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Science High School Science Standard 2.1
9-12.Life Science.2.1 Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem.
Essential Questions - 21st Century Skills and Readiness Competencies:
1a. What happens when the cycling of matter in ecosystems becomes disrupted?
1b. What happens to available energy as it passes between trophic levels?
2. How are computer simulations used by scientists to make environmental decisions?
3a. How does the process of burning carbon-rich fossil fuels compare to the oxidation of carbon biomolecules in cells?
3b. How does the cycling of matter and energy differ in natural systems versus in human managed systems?
4. What happens when nutrient cycles and the water cycle are disrupted and how are they impacted by internal and external forces?
5. What energy transformations occur in ecosystems and how do they follow the Laws of Conservation of matter and energy?
6a. How does a change in abiotic factors influence the stability or progression of an ecosystem?
6b. What factors, human or natural, affect ecosystems and impact the different trophic levels?
7. How does your diet influence your environment and carbon footprint?
Evidence Outcomes:
1. Show energy flows through trophic levels.
2. Use computer simulations to analyze how energy flows through trophic levels.
3. Define and distinguish between matter and energy, and how they are cycled or lost through life processes.
4. Describe how carbon, nitrogen, phosphorus, and water cycles work.
5. Develop, communicate, and justify an evidence-based scientific explanation demonstrating how ecosystems follow the laws of conservation of matter and energy.
6. Analyze and interpret data from experiments on ecosystems where matter (e.g., fertilizer) has been added or withdrawn (such as in drought conditions.)
7. Evaluate the potential ecological impacts of a plant-based or meat-based diet.
Academic Vocabulary:
abiotic factor ammonification biological magnification
Assessment:
1a. Use Energy through the Trophic Level Lab report as assessment.
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 280
Science High School Science Standard 2.1
biomass biotic factor carbon footprint condensation consumer decompose denitrification energy pyramid environmental footprint evaporation food web legume nitrification nitrogen cycle phosphorous cycle primary consumer producer secondary consumer tertiary consumer carbon cycle transpiration trophic level water cycle
1b. Use the questions at the end of the Life or Death Food Chain activity to assess.
2. & 3. For the Model Ecosystems Virtual Lab, check calculations for accuracy, examine journal report findings, and check the table section of the lab for correctness.
4. In the Biogeochemical Cycles activity, check that the different parts of the cycle are labeled correctly and that the questions are answered correctly.
5a. Evaluate accuracy on the scatter game when played in two minutes.
5b. Have students describe two differences made in a specific ecosystem and discuss the effects.
6. Evaluate the accuracy of reporting on lab reports.
7. Have students list and describe five ways in which they can change their carbon imprint. Grade using the checklist and the assessment provided at the end of the project.
Suggested Activities/Strategies:
1a. Students use popcorn to better understand the energy flow trophic levels.
1b. Use the Life or Death Food Chain link. Put students in groups to discuss and describe energy flows in an ecosystem.
2. & 3. Model Ecosystems virtual lab -Students will discover how energy flows through an ecosystem by placing organisms in the computer simulation of trophic levels.
4. In this activity, students color code components of biogeochemical cycles.
Resources/Technology: Biogeochemical Cycles PowerPoints Energy and Conservation Ecology Activities Interactive Food Web Video on Biogeochemical Cycles Video on Carbon Footprints
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 281
Science High School Science Standard 2.1
5a. Students will use the flash cards on matter and energy in an ecosystem, then they play the scatter game until they can complete it in less than two minutes.
5b. Have students build their own ecosystem and see the effects of the addition or removal of one species.
6. Students complete a lab experiment to grow an algal bloom, demonstrating the consequence of excessive nitrogen and phosphates in the water.
7. In this interactive activity, students calculate their carbon footprint to identify and change variables impacting the environment.
1a. Energy through Trophic Levels 1b. Life or Death Food Chain 2. & 3. Modeling Ecosystems 4. Biogeochemical Cycles 5a. Matter and Energy in an Ecosystem Quizlet 5b. Build an Ecosystem Simulation 6. Algal Blooms 6. Making an Algal Bloom 7. Carbon Footprint
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 282
Science High School Science Standard 2.2
9-12.Life Science.2.2 The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem.
Essential Questions - 21st Century Skills and Readiness Competencies:
1a. Why are keystone species important for maintaining the balance in an ecosystem?
1b. How do invasive species impact the balance of ecosystems?
2. How is the succession of local organisms altered in an area that is disturbed or destroyed by a non-native or invasive species?
3a. What will happen to the human population when Earth reaches its carrying capacity?
3b. What actions can be taken as we approach the carrying capacity of Earth?
4. How do ethics, politics, culture, and the media influence environmental decision making?
Evidence Outcomes:
1. Analyze and interpret data about the impact of removing keystone species from an ecosystem or introducing non-native species into an ecosystem.
2. Describe or evaluate communities in terms of primary and secondary succession as they progress over time.
3. Evaluate data and assumptions regarding different scenarios for future human population growth and their projected consequences.
4. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate ecosystem interactions.
Academic Vocabulary:
abiotic factor biosphere biotic factor birthrate carrying capacity commensalism community competitive exclusion ecosystem emigration fertility food chain food web habitat immigration interspecific competition intraspecific competition invasive species keystone species
Assessment:
1. Use the rubric on the assignment to assess student presentations.
2a. Use the questions throughout the assignment as assessment.
2b. Use the drawings and questions that are part of the assignment for assessment.
2c. Use the assessment questions in the Plant Succession lab.
3a. Have students share their carrying capacity calculations and describe their results. Assess data tables for accuracy.
4. Have students complete the decision making model and write a short essay explaining their conclusions. Evaluate content.
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 283
Science High School Science Standard 2.2
limiting factor mortality mutualism natality niche parasitism pioneer species population density population predator prey primary succession secondary succession s-growth curve species symbiosis Suggested Activities/Strategies:
1.- 4. Using the Ecosystem Development Project, students describe changes in an ecosystem and make predictions about changes that take place from one stage of succession to another.
1. Have students create a Prezi, Glogster, or PowerPoint presentation on a keystone species of their choice.
2a. Students read about and discuss examples of succession, then predict the successional changes that might occur based upon the presented scenarios. Questions are embedded throughout the PowerPoint.
2b. Have students predict the order of succession that would occur if their high school campus were abandoned.
2c. In the Plant Succession Field Study, students investigate how plant communities undergo change through the process of secondary succession.
Resources/Technology: Article on Keystone Species Population PowerPoints Environmental Ethics
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 284
Science High School Science Standard 2.2
3a. Students calculate their own resource use and decide if the earth can sustain their carrying capacity.
3b. In this computer simulated demographics lab, students examine population growth based on worldwide demographics.
4. In the Environmental Decision-making exercise, students select a local issue, then analyze the costs and benefits of its impact on the environment.
1.- 4. Ecological Succession Worksheet 1. Keystone Species PowerPoint 2a. Succession PowerPoint 2b. Succession Introductory Act 2c. Plant Succession 3a. Carrying Capacity Lab 3b. Demographics Lab 4. Environmental Decision Making
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 285
Science High School Science Standard 2.3
9-12.Life Science.2.3 Cellular metabolic activities are carried out by biomolecules produced by organisms.
Essential Questions - 21st Century Skills and Readiness Competencies:
1. What four classes of biomolecules are essential for life and of what are they composed?
2a. What are the similarities and differences between biomolecules and nonorganic molecules?
2b. How does one know that enzymes speed up chemical reactions?
3a. Why are enzymes important and what factors affect their optimal activity?
3b. How are rates of enzyme activity in cells affected by various factors such as pH or temperature?
4. What are the implications for organisms if their enzymes are working suboptimally?
5. How do living things utilize carbohydrates, lipids, proteins, and nucleic acids?
Evidence Outcomes:
1. Identify biomolecules and their precursors/building blocks.
2. Develop, communicate, and justify an evidence-based explanation that biomolecules follow the same rules of chemistry as any other molecule.
3. Develop, communicate, and justify an evidence-based explanation regarding the optimal conditions required for enzyme activity.
4. Infer the consequences to organisms of suboptimal enzyme function, (e.g., altered blood pH or high fever) using direct and indirect evidence.
5. Analyze and interpret data on the body’s utilization of carbohydrates, lipids, and proteins.
Academic Vocabulary:
activation energy active site amino acid biomolecule carbohydrate deoxyribonucleic acid (DNA) disaccharide enzyme fatty acid inorganic molecule lipid metabolism monomer monosaccharide nucleic acid
Assessment:
1. Assess the completed data table and calculations from the lab notebooks.
2. Evaluate the completeness and correctness of the biomolecule foldable.
3. Examine lab report conclusions.
3. & 4. Assess the completed data tables and questions from the Enzyme Activity Lab handout.
4. Assess the accuracy of Enzymes, Catalysts, and Substrates lab question responses.
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 286
Science High School Science Standard 2.3
nucleotide organic molecule polymer polysaccharide protein ribonucleic acid (RNA) substrate
5. Assess with post lab questions.
Suggested Activities/Strategies:
1. In the Peanut Calorimetry lab, students determine the caloric makeup of a peanut. Extend this activity by comparing foods composed of different organic compounds.
2. Students create a biomolecule foldable describing all the different types of molecules and give an example of each.
3. Students use calorimetry to determine how “big” a calorie is and the amount of calories in various food molecules.
3. & 4. In the Enzyme Activity Lab, students test the effect of temperature on enzymes. Extend by having students design a method for testing pH.
4. The Enzymes, Catalysts, and Substrates lesson focuses on enzymes, their importance in biological processes, and how their functions are affected by different factors, such as temperature, pH, and concentration.
5. In this activity, students determine the properties and reactions of several common biomolecules.
1. Peanut Calorimetry Lab 2. Biomolecule Foldable 3. Calorimeter Lab 3. & 4. Enzyme Activity Lab 3. & 4. Enzymes, Catalysts, and Substrates 5. Biomolecules
Resources/Technology: Simulation on Catalysts How Enzymes Work Animation YouTube Video on an Enzyme Song Enzymes PowerPoint Enzymes and Your Health
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 287
Science High School Science Standard 2.4
9-12.Life Science.2.4 The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the sun's light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken.
Essential Questions - 21st Century Skills and Readiness Competencies:
1a. What variables affect the rate of cell respiration?
1b. What is the energy currency (ATP) of the cell and how is it derived from food?
2a. How does respiration in animals relate to cellular respiration in plants?
2b. How can a carbon be traced from a plant to an animal?
3a. What variables can be manipulated to change the rate of photosynthesis?
3b. What new technologies can be used to increase productivity?
Evidence Outcomes:
1. Explain how carbon compounds are gradually oxidized to provide energy in the form of adenosine triphosphate (ATP), which drives many chemical reactions in the cell.
2. Discuss the interdependence of autotrophic and heterotrophic life forms such as depicting the flow of a carbon atom from the atmosphere, to a leaf, through the food chain, and back to the atmosphere.
3. Develop, communicate, and justify an evidence-based scientific explanation for which environmental factors optimize photosynthetic activity.
Academic Vocabulary:
Adenosine diphosphate (ADP) Adenosine triphosphate (ATP) aerobic respiration anaerobic respiration autotroph Calvin cycle chlorophyll chloroplast chromatography dark reaction fermentation glycolysis grana heterotroph light reaction mitochondria Phosphoglyceric acid (PGA)
Assessment:
1. Use the lab questions from the worksheet as assessment.
2a. Assess answers to the lab questions.
2b. Keep score for the game and let that be the assessment. Assess responses to lab conclusion questions.
3. Use the rubric to assess student knowledge of the rate of photosynthesis.
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 288
Science High School Science Standard 2.4
photosynthesis respiration thylakoid membrane
Suggested Activities/Strategies:
1. Students examine and describe how ATP is the main molecule involved in energy.
2a. In this lab, students identify the pigments in plants using paper chromatography.
2b. Students play a game by answering questions to "Photosynthesis Millionaire."
2c. Students make root beer while learning about aerobic and anaerobic respiration.
3. Students design an experiment testing effects on the rate of photosynthesis.
1. Organisms Use Energy 2a. Chromatography Lab 2b. Photosynthesis Quiz 2c. Root Beer Fermentation 3. Photosynthesis Rate.pdf
Resources/Technology: Cellular Respiration Simulation Mouse Metabolism Simulation Interactive Food Web Game Interactive Carbon Simulator Photosynthesis Animation Simulation on Algae Creating Biofuel Algae Fuel
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 289
Science
High School Science Standard 2.5 9-12.Life Science.2.5 Cells use passive and active transport of substances across membranes
to maintain relatively stable intracellular environments.
Essential Questions - 21st Century Skills
and Readiness Competencies:
1. What are the differences and similarities
between active and passive transport and what
factors influence their rates?
2a. How does the direction of osmosis depend
on the concentration of the solutes on both
sides of a membrane?
2b. Why is it important that cell membranes
are selectively permeable?
3. How do proteins act as gateways through
the cell membrane and use receptors to
recognize molecules?
4. How does the amount of energy vary for
active and passive transport and from where
does the energy come?
5. How are cell transport mechanisms
modeled?
Evidence Outcomes:
1. Analyze and interpret data to determine the
energy requirements and/or rates of substance
transport across cell membranes.
2. Compare organisms that live in freshwater
and marine environments, and identify the
challenges of osmotic regulation for these
organisms.
3. Diagram the cell membrane schematically,
and highlight receptor proteins as targets of
hormones, neurotransmitters, or drugs that
serve as active links between intra and
extracellular environments.
4. Use tools to gather, view, analyze, and
interpret data produced during scientific
investigations that involve passive and active
transport.
5. Use computer simulations and models to
analyze cell transport mechanisms.
Academic Vocabulary:
Adenosine diphosphate (ADP)
Adenosine triphosphate (ATP)
aerobic respiration
anaerobic respiration
autotroph
chlorophyll
chloroplast
chromatography
dark reaction (Calvin cycle)
fermentation
glycolysis
grana
heterotroph
light reaction
mitochondria
Phosphoglyceric acid (PGA)
photosynthesis
Assessment:
1. Assess the foldable for correctness of
content.
1. & 4. Use the Egg Osmosis Lab report to
assess knowledge of transport across a
membrane.
2a. Using the Osmotic lab report from Activity
#1, assess the data table and line graph for
comparing rates.
2b. Have students create a data table as
outlined in the activity, answer the
ten questions from the lesson plans, and
choose one of the extended activities to
perform for their final evaluation.
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 290
Science
High School Science Standard 2.5 respiration
thylakoid membrane
2c. Assessments are embedded within the
website.
3. Assess that students are able to explain
cell models using the following terminology:
cell, cell membrane, phospholipid, receptor
and signal molecules, selective
permeability, protein channels, protein
pumps, carbohydrate chain, and fluid mosaic
model.
5. Assess the activity which corresponds with
the simulation and answers to the
eleven questions provided.
2b. Freshwater-Marine Water Key
Suggested Activities/Strategies:
1. Students create a foldable for the different
types of cellular transport, including a
description and a picture for each.
1. & 4. Have the students conduct the Egg
Osmosis Lab using an egg as a model
for osmosis.
2a. Using the Egg Osmosis Lab, compare
osmotic rates in freshwater versus saltwater.
2b. Use the virtual field trip to compare
marine versus freshwater ecosystems.
2c. Students practice flash cards on
osmoregulation for marine and freshwater
fish, then play the scatter game for two
minutes.
3. Build a model of the cell to investigate what
is inside the cell and how the cell membrane
regulates what moves into and out of cells.
Resources/Technology:
Egg Osmosis
Various Cell Activities
Plant and Animal Simulations and Coloring
Pages
Video on Voyage Inside the Cell
Cell Membrane PowerPoint
ATP PowerPoint
Osmoregulation PowerPoint
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 291
Science
High School Science Standard 2.5 5. Use the computer simulation of membrane
channels.
1. Cellular Transport Simulation
1, 2a, & 4. Egg Osmosis Lab
2b. Comparison Field Trip
2c. Quizlet for Osmoregulation
3. Cell Membrane Model
3a. Alternate Cell Model
5. Computer Simulation of Cell Membranes
5. Membrane Channel Hand-Out
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 292
Science
High School Science Standard 2.6 9-12.Life Science.2.6 Cells, tissues, organs, and organ systems maintain relatively stable
internal environments, even in the face of changing external environments.
Essential Questions - 21st Century Skills
and Readiness Competencies:
1a. How can an experiment be designed and
conducted to test for adaptive homeostasis
(negative and positive feedback loops) during
exercise and other body activities?
1b. How do body systems combine and
interact to provide for or interfere with the
overall health of an organism?
2. Where and when are negative
versus positive feedback loops more effective
in the human body?
3. How do lifestyle and surrounding
environmental conditions impact the body’s
negative feedback loops and ability to
maintain homeostasis?
4. How can technology be used to demonstrate
homeostatic mechanisms?
Evidence Outcomes:
1. Discuss how two or more body systems
interact to promote health for the whole
organism.
2. Analyze and interpret data on homeostatic
mechanisms using direct and indirect evidence
to develop and support claims about the
effectiveness of feedback loops to maintain
homeostasis.
3. Distinguish between causation and
correlation in epidemiological data, such as
examining scientifically valid evidence
regarding disrupted homeostasis in particular
diseases.
4. Use computer simulations and models of
homeostatic mechanisms.
Academic Vocabulary:
antagonistic hormones
endocrine system
feedback mechanism
first messenger
hormone
negative feedback
positive feedback
second messenger
steroid hormone
target cell
Assessment:
1. & 2. Observe the students throughout the
Homeostasis activity. Have them write about
which feedback loops were impacted in the
activity and then perform the suggested
follow-up at the end of the lesson.
2a. Develop and administer a quiz on the
video content or have students develop
questions to quiz their peers.
2b. Alone or in paired partnerships,
have students identify examples at the end of
the presentation as being positive or negative
feedback. Answer key is on the website.
3a. Answer the questions on the worksheets
following the PowerPoint presentation.
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 293
Science
High School Science Standard 2.6 3c. Assessment is embedded on the disruption
of homeostasis flashcard website.
4a. Have students print graphs of
three different scenarios, including all of the
parameters they entered.
4b. After the Homeostasis simulation, evaluate
the completed lab paper.
Suggested Activities/Strategies:
1. & 2. Use the following activity to have the
students actively demonstrate how two body
systems affect one another.
2a. Show the students the YouTube video on
positive and negative feedback loops.
2b. Using a Smart Board, show students the
following presentation on several problems
that describe feedback loops.
3a. Use the Causation and Correlation
PowerPoint presentation to
describe differences in causation and
correlation while researching.
3b. Use the attached worksheet for furthering
an understanding of causation and correlation.
3c. Students watch the PowerPoint on the
disruption of homeostasis and then check their
understanding by using the digital flashcards
on the disruption of homeostasis.
4a. In this computer simulation of a diabetic
patient, students are able to change parameters
for the patient and see how it affects glucose
levels.
Resources/Technology:
Cells and Homeostasis Video
Homeostasis Video
Homeostasis Activity of the Body
Epidemiology Activity
Several Epidemic Activities
Activity on Homeostasis and Weight
Regulation
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 294
Science
High School Science Standard 2.6 4b. In the Homeostasis simulation of a person
running on a treadmill, the students are
challenged to use clothing, exercise, and sweat
to maintain a constant body temperature as air
temperature goes up and down.
1. Homeostasis
2a. YouTube Video on Negative Feedback
2b. Feedback Loop Problems
2b. Positive and Negative Feedback
Simulation
3a. Causation and Correlation PowerPoint
3b. Causation Worksheet
3c. Disruption of Homeostasis PowerPoint
3c. Disruption of Homeostasis Flashcards
4a. Computer Simulated Diabetic Patient
4b. Homeostasis Simulation
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 295
Science
High School Science Standard 2.7 9-12.Life Science.2.7 Physical and behavioral characteristics of an organism are influenced
to varying degrees by heritable genes, many of which encode instructions for the production
of proteins.
Essential Questions - 21st Century Skills
and Readiness Competencies:
1a. How is a person’s phenotype an expression
of their genotype?
1b. How does DNA become translated into a
person’s attributes?
1c. Why is it possible for a cell from one
species to accept and express genes from
another species through genetic modification?
1d. Why are human offspring not genetic
clones of their parents or siblings?
2. How are the processes of transcription,
translation, and replication of DNA the same
for all organisms?
3a. How do proteins mediate the effective
genes on physical and behavioral traits?
3b. How is it possible to distinguish learned
from instinctual behaviors such as imprinting
etiquette and suckling by mammals?
4. How is genetic diversity and fitness
maintained by crossing over, mutations, and
independent assortment during meiosis?
5. How can genetic mutations be both positive
and negative?
Evidence Outcomes:
1. Analyze and interpret data that genes are
expressed portions of DNA.
2. Analyze and interpret data on the processes
of DNA replication, transcription, translation,
and gene regulation, and show how these
processes are the same in all organisms.
3. Recognize that proteins carry out most cell
activities and mediate the effect of genes on
physical and behavioral traits in an organism.
4. Evaluate data showing that offspring are not
clones of their parents or siblings due to the
meiotic processes of independent assortment
of chromosomes, crossing over, and
mutations.
5. Explain using examples how genetic
mutations can benefit, harm, or have neutral
effects on an organism.
Academic Vocabulary:
adenine
allele
anticodon
codon
complementary base pairing
cytosine
dominant
Assessment:
1a. Have students answer questions at the end
of the PowerPoint.
1b. Assess using discussion questions.
2. Use the data sheets and assessment
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 296
Science
High School Science Standard 2.7 double helix
doxyribonucleic acid (DNA)
fitness
gamete
genetic code
genotype
guanine
helicase
heredity
heterozygous
homozygous
hybrid
lagging strand
leading strand
ligase
messenger RNA
mutation
nondisjunction
Okasaki fragments
phenotype
promoter
protein synthesis
purine
pyrimidine
recessive
replication
replication fork
ribonucleic acid (RNA)
start codon
stop codon
thymine
transcription
transfer RNA
translation
uracil
provided in the attachment.
3. Assess the accuracy of answers on the
Protein Synthesis worksheet.
4. Assess the completed the data tables.
5. Assess the Mutations worksheet.
Suggested Activities/Strategies:
1a. View the What Makes Us Different
PowerPoint for students to gain an
understanding of how genes are expressed
portions of DNA.
1b. Have students play Trait BINGO and
answer discussion questions.
Resources/Technology:
Genetics Rap
DNA Structure and Replication
Crossing Over
Genetics Flash Cards
Family Genetic Health History
Trait Activities
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 297
Science
High School Science Standard 2.7 2. The DNA bracelet activity includes DNA
replication, transcription, translation, and gene
regulation.
3. The Protein Synthesis Activity focuses on
proteins, how they carry out most cell
activities, and mediate the effect of genes on
the physical and behavioral traits in an
organism.
4. The Variations on the Human Face activity
has students evaluate data showing that
offspring are not clones of their parents or
siblings due to the meiotic processes of
independent assortment of chromosomes,
crossing over and mutations
5. The Mutations worksheet demonstrates how
genetic mutations can benefit, harm, or have
neutral effects on an organism.
1a. What Makes Us Different?
1b. Trait Bingo
2. DNA Bracelet
2. DNA Bracelet (DNA Alias)
3. Protein Synthesis
3. Protein Synthesis Worksheet
4. Variations on the Human Race
5. Mutations Worksheet
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 298
Science
High School Science Standard 2.8 9-12.Life Science.2.8 Multicellularity makes possible a division of labor at the cellular level
through the expression of select genes, but not the entire genome.
Essential Questions - 21st Century Skills
and Readiness Competencies:
1. Why is it possible to clone a whole
organism from an undifferentiated cell?
2a. What does DNA code for in eukaryotic
cells?
2b. Why are stem cells sought by researchers
as potential cures to medical problems?
3a. What are the different laboratory starting
points for cloning a whole organism from a
differentiated cell?
3b. What are the ethical considerations for
cloning and use of embryonic stem cells?
4. Why do mutations and exposure to certain
environmental agents cause cancer?
Evidence Outcomes:
1. Develop, communicate, and justify an
evidence-based scientific explanation of how
cells form specialized tissues due to the
expression of some genes and not others.
2. Analyze and interpret data that show most
eukaryotic deoxyribonucleic acid (DNA) does
not actively code for proteins within cells.
3. Develop, communicate, and justify an
evidence-based scientific explanation for how
a whole organism can be cloned from a
differentiated or an adult cell.
4. Analyze and interpret data on medical
problems using direct and indirect evidence in
developing and supporting claims that genetic
mutations and cancer are brought about by
exposure to environmental toxins, radiation, or
smoking.
Academic Vocabulary:
clone
DNA fingerprint
donor gene
gel electrophoresis
gene clone
gene therapy
genetic engineering
genetically modified organism
herbicide
Human Genome Project
pathogen
recombinant DNA
stem cell
technology
vaccine
Assessment:
1. Observe students throughout the simulation
and check their completed worksheets.
1. & 3a. Evaluate the lab report,
including the comparing/contrasting data table
and conclusion.
1. & 3b. Use the quiz from the teacher's guide
for assessment.
2a. Have the students complete the activity
worksheet under function finder.
2b. Assessment is embedded in the website.
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 299
Science
High School Science Standard 2.8 3c. Grade students based on the facts they
were able to present throughout their
debate. You could also use the attached rubric
to grade the debate.
4. After students present their research using
Prezi, Glogster, or PowerPoint, evaluate the
group presentation using the rubric.
3c. Debate Rubric
4. Presentation Rubric
Suggested Activities/Strategies:
1. In the Protein Synthesis Simulation,
students explore the factors that affect protein
synthesis.
1. & 3a. Use the Virtual Stem Cell Lab to
build different types of tissue using stem cells.
1. & 3b. The students can use the link to
perform a stem cell line activity.
2a. Have the student's perform the DNA
decoder activity on DNA, genes, and
genomes.
2b. Have students work through the
transcription and translation simulation.
3c. Have the students research information on
the ethical aspects of stem cell research using
http://www.procon.org/. After thoroughly
researching both sides, divide the students into
two groups to debate the topic.
4. Have students work in groups to jigsaw the
environmental agents responsible for
cancer. Have each group choose one agent,
research its effects on cancer, and present their
findings.
Resources/Technology:
Protein Synthesis Activity
Protein Synthesis Simulation
Paper and Pencil Protein Synthesis
Gene Expression Simulation
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 300
Science
High School Science Standard 2.8 1. Protein Synthesis Simulation
1. & 3a. Virtual Stem Cell Lab
1. & 3b. Create a Stem Cell Lab
2a. DNA Decoder
2a. DNA Decoder Website
2b. Transcription and Translation Simulation
3c. Ethics of Stem Cell Research
4. Environmental Agents that Cause Cancer
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 301
Science
High School Science Standard 2.9 9-12.Life Science.2.9 Evolution occurs as the heritable characteristics of populations change
across generations and can lead populations to become better adapted to their environment.
Essential Questions - 21st Century Skills
and Readiness Competencies:
1. How does the fossil record provide
evidence for the change of closely related
fossil species through time?
2. How does studying extinct species
contribute to our current understanding of
evolution?
3a. How have bursts of rapid genetic change
as well as gradual change resulted in
speciation over geologic time?
3b. How can patterns of characteristics shared
among organisms be used to categorize life's
diversity according to relatedness?
4a. How is evolution driven by heritability,
genetic variation, and the differential survival
and reproduction of natural selection?
4b. How does modern agriculture affect
biodiversity?
5. How does the phylogenetic tree demonstrate
the divergence and commonality of organisms
through time?
Evidence Outcomes:
1. Develop, communicate, and justify an
evidence-based scientific explanation for how
Earth’s diverse life forms today evolved from
common ancestors.
2. Analyze and interpret multiple lines of
evidence supporting the idea that all species
are related by common ancestry such as
molecular studies, comparative anatomy,
biogeography, fossil record and embryology.
3. Analyze and interpret data suggesting that
over geologic time, discrete bursts of rapid
genetic changes and gradual changes have
resulted in speciation.
4. Analyze and interpret data on how
evolution can be driven by three key
components of natural selection
(i.e., heritability, genetic variation, and
differential survival and reproduction.)
5. Generate an evolutionary tree
model showing how a group of organisms is
most likely diverged from common ancestry.
Academic Vocabulary:
adaptation
ancestor
common ancestry
Darwinism
embryology
evolution
evolutionary tree
fitness
fossil record
gene
gene pool
genetic drift
Assessment:
1a. For assessment in the Darwin's Finches
Simulation, check the chart and summary.
1b. Use a rubric to grade the persuasive letters
on evolution or use the generic persuasive
letter rubric attached.
2a. & 2b. Use the Mitochondrial DNA
Clarifies Evolution discussion questions for
assessment. Also, the So What Did You
Inherit from Mom? assessment is included in
the lab.
3. Evaluate the Chance Discovery of
Endosymbiosis Case Study questions. Key is
included.
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 302
Science
High School Science Standard 2.9 geographical isolation
gradualism
heritability
Lamarckism
natural selection
phylogeny
punctuated equilibrium
sexual selection
speciation
taxonomy
vestigial organ
4a. Assess the Natural Selection
Simulation Lab report and discussion
questions.
4b. For the Factors that Influence Evolution
lesson, create a rubric for the newsletter or use
the generic newsletter rubric attached.
5a. Give a digital post-test for
the Phylogenetic Tree activity.
5b. Examine the phylogenetic trees and grade
the discussion questions.
1b. Persuasive Letter Rubric
3. Endosymbiosis Case Study Key
4a. Factors that Influence Evolution
Newsletter Rubric
Suggested Activities/Strategies:
1a. In the Darwin's Finches Simulation,
students choose one of the main islands
and then click on detail view. They then can
create a chart and record competition, habitat,
food, and predators at each section on the
timeline for that bird. After recording up to the
present day, have them draw conclusions on
the data given and summarize.
1b. Students research evolution on the
given websites. Conduct class discussions
afterwards and then have students write a
persuasive letter on how Earth’s diverse life
forms today evolved from common ancestors.
2a. Students read the article "Mitochondrial
DNA Clarifies Evolution" to answer
discussion questions and to use for the
mitochondria lab.
2b. In the So What did you Inherit from Mom?
Lab, students identify the structure and
function of mitochondria, understand
mitochondria’s role in evolution, and
familiarize themselves with a mitochondrial
map of genes.
Resources/Technology:
Adaptive Radiation and Darwin's Finches
Multiple Evolution Lesson Plans
Sample Phylogenetic Trees
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 303
Science
High School Science Standard 2.9 3. In the Chance Discovery of Endosymbiosis
lesson, students look at case studies, determine
how endosymbiosis demonstrates evolution,
and answer related questions.
4a. The attached Natural Selection Simulation
shows how natural selection drives evolution.
4b. Students read and watch videos on the
website, then create a newsletter describing
each of the three influences that drive
evolution.
5a. Students watch the Phylogenetic tree
animation, practice vocabulary using the
virtual flash cards, take the post-test, and
report results.
5b. Students create phylogenetic trees using
several different types of software, analyze
their phylogenetic trees, and answer questions
over their results.
1a. Darwins Finches Simulation
1b. Evidence for Evolution Research 1
1b. Evidence for Evolution Research 2
1b. Evidence for a Common Ancestor
Research 3
1b. Evidence for a Common Ancestor
Research 4
2a. Mitochondrial DNA Clarifies Human
Evolution
2b. So What Did You Inherit from Mom? Lab
3. A Chance Discovery of Endosymbiosis
3. Endosymbiosis Case Study and Questions
4a. Natural Selection Simulation
4b. Factors that Influence Evolution
5a. Phylogenetic Tree Animation
5b. Creating a Phylogenetic Tree
Copyright © 2013 South Central Board of Cooperative Educational Services and Education Designs. 304