.
St
and
ard
Gro
up
2 K
ey C
once
pt
– C
ellu
lar
Stru
ctu
res
A
nal
yzed
Sta
nd
ard
s 1a
, 1c,
1e,
1j
Inst
ruct
ion
al R
esou
rces
C
onn
ecti
on a
nd
Not
es
1a •
Use
the
fluid
mos
aic m
odel
to il
lust
rate
and
ex
plain
the
stru
ctur
e an
d fu
nctio
n of
the
cell
mem
bran
e
• Pr
edic
t the
mov
emen
t of d
iffer
ent t
ypes
of
mol
ecul
es a
cros
s sem
iper
mea
ble
mem
bran
es
• D
istin
guish
bet
wee
n ac
tive
and
pass
ive
trans
port
along
con
cent
ratio
n gr
adie
nts
•
1c •
Ana
lyze
the
stru
ctur
al di
ffer
ence
s bet
wee
n vi
ruse
s and
cel
ls
• Co
mpa
re a
nd c
ontra
st p
roka
ryot
ic ce
lls a
nd
euka
ryot
ic c
ells
1e •
Exp
lain
the
role
of E
R, G
olgi
app
arat
us,
and
secr
etor
y ve
sicle
s in
prot
ein
synt
hesis
an
d tra
nspo
rt
• D
iffer
entia
te b
etw
een
the
func
tions
of
smoo
th E
R an
d ro
ugh
ER
1j
• Ill
ustra
te h
ow th
e cy
tosk
elet
on o
r cel
l wall
Tex
t A
ctiv
itie
s G
len
coe
Lab
Man
ual
N
orm
al an
d Pl
asm
olyz
ed C
ells
(1a)
pp.
43-
44
Hol
t Q
uic
k L
abs
A1-
A34
M
odeli
ng C
ells:
Surf
ace
Are
a to
Vol
ume
(1a)
pp.
5-6
D
emon
stra
ting
Diff
usio
n (1
a) p
p. 7
-8
Hol
t F
oren
sics
an
d A
pp
lied
Sci
ence
Exp
erim
ents
D
iffus
ion
and
Cell
Mem
bran
es (1
a) p
p. 1
41-1
44
Pre
nti
ce H
all L
ab M
anu
als
(A a
nd
B)
A-O
bser
ving
Osm
osis
(1a)
pp.
85-
90
A- O
bser
ving
Spe
ciali
zed
Cells
(1c)
pp.
101
-105
Su
pp
lem
enta
l Act
ivit
ies/
Res
ourc
es
BSC
S, 8
th e
d. B
lue
Ver
sion
Inve
stig
atio
n 3A
Diff
usio
n Th
roug
h A
Dial
ysis
Tubi
ng (1
a)
H
olt B
ioso
urce
s Lab
Pro
gram
Inqu
iry S
kills
B3
Diff
usio
n an
d Ce
ll m
embr
anes
pp.
9-1
2 (1
a)
Po
tato
Lab
ht
tp:/
/ww
w.eu
reka
city
scho
ols.o
rg/e
hs/r
iggs
w/P
otat
oLab
.htm
(1
a)
V
irtua
l Lab
Boo
k 5t
h Edi
tion
Osm
osis
and
Diff
usio
n La
b W
ysiw
yg:/
/49/
http
://w
ww
.sidw
elle
du/u
s/sc
i…ff
usio
n_La
b/os
mos
is_ d
iffus
ion_
lab.
htm
l (1a
)
Co
nnec
tion:
Whi
le d
iscus
sing
the
diff
eren
ces
betw
een
euka
ryot
es, p
roka
ryot
es, a
nd v
iruse
s (1
c) st
uden
ts c
ould
be
intro
duce
d to
con
cept
s re
lated
to th
e im
mun
e sy
stem
(10d
) Co
nnec
tion:
Pro
kary
otes
, suc
h as
bac
teria
ex
hibi
t exp
onen
tial g
row
th w
here
as e
ukar
yote
s, su
ch a
s ani
mal
cells
exh
ibit
linea
r gro
wth
(1c)
. In
this
sect
ion
of st
udy,
stud
ents
can
calc
ulat
e th
e ex
pone
ntial
gro
wth
and
wor
k w
ith
expo
nent
s in
the
proc
ess (
algeb
ra 2
.0).
Conn
ectio
n: W
hile
disc
ussin
g th
e pl
asm
a m
embr
ane
(1a)
, stu
dent
s cou
ld c
ompu
te th
e vo
lum
es a
nd su
rfac
e ar
ea (g
eom
etry
9.0
) and
an
alyze
the
effe
cts o
f sur
face
are
a to
vol
ume
ratio
on
cell
size
(geo
met
ry 1
1.0)
5-9
An
alyz
ed S
tan
dar
ds
1a, 1
c, 1
e, 1
j In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
give
s sha
pe a
nd in
tern
al or
gani
zatio
n to
the
euka
ryot
ic c
ell
• D
escr
ibe
the
stru
ctur
e an
d fu
nctio
n of
m
icro
tubu
les,
flage
lla, a
nd c
ytos
kele
ton
Pr
entic
e H
all C
hapt
er 5
Lab
orat
ory
Wor
kshe
et p
p. 9
-12
(1a)
Act
iviti
es to
Go
Cell
Org
anel
le P
roje
ct
http
://w
ww
.acce
ssex
celle
nce.o
rg/A
E/A
TG/d
ata/
rele
ased
/062
8-Jo
hnA
usem
a/ (1
e)
Ro
land,
John
Hum
an B
iolo
gy A
ctiv
ities
Kit
pg. 3
0 (1
e)
G
roup
stud
ents
and
hav
e th
em b
uild
mod
els o
f a p
lasm
a m
embr
ane
usin
g m
ater
ial su
ch a
s pol
ysty
rene
“pe
anut
s,” y
arn,
pi
pe c
lean
ers,
and
pops
icle
stic
ks.(1
a)
Tex
tboo
k R
efer
ence
s G
len
coe
(1a)
pp.
175
-179
, 194
-200
(1
c) 1
73-1
74, 1
86-1
87, 4
76-4
77, 4
84-4
87
(1e)
181
-183
(1
j) 18
5-18
7 H
olt
(1b)
pp.
44-
57
(1h)
pp.
51-
56, 5
9 (4
e) p
p. 5
7-59
, 208
-209
(4
f) pp
. 56
-57
Pre
nti
ce H
all
(1a)
pp.
184
-189
, 191
(1
c) p
p. 1
72-1
83, 1
90-1
91
(1e)
pp.
177
-178
(1
j) pp
. 17
6, 4
73, 4
97, 4
99, 6
65, 9
57
5-10
LA
USD
- H
igh
Sch
ool I
nst
ruct
ion
al G
uid
e B
iolo
gy
Inst
ruct
ion
al C
omp
onen
t 1
- M
atri
x St
and
ard
Gro
up
3 C
ellu
lar
En
erge
tics
1.
f. St
uden
ts k
now
usa
ble
ener
gy is
cap
ture
d fr
om su
nlig
ht b
y chl
orop
lasts
and
is st
ored
thro
ugh
the
synt
hesis
of s
ugar
from
car
bon
diox
ide.
1.g.
Stu
dent
s kno
w th
e ro
le o
f the
mito
chon
dria
in m
akin
g st
ored
che
mic
al-bo
nd e
nerg
y av
ailab
le to
cel
ls by
com
plet
ing
the
brea
kdow
n of
glu
cose
to c
arbo
n di
oxid
e. 1.
i.* S
tude
nts k
now
how
che
mio
smot
ic g
radi
ents
in th
e m
itoch
ondr
ia an
d ch
loro
plas
t sto
re e
nerg
y fo
r ATP
pro
duct
ion
Stan
dar
d G
rou
p 3
Key
Con
cep
t –
Cel
lula
r E
ner
geti
cs
A
nal
yzed
Sta
nd
ard
s 1f
, 1g,
1i
Inst
ruct
ion
al R
esou
rces
C
onn
ecti
on a
nd
Not
es
1f
• E
xplai
n ho
w th
e st
ruct
ure
of th
e ch
loro
plas
t rel
ates
to it
s fun
ctio
n
• D
iffer
entia
te b
etw
een
the
prod
ucts
and
re
acta
nts o
f lig
ht re
actio
ns a
nd li
ght-
inde
pend
ent r
eact
ions
•
Trac
e th
e re
acta
nt m
olec
ules
as t
hey
go
thro
ugh
the
proc
ess o
f pho
tosy
nthe
sis
• O
bser
ve a
plan
t cel
l und
er a
mic
rosc
ope
and
iden
tify
chlo
ropl
asts
•
Pred
ict t
he e
ffec
t of v
aryi
ng in
tens
ities
of
light
on
the
rate
of p
hoto
synt
hesis
•
1g
•
Exp
lain
how
the
stru
ctur
e of
the
mito
chon
drio
n re
lates
to it
s fun
ctio
n •
Iden
tify
the
prod
ucts
and
reac
tant
s of c
ell
resp
iratio
n 1i
•
Exp
lain
how
mem
bran
es a
re u
sed
to c
reat
e pr
oton
gra
dien
ts th
at g
ener
ate
ATP
sy
nthe
sis in
bot
h ch
loro
plas
ts a
nd
mito
chon
dria
Tex
t A
ctiv
itie
s H
olt
Lab
Tec
hn
iqu
es a
nd
Exp
erim
enta
l Des
ign
St
ainin
g an
d M
ount
ing
Stem
Cro
ss se
ctio
ns (1
f) pp
. 171
-176
H
olt
Qu
ick
Lab
s A
1-A
34
Infe
rrin
g St
ruct
ure
from
Fun
ctio
n (1
f) pp
. 37-
38
Pre
nti
ce H
all L
ab M
anu
als
(A a
nd
B)
Mea
surin
g th
e E
ffec
t of L
ight
Inte
nsity
on
Phot
osyn
thes
is (1
f) pp
. (9
1-94
) O
bser
ving
Res
pira
tion
(1g)
pp.
95-
99
Sup
ple
men
tal A
ctiv
itie
s/R
esou
rces
E
lode
a La
b ht
tp:/
/ww
w.n
csec
.org
/cad
re2/
team
22_2
/tea
cher
s/el
odea
lab.h
tm (
1f)
Elo
dea
Lab
Pren
tice
Hall
Ch.
6 L
abor
ator
y W
orks
heet
pp.
7-1
0 (1
f, g)
C
hrom
atog
raph
y
http
://c
hem
istry
.abou
t.com
/cs/
how
tos/
ht/p
aper
chro
ma.h
tm
Chr
omat
ogra
phy
lab c
an a
lso b
e fo
und
in A
P Bi
olog
y La
bora
tory
M
anua
l H
ave
stud
ents
exa
min
e liv
e (o
r pre
serv
ed) s
pecim
ens o
f gre
en, b
row
n,
and
red
algae
to o
bser
ve th
e di
ffer
ence
in p
igm
ents
(1f)
Tex
tboo
k R
efer
ence
s G
len
coe
(1f)
pp. 1
84, 2
25-2
30
(1g)
pp.
185
, 231
-237
(1
i) pp
. 226
-234
Co
nnec
tion:
Whe
n di
scus
sing
cellu
lar
resp
iratio
n (1
g) st
uden
ts c
ould
be
intro
duce
d to
th
e hu
man
resp
irato
ry sy
stem
(9a)
Co
nnec
tion:
Whe
n di
scus
sing
phot
osyn
thes
is an
d ce
llular
resp
iratio
n (1
f & 1
g), s
tude
nts c
ould
be
intro
duce
d to
the
carb
on c
ycle
(6d)
5-11
An
alyz
ed S
tan
dar
ds
1f, 1
g, 1
i In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
Hol
t (1
f) pp
. 80-
89
(1g)
pp.
80,
131
-144
(1
i) pp
. 18,
139
-140
, 469
,470
, 107
9 P
ren
tice
Hal
l (1
f) pp
. 180
, 204
-214
(1
g) p
p.18
0, 2
22-2
32
(1i)
pp. 2
10-2
11, 2
28-2
29
5-12
LA
USD
- H
igh
Sch
ool I
nst
ruct
ion
al G
uid
e B
iolo
gy
Inst
ruct
ion
al C
omp
onen
t 1
- M
atri
x St
and
ard
Gro
up
4 C
entr
al D
ogm
a 1.
d. S
tude
nts
know
the
cen
tral d
ogm
a of
mol
ecul
ar b
iolo
gy o
utlin
e th
e flo
w o
f in
form
atio
n fr
om t
rans
crip
tion
of r
ibon
ucle
ic a
cid (
RNA
) in
the
nuc
leus
to
trans
latio
n of
pr
otei
ns o
n rib
osom
es in
the
cyto
plas
m.
4.a.
Stud
ents
kno
w th
e ge
nera
l pat
hway
by
whi
ch ri
boso
mes
synt
hesiz
e pr
otei
ns, u
sing
tRN
A to
tran
slate
gen
etic
info
rmat
ion
in m
RNA
. 4.
b. S
tude
nts k
now
how
to a
pply
the
gene
tic c
odin
g ru
les t
o pr
edic
t the
sequ
ence
of a
min
o ac
ids f
rom
a se
quen
ce o
f cod
ons i
n RN
A.
4.c.
Stud
ents
kno
w h
ow m
utat
ions
in th
e D
NA
sequ
ence
of a
gen
e m
ay o
r may
not
aff
ect t
he e
xpre
ssio
n of
the
gene
or t
he se
quen
ce o
f am
ino
acid
s in
the
enco
ded
prot
ein.
5.
a. St
uden
ts k
now
the
gene
ral s
truct
ures
and
func
tions
of D
NA
, RN
A, a
nd p
rote
in.
5.b.
Stu
dent
s kn
ow h
ow to
app
ly b
ase-
pairi
ng r
ules
to e
xplai
n pr
ecise
cop
ying
of D
NA
dur
ing
sem
icon
serv
ativ
e re
plic
atio
n an
d tra
nscr
iptio
n of
info
rmat
ion
from
DN
A in
to
mRN
A.
7.c.
Stud
ents
kno
w n
ew m
utat
ions
are
con
stan
tly b
eing
gen
erat
ed in
a g
ene
pool
. St
and
ard
Gro
up
4 K
ey C
once
pt
– C
entr
al D
ogm
a
An
alyz
ed S
tan
dar
ds
1d, 4
a, 4
b, 4
c, 5
a, 5
b, 7
c In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
1d •
Sum
mar
ize
how
pro
tein
s are
form
ed b
y th
e pr
oces
ses o
f tra
nscr
iptio
n in
the
nucl
eus
and
trans
latio
n in
the
cyto
plas
m
• Re
cogn
ize
the
role
s of D
NA
, RN
A, a
nd
ribos
omes
in m
akin
g pr
otei
ns
4a •
Exp
lain
the
relat
ions
hip
betw
een
the
stru
ctur
e an
d fu
nctio
n of
tRN
A, m
RNA
, an
d rR
NA
(rib
osom
es)
• Si
mul
ate
the
proc
esse
s of t
rans
crip
tion
and
trans
latio
n w
ith re
pres
enta
tive
mod
els
• D
istin
guish
bet
wee
n co
dons
and
an
ticod
ons
4b •
Cons
truct
mRN
A se
quen
ces (
incl
udin
g st
art a
nd st
op c
odon
s) fr
om a
giv
en D
NA
se
quen
ce
• Pr
edic
t the
prim
ary
stru
ctur
e (a
min
o ac
id
sequ
ence
) of p
rote
ins b
y us
ing
the
gene
tic
code
tabl
e
Tex
t A
ctiv
itie
s G
len
coe
Lab
Man
ual
D
NA
Seq
uenc
ing
(4b)
pp.
79-
82
Hol
t Q
uic
k L
abs
A1-
A34
M
akin
g M
odels
(5b)
pp.
13-
14
Pre
nti
ce H
all L
ab M
anu
als
(A a
nd
B)
A-E
xtra
ctin
g D
NA
(5a)
pp.
113
-118
A
-Bui
ldin
g a
DN
A M
odel
(5a)
pp.
105
-107
Su
pp
lem
enta
l Act
ivit
ies/
Res
ourc
es
Mon
stro
us M
utat
ions
http
://w
ww
.iit.e
du/~
smile
/cb1
298.
htm
(4
c)
Bi
osou
rces
Hol
t Qui
ck L
ab A
7 M
akin
g M
odel
s pp.
13-
14 (5
a)
D
NA
Ext
ract
ion
http
://b
iote
ch.b
iolo
gy.ar
izon
a.edu
/lab
s/D
NA
_ext
ract
ion_
onio
n_st
udt.h
tml (
5a)
Si
ckle
cel
l cas
e st
udy
ht
tp:/
/ww
w.ct
biob
us.o
rg/c
urric
ulum
s/m
yste
ryof
thec
rook
edce
ll_04
(4b
)
Conn
ectio
n: W
hile
trac
ing
the
disc
over
y of
the
stru
ctur
e of
DN
A (5
a) st
uden
ts c
ould
reco
gniz
e th
e cu
mul
ativ
e na
ture
of s
cien
tific
evi
denc
e (I
&E
1k)
.
5-13
An
alyz
ed S
tan
dar
ds
1d, 4
a, 4
b, 4
c, 5
a, 5
b, 7
c In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
• D
iffer
entia
te b
etw
een
mRN
A p
roce
ssin
g (in
trons
and
exo
ns) i
n pr
okar
yote
s and
eu
kary
otes
•
Pred
ict t
he se
quen
ce o
f am
ino
acid
s in
a pr
otei
n fr
om th
e ge
netic
info
rmat
ion
of
DN
A
4c •
Def
ine
mut
atio
n as
a c
hang
e in
gen
etic
co
de a
nd d
istin
guish
bet
wee
n di
ffer
ent
kind
s of m
utat
ions
•
Diff
eren
tiate
bet
wee
n th
e im
pac
t of
som
atic
cel
l mut
atio
ns a
nd g
erm
cel
l m
utat
ions
(can
cer v
s. ge
netic
ano
mali
es)
5a •
Sket
ch a
nd id
entif
y th
e pa
rts o
f the
nu
cleo
tide
• D
istin
guish
bet
wee
n th
e ni
troge
n ba
ses
foun
d in
nuc
leot
ides
(A, T
, G, C
, U)
• E
xplai
n th
e ru
le o
f com
plem
enta
ry b
ase
pairi
ng in
DN
A re
plic
atio
n •
Com
pare
and
con
trast
the
stru
ctur
es a
nd
func
tions
of D
NA
and
RN
A
• Re
cogn
ize
that
diff
eren
t pro
tein
s hav
e di
stin
ct fu
nctio
ns
• Re
cogn
ize
that
pro
tein
s req
uire
d by
the
cell
are
prod
uced
at d
iffer
ent t
imes
as n
eede
d
5b •
App
ly c
ompl
emen
tary
bas
e pa
iring
rule
s to
expl
ain th
e re
plic
atio
n of
DN
A
• Su
mm
ariz
e th
e st
eps o
f sem
icon
serv
ativ
e D
NA
repl
icat
ion
• Co
nstru
ct a
mod
el o
f DN
A
7c •
Exp
lain
how
add
ition
s, de
letio
ns a
nd
subs
titut
ions
resu
lt in
mut
atio
ns in
a g
ene
pool
H
ave
stud
ents
rese
arch
one
of t
he p
eopl
e in
volv
ed in
the
disc
over
y of
the
stru
ctur
e an
d fu
nctio
n of
DN
A:
Grif
fith,
Ave
ry,
Her
shey
, Pao
ulin
g, C
hase
, Cha
rgaf
f, Fr
ankl
in, W
ilkin
s.
Ass
ign
stud
ents
diff
eren
t rol
e an
d ha
ve th
em ro
le pl
ay th
e pr
oces
s of
pro
tein
synt
hesis
so th
ey c
an v
isuali
ze th
is ab
stra
ct p
roce
ss.
T
extb
ook
Ref
eren
ces
Gle
nco
e (1
d) p
p. 2
88-2
95
(4a)
pp.
293
-295
(4
b) p
p. 2
92-2
92
(4c)
pp.
296
-301
(5
a) p
p. 2
81-2
84, 2
88-2
90, 1
60-1
61
(5b)
pp.
284
-287
, 290
-291
(7
c) p
p. 2
96-3
01
Hol
t (1
d) p
p. 2
04-2
10
(4a)
pp.
200
-210
(4
b) p
p. 2
17-2
26
(4c)
pp.
239
-246
(5
a) p
p. 1
93-2
10
(5b)
pp.
200
-202
(7
c) p
p. 3
17-3
25
Pre
nti
ce H
all
(1d)
pp.
300
-306
(4
a) p
p. 3
02-3
06
(4b)
pp.
295
-297
,309
-312
(4
c) p
p. 3
08-3
09
(5a)
pp.
287
-291
, 300
-306
(5
b) p
p. 3
00-3
06
(7c)
pp.
393
-400
5-14
An
alyz
ed S
tan
dar
ds
1d, 4
a, 4
b, 4
c, 5
a, 5
b, 7
c In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
• A
naly
ze c
ondi
tions
that
may
cau
se c
hang
es
in a
gen
e po
ol
• D
eter
min
e w
heth
er m
utat
ions
are
be
nefic
ial, n
eutra
l or h
arm
ful d
epen
ding
on
the
envi
ronm
enta
l con
ditio
ns
• E
xplai
n w
hy tr
aits c
anno
t be
elim
inat
ed
from
a p
opul
atio
n by
sele
ctiv
e br
eedi
ng
5-15
LA
USD
- H
igh
Sch
ool I
nst
ruct
ion
al G
uid
e B
iolo
gy
Inst
ruct
ion
al C
omp
onen
t 1
- M
atri
x St
and
ard
Gro
up
5 D
NA
Tec
hn
olog
y 4.
d. S
tude
nts k
now
spec
ializ
atio
n of
cel
ls in
mul
ticel
lular
org
anism
s is u
suall
y du
e to
diff
eren
t pat
tern
s of g
ene
expr
essio
n ra
ther
than
to d
iffer
ence
s of t
he g
enes
them
selv
es.
5.c.
Stud
ents
kno
w h
ow g
enet
ic e
ngin
eerin
g (b
iote
chno
logy
) is u
sed
to p
rodu
ce n
ovel
bio
med
ical
and
agric
ultu
ral p
rodu
cts.
5.d.
* St
uden
ts k
now
how
bas
ic D
NA
tech
nolo
gy (r
estri
ctio
n di
gest
ion
by e
ndon
ucle
ases
, gel
ele
ctro
phor
esis,
liga
tion,
and
tran
sfor
mat
ion)
is u
sed
to c
onst
ruct
rec
ombi
nant
D
NA
mol
ecul
es.
5.e.*
Stu
dent
s kno
w h
ow e
xoge
nous
DN
A c
an b
e in
serte
d in
to b
acte
rial c
ells
to a
lter t
heir
gene
tic m
akeu
p an
d su
ppor
t exp
ress
ion
of n
ew p
rote
in p
rodu
cts.
Stan
dar
d G
rou
p 5
Key
Con
cep
t –
DN
A T
ech
nol
ogy
A
nal
yzed
Sta
nd
ard
s 4d
, 5c,
5d
, 5e
Inst
ruct
ion
al R
esou
rces
C
onn
ecti
on a
nd
Not
es
4d •
Sum
mar
ize
how
pro
tein
s are
form
ed b
y th
e pr
oces
ses o
f tra
nscr
iptio
n in
the
nucl
eus
and
trans
latio
n in
the
cyto
plas
m
• Re
cogn
ize
the
role
s of D
NA
, RN
A, a
nd
ribos
omes
in m
akin
g pr
otei
ns
5c •
Mod
el th
e re
com
bina
nt D
NA
pro
cess
(g
enet
ic e
ngin
eerin
g)
• Id
entif
y pr
actic
al ap
plic
atio
ns o
f gen
etic
en
gine
erin
g in
agr
icul
ture
and
med
icin
e
5d •
Exp
lain
how
rest
rictio
n en
zym
es c
an b
e us
ed to
mak
e re
com
bina
nt D
NA
•
Com
pare
and
ana
lyze
DN
A fi
nger
prin
ts
5e •
Sum
mar
ize
the
proc
ess o
f DN
A
trans
form
atio
n or
a g
ene
trans
fer
expe
rimen
t (5e
) •
Com
pare
sele
ctiv
e br
eedi
ng a
nd th
e na
tura
l pr
oces
s of h
oriz
onta
l DN
A tr
ansf
er (5
e)
Tex
t A
ctiv
itie
s G
len
coe
Lab
Man
ual
D
NA
Seq
uenc
ing
(5d)
pp.
79-
82
Hol
t L
ab T
ech
niq
ues
an
d E
xper
imen
tal D
esig
n
DN
A W
hodu
nit (
5d) p
p. 7
1-78
P
ren
tice
Hal
l Lab
Man
ual
s (A
an
d B
) A
-Inv
estig
atin
g G
el E
lect
roph
ores
is (5
c &
5d)
pp
. 119
-122
Su
pp
lem
enta
l Act
ivit
ies/
Res
ourc
es
Hol
t Foc
us A
ctiv
ity C
h. 8
Mak
ing
a G
enet
ic E
ngin
eerin
g M
odel
pp
. 187
-188
(5c)
Pren
tice
Hall
Ch.
12
Gen
etic
Eng
inee
ring
Skill
Act
ivity
pp.
3-4
(5
c)
Ce
ll sp
ecial
izat
ion
http
://w
ww
.bey
ondb
ooks
.com
/lif7
1/4h
.asp
( 4d
) T
extb
ook
Ref
eren
ces
Gle
nco
e (4
d) p
p. 2
10
(5c)
pp.
347
-356
Conn
ectio
n: W
hile
disc
ussin
g D
NA
tech
nolo
gy
(5c,
5d, 5
e) a
nd st
em c
ells(
4d) s
tude
nts c
ould
in
vest
igat
e a
scie
nce-
base
d so
ciet
al iss
ue (I
&E
m
.) an
d co
nstru
ct a
nd ju
dge
the
valid
ity o
f a
logi
cal a
rgum
ent a
nd g
ive
coun
ter e
xam
ples
to
disp
rove
a st
atem
ent (
geom
etry
3.0
) Co
nnec
tion:
Whi
le d
iscus
sing
cell
spec
ializ
atio
n (4
d) st
uden
ts c
ould
be
intro
duce
d to
stem
cel
ls an
d en
gage
in se
vera
l ELA
less
ons.
2.
3 W
rite
rese
arch
repo
rts:
a. Po
se re
leva
nt a
nd ti
ghtly
dra
wn
ques
tions
ab
out t
he to
pic.
b. C
onve
y cl
ear a
nd a
ccur
ate
pers
pect
ives
on
the
subj
ect.
c. In
clud
e ev
iden
ce c
ompi
led
thro
ugh
the
form
al re
sear
ch p
roce
ss (e
. car
d ca
talo
g, R
eade
r’s
Gui
de to
Peri
odica
l Lite
ratu
re, a
com
pute
r cat
alog,
ne
wsp
aper
s, di
ctio
narie
s).
d. D
ocum
ent r
efer
ence
sour
ces b
y m
eans
of
foot
note
s and
a b
iblio
grap
hy.
2.4
Writ
e pe
rsua
sive
com
posit
ions
: a.
Stat
e a
clea
r pos
ition
or p
ersp
ectiv
e in
su
ppor
t of a
pro
posit
ion
or
b. D
escr
ibe
the
poin
ts in
supp
ort o
f the
pr
opos
ition
, em
ploy
ing
wel
l-
5-16
An
alyz
ed S
tan
dar
ds
4d, 5
c, 5
d, 5
e In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
(5d)
pp.
341
-344
, 348
, 354
-355
(5
e) p
p. 3
42-3
44
Hol
t (4
d) p
p. 2
17-2
28
(5c)
pp.
258
-259
(5
d) p
p. 2
57, 2
64, 2
74-2
75
(5e)
pp.
268
, 662
, 255
-275
P
ren
tice
Hal
l (4
d) p
p. 3
01-3
05, 9
99
(5c)
pp.
322
-333
(5
d) p
p. 3
24-3
29
(5e)
pp.
268
, 662
, 255
-275
evid
ence
. c.
Ant
icip
ate
and
addr
ess r
eade
r con
cern
s and
co
unte
rarg
umen
ts.
5-17
LA
USD
- H
igh
Sch
ool I
nst
ruct
ion
al G
uid
e B
iolo
gy
Inst
ruct
ion
al C
omp
onen
t 2
- M
atri
x
Stan
dard
Gro
up 1
Gam
ete F
ormat
ion an
d Fe
rtiliz
ation
2.
b. S
tude
nts k
now
onl
y ce
rtain
cell
s in
a m
ultic
ellu
lar o
rgan
ism u
nder
go m
eiosis
. 2.
d. S
tude
nts k
now
new
com
bina
tions
of a
lleles
may
be
gene
rate
d in
a z
ygot
e th
roug
h th
e fu
sion
of m
ale a
nd fe
male
gam
etes
(fer
tiliz
atio
n).
2.e.
Stud
ents
kno
w w
hy a
ppro
xim
ately
half
of a
n in
divi
dual’
s DN
A se
quen
ce c
omes
from
eac
h pa
rent
. 2.
f. St
uden
ts k
now
the
role
of c
hrom
osom
es in
det
erm
inin
g an
indi
vidu
al’s s
ex.
Stan
dar
d G
rou
p 2
Mei
osis
an
d M
end
el’s
Law
2.
a. St
uden
ts k
now
meio
sis is
an
early
step
in se
xual
repr
oduc
tion
in w
hich
the
pairs
of c
hrom
osom
es se
para
te a
nd se
greg
ate
rand
omly
durin
g ce
ll di
visio
n to
pro
duce
gam
etes
con
tain
ing
one
chro
mos
ome
of e
ach
type
. 2.
c. St
uden
ts k
now
how
rand
om c
hrom
osom
e se
greg
atio
n ex
plain
s the
pro
babi
lity
that
a p
artic
ular
alle
le w
ill b
e in
a g
amet
e. 3.
b. S
tude
nts k
now
the
gene
tic b
asis
for M
ende
l’s L
aw o
f seg
rega
tion
and
inde
pend
ent a
ssor
tmen
t. 3.
d.*
Stud
ents
kno
w h
ow to
use
dat
a on
freq
uenc
y of
reco
mbi
natio
n at
meio
sis to
est
imat
e ge
netic
dist
ance
bet
wee
n lo
ci an
d to
inte
rpre
t gen
etic
map
s of c
hrom
osom
es.
Stan
dar
d G
roup
3 P
rob
abili
ty o
f In
her
itan
ce
2.g.
Stu
dent
s kno
w h
ow to
pre
dict
pos
sible
com
bina
tions
of a
lleles
in a
zyg
ote
from
the
gene
tic m
akeu
p of
the
pare
nt.
3.a.
Stud
ents
kno
w h
ow to
pre
dict
the
prob
able
outc
ome
of p
heno
type
s in
a ge
netic
cro
ss fr
om th
e ge
noty
pes o
f the
par
ents
and
mod
e of
inhe
ritan
ce (a
utos
omal
or X
-link
ed, d
omin
ant
or re
cess
ive)
. 3.
c.* S
tude
nts k
now
how
to p
redi
ct th
e pr
obab
le m
ode
of in
herit
ance
from
a p
edig
ree
diag
ram
show
ing
phen
otyp
es.
Stan
dar
d G
roup
4 N
atu
ral S
elec
tive
6.
g.*
Stud
ents
kno
w h
ow to
dist
ingu
ish b
etw
een
the
acco
mm
odat
ion
of a
n in
divi
dual
orga
nism
to it
s en
viro
nmen
t and
the
grad
ual a
dapt
atio
n of
a li
neag
e of
org
anism
s th
roug
h ge
netic
ch
ange
. 7.
a. St
uden
ts k
now
why
nat
ural
selec
tion
acts
on
the
phen
otyp
e ra
ther
than
the
geno
type
of a
n or
gani
sm.
7.c.
Stud
ents
kno
w n
ew m
utat
ions
are
con
stan
tly b
eing
gene
rate
d in
a g
ene
pool
. 7.
d. S
tude
nts k
now
var
iatio
n w
ithin
a sp
ecies
incr
ease
s the
like
lihoo
d th
at a
leas
t som
e m
embe
rs o
f a sp
ecies
will
surv
ive
unde
r cha
nged
env
ironm
enta
l con
ditio
ns.
8.a.
Stud
ents
kno
w h
ow n
atur
al se
lectio
n de
term
ines
the
diffe
rent
ial su
rviv
al of
gro
ups o
f org
anism
s. 8.
b. S
tude
nts k
now
a g
reat
div
ersit
y of
spec
ies in
crea
ses t
he c
hanc
e th
at a
t lea
st so
me
orga
nism
s sur
vive
majo
r cha
nges
in th
e en
viro
nmen
t. St
and
ard
Gro
up 5
Pop
ula
tion
Gen
etic
s 7.
b. S
tude
nts k
now
why
alle
les th
at a
re le
thal
in a
hom
ozyg
ous i
ndiv
idua
l may
be
carr
ied in
a h
eter
ozyg
ote
and
thus
main
tain
ed in
a g
ene
pool
. 7.
e.* S
tude
nts k
now
the
cond
ition
s for
Har
dy-W
einbe
rg e
quili
briu
m in
a p
opul
atio
n an
d w
hy th
ese
cond
ition
s are
not
like
ly to
app
ear i
n na
ture
. 7.
f.* S
tude
nts k
now
how
to so
lve
the
Har
dy-W
einbe
rg e
quat
ion
to p
redi
ct th
e fr
eque
ncy
of g
enot
ypes
in a
pop
ulat
ion,
giv
en th
e fre
quen
cy o
f phe
noty
pes.
Stan
dar
d G
roup
6 M
ech
anis
ms
for
Evo
luti
on
8.c.
Stud
ents
kno
w th
e ef
fect
s of g
enet
ic dr
ift o
n th
e di
vers
ity o
f org
anism
s in
a po
pulat
ion.
8.
d. S
tude
nts k
now
repr
oduc
tive
or g
eogr
aphi
c iso
latio
n af
fect
s spe
ciatio
n.
Stan
dar
d G
rou
p 7
Evi
den
ce f
or E
volu
tion
5-18
8.e.
Stud
ents
kno
w h
ow to
ana
lyze
foss
il ev
iden
ce w
ith re
gard
to b
iolo
gica
l div
ersit
y, ep
isodi
c sp
eciat
ion,
and
mas
s ext
inct
ion.
8.
f.* S
tude
nts k
now
how
to u
se c
ompa
rativ
e em
bryo
logy
, DN
A o
r pro
tein
sequ
ence
com
paris
ons,
and
othe
r ind
epen
dent
sour
ces o
f dat
a to
cre
ate
a br
anch
ing
diag
ram
(clad
ogra
m) t
hat
show
s pro
babl
e ev
olut
iona
ry re
latio
nshi
ps.
8.g.
* St
uden
ts k
now
how
sev
eral
inde
pend
ent m
olec
ular
clo
cks,
calib
rate
d ag
ainst
eac
h ot
her
and
com
bine
d w
ith e
vide
nce
from
the
foss
il re
cord
, can
help
to e
stim
ate
how
long
ago
va
rious
gro
ups o
f org
anism
s div
erge
d ev
olut
iona
rily
from
one
oth
er.
5-19
LA
USD
- H
igh
Sch
ool I
nst
ruct
ion
al G
uid
e B
iolo
gy
Inst
ruct
ion
al C
omp
onen
t 2
- M
atri
x St
and
ard
Gro
up 1
Gam
ete
For
mat
ion
an
d F
erti
lizat
ion
2.
b. S
tude
nts k
now
onl
y ce
rtain
cell
s in
a m
ultic
ellu
lar o
rgan
ism u
nder
go m
eiosis
. 2.
d. S
tude
nts k
now
new
com
bina
tions
of a
lleles
may
be
gene
rate
d in
a z
ygot
e th
roug
h th
e fu
sion
of m
ale a
nd fe
male
gam
etes
(fer
tiliz
atio
n).
2.e.
Stud
ents
kno
w w
hy a
ppro
xim
ately
half
of a
n in
divi
dual’
s DN
A se
quen
ce c
omes
from
eac
h pa
rent
. 2.
f. St
uden
ts k
now
the
role
of c
hrom
osom
es in
det
erm
inin
g an
indi
vidu
al’s s
ex
Stan
dar
d G
rou
p I
Key
Con
cep
t –
Gam
ete
For
mat
ion
& F
erti
lizat
ion
An
alyz
ed S
tan
dar
ds
2b, 2
d, 2
e, 2
f In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
2b •
Iden
tify
the
cells
that
und
ergo
m
eiosis
•
Diff
eren
tiate
bet
wee
n ha
ploi
d an
d di
ploi
d ce
lls
2d •
Exp
lain
ferti
lizat
ion
resu
lts in
the
form
atio
n of
a z
ygot
e
2e w
ould
pro
duce
zyg
otes
that
hav
e
• D
istin
guish
bet
wee
n ch
rom
osom
es,
DN
A, a
nd g
enes
•
Reco
gniz
e th
at w
ithou
t mei
osis
ferti
lizat
ion
twice
the
norm
al ch
rom
osom
e nu
mbe
r.
2f
• D
eter
min
e ge
nder
bas
ed o
n th
e co
mbi
natio
n of
sex
chro
mos
omes
Tex
t A
ctiv
itie
s G
len
coe
Lab
Man
ual
H
ow C
an K
aryo
type
Ana
lysis
Det
ect G
enet
ic D
isord
ers?
(2e)
pp.
71
-74
Hol
t L
ab T
ech
niq
ues
an
d E
xper
imen
tal D
esig
n
Prep
arin
g Ti
ssue
for K
aryo
typi
ng (2
f) pp
. 57-
60
Kar
yoty
ping
(2f)
pp. 6
1-66
P
ren
tice
Hal
l Lab
Man
ual
s (A
an
d B
) A
-Mak
ing
Kar
yoty
pes (
2f) p
p. 1
23-1
30
Sup
ple
men
tal A
ctiv
itie
s/R
esou
rces
So
ckos
omes
A m
eiosis
, mito
sis, f
ertil
izat
ion
simul
atio
n ht
tp:/
/ser
endi
p.br
ynm
awr.e
du/s
ci_e
du/w
aldro
n/pd
f/M
itosis
Mei
osisP
roto
col.p
df &
ht
tp:/
/ser
endi
p.br
ynm
awr.e
du/s
ci_e
du/w
aldro
n/pd
f/M
itosis
Mei
osisT
each
Prep
(2b,
d)
G
lenc
oe C
hrom
osom
es L
ab 2
5 pp
. 79-
82 (2
e)
5-20
An
alyz
ed S
tan
dar
ds
2b, 2
d, 2
e, 2
f In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
Tex
tboo
k R
efer
ence
s G
len
coe
(2b)
pp.
265
(2
d) p
p. 2
65-2
66,
(2e)
pp.
263
-266
(2
f) pp
. 318
H
olt
(2b)
pp.
153
, 163
-164
(2
d) p
p. 6
16-6
17, 1
056
(2e)
pp.
96,
200
-204
(2
f) pp
. 235
-238
P
ren
tice
Hal
l (2
b) p
. 275
(2
d) p
p. 2
70-2
80, 1
016
(2e)
pp.
294
-306
(2
f) pp
. 341
-342
5-21
LA
USD
- H
igh
Sch
ool I
nst
ruct
ion
al G
uid
e B
iolo
gy
Inst
ruct
ion
al C
omp
onen
t 2
- M
atri
x
Stan
dar
d G
rou
p 2
Mei
osis
an
d M
end
el’s
Law
2.
a. St
uden
ts k
now
meio
sis is
an
early
step
in se
xual
repr
oduc
tion
in w
hich
the
pairs
of c
hrom
osom
es se
para
te a
nd se
greg
ate
rand
omly
durin
g ce
ll di
visio
n to
pro
duce
gam
etes
con
tain
ing
one
chro
mos
ome
of e
ach
type
. 2.
c. St
uden
ts k
now
how
rand
om c
hrom
osom
e se
greg
atio
n ex
plain
s the
pro
babi
lity
that
a p
artic
ular
alle
le w
ill b
e in
a g
amet
e. 3.
b. S
tude
nts k
now
the
gene
tic b
asis
for M
ende
l’s L
aw o
f seg
rega
tion
and
inde
pend
ent a
ssor
tmen
t. 3.
d.*
Stud
ents
kno
w h
ow to
use
dat
a on
freq
uenc
y of
reco
mbi
natio
n at
meio
sis to
est
imat
e ge
netic
dist
ance
bet
wee
n lo
ci an
d to
inte
rpre
t gen
etic
map
s of c
hrom
osom
es.
Stan
dar
d G
rou
p 2
Key
Con
cep
t –
Mei
osis
an
d M
end
el’s
Law
An
alyz
ed S
tan
dar
ds
2a, 2
c, 3
b, 3
d
Inst
ruct
ion
al R
esou
rces
C
onn
ecti
on a
nd
Not
es
2a
• M
odel
the
proc
ess o
f mei
osis
•
Des
crib
e ho
w th
e pr
oces
s of m
eios
is ca
n le
ad to
var
iatio
n th
roug
h se
greg
atio
n an
d cr
ossin
g ov
er
2c •
Pred
ict t
he p
roba
ble
com
bina
tion
of a
llele
s in
the
form
atio
n of
gam
etes
3b
•
Dist
ingu
ish b
etw
een
segr
egat
ion
and
inde
pend
ent a
ssor
tmen
t •
App
ly th
e law
s of d
omin
ance
and
re
cess
iven
ess t
o pr
edic
t the
phe
noty
pe g
iven
th
e ge
noty
pe
3d •
Est
imat
e ge
netic
loci
dist
ance
s giv
en d
ata
on
freq
uenc
y of
reco
mbi
natio
n •
Crea
te a
nd in
terp
ret a
gen
etic
map
of a
ch
rom
osom
e us
ing
reco
mbi
natio
n fr
eque
ncy
data
Tex
t A
ctiv
itie
s G
len
coe
Lab
Man
ual
O
bser
ving
Mei
osis
(2a)
pp.
53-
54
Hol
t L
ab T
ech
niq
ues
an
d E
xper
imen
tal D
esig
n
Mod
eling
Meio
sis (2
a) p
p. 4
9-53
P
ren
tice
Hal
l Lab
Man
ual
s (A
an
d B
) Su
pp
lem
enta
l Act
ivit
ies/
Res
ourc
es
“
Mak
ing
Alie
ns”
ht
tp:/
/ww
w2.
edc.o
rg/w
eblab
s/Ba
byBo
om/B
abyB
oom
Inst
ruct
ions
.htm
l Fac
e La
b ht
tp:/
/ww
w.la
mps
tras.k
12.p
a.us/
hsch
ool/
teac
hers
/pitt
s/bi
o/un
12/f
ace
_lab
/fac
e_lab
.htm
(2c)
c
ompu
ter a
nim
atio
n of
mei
osis,
inde
pend
ent a
ssor
tmen
t and
segr
egat
ion
(2a,
3b) h
ttp:/
/ww
w.ir
n.pd
x.ed
u/~
new
man
l/m
ovie
page
.htm
l M
odel
ing
mon
ohyb
rid c
ross
with
bea
ds
http
://w
ww
.troy
.k12
.ny.u
s/th
sbio
logy
/lab
s_on
line/
hom
e_lab
s/m
onoh
ybr
id_l
ab_h
ome.h
tml
(2c)
C
orn
Gen
etic
s http
://w
ww
.caro
lina.c
om/b
iote
ch/c
orn_
gene
tics.a
sp
Conn
ectio
n: C
onsid
er th
e im
plica
tion
of I&
E d
w
hen
form
ulat
ing
your
resp
onse
usin
g th
e law
s of
dom
inan
ce a
nd re
cess
iven
ess i
n 3b
. Co
nnec
tion:
Whe
n le
arni
ng a
bout
dist
ance
s be
twee
n ge
nes o
n a
parti
cular
chr
omos
ome
(3d)
, stu
dent
s can
calc
ulat
e th
e di
stan
ce in
ab
solu
te v
alue
(alg
ebra
3.0
).
5-22
An
alyz
ed S
tan
dar
ds
2a, 2
c, 3
b, 3
d
Inst
ruct
ion
al R
esou
rces
C
onn
ecti
on a
nd
Not
es
(2c)
D
om
http
://w
ww
.acce
ssex
celle
nce.o
rg/R
C/V
L/G
G/r
eces
sive.h
tmlin
ance
vs
Rece
ssiv
enes
s (3b
) R
ole
play
ing
the
proc
ess o
f mei
osis
(2a)
T
extb
ook
Ref
eren
ces
Gle
nco
e (2
a) p
p. 2
65-2
69
(2c)
pp.
255
-262
(3
b) p
p. 2
57, 2
60, 2
73, 2
77
(3d)
pp.
272
-273
, 349
-350
H
olt
(2a)
pp.
161
-164
(2
c) p
p. 1
75-1
77
(3b)
pp.
175
-186
(3
d) p
p. 2
55-2
65
Pre
nti
ce H
all
(2a)
pp.
275
-278
(2
c) p
p. 2
65-2
71
(3b)
pp.
263
-274
(3
d) p
p. 3
55-3
60
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igh
Sch
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nst
ruct
ion
al G
uid
e B
iolo
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Inst
ruct
ion
al C
omp
onen
t 2
- M
atri
x St
and
ard
Gro
up 3
Pro
bab
ility
of I
nh
erit
ance
2.
g. S
tude
nts k
now
how
to p
redi
ct p
ossib
le co
mbi
natio
ns o
f alle
les in
a z
ygot
e fr
om th
e ge
netic
mak
eup
of th
e pa
rent
. 3.
a. St
uden
ts k
now
how
to p
redi
ct th
e pr
obab
le ou
tcom
e of
phe
noty
pes i
n a
gene
tic c
ross
from
the
geno
type
s of t
he p
aren
ts a
nd m
ode
of in
herit
ance
(aut
osom
al or
X-li
nked
, dom
inan
t or
rece
ssiv
e).
3.c.*
Stu
dent
s kno
w h
ow to
pre
dict
the
prob
able
mod
e of
inhe
ritan
ce fr
om a
ped
igre
e di
agra
m sh
owin
g ph
enot
ypes
. St
and
ard
Gro
up
3 K
ey C
once
pt
– P
rob
abili
ty o
f In
her
itan
ce
A
nal
yzed
Sta
nd
ard
s 2g
, 3a,
3c
Inst
ruct
ion
al R
esou
rces
C
onn
ecti
on a
nd
Not
es
2g •
Pred
ict t
he p
ossib
le c
ombi
natio
ns o
f alle
les
in th
e fo
rmat
ion
of a
zyg
ote
3a
•
Pred
ict t
he g
enot
ypic
and
phe
noty
pic
ratio
us
ing
a Pu
nnet
t Squ
are.
• U
se th
e law
s of d
omin
ant,
rece
ssiv
e, in
com
plet
e do
min
ant,
auto
som
al, a
nd X
lin
ked
inhe
ritan
ce to
pre
dict
the
outc
ome
of
a ge
netic
cro
ss
• E
xplai
n th
e ge
netic
bas
is of
seve
ral h
uman
di
sord
ers
3c •
Use
a p
edig
ree
diag
ram
show
ing
phen
otyp
es
to p
redi
ct th
e pr
obab
le m
ode
of in
herit
ance
Tex
t A
ctiv
itie
s G
len
coe
Lab
Man
ual
W
hat P
heno
typi
c Ra
tio Is
See
n in
a D
ihyb
rid C
ross
? (3a
) pp.
55-
58
Det
erm
inat
ion
of G
enot
ypes
from
Phe
noty
pes i
n H
uman
s (3a
) pp.
67-
70
Hol
t Q
uic
k L
abs
A1-
A34
In
terp
retin
g In
form
atio
n in
a P
edig
ree
(3c)
pp.
11-
13
Pre
nti
ce H
all L
ab M
anu
als
(A a
nd
B)
B-So
lvin
g H
ered
ity P
robl
ems (
2g &
3a)
pp.
101
-104
A
- Inv
estig
atin
g In
herit
ed T
raits
(3a)
pp.
107
-112
A
-Mak
ing
Kar
yoty
pes (
2f) p
p.12
3-13
0 Su
pp
lem
enta
l Act
ivit
ies/
Res
ourc
es
Hol
t Q
uic
k h
ttp
://
anth
ro.p
alom
ar.e
du
/b
lood
/A
BO
_sys
tem
.htm
(3
a)
Pun
nett
squa
res f
or m
edic
al co
nditi
ons :
CF,
HD
, col
or b
lindn
ess
http
://f
acul
ty.v
alenc
ia.cc
.fl.u
s/em
ason
/gen
etic
swor
kshe
e.htm
l (3a
) P
unne
tt Sq
uare
s A m
odel
of m
eiosis
lab
Pren
tice
Hall
Ch.
9 H
ands
on
Act
ivity
pp.
61-
62 (3
a)
Dom
inac
e vs
. rec
essiv
enes
s http
://w
ww
.blac
kwel
lp
ublis
hing
.com
/rid
ley/
a-z/
Dom
inan
t___
rece
ssiv
e.asp
(3a)
C
ase
stud
y of
Roy
al Fa
mily
ht
tp:/
/ww
w.sc
ienc
ecas
es.o
rg/h
emo/
hem
o.as
p (3
c)
Dro
soph
ila L
ab fr
om A
p Bi
olog
y M
anua
l or
Do-
it-yo
urse
lf D
roso
phila
La
b
Conn
ectio
n: W
hen
disc
ussin
g th
e us
e of
Pu
nnet
t Squ
ares
(3b)
stud
ents
shou
ld re
cogn
ize
the
usef
ulne
ss a
nd li
mita
tions
of m
odel
s and
th
eorie
s as s
cien
tific
repr
esen
tatio
ns o
f rea
lity
(I&
E 1
g).
5-24
An
alyz
ed S
tan
dar
ds
2g, 3
a, 3
c In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
http
://w
ww
.acce
ssex
celle
nce.o
rg/A
E/A
EPC
/WW
C/19
94/c
ollec
t.htm
l
Fast
Plan
ts—
dihy
brid
cro
ss
http
://w
ww
.fast
plan
ts.o
rg/p
df/g
enet
ics/
WTF
_di.p
df (3
a T
extb
ook
Ref
eren
ces
Gle
nco
e (2
g) 2
56-2
62
(3a)
256
-262
, 311
-320
(3
c) 3
10-3
14
Hol
t (2
g) p
p. 2
41-2
46, 1
75-1
86
(3a)
pp.
175
-186
(3
c) p
p. 2
41, 2
43
Pre
nti
ce H
all
(2g)
pp.
263
-269
, 342
-346
(3
a) p
p. 2
63-2
74, 3
42-3
46, 3
50
(3c)
pp.
342
-343
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uid
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Inst
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al C
omp
onen
t 2
- M
atri
x St
and
ard
Gro
up 4
Nat
ura
l Sel
ecti
ve
6.g.
* St
uden
ts k
now
how
to d
istin
guish
bet
wee
n th
e ac
com
mod
atio
n of
an
indi
vidu
al or
gani
sm to
its
envi
ronm
ent a
nd th
e gr
adua
l ada
ptat
ion
of a
line
age
of o
rgan
isms
thro
ugh
gene
tic
chan
ge.
7.a.
Stud
ents
kno
w w
hy n
atur
al se
lectio
n ac
ts o
n th
e ph
enot
ype
rath
er th
an th
e ge
noty
pe o
f an
orga
nism
. 7.
c. St
uden
ts k
now
new
mut
atio
ns a
re c
onst
antly
bein
g ge
nera
ted
in a
gen
e po
ol.
7.d.
Stu
dent
s kno
w v
ariat
ion
with
in a
spec
ies in
crea
ses t
he li
kelih
ood
that
a le
ast s
ome
mem
bers
of a
spec
ies w
ill su
rviv
e un
der c
hang
ed e
nviro
nmen
tal c
ondi
tions
. 8.
a. St
uden
ts k
now
how
nat
ural
selec
tion
dete
rmin
es th
e di
ffere
ntial
surv
ival
of g
roup
s of o
rgan
isms.
8.b.
Stu
dent
s kno
w a
gre
at d
iver
sity
of sp
ecies
incr
ease
s the
cha
nce
that
at l
east
som
e or
gani
sms s
urvi
ve m
ajor c
hang
es in
the
envi
ronm
ent.
Stan
dar
d G
rou
p 4
Key
Con
cep
t –
Nat
ura
l Sel
ecti
on
A
nal
yzed
Sta
nd
ard
s 6g
, 7c,
7d
, 8a,
8b
In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
6g •
Dist
ingu
ish b
etw
een
gene
tic a
dapt
atio
n an
d no
n-ge
netic
acc
omm
odat
ion
as re
lated
to
beha
vior
, stru
ctur
e an
d m
etab
olism
(usin
g pr
int a
nd o
nlin
e re
sour
ces)
. 7c
•
Exp
lain
how
add
ition
s, de
letio
ns a
nd
subs
titut
ions
resu
lt in
mut
atio
ns in
a g
ene
pool
•
Ana
lyze
con
ditio
ns th
at m
ay c
ause
cha
nges
in
a g
ene
pool
•
Det
erm
ine
whe
ther
mut
atio
ns a
re b
enef
icial
, ne
utra
l or h
arm
ful d
epen
ding
on
the
envi
ronm
enta
l con
ditio
ns
• E
xplai
n w
hy tr
aits c
anno
t be
elim
inat
ed
from
a p
opul
atio
n by
sele
ctiv
e br
eedi
ng
7d •
Prov
ide
exam
ples
of h
ow v
ariat
ion
with
in a
sp
ecie
s pro
mot
e su
rviv
al du
ring
envi
ronm
enta
l cha
nges
8a
•
Mod
el h
ow n
atur
al se
lect
ion
dete
rmin
es
diff
eren
tial s
urvi
val o
f gro
ups o
f org
anism
s
Tex
t A
ctiv
itie
s G
len
coe
Lab
Man
ual
H
ow Is
Cam
oufla
ge a
n A
dapt
ive
Adv
anta
ge (8
a) p
p. 8
9-92
E
xam
inin
g Bi
rd F
eet (
7d) p
p. 1
99-2
04
Hol
t L
ab T
ech
niq
ues
an
d E
xper
imen
tal D
esig
n
Resp
onse
in th
e Fr
uit F
ly (8
b) p
p. 1
89-1
92
Hol
t Q
uic
k L
abs
A1-
A34
A
naly
zing
Ada
ptat
ions
: liv
ing
on L
and
(6g)
pp.
19-
20
Pre
nti
ce H
all L
ab M
anu
als
(A a
nd
B)
B-M
odeli
ng C
amou
flage
and
Nat
ural
Selec
tion
(7d)
P.
119
-122
B-
Mod
elin
g N
atur
al Se
lect
ion
(8a)
pp.
123
-126
A
- Com
parin
g A
dapt
atio
ns o
f Bird
s (8b
) pp.
131
-136
Su
pp
lem
enta
l Act
ivit
ies/
Res
ourc
es
B
ird-b
eak
simul
atio
n ht
tp:/
/ww
w.re
ptila
nd.co
m/o
nlin
ecou
rse/
sess
ion6
/che
n_bb
eak_
less
on.
pdf (
7d, 8
a)
Gala
pago
s fin
ches
Conn
ectio
n: W
hen
traci
ng th
e hi
stor
y of
the
deve
lopm
ent o
f Dar
win
’s th
eory
of E
volu
tion
(8a)
stud
ents
cou
ld d
istin
guish
bet
wee
n hy
poth
esis
and
theo
ry (I
&E
1f)
Conn
ectio
ns:
Whe
n di
scus
sing
the
theo
ry o
f ev
olut
ion
(8a)
con
sider
the
usef
ulne
ss a
nd
limita
tions
of m
odel
s and
theo
ries a
s sci
entif
ic
repr
esen
tatio
ns o
f rea
lity(
I&E
1g)
.
5-26
An
alyz
ed S
tan
dar
ds
6g, 7
c, 7
d, 8
a, 8
b
Inst
ruct
ion
al R
esou
rces
C
onn
ecti
on a
nd
Not
es
8b •
Exp
lain
how
div
ersit
y am
ong
spec
ies
incr
ease
s the
cha
nce
of su
rviv
al du
ring
envi
ronm
enta
l cha
nges
http
://w
ww
.pbs
.org
/wgb
h/ev
olut
ion/
educ
ator
s/co
urse
/ses
sion4
/elab
ora
te_b
.htm
l (7
d, 8
a)
Het
eroz
ygou
s adv
anta
ge h
ttp:/
/ww
w.b
lackw
ellp
ublis
hing
.com
/rid
ley/
a-z/
Het
eroz
ygou
s_ad
vant
age.a
sp (7
c)
Sic
kle
cell
case
stud
y ht
tp:/
/ww
w.ct
biob
us.o
rg/c
urric
ulum
s/m
yste
ryof
thec
rook
edce
ll_04
(7c,
8a)
Hor
se E
volu
tion
http
://w
ww
.txtw
riter
.com
/Bac
kgro
unde
rs/E
volu
tion/
EV
page
03.h
tml
(7d)
P
eppe
r Mot
h (K
ette
rwel
l’s E
xper
imen
t) ht
tp:/
/ww
w3.
dist
rict1
25.k
12.il
.us/
facu
lty/n
fisch
er/M
oth/
defa
ult.h
tm
or
http
://w
ww
.echa
lk.co
.uk/
Scie
nce/
Biol
ogy/
Pepp
ered
Mot
h/Pe
pper
edM
oth.
htm
“
A S
tep
in S
pecia
tion”
– sa
laman
der i
nves
tigat
ion
(Inv
estig
atio
n 9.
3—BS
CS)
Evo
lutio
n id
eas f
or le
sson
s ht
tp:/
/ww
w.p
bs.o
rg/w
gbh/
evol
utio
n/ed
ucat
ors/
less
ons/
inde
x.ht
ml
(7d,
8a)
D
esig
n A
Cre
atur
e ht
tp:/
/btc
.mon
tana
.edu/
cere
s/ht
ml/
Des
igne
r/D
esig
ner.h
tm (7
d)
Cor
nell
Not
es- O
'Brie
n, S
.J., W
ildt,
D.E
., Bu
sh, M
. (19
86):
“The
che
etah
in
gen
etic
per
il,”
Sci
entif
ic A
mer
ican
. May
198
6 (7
d)
Tex
tboo
k R
efer
ence
s G
len
coe
(7c)
pp.
296
-301
, 406
(7
d) p
p. 2
69-2
70, 4
07-4
09
(8a)
pp.
395
-396
, 407
-413
, 417
, 468
(8
b) p
p. 1
13-1
14, 4
04-4
13, 4
17
(8e)
pp.
375
-379
, 400
H
olt
(7c)
pp.
322
-323
(7
d) p
p. 3
26-3
30
(8a)
pp.
299
-310
, 322
-323
(8
b) p
p. 2
99-3
10, 3
17-3
25
(8e)
pp.
321
5-27
An
alyz
ed S
tan
dar
ds
6g, 7
c, 7
d, 8
a, 8
b
Inst
ruct
ion
al R
esou
rces
C
onn
ecti
on a
nd
Not
es
(6g)
pp.
297
-331
P
ren
tice
Hal
l (7
c) p
p. 3
97-4
02
(7d)
pp.
379
-385
, 393
-396
(8
a) p
p. 3
79-3
85, 3
97-4
02
(8b)
pp.
379
-385
, 393
-396
(6
g) p
p. 3
92-4
10
(8e)
pp.
417
-422
, 435
-440
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igh
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nst
ruct
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uid
e B
iolo
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Inst
ruct
ion
al C
omp
onen
t 2
- M
atri
x St
and
ard
Gro
up 5
Pop
ula
tion
Gen
etic
s 7.
b. S
tude
nts k
now
why
alle
les th
at a
re le
thal
in a
hom
ozyg
ous i
ndiv
idua
l may
be
carr
ied in
a h
eter
ozyg
ote
and
thus
main
tain
ed in
a g
ene
pool
. 7.
e.* S
tude
nts k
now
the
cond
ition
s for
Har
dy-W
einbe
rg e
quili
briu
m in
a p
opul
atio
n an
d w
hy th
ese
cond
ition
s are
not
like
ly to
app
ear i
n na
ture
. 7.
f.* S
tude
nts k
now
how
to so
lve
the
Har
dy-W
einbe
rg e
quat
ion
to p
redi
ct th
e fr
eque
ncy
of g
enot
ypes
in a
pop
ulat
ion,
giv
en th
e fre
quen
cy o
f phe
noty
pes.
Stan
dar
d G
rou
p 5
Key
Con
cep
t –
Pop
ula
tion
Gen
etic
s
An
alyz
ed S
tan
dar
ds
7b, 7
e, 7
f In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
7b •
Pred
ict t
he su
rviv
al ou
tcom
e of
indi
vidu
als
whe
n a
rece
ssiv
e le
thal
allel
e is
pres
ent i
n th
e ge
ne p
ool
• E
xplai
n ho
w u
nexp
ress
ed g
enes
can
be
pass
ed o
n to
offs
prin
g by
het
eroz
ygou
s ca
rrie
rs a
nd th
us m
ainta
ined
in a
gen
e po
ol
7e •
Iden
tify
the
cond
ition
s for
Har
dy-W
einb
erg
equi
libriu
m
• E
valu
ate
whe
ther
Har
dy-W
einb
erg
cond
ition
s can
exi
st in
a re
al en
viro
nmen
t 7f
•
Solv
e th
e H
ardy
-Wei
nber
g eq
uatio
n gi
ven
phen
otyp
ic fr
eque
ncie
s of a
pop
ulat
ion
Tex
t A
ctiv
itie
s G
len
coe
Lab
Man
ual
A
llelic
Fre
quen
cies
and
Sic
kle-
Cell
Ane
mia
(7f)
pp. 9
7-10
0 H
olt
Lab
Tec
hn
iqu
es a
nd
Exp
erim
enta
l Des
ign
P
ren
tice
Hal
l Lab
Man
ual
s (A
an
d B
) Su
pp
lem
enta
l Act
ivit
ies/
Res
ourc
es
Har
dy W
einb
erg
Prin
cipl
e La
b ht
tp:/
/ww
w.ek
csk1
2.or
g/sc
ienc
e/ap
labre
view
/pop
ulat
iong
enet
icsla
b.ht
m (7
e, f)
Sic
kle
cell
case
stud
y ht
tp:/
/chr
oma.g
s.was
hing
ton.
edu/
outre
ach/
gene
tics/
sickl
e/
http
://w
ww
.ctbi
obus
.org
/cur
ricul
um/p
dfs/
mys
tery
ofth
ecro
oked
cell_
04.p
df (
7b)
Tex
tboo
k R
efer
ence
s G
len
coe
(7b)
pp.
311
-313
, 323
-324
, 326
-327
(7
e) p
p. 4
16
(7f)
pp. 4
16
Hol
t (7
b) p
p. 2
41-2
45
(7e)
pp.
320
-325
(7
f) pp
. 320
-325
Conn
ectio
n: W
hen
lear
ning
abo
ut a
llele
fr
eque
ncie
s (7b
) stu
dent
s can
calc
ulat
e th
e ef
fect
on
a g
ene
pool
whe
n le
thal
gene
s are
intro
duce
d (a
lgeb
ra 4
.0)
Conn
ectio
n: W
hen
stud
ying
the
Har
dy-
Wei
nber
g fo
rmul
a, p2
+ 2
pq +
q2 =
1, st
uden
ts
can
solv
e m
ultis
tep
prob
lem
s, in
clud
ing
wor
d pr
oble
ms,
invo
lvin
g lin
ear e
quat
ions
and
line
ar
ineq
ualit
ies (a
lgeb
ra 5
.0)
5-29
An
alyz
ed S
tan
dar
ds
7b, 7
e, 7
f In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
Pre
nti
ce H
all
(7b)
pp.
342
-348
(7
e) p
p. 4
01-4
02
(7f)
pp. 4
01-4
02
5-30
LA
USD
- H
igh
Sch
ool I
nst
ruct
ion
al G
uid
e B
iolo
gy
Inst
ruct
ion
al C
omp
onen
t 2
- M
atri
x St
and
ard
Gro
up 6
Mec
han
ism
s fo
r E
volu
tion
8.
c. St
uden
ts k
now
the
effe
cts o
f gen
etic
drift
on
the
dive
rsity
of o
rgan
isms i
n a
popu
latio
n.
8.d.
Stu
dent
s kno
w re
prod
uctiv
e or
geo
grap
hic
isolat
ion
affe
cts s
pecia
tion.
St
and
ard
Gro
up
6 K
ey C
once
pt
– M
ech
anis
ms
for
Evo
luti
on
A
nal
yzed
Sta
nd
ard
s 8c
, 8d
In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
8c •
Iden
tify
the
fact
ors t
hat l
ead
to g
enet
ic d
rift
• H
ypot
hesiz
e ho
w g
enet
ic d
rift a
ffec
ts th
e di
vers
ity o
f a p
opul
atio
n of
org
anism
s 8d
•
Des
crib
e th
e fa
ctor
s tha
t lea
d to
isol
atio
n am
ong
mem
bers
of a
spec
ies
• A
naly
ze h
ow re
prod
uctiv
e an
d ge
ogra
phic
iso
latio
n af
fect
spec
iatio
n
Tex
t A
ctiv
itie
s G
len
coe
Lab
Man
ual
H
olt
Lab
Tec
hn
iqu
es a
nd
Exp
erim
enta
l Des
ign
P
ren
tice
Hal
l Lab
Man
ual
s (A
an
d B
) Su
pp
lem
enta
l Act
ivit
ies/
Res
ourc
es
G
enet
ic D
rift w
/alle
le c
ards
AP
Biol
ogy
Lab
#8
(8c)
Sp
eciat
ion
http
://w
ww
.evol
ed.o
rg/l
esso
ns/s
peci
atio
n.ht
m#
caus
es (8
d)
Tex
tboo
k R
efer
ence
s G
len
coe
(8
c) p
p. 4
06
(8d)
pp.
409
-410
H
olt
(8c)
pp.
322
-323
(8
d) p
p. 3
26-3
30
Pre
nti
ce H
all
(8c)
pp.
397
-402
(8
d) p
p. 3
79-3
85, 4
04-4
10
5-31
LA
USD
- H
igh
Sch
ool I
nst
ruct
ion
al G
uid
e B
iolo
gy
Inst
ruct
ion
al C
omp
onen
t 2
- M
atri
x St
and
ard
Gro
up
7 E
vid
ence
for
Evo
luti
on
8.e.
Stud
ents
kno
w h
ow to
ana
lyze
foss
il ev
iden
ce w
ith re
gard
to b
iolo
gica
l div
ersit
y, ep
isodi
c sp
eciat
ion,
and
mas
s ext
inct
ion.
8.
f.* S
tude
nts k
now
how
to u
se c
ompa
rativ
e em
bryo
logy
, DN
A o
r pro
tein
sequ
ence
com
paris
ons,
and
othe
r ind
epen
dent
sour
ces o
f dat
a to
cre
ate
a br
anch
ing
diag
ram
(clad
ogra
m) t
hat
show
s pro
babl
e ev
olut
iona
ry re
latio
nshi
ps.
8.g.
* St
uden
ts k
now
how
sev
eral
inde
pend
ent m
olec
ular
clo
cks,
calib
rate
d ag
ainst
eac
h ot
her
and
com
bine
d w
ith e
vide
nce
from
the
foss
il re
cord
, can
help
to e
stim
ate
how
long
ago
va
rious
gro
ups o
f org
anism
s div
erge
d ev
olut
iona
rily
from
one
oth
er.
Stan
dar
d G
rou
p 7
Key
Con
cep
t –
Evi
den
ce f
or E
volu
tion
An
alyz
ed S
tan
dar
ds
8e, 8
f, 8
g In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
8e •
Inte
rpre
t a fo
ssil
reco
rd to
iden
tify
perio
ds
of d
iver
sity,
spec
iatio
n an
d m
ass e
xtin
ctio
n
• In
fer f
rom
a fo
ssil
reco
rd p
erio
ds o
f rap
id
envi
ronm
enta
l cha
nges
8f
• C
onst
ruct
a c
ladog
ram
bas
ed o
n co
mpa
rativ
e em
bryo
logy
and
DN
A o
r pr
otei
n se
quen
ces
8g •
Exp
lain
how
scie
ntist
s can
use
mol
ecul
ar
cloc
ks a
nd fo
ssil
evid
ence
to se
quen
ce a
nd
date
per
iods
of s
peci
atio
n
Crea
te a
nd d
ate
a ph
ylog
enet
ic tr
ee b
ased
on
foss
il ev
iden
ce a
nd m
olec
ular
clo
cks
Tex
t A
ctiv
itie
s G
len
coe
Lab
Man
ual
A
naly
zing
Fos
sil M
olds
(8e)
pp.
83-
84
Hol
t L
ab T
ech
niq
ues
an
d E
xper
imen
tal D
esig
n
Ana
lyzi
ng B
lood
Ser
um to
det
erm
ine
evol
utio
nary
Rel
atio
nshi
ps (8
g) p
p. 7
9-82
H
olt
Qu
ick
Lab
s A
1-A
34
Com
parin
g O
bser
vatio
ns o
f Bod
y Pa
rts (8
e) p
p. 1
7-18
A
naly
zing
Ada
ptat
ions
: Liv
ing
on L
and
(8g)
pp.
19-
20
Com
parin
g Pr
imat
e Fe
atur
es (8
g) p
p. 2
1-22
P
ren
tice
Hal
l Lab
Man
ual
s (A
an
d B
) Su
pp
lem
enta
l Act
ivit
ies/
Res
ourc
es
Ana
lyzi
ng a
min
o ac
id se
quen
ce (M
oder
n Bi
olog
y)
DN
A c
ompa
rison
of H
uman
s to
Chim
panz
ees
http
://w
ww
.indi
ana.e
du/~
ensiw
eb/l
esso
ns/c
hrom
com
.htm
l (8e
) C
ladog
ram
s h
ttp:/
/ww
w.in
dian
a.edu
/~en
siweb
/les
sons
/mol
.prim
.htm
l and
ht
tp:/
/ww
w.in
dian
a.edu
/~en
siweb
/les
sons
/c.b
igcl
a.htm
l (8f
) “
Relat
ing
Am
ino
Aci
d Se
quen
ce to
Evo
lutio
nary
Rel
atio
nshi
ps”
LAB
(Hol
t Mod
ern
Biol
ogy)
Conn
ectio
n: W
hen
inte
rpre
ting
foss
il ev
iden
ce
(8e)
stud
ents
cou
ld a
nayz
e th
e lo
catio
ns,
sequ
ence
s, or
tim
e in
terv
als th
at a
re
char
acte
ristic
of n
atur
al ph
enom
ena
(I&
E 1
i
5-32
An
alyz
ed S
tan
dar
ds
8e, 8
f, 8
g In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
Tex
tboo
k R
efer
ence
s G
len
coe
(8e)
pp.
375
-379
, 400
(8
f) pp
. 402
-403
, 452
-453
(8
g) p
p. 3
72-3
75, 4
62
Hol
t (8
e) p
. 321
(8
f) pp
. 307
, 233
, 662
, 340
, 342
-345
(8
g) p
p.
Pre
nti
ce H
all
(8e)
pp.
417
-422
, 435
-440
(8
f) pp
. (8
g) p
p. 4
52-4
53, 4
57
5-33
L
AU
SD -
Hig
h S
choo
l In
stru
ctio
nal
Gu
ide
Bio
logy
In
stru
ctio
nal
Com
pon
ent
3 -
Mat
rix
St
and
ard
Gro
up
1 G
as a
nd
Nu
trie
nt
Exc
han
ge
9.a.
Stud
ents
kno
w h
ow th
e co
mpl
emen
tary
act
ivity
of m
ajor b
ody
syst
ems p
rovi
des c
ells
with
oxy
gen
and
nutri
ents
and
rem
oves
toxi
c w
aste
pro
duct
s suc
h as
car
bon
diox
ide.
9.f.*
Stu
dent
s kno
w th
e in
divi
dual
func
tions
and
site
s of s
ecre
tion
of d
iges
tive
enzy
me
(am
ylas
es, p
rote
ases
, nuc
leas
es, l
ipas
es),
stom
ach
acid
, and
bile
salts
. 9.
g.*
Stud
ents
kno
w th
e ho
meo
stat
ic ro
le o
f the
kid
neys
in th
e re
mov
al of
nitr
ogen
ous w
aste
s and
the
role
of t
he li
ver i
n bl
ood
deto
xific
atio
n an
d gl
ucos
e ba
lance
. 9.
i.* S
tude
nts k
now
how
hor
mon
es (i
nclu
ding
dig
estiv
e, re
prod
uctiv
e, os
mor
egul
ator
y) p
rovi
de in
tern
al fe
edba
ck m
echa
nism
s for
hom
eost
asis
at th
e ce
llular
leve
l and
in w
hole
or
gani
sms.
Stan
dar
d G
rou
p 2
Ele
ctro
chem
ical
Com
mu
nic
atio
n a
nd
Res
pon
se
9.b.
Stu
dent
s kno
w h
ow th
e ne
rvou
s sys
tem
med
iates
com
mun
icat
ion
betw
een
diff
eren
t par
ts o
f the
bod
y an
d th
e bo
dy’s
inte
ract
ions
with
the
envi
ronm
ent.
9.d.
Stu
dent
s kno
w th
e fu
nctio
ns o
f the
ner
vous
syst
em a
nd th
e ro
le o
f neu
rons
in tr
ansm
ittin
g el
ectro
chem
ical
impu
lses.
9.e.
Stud
ents
kno
w th
e ro
les o
f sen
sory
neu
rons
, int
erne
uron
s, an
d m
otor
neu
rons
in se
nsat
ion,
thou
ght,
and
resp
onse
. 9.
h.*
Stud
ents
kno
w th
e ce
llular
and
mol
ecul
ar b
asis
of m
uscl
e co
ntra
ctio
n, in
clud
ing
the
role
of a
ctin
, myo
sin. C
a+2,
and
ATP
St
and
ard
Gro
up
3 F
eed
bac
k M
ech
anis
m
9.c.
Stud
ents
kno
w h
ow fe
edba
ck lo
ops i
n th
e ne
rvou
s and
end
ocrin
e sy
stem
s reg
ulat
e co
nditi
ons i
n th
e bo
dy.
9.i.*
Stu
dent
s kno
w h
ow h
orm
ones
(inc
ludi
ng d
iges
tive,
repr
oduc
tive,
osm
oreg
ulat
ory)
pro
vide
inte
rnal
feed
back
mec
hani
sms f
or h
omeo
stas
is at
the
cellu
lar le
vel a
nd in
who
le
orga
nism
s. St
and
ard
Gro
up
4 I
nfe
ctio
n/
Imm
un
ity
10.a.
Stu
dent
s kno
w th
e ro
le o
f the
skin
in p
rovi
ding
non
spec
ific
defe
nses
aga
inst
infe
ctio
n.
10.b
. Stu
dent
s kno
w th
e ro
le o
f ant
ibod
ies i
n th
e bo
dy’s
resp
onse
to in
fect
ion.
10
.c. S
tude
nts k
now
how
vac
cinat
ion
prot
ects
an
indi
vidu
al fr
om in
fect
ious
dise
ases
. 10
.d. S
tude
nts
know
ther
e ar
e im
porta
nt d
iffer
ence
s be
twee
n ba
cter
ia an
d vi
ruse
s w
ith r
espe
ct to
thei
r re
quire
men
ts f
or g
row
th a
nd r
eplic
atio
n, th
e bo
dy’s
prim
ary
defe
nses
ag
ainst
bac
teria
l and
vira
l inf
ectio
ns, a
nd e
ffec
tive
treat
men
ts o
f the
se in
fect
ions
. 10
.e. S
tude
nts
know
why
an
indi
vidu
al w
ith a
com
prom
ised
imm
une
syst
em (
for
exam
ple,
a pe
rson
with
AID
S) m
ay b
e un
able
to
fight
off
and
sur
vive
inf
ectio
ns b
y m
icro
orga
nism
s tha
t are
usu
ally
beni
gn.
10.f.
* St
uden
ts k
now
the
role
s of p
hago
cyte
s, B-
lym
phoc
ytes
, and
T-ly
mph
ocyt
es in
the
imm
une
syst
em.
Stan
dar
d G
rou
p 5
Eco
logy
6.
a. St
uden
ts k
now
bio
dive
rsity
is th
e su
n to
tal o
f diff
eren
t kin
ds o
f org
anism
s and
is a
ffec
ted
by a
ltera
tions
of h
abita
ts.
6.b.
Stu
dent
s kno
w h
ow to
ana
lyze
cha
nges
in a
n ec
osys
tem
resu
lting
from
cha
nges
in c
limat
e, hu
man
act
ivity
, int
rodu
ctio
n of
non
nativ
e sp
ecie
s, or
cha
nges
in p
opul
atio
n siz
e. 6.
c. St
uden
ts k
now
how
fluc
tuat
ions
in p
opul
atio
n siz
e in
an
ecos
yste
m a
re d
eter
min
ed b
y th
e re
lativ
e ra
tes o
f birt
h, im
mig
ratio
n, e
mig
ratio
n, a
nd d
eath
. 6.
d. S
tude
nts
know
how
wat
er, c
arbo
n, a
nd n
itrog
en c
ycle
bet
wee
n ab
iotic
reso
urce
s an
d or
gani
c m
atte
r in
the
ecos
yste
m a
nd h
ow o
xyge
n cy
cles
thro
ugh
phot
osyn
thes
is an
d re
spira
tion.
6.
e. St
uden
ts k
now
a v
ital p
art o
f an
ecos
yste
m is
the
stab
ility
of i
ts p
rodu
cers
and
dec
ompo
sers
. 6.
f. St
uden
ts k
now
at e
ach
link
in a
food
web
som
e en
ergy
is st
ored
in n
ewly
mad
e st
ruct
ures
but
muc
h en
ergy
is d
issip
ated
into
the
envi
ronm
ent a
s hea
t. Th
is di
ssip
atio
n m
ay
be re
pres
ente
d in
an
ener
gy p
yram
id.
5-34
LA
USD
- H
igh
Sch
ool I
nst
ruct
ion
al G
uid
e B
iolo
gy
Inst
ruct
ion
al C
omp
onen
t 3
- M
atri
x St
and
ard
Gro
up
1 G
as a
nd
Nu
trie
nt
Exc
han
ge
9.a.
Stud
ents
kno
w h
ow th
e co
mpl
emen
tary
act
ivity
of m
ajor b
ody
syst
ems p
rovi
des c
ells
with
oxy
gen
and
nutri
ents
and
rem
oves
toxi
c w
aste
pro
duct
s suc
h as
car
bon
diox
ide.
9.f.*
Stu
dent
s kno
w th
e in
divi
dual
func
tions
and
site
s of s
ecre
tion
of d
iges
tive
enzy
me
(am
ylas
es, p
rote
ases
, nuc
leas
es, l
ipas
es),
stom
ach
acid
, and
bile
salts
. 9.
g.*
Stud
ents
kno
w th
e ho
meo
stat
ic ro
le o
f the
kid
neys
in th
e re
mov
al of
nitr
ogen
ous w
aste
s and
the
role
of t
he li
ver i
n bl
ood
deto
xific
atio
n an
d gl
ucos
e ba
lance
. 9.
i.* S
tude
nts k
now
how
hor
mon
es (i
nclu
ding
dig
estiv
e, re
prod
uctiv
e, os
mor
egul
ator
y) p
rovi
de in
tern
al fe
edba
ck m
echa
nism
s for
hom
eost
asis
at th
e ce
llular
leve
l and
in w
hole
or
gani
sms.
Stan
dar
d G
rou
p I
Key
Con
cep
t –
Gas
an
d N
utr
ien
t E
xch
ange
An
alyz
ed S
tan
dar
ds
9a, 9
f, 9
g, (
9i)
Inst
ruct
ion
al R
esou
rces
C
onn
ecti
ons
and
Not
es
9a •
Sum
mar
ize
the
role
of m
ultip
le o
rgan
sy
stem
s in
trans
porti
ng n
utrie
nts a
nd
was
tes t
houg
h ou
t the
bod
y. •
App
ly th
e co
ncep
ts o
f osm
osis
and
diff
usio
n to
exp
lain
the
func
tions
of o
rgan
s su
ch a
s the
live
r, ki
dney
s, an
d lu
ngs,
with
sp
ecial
refe
renc
e to
car
bon
diox
ide,
oxyg
en,
and
gluc
ose.
9f
• D
iagra
m th
e di
gest
ive
tract
, lab
elin
g im
porta
nt p
oint
s of s
ecre
tion
and
traci
ng
the
path
way
s fro
m d
iges
tion
of st
arch
es,
prot
eins
, and
oth
er fo
ods.
9g
•
Out
line
the
role
of t
he k
idne
y’s n
ephr
on in
th
e fo
rmat
ion
of u
rine.
9i
• Tr
ace
the
path
of h
orm
ones
from
thei
r po
int o
f orig
in to
thei
r tar
get s
ite.
Tex
t A
ctiv
itie
s G
len
coe
Lab
Man
ual
W
hat i
s the
Eff
ect o
f Exe
rcise
on
Hea
rt Ra
te? (
9a) p
p. 2
37-2
40
Calo
ric C
onte
nt o
f a M
eal (
9a) p
p. 2
31-2
32
Hol
t Sc
ien
ce B
iolo
gy V
ideo
Lab
Man
ual
TE
D
Dem
onst
ratin
g La
ctos
e D
iges
tion
(9f)
pp. 1
55-1
59
Hol
t B
ioSo
urc
es Q
uic
k D
ata
and
Mat
h L
ab M
anu
al
Mod
elin
g th
e Fu
nctio
n of
Bile
(9f)
pp. 2
83-2
84
Hol
t Sc
ien
ce B
iolo
gy V
idoe
Lab
Man
ual
TE
D
Eff
ect o
f epi
neph
rine
on H
eart
Rate
(9i)
pp. 1
69-1
72
Hol
t B
ioSo
urc
es Q
uic
k D
ata
and
Mat
h L
ab M
anu
al
Ana
lyzi
ng H
orm
one
Secr
etio
ns (9
i) pp
. 294
-295
P
ren
tice
Hal
l Lab
Man
ual
s (A
an
d B
) A
-Mea
surin
g Lu
ng C
apac
ity (9
a) p
p. 2
61-2
66
B-In
vest
igat
ing
the
Hea
rt (9
a) p
p. 2
39-2
42
B-In
vest
igat
ing
Mec
hani
cal a
nd C
hem
ical
Dig
estio
n (9
f) pp
. 243
-246
A
-Sim
ulat
ing
Urin
analy
sis (9
g) p
p. 2
67-2
71
Sup
ple
men
tal A
ctiv
itie
s/R
esou
rces
A
myl
ase
Lab
(sta
rch—
chew
ing
up c
rack
ers,
test
w/B
ened
ict’s
solu
tion
for
dext
rose
) http
://w
ww
.nd.
edu/
~ao
staf
in/C
RCD
/new
_pag
e_1.
htm
(9f)
Cat
alase
(liv
er) L
AB
(AP)
ht
tp:/
/agp
a.uak
ron.
edu/
k12/
less
on_p
lans/
liver
_lab
.htm
l (9f
) B
rom
thym
ol b
lue/
stra
w-g
as e
xcha
nge
Conn
ectio
n: W
hen
lear
ning
abo
ut g
as
exch
ange
invo
lved
in th
e co
mpl
emen
tary
ac
tiviti
es o
f our
org
an sy
stem
s (9a
) st
uden
ts c
an u
se p
robe
s to
mea
sure
car
bon
diox
ide
prod
uctio
n (I
&E
1a)
and
then
gr
aph
relat
ed c
once
pts s
uch
as e
xerc
ise a
nd
amou
nt o
f CO
2 pro
duce
d an
d ca
lcul
ate
from
thei
r gra
ph a
n un
know
n pe
rson
’s CO
2 rat
e gi
ven
the
amou
nt o
f exe
rcise
(a
lgeb
ra 6
.0).
5-35
An
alyz
ed S
tan
dar
ds
9a, 9
f, 9
g, (
9i)
Inst
ruct
ion
al R
esou
rces
C
onn
ecti
ons
and
Not
es
http
://w
ww
.byr
onsm
ith.ca
/eve
rest
2000
/edu
catio
n/ac
tiviti
es/p
h4th
3alti
tude
.ht
ml (
9a)
Ana
lyzi
ng k
idne
y fil
tratio
n (M
oder
n Bi
olog
y) (9
g)
Dial
ysis
Tubi
ng h
ttp:/
/tea
chhe
althk
-12.
uths
csa.e
du/p
a/pa
10/1
004B
.htm
(9g)
M
odel
ing
hum
an d
iges
tion
(Mod
ern
Biol
ogy)
—te
st tu
bes w
ith e
gg w
hite
and
en
zym
es p
lus/
min
us h
ydro
chlo
ric a
cid,
etc
. (9f
) H
eart
Tran
splan
t—Co
rnel
l Lab
ht
tp:/
/ww
w.p
bs.o
rg/w
gbh/
nova
/ehe
art/
hum
an.h
tml (
9a)
Tex
tboo
k R
efer
ence
s G
len
coe
(9a)
pp.
972
-974
, 976
, 987
(9
f) pp
. 91
8, 9
20-9
22, 9
40-9
41
(9g)
pp.
932
, 985
-987
, 991
, 105
1, 1
054
(9i)
pp. 9
29-9
35, 9
39-9
41, 9
98-1
004,
101
9-10
21
Hol
t (9
a) p
p. 1
31-1
44
(9f)
pp. 9
84-9
89
(9g)
pp.
991
-996
(9
i) pp
. 103
8-10
40
Pre
nti
ce H
all
(9a)
pp.
943
-950
, 956
-963
, 978
-989
(9
f) pp
. 92
0-92
2, 9
40-9
41
(9g)
pp.
932
, 985
-987
,991
, 932
, 105
1 (9
i) pp
. 929
-935
, 939
-941
, 998
-100
4 .
5-36
LA
USD
- H
igh
Sch
ool I
nst
ruct
ion
al G
uid
e B
iolo
gy
Inst
ruct
ion
al C
omp
onen
t 3
- M
atri
x St
and
ard
Gro
up
2 E
lect
roch
emic
al C
omm
un
icat
ion
an
d R
esp
onse
9.
b. S
tude
nts k
now
how
the
nerv
ous s
yste
m m
ediat
es c
omm
unic
atio
n be
twee
n di
ffer
ent p
arts
of t
he b
ody
and
the
body
’s in
tera
ctio
ns w
ith th
e en
viro
nmen
t. 9.
d. S
tude
nts k
now
the
func
tions
of t
he n
ervo
us sy
stem
and
the
role
of n
euro
ns in
tran
smitt
ing
elec
troch
emic
al im
pulse
s. 9.
e. St
uden
ts k
now
the
role
s of s
enso
ry n
euro
ns, i
nter
neur
ons,
and
mot
or n
euro
ns in
sens
atio
n, th
ough
t, an
d re
spon
se.
9.h.
* St
uden
ts k
now
the
cellu
lar a
nd m
olec
ular
bas
is of
mus
cle
cont
ract
ion,
incl
udin
g th
e ro
le o
f act
in, m
yosin
. Ca+
2, a
nd A
TP
Stan
dar
d G
rou
p 2
Key
Con
cep
t –
Ele
ctro
chem
ical
Com
mu
nic
atio
n a
nd
Res
pon
se
A
nal
yzed
Sta
nd
ard
s 9b
, 9d
, 9e,
9h
In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
s an
d N
otes
9b •
Cate
goriz
e th
e se
nse
orga
ns, i
dent
ify o
ther
bo
dy re
cept
ors t
hat m
ake
them
aw
are
of
thei
r env
ironm
ent,
and
see
way
s in
whi
ch
the
body
refle
xive
ly re
spon
ds to
an
exte
rnal
stim
ulus
thro
ugh
a re
flex
arc.
• E
xplai
n ho
w th
e ne
rvou
s sys
tem
inte
ract
s w
ith e
ndoc
rine
glan
ds in
clud
ing
the
pitu
itary
and
hyp
otha
lamus
in re
gulat
ion
and
prod
uctio
n of
hor
mon
es.
9d •
Exp
lain
how
an
actio
n po
tent
ial is
ge
nera
ted
and
trans
mitt
ed w
ithin
the
neur
on u
sing
the
sodi
um p
otas
sium
pum
p.
• D
escr
ibe
how
neu
rotra
nsm
itter
s fac
ilita
te
com
mun
icat
ion
betw
een
neur
ons.
9e •
Diag
ram
a re
flex
arc,
and
expl
ain th
e ev
ents
th
at o
ccur
dur
ing
impu
lse tr
ansm
issio
n w
ith re
latio
n to
sens
ory,
inte
r and
mot
or
neur
ons.
9h
•
A sk
etch
of t
he sa
rcom
ere
can
be u
sed
to
indi
cate
the
func
tions
of t
he a
ctin
and
m
yosin
filam
ents
and
the
role
of c
alciu
m
ions
and
ATP
in m
uscl
e co
ntra
ctio
ns.
Tex
t A
ctiv
itie
s G
len
coe
Lab
Man
ual
W
hat i
s the
Eff
ect o
f Sm
ell o
n Ta
ste?
(9b)
pp.
233
-236
H
olt
Scie
nce
Bio
logy
Vid
oe L
ab M
anu
al
Calc
ulat
ion
Reac
tion
Tim
es (9
b) p
p. 1
65-1
67
Hol
t B
ioSo
urc
es L
ab P
rog
ram
Qu
ick,
Dat
a, a
nd
Mat
h L
abs
Ana
lyzi
ng C
hang
e D
urin
g a
Ner
ve Im
pulse
(9d)
pp.
285
-286
P
ren
tice
Hal
l Lab
Man
ual
s (A
an
d B
) A
-Obs
ervi
ng N
ervo
us R
espo
nses
(9d
& 9
e) p
p. 2
49-2
53
Sup
ple
men
tal A
ctiv
itie
s/R
esou
rces
R
efle
x ar
c ac
tivity
Fos
s Hum
an B
rain
and
Sens
es In
vest
igat
ion
8: S
endi
ng A
M
essa
ge a
nd
http
://e
duc.q
ueen
su.ca
/~sc
ienc
e/m
ain/c
once
pt/b
iol/
b06/
B06L
ACW
1.ht
m
(9e)
R
uler
dro
p ht
tp:/
/fac
ulty
.was
hing
ton.
edu/
chud
ler/
bex/
4rt1
(9b)
M
uscl
e ht
tp:/
/use
rs.rc
n.co
m/j
kim
ball.
ma.u
ltran
et/B
iolo
gyPa
ges/
M/M
uscl
es.h
tm (
9d,
9h)
Tex
tboo
k R
efer
ence
s G
len
coe
(9b)
pp.
944
-955
, 967
-969
(9
d) p
p. 9
43-9
48, 9
50-9
55, 9
67-9
69
(9e)
pp.
943
, 948
-950
, 968
-969
5-37
An
alyz
ed S
tan
dar
ds
9b, 9
d, 9
e, 9
h
Inst
ruct
ion
al R
esou
rces
C
onn
ecti
ons
and
Not
es
(9h)
pp.
907
-909
, 914
-915
H
olt
(9b)
pp.
103
5-10
37, 1
050,
105
4-10
55
(9d)
pp.
100
5-10
09
(9e)
pp.
101
0-10
15
(9h)
pp.
918
-920
P
ren
tice
Hal
l (9
b) p
p. 8
91-8
96, 9
01-9
04
(9d)
pp.
891
-896
, 897
-900
(9
e) p
p. 9
01-9
04
(9h)
pp.
917
-918
5-38
LA
USD
- H
igh
Sch
ool I
nst
ruct
ion
al G
uid
e B
iolo
gy
Inst
ruct
ion
al C
omp
onen
t 3
- M
atri
x St
and
ard
Gro
up
3 F
eed
bac
k M
ech
anis
m
9.c.
Stud
ents
kno
w h
ow fe
edba
ck lo
ops i
n th
e ne
rvou
s and
end
ocrin
e sy
stem
s reg
ulat
e co
nditi
ons i
n th
e bo
dy.
9.i.*
Stu
dent
s kno
w h
ow h
orm
ones
(inc
ludi
ng d
iges
tive,
repr
oduc
tive,
osm
oreg
ulat
ory)
pro
vide
inte
rnal
feed
back
mec
hani
sms f
or h
omeo
stas
is at
the
cellu
lar le
vel a
nd in
who
le
orga
nism
s. St
and
ard
Set
3 K
ey C
once
pts
– F
eed
bac
k M
ech
anis
m
An
alyz
ed S
tan
dar
ds
9c, 9
i In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
9c •
Trac
e th
e pa
th o
f hor
mon
es fr
om th
eir
poin
t of o
rigin
to th
eir t
arge
t site
. 9i
•
Trac
e th
e pa
th o
f hor
mon
es fr
om th
eir
poin
t of o
rigin
to th
eir t
arge
t site
.
Tex
t A
ctiv
itie
s H
olt
Bio
Sou
rces
Lab
Pro
gra
m-S
kills
Pra
ctic
e L
ab T
ED
Le
ptin
and
End
ocrin
e Sy
stem
(9c)
pp.
197
-200
H
olt
Bio
Sou
rces
Lab
Pro
gra
m-Q
uic
k D
ata
and
Mat
h L
abs
TE
D
Ana
lyzi
ng B
lood
-Glu
cose
Reg
ulat
ion
(9c)
pp.
292
-293
H
olt
Bio
Sou
rces
Qu
ick
Dat
a an
d M
ath
Lab
Man
ual
A
naly
zing
Hor
mon
e Se
cret
ions
(9i)
pp. 2
94-2
95
Pre
nti
ce H
all L
ab M
anu
als
(A a
nd
B)
A-C
ompa
ring
Ova
ries a
nd T
este
s (9i
) pp.
273
-278
Su
pp
lem
enta
l Act
ivit
ies/
Res
ourc
es
H
omeo
stas
is/Fe
edba
ck lo
ops
http
://w
ww
.bio
logy
mad
.com
/mas
ter.h
tml?h
ttp:/
/ww
w.b
iolo
gym
ad.co
m/H
omeo
stas
is/H
omeo
stas
is.ht
m (9
b)
Gle
nco
e (9
c) p
p. 9
29-9
35, 9
39-9
41, 9
46-9
50, 9
67-9
69, 1
019-
1021
(9
i) pp
. 929
-935
, 939
-941
, 998
-100
4, 1
019-
1021
H
olt
(9c)
pp.
100
5-10
19
(9i)
pp. 1
039-
1040
P
ren
tice
Hal
l (9
c) p
p. 8
91-8
96, 9
97-1
008
(9i)
pp. 9
29-9
35, 9
39-9
41, 9
98-1
004
5-39
LA
USD
- H
igh
Sch
ool I
nst
ruct
ion
al G
uid
e B
iolo
gy
Inst
ruct
ion
al C
omp
onen
t 3
- M
atri
x St
and
ard
Gro
up
4 I
nfe
ctio
n/
Imm
un
ity
10.a.
Stu
dent
s kno
w th
e ro
le o
f the
skin
in p
rovi
ding
non
spec
ific
defe
nses
aga
inst
infe
ctio
n.
10.b
. Stu
dent
s kno
w th
e ro
le o
f ant
ibod
ies i
n th
e bo
dy’s
resp
onse
to in
fect
ion.
10
.c. S
tude
nts k
now
how
vac
cinat
ion
prot
ects
an
indi
vidu
al fr
om in
fect
ious
dise
ases
. 10
.d. S
tude
nts
know
ther
e ar
e im
porta
nt d
iffer
ence
s be
twee
n ba
cter
ia an
d vi
ruse
s w
ith r
espe
ct to
thei
r re
quire
men
ts f
or g
row
th a
nd r
eplic
atio
n, th
e bo
dy’s
prim
ary
defe
nses
ag
ainst
bac
teria
l and
vira
l inf
ectio
ns, a
nd e
ffec
tive
treat
men
ts o
f the
se in
fect
ions
. 10
.e. S
tude
nts
know
why
an
indi
vidu
al w
ith a
com
prom
ised
imm
une
syst
em (
for
exam
ple,
a pe
rson
with
AID
S) m
ay b
e un
able
to
fight
off
and
sur
vive
inf
ectio
ns b
y m
icro
orga
nism
s tha
t are
usu
ally
beni
gn.
10.f.
* St
uden
ts k
now
the
role
s of p
hago
cyte
s, B-
lym
phoc
ytes
, and
T-ly
mph
ocyt
es in
the
imm
une
syst
em.
Stan
dar
d G
rou
p 4
Key
Con
cep
t –
Infe
ctio
n/
Imm
un
ity
A
nal
yzed
Sta
nd
ard
s 10
a, 1
0b, 1
0c, 1
0d, 1
0e, 1
0f
Inst
ruct
ion
al R
esou
rces
C
onn
ecti
ons
and
Not
es
10a •
Exp
lain
how
the
skin
act
s as a
phy
sical
barr
ier a
gain
st h
arm
ful m
icro
orga
nism
s and
ca
n be
com
prom
ised
by c
uts a
nd a
bras
ions
. 10
b •
Exp
lain
how
ant
ibod
ies a
re re
lated
to
antig
ens.
10c •
Sum
mar
ize
how
vac
cina
tion
prot
ects
pe
ople
from
infe
ctio
us d
iseas
es.
• Id
entif
y tw
o ty
pica
l vac
cine
con
stru
cts (
e.g.
wea
kene
d or
kill
ed p
atho
gen,
pur
ified
pr
otei
n).
• Re
view
hist
ory
of v
acci
ne u
se a
nd
deve
lopm
ent.
10
d •
Com
pare
bac
teria
and
viru
ses a
s rel
ated
to
requ
irem
ents
for g
row
th a
nd re
plic
atio
n.
• A
naly
ze d
efen
ses a
gain
st b
acte
rial a
nd v
iral
infe
ctio
ns.
• Pr
edic
t tre
atm
ents
for d
iffer
ent t
ypes
of
infe
ctio
ns (e
.g. u
ses o
f ant
ibio
tics)
.
Tex
t A
ctiv
itie
s G
len
coe
Lab
Man
ual
V
iral R
eplic
atio
n (1
0d) p
p. 1
09-1
12
How
Do
Ant
imic
robi
al Su
bsta
nces
Aff
ect B
acte
ria? (
10d)
pp.
249
-252
W
here
Can
Mic
robe
s Be
Foun
d? (1
0d) p
p. 2
53-2
56
Hol
t B
ioSo
urc
es L
ab P
rog
ram
-Qu
ick,
Dat
a an
d M
ath
Lab
s T
ED
Ca
lcul
atin
g Co
ntag
ion
(10b
) pp.
273
-275
Si
mul
atin
g A
ntig
en A
ctiv
ity (1
0b) p
p. 2
76-2
77
Mod
elin
g V
iruse
s (10
d) p
p. 1
27-1
29
Pre
nti
ce H
all L
ab M
anu
als
(A a
nd
B)
B-Co
nstru
ctin
g M
odel
s of A
ntib
odie
s (10
b) p
p. 2
53-2
56
A-C
ontro
lling
Bac
teria
Gro
wth
(10d
) pp.
153
-159
A
-Det
ectin
g V
iruse
s (10
d) p
p. 2
79-2
86
Sup
ple
men
tal A
ctiv
itie
s/R
esou
rces
A
IDS
simul
atio
n ac
tivity
ht
tp:/
/ww
w.w
orld
visio
n.co
m.au
/res
ourc
es/c
onfe
renc
e/fil
es/H
IV_A
IDS_
wil
dfire
_gam
e.pdf
and
http
://w
ww
-roh
an.sd
su.ed
u/~
sepa
/HIV
Aid
sLab
.htm
(1
0e)
Ant
ibio
tic/B
acte
ria la
b (tr
eatm
ent)
http
://w
ww
.bio
.upe
nn.ed
u/m
edia/
pdf/
peop
le/f
acul
ty/w
aldro
n/w
aldro
n.an
ti
Conn
ectio
n: W
hile
disc
ussin
g H
IV (1
0e)
stud
ents
cou
ld e
ngag
e in
seve
ral E
LA le
sson
s in
clud
ing:
O
rgani
zatio
n an
d D
eliver
y of O
ral C
ommu
nica
tion
1.3
Choo
se lo
gica
l pat
tern
s of o
rgan
izat
ion
(e.g
., ch
rono
logi
cal,
topi
cal,
caus
e an
d ef
fect
) to
in
form
and
to p
ersu
ade,
by so
liciti
ng
agre
emen
t or a
ctio
n, o
r to
unite
aud
ienc
es
behi
nd a
co
mm
on b
elie
f or c
ause
. 1.
4 Ch
oose
app
ropr
iate
tech
niqu
es fo
r de
velo
ping
the
intro
duct
ion
and
conc
lusio
n (e
.g.,
by
usin
g lit
erar
y qu
otat
ions
, ane
cdot
es,
refe
renc
es to
aut
horit
ativ
e so
urce
s).
5-40
An
alyz
ed S
tan
dar
ds
10a,
10b
, 10c
, 10d
, 10e
, 10f
In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
s an
d N
otes
• Cl
assif
y di
seas
es b
ased
on
type
of
path
ogen
. 10
e •
Exp
lain
how
an
indi
vidu
al w
ith a
co
mpr
omise
d im
mun
e sy
stem
may
be
mor
e su
scep
tible
to in
fect
ion.
10
f •
Dist
ingu
ish b
etw
een
the
two
type
s of
lym
phoc
ytes
and
com
pare
thei
r fun
ctio
ns.
biot
ics.p
df (1
0d)
Viru
ses a
nd b
acte
ria h
ttp:/
/ww
w.ce
llsali
ve.co
m/p
hage
.htm
(10d
) V
acci
nes h
ttp:/
/sch
ool.d
iscov
ery.c
om/l
esso
nplan
s/pr
ogra
ms/
vacc
inat
ions
/ (1
0c)
Ope
ratio
n A
ntib
ody
http
://s
choo
l.disc
over
y.com
/les
sonp
lans/
prog
ram
s/op
erat
iona
ntib
ody/
(1
0b)
The
Imm
une
Syst
em U
nit
http
://w
ww
.aai.o
rg/c
omm
ittee
s/ed
ucat
ion/
defe
nsiv
e.pdf
(10
a, f)
Writ
e an
ess
ay su
ppor
ting
or o
ppos
ing
vacc
inat
ion
for c
hild
ren
usin
g ar
ticle
s fr
om in
tern
et.
Pro-
h
ttp
://
ww
w.f
da.
gov/
oc/
opac
om/
kid
s/h
tml/
vacc
ines
.htm
or c
on-
htt
p:/
/w
ww
.geo
citi
es.c
om/
Hea
rtla
nd
/81
48/
vac.
htm
l#lin
ks (1
0c)
Tex
tboo
k R
efer
ence
s G
len
coe
(10a
) pp.
897
, 913
, 103
1 (1
0b) p
p. 1
037-
1038
, 104
5-10
47
(10c
) pp.
103
9-10
40, 1
046-
1047
(1
0d) p
p. 4
76-4
81, 4
83, 4
89-4
93, 4
95-5
01, 1
029-
1030
, 10
37-1
041,
104
5 (1
0e) p
p. 1
040-
1041
(1
0f) p
p. 1
032-
1034
, 103
6-10
38, 1
041,
104
6-10
47
Hol
t (1
0a) p
p. 9
56-9
77
(10b
) pp.
962
-967
(1
0c) p
p. 4
92, 9
66-9
67, 9
72
(10d
) pp.
483
-491
(1
0e) p
p. 9
70-9
72
(10f
) pp.
937
, 959
-961
P
ren
tice
Hal
l (1
0a) p
p. 1
034-
1040
(1
0b) p
p. 1
036-
1040
(1
0c) p
p. 1
039-
1040
(1
0d) p
p. 4
71-4
87
(10e
) pp.
104
1-10
44
(10f
) pp.
103
2-10
34, 1
036-
1038
, 104
1, 1
046-
1047
5-41
L
AU
SD -
Hig
h S
choo
l In
stru
ctio
nal
Gu
ide
Bio
logy
In
stru
ctio
nal
Com
pon
ent
3 -
Mat
rix
Stan
dar
d G
rou
p 5
Eco
logy
6.
a. St
uden
ts k
now
bio
dive
rsity
is th
e su
n to
tal o
f diff
eren
t kin
ds o
f org
anism
s and
is a
ffec
ted
by a
ltera
tions
of h
abita
ts.
6.b.
Stu
dent
s kno
w h
ow to
ana
lyze
cha
nges
in a
n ec
osys
tem
resu
lting
from
cha
nges
in c
limat
e, hu
man
act
ivity
, int
rodu
ctio
n of
non
nativ
e sp
ecie
s, or
cha
nges
in p
opul
atio
n siz
e. 6.
c. St
uden
ts k
now
how
fluc
tuat
ions
in p
opul
atio
n siz
e in
an
ecos
yste
m a
re d
eter
min
ed b
y th
e re
lativ
e ra
tes o
f birt
h, im
mig
ratio
n, e
mig
ratio
n, a
nd d
eath
. 6.
d. S
tude
nts
know
how
wat
er, c
arbo
n, a
nd n
itrog
en c
ycle
bet
wee
n ab
iotic
reso
urce
s an
d or
gani
c m
atte
r in
the
ecos
yste
m a
nd h
ow o
xyge
n cy
cles
thro
ugh
phot
osyn
thes
is an
d re
spira
tion.
6.
e. St
uden
ts k
now
a v
ital p
art o
f an
ecos
yste
m is
the
stab
ility
of i
ts p
rodu
cers
and
dec
ompo
sers
. 6.
f. St
uden
ts k
now
at e
ach
link
in a
food
web
som
e en
ergy
is st
ored
in n
ewly
mad
e st
ruct
ures
but
muc
h en
ergy
is d
issip
ated
into
the
envi
ronm
ent a
s hea
t. Th
is di
ssip
atio
n m
ay
be re
pres
ente
d in
an
ener
gy p
yram
id
Stan
dar
d G
rou
p 5
Key
Con
cep
t –
Eco
logy
An
alyz
ed S
tan
dar
ds
6a, 6
b, 6
c, 6
d, 6
e, 6
f In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
6a •
Und
erst
and
that
the
mor
e bi
odiv
ersit
y in
an
eco
syst
em th
e gr
eate
r its
stab
ility
and
re
silie
ncy.
• Pr
edic
t the
eff
ects
of d
ecre
asin
g bi
odiv
ersit
y in
eco
syst
em.
6b
•
Parti
cipa
te in
long
itudi
nal a
nalys
is of
se
vera
l eco
syst
ems.
•
Exp
lain
how
cha
nges
in e
cosy
stem
s can
m
anife
st th
emse
lves
in p
redi
ctab
le p
atte
rns
of c
limat
e, se
ason
al re
prod
uctiv
e cy
cles
, po
pulat
ion
cycl
es, a
nd m
igra
tions
. •
Prov
ide
exam
ples
of h
ow h
uman
in
terv
entio
n or
the
intro
duct
ion
of n
ew
spec
ies m
ay c
hang
e th
e ba
lance
of a
n ec
osys
tem
. 6c
•
Pred
ict f
luct
uatio
n in
the
size
of a
po
pulat
ion
by m
easu
ring
fact
ors i
nclu
ding
bi
rth, d
eath
, and
mig
ratio
n pa
ttern
s.
Tex
t A
ctiv
itie
s G
len
coe
Lab
Man
ual
H
ow D
oes D
eter
gent
Aff
ect S
eed
Ger
min
atio
n? (6
a) p
p. 2
3-26
H
ow D
oes t
he E
nviro
nmen
t Affe
ct a
n E
agle
Pop
ulat
ion?
(6b)
pp.
15-
18
The
Less
on o
f the
Kaib
ab (6
c) p
p. 1
9-22
W
hat O
rgan
isms M
ake
Up
a M
icroc
omm
unity
? (6e
) pp.
11-
14
Hol
t B
ioso
urc
es S
kills
Pra
ctic
e L
ab T
each
er E
dit
ion
D
eter
min
ing
Gro
wth
Rat
e (6
c) p
p. 4
9-58
A
sses
sing
Abi
otic
Fact
ors i
n th
e E
nviro
nmen
t (6d
) pp.
69-
78
Exa
min
ing
Ow
l Pel
lets
(6f)
pp. 5
9-68
H
olt
Bio
sou
rces
In
qu
iry
and
Exp
lora
tion
Lab
s T
each
er E
dit
ion
H
ow P
ollu
tant
s Aff
ect A
Lak
e (6
b) p
p. 6
7-74
E
ffec
ts o
f Aci
d Pr
ecip
itatio
n (6
b) p
p. 7
5-82
H
olt
Bio
sou
rces
Lab
Pro
gram
Qu
ick,
Dat
a an
d M
ath
Lab
s T
each
er E
dit
ion
E
valu
atin
g Bi
odiv
ersit
y (6
a) p
p. 1
01-1
02
Mod
elin
g th
e G
reen
hous
e E
ffec
t (6b
) pp.
120
-121
M
akin
g A
Foo
d W
eb (6
f) pp
. 103
-106
Pr
edic
ting
How
Pre
datio
n W
ould
Aff
ect A
Plan
t Spe
cies
(6f)
pp. 1
09-1
11
Co
nnec
tion:
Whe
n an
alyzi
ng c
hang
es in
po
pulat
ion
(6c)
stud
ents
can
gra
ph a
line
ar
equa
tion
and
expo
nent
ial fu
nctio
ns (a
lgeb
ra
6.0
and
I&E
1e)
Co
nnec
tion:
Stu
dent
s gra
ph v
ariab
les i
n Bi
olog
y su
ch a
s num
ber o
f new
spec
ies
ente
ring
an a
rea,
birth
s, de
ath
for t
he
diff
eren
t zon
es in
the
tide
pool
s (alg
ebra
15
.0 a
nd B
io 6
c).
Conn
ectio
n: W
hen
lear
ning
abo
ut tr
ophi
c le
vels
(6f),
stud
ents
lear
n th
at e
ach
leve
l ab
ove
it is
a po
wer
of 1
0 le
ss b
ecau
se 9
0%
of th
e en
ergy
is d
issip
ated
as h
eat.
Usin
g th
at p
rinci
ple,
stud
ents
can
take
any
fu
nctio
n an
d es
tabl
ish if
the
ecos
yste
m is
su
stain
able
or n
ot (a
lgeb
ra 1
8.0)
.
Conn
ectio
n: W
hile
stud
ying
eco
syst
ems
(6b)
stud
ents
cou
ld u
se p
robe
s to
mea
sure
5-42
An
alyz
ed S
tan
dar
ds
6a, 6
b, 6
c, 6
d, 6
e, 6
f In
stru
ctio
nal
Res
ourc
es
Con
nec
tion
an
d N
otes
• Sh
ow e
xam
ples
of i
ncre
asin
g, d
ecre
asin
g or
zer
o po
pulat
ion
grow
th.
6d •
Diff
eren
tiate
bet
wee
n bi
otic
and
abi
otic
fa
ctor
s in
the
envi
ronm
ent.
•
Inte
rpre
t the
flow
of n
utrie
nts s
uch
as
wat
er, c
arbo
n, o
xyge
n, n
itrog
en, a
nd
phos
phor
us th
roug
h bi
ogeo
chem
ical
cycl
es.
6e
•
Hyp
othe
size
how
a d
istur
banc
e in
the
prod
ucer
or d
ecom
pose
r pop
ulat
ion
wou
ld
affe
ct th
e st
abili
ty o
f an
ecos
yste
m.
(Stu
dent
s cou
ld b
uild
a d
ecom
posit
ion
colu
mn)
. 6f
•
Sum
mar
ize
the
ener
gy lo
ss in
a fo
od c
hain
. St
uden
ts c
an sh
ow h
ow o
nly
10%
on
aver
age
of a
vaila
ble
ener
gy is
pas
sed
on to
th
e ne
xt tr
ophi
c le
vel.
6g
•
Dist
ingu
ish b
etw
een
gene
tic a
dapt
atio
n an
d no
n-ge
netic
acc
omm
odat
ion
as re
lated
to
beh
avio
r, st
ruct
ure
and
met
abol
ism
(usin
g pr
int a
nd o
nlin
e re
sour
ces)
.
Hol
t Sc
ien
ce B
iolo
gy V
ideo
Lab
s L
ab M
anu
al w
ith
An
swer
Key
O
bser
ving
the
Eff
ects
of A
cid
Rain
on
Seed
s (6b
) pp.
1-4
St
udyi
ng P
opul
atio
n G
row
th (6
c) p
p. 7
5-78
M
odel
ing
Eco
syst
em C
hang
e O
ver T
ime
(6e,
f) pp
. 69-
70 H
olt
Bio
Sou
rces
Qu
ick
Dat
a an
d M
ath
Lab
Man
ual
A
naly
zing
Hor
mon
e Se
cret
ions
(9i)
pp. 2
94-2
95
Pre
nti
ce H
all L
ab M
anu
als
(A a
nd
B)
A-O
bser
ving
the
Eff
ect o
f Bac
teria
on
Bean
Plan
t Gro
wth
(6b)
pp.
69-
72
A-I
nves
tigat
ing
Air
and
Wat
er P
ollu
tion
(6b)
pp.
79-
83
A-S
ampl
ing
a Pl
ant C
omm
unity
(6c)
pp.
73-
78
A-I
nves
tigat
ing
Chem
ical
Cycl
es in
the
Bios
pher
e (6
d) p
p. 6
5-68
B-
Obs
ervi
ng D
ecom
posit
ion
(6e)
pp.
77-
80
Sup
ple
men
tal A
ctiv
itie
s/R
esou
rces
D
ecom
posit
ion
Colu
mn
http
://w
ww
.bot
tlebi
olog
y.org
/inv
estig
atio
ns/d
ecom
p_m
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Biology Performance Task #1
Standards Group Assessed: Instructional Component 1—Standards Sets 1, 2, 3 Specific Standard(s) Assessed: 1a, 1c, 1d, 1e, 1f, 1g, 1i, 1j* Directions to the Student: The Task: Cell City Congratulations! You have just won the contract to design a new city! As head architect for your firm, you have the responsibility to design, build a model of, and describe the “City of Tomorrow”. In the proposal you promised to apply your knowledge of Cellular Biology in your design. Your proposal included the following items: a. Inspired by the cell membrane, the City of Tomorrow will have a similar structure with
similar functions.
b. The City of Tomorrow will function with ease thanks to structures similar to enzymes.
c. The City of Tomorrow will be much more sophisticated then the Prokaryotic and Virus City of Yesterday.
d. The City of Tomorrow will have an efficient flow of information similar to that found in the central dogma.
e. The City of Tomorrow will have structures that carryout the same functions found in the ER and Golgi.
f. The City of Tomorrow will have a efficient method of capturing energy from the sun.
g. The City of Tomorrow will have a structure that is able to process raw material into usable energy.
h. The City of Tomorrow will be made of four major materials that are made from simple pieces.
Your task now is to make these promises into a design, model and descriptive report. In order not to lose the contract, your description must have structures that are analogous to the cell membrane, enzymes, nucleus, ER, Golgi, chloroplast, mitochondria, and the 4 major organic macromolecules. Your report must include a description of how your structures are analogous to the structures in the Cell. In addition, you must discuss the manner in which information flows in your city that is analogous to the events in the central dogma. You must explain how your city is different then Prokaryotic and Viral City. Finally you must show evidence of comprehension of osmosis by describing how water enters the city.
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Clear Expectations for Performance:
4 Report demonstrates an analysis of the function of the cell membrane, enzymes, E.R., golgi apparatus, chloroplast, and mitochondria. Able to apply knowledge of central dogma, and osmosis. Shows evidence of understanding of differences between eukaryotic cells, prokaryotic cells, and viruses. Report is typed or neat. Minimal grammar and spelling errors. Design is drawn neatly with all structures labeled. Model is creative and original.
3 Report demonstrates an understanding of the function of the cell membrane, enzymes, E.R., golgi apparatus, chloroplast, and mitochondria. Not able to apply knowledge of central dogma, and osmosis. Missing some evidence of understanding of differences between eukaryotic cells, prokaryotic cells, and viruses. Report is not typed or not so neat. Minimal grammar and spelling errors. Design is drawn neatly with all structures labeled. Model lacks creativity.
2 Report missing an understanding of the function of two or more of either; the cell membrane, enzymes, E.R., golgi apparatus, chloroplast, and mitochondria. Missing any mention of central dogma, and osmosis. Shows evidence of understanding of differences between eukaryotic cells, prokaryotic cells, and viruses. Report is messy. Many grammatical and spelling errors. Messy design and missing model.
1 Report does not demonstrate any understanding of processes occurring within cell. Report is messy with lack of attention to grammar or spelling. Missing design and/or model.
Student Evaluation
• Student Reflection on the Task and Product: o Students apply rubric to their own work o Group reporter monitors group activities and individual participation on an ongoing
basis Instructional Scaffolding—recommended activities and performance tasks:
• Comparison of prokaryotic vs. eukaryotic cells • Analyze structural differences between viruses and cells • Gather research and information from other sources on organelle function, etc. • Microscope investigations • Dialysis lab/Organic molecule tests • Application of genetic coding rules • Photosynthesis/respiration labs
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Biology Performance Task #2
Standards Group Assessed: Instructional Component 1B -- Standard Set 4, 5 Specific Standard(s) Assessed: 4a, 4b, 4c, 4d, 4e, 5a, 5b, 5c The Task: Children’s Story Book Directions to the Student:
Your assignment is to put together a storybook that explains the details of how DNA, a set of instructions, specify the sequence of amino acids in proteins of that organism and how it can be changed through genetic engineering. You are a molecular biologist teaching at a prestigious University and a huge publishing company has found that you are one of the best teachers and they want you break down the information for our children.
Your storybook needs to explain the following phenomenon:
a) Describe the general structures and functions of DNA, RNA, and protein. b) show how base-pairing rules explain accurate copying of DNA during semi-conservative
replication c) show how base-pairing rules explain transcription of information from DNA into
mRNA. d) the general pathway by which ribosomes make proteins, using tRNA’s to translate
genetic information in mRNA. e) show how the genetic coding rules predict the sequence (order) of amino acids from a
sequence of codons in mRNA. f) Explain how mutations in the DNA sequence of a gene may or may not affect the gene
expression, or the sequence of amino acids in an encoded protein. g) Specialization of cells in multicellular organisms is usually due to different patterns of
gene expression rather than to differences of the gene themselves. h) Proteins can differ from one another in the number and sequence of amino acids. i) How genetic engineering (biotechnology) is used to produce new biomedical and
agricultural products.
In order to do the assignment well you should take the following steps:
1. Add a “Test your Knowledge” section: For example, you might want to ask them to transcribe mRNA from DNA and then ask them to translate it to a protein.
2. Add a section on the ethical question: 3. Put together a blank booklet from the construction paper provided by the teacher. (You may
also use your own materials if you wish.) 4. On a blank sheet of paper, write a plan for how you will put your storybook together. You
should write down all the page numbers and write what diagrams you will put on those pages, and what you will write on each page. You should arrange the diagrams in order that will help
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you explain a) to i). Don’t forget to include pages for your title, your dedication, your introduction and a summary.
5. Glue the diagrams into the book where you want them. Remember to leave room to write your story on gene expression. Write your story on the pages you left blank. This story must explain a) to i) in detail, and must use the pictures to explain what happens in DNA replication, gene expression, and genetic engineering. For example, you might write, “The diagram on the left show that…”.
Clear Expectations for Performance:
Your book needs to include:
• A decorated cover with Title ,Author, Class, Period, Date; • A Dedication Page; • Diagrams are included and explained; • Labels on all of the diagrams; • An original story that uses diagrams to explain a) to i) using at least the following vocabulary terms:
DNA RNA DNA Replication Base pairing rules Semi-Conservative Replication
tRNA mRNA Ribosome Nucleus Cytoplasm Codon Nucleotide Base Adenine Guanine Cytosine Uracil Thymine Deoxyribose sugar Hydrogen Bonds Ribose sugar Transcription Translation Phosphate Group Double Helix Complementary base pair
Genetic engineering
Restriction enzyme Sticky end Recombinant DNA
Plasmid Gene expression Protein Genetic code rule Amino acid Mutation genes Specialized cell Novel biomedical
products (insulin) Novel agricultural products
Cloning *A paragraph at the end summarizing your entire story. It should be a short review of your story and include a nice conclusion.
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CATEGORY 4 3 2 1
Writing Process Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.
Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.
Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.
Student devotes little time and effort to the writing process. Doesn't seem to care.
Neatness The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.
The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.
The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.
The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.
Focus on Assigned Topic
The entire story is related to the assigned topic and allows the reader to understand much more about the topic.
Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.
Some of the story is related to the assigned topic, but a reader does not learn much about the topic.
No attempt has been made to relate the story to the assigned topic.
Organization The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.
The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.
The story is a little hard to follow. The transitions are sometimes not clear.
Ideas and scenes seem to be randomly arranged.
Accuracy of Facts All facts presented in the story are accurate.
Almost all facts presented in the story are accurate.
Most facts presented in the story are accurate (at least 70%).
There are several factual errors in the story.
Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.
The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.
The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.
There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Requirements All of the written requirements (dedication, labeled figures, explanation, test your knowledge sec., ethical reflection, summary vocab, etc.) were met.
Almost all (about 90%) the written requirements were met.
Most (about 75%) of the written requirements were met, but several were not.
Many requirements were not met.
Characters The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately.
The main characters are named and described. Most readers would have some idea of what the characters looked like.
The main characters are named. The reader knows very little about the characters.
It is hard to tell who the main characters are.
Title Title is creative, sparks interest and is related to the story and topic.
Title is related to the story and topic.
Title is present, but does not appear to be related to the story and topic.
No title.
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Biology Performance Task #3
Standards Group Assessed: Instructional Component 2A—Standard Sets 1, 2, 3 Specific Standard(s) Assessed: 2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3b The Task: Genetic Counseling Directions to the Student: You are a physician in the year 2020. A couple expecting a child comes into your office in order to undergo routine prenatal testing which include genetic tests. After conducting preliminary tests, there appears to be genetic information that concerns the future health of the fetus. One area of concern was the fourth chromosome. Below are essential segments of three different genes on chromosome #4 (the spaces represent sections of the chromosome that do not affect these particular traits). Fetal chromosome #4:
...ACCGGCAACGTT.... CCTGAGGATTCA...TCTAGGGAGACC... (site 1) (site 2) (site 3) Site 1 is the portion of a gene which has the potential to cause Huntington's disease. Likewise, site 2 is a portion of the gene which has the potential to cause Marfan’s Syndrome. Site 3 is the portion a gene which has the potential to cause sickle-cell anemia. The hospital lab is out of service, so you will need to analyze the data yourself. To aid you in this process we have included an amino acid dictionary. Be sure to show all of your work so you can reference it when explaining the issues to the parents. Below are the amino acid sequences that correlate to Huntington's, Marfan’s Syndrome, and sickle-cell anemia.
A. Huntington's: tryptophan, proline, alanine, serine. B. Marfan Syndrome: glycine, leucine, leucine, serine. C. Sickle-cell anemia: arginine, serine, leucine, tryptophan
You search through the hospital's electronic library and find the following descriptions:
A. Huntington's Disease -- The incorrect form of a protein which alters normal brain cell activity; adults lose balance and coordination. The quality of life decreases with age. The onset does not usually occur until after age 30, however this disease is fatal.
B. Marfan Syndrome – The elastic tissues in one’s body-- including skin, lungs, and blood vessels-- are supposed and nourished by a strong resilient framework of connective tissue. Marfan syndrome is caused by a defect in the gene that enables the body to produce fibrillin, a protein that helps give connective tissue its electivity and strength.
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C. Sickle-cell anemia-- Mutations in the beta-globin gene cause blood cells to become distorted and take on a sickle shape (A normal blood cell is round, kind of shaped like a donut without the hole cut completely through). When the cells have this distorted shape, they can't travel through the blood vessels easily and get clogged in the narrow passages.
After determining what genetic disorder(s) are present on fetal chromosome #4, you must detail your findings and course of treatment in writing for the parents. This couple has several important questions that they would like answered:
1. What are the results of the genetic tests and what do they mean? 2. What are the typical steps involved in the production of gametes and the human life cycle? 3. How does Meiosis, segregation, and independent relate to the probability of having the disease 4. How do mutations in genes occur? 5. What is the current course of treatment for the genetic disorder(s) that have been identified
during the genetic testing? 6. What is gene therapy and is gene therapy a viable option for their child? 7. How could their child have a genetic disorder if both parents are “healthy?” 8. This couple is thinking about having more children, what are the chances that they will have
another child with the same genetic disorder(s)? 9. The expectant mother is 28 years old and heard from her friends that older women have a higher
risk of having children with Down’s Syndrome. She is wondering if this is true and if she needs to worry about this during this (and future) pregnancies.
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Clear Expectations for Performance:
Topic Advanced Proficient Basic Below Basic
Understanding of The Central Dogma in Genetics (namely, the pathway from DNA to protein through the processes of transcription & translation).
Students illustrate their understanding with a "perfect" transcription & translation of a section of DNA.
Substantial success in transcribing and translating a section of DNA with only minor errors.
Partial and/or incomplete understanding of transcription and translation; a few conceptual errors in transcribing & translating a section of DNA that questions the student's basic foundation in protein synthesis.
Student shows major misunderstanding of how protein synthesis works (as evident in attempt to transcribe and translating section of DNA).
The relationship between protein & traits. The student draws a clear connection between DNA as a blueprint for proteins that dictate how we look; logical and substantiated.
Student illustrates a firm understanding of how genotype dictates phenotype through the protein synthesis by fully explaining the process of gene expression.
Generally reasonable but not totally explicit; student draws connection but omits some minor information.
Arguments are underdeveloped and simple; student does not clearly indicate the depth of his/her understanding.
Student provides no substantial evidence or arguments to support his/her statements/ideas.
Bridging the gap between protein synthesis and genetic engineering. The student shows an understanding of how genetic engineering works.
Student demonstrates understanding of genetic engineering and its moral/societal implications; goes beyond mere explanation.
Student explains the important concepts surrounding genetic engineering but shows minor flaws in reasoning and evidence.
Student demonstrates difficulty in explaining a clear connection between protein synthesis and genetic engineering; inconsistent depth in arguments. Student also does not explain the moral/societal implications of such technology.
Student is generally unable to take adequate logical steps in explaining link between protein synthesis and genetic engineering. Does not go beyond simple definitions.
Understanding that meiosis is a process where random chromosome segregation determines which allele will be in a gamete and that new combinations of alleles may be generated during fertilization.
Student understands processes of meiosis and fertilization; demonstrates how Punnett Squares can be used to predict potential genotypes and phenotypes.
Student explains important concepts but shows some flaws in the mechanics of imp. processes; Punnett Squares demonstration is lacking.
Shows difficulty in explaining mechanisms of meiosis and fertilization. Cannot demonstrate understanding of concepts behind Punnett Squares.
Student is unable to explain meiosis and/or fertilization beyond mere definition. Use of Punnett Squares in explanation is missing.
Critical Thinking Student makes a coherent and compelling argument.
Student’s argument is generally logical but omits some minor evidence.
Student expresses some sound ideas, but the argument is incomplete and insufficient.
Student shows lack of organization and thought through poorly made connections.
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Student Evaluation • Student Reflection on the Task and Product
o Students apply rubric to their own work Instructional Scaffolding:
Task One:
Determining Possible Genetic Diseases Step 1: Figure out the amino acid sequence for each DNA site. Rewrite the sections of DNA in the space provided: ________________________________________________________________________ Transcribe the section of DNA into mRNA in the space provided: ________________________________________________________________________ Translate the mRNA into an amino acid sequence in the space provided: ________________________________________________________________________ Step 2: Circle either have or not have for each genetic disorder. Based on the DNA from site #1, the child will have / not have Huntington’s Disease. Based on the DNA from site #2, the child will have / not have Marfan’s Syndrome. Based on the DNA from site #3, the child will have / not have Sickle-Cell Anemia. Step 3: Writing a paragraph (at least 5 sentences). Based on what you have written for Step 2, write a paragraph that explains what genetic disease(s) are coded for in the child’s DNA. Write paragraph in the space provided.
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Step 4: Determining the current course of treatment. Read one article (see attached) about each of the genetic diseases that the child has. While reading the article, determine what the health risks are that are associated with that disease. Also, determine what the current course of treatment is for that disease. Write all information in the space provided. Step 5: Determine the current course of treatment for each of the diseases that have been identified during the genetic screening. In your explanation, you should detail the health risks associated with each disease.
Task Two: How Did The Genetic Diseases Occur In This Family?
Step 1: Understanding Meiosis
1. Define Inheritance (IN YOUR OWN WORDS):_____________________________________ _________________________________________________________________________________ _________________________________________________________________________________
2. Define Meiosis (IN YOUR OWN WORDS):________________________________________ _________________________________________________________________________________ _________________________________________________________________________________
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3. What type of cell is produced by meiosis? __________________________________________ _________________________________________________________________________________
4. Why is meiosis important when we study genetics? ___________________________________ _________________________________________________________________________________
5. What is independent assortment and how does it affect offspring ________________________
_________________________________________________________________________________
6. What is crossing over and how does it affect offspring? _______________________________ _________________________________________________________________________________
7. What is a recessive allele? _______________________________________________________ _________________________________________________________________________________
8. How can recessive alleles be passed on even though they are not “seen?” __________________
_________________________________________________________________________________
Step 2: Writing a paragraph Take your answers for questions # 1,2,4,5,6,8 (in that order) and form a paragraph that explains the concept of inheritance. Step 3: Understanding Mutations
9. Define mutation (IN YOUR OWN WORDS): ______________________________________ _________________________________________________________________________________
10. What is the difference between a frame shift mutation and a point mutation? _______________
_________________________________________________________________________________
11. . What is the difference between a gametic and a somatic mutation? _____________________
_________________________________________________________________________________
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12. . How can mutations affect the functioning of a cell? ________________________________ _________________________________________________________________________________
13. . Give at least two reasons that explain why mutations, even if they occur, may NOT affect the
functioning of a cell. __________________________________________________________ _________________________________________________________________________________
Step 4: Writing the paragraph. Rewrite the answers to questions # 1, 4 & 5 in the form of a paragraph.
\
Task 3: Is Gene Therapy A Viable Option?
Step 1: Find and read an article about gene therapy. Step 2: Complete the following flow chart that details the basic steps involved in gene therapy. There are five steps; the first and last have been provided.
Step 3: List two potential problems that scientists and/or patients might face when exploring the possibility of gene therapy.
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1. 2. Step 4: In a one paragraph written response, discuss whether you think gene therapy is a good thing for scientists to study.
Step 5: Based on the health issues associated with the child’s genetic disorder(s) AND your answer to Step 4, do you think that gene therapy is a viable option for the child?
1. Decide “yes, gene therapy would help” OR “no, gene therapy would not help.” 2. Come up with three reasons that you found (from either the reading about the child’s
disorder(s) or the reading about gene therapy) that support you answer to the previous question. 3. Write your answer and your three reasons in the form of a paragraph.
Task Four: Planning for Future Children
Step 1: For each of the child’s genetic disorders, determine whether the alleles that cause the disorder are dominant or recessive. Use the space provided.
Choose a letter to represent each type of allele. _____ = recessive _____ = dominant. These alleles code for ________________ disease. _____ = recessive _____ = dominant. These alleles code for ________________ disease. Determine the genotypes and phenotypes that result from each combination of alleles for each disease.
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Step 2: If the parents are “healthy” meaning that they do not exhibit any symptoms of the disease, but they still passed on the traits to their child, would the parents be homozygous or heterozygous for the trait? __________________________________ Step 3: Draw a Punnett Square that demonstrates how the parents passed on the “disorder causing” alleles to their child. NOTE THIS MUST BE DONE FOR EACH OF THE DISEASES THAT THE CHILD HAS!
Step 4: Explain each of the Punnett Squares in Words. Be sure to use correct terminology such as: homozygous, heterozygous, dominant allele, recessive allele. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Step 5: Explain “nondisjunction” (if you do not remember what this term means, refer to your reading on Down’s Syndrome or your notes). ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Step 6: Explain the possible effects of nondisjunction, specifically Down’s Syndrome. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Step 7: The chances of having a child with Down’s Syndrome increases / decreases as a woman ages.
Step 8: Does the mother of the child run a great risk of having a child with Down’s Syndrome? Why or Why not? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Step 9: Rewrite the answers to step 5, step 6, and step 8 in the form of a paragraph.
Task Five: Writing The Final Paper for the Parents
On a separate piece of paper, rewrite the following paragraphs IN ORDER. ⎯ Task One, Step 3 ⎯ Task One, Step 4 ⎯ Task Two, Step 2 ⎯ Task Two, Step 4 ⎯ Task Three, Step 4 ⎯ Task Three, Step 5 ⎯ Task Four, Step 4 ⎯ Step Four, Step 9
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Biology Performance Task #4
Standards Group Assessed: Instructional Component 2B—Standard Sets 4, 5, 6, 7 Specific Standard(s) Assessed: 7a, 7b, 7c, 7d, 8a, 8b, 8c, 8d, 8e The Task: Worble Case Study Directions to the Student: You are a field biologist assigned to study a little known mammal on the Island of Washoo. Your job is to analyze some known data and turn in your report to the Agency of New Species Control. Below is some information that was gathered about worbles. Complete the following assignment. Your report must be as complete as possible to receive your full grant. (Refer to rubric).
Worbles are small mammals that live in the desert and feed on seeds. One important variation found in worbles is the time of day they forage for food-some warbles are nocturnal (active at night) and some warbles are diurnal (active during the day). The primary predators of warbles are owls, which hunt only at night.
1. Do you think nocturnal worbles and diurnal worbles have equal chances of being eaten by owls? Explain your reasoning.
2. Do you think that nocturnal worbles and diurnal worbles produce an equal number of offspring? Explain your reasoning.
3. Which type of worble is more fit? Explain your answer. 4. Over a long period of time, changes can occur in worbles as a result of evolution. Based on the
answers you have given in this case study, what sorts of change do you think could occur in worbles due to evolution?
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Some worbles are born without the ability to reproduce. This is due to a genetic disorder caused by the recessive “no Baby” alleles. Why is it that this disorder continues to persist even though the worbles that have the disorder cannot pass on the allele to their offspring? Your analysis needs to include the word heterozygous.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
The “no Baby” allele did not always exist in the gene pool. Explain how this allele most likely first entered the gene pool.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Most worbles are either light or dark. There are a lot more dark worbles than light ones. If a volcanic eruption covers the ground of white ash, why is it good that there is more than one color of worbles? Describe how the change over time will occur in the worble population.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
What if a natural disaster caused all worbles to go extinct? Why would the natural disaster probably not kill all living things?
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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What if a natural disaster killed all but these four worbles? What affect may this have on the future generations of worbles?
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
What if an earthquake split the worbles into two groups? How might geographic isolation lead to speciation?
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Analyze the following fossil record by answering the questions in complete sentences:
1. List the kinds of fossils that are found in each rock layer of Site 1(Layer A-G) and Site 2 (Layer V-Z). 2. Discuss whether or not these fossil layers show evidence of biodiversity. Be as descriptive as possible. 3. Discuss whether there is any evidence of mass extinctions. If so, be specific about which layer and which site and
why you think this is true. 4. Do you see new species arising in layers? If so, in which layers and what site?
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5. For site 1 and 2 which layer is the oldest and youngest and how do you know?
SITE 1 SITE 2
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Here are five scenes showing two variations of Worbels, terrestrial (land) and arborial (tree). For each scene you need to write what is happening. Make sure you relate this whole story to Natural Selection. Make sure you note the variation between the two subspecies and describe their phenotypes. This must be colored and all sentences must be complete.
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Clear Expectations for Performance:
4 Responses demonstrate a complete analysis of the role of variation in survival (both within and between species). An analysis of fitness, differences in reproduction rate, natural selection. Complete analysis of the effects of heterozygotic genotype’s role in maintaining unwanted alleles. An understanding of the role of mutation in introducing variation. An analysis of the effects of genetic drift. Analysis of geographic isolation’s role in speciation. Analysis of the fossil evidence with regard to biodiversity, speciation and mass extinction. Neat and accurate, thorough and well thought out.
3 Analysis incomplete on two or less key concepts. Highest cognitive dimension not quite mastered. Analysis is not complete. Final product exhibiting satisfactory grammar, content, format and concepts. Not all vocabulary used accurately. Answers complete, neat and thorough.
2 Final product exhibiting some errors in grammar, content and concepts. Format is incomplete. Demonstrates understanding of major concepts but lacking in evidence of application and analysis.
1 Lacking analysis. Many errors in application tasks. Final product exhibiting numerous errors in grammar, format, content and concepts. Missing some sections completely. Less than neat.
Student Evaluation
• Student Reflection on the Task and Product: o Students apply rubric to their own work
Instructional Scaffolding—recommended activities and performance tasks:
• Natural Selection lab (bird beak activity, colored disk activity, etc.) • Readings on mutations • Punnett Squares • Labs measuring variation • Bottleneck/Genetic Drift simulation
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Biology
Performance Task #5
Adapted from: http://www.accessexcellece.org Faye Gottlieb Cascio South Lakes High School Reston, VA
Standards Group Assessed: Instructional Component 3A—Standard Sets 1, 2, 3, 4 Specific Standard(s) Assessed: 9a, 9b, 9c, 9d, 9e, 10a, 10b, 10c, 10d, 10e The Task: Tour of the Human Body Brochure Directions to the Student:
You have been hired as a travel consultant to design a luxury tour through the Human Body Systems. Before you can collect your fee from the Anatomy Travel Bureau, you must produce a brochure. The owner of the travel bureau has informed you that in order to win the contract you must highlight the trendy spots, the exciting activities, and the imports and exports of the areas. For insurance considerations, you must also discreetly mention any possible dangers or special precautions that tourists might encounter in visiting these systems. Your world body tour should include visits to the following systems: (1) Digestive, (2) Respiratory, (3) Endocrine (4) Immune, (5) Nervous, (6) Excretory, and (7) Circulatory.
• 14 pieces of paper measuring 8.5" X 11" should be used • 7 systems will have 2 sections each, 1 section for the pictures and the other for the explanations. • The key feature is to give an overall sense of the organization and function of each of the 7
systems. You may use figures provided, drawings, computer graphics, photographs of actual organs, pictures from magazines, journals, or books to help in your advertisement of each system. Whenever possible, type all written parts of brochure. Let your imagination run WILD!
Systems Objectives
OBJECTIVES:
1. Describe the function of the immune system. 2. Explain how the skin functions as a defense against disease. 3. Distinguish between a specific and nonspecific response. 4. Describe the actions of B cells and T cells in an immune response.
The Immune System
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5. Describe the relationship between vaccination and immunity. 6. Describe enemies of the immune system such as bacteria and viruses. 7. Describe why someone with AIDS may be unable to fight off infection 8. Explain (diagram) the antigen-antibody reaction.
VOCABULARY TO INCLUDE IN PAMPHLET: Immunology, antigen, antibody, lymphocyte, leukocyte, B-cell, T-cell, macrophage, vaccine, antibiotic, inflammatory response, immune response, histamine, helper T cell, pathogen, killer T cells, bacteria, viruses, HIV, AIDS
OBJECTIVES:
1. Describe the basic structure and function of the nervous system. 2. Describe the structure of a neuron and explain how it operates. (Diagram) 3. List the parts and discuss the function of the Central Nervous System (CNS). Discuss the
structure and control centers of the brain. 4. Describe the Peripheral Nervous System (PNS) and how it communicates information to and
from the brain. 5. Explain how a nerve impulse travels, include the events occurring at the synapse. 6. Explain what occurs during the reflex arc. (Diagram)
VOCABULARY TO USE IN THE PAMPHLET: Central Nervous System, Peripheral Nervous System, neuron, dendrite, cell body, axon, sensory neuron, motor neuron, interneuron, resting potential, action potential, nerve impulse, synapse, axon terminal (synaptic knob), neurotransmitter, stimulus, response, reflex, brain, cerebrum, cerebellum, medulla oblongata, spinal cord
OBJECTIVES:
1. Define excretion. 2. Describe the function of the skin, kidneys, lungs and liver in the excretory process. 3. Describe the structure and function of the kidney and its parts. 4. How is the excretory system related to the circulatory system?
VOCABULARY TO BE INCLUDED IN PAMPHLET excretion, kidney, nephron, ureter, urethra, urine, bladder, aorta, renal artery, renal vein, metabolic wastes, sweat glands
OBJECTIVES:
Nervous System
The Excretory System
Respiratory System
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1. Identify the structure and function of the parts of the respiratory system. 2. Explain how breathing rate is controlled. 3. Describe what happens between the alveoli and the capillaries. 4. Describe the effects of smoking on respiration.
VOCABULARY TO BE INCLUDED IN THE PAMPHLET: alveoli, gas exchange, trachea, bronchi, bronchiole, larynx, lung, oxygen, carbon dioxide, pharynx, inhalation, exhalation, cilia, respiratory control center,
OBJECTIVES:
1. List the functions of the human circulatory system. 2. Trace a drop of blood through the heart from right atrium to the aorta. 3. Locate and label the parts of a heart on a diagram. 4. Compare the blood on the right side of the heart with that on the left side. 5. Describe the components of blood.(red blood cells, white b.c., platelets and plasma) 6. Identify and describe the function of the different types of circulation: pulmonary and systemic
circuits. .
VOCABULARY TO BE INCLUDED IN PAMPHLET aorta, artery, capillary, vein, vena cava, atrium, valve, ventricle, circulatory system, pulmonary circulation, systemic circulation, red blood cells, hemoglobin, white blood cells, platelets, plasma, deoxygenated blood
OBJECTIVES:
1. List the parts of the digestive system and give their functions. 2. Compare mechanical digestion to chemical digestion. 3. Explain the function of the digestive enzymes amylase, protease and lipase. 4. Explain the results of the chemical digestion of carbohydrates, proteins and fats and discuss if
this digestion occurs in the mouth, stomach and/or small intestines. 5. Discuss the importance of the liver and pancreas in digestion. List the substances they produce
and explain their function. 6. Describe the structure of the villi and explain how its function is related to its structure.
VOCABULARY TO BE INCLUDED IN THE PAMPHLET: digestion, salivary gland, esophagus, stomach, pyloric sphincter valve, duodenum, liver, gall bladder, pancreas, small intestines, villi, large intestines, rectum, mucous, feces, alimentary canal, peristalsis, amylase, hydrochloric acid, pepsin, lipase, bile, acid The Endocrine System OBJECTIVES:
Transport: The Circulatory System
The Digestive System
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1. List the major function of the human endocrine system 2. List the major endocrine glands. 3. Name the functions of at least 7 hormones 4. Describe glucose homeostasis 5. Describe negative feedback loops which prevent you from forming a goiter
endocrine system, hormones, endocrine glands, homeostasis, thyroid gland, thyroxine, iodine, goiter, adrenal gland, epinephrine, pancreas, glucagon, insulin, alpha cells, beta cells, glycogen, diabetes, pituitary gland, hypothalamus, growth hormone, negative feedback loop, antidiuretic hormone, prolactin Clear Expectations for Performance: FOUR POINT ASSESSMENT 1= the element described is missing 2= the element is present, but does not meet standard described 3= the element is present and meets standard, but needs some revision or improvement 4= the element is present and meets or exceeds the standard and no revision is recommended Content 70% 1 2 3 4 Information presented is accurate, factual, and relevant to the specific topic 1 2 3 4 Research is in-depth and covers all systems and required topic areas 1 2 3 4 Time, energy, effort, enthusiasm, and group commitment to the project are evident 1 2 3 4 Project shows mastery of structure and function of human systems 1 2 3 4 Interrelationships between systems are clearly depicted and explained Travel Brochure 30% 1 2 3 4 Travel brochure is neat and shows thought and effort 1 2 3 4 Travel brochure clearly illustrates all structures, functions, and risks associated with travel to each system 1 2 3 4 Travel brochure exhibits creativity Student Evaluation
• Student Reflection on the Task and Product: o Students apply rubric to their own work
VOCABULARY TO BE USED IN PAMPHLET
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Biology
Performance Task #6 Standards Group Assessed: Instructional Component 3B—Standard Set 5 Specific Standard(s) Assessed: 6a, 6b, 6c, 6d, 6e, 6f The Task: Eco-Columns Background or Situation: The purpose of this lab is to create simulated ecosystems in an effort to learn about ecosystems in the real world. Directions to the Student: Part 1: Setup of your eco-column Steps 1-3 you should conduct in class with your eco-column group members. Steps 4-6 you should do at home.
1. First identify what you are trying to discover through the creation of your eco-column. Look over the demonstration and assembly diagram to understand each chamber.
2. Decide what background sources of information will you use (which parts of the textbook or what other references).
3. Decide what components to include in each section (which organisms, type of soil, etc.) See the list on the backside of this page for ideas.
4. Write a hypothesis for each of the three habitats: aquatic, decomposition, and terrestrial.
5. Draw a diagram of your eco-column and identify the biotic and abiotic factors present in each habitat.
6. Draw the (potentially connected) food webs you anticipate taking place within your eco-column. Make every effort to identify the species you have added as specifically as possible. If an organism is unidentifiable, include a drawing of it (you may use the stereo microscopes to help with this).
Part 2: Observation and Data Collection Each week you will make observations of your eco-column. Each observation should include:
• The date of your measurement • The number of days your eco-column has been running • pH
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• Temperature • Dissolved oxygen content of the aquatic chamber • Qualitative observations (turbidity, plant growth, decomposition rate, fish status, odor) • Additional measurements as conducted (analysis of NPK content, etc.)
Part 3: Lab Write-up Part of the scientific method involves disseminating what you have learned.
• You will do this in the form of a tab write-up following the guidelines I have given you. • Make sure to keep good records during the investigation so that you are not missing anything
when it comes time to write. IDEAS FOR CHAMBER COMPONENTS:
Terrestrial Chamber: Soil:
• You will probably want a mixture of planter mix and soil. For the soil, consider what types you have available between your group members.
o Do you want dry and rocky? o Sandy? o Soil that has had plants growing in it recently?
Seeds: • Since you have a small growing space, think small in terms of your plants. Fast
growing plants like beans are out. Read the seed packets in the classroom as you think about what to plant. A few seedlings may be available.
Decomposition Chamber Organic Matter:
• Some mix of leaves, grass, planter mix and easily decomposed food such as fruit (no citrus, no peels) should constitute the material in this chamber.
• Consider what fraction you think each of these components should be. Insects:
• You should be able to support a number of insects in your decomposition chamber. Insects like Drosophila (fruit flies) can fly back and forth between the terrestrial and decomposition chambers and help degrade the food.
• What other insects can you think of to include? • Do you want to put them in the terrestrial or decomposition
chamber? Aquatic Chamber: Water:
• Not all water is the same. o Do you want to include fresh tap water? o Old tap water? o Distilled water?
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o Pond water? o What is your reasoning?
Solid material: Choose gravel or sand or a mix to go in the bottom of your aquatic chamber Organisms:
• Fish, snails, and Elodea (water plants) are available to go in your aquatic chamber. • Be especially careful to limit the number of larger organisms in this chamber as you will not
open it to add food. • Add only the number of consumers you think this chamber can support.
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ECO-COLUMN WRITE-UP REQUIREMENTS
The following are more detailed instructions for your eco-column write-up. Except for drawing and labels, your write up should be typed (double spaced). 1. Write a hypothesis for each of the habitats (aquatic, decomposition, terrestrial).
• Your hypothesis should state what you think will happen in each one of these ecosystems. • You should briefly describe why you think this will be the case. • Put in hypothesis section of report.
2. Draw a diagram of your eco-column and identify the biotic and abiotic factors present in each habitat. • Put in procedure section of report. • Your eco-column has a unique structure. Draw a diagram that shows your eco-column and what is in each
section. • You can list the biotic and abiotic factors along the side or in separate paragraphs.
3. Draw the (potentially connected) food webs you anticipate taking place within your eco column. • Make every effort to identify the species you have added as specifically as possible. If an organism is
unidentifiable, still include a drawing of it (you may use a stereo-microscope to help with this). o Put in the hypothesis section of report.
• Draw each organism in a circle. o Give the name if at all possible. Binomial nomenclature is best (most unique) plus common
name. • Identify the role of each organism by putting one of the following letters just beneath the name of the
organism: o P producer o C consumer o D decomposer o S scavenger
• Draw the energy arrows. o These lines should go from the energy source towards the organism that gets that energy. For
example from the sun to algae in the water (if you chose pond water), or from a secondary consumer to a tertiary consumer that eats it.
• Within your food web(s), circle three separate food chains. o For these food chains, label at least two levels of consumers and the overall trophic levels.
4. Write a discussion of your food web. • Within your discussion include the following:
o What are the top level consumers in your eco-column? o What would happen to these consumers if all the primary consumers were to die? o If the secondary consumers in one of your food chains consumed 4,200 kcal, what amount of
energy would you assume was available to the primary consumer? What amount would you speculate will be available to tertiary consumers?
o What would happen if the decomposers were removed? o What do you think is more resilient (i.e. damage resistant), a food web with many species or a
food web with just a few species? Explain your answer fully. If you can think of arguments on both sides, discuss both.
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MORE INFORMATION FOR YOUR ECO-COLUMN WRITE-UP
• Write out an explanation and diagram of your experimental setup. Be sure to identify all of the abiotic and biotic factors in each of your three habitats.
• Make sure to include all your weekly observations as raw data. All such observations should be properly dated. Also, make sure to include the date when you set up your eco-column, and the dates and descriptions
• when changes were made. Identify the number of days your eco-column has been in operation.
• Identify the pH, temperature, dissolved oxygen, nitrate, and phosphate content of your aquatic habitat and the point during the experiment when those measurements were taken.
• You should also have comparison data from other eco-columns in the classroom. Look for such things as plant growth, decomposition rate, and water turbidity.
Conclusion and analysis: this is the most important part of the report. • You should identify food chains and food webs in each of your habitats. Identify any biogeochemical
cycles that are present.
• Try to figure out how the three habitats have affected each other. Answer the question: why are there such large differences between the eco-columns in the classroom?
• Make sure to identify the roles of the various biotic factors such as decomposers, producers, consumers, etc.
• Identify changes that occurred in your eco-column, such as the water going from murky to clear in the aquatic habitat, and why such changes occurred and their implications as far as the health of the ecosystem is concerned.
• Compare your artificial ecosystem to real ones outside the classroom. How are they similar? How are they different? Was your eco-column a closed system or an open system or something in-between and how does that affect it?
• What kinds of niches were available to the various organisms and did you notice any instances of competitive exclusion occurring? Did you observe the law of tolerance in action? What were the limiting factors in your habitats?
• Was there any form of succession taking place in your eco-column or in the eco-columns of other students?
• Plant life seemed to have a difficult time in the terrestrial habitats. Why do you think this was so?
• Various colors sprang up in several of the habitats? There were splotches of red and black on the sand and gravel in the aquatic habitats. Yellow, white, and beige goo and fuzz seemed to invade several of the decomposition habitats. What do you think was causing all these various color changes?
• Please comment about the stability and sustainability of the various eco-columns in the classroom. Do some eco-columns appear to be more stable than others? Why is this so?
• Finally, please explore any analogies that can be made between your mini-worlds (eco-columns) and the real world. Do the eco-columns teach us anything about real world ecosystems?
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ECO-COLUMN REPORT – Examples
Here are some examples of conclusions and observations that students may make in the analysis part of their eco-column reports.
• Decomposition in the aquatic chamber increases turbidity which reduces incoming light and decreases plant photosynthesis.
• If the fish and snails die, then their will be less carbon dioxide available for the plants.
• The carbon cycle was demonstrated by the absorption of carbon I dioxide by plants and their eventual decomposition.
• The hydrologic cycle could be observed and was driven by the heat lamp.
• The eco-column was a good example of the delicate balance between abiotic and biotic factors.
• Fungus and bacteria in the decomposition chamber help break down organic matter into inorganic nutrients.
• Abiotic factors such as soil and air serve as nutrients for biotic factors.
• Several food chains were observed such as light to plants to protists to fish to decomposers.
• Net primary productivity is not high enough to maintain a complex, viable ecosystem.
• The fish die when the DO2 level falls below 5ppm.
• Real ecosystems are more complex and thus more resilient than the "artificial" eco-column.
• A limiting factor for the fish was the amount of DO2 in the water.
• High levels of nitrates in the water let to eutrophication.
• Low pH levels will affect the viability of the eco-column.
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Clear Expectations for Performance:
ECO-COLUMN LAB GRADING RUBRIC
LAB REPORT SECTIONAL DESCRIPTIONS POINTS AVAILABLE
POINTS EARNED
OVERALL FORTMAT; TITLE AND CONTRIBUTION PAGES
ABSTRACT: Was the abstract a clear and accurate synopsis of the entire lab report?
PURPOSE: Was the overall purpose of the laboratory investigation effectively communicated?
INTRODUCTION: Was there a wide variety of background information from several different sources? Did the background information lay a solid foundation for further research and investigation?
HYPOTHESIS: Were legitimate hypotheses presented for each of the eco-column's three environments?
MATERIALS: Was a complete and accurate list of materials used during the lab presented?
PROCEDURE: Was there a clear description of what was done so that other investigators could repeat and verify your work?
DATA COLLECTION: Was there a thorough presentation of the data that was collected during the investigation? Were there drawings, charts, and graphs that helped with the understanding and interpretation of the data and the overall investigation?
SOURCES OF ERROR: Did the lab report include a comprehensive discussion of possible errors?
ANALYSIS: Was the team able to identify biogeochemical cycles, food chains, food webs, ecosystem roles, and limiting factors? Was the team able to make cause and effect, and correlational connections between abiotic factors such as dissolved oxygen levels, temperature, and pH, and the living organisms in the eco-column? (See Analysis List for detailed Analysis section grading)
CONCLUSION: Was the team able to make meaningful over-all conclusions based on their analysis? Did their data and analysis support their hypotheses?
SUBTOTAL OF POINTS EARNED
TIMES NUMBER OF PEOPLE ON THE TEAM
TOTAL TEAM POINTS EARNED
POINTS EARNED BY:
POINTS EARNED BY:
POINTS EARNED BY:
POINTS EARNED BY:
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Checklist Of Possible Items Expected To Be Found In The Analysis Section Of The Eco-Column Report.
1. Description of the carbon cycle found in one or more of the habitats. 2. Description of the water cycle found in one or more of the habitats. Description of the nitrogen cycle found in
one or more of the habitats. 3. Description of the phosphorous cycle found in one or more of the habitats. 4. A description of food chains in one or more of the habitats. 5. A description of food webs in one or more of the habitats. 6. Identification of producers, consumers, decomposers, detritus feeders, and scavengers in one or more of the
habitats. 7. Analysis of the effect of changing DO2 levels on the viability of the biota. 8. Analysis of the effect of pH on the biota. 9. Analysis of the effect of temperature on the biota. 10. Analysis of the effect of nitrogen levels on the biota. 11. Analysis of the effect of phosphorous levels on the biota. 12. Analysis of why there were odor changes in the habitats. 13. Analysis of why there were turbidity changes in the aquatic habitat. 14. Discussion and description of the various organisms and their effects in the decomposition chamber. 15. Discussion of the limiting factors affecting various organisms in the three habitats. 16. Description of the Range of Tolerance for various organisms in the three habitats. 17. Identification and discussion of examples of Competitive Exclusion in the three habitats. 18. Discussion on the possible causes of Eutrophication in the aquatic chamber. 19. Discussion on the interrelationship among the three habitats. 20. Identification of organism found in all three habitats. 21. Description and discussion concerning microorganisms found in the aquatic habitat. 22. Discussion concerning the life and death of the fish. 23. Discussion on how the availability of light affected the habitats in the eco-column, 24. Discussion on the synergistic affect of multiple variables. 25. Discussion analyzing the role of complexity in an ecosystem. 26. Analysis concerning the differences among the various eco-columns: Why did some aquatic habitats remain crystal
clear why others turned black or brown and murky? 27. Discussion of factors that affected the growth of the flora in the terrestrial chamber. 28. Discussion of factors that affected the rate of decomposition in the decomposition chamber. 29. Identification and discussion of any examples of predation, parasitism, mutualism, or commensalisms. 30. Discussion of how energy flows through the ecosystems. 31. Observations of intraspecific or interspecific competition or territoriality. 32. Observations of interference competition or exploitation competition. 33. Descriptions of resource partitioning. 34. Discussion of why some eco-columns showed greater inertia or persistence than others. 35. Discussion of why some eco-columns showed greater resilience than others.
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VII. Appendices A. References and Suggested Readings Amaral., O.M., Garrison, L. 2002. Helping English Learners Increase Achievement Through Inquiry-Based Science Instruction. Bilingual Research Journal, 26; 2 Summer 2002 Amirian, S. (October 31 2003). Pedagogy and Video Conferencing. A Review of Recent Literature. A Poster Session at “Collaboration Through Networking: “Technology in education” First NJEDge.NET Conference Plainsboro, NJ. Anderson, L.W., Krathwohl, D.R., editors. 2001. A Taxonomy for Learning, Teaching, and Assessing. Addison Wesley Longman, Inc. Bredderman, T. (1983). Effects of activity-based elementary science on student outcomes: A quantitative synthesis. Review of Educational Research, 53(4), 499-518. Century, JR & AJ Levy (2003). Researching the Sustainability of Reform, Factors that Contribute to or Inhibit Program Coherence. Newton, MA: Education Development Center. Dechsri, P., Jones, L. L., Heikinen, H. W. (1997). Effect of a Laboratory Manual Design Incorporating Visual Information-Processing Aids on Student Learning and Attitudes. Journal of Research in Science Teaching. 34, 891-904. Engle, R.W., Conway, A. R. (1998). Working Memory and Comprehension. In R. Logie, K. Gilhooly (Eds.), Working Memory and Thinking (p. 70), UK, Psychology Press Ltd. Feurstein, R., (1981). Instrumental Enrichment. University Park Press, Baltimore MD. Garet, M.S., Porter, A.C. Desimone, L., Birman, B.F., & Yoon, K.S. 2001. What makes professional development effective? Research from a national sample of teachers. American Educational Research Journal, 38(4), 915-945. Glynn, S. M., Takahashi, T. (1998). Learning from Analogy-Enhanced Text. Journal of Research in Science Teaching. 35, 1129-1149. Gobert, J.D., Clement, J. J. 1999. Effects of Student-Generated Diagrams versus Student-Generated Summaries on Conceptual Understanding of Causal and Dynamic Knowledge in Plate Tectonics. Journal of Research in Science Teaching. 36, 39-53. Holliday, W.G., (1981). Selective attentional effects of textbook study questions on student learning in science. Journal of Research in Science Teaching. 12(1), 77-83. California Department of Education Press (2000). Science Content Standards for California Public Schools
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California Department of Education Press (2003). Science Framework for California Public Schools. Larkin, J.L., Simon, H. A. (1987). Why a Diagram is (Sometimes) Worth Ten Thousands Words. Cognitive Science, 11, 65-69. Novak, J. D., Gowin, D. B. (1984). Learning How to Learn. Cambridge: Cambridge University Press. Resnick L.B., & Hall M. W. ((2001) The Principals for Learning: Study tools for educators. (CD Rom version 2.0) Pittsburg, PA: University of Pittsburg, Learning, Research and Development Center, Institute for Learning. (www.instituteforlearning.org). Resnick, L.B. (1992) From protoquantities to operators: Building mathematical competence on a foundation of everyday knowledge. Analysis of arithmetic for mathematics teaching (pp 373 – 429) Hillsdale, NJ Erlbaum. Schwartz, Daniel, (1993). The Construction and Analogical Transfer of Symbolic Visualizations. The Journal or Research in Science Teaching. 30, 1309-1325. Shymansky, J.A., Hedges, L.V., & Woodworth, G. 1990. A reassessment of the effects of inquiry-based science curricula of the 60s on student performance. Journal of Research on Science Teaching, 27 (2), 127-144) Stoddart, T., Pinal, A., Latzke, M. & Canady, D. 2002. Integrating inquiry science and language development for English language learners. Journal of Research in Science Teaching, 39(8), 664-687. Stohr-Hunt, P.M. 1996. An analysis of frequency of hands-on experience and science achievement. Journal of Research in Science Teaching, 33(1), 101-109. Wise, K.C. 1996, July/August. Strategies for Teaching science: What Works: The Clearing House, 337-338.
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B. Culturally Responsive Suggested Readings Compiled by Dr. Noma LeMoine, Ph.D Banks, J.A., (1994). Cultural Diversity and Education: Foundations, Curriculum and Teaching. (4th ed.). Boston: Allyn and Bacon. Banks, J.A., (1999). An Introduction to Multicultural Education. (2nd edition). Boston: Allyn and Bacon. Banks, J.A., (1997). Educating Citizens in a Multicultural Society. New York: Teachers College Press, 1997. Gay, G. (2000). Culturally Responsive Teaching, Theory, Research, and Practice. New York and London, Teachers College Press. Gay, Geneva. At the Essence of Learning: Multicultural Education. West Lafayette, IN: Kappa Delta Pi, 1994. LC 1099.3.G39, 1994. Gay, G. & Baber, W. Ed. Expressively Black: The cultural basis of ethnic Identity, New York: Praeger Publishers, 1987 Ladson-Billings, G. (1992). Liberatory Consequences of Literacy: A Case of Culturally Relevant Instruction for African American Students. Journal of Negro Education 61. 378-391. Ladson-Billings, G. (1994) The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass Inc. Ladson-Billings, G. (1995) Toward a Critical Race Theory of Education. Teachers College Record, 97, pp 47-68. Ladson-Billings, G. (1995) Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal Fall, 32, No.3. 465-491. Lee, C.D. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal. Lee, C.D. (in preparation). Literacy, Technology and Culture. Giyoo Hatano & Xiaodong Lin (Special Guest Editors), Technology, Culture and Education, Special Issue of Mind, Culture, and Activity. Lee, C.D. (2000). The State of Research on Black Education. Invited Paper. Commission on Black Education. American Educational Research Association.
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Lee, C.D. (1997). Bridging home and school literacies: Models for culturally responsive teaching, a case for African American English. In James Flood, Shirley Brice Heath, & Diane Lapp (Eds.), A Handbook for Literacy Educators: Research on Teaching the Communicative and Visual Arts. New York: Macmillan Publishing Co. Lee, C.D. (1995) A culturally based cognitive apprenticeship: Teaching African American high school students skills in literacy, interpretation. Reading research Quarterly, 30(4), 608-631. LeMoine, N. (2001). Language Variation and Literacy Acquisition in African American Students. In J. Harris, A. Kamhhi, & K. Pollock (Eds.), Literacy in African American Communities (pp. 169. 194). Mahwah, New Jersey: Lawrence Erlbaum associates Inc. Maddahian, E. & Bird, M. (2003). Domains and Components of a Culturally relevant and Responsive Educational Program. LAUSD Program Evaluation and Research Branch, Planning Assessment and Research Division. Publication No. 178. C. Mathematics Science Technology Centers The District operates six mathematics science technology centers. Each center is unique, but each has an extensive resource library and checkout materials that are available to District teachers. Center hours are Monday - Friday 8:00 A.M - 4:30 P.M. All centers offer professional development, teachers can inquire and enroll in trainings through each individual center. • Individual Teacher Usage Teachers may access any of the District centers and sign up to check out materials. Materials are on loan for 2 weeks and are to be returned by the teacher. • Department Usage Science departments may choose to transfer monies to the Van Nuys Mathematics Science Center for the purpose of obtaining science materials. The Van Nuys Center typically stocks live supplies and dissection materials. Contact the Van Nuys Center for the appropriate forms and list of current materials. When available, materials are delivered on the following schedule. • Delivery Schedule for High Schools from the Van Nuys MST Center Please note that this is for the year 2003 -2004 and will be revised every school year. Order forms must be received at the Science Materials Center at least ten (10) working days prior to the required delivery date.
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ROUTE 1 -The delivery day for Route 1 will normally be Tuesday. September 14 September 28 October 12 October 26 November 9 November 30 December 14
(Winter Break) January 19 February 1 February 15 March 1 March 15 (Spring Break)
April 5 April 19 May 3 May 17 June 1 June 14
ROUTE 2 - The delivery day for Route 2 will normally be Wednesday. September 14 September 29 October 13 October 27 November 9 December 1 December 15
(Winter Break) January 19 February 2 February 16 March 2 March 16 (Spring Break)
April 6 April 20 May 4 May 18 June 1 June 15
ROUTE 3 - The delivery day for Route 3 will normally be THURSDAY. September 15 September 30 October 14 October 28 November 10 December 2 December 16
(Winter Break) January 20 February 3 February 17 March 3 March 17 (Spring Break)
April 7 April 21 May5 May 19 June 2 June 16
ROUTE 4 - The delivery day for Route 4 will normally be Tuesday. September 21 October 5 October 19 November 2 November 16 December 7 (Winter Break)
January 11 January 25 February 8 February 23 March 8 (Spring Break) March 29
April 12 April 26 May 10 May 24 June 7 June 21
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ROUTE 5 - The delivery day for Route 5 will normally be Wednesday. September 22 October 6 October 20 November 3 November 17 December 8 (Winter Break)
January 12 January 26 February 9 February 23 March 9 (Spring Break) March 30
April 13 April 27 May 11 May 25 June 8 June 22
ROUTE 6 - The delivery day for Route 6 will normally be Thursday. September 23 October 7 October 21 November 4 November 18 December 9 (Winter Break)
January 13 January 27 February 10 February 24 March 10 (Spring Break) March 31
April 14 April 28 May 12 May 26 June 9 June 23
7-7
ADAMS MS/MAG 4 ADAMS HS 1 AGGELER HS 1 ALISO HS 1 ANGEL’S GATE HS 6 ARROYO SECO ALT 3 AUDUBON MS/MAG 5 AVALON HS 6 BANCROFT MS/MAG 4 BANNING HS/MAG 6 BELL HS 4 BELMONT HS 4 BELVEDERE MS/MAG 3 BERENDO MS 5 BETHUNE MS 4 BIRMINGHAM HS/MAG 1 BOYLE HEIGHTS CHS 3 BRAVO MEDICAL MAG 3 BURBANK MS 3 BURROUGHS MS/MAG 5 BYRD MS/MAG 2 CANOGA PARK HS/MAG 1 CARNEGIE MS 6 CARSON HS 6 CARVER MS 4 CENTRAL HS 3 CHATSWORTH HS 1 CHEVIOT HILLS HS 5 CLAY MS 6 CLEVELAND HS/MAG 1 COLUMBUS MS 1 COOPER HS 6 CRENSHAW HS/MAG 5 CURTISS MS/MAG 6 DANA MS 6 DEL REY HS 5 DODSON MS/ MAG 6 DORSEY HS/MAG 5 DOUGLAS HS 1 DOWNTOWN BUS MAG 4 DREW MS/MAG 4 EAGLE ROCK HS/MAG 3 EAGLE TREE HS 6 EARHART HS 2 EDISON MS 4 EINSTEIN HS 1 EL CAMINO REAL HS 1 EL SERENO MS/MAG 3 ELIZABETH ST. LC 4 ELLINGTON HS 6 EMERSON MS 5 EVANS CAS 3 EVERGREEN HS 2 FAIRFAX HS/MAG 4 FLEMING MS 6 FOSHAY MS 5 FRANKLIN HS/MAG 3 FREMONT HS/MAG 4 FROST MS 1 FULTON MS 2 GAGE MS 4 GARDENA HS/MAG 6 GARFIELD HS/MAG 3 GOMPERS MS 6 GRANADA HILLS HS/MAG 1 GRANT HS/MAG 2
GREY HS 1 GRIFFITH MS/MAG 3 HALE MS 1 HAMILTON HS/MAG 5 HARTE INTERMEDIATE 5 HENRY MS 1 HIGHLAND PARK HS 3 HOLLENBECK MS 3 HOLLYWOOD HS/MAG 4 HOLMES MS/MAG 1 HOPE HS 4 HUNTINGTON PARK HS 4 INDEPENDENCE HS 1 INDEPENDENT STUDY CTR. 2 INDIAN SPRINGS HS 5 IRVING MS 3 JEFFERSON HS 4 JOHNSON HS 4 JORDAN HS/MAG 4 KENNEDY HS 1 KING MS 3 KING-DREW MEDICAL MAG 6 LAUSD/LA CENTRAL LIBRARY 4 LAUSD/USC MATH SCIENCE 5 LAWRENCE MS 1 LE CONTE MS/MAG 4 LEONIS HS 1 LEWIS HS 2 LINCOLN HS 3 LOCKE HS 6 LONDON HS 2 LOS ANGELES ACADEMY M.S 4 LOS ANGELES CES 5 LOS ANGELES CO. HS/ARTS 3 LOS ANGELES HS/MAG 5 MACLAY MS 2 MADISON MS/MAG 2 MANN MS 5 MANUAL ARTS HS/MAG 5 MARINA DEL REY MS 5 MARK TWAIN MS 5 MARKHAM MS/MAG 4 MARSHALL HS 3 McALISTER HS 5 METROPOLITAN CONT 3 MID-CITY ALTERNATIVE 5 MIDDLE COLLEGE HS 6 MILLIKAN MS/MAG 2 MISSION HS 2 MONETA HS 6 MONROE HS/MAG 1 MONTEREY HS 3 MOUNT GLEASON MS 2 MOUNT LUKENS HS 2 MOUNT VERNON M.S 5 MUIR MS/MAG 5 MULHOLLAND MS 1 NARBONNE HS/MAG 6 NEWMARK HS 4 NIGHTINGALE MS 3 NIMITZ MS 4 NOBEL MS/MAG 1 NO. HOLLYWOOD HS/MAG 2 NO. HOLLYWOOD ZOO MAG 3 NORTHRIDGE MS 1 ODYSSEY HS 4
OLIVE VISTA MS 2 OWENSMOUTH HS 1 PACOIMA MS/MAG 2 PALISADES HS/MAG 5 PALMS MS/MAG 5 PARKMAN MS 1 PATTON HS 6 PEARY MS/MAG 6 PHOENIX HS 5 PIO PICO MS 5 POLYTECHNIC HS/MAG 2 PORTER MS/MAG 1 PORTOLA MS/MAG 1 PUEBLO HS 3 RAMONA HS 3 REED MS 2 RESEDA HS/MAG 1 REVERE MS/MAG 5 RILEY HS 6 RODIA HS 4 ROGERS HS 2 ROOSEVELT HS/MAG 3 SAN ANTONIO HS 4 SAN FERNANDO HS/MAG 2 SAN FERNANDO MS 2 SAN PEDRO HS/MAG 6 SEPULVEDA MS/MAG 2 SHERMAN OAKS CES 1 SOUTH GATE HS 4 SOUTH GATE MS 4 STEVENSON MS/MAG 3 STONEY POINT HS 1 SUN VALLEY MS 2 SUTTER MS 1 SYLMAR HS/MAG 2 TAFT HS 1 TEMESCAL CANYON HS 5 32ND ST. ARTS/MATH/SCI 5 THOREAU HS 1 TRUTH HS 6 UNIVERSITY HS 5 VALLEY ALTERNATIVE 1 VAN NUYS HS/MAG 2 VAN NUYS MS/MAG 2 VENICE HS/MAG 5 VERDUGO HILLS HS 2 VIEW PARK HS 5 VIRGIL MS 4 WASHINGTON HS/MAG 6 WEBSTER M.S 5 WEST GRANADA HS 1 WESTCHESTER HS/MAG 5 WESTSIDE ALTERNATIVE 5 WHITE MS 6 WHITMAN HS 4 WILMINGTON M.S 6 WILSON HS/MAG 3 WRIGHT MS/MAG 5 YOUNG HS 5
7-8
D. Secondary Science Personnel
CENTRAL OFFICE STAFF Todd Ullah, Director of Secondary Science Programs
Hilda Tundstad, Senior Secretary Roberta Herman, Supervising Accounting Tech
Sara Mejia, Office Assistant Don Kawano, Middle School Science Coordinator Diane Watkins, High School Science Coordinator
Myrna Estrada, Integrated Coordinated Science Specialist Karen Jones, Administrative Analyst
EAST LOS ANGELES MST CENTER Phone (323) 261-1139 Fax (323) 261-4901
961 Euclid Avenue, Los Angeles 90023 Albert Rodela, Elementary Science Advisor Angela Okwo Secondary Science Advisor Lori P. Lewis, Senior Office Assistant Tim Brown, Math/Science Technician
LOWMAN MST CENTER Phone (818) 765-3404 Fax (818) 765-4101
12827 Saticoy Street, North Hollywood 91605 Diana Takenaga-Taga, Elementary Science Advisor Daniel McDonnell Secondary Science Advisor Ripsime Arakelian, Senior Office Assistant Steve Kobashigawa, Math/Science Technician
SAN PEDRO MST CENTER Phone (310) 832-7573 Fax (310) 548-4407
2201 Barrywood, San Pedro 90731 Lillian Valadez-Rodela, Elementary Science Advisor John Zavalney, Secondary Science Advisor Emma Jackson, Senior Office Assistant
VAN NUYS MST CENTER Phone (818) 997-2574 Fax (818) 344-8379
6625 Balboa Boulevard, Van Nuys 91406 Teena Silver, Elementary Science Advisor David Hicks Secondary Science Advisor Nancy Bentov, Secretary Betty Hersh, Office Assistant Lynne Bernstein, Life Science Lab Technician Ron Tatsui, Math/Science Technician Robert Sosa, Math/Science Technician Gary Cordon, Light Truck Driver Tim Weld, Light Truck Driver
WESTSIDE MST CENTER Phone (310) 390-2441 Fax (310) 397-5861 1630 Walgrove Avenue, Los Angeles 90066
Henry Ortiz, Secondary Science Advisor Laurence Daniel, Math/Science Technician
SAN GABRIEL MST CENTER Phone (323) 564-8131 Fax (323) 564-3463 8628 San Gabriel Avenue, South Gate 90280
Mark Gagnon, Elementary Science Advisor KJ Walsh, Secondary Science Advisor Quinta Garcia, Senior Office Assistant John Mann, Math/Science Technician
Los Angeles Unified School District Science Branch
Los Angeles Urban Systemic Program Mathematics/Science Department 333 South Beaudry Avenue, 25th Floor
Los Angeles, CA 90017 (213) 241-6880 Fax (213) 241-8469
Roy Romer SUPERINTENDENT OF SCHOOLS
Ronni Ephraim Chief Instructional Officer
Liza G. Scruggs, Ph.D. Assistant Superintendent Instructional Support Services Todd Ullah Director Sceondary Science Norma Baker Director Elementary Programs
7-9
Local District Personnel
Local District 1 6621 Balboa Blvd. Van Nuys, CA 91406 Luis Rodriguez, Science Expert Phone: 818-654-3600 Fax: 818-881-6728 [email protected]
Local District 2 The Academy Building 5200 Lankershim Blvd. North Hollywood, CA 91601 Dave Kukla, Science Specialist Phone: 818-755-5332 Fax: 818-755-9824 [email protected]
Local District 3 3000 Robertson Blvd., Suite 100 Los Angeles, CA 90034 Karen Jin, Science Expert Phone: 310-253-7143 Fax: 310-842-9170 [email protected]
Local District 4 Harbor Building 4201 Wilshire Blvd., Suite 204 Los Angeles, CA 90010 Thomas Yee, Science Specialist Phone: 323-932-2632 Fax: 323-932-2114 [email protected]
Local District 5 2151 North Soto St. Los Angeles, CA 90032 Robert Scott, Science Expert Michelle Parsons, Science Expert Phone: 323-224-3139 Fax: 323-222-5702 [email protected] [email protected]
Local District 6 Bank of America Building 5800 S. Eastern Ave., 5th Floor City of Commerce, CA 90040 Pamela H. Williams, Science Expert Phone: 323-278-3932 Fax: 323-720-9366 [email protected]
Local District 7 10616 S. Western Ave. Los Angeles, CA 90047 Roman del Rosario Phone: 323-242-1356 Fax: 323-242-1391 [email protected]
Local District 8 1208 Magnolia Ave. Gardena, CA 90247 Gilberto Samuel, Science Expert Phone: 310-354-3547 Fax: 310-532-4674 [email protected]
7-10
E. Recommended Programs and Contacts
Program Standard or Standard Set Covered
Grade Levels
Contact
Center for Marine Studies at Fort Mac-Arthur
Energy In the Earth System 5b, 5d, 5g, Chemistry Standard Set 6 Solutions 6a, 6d, Acids and Bases5b,5d
9-12 Jeanine Mauch 310 547 9888
Three day program created by LAUSD teachers provides a marine setting for students to conduct field labs to investigate the marine environment. Provides exemplary marine science curricular journeys to students of all ages centered around the Marine Mammal Care Center at Fort MacArthur and the Los Angeles Oiled Bird and Education Center. Parks as Laboratories
Energy In the Earth System 4b, Acids and Bases 5d,5a Solutions 6a, 6d, Acids and Bases5b,5d
9-12 John Blankenship 805 498-0305
One day program with National Park Service staff and retired LAUSD teachers lets students investigate the biotic and abiotic factors that affect the different ecosystems in the Santa Monica Mountains. Students learn to use a multitude of science tools and receive data to take back to the classroom to analyze with their teacher. GLOBE Energy In the Earth System 4b
4c, 5e, Solutions 6a, 6d, Acids and Bases5b,5d, Climate and Weather 6a,6b ,6d Biogeochemical Cycles 7b, 7c. Waves 4f. Ecology
9-12 Westside MST Center Henry Ortiz 310 390 2441 www.globe.gov
Program involves students in ongoing scientific research with national and international scientists to investigate their environment. Program includes scientific protocols in Hydrology, Land Cover, Soil, Atmosphere, GPS. Students also learn how to analyze the reflection bands of satellite images using image processing and use GIS to make land cover maps. COSEE West Marine Science Activities
California geology 9a, 9c Energy in the Earth System Ocean and Atmospheric Circulation 5a,5b, 5c,5d
9-12 Dr, Judith Lemus 213 740-1965
Center for ocean Sciences Education Excellence (COSEE-West) activities use the marine sciences as a context for learning biology, chemistry, physics and earth science. Activities and trainings utilize university staff and experienced teachers to deliver content and pedagogy to teach about ongoing cutting edge research.
7-11
Program Standard or Standard Set Covered
Grade Levels
Contact
Fluid Earth/Living Ocean Inquiry Training
Biogeochemical Cycles7a,7b 7c. Ecology 6e,6f Genetics 2d. Cell Biology 1a Chemical thermodynamics 7a,7b Solutions 6 a, 6b, 6d,6e*,6f* Gases and their properties 4b,4c,4e Chemistry 1a,1b,1c,1d,1e Waves 4a,4b,4c,4d,4f Energy in the Earth System Ocean and Atmospheric Circulation 5a,5b, 5c,5d Dynamic Earth Processes 3a,3b,3c,3d,3e*
9-12 Dr. Erin Baumgartner 800 799-8111 Henry Ortiz Westside MST Center 310 390 2441
Inquiry lessons in this program contain classroom-tested activities that successfully teach important concepts dealing with the marine environment. National Parks Wildland Fire Ecology
Solutions 6a, 6d, Acids and Bases5b,5d. Heat and Thermodynamics 3a Solutions 6 a, 6b, 6d,6e*,6f*
9-12 Barbara Applebaum 805 498 0305
Program takes students into environments that have burned in the National Park System to compare and contrast burn areas with non burn areas in the Santa Monica Mountains. Program utilizes national Park staff and experienced retired LAUSD science teachers. Bio-Technology Training
Genetics (Molecular Biology) 4a,4b,4c,4d Genetics (Biotechnology) 5a, 5b,5c,5d*
9-12 Lowman MST Center Dan McDonnell 818-759-5310
Program allows students the opportunity to use sophisticated biotechnology equipment and kits to investigate topics that address the science standards in genetics and cell biology. Students use restriction enzymes (endonucleases) to cut DNA into fragments and separate lengths using gel elecrophoresis. Trout In the Classroom
Ecology 6a,6b,6c,6d,6e,6f,6g* 9-12 Westside MST Center Henry Ortiz 310 390 2441
Partnership with the department of Fish and Game allows students the opportunity to raise trout in their own classroom to investigate the life cycle of organisms, biotic and abiotic factors that influence the health of Salmonids and the natural environmental conditions necessary to
7-12
Program Standard or Standard Set Covered
Grade Levels
Contact
sustain populations in the wild. Students are involved in creating an artificial environment that will maintain the health of the trout. Temescal Canyon Field Science Program
Energy In the Earth System 4b, Acids and Bases 5d,5a Solutions 6a, 6d, Acids and Bases5b,5d
9-12 Kristen Perry 310 454-1395 Ext. 151
Three day program uses the natural environment in Temescal Canyon for students to investigate the Natural environment using scientific tools. Students contribute data to a national database that can be investigated on the students return to their campus so that it can be compared to other data worldwide. Channel Islands National Marine Sanctuary
California Geology 9a, 9c Ecology 6a,6b,6c,6d,6e,6f,6g*
9-12 Laura Francis 805 884-1463
The mission of the Channel Islands Marine Sanctuary is to protect the marine life, habitats and cultural resources in the waters surrounding the Channel Islands. This is accomplished through research, education and resource protection programs. The agency works in partnership with the center for Image Processing in Arizona and with other educational agencies such as LAUSD to conduct science teacher training programs. The Channel Islands Marine Resource Institute
Wendy Mayea 805-488-3568 e-mail: [email protected]
The Channel Islands Marine Resource Institute, founded in 1997 in partnership with Oxnard College, is a marine resource facility located at the entrance to the Port Hueneme Harbor. CIMRI’s objectives focus on education, research, restoration, and conservation. Our non-profit facility has circulating ocean water with over 3000 sq. feet of wet lab space and a classroom area. CIMRI offers age-specific K-12 guided tours and a mobile touch tank. Tours may include videos, touch tank, and multi-tank experiences; including encounters with a variety of species of echinoderms, crustacea, mollusks, and fish. Students will see our continuing White Sea bass and white abalone restoration projects in progress. High school students can jumpstart their entrance to Oxnard College’s Marine Studies Program by taking classes during their senior year. CIMRI also offers sabbatical opportunities for educators to develop their own project or participate in an ongoing project.
7-13
Program Standard or Standard Set Covered
Grade Levels
Contact
Cabrillo Marine Aquarium Education Program
Ocean and Atmospheric Circulation 5b,5d,5f. Ecology 6a,6b,6c,6d,6e 6f,6g*. California geology 9a, 9c
9-12 Linda Chilton 310 548 7562
Year-round after 1 pm: Outreach – brings the ocean to your school. Year-round: Sea Search – guided hands-on marine lab and field investigations. Year-round*customized programs are available. New Aquatic Nursery program – the science of aquaculture and how we do Science. New Exploration Center – an opportunity to explore and investigate coastal habitats and the processes that impact them through hands-on investigations Roundhouse Marine Studies Lab & Aquarium
Ecology 6a,6b,6c,6d,6e, 6f,6g* California Geology 9a, 9c Ocean and Atmospheric Circulation 5b,5d,5f
9-12
A non-profit teaching based aquarium. Oceanographic Teaching Stations, Inc. (O.T.S.) was established in 1979 by our founding Board Member, Richard L. Fruin, and was incorporated as a California non-profit organization under section 501(c)(3) of the Internal Revenue Code in 1980. O.T.S. currently operates the Roundhouse Marine Studies Lab and Aquarium ("Roundhouse") located at the end of the Manhattan Beach Pier. As stated in its corporate articles, the specific and primary purposes of O.T.S. and the Roundhouse are to foster and promote the public study of, and interest in, the oceans, tidelands and beaches of Southern California, the marine life therein, and the impact of human populations on that environment. Through its innovative educational programs, O.T.S. offers classes to schools located in the surrounding communities as well as throughout the greater Los Angeles area and teaches over 17,000 school children annually. As marine education is our main focus, O.T.S. has endeavored to make its classes and programs available to all children, regardless of income. While the majority of classes are funded by the schools, O.T.S. does offer some grant classes and is constantly pursuing grants to provide classes, free of charge, to teachers & their students. After a long relationship with the Los Angeles County of Education, all of our Marine Science Education Programs have been designed to meet statewide teaching standards for all age groups. Furthermore, and most importantly, our Co-Directors are also the teachers, the planners & the coordinators, which means, classes can all be catered to specifically meet teachers' needs! Santa Monica Pier Aquarium
Ecology 6a,6b,6c,6d,6e, 6f,6g* Ocean and Atmospheric Circulation 5b,5d,5f
9-12 Joelle Warren
7-14
Program Standard or Standard Set Covered
Grade Levels
Contact
Key to the Sea Curriculum--Key to the Sea is a revolutionary marine environmental education program designed for teachers and elementary school children throughout LA County. This program educates children (K-5) about watershed stewardship, storm water pollution prevention and marine conservation-through fun, hands-on and engaging educational activities. The program has an exciting Beach Exploration component, featuring outdoor education kits and trained naturalists. Key to the Sea makes it possible for children to experience the wonder of nature and to learn about the important responsibility we all share in taking care of our coastal environment. Young people, as future stewards of the environment, need to become aware of how stormwater pollution affects the beaches and marine environment, how they can protect themselves from the health risks of exposure to polluted waters, and how they and their families can make a difference by preventing pollution. Aquarium of the Pacific
Ecology 6a, 6b, 6c, 6d, 6e, 6f, 6g*. Ocean and Atmospheric
Circulation 5b,5d,5f
9-12 Amy Coppenger 888 826-7257
Aquarium offers learning experiences for students of all ages. Conduct field trips for students and trainings for teachers UCLA Sea World Marine Science Cruises
Ecology 6a, 6b, 6c, 6d, 6e 9-12 Peggy Hamner 310 206 8247
UCLA offers marine science Cruises for student groups to explore the world of an oceanographer and marine biologist. Cruises run four hours and take off from the Marina Del Rey harbor. AP Readiness Program
Advanced Placement Exams Content Training for teachers
Priscilla Lee 310 206 6047
Teachers are instructed in the content and laboratory exercises for various Advanced Placement classes by master teachers and university staff. Teachers are given the opportunity to bring students so they can learn along with them.
7-15
Program Standard or Standard Set Covered
Grade Levels
Contact
GLOBE In The City Air Quality Monitoring Program
Ecology 6a,6b,6c,6d,6e, 6f,6g* Gases and their properties 4b,4c,4e Chemistry 1a,1b,1c,1d,1e
Waves 4a,4b,4c,4d,4f
Priscilla Lee 310 206 6047
Students in this program are given the opportunity to use sophisticated air quality monitoring systems to conduct research along with UCLA professors and students. The end product of the program is a student published scientific report on an air quality issue in California. Teachers receive instruction from professors from the Institute of the Environment at UCLA. Departments represented include the school of mathematics and Atmospheric Sciences, The School of public Health and the School of Engineering.
Ocean Explorers Program
Waves 4a,4b,4c,4d,4f California Geology 9a, 9c Ecology 6a,6b,6c,6d,6e, 6f,6g*.
9-12 Steven Moore, Ph.D. Executive Director Center for Image Processing in Education 520/322-0118,ext.205
This program teaches participants how to use GPS and GIS technology to help students gain a greater appreciation and knowledge of California’s natural resources. The program emphasizes the 9-12 standards covering California Geology and utilizes state of the art programs to show students how to display more visually captivating scientific data on maps. The program also explores the nexus of science with language arts. Students are given the tools to strengthen and sharpen their presentation skills.