Volusia County Schools Genetics. Curriculum Map. Honors

Transcription

1 Volusia County Schools Genetics Honors Curriculum Map

2 Parts of the Curriculum Map The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum mapping and assessment committees. The following list describes the various parts of each curriculum map: Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees. Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees. Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher committees according to appropriate cognitive complexities. Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE. Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the EOC. Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment. Some maps may also contain other helpful information, such as: Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to the standards. Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course descriptions on CPALMS in terms of state assessments. Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT represent all the content that should be taught, but merely a sampling of it. Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written lab report with analysis and conclusion. DIAS: (District Interim Assessments: Science) are content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The goal is to prepare students for the 8 th grade FCAT 2.0 or Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents. The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific standards that may be in the course descriptions. Appendix Contents 1. Volusia County Science 5E Instructional Model 2. FLDOE Cognitive Complexity Information 3. Florida ELA and Math Standards Genetics (Honors) Page 2

3 High School Weekly Curriculum Trace Genetics What is Genetics? Science Processes Mendelian Genetics Physics Introduction to Physics Kinematics Biology What is Biology? Science Process Human Develop. Genetics (Honors) Page 3 Human Health Water, Macromolecules, Enzymes Chemistry Measurement and Lab Skills Atomic Theory and Structure Electrons and Modern Atomic Theory Cell Theory (2016) 19 (2016) Genetics Macromolecules DNA, RNA, and Protein Synthesis Physics Biology Cell Structure & Function Cell Membrane and Transport Newton s Laws Photosynthesis and Respiration Cell Cycle, Mitosis, Meiosis Covalent Bonding & Chemistry Periodic Table Ionic Bonding & Nomenclature Chemical Composition Nomenclature Genetics Cell Division Genetic Engineering Physics Conservation of Energy Thermodynamics Waves Biology DNA and Protein Synthesis Genetics and Biotechnology Evidence Evolution Mechanisms of Change Chemistry Chemical Reactions Stoichiometry Energy Changes and Reaction Rates Taxonomy Genetics Evolution Review Physics Waves Electricity Review Biology Taxonomy Plants Matter and Energy Interdependence Human Impact Review EOC Administer EOC PLC Choice Bridge Chem Chemistry States of Matter Solutions and Equilibrium Acids and Bases Gas Laws Review **Weeks are set aside for course review and EOC administration.

4 Instructional Calendar Week Dates Days Quarter Week Dates Days Quarter 1 24 August - 28 August 5 Start 1st January - 22 January 4 Start 3rd 2 31 August - 4 September January - 29 January September - 11 September February - 5 February September - 18 September February - 12 February September - 25 September 4 Weeks February - 19 February September - 2 October February - 26 February 5 Weeks 7 5 October - 9 October February - 4 March October - 16 October March - 11 March October - 23 October 4 End 1 st March - 18 March 4 End 3rd October - 30 October 5 Start 2nd March - 1 April 5 Start 4th 11 2 November - 6 November April - 8 April November - 13 November April - 15 April November - 20 November April - 22 April November - 24 November 2 Weeks April - 29 April November - 4 December May - 6 May December - 11 December May - 13 May December - 18 December May - 20 May 5 Weeks 18 4 January - 8 January May - 27 May January - 15 January 4 End 2nd * See school-based testing schedule for the course EOC administration time Start Review and Administer EOC* May 3 June June 7 June 2 End 4th Expectations: Lab Information Safety Contract: The National Science Teacher Association, NSTA, and the district science office recommend that all students experience and participate in at least one handson-based lab per week. At least one (1) lab per grading period should have a written lab report with analysis and conclusion. Safety, Cleanup, and Laws: Genetics (Honors) Page 4

5 Unit 1: Nature of Science Week 1-4 Topics Learning Targets and Skills Standards Vocabulary SC.912.N.2.1 Science describe science as both durable and robust and open to change. SC.912.N.2.2 Non-science Pseudoscience differentiate between science and non-science. What is Genetics? explain why something would fail to meet the criteria for science. o criteria should include testability, repeatability, and replicability Science Processes design a controlled experiment on a biology topic use tools (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs) collect, analyze, and interpret data from the experiment to draw conclusions determine an experiment s validity and justify its conclusions based on: o control group, limiting variables and constants o multiple trials (repetition) or large sample sizes o bias o method of data collection, analysis, and interpretation o communication of results differentiate between an observation and inference, cite examples of each SC.912.N.1.1 also SC.912.N.1.2 SC.912.N.3.5 Reliability Validity Bias Peer review Control group Limiting variables Multiple trials Inference Observation Analysis Interpretation Evidence use appropriate evidence and reasoning to justify explanations to others Genetics (Honors) Page 5

6 Unit 2: Mendelian Genetics Week 5 9 Topics Learning Targets and Skills Standards Vocabulary understand the principles of heredity and related concepts. Mendelian Genetics analyze patterns of inheritance using Mendel s Law of segregation and independent assortment and other Mendel s Principles of Inheritance. identify, analyze, and/or predict traits caused by various modes of inheritance, including: o Dominant, Incomplete dominance, Recessive, Co-dominant, Sex-linked, Polygenic, and Multiple alleles discuss observed inheritance patterns caused by various mods of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. evaluate the probability outcome of phenotypes in a genetic cross from the genotypes of different parents o autosomal, incomplete dominance, X-linked, dominant or recessive compare Nature vs. Nurture predict the genotype and phenotype of the P1 and F1 generations using a dihybrid and monohybrid cross (Punnett squares) interpret/analyze and design pedigree charts to make predictions understands that environment influences genetic traits. apply and use post-mendelian concepts knows the structure and functions of DNA and RNA, and its relationship to protein synthesis SC.912.L.16.1 SC.912.L.16.2 Genetics Gene Allele Homozygous Heterozygous Dominant Recessive Punnett Square Probability Incomplete Dominance Co-dominance Polygenic inheritance Sex-Linked Monohybrid cross Dihybrid cross Law of Independent Assortment Law of Segregation Pedigree understands the types and causes of mutations SC.912.L.16.4 knows the relationship between mutations and genetic diseases Genetics (Honors) Page 6

7 Unit 3: Macromolecules Week Topics Learning Targets and Skills Standards Vocabulary describe basic molecular structures and primary function of the four major categories of biological SC.912.L.18.1 macromolecules, including: carbohydrates, lipids, proteins, and nucleic acids. Macromolecules explain how an enzyme increases the rate of a biochemical reaction enzymes decrease the activation energy of reactions by acting as a catalyst which is not consumed during the course of the reaction. SC.912.L SC.912.P Macromolecules Monomer Polymer Carbohydrates Lipids Fatty acid Proteins Nucleic acids Amino acid Chemical reaction Equilibrium Activation energy Reaction rate Catalyst Enzyme Denature Genetics (Honors) Page 7

8 Unit 4: DNA, RNA, and Protein Synthesis Week Topics Learning Targets and Skills Standards Vocabulary describe the function of models in science, and identify the wide range of models used in science SC.912.N.3.5 DNA, RNA, and Protein Synthesis explain why the genetic code is common to almost all organisms explain why there are similarities in the genetic code of different organisms o most organisms share a common ancestry and the process of inheritance carries traits from generation to generation describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information explain why DNA replication has a role in the transmission and conservation of the genetic material demonstrate the process of DNA replication given a DNA strand analyze how heredity and family history can impact personal health. SC.912.L.16.9 SC.912.L.16.3 SC.912.L.16.5 HE.912.C.1.7 DNA Genetic code Nucleotide Double helix Base pairing rules RNA Messenger RNA Ribosomal RNA Transfer RNA Replication Transcription Translation Codon Anticodon Phenotype Genotype Mutation Gamete Genes Chromosomes Gene expression Hydrogen bond Covalent bond Genetics (Honors) Page 8

9 Unit 5: Cell Division Week Topics Learning Targets and Skills Standards Vocabulary discuss the mechanisms for regulation of gene expression in prokaryotes and eukaryotes at SC.912.L.16.6 transcription and translation level. Cell Division describe how viruses and bacteria transfer genetic material between cells and the role of this process in biotechnology. explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. describe the cell cycle, including the process of mitosis. explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. describe the process of meiosis, including independent assortment and crossing over. explain how reduction division results in the formation of haploid gametes or spores. compare and contrast mitosis and meiosis and relate to the process of sexual and asexual reproduction and their consequences for genetic variation. SC.912.L.16.7 SC.912.L.16.8 SC.912.L SC.912.L SC.912.L Cell cycle Binary fission Somatic cell Diploid Crossing over Reduction division Haploid Cancer Genetic variation Spore Homologous chromosome Autosome Sex chromosome Sperm Egg Polar body describe how mutation and genetic recombination increase genetic variation. SC.912.L Genetics (Honors) Page 9

10 Unit 6: Genetic Engineering Week Topics Learning Targets and Skills Standards Vocabulary evaluate the impact of biotechnology on the individual, society and the environment, including SC.912.L medical and ethical issues. Genetic Engineering discuss the technologies associated with forensic medicine and DNA identification, including restriction fragment length polymorphism (RFLP) analysis. describe how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, polymerase chain reaction, ligation, and transformation) is used to construct recombinant DNA molecules (DNA cloning). SC.912.L SC.912.L Genetic engineering Restriction enzyme Restriction endonuclease Gel electrophoresis Autoradiography Southern blotting Northern blotting Western blotting Gene cloning Cloning vector Yeast artificial chromosome (YAC) Bacterial artificial chromosome (BAC) Chromosome walking Polymerase chain reaction (PCR) DNA fingerprinting Stem cells Genetics (Honors) Page 10

11 Unit 7: Evolution Week Topics Learning Targets and Skills Standards Vocabulary describe the scientific explanation of the origin of life on Earth. SC.912.L.15.8 Evolution explain the role of reproductive isolation in the process of speciation. list the conditions for Hardy-Weinberg equilibrium in a population and who these conditions are not likely to appear in nature. use the Hardy-Weinberg equation to predict genotypes in a population from observed phenotypes describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. describe how mutation and genetic recombination increase genetic variation. discuss the characteristics of populations, such as number of individuals, age structure, density, and pattern of distribution. SC.912.L.15.9 SC.912.L SC.912.L SC.912.L SC.912.L SC.912.L.17.1 Evolution Convergent evolution Co-evolution Descendant Ancestor Embryology Hominid Natural selection Genetic recombination Gene flow Genetic drift Speciation Human Papilloma Virus (HPV) Genetically Modified Organism (GMO recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. SC.912.L.17.8 SC.912.L.18.1 HE.912.C.1.3 Genetics (Honors) Page 11

12 Topics Learning Targets and Skills Standards Vocabulary review that genes code for the proteins that make up enzymes. SC.912.L.16.4 SC.912.L.18.1 understand that enzymes play a role in the development of some diseases and that deficiencies of these enzymes can lead to diseases such as: Phenylketonuria, Albinism, Kartengener Syndrome, and Tay-Sachs Disease. identify other diseases such as Sickle-Cell Anemia and Cystic Fibrosis which can be the result of protein alterations caused by enzyme deficiencies. understand how geneticists use the available tools (Punnett squares, probabilities, and karyotypes) to predict outcomes. evaluate how environment and personal health are interrelated. SC.912.L SC.912.L SC.912.C.1.3 understand that exposures to pollution impact the biodiversity emanating from changes to various alleles. Evolution understand that global warming, pollution, and job selection can affect genetic recombination. Genetics (Honors) Page 12

13 Volusia County Science 5E Instructional Model Engage Description Learners engage with an activity that captures their attention, stimulates their thinking, and helps them access prior knowledge. A successful engagement activity will reveal existing misconceptions to the teacher and leave the learner wanting to know more about how the problem or issue relates to his/her own world. (e.g. ISN-preview, Probe, Teacher Demonstration ) Implementation The diagram below shows how the elements of the 5E model are interrelated. Although the 5E model can be used in linear order (engage, explore, explain, elaborate and evaluate), the model is most effective when it is used as a cycle of learning. Explore Learners explore common, hands-on experiences that help them begin constructing concepts and developing skills related to the learning target. The learner will gather, organize, interpret, analyze and evaluate data. (e.g. investigations, labs ) Engage Explore Explain Learners explain through analysis of their exploration so that their understanding is clarified and modified with reflective activities. Learners use science terminology to connect their explanations to the experiences they had in the engage and explore phases. (e.g. Lecture, ISN-notes, Research, Close-reading, reading to learn, videos, websites ) Discuss and Evaluate Elaborate Learners elaborate and solidify their understanding of the concept and/or apply it to a real world situation resulting in a deeper understanding. Teachers facilitate activities that help the learner correct remaining misconceptions and generalize concepts in a broader context. (e.g. labs, web-quest, presentations, debate, discussion, ISN-reflection ) Elaborate Explain Evaluate Teachers and Learners evaluate proficiency of learning targets, concepts and skills throughout the learning process. Evaluations should occur before activities, to assess prior knowledge, after activities, to assess progress, and after the completion of a unit to assess comprehension. (i.e. formatives and summatives) Each lesson begins with an engagement activity, but evaluation occurs throughout the learning cycle. Teachers should adjust their instruction based on the outcome of the evaluation. In addition, teachers are encouraged to differentiate at each state to meet the needs of individual students. *Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp Genetics (Honors) Page 13

14 Cognitive Complexity The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking. The categories low complexity, moderate complexity, high complexity form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map. Low Moderate High This category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution. This category involves more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do using formal methods of reasoning and problem-solving strategies and to bring together skill and knowledge from various domains. This category makes heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps. retrieve information from a chart, table, diagram, or graph recognize a standard scientific representation of a simple phenomenon complete a familiar single-step procedure or equation using a reference sheet interpret data from a chart, table, or simple graph determine the best way to organize or present data from observations, an investigation, or experiment describe examples and non-examples of scientific processes or concepts specify or explain relationships among different groups, facts, properties, or variables differentiate structure and functions of different organisms or systems predict or determine the logical next step or outcome apply and use concepts from a standard scientific model or theory analyze data from an investigation or experiment and formulate a conclusion develop a generalization from multiple data sources analyze and evaluate an experiment with multiple variables analyze an investigation or experiment to identify a flaw and propose a method for correcting it analyze a problem, situation, or system and make long-term predictions interpret, explain, or solve a problem involving complex spatial relationships *Adapted from Webb s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation, Version 2. Genetics (Honors) Page 14

15 LAFS.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of the explanations or descriptions. LAFS.910.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. LAFS.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics. LAFS.910.RST.2.5 Analyze the structure of the relationship among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy.) LAFS.910.RST.3.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematical (e.g., in an equation) into words. LAFS.910.RST.4.10 by the end of grade 10, read and comprehend science / technical texts in the grades 9 10 text complexity band independently and proficiently. MAFS.912.A-CED.1.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. MAFS.912.S-IC.2.6 Evaluate reports based on data. Grades 9-10 ELA Florida Standards Grades 9-12 Math Florida Standards (select courses) LAFS.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. LAFS.910.WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). MAFS.912.N-VM.1.1 Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes. MAFS.912.N-VM.1.2 Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. MAFS.912.N-VM.1.3 Solve problems involving velocity that can be represented as vectors. Genetics (Honors) Page 15

16 LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and any gaps or inconsistencies in the account. LAFS.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LAFS.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. LAFS.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LAFS.1112.RST.4.10 By the end of grade 12, read and comprehend science / technical texts in grades text complexity band independently and proficiently. Grades ELA Florida Standards LAFS.1112.WHST.3.9 Draw evidence from information texts to support analysis, reflection, and research. Grades 9-12 Math Florida Standards (all courses) MAFS.912.F-IF Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. LAFS.1112.WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). MAFS.912.N-Q.1.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. MAFS.912.N-Q.1.3 Choose a level of accuracy appropriate to limitations measurement when reporting quantities. Genetics (Honors) Page 16

17 Genetics (Honors) Page 17