ࡱ> %ec<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_f#` hbjbjmm pWN ] *:*:*:`:8$<g*dzY{,{ggggggg$ih0lnCg*:{Ahz{{Cg 1Xg{D X"*:g{g~58,8 *:  ε(-mX!Fng0gl l l*: 8{{{CgCg {{{g{{{{<<<l<<<>:R:`:  COURSE TITLE: Biology 1,2 (Medicine and Health) Year of Implementation: 2001-02 Course Number: 2105, 2107 Course Length: 1 year, 2 semesters Classroom Instruction and Review: 160 hoursGrade Level: 9-12; sequential course UC/CSU/College: D Lab Course District Requirement-Fulfills life science requirement Course Prerequisites: Completed or concurrent enrollment in Algebra I Recommendation- 50% or greater in standardized math and reading scores District-Approved Textbook/Materials: Biology, Miller and Levine, Prentice Hall, 2002 Pedagogical Philosophy: Biology is traditionally the first college prep science course students take in high school. Through the years, biology has changed from an observational to an experimental science, with the focus now being on molecular, cellular, and body system interactions. This change reflects the job market, where thousands of new jobs are being created in biotechnology, pharmaceuticals, bioinformatics, proteomics, and related molecular biology fields. In addition, citizens in the new millennium will face an increasing number of science related issues such as stem cell research, global warming, cloning, and gene manipulation. It is imperative that a science literate citizenry makes such decisions. The vocabulary in biology is intensive in difficulty and extensive in breadth, with over 1000 new words typically being introduced. For this reason, particular attention needs to be paid to vocabulary acquisition techniques. Since much of the information presented now in biology concerns processes which cannot be seen, pedagogical techniques which permit students to conceptualize and visualize these processes should be employed. Whenever possible diagrams, illustrations, and animations should be used to reinforce concepts. SDAIE strategies are encouraged to strengthen the literacy of students. Laboratory work is a vital component in the science experience and should comprise approximately 20% of instructional time. Acquisition of quantifiable data, manipulation of the data through graphs, and formulation of conclusions based on results should be emphasized. The State Content Standards in Science were developed so that every student would have access to a uniform quality and quantity of information in science; for this reason most State Standards have been retained in the District Course Description, and it is expected that every student will achieve mastery of the information. Districtwide ESLRs: Students in Biology will progress toward attainment of the district ESLR's while completing the course work required for this class. Self-directed Learner- Students in Biology will be required to complete at least one research project and present it in class. All students will learn laboratory safety rules which will protect their physical wellness in the class. Science classes will also stress the importance of ethics and honesty in producing lab reports and other products. Culturally Empowered Community Member- Biology students will learn scientific concepts through real-life examples that stress the contributions of a diverse scientific community and impact of those contributions on society and the environment. Effective Communicator- Assignments and instructional strategies in Biology 1,2 will require students to read, write, listen, and speak using appropriate vocabulary--both scientific and general--throughout the course. Reading will include both textbooks and other informational sources. Students will be expected to use correct grammar and style when producing written assignments such as lab reports. Cooperative groups will be structured to foster good listening and speaking skills. Technology will be integrated wherever appropriate for research, manipulation, or production of work. Since biology experiments which generate quantifiable data will be encouraged, the use of symbols, formulas, graphs, and charts should be emphasized to support understanding of mathematical relationships. Productive Individual- Laboratory experiences in Biology 1,2 will be designed to require problem solving, and effective critical thinking skills will be taught and modeled. Long term and cooperative group assignments will require students to develop successful planning, research, and organizational strategies, and to learn to use resources effectively, individually and as a group. Content Standards and Content Objectives (Essential and Extended) 1. Investigation and Experimentation- Scientific progress is made by asking meaningful questions and conducting careful investigations. 1.1 Select and use appropriate tools and technology (such as computer probes) perform tests, collect data, analyze relationships, and display data. (CS IAE 1a) 1.2 Recognize the need for controlled tests and identify and communicate reasons for inconsistent results, such as sources of unavoidable experimental error or uncontrolled conditions. ( CS IAE 1b,c,j) 1.3 Formulate explanations by using logic and evidence, and recognize the cumulative nature of scientific evidence. ( CS IAE 1d,k) 1.4 Distinguish between hypothesis and theory as scientific terms and recognize the usefulness and limitations of models and theories as scientific representations of reality, and recognize that theories have to be changed to fit evidence. (CS IAE 1f,g,n) 2. Stability in an ecosystem is a balance between competing effects such as nutrient recycling, food webs, and composition of producers and decomposers. 2.1 Explain how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles via photosynthesis and respiration. (CS 6d) 2.2 Diagram how each link in a food web stores energy in newly made structures, but that some of this energy is dissipated into the environment as heat during each transfer, and this can be represented and calculated in a food/energy pyramid. (CS 6f) 2.3 Calculate how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death. (CS 6c) 2.4 Analyze changes in an ecosystem, and its biodiversity resulting from changes in climate, human activity, introduction of non-native species or changes in population size. (CS 6a, 6b) 3. Cell Biology- Knowledge of the structure and function of macromolecules is necessary for an understanding of the biochemistry of cells. 3.1 Compare and contrast the 4 major classes of organic macromolecules--carbohydrates, proteins, lipids, and nucleic acids--in terms of their structure, function, importance, and synthesis. (CS 1h) 3.2 Generate an explanation how proteins which differ in their amino acid number and sequences differ in shape, function, and chemical properties. (CS 4e; CS 4f) 3.3 Identify and describe the structure and function of enzymes, and how their environment--including pH, temperature, and ionic conditions--alter their efficacy. (CS 1b) 4. Cell Anatomy - Cell organelles function to provide energy, produce proteins, and regulate diffusion. 4.1 Compare and contrast prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses and how they differ in complexity and general structure.(CS 1c) 4.2 Sequence the movement of molecules necessary to produce a protein, starting from the nucleus (chromosomes) ( (mRNA) ( ribosomes (production) ( endoplasmic reticulum (transportation), ( Golgi bodies (packaging/secretion of proteins). (Bio. Stnd. 1d, 1e) 4.3 Recognize the importance of semi-permeable membranes in regulating diffusion and osmosis to maintain cellular homeostasis, and calculate surface area to volume ratio and how it determines the limitations of cell size. (CS 1a) 5. Cell Energetics- In photosynthesis, chlorophyll containing cells convert light energy into the chemical energy of ATP, which is used to produce glucose. In cell respiration, glucose is oxidized to carbon dioxide and water, and ATP is produced. 5.1 Trace the flow of energy from sunlight captured by chloroplasts to the synthesis of glucose from carbon dioxide, and the subsequent storage/use of glucose as a carbohydrate. (CS 1h) 5.2 Describe the role of mitochondria in releasing stored energy by completing the breakdown of glucose to carbon dioxide and water in glycolysis, the Krebs cycle, and the electron transport system. (CS 1g) Extended Learning Objective 5.3 Compare and contrast how chemiosmotic gradients in mitochondria and chloroplasts facilitate the production of ATP. (CS 1 i*) 6. Structure and Function of DNA- Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. 6.1 Describe the structure and function of DNA and RNA. (CS 5a) 6.2 Diagram how to apply base-pairing rules to explain precise copying of DNA during semi-conservative replication. (CS 5b) 6.3 Diagram how a gene opens during transcription and mRNA is encoded from the DNA template, and the resulting single stranded mRNA is edited, with introns being excised and exons being conserved and rejoined, and how the edited mRNA transcript moves from the nucleus to the cytoplasm, where it is bound by ribosomes. (CS 4a) 6.4 Diagram how during translation the mRNA arrives at the ribosomes (rRNA) where the the anticodons of the tRNA (carries the amino acids) bind to the codons of mRNA, which results in the proper amino acid sequence of a polypeptide/protein being established. (CS 4a) 6.5 Apply genetic coding rules to predict the sequence of amino acids from a sequence of codons in mRNA. (CS 4b) 6.6 Show how mutations in the DNA sequence of a gene may or may not affect the expression of the gene, or the sequence of amino acids in an encoded protein. (CS 4c) Extended Learning Objective 6.7 Explain how specialization in cells is due to certain genes being active in some cells, and not in others. (CS 4d) 7. Meiosis- Sexual reproduction depends on the production of gametes and random chromosomal segregation produces variation. 7.1 Distinguish between the stages of mitosis (eukaryotic cell division) and meiosis (reduces the original amount of DNA by half), which is an early step in sexual reproduction which produces haploid gametes in the gonads. (CS 2a; CS 2b, CS 2e) 7.2 Demonstrate the connection between meiosis and Mendel's laws of segregation and independent assortment of alleles, and how random chromosome segregation accounts for the probability of a particular allele being in a particular gamete. (CS 2c; CS 3b) 7.3 Explain how the fusion of haploid male and female gametes (fertilization) produces a diploid zygote with novel combinations of genes, and how chromosomes determine an individual's sex. (CS 2d; CS 2f) 7.4 Diagnose chromosomal aberrations on karyotypes resulting from nondisjunction during meiosis. (CS 2c) 8. Genetics- A multicellular organism develops from a single zygote, and its phenotype depends on the genotype established at fertilization. 8.1 Infer the genetic makeup of gametes from parental genotypes, analyze the types of zygote genotypes, and from that calculate the probability of zygote phenotypes resulting from a cross between these gametes for single trait, two trait, and X- linked crosses. (CS 3a) 8.2 Interpret the results of genetic crosses (pedigrees) to predict the mode of inheritance of a trait--autosomal or X-linked, dominant or recessive. (CS 3c) Extended Learning Objective 8.3 Understand that chromosome maps of linked genes can be generated from crossing-over data. (CS 3d*) 9. Evolution is the change of one species into different species through time. Changes in the DNA of a organism lead to phenotypic variation, and, through the process of natural selection in changing environments, ultimately result in speciation. 9.1 Identify and categorize the evidence for evolution, including comparative embryology, DNA or protein sequence comparisons, fossil comparisons ( including episodic speciation and mass extinctions), and comparative anatomy, and how they are used to show probable evolutionary relationships. (CS 8e; CS 8f) 9.2 Explain that evolution is the result of genetic changes that occur in constantly changing environments. (CS 8) 9.3 Demonstrate how new mutations and sexual reproduction lead to genetic variation in a population and diversity in its gene pool. (CS 7c) 9.4 Show how natural selection acts on the phenotype rather than the genotype of an organism. (CS 7a) 9.5 Explain how genetic drift affects the diversity of organisms in a population.(CS 8c) 9.6 Explain that reproductive isolation, which results from behavioral, geographic, and/or temporal isolation, leads to speciation. (CS 8d) 9.7 Give examples of how natural selection determines the differential survival of groups of organisms, and how great diversity of species increase the chance that some organisms will survive major changes in the environment. (CS 8a; CS 8b) Extended Learning Objectives 9. 8 Explain how the conditions for a Hardy-Weinberg equilibrium in a population do not exist in nature, and how to solve Hardy-Weinberg equations to calculate the frequency of genotypes in a population, given the frequency of phenotypes. (CS 7 e*; CS 7f*) 9.9 Interpret data from several independent molecular clocks, calibrated against each other and using evidence from the fossil record, to help to estimate how long ago various groups of organisms diverged evolutionarily from each other. (CS 8g*) 9.10 Illustrate the difference between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage of organisms through genetic change. (CS 6g*) 10. Physiology -Coordinated structures and functions of organ systems maintain a relatively stable, healthy internal environment in the human body (homeostasis) despite changes in the outside environment. 10.1 Identify structures of the nervous system, explain the electrochemical function of the neurons, interpret how sensory, inter- and motor neurons coordinate input of and response to stimuli, and describe how neurons form the basis of cognition and consciousness. (CS 9b; CS 9d; CS 9e) 10.2 List the major bones and muscles in the body, illustrate how a sarcomere works and explain the molecular basis of muscle contraction (including the roles of actin, myosin, Ca+2 and ATP*). (CS9h) 10. 3 Explain how the circulatory system circulates nutrients and oxygen rich blood and removes carbon dioxide. (CS 9a) 10.4 Explain how the respiratory system takes in oxygen out of the air, and removes carbon dioxide from the blood. (CS 9a) 10.5 Illustrate how a) feedback loops in the nervous and endocrine systems regulate conditions in the body. b) hormones, (including digestive, reproductive. osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms. c) peptide and steroid hormones function at the cellular level.(CS 9c, CS 9i*) 10.6 Compare and contrast bacteria and viruses, their growth requirements, and effective treatments for illnesses caused by both. (CS 10d) 10.7 Apply knowledge of the immune system, including a) knowledge of bacterial and viral diseases b) the role of the skin c) the role of antibodies c) the role of vaccination D) AIDS as a model to explain the function of phagocytes and lymphocytes in the immune system and why an individual with a compromised immune system may be unable to fight off and survive infections of microorganisms that are usually benign. (Bio. Stnd. 10a; 10b, 10c, 10d, 10e, 10f) Extended Standards 10.8 Diagram and explain how the structures and biochemistry (amylases, proteases, nucleases, lipases, stomach acid, and bile salts*) of the digestive system function together to break down macromolecules into constituent monomers. (CS 9f) 10.9 Diagram the homeostatic role of the kidneys in removing nitrogenous wastes, and of the liver in blood detoxification and glucose balance. (CS- 9g) 11. Biotechnology- The genetic composition of cells can be altered by incorporation of exogenous DNA into cells to form novel combinations. 11.1 Demonstrate what the tools of biotechnology--plasmids, restriction enzymes, ligase,gel electrophoresis, transformation are, and how they are used to construct recombinant DNA molecules. (CS 5d) 11.2 Characterize how genetic engineering is applied to produce novel biomedical and agricultural products, including how exogenous DNA can be inserted into bacterial cells in order to alter their genetic makeup and form new protein products, eg insulin. (Bio. Stnd. 5d, 5c) CONTENT STANDARD: 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. CONTENT OBJECTIVE: 1.1 Select and use appropriate tools and technology (such as computer probes) to perform tests, collect data, analyze relationships, and display data. (CS IAE 1a) Prerequisites: Knowledge of Metric SystemEssential, New Vocabulary: analyze, conclusion, inference, hypothesisResources for Teaching the Objective: PH BiologyPerformance Indicators for Students:(Deconstructed Objective) 1. Measure distances in mm, cm, and m using a metric ruler or meter stick. 2. Measure volume in mL using a graduated cylinder. 3. Measure mass using a triple beam or electronic balance. 4. Convert between units in the metric system. 5. Write an essay style lab report which includes: Title, materials, introduction, hypothesis, procedure, results, conclusion, and abstract.Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 2-4 class periods Acquisition: 1-3 class periods Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice In order to find the volume of a liquid accurately use a(n)_________ while to find the mass of an object use a(n) _____________ a. balance, graduated cylinder. b. Erlenmeyer flask, balance. c. graduated cylinder, balance. d. beaker, graduated cylinder.  1. Make sure students USE the metric sytem to measure actual distances, volumes, and masses. 2. To determine if students are measuring mass and volume accurately, have them find the density of water using different volumes of water. 3. Have students design experiments using the metric system which compare different household products. 4. Have students research the metric system as a worldwide measuring system. Constructed Response Diagram and describe how to use a meter stick to measure objects of different sizes. Performance/Real World Assessment A scientist wishes to find out which of three fertilizers works best to grow tomato plants. Design an experiment to find out which fertilizer works best. Include a materials/equipment list, problem statement, hypothesis, procedure (with drawings), data table template, and graph template.   Comments: Although the metric system is not a specific objective, it is taught throughout Standard 1and the entire year. It is important to give students the idea that the metric system, or System Internationale (SI), is NOT a measuring system which is exclusive to science; instead, it is the worldwide accepted measuring standard used in every countryexcept the United States. Activities which allow students to visualize using the metric system are important so they get a sense for the measurements Biology- Medicine and Health Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice Which of the following could be used to measure the length of the human small intestine? a. graduated cylinder b. meter stick c. thermometer d. balance   Constructed Response After watching the video Powers of Ten, students will discuss examples from the film and how scale impacts our perspective. Small group and classroom discussion may follow. Video: Powers of TenPerformance/Real World Assessment 1. Students will determine the length of their forefinger, forearm, and total height. Students will use a graduated cylinder to measure blood and urine volume. Students will learn how to determine BMI based on the body weight and height. 2. Students can measure lung capacity by measuring the vital capacity and tidal volume of your own lungs.Making fake blood (http://www.fabulousfoods.com/recipes/misc/fakeblood.html) BMI calculator (http://www.consumer.gov/weightloss/bmi.htm#BMI) Lung Capacity Lab (http://www.biologycorner.com/worksheets/lungcapacity.html) CONTENT STANDARD: 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. CONTENT OBJECTIVE: 1. 2 Recognize the need for controlled tests and identify and communicate reasons for inconsistent results, such as sources of unavoidable experimental error or uncontrolled conditions. ( CS IAE 1b,c,j) Prerequisites: Knowledge of the Metric System Essential, New Vocabulary: controlled tests, experimental error, variableResources for Teaching the Objective: PH BiologyPerformance Indicators for Students:(Deconstructed Objective) 1. Design and experiment and explain possible sources of error in the protocol. 2. Design an experiment with a control and experimental variables. Formal Assessments: District EOC, CST Biology testTypical Time Range: Range: 3-5 class periods Acquisition: 4 class periods Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossible Instructional Strategies/Activities for ObjectiveMultiple Choice A scientist wants to determine which of three fertilizers works best with tomato plants. She measures out soil, fertilizer, and water and plants the tomato seeds. She then measures the growth of each plant. The results are inconclusive. What are some possible sources of error? a. Weighing and measuring* b. Amount of oxygen in the air c. The plants died. d. All of the above.   1. Design and carry out an experiment which includes a control and experimental variables. 2. Recognize sources of error in an experimental design.  Constructed Response A food scientist wishes to determine which brand of popcorn pops the best. Which conditions must be controlled in this experiment to prevent experimental error?  Performance/Authentic Assessment A scientist wishes to find out which of three fertilizers works best to grow tomato plants. Design an experiment to find out which fertilizer works best. Include a materials/equipment list, problem statement, hypothesis, procedure (with drawings), data table template, and graph template. Identify sources of potential error in the experiment and which conditions must be controlled to evaluate data correctly.  Comments: The scientific method is best taught when students actually do the experiments where they control variables, collect data, and analyze data to formulate conclusions. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice Which of the following statements about a controlled experiment is true? all the variables must be kept the same. Only one variable is tested at a time. Scientists always use controlled experiments. Controlled experiments cannot be performed on living things. Students can practice Identifying Controls and Variables. (http://www.biologycorner.com/worksheets/controls.html) Students can complete Scientific Method investigation on the web. ( HYPERLINK "https://glacier.gc.maricopa.edu/biology/scientific_method/index.cfm" https://glacier.gc.maricopa.edu/biology/scientific_method/index.cfm) 2.Constructed Response Describe how placebos are used in pretrial studies for prescription drugs. Performance/Real World Assessment A clinician wishes to test the effectiveness of a particular brand of a new brand of mouthwash. Design an experiment to determine the effectiveness of the mouthwash. Include a materials/equipment list, problem statement, hypothesis, and how data will be collected.  Comments: An understanding of the scientific method is essential in health care. Health care providers continuously devise and revise their ideas about proper medical treatments. CONTENT STANDARD: 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. CONTENT OBJECTIVE: 1.3 Formulate explanations by using logic and evidence, and recognize the cumulative nature of scientific evidence. ( CS IAE 1d,k) Prerequisites: Knowledge of the Metric System Essential, New Vocabulary: logicResources for Teaching the Objective: PH Biology, SUHSD Lab What causes Phenol Red to change color?Performance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 1-3 class periods Acquisition: 2 class periods Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample AssessmentSuggested Instructional ResourcesPossible Instructional Strategies/Activities for ObjectiveMultiple Choice In 1668 an Italian scientist, Francesco Redi, worked with flies to determine if they spontaneously generated. He placed meat in two jars, covered one with cloth, and left the other one uncovered. After several days he checked the jars. No maggots appeared in the covered jar while maggots covered the unprotected meat. From this it can be concluded that: a. the flies appeared spontaneously in the uncovered jar. b. flies had access to the uncovered jar, laid eggs, and maggots hatched. * c. air could not circulate in the covered jar so no flies appeared. d. b and cPH Biology, Chap. 1-2, pgs. 8-19  Constructed Response How did Needham, Spallanzani, and Pasteur change/improve upon Redi's experiment? What type of logic and evidence did they use to support their claims? How did cumulative evidence cause scientists to change their theories? PH Biology, Chap. 1-2, pgs. 8-19 A. A researcher wishes to find out what causes phenol red to turn to a different color-yellow. She sets up a series of 6 test tubes.  No change Yellow No Change No Change Yellow Yellow According to the results of this experiment, what causes phenol red to turn yellow? What is the evidence? How could the experiment be improved to be more conclusive? B. Experiment with phenol red to determine what makes it turn from red to yellow. SUHSD Lab: "What causes phenol red to change color?"  Comments: The experiments of Redi, Needham, Spallanzani, and Pasteur provide an excellent example of the cumulative nature of scientific evidence. Students need to be able to describe how each scientist contributed scientific information to the field, some of which was disputed and disproved, and some of which was validated. Only after the efforts of all of these scientists across hundreds of years was spontaneous generation for all sizes of organisms finally debunked. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice Edward Jenner was an English doctor who worked in a rural community and most of his patients were farmers or those who worked on farms. In 1788, an epidemic of smallpox hit the area where Jenner lived. During this epidemic, Jenner observed that individuals who worked with cattle and had come into contact with cowpox never came down with smallpox. Based on this observation, Jenner concluded that: these individuals were going to die. smallpox is a deadly disease. Individuals who had contact with cowpox were immune to small pox. Both A and C  PH Biology Chapter 40 (pp. 1029-1031)  1. Students research how accumulated evidence changed the thinking about the cause of ulcers. 2. Review milestones in medicine over time (http://www.biologycorner.com/bio3/notes-medicine.html)Constructed Response Students will brainstorm changes that have occurred in medicine over time.Performance/Real World Assessment Students will engage in a web exploration of how medical treatments have changed over time.How has medicine changed? (http://www.biologycorner.com/worksheets/medicine.html)  Comments: It is extremely important for students to realize that science is an everchanging understanding of the world based on the prevailing technology and tools available at that particular time. Change is part of the nature of scientific investigation and is vital to progress in the health care field. CONTENT STANDARD: 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. CONTENT OBJECTIVE: 1.4 Distinguish between hypothesis and theory as scientific terms and recognize the usefulness and limitations of models and theories as scientific representations of reality, and recognize that theories have to be changed to fit evidence. ( CS IAE 1f,g,n) Prerequisites: Knowledge of the Metric SystemEssential, New Vocabulary: hypothesis, theory, modelResources for Teaching the Objective: PH BiologyPerformance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 1-3 class periods Acquisition: 2 class periods Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossible Instructional Strategies/Activities for ObjectiveMultiple Choice The difference between the science definition of theory and the nonscience definition of theory is that: a. an unscientific theory is not supported with large amounts of evidence. b. a scientific theory is supported by huge amounts of evidence. c. a and b* d. none of the above.   Constructed Response What are some of the uses and limitations of analogies, models and theories in science? Authentic/Real World Performance Investigate the Theory of Relativity, the Theory of Plate Tectonics, the Theory of Evolution, the Theory of the Atom, and the Theory of Gravitation. Why are they considered theories, not laws, and what are the hypotheses upon which they are based? How have these theories changed as scientists have accumulated more and better data? Comments: The Theory of Evolution is mentioned here and may cause some student comments. It is important that students understand the difference between the science definition of theory and the laypersons definition of theory. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice The germ theory of disease has lead to the: development of antibiotics. vaccinations. cures for all bacterial illnesses. both a and b. PH Biology Chapter 40 (pp. 1029-1031) Germ theory  Students will read and discuss Can We Wipe Out Disease? from  HYPERLINK "http://www.discovery.com" www.discovery.com Students will participate in Disease Detectives class activity ( HYPERLINK "http://science.education.nih.gov/supplements/nih1/diseases/activities/activities_toc.htm" http://science.education.nih.gov/supplements/nih1/diseases/activities/activities_toc.htm) Constructed Response Students will describe how fabrication of data impacts scientific progress. Reading: Overly Ambitious Researchers: Fabricating Data (http://www.wmich.edu/ethics/ESC/cs1.html)Performance/Real World Assessment Students will write a report that investigates the key scientists and experiments that lead to our current understanding of microscopic pathogens.  Early Microbiologists and Development of the Germ Theory (http://www.mansfield.ohio-state.edu/~sabedon/biol2007.htm)  Comments: It is important to tie in how technology developments, such as the improvement of the microscope, have improved our understanding of other living things and lead to theories. Changes in health practices have resulted from the acceptance of the germ theory of desease. Before germ theory, illness was treated by appeals to supernatural powers or by trying to adjust body fluids through induced vomiting, bleeding, or purging. The modern approach emphasizes sanitation, the safe handling of food and water, and aseptic surgical techniques. CONTENT STANDARD: 2. Stability in an ecosystem is a balance between competing effects such as nutrient recycling, food webs, and composition of producers and decomposers. CONTENT OBJECTIVE: 2.1 Explain how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles via photosynthesis and respiration. (CS 6d) Prerequisites: Knowledge of how sunlight is the main source of energy for life on earth. Essential, New Vocabulary: ecology, biosphere, species, population, community, ecosystem, biome, abiotic, photosynthesis, limiting nutrient, respiration, organic carbon, nitrogen, decomposer, autotroph, heterotroph, bacteria, nitrogen fixation, denitrificationResources for Teaching the Objective: PH Biology, SUHSD Lab A Closed EcosystemPerformance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 3-5 class periods Acquisition: 4 class periods Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossible Instructional Strategies/Activities for ObjectiveMultiple Choice Which substance is not recycled through biotic and abiotic channels in the biosphere? a. carbon b. oxygen c. sulfur* d. oxygen  Constructed Response Compare and contrast the equations for photosynthesis and respiration. Name where each part of the equation comes from or is used.  Authentic/Real World Performance A. Make a closed ecosystem with plants and animals which produce and use oxygen/carbon dioxide to keep each other alive. B. Explain what would happen to the environment if all of the nitrogen fixing bacteria suddenly died. SUHSD Lab "A Closed Ecosystem"  Comments: Emphasize that the earth itself is a spaceship, which recycles nutrients through various cycles, including photosynthesis and respiration. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice During the nitrogen cycle, the combustion of fossil fuels increases the amount of nitrogen oxides in the air, a main component of smog. Which disease would smog most exacerbate in humans? a. melanoma b. Parkinsons disease c. respiratory disease* d. Klinefelters syndrome Organisms replace carbon in the atmosphere through the process of a. photosynthesis. b. cell respiration.* c. nitrogen fixation. d. biological magnification. The sun is the primary source of energy and is captured by chlorophyll during photosynthesis. Obviously, humans are unable to make food from the sun through photosynthesis as well. However, we need some exposure to the sun because it a. triggers the skin to synthesize vitamin D.* b. prevents skin cancer. c. promotes cardiovascular health. d. protects against dehydration.  National Institute of Health (NIH) free supplemental resources  HYPERLINK "http://science.education.nih.gov/supplements/" http://science.education.nih.gov/supplements/ Air quality  HYPERLINK "http://www.4cleanair.org/" http://www.4cleanair.org/  HYPERLINK "http://www.epa.gov/air/" http://www.epa.gov/air/  1) Trace the path through the nutrient cycles where humans specifically play a role. 2) Emphasize the processes within each cycle which promote health and survival of all organisms, directly or indirectly. 3) Track air quality and discuss the effects on patients with respiratory disease.Constructed Response Why is the cycling of matter essential to the long term continuance of life? Discuss the definition of the term nutrient. Based on your knowledge of the carbon cycle, what do you think would happen if vast areas of forest were removed? Performance/Real World Assessment Field Trip/Guest SpeakerWater Treatment Plant Discuss the role of water treatment plants in preventing the transmission of infectious diseases through water. Lab Activity: Deadly Disease Among Us (National Institute of Health: Emerging and Re-emerging of Infectious Diseases) Lab Activity: Disease Detectives (National Institute of Health: Emerging and Re-emerging of Infectious Diseases) This activity investigates the emergence of disease as a response to environmental change. Discuss the effects of air quality on the potential incidence of lung disease.   Comments: CONTENT STANDARD: 2. Stability in an ecosystem is a balance between competing effects such as nutrient recycling, food webs, and composition of producers and decomposers. CONTENT OBJECTIVE: 2.2 Diagram how each link in a food web stores energy in newly made structures, but that some of this energy is dissipated into the environment as heat during each transfer, and this can be represented and calculated in a food/energy pyramid. (CS 6f) Prerequisites: Essential, New Vocabulary: food web, food chain, food pyramid, energy pyramid, producer, consumer, omnivore, detritovore, trophic level, biomassResources for Teaching the Objective: PH Biology, SUHSD Lab Carrying CapacityPerformance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 2-4 class periods Acquisition: 3 class periods Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossible Instructional Strategies/Activities for ObjectiveMultiple Choice 90% of the energy from one trophic level is lost when it is transferred to the next trophic level. Using the diagram, what mass of eagles could be supported in this ecosystem?  Eagles  1,000 Kg birds  10,000 Kg grasshoppers  100,000 kg of Grass a. 1 Kg b. 10 Kg c. 100 Kg* d. 1000 kg   Sample AssessmentSuggested Instructional ResourcesPossible Instructional Strategies/Activities for ObjectiveConstructed Response A. Diagram a food web with at least 10 members, including decomposers. Describe each interaction. B. Describe what would happen if the producers or decomposers were removed from an ecosystem. Sample Assessment A. Count the number of blades of grass in a 5cm2 area. Extrapolate to the number of blades of grass in a 100m2 area and 5km2 area. Using the idea that only 10% of energy is passed along from one trophic level to the next, how many grasshoppers ( shrews( snakes( hawks could each area support? B. Research actual examples that show what happens when a plant species is removed or becomes extinct from an area (such as the tropical rain forest.) C. Math Connection: Use the knowledge of the energy pyramid to explain the amount of energy available in food measure in calories.  Comments: Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice Consider the following: 1) Deer mice eat the acorns from oak trees. 2) Deer ticks are parasites which may carry Lyme disease. 3) Deer mice can be a host organism to deer ticks. So, if the number of acorns increases, then how could that affect the incidence of Lyme disease? a. The incidence of Lyme disease would probably increase. b. The incidence of Lyme disease would probably decrease. c. The incidence of Lyme disease would probably be unaffected by the quantity of acorns. d. The incidence of Lyme disease would probably decrease, then increase. National Institute of Health (NIH) free supplemental resources http://science.education.nih.gov/supplements/ Emerging and Re-emerging of Infectious Diseases  Constructed Response Discuss where parasites and other disease-causing microorganisms would fall in the food chain. Investigate how different types of bacteria take on various roles within the food chain. Performance/Real World Assessment Quick Lab: Modeling Predation(This activity is similar to natural selection lab activities when students pick up as many toothpicks as possible in a 1 meter by 1 meter square.)  Comments: CONTENT STANDARD: 2. Stability in an ecosystem is a balance between competing effects such as nutrient recycling, food webs, and composition of producers and decomposers. CONTENT OBJECTIVE: 2.3 Calculate how fluctuations in population size in an ecosystem are determined by the relative rates of birth , immigration, emigration, and death. (CS 6c) Prerequisites: Essential, New Vocabulary: population, immigration, emigration, population density, exponential growth, logistic growth, carrying capacity, limiting factor, density-dependent limiting factor, predator-prey relationship, density-dependent limiting relationshipResources for Teaching the Objective: PH BiologyPerformance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 3-5 class periods Acquisition: 4 class periods Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Assessment ItemSuggested Instructional Resources Possible Instructional Strategies/Activities for Objective Multiple Choice A. In any population, a rise in the _____________ and __________ rates or a decrease in the __________ and ___________rates will cause the population to increase. a. birth, immigration; emigration, death* b. emigration, death; birth, immigration c. birth, emigration; immigration, death d. immigration; emigration; birth, death    B. What is true about the time interval marked with an arrow? I. Carrying capacity has been reached. II. Birth rate equals death rate. III. Population is growing a. I only b. II only c. III only d. I and II only*   Constructed Response Given birth, death, immigration, and emigration data for several years, calculate and graph what is happening to a population's growth rate over time. Authentic/Real World Performance Research actual birth, death, immigration, and emigration data for several countries, then calculate and graph their population growth trend.  Comments: When teaching how populations grow or what limits growth, have students understand how to read different types of graphs by example or by analyzing data. This is especially critical for teaching graphs of exponential growth, logistic growth, and carrying capacity. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice As population density increases, density-dependent factors, such as disease, will most likely cause a population to a. increase steadily. b. increase exponentially. c. decrease. d. remain the same. How would the development of a vaccine against a disease affect population growth rates over the long term? a. Growth rates would most likely increase. b. Growth rates would most likely decrease. c. Growth rates would most likely remain the same. d. Growth rates would most likely decrease sharply, then increase exponentially.  SHAPE \* MERGEFORMAT  Refer to the figure above. What event caused a temporary decrease in human population growth from 10,000 BC to 2000 AD? a. the beginning of agriculture b. the development of plowing and irrigation techniques c. the bubonic plague* d. the Industrial Revolution  SHAPE \* MERGEFORMAT  Compare the age structure diagrams above. What is one thing that you can conclude about Rwandas population? a. The death rate (mortality) is higher in Rwanda than in the United States.* b. The birth rate (natality) is lower in Rwanda than in the United States. c. Females generally live a longer life in Rwanda than males do. d. More Rwandans live longer than those who live in the United States.  National Institute of Health (NIH) free supplemental resources http://science.education.nih.gov/supplements/  1) Lab Activity: Oh Deer! Internet 2) Discuss the history of events leading to and following the bubonic plague and the consequences on human population growth.Constructed Response Explain how the movement into and out of a population could increase or decrease the incidence of infectious diseases of that population. Discuss how population density can affect the spread of disease. Humans are considered to be omnivores. However, discuss how a vegetarian would be able to get protein into his/her diet if he/she is opposed to a carnivorous-like consumption. What impact would exponential growth have on the healthcare system? Performance/Real World Assessment Discuss the role of epidemiologists in identifying infectious diseases and environmental diseases (such as lead poisoning) which affect a population. (NIH pp 8-9) Lab Activity:Epidemiology Lab Model the transmission of an infectious disease in a population. Discuss how immigration rate, emigration rate, birth rate and death rate would affect the incidence of that infectious disease within a population and its possible effects on another population. Lab Activity: Protecting the Herd (National Institute of Health: Emerging and Re-emerging of Infectious Diseases) Investigate the incidence of the re-emergence of an infectious disease due the lack of vaccination within a population. Lab activity: Investigating the Growth of a Population of Bacteria California Standards Prentice Hall Biology 2007 edition, Chapter 5, page 133 NIH Curriculum Supplement Series: Emerging and Re-emerging Infectious Diseases Pages 8-9  Comments: CONTENT STANDARD: 2. Stability in an ecosystem is a balance between competing effects such as nutrient recycling, food webs, and composition of producers and decomposers. CONTENT OBJECTIVE: 2.4 Analyze changes in an ecosystem and its biodiversity resulting from changes in climate, human activity, introduction of non-native species or changes in population size. (CS 6b) Prerequisites: Essential, New Vocabulary: biodiversity, non-native species, subsistence hunting, agriculture, green revolution, monoculture, renewable resource, nonrenewable resource, sustainable use, soil erosion, desertification, soil erosion, deforestation, aquaculture, smog, pollutant, acid rain, genetic diversity, extinction, endangered species, biological magnification, invasive species, conservationResources for Teaching the Objective: PH Biology Performance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 3-5 class periods Acquisition: 4 class periods Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Assessment ItemSuggested Instructional ResourcesPossible Instructional Strategies/Activities for ObjectiveMultiple Choice A. The introduction of exotic species from other parts of the world into an ecosystem: a. is never a problem because they cannot survive in a new ecosystem. b. has not happened since the last century. c. can disrupt competitive balances that have co-evolved among native species.* d. frequently leads to a more complex ecosystem.  B. In the above graph of moose and wolf populations on Isle Royale, which of the following is true? In general: I. The population of wolves and moose increases simultaneously. II. As the population of wolves increases, the population of mooses decreases. III. As the population of wolves decreases, the population of mooses increases. a. I only b. I and II c. II and III d. none of the above  Constructed Response A. Write an essay explaining how human activity has changed the natural world in the last two hundred years. B. Describe what happens to species diversity when a tropical rain forest is cut down to provide land for human habitation. C. Why is species diversity good for the environment and good for human beings? D. Use the age distribution graphs to help explain the effects of different sized population in different places in the world.  Authentic/Real World Performance A. Research real examples which show what happens when foreign/exotic/non-indigenous species are introduced into a new habitat where they have no known predators. Examples = zebra mussel, leafy spurge, and fire ant. B. Thousands of acres of tropical rain forest are being cut down in the Amazon River basin to to provide land for monoculture and human habitation. Describe the effects of this deforestation on species diversity. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice Since 1949, the United States has experienced an increased number of hot, humid days most likely due to global warming. Those who would be most at risk for increased temperature would be a. the elderly. b. those weakened by disease. c. people living in developing countries. d. any of the above. Global warming can affect human health indirectly in that a. populations of disease-carrying insects will most likely increase. b. quantity of agricultural land will increase, even if there is flooding. c. the incidence of skin cancer will increase. d. migration of populations will decrease the incidence of disease.   1) Interdisciplinary investigation: If you were given the task of developing a policy for the United States to deal with global climate change during the next 50 years, what would you propose? 2) Study and/or develop a graph which shows the increase of carbon dioxide in comparison to the increase of temperature over time.Constructed Response Investigate how the introduction of a non-native species affects biodiversity and the availability of potential medications or treatments. Because new species will eventually evolve to replace those organisms that humans are driving to extinction, why is declining biodiversity a threat to us. If one-half of the worlds biodiversity were to disappear, how would it affect your life? Since the ozone functions in blocking the suns UV light, explore diseases and other effects caused by ozone depletion (such as cataracts, skin cancer, weakened immune system, damaged crops, less healthy forests and ecosystems). Performance/Real World Assessment A. Discuss the role of biodiversity in pharmacology research. B. What is Bioprospecting? C. Investigate the biological magnification of heavy metals, cyanide, polychlorinated biphenyls (PCBs), polynuclear aromatic hydrocarbons (PAH) and selenium and their effects on human health. D. Lab activity: How does biological magnification occur? California standards edition Prentice Hall Biology Text 2007, Chapter 6, page 153.  Internet:  HYPERLINK "http://www.nature.nps.gov/" www.nature.nps.gov/ benefitssharing/whatis. cfm  Comments: CONTENT STANDARD: 3. Cell Biology- Knowledge of the structure and function of macromolecules is necessary for an understanding of the biochemistry of cells. CONTENT OBJECTIVE: 3.1 Compare and contrast the 4 major classes of organic macromolecules--carbohydrates, proteins, lipids, and nucleic acids--in terms of their structure, function, importance and synthesis. (CS 1h) Prerequisites: Knowledge of the atom and its structure, bonding, Periodic Table of the Elements Essential, New Vocabulary: monomer, polymer, carbohydrate, monosaccharide, polysaccharide, lipid, nucleic acid, nucleotide, ribonucleic acid, deoxyribonucleic acid, protein, amino acid, nucleotideResources for Teaching the Objective: PH Biology, SUHSD Lab Testing for Organic Substances in Food, SUHSD Activity Flipbook Animation of Dehydration Synthesis Performance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 7-9 class periods Acquisition: 8 class periods Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossible Instructional Strategies/Activities for ObjectiveMultiple Choice A. Carbohydrates are made by linking many sugars together to form _________ which can be used for _____________ and ______________. a. polylipids; energy, building b. polysaccharides; energy, structures* c. polypeptides; keratin, enzymes d. polynucleotides; genes, chromosomes B. When polymers are separated into their component monomers, a molecule of______________ is split. a. water* b. alcohol c. fat d. ATP  1. Working in groups, students build models of carbohydrates, proteins, and lipids. 2. Ask students to make lists of foods that contain carbohydrates, proteins, and lipids. 3. Student make flipbook animations of dehydration synthesis. 4. Using 8 x 11 prints of glucose, have students build a starch and cellulose molecule. Constructed Response A. Diagram and describe an amino acid, glucose, and fatty acid. B. Diagram and describe dehydration synthesis in general and/or describe the formation of a glycosidic bond between glucose molecules or the formation of a peptide bond between amino acids.   Authentic/Real World Performance A. In a lab, be able to test for starch (iodine) glucose (diabetic sugar in urine test), protein (Biuret solution), and fat (brown paper bag). B. A doctor tells a patient to go on a diet which is rich in amino acids and low in carbohydrates and lipids. Design a week long diet for this patient. C. Create a storyboard of dehydration synthesis. Using the storyboard, produce a flip book animation on 3 x 5 index cards of two monomers coming together, a bond being formed, an OH and H (water) leaving.  SUHSD Lab: "Testing for Organic Substances in Food"  SUHSD Lab Activity: "Flipbook Animation of Dehydration Synthesis" Comments: The structure of the atom, ions, isotopes, and chemical bonding are not objectives per se, but must be covered before organic macromolecules can be understood. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice The ______________ macromolecules are primarily used for energy storage whereas the _________________ macromolecule are used for building material and controlling metabolic reactions. carbohydrates; lipids proteins; nucleic acid nucleic acids; proteins d. carbohydrates; proteins  Constructed Response Create a table listing the 4 macromolecules, their major functions, main elements, structural molecule, the tests that are used to identify them. Performance/Real World Assessment Collect nutrition labels from 10 different food items. Identify the daily percentage of carbohydrates, lipids and proteins found in each. Ask why is it important to have an adequate amount of protein for a healthy diet?   Comments: CONTENT STANDARD: 3. Cell Biology- Knowledge of the structure and function of macromolecules is necessary for an understanding of the biochemistry of cells. CONTENT OBJECTIVE: 3.2 Generate an explanation how proteins which differ in their amino acid number and sequences differ in shape, function, and chemical properties. (CS 4e; CS f4) Prerequisites: Knowledge of chemical bonding Essential, New Vocabulary: conformation, primary, secondary, tertiary, quaternary, H bondingResources for Teaching the Objective: PH Biology SUHSD Activity Models of Protein ConformationPerformance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 3-5 class periods Acquisition: 4 class periods Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossible Instructional Strategies/Activities for ObjectiveMultiple Choice Protein X=ile-glu-ser-ser-gly-phe-asp-gly-phe-val-phe-cys-his-leu-leu Protein Y=ile-glu-ser-ser-gly-glu-val-gly-phe-val-phe-his-his-leu-leu Protein X is produced by an animal in the desert, and it is used to retain water efficiently. Protein Y was produced by mutations in a different member of the same species and results in a protein with a completely different shape. The most likely consequence is that: a. since protein Y has a different shape, it may not function as well as protein X in water retention. * b. protein Y will definitely function better at water retention than protein X. c. there will be no difference in the function of these proteins. d. the organism that produced protein Y will be better off than the organism that produced protein X.  PH Biology, Chap. 2-3, pgs. 47-48 1. Have students build a human chain of amino acids to demonstrate how a protein is constructed. 2. Using Powerpoint, students make a simple animation showing how proteins fold into their final conformations. 3. Have students diagram and describe various proteins. They should then compare and contrast the structure and function of the proteins. 4. Demonstrate the 3d structure of proteins in a bioinformatics programpdf.org Constructed Response Using the models from the protein model activity, assign different functions to the models based on their shapes and describe the functions.  Authentic/Real World Performance A. Create a model of a protein using different colors/shapes of paper cutouts (minimum 50) as amino acids to produce the primary conformation. Model will be twisted into alpha helices and beta pleated sheets to produce the secondary conformations which are held together using toothpicks representing hydrogen bonds. The secondary conformations are in turn used to produce the tertiary structure of the protein. Use different colors of pipe cleaners to represent the different types R group interactions. Describe what holds alpha helices and beta pleated sheets together, and what holds the tertiary structure of a protein together. B. Look at different kinds of structures made from protein--keratin in fingernails, hair, muscle cells-- and deduce the shape of the protein which formed them. C. Use Protein Workshop to visual the 3d structure of proteins.  SUHSD Lab: Models of Protein Conformation. pdf.org Comments: Models are powerful kinesthetic and tactile strategies for student learning. The protein model allows students to visualize proteins to see the various conformations. Make sure students know the correlation between structure and function in proteins. There are excellent websites which allow students to view the 3d structure of proteins. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice It is important for people to control their intake of certain types of lipids. Which of the following is most likely to be considered a saturated fat? olive oil corn oil coconut oil ** canola oil ____________________ macromolecules are associated with diabetes and ____________________ macromolecules are associated with high blood pressure. nucleic acid, carbohydrate carbohydrate, lipid ** protein, lipid carbohydrate, protein   Constructed Response Suggest one or two simple experiments to determine whether a solid white substance is a lipid or carbohydrate. What evidence would you need to support each hypothesis? Students should briefly describe the 4 groups of organic compounds found in living things: carbohydrates, lipids, nucleic acids, and proteins. For each of these groups, students should describe the composition and list important functions in the human body. Performance/Real World Assessment A person goes to the doctor for a checkup and learns he has high cholesterol. What could contribute to this condition? How could the patient possibly improve his condition without medication? Why do body builders use creatine? Is it safe?   Comments: CONTENT STANDARD: 3. Cell Biology- Knowledge of the structure and function of macromolecules is necessary for an understanding of the biochemistry of cells. CONTENT OBJECTIVE: 3.3 Identify and describe the structure and function of enzymes, and how their environment--including pH, temperature, and ionic conditions--alter their efficacy. (CS 1b) Prerequisites: Knowledge of pH scale and chemical bonding Essential, New Vocabulary: enzyme, substrate, active site, catalyst, activation energy, product, pH, pH scale, reactantResources for Teaching the Objective: PH Biology SUHSD Lab Enzymes and Substates Performance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 2-4 class periods Acquisition: 3 class periods Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment ItemSuggested Instructional ResourcesPossible Instructional Strategies/Activites for ObjectiveMultiple Choice A. In the following diagram, identify the enzyme, the active site, the substrate, and the products.  a. A= substrate B= product C= active site D= enzyme b. A = product B = substrate C= enzyme D= active site c. A = enzyme B = active site C= substrate D= product* d. A = enzyme B= active site C= product D= substrate B-C. Use the following graph to answer questions B and C. The enzyme catalase speeds up the chemical reaction that changes hydrogen peroxide into oxygen and water. The amount of oxygen given off is an indication of the rate of the reaction.  pH = 7 temp = 20o C  B. According to this graph, the fastest rate of reaction is occurring between seconds ______ and ______. a. 0 and 10* b. 10 and 20 c. 20 and 30 d. 30 and 40 C. If this reaction were done at pH 3 the curve would look like:  a. b. c.* d.   PH Biology, Chap. 2-4, pgs. 51-53 PH Biology, Chap. 2-4, pg. 51  1. Students diagram and describe how enzymes and substrates interact. 2. Students compare and contrast catalysts and enzymes. 3. Students have discovered a substance they believe to be an enzyme. How would they go about testing it to determine if the substance were an enzyme? 4. Students act out an enzyme substrate reaction. Constructed Response Make a model of an enzyme and substrate and describe in writing how an enzyme-substrate reaction functions. PH Biology, Chap. 2-4, pg. 51  Authentic/Real World Performance Perform an experiment to determine how an enzyme and substrate function, and what the effect of acid/base, salt, and temperature are on the reaction and/or reaction rates. SUHSD Lab: "Enzymes and Substrates"  Comments: Enzymes are good examples to show proteins in action. It is very important to do a lab which shows the effects of various conditions on enzyme Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice People who are lactose intolerant (i.e. cannot digest the milk lactose sugars) are missing the lactase enzyme. People who are lactose intolerant can drink milk which no longer contains lactose sugars take medicine that contains the lactase enzyme take medicine that contains trypsin, an enzyme that breaks down proteins A & B Saliva contains amylase, an enzyme that breaks down carbohydrates. If a saltine cracker is placed in saliva after 10 minutes the cracker will taste sweet because the cracker was chewed into small pieces the experimenter added sugar to the saliva the amylase broke down the carbohydrates into smaller sweeter sugars over time d. the carbohydrates combined to make more complex forms Download a worksheet on enzymes: NSTA SciLinks  HYPERLINK "http://www.SciLinks.org" www.SciLinks.org web code: cbn-1024   HYPERLINK "http://www.phschool.com" www.phschool.com web code: cbe-1024 enzyme action activityConstructed Response Construct s model representing how salivary amylase breaks down polysaccharides into monosaccarides. Include enzyme models to represent a lock and key representation by which enzymes carry out their functions. Create a cycle diagram showing how enzymes work. Use the following terms: enzyme, substrate, enzyme-substrate complex, active site, reactants, and products. Performance/Real World Assessment Lab on Proof of Enzyme Actionusing saliva, Benedicts solution and iodine along with starch. Lab tests saliva for presence of salivary amylase using samples with and without saliva. Changing the temperature can change an enzymes shape. Explain how running a high fever might affect the fuction of enzymes in the body.  Lab 9: Proof of Enzyme Action, Merrill Laboratory Biology, Investigating Living Systems  Comments: CONTENT STANDARD: 4. Cell Anatomy - Cell organelles function to provide energy, produce proteins, and regulate diffusion. CONTENT OBJECTIVE: 4.1 Compare and contrast prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses and how they differ in complexity and general structure.(CS 1c) Prerequisites: Essential, New Vocabulary: cell theory, cell membrane, cell wall, cytoplasm, prokaryote, eukaryote, organelle, chromatin, chromosome, nucleolus, nuclear envelope, cytoskeleton, microtubule, microfilament, ribosome, endoplasmic reticulum, Golgi apparatus, lysosome, vacuole, chloroplast, mitochondrion, lipid bilayer, endocytosis, phagocytosis, exocytosis, cell specialization, tissue, organ, organ system, DNA, centriole, micrometers, ribosome, vesicleResources for Teaching the Objective: PH Biology SUHSD Labs Observing Cells under the Microscope and Measurements in MicroscopyPerformance Indicators for Students:(Deconstructed Objective) 1. Compare and contrast organelles found in bacteria, plant and animal cells. Identify the structures that make up a typical virus. Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 4-6 class periods Acquisition: 5 class periods Mastery: 6-8 15 min reviews Performance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossible Instructional Strategies/Activities for ObjectiveMultiple Choice A scientist discovers a new cell in the Antarctic. He wishes to know if the cell is eukaryotic or prokaryotic. The first characteristic he most likely would look for is the: a. absence of a nucleus in prokaryotes.* b. presence of ribosomes in eukaryotes.. c. presence of mitochondria in prokaryotes. d. presence of a cell wall in prokaryotes PH Biology, Chap. 7-2, pgs. 172 and 183  1. Students compare and contrast eukaryotic and prokaryotic cells. 2. Students observe different plant and animal cells under the microscope, making note of the kinds of structures that can be seen. 3. Students make posters of plant and animal cells and share out in groups, with emphasis on comparing and contrasting. 4. Students observe mitochondria in celery cells. Constructed Response Construct models of a eukaryotic cell, prokaryotic cell, and viruses for comparison. In writing, compare and contrast each. PH Biology, Chap. 7-1 pgs. 173-182 Authentic/Real World Performance A. Draw and label various objects under the micrscope, including the letter 'e', a ruler (to measure the field of vision), and various fixed and stained organisms. B. Draw and label structures seen in different plant and animal cells under the microscope. C. Students measure the size of cells by first determining the size in m of the field of view, then dividing the number of organisms into it.  SUHSD Lab: "Measurements in Microscopy" SUHSD Lab: "Observing Cells under the Microscope" Comments: Microscope lab Anacharis is the scientific name for Elodea. This would be the best type of plant cell to use to see chloroplasts. Onion can also be used for this lab and can be stained with methylene blue or Lugols iodine to visualize the nuclei. A one cell layer thick onion skin should be used so students can see the building brick structure of the cell. Cheek cell with methylene blue shows a good comparison contrast and the nuclei are visible. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice Which is the smallest of these four? nerve cell cartilage cell bacteria virus*  PH Biology  Students watch video clip:  HYPERLINK "http://www.teachersdomain.org" www.teachersdomain.org: Single-celled organisms Students take cornell-style notes during video clip and from their notes create a concept map comparing two different cells. Students make a chart to compare and contrast micrographs of prokaryotic and eukaryotic cells (ex:trachea and liver):  HYPERLINK "http://www.bu.edu/histology/m/i_number.htm" http://www.bu.edu/histology/m/i_number.htm Constructed Response Create a data table to compare types of viruses that invade human cells, include photographs of both viruses and the human cells they invade.Internet  HYPERLINK "http://www.biologycorner.com/bio3/notes-virus.html" http://www.biologycorner.com/bio3/notes-virus.html Performance/Real World Assessment 1.Because many microorganisms have developed resistance to antibiotics, we urgently need new antibiotics to replace those that are no longer effective in fighting disease. Research antibiotic medicines currently on the market that work by inhibiting the ribosomes of bacteria that cause infections. 2. Observe human cheek cells using the microscope. Compare and contrast different sizes of prokaryotic and eukaryotic cells. 4. Use animation to compare relative sizes of different types of cells.  Human Cheek cell lab:  HYPERLINK "http://www.biologycorner.com/worksheets/cheekcell.htm" http://www.biologycorner.com/worksheets/cheekcell.htm Cells Alive lab:  HYPERLINK "http://www.biologycorner.com/worksheets/cellsalive.html" http://www.biologycorner.com/worksheets/cellsalive.html 4. Cells Alive animation:  HYPERLINK "http://www.cellsalive.com/howbig.htm" http://www.cellsalive.com/howbig.htm  Comments: In the microscope lab below, students look at bacteria from their mouths and prepared blood cells.  HYPERLINK "http://serendip.brynmawr.edu/sci_edu/waldron/pdf/MicroscopeProtocol.pdf" http://serendip.brynmawr.edu/sci_edu/waldron/pdf/MicroscopeProtocol.pdf Student diagram prepared slides of bacteria and prepared slides of human cells. Students identify and label various structures within the cell. Students make note of structures common to both bacteria and animal cells and those structures that are different. CONTENT STANDARD: 4. Cell Anatomy - Cell organelles function to provide energy, produce proteins, and regulate diffusion. CONTENT OBJECTIVE: 4.2 Sequence the movement of molecules necessary to produce a protein, starting from the nucleus (chromosomes) ( (mRNA) ( ribosomes (production) ( endoplasmic reticulum (transportation), ( Golgi bodies (packaging/secretion of proteins). (Bio. Stnd. 1d, 1e) Prerequisites: Knowledge of cell organelles and their functions Essential, New Vocabulary: mRNA, protein synthesis, genetic informationResources for Teaching the Objective: PH Biology SUHSD Activity: "Animation of Protein Production" SUHSD Activity: "Protein Production SUHSD Lab: "Observing Cells under the Microscope.Performance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 3-5 class periods Acquisition: 4 class periods Mastery: 6-8 15min reviews Performance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample AssessmentSuggested Instructional ResourcesPossible Instructional Strategies/ Activities for ObjectiveMultiple Choice Use the following diagram to answer the question.      The sequence of information to produce a protein as shown in the diagram is: a. A( B( C( E b. A( C( D( B c. A( C ( B( D* d. A (D ( B( F   1. Students make a simple powerpoint animation showing the sequence of protein production in the cell. 2. Students design posters to show the sequence of protein production in the cell. 3. Make a mnemonic device to memorize the sequence of organelles involved in protein production. 4. Compare and contast a factory and a cell in terms of raw materials, production, and product. Constructed Response Diagram and label a typical eukaryotic cell, and describe how information is passed from the chromosomes(mRNA( ribosomes( protein(endoplasmic reticulum( golgi body( out of the cell in the case of a protein which is to be secreted. B. Construct a 3D model of a plant and/or animal cell.  Authentic/Real World Performance A. Make a storyboard of protein production in the cell, then use the storyboard to produce a flip book animation of 3 x 5 cards showing the action. B. Make a play out of protein production with each student playing a role. C. Look at cells under the microscope and identify: cell membrane, Nucleus, cell wall (plant), chloroplasts (plant). Comments: For the Role play activity, the classroom can be the cell and the students can take on the role of various organelles. Have students organize groups that will function like the cell does in producing a protein. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice Which of the following is the currect sequence of information of protein production in a kidney cell? nucleus, endoplasmic reticulum, ribosomes, chromosome nucleus, ribosome, golgi body, endoplasmic reticulum nucleus, ribosome, endoplasmic reticulum, golgi body* nucleus, golgi body, endoplasmic reticulum, mitochondria PH Biology  Students take Cornell-style notes from the following information: Making Protein for our Muscle cells:  HYPERLINK "http://chemistry-school.info.hosting.domaindirect.com/how_we_make_protein.htm" http://chemistry-school.info.hosting.domaindirect.com/how_we_make_protein.htm Constructed Response Diagram and label a liver cell and describe the sequence of events of protein production. Micrographs #152,154, 155:  HYPERLINK "http://www.bu.edu/histology/m/i_number.htm" http://www.bu.edu/histology/m/i_number.htm Performance/Real World Assessment After watching video clip, Finding Cures is Hard, students discuss with a lab partner what happens when a protein is created and something goes wrong, such as in baby Rileys case. Finding Cures is Hard video clilp:  HYPERLINK "http://www.teachersdomain.org" www.teachersdomain.org).  Comments: Use the following link to show students animations of making and releasing a protein from a cell. Pathway to cancer:  HYPERLINK "http://www.insidecancer.org/" http://www.insidecancer.org/ Students make a 3-D visual display of protein production based on the animation. CONTENT STANDARD: 4. Cell Anatomy - Cell organelles function to provide energy, produce proteins, and regulate diffusion. CONTENT OBJECTIVE: 4.3 Recognize the importance of semi-permeable membranes in regulating diffusion and osmosis to maintain cellular homeostasis, and calculate surface area to volume ratio and how it determines the limitations of cell size. (CS 1a) Prerequisites: formulas for surface area and volume Essential, New Vocabulary: lipid bilayer, concentration, semi-permeable (or selectively permeable), diffusion, osmosis, homeostasis, active transport, passive transport, facilitated diffusion, endocytosis, phagocytosis, exocytosis, hypertonic, hypotonic, isotonic, surface area, volume, channel protein, receptor protein, marker proteinResources for Teaching the Objective: PH Biology, SUHSD Lab Surface Area to Volume Ratio PH Lab Observing Cell Parts and Processes"Performance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 3-5 class periods Acquisition: 5 class periods Mastery: 6-8 15min reviews Performance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossible Instructional Strategies/Activities for Objective Multiple Choice A. The ultimate fate of the cell shown above will be to: a. shrink in size. b. increase in size.* c. remain the same size. d. shrink, then increase in size.    1. 2. B. Which of the cells diagrammed above has a more efficient surface area to volume ratio in terms of diffusion? a. 1, with a SA/V ratio of 2 b. 2, with a SA/V ratio of 2.3* c. 1 and 2 are both equal d. Cannot be determined from the information given  1. Students design an experiment to test the effect of hypotonic, hypertonic, and isotonic solutions on elodea cells. 2. Students compare and contrast diffusion, osmosis, facilitated diffusion, and active transport in writing and diagrams. 3. Students demonstrate how active transport works at the membrane level. 4. Lab- Students fill baggies with 100, 200, 300, 400 mLs of water and measure the circumference of the baggie.  Performance/Authentic Assessment: A. View an elodea cell under the microscope, add 10% salt water, and diagram and describe what happens. B. Using a balloon as a cell, fill the balloon with water, taking measurements of the circumference every 100 mL. Calculate surface area to volume ratio and determine which 'cell' carries out diffusion most efficiently and how this relates to cell size.  Comments Please notice that surface area to volume ratio is covered actually later in the bookchapter 10but is was decided to cover it in the chapter on cells rather than in the chapter on mitosis. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice The destruction of red blood cells occurs when they are placed in contact with a salt solution a hypotonic solution* a hypertonic solution an isotonic solution   HYPERLINK "http://www.lib.mcg.edu/edu/eshuphysio/program/section1/1ch2/s1ch2_24.htm" http://www.lib.mcg.edu/edu/eshuphysio/program/section1/1ch2/s1ch2_24.htm  Show photographs of RBCs in hypotonic, isotonic, and hypertonic solutions:  HYPERLINK "http://www.denniskunkel.com/DK/DK/Medical/9009JWA.html" http://www.denniskunkel.com/DK/DK/Medical/9009JWA.html Show Diffusion and Osmosis animation:  HYPERLINK "http://www.biologycorner.com/bio1/diffusion.html" http://www.biologycorner.com/bio1/diffusion.html Constructed Response 2. Diagram what happens to a typical human body cell in a hypotonic solution, then draw what happens to a typical human body cell in a hypertonic solution. Using your diagrams, explain why a person drowning in ocean water has a better chance of being resuscitated than a person drowning at an inland freshwater lake. 3. Explain to your lab partner the benefit of drinking Gatorade after strenuous exercise. www.biology4kids.comPerformance/Real World Assessment Make a storyboard of the steps that occur when a red blood is placed in water and explain the ultimate fate of the cell. Use a simple biological models to illustrate how increasing a cells size affects the rate of diffusion across typical human body cells. www.teachersdomain.org  Comments: To visualize how cells might appear in different solutions, have students perform the following: before-and-after weighings of raisins soaked in hypotonic, isotonic, and hypertonic solution CONTENT STANDARD: 5. Cell Energetics- In photosynthesis, chlorophyll containing cells convert light energy into the chemical energy of ATP, which is used to produce glucose. In cell respiration, glucose is oxidized to carbon dioxide and water, and ATP is produced. CONTENT OBJECTIVE: 5.1 Trace the flow of energy from sunlight captured by chloroplasts to the synthesis of glucose from carbon dioxide, and the subsequent storage/use of glucose as a carbohydrate. (CS 1h) Prerequisites: Knowledge of plant cell organelles, knowledge of ATP and how it works to power biochemical reactions Essential, New Vocabulary: autotrophs, heterotrophs, adenosine triphosphate (ATP), adenosine diphosphate (ADP), pigment, chlorophyll a and b, light dependent reactions, Calvin cycle, nicotinamide adenine dinucleotide phosphate (NADP), NADPH, carrier molecule, electron, photosystem I, photosystem II, electron transport chain, ATP synthase, thylakoid, stroma, granum, Resources for Teaching the Objective: PH Biology SUHSD Labs Rate of Photosynthesis Chlorophyll ChromatographyPerformance Indicators for Students:(Deconstructed Objective) 1. Explain how ATP powers biochemical reactions. 2. Analyze color and its relation to photosynthesis. 3. Compare and contrast light and dark reactions. 4. In the equation of photosynthesis, explain where each reactant is used, and product is formed. 5. Diagram the light reactions, then trace the movement of electrons through the light reactions. 6. Diagram and describe the Calvin Cycle, from fixing of carbon dioxide through production of glucose. Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 6-8 class periods Acquisition: 7 class periods Mastery: 6-8 15 min reviews Performance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossible Instructional Strategies/Activities for ObjectiveMultiple Choice  During the light reactions of photosynthesis, the following are produced: a. 1. CO2 and 2. ATP b. 1. NAD and 2. CO2 c. 1. ATP and 2. Oxygen* d. 1. ADP and 2. CO2  B. In the diagram shown below, determine which gas is used in the dark reactions of photosynthesis and what the product is. a. 1. O2, 2. fructose b. 1. CO, 2. sucrose c. 1. NO2, 2. galactose d. 1. CO2, 2. glucose*  PH Biology Ch. 8-3, pgs 208( 211 PH Biology Ch. 8-3 pgs. 212-213  1. Students make posters of ATP comparing it to a battery. 2. Students write a paragraph describing the history of photosynthesis. 3. Students make a poster depicting how colors are reflected and absorbed. 4. Using 3 x 5 cards with the reactants and products of photosynthesis, students demonstrate knowledge of the equation of photosynthesis by sequencing reactannts and products correctly. 5. Using a model of a chloroplast and the constituents of photosynthesis, students explain the steps of photosynthesis. 6. In a paragraph, students compare and contrast light and dark (light independent) reactions. 7. Demonstration- Extract chlorophyll from spinach leaves in alcohol. Shine a light through the solution to see what color appears. 8. Observe starch accumulation in leaves. Constructed Response A. Trace the flow of energy from sunlight(chloroplast( synthesis of glucose ( storage or use of glucose. B. In the equation of photosynthesis shown below, explain what each component is and whether it is used or produced in the dark or light reactions. 6CO2 + 6 H20 ( C6H12O6 + 602 + ATP Light Chloroplasts 9. Make a concept map of photosynthesis. 10. Compare and constrast photosynthesis and cell respiration.  Authentic/Real World Performance A. Place pieces of elodea under a funnel and put under a light source. Observe the bubbles which emanate from the plant. Capture the bubbles of gas and test for presence of oxygen. B. Rub a spinach leaf several times with a coin to produce a stripe of chlorophyll on a piece of chromatography paper. Insert in *solvent and observe the separation of the bands. Measure the Rf of the bands for identification.  Comments: *For the solvent use 90% petroleum ether and 10% acetone. Solvent which is left over can be reused. There are many good labs for photosynthesis. Students should do as many labs in photosynthesis as possible. Make students aware that light reactions are also called light dependent reactions. The Calvin Cycle is also referred to as dark reactions or the light independent reactions. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice In addition to light and a plant pigment, photosynthesis also requires water and oxygen. water and sugars. oxygen and carbon dioxide water and carbon dioxide PH Biology Chapter 8 (pp. 210-214) Students read Medical Breakthroughs: Plant Pigments Could Save Sight ( HYPERLINK "http://www.ivanhoe.com/channels/p_channelstory.cfm?storyid=14316" http://www.ivanhoe.com/channels/p_channelstory.cfm?storyid=14316) Lead student discussion about the role of plant domestication and its impact on human health ( HYPERLINK "http://discovermagazine.com/1994/sep/biologyandmedici422/?searchterm=plants" http://discovermagazine.com/1994/sep/biologyandmedici422/?searchterm=plants) Constructed Response Many of the suns rays may be blocked by dust or clouds formed by volcanic eruptions or pollution. Describe the possible short-term and long-term effects of this on photosynthesis. How would this impact our dietary choices? Web: Science Daily (http://www.sciencedaily.com/releases/2001/12/011213084601.htm)Performance/Real World Assessment Students will explore the nutritional and medicinal benefits of various types of plant pigments common in our every day diet. Student nutrition survey Web investigation  Comments: Relevance is the key to understanding the process of photosynthesis because it is such a foreign and abstract concept for most students. Connecting plant growth with human health and nutrition will engage more students. CONTENT STANDARD: 5. Cell Energetics- In photosynthesis, chlorophyll containing cells convert light energy into the chemical energy of ATP, which is used to produce glucose. In cell respiration, glucose is oxidized to carbon dioxide and water, and ATP is produced. CONTENT OBJECTIVE: 5.2 Describe the role of mitochondria in releasing stored energy by completing the breakdown of glucose to carbon dioxide and water in glycolysis, the Krebs cycle, and the electron transport system. (CS 1g) Prerequisite: How ATP powers biochemical reactions in the body. Essential, New Vocabulary: calorie, glycolysis, cellular respiration, fermentation, anaerobic, Krebs cycle, pyruvic acid, lactic acid, fermentation, anaerobic, alcohol, citric acid, coenzyme A, Acetyl-CoA, NAD+, NADHResources for Teaching the Objective: PH Biology SUHSD Lab % of Oxygen in the Air Yeast and Carbon DioxidePerformance Indicators for Students:(Deconstructed Objective) 1. Draw and describe a mitochondrion. 2. Diagram and describe glycolysis, Krebs Cycle, and the electron transport system, including NADs and ATPs produced. 3. Write the equation for respiration and describe where each reactant is used and product produced. 4. Diagram and describe the equation for fermentation. Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 6-8 class periods Acquisition: 7 class periods Mastery: 6-8 15min reviews Performance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample AssessmentSuggested Instructional ResourcesPossible Instructional Strategies/Activities for ObjectiveMultiple Choice Use the following diagram to answer question A.  A. The processes listed in the diagram which are used to metabolize glucose are: a. chemiosmosis, Calvin Cycle, proton gradient system b. glycolysis, Krebs Cycle, electron transport system* c. hydrolysis, Water Cycle, neutron movement system d. electrolysis, Hydrogen Cycle, proton gradient system B. In anaerobic respiration, _________ net ATP's are produced, and in aerobic respiration________________ net ATP's are produced. a. 4, 32 b. 2, 36-38* c. 4, 40-42 d. 6, 24-26 Use the following graph to answer question C.  C. What is the relationship between the rate of fermentation and temperature? The rate of fermentation: a. continually increases as temperature increases. b. continually decreases as temperature increases. c. increases with temperature, then it gradually decreases.* d. decreases with temperature, then it increases.  PH Biology 9-2, pgs. 226-229 PH Biology Chap. 9-1, and 9-2; pgs. 221-222 and pgs. 225-229. PH Biology, Chap. 9-1, pgs. 223-224  1. Using 3 x 5 cards with the reactants and products of respiration, students demonstrate knowledge of the equation of respiration by sequencing reactants and products correctly. 2. Make a concept map of respiration. 3. Using a model of a mitochondrion and the constituents of cell respiration, students explain the steps of cell respiration. 4. Students make a poster depicting the 3 main steps of cell respiration. 5. Students draw a large mitochondrion and describe where the main reactions of cell respiration take place. 6. Students play act out the steps in glycolysis, Krebs Cycle, and the Electron Transport System. 7. Design an animation of NAD delivering electrons from glycolysis and the Krebs Cycle to the ETS. 8. Using a large model of a mitochondrion and movable pieces of glycolysis, Krebs Cycle, and ETC, students demonstrate their knowledge of cell respiration by explaining the steps as they move the model pieces. Constructed Response A. Diagram and describe glycolysis, the Krebs cycle, and the electron transport system. B. Diagram the sequence of reactions in fermentation. C. Compare and contrast alcoholic fermentation and the biochemical pathways that produce lactic acid in muscles.  9. Do an experiment in fermentation. Authentic/Real World Performance A. Place germinating pea seedlings in a test tube and stuff with cotton (soaked in KOH) to hold the seedlings in place. Invert test tube and place in a beaker of water. Observe the water column rise in the test tube. B. Breathe into bromothymol blue and observe color change. C. Put yeast with warm sugar water into a test tube. Trap the gas which is produced and test for carbon dioxide.  SUHSD Lab % of O2 in the Air SUHSD Lab Yeast and CO210. Perform an experiment with animals and plants in phenol red. Determine where phenol red changes colors.  Comments: NADP, NADPH and NAD+, NADH are similar as electron transport trucks, but NADP and NADPH are found exclusively in plants. Emphasize the P in NADP to remind students. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice During heavy exercise, the buildup of lactic acid in the muscle cells results in: alcoholic fermentation. Oxygen debt. The Calvin cycle The Krebs cycle PH Biology Chapter 9 (pp. 223-233) Demonstrate to students the impact of anaerobic respiration on muscle metabolism through outdoor activity. Lead students in a debate about whether creatine should be used to enhance athletic performance ( HYPERLINK "http://www.creatine-facts.com/" http://www.creatine-facts.com/) Constructed Response Students will identify the characteristics and patient symptoms for a particular mitochondria related disease. Performance/Real World Assessment Students will investigate the effect of exercise on breathing rate and carbon dioxide production.  Comments: There are excellent opportunities to tie in respiratory and cardiovascular system activities in this unit time permitting. Students are also interested in the effects of anabolic steroids and other supplements on the market and how they work. CONTENT STANDARD: 6. Structure and Function of DNA- Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. CONTENT OBJECTIVE: 6.1 Describe the structure and function of DNA and chromosomes. (CS 5a) Prerequisites: Knowledge of organelles involved in protein synthesis, base pairing in DNA Essential, New Vocabulary: transformation, bacteriophage, nucleotide, base pairing, chromatin, histone, replication, double helixResources for Teaching the Objective: PH Biology SUHSD Lab DNA Extraction SUHSD Activity Building a Model of DNAPerformance Indicators for Students:(Deconstructed Objective) 1. Make a scale drawing of DNA and describe its parts and function. 2. Make a scale drawing of a chromosome and describe its parts and function.Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 1 class period Acquisition: 1 class period Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossible Instructional Strategies/Activities for ObjectiveMultiple Choice Use the following diagram to answer questions A-B.  A. What is the structure in question A? a. base b. deoxyribose sugar c. ribose sugar d. nucleotide* B. What is the structure in question B? a. sugar b. phosphate c. nucleotide d. base*   1. Describe the experiments which provided evidence DNA is the genetic material. 2. Explain Chargaffs rules. 3. Explain how Rosalind Franklins DNA X-ray diffraction photographs provided information about the structure of DNA. 4. Draw a chromosome and describe its structure. Constructed Response Diagram and describe the structure of DNA.  Authentic/Real World Performance A. Extract DNA from calf thymus, onion or other cells. B. Build a 30 m scale model of DNA to show structure and function of DNA.  Comments: Building a model of DNA allows students to visualize this marvelous molecule. Extracting DNA from cells allows students to visualize DNA and see why this experiment is also called the oh my gosh, its snot experiment. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice Early research confirmed that DNA is the genetic material contained within pathogenic bacteria and viruses. However, instead of DNA, some viruses contain a. protein. b. RNA.* c. ribosomes. d. bacteria. Biology: Concepts and Connections Campbell/Reece 2006 edition pages 182-183, 200-203 Animations for DNA replication, transcription, translation, viruses and other Biology content  HYPERLINK "http://science.nhmccd.edu/biol/bio1int.htm#cycle" http://science.nhmccd.edu/biol/bio1int.htm#cycle DNAi  HYPERLINK "http://www.dnai.org/a/index.html?m=2,4" http://www.dnai.org/a/index.html?m=2,4 DNA/RNA Graphics  HYPERLINK "http://www.accessexcellence.org/RC/VL/GG/#Anchor-From-14210" http://www.accessexcellence.org/RC/VL/GG/#Anchor-From-14210  1) Explore viruses which contain genetic material DNA and RNA. Constructed Response How did the Hershey-Chase experiment produce evidence that DNA, and not protein, is the hereditary material in viruses? Based on the Hershey-Chase experiment, investigate how DNA can be transferred from a virus to a host cell. Explain how Frederick Griffith discovered that bacteriophages encapsulate a genetic material which can be transformed into a another cell and how Oswald Avery concluded that that genetic material was DNA. Performance/Real World Assessment Model viruses which contain DNA and viruses which contain RNA.  Comments: CONTENT STANDARD: 6. Structure and Function of DNA- Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. CONTENT OBJECTIVE: 6.2 Diagram how to apply base-pairing rules to explain precise copying of DNA during semi- conservative replication. (CS 5b) Prerequisites: Knowledge of DNA structure, chromosome structure Essential, New Vocabulary: DNA polymerase, semi-conservative replication, Resources for Teaching the Objective: PH Biology Performance Indicators for Students:(Deconstructed Objective) 1. Diagram how DNA unzips between the bases. 2. Explain how new complementary bases are laid down by DNA polymerase. 3. Understand that each original single DNA strand provides a template for the new strands in semi-conservative replication. 4. Relate the new DNA molecule to the X shape of a chromosome. 5. Explain that DNA replication can only proceed in one direction. Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 1 class period Acquisition: 1 class period Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossibe Instructional Strategies/Activities for ObjectiveUse the following diagram to answer the question.  Since DNA polymerase can only operate in one direction, it is necessary to have ________________ fragments to complete replication on the lagging strand. a. Yokizuma b. Okazaki* c. Suzuki d. all of the above  PH Biology Chap. 12-2, pgs. 295-296  1. Create a simple Powerpoint animation showing DNA replication. 2. Diagram and describe the replication of DNA on a poster. 3.Design a simple model of DNA with which to demonstrate replication. 4. DNA can only be produced in one direction. What problems does this create for the cell?Diagram and describe the process of replication using a storyboard. Include helicase, DNA polymerase, Okazaki segments. Using 3 x 5 index cards, create a flipbook showing the process.  Using yarn or string of different colors, show the process of replication. Comments: The term semi-conservative is difficult for students to understand. It means one old strand is used as a template to build a new strand. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice Errors called mutations which occur during DNA replication in body cells may lead to a. cancer. b. influenza. c. gingivitis. d. chicken pox.   1) Use a sample original strand of DNA and its complementary strand to illustrate the function of a repair enzyme.Constructed Response DNA replication errors can be corrected by DNA repair enzymes. The absence of the repair enzymes would result in a mutation. Discuss and explore the importance of repair enzymes in preventing cancer or other diseases. Cancer cells of the breast, lung, colon, prostate and pancreas are found to contain the enzyme telomerase which possibly allows cancer cells to resist apoptosis (cell death). Knowing this, how would a researcher attempt to produce an anti-cancer drug? (inhibit telomerase activity) Performance/Real World Assessment Introduce cloning and stem cell research as an application of DNA replication. Scientistists studying drugs that prevent cancer often measure the effectiveness of a drug by its effect on DNA replication. During normal DNA replication, nucleotides are added at a rate of about 50 nucleotides per second in mammals and 500 nucleotides per second in bacteria. How would the total time needed to add the 4,000 nucleotides be affected if a drug that inhibits DNA polymerases were present?   Comments: Dispel the myth that each type of cell in an organisms body has its own unique DNA sequence. Students often understand that DNA sequences differ among different organisms. However, many students often have a tendency to believe that cells that make up a single organism have unique DNA sequences in each type of cell as well. For example, they believe the DNA sequence within a skin cell is different than the DNA sequence which makes up a liver cell in the same organism. Many students do not understand that cells differentiate based on gene expression not based on various DNA sequences in each cell. CONTENT STANDARD: 6. Structure and Function of DNA- Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. CONTENT OBJECTIVE: 6.3 Diagram how a gene opens during transcription and mRNA is encoded from the DNA template, and the resulting single stranded mRNA is edited, with introns being excised and exons being conserved and rejoined, and how the edited mRNA transcript moves from the nucleus to the cytoplasm, where it is bound by ribosomes. (CS 4a) Prerequisites: Essential, New Vocabulary: Protein Synthesis, m(essenger) RNA, r(ibosomal) RNA, , transcription, RNA polymerase, RNA editing, exon, intron Resources for Teaching the Objective: PH Biology Performance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 1-3 class periods Acquisition: 2 class periods Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossible Instructional Strategies/Activites for ObjectiveIn the following diagram, which part of the DNA is opening so that transcription can take place?  a. exon b. intron c. ribosome d. gene*   Diagram and describe the process of transcription and mRNA editing using appropriate enzymes.  Using paper cutouts, show the processes of transcription and mRNA editing. Comments: Many students have heard the words chromosome and gene, but have little idea what they physically are. Transcription gives them a good idea of what a gene is, and that a gene to be copied opens up along a chromosome. DNA is the hard drive of the cell, where information is stored. Proteins are the physical manifestations of that information. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice What would happen if a gene mutation changes a start codon to another codon? a. The process of transcription would begin. b. A protein would be produced through the process of translation. c. The ribosome would change the codon back to a start codon. d. The mRNA transcribed from the mutation would be non-functional.National Institute of Health (NIH) free supplemental resources http://science.education.nih.gov/supplements/  1) Discuss RNA interference (RNAi) as a way to silence genes which produce trouble-making proteins. Researchers are looking to suppress Huntingtons disease by using this gene therapy.  HYPERLINK "http://www.stanford.edu/group/hopes/treatmts/pbuildup/h2.html" http://www.stanford.edu/group/hopes/treatmts/pbuildup/h2.html Constructed Response What diseases are caused by the failure of RNA to successfully transcribe DNA and eventually produce a protein? Do mutations only occur in DNA or is it possible for RNA to incur mutations as well? Discuss the role of RNA polymerase in this process. Performance/Real World Assessment Lab activity #2: The Meaning of Genetic Variation (National Institute of Health: Human Genetic Variation) This lab allows students to compare two DNA strands and the resulting disease caused by variations in DNA Lab Activity: Modeling Introns and Exons Holt Biosources Lab Program Manual: Quick, Data and Math Labs Page 47-48 Lab Activity: Modeling Transcription Holt Biosources Lab Program Manual: Quick, Data and Math Labs Page 45  National Institute of Health (NIH) Human Genetic Variation Activity #2 Pages 37-46  Comments: CONTENT STANDARD: 6. Structure and Function of DNA- Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. CONTENT OBJECTIVE: 6.4 Diagram how during translation the mRNA arrives at the ribosomes (rRNA) where the anticodons of the tRNA (carries the amino acids) bind to the codons of mRNA, which results in the proper amino acid sequence of a polypeptide/protein being established. (CS 4a) Prerequisites: Essential, New Vocabulary: tRNA (transfer), codon, anticodon, translationResources for Teaching the Objective: PH Biology SUHSD Activity Translation in ActionPerformance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 2-4 class periods Acquisition: 3 class periods Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossible Instructional Strategies/Activities for ObjectiveUse the following diagram to answer the question.  The type of molecule attached to the tRNA indicated by an arrow is a(n): a. protein b. amino acid* c. nucleic acid d. sugar   Given a strand of DNA- determine the mRNA sequence and codons, and from them predict the polypeptide sequence.  Using construction paper cutouts of mRNA, tRNA, and ribosomes, show the process of translation in action. Comments: Translation is the nexus between the world of information and the physical world. It is here that information stored in bases is used to produce a physical productthe proteins which determine hair color, flower shape, blood type, or the sex of a human being. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice  NIH Curriculum Supplement Series: Emerging and Re-emerging Infectious Diseases Page 7 Harvard animation of the cell  HYPERLINK "http://multimedia.mcb.harvard.edu/media.html" http://multimedia.mcb.harvard.edu/media.html HHMI Free Resources  HYPERLINK "http://www.hhmi.org/" http://www.hhmi.org/ The Double Life of RNA Scanning Lifes Matrix: Genes, Proteins and Small Molecules  Constructed Response Explain how a DNA virus uses the process of transcription and translation in a host cell in order to produce more viral particles. Compare/Contrast the effects of a DNA virus with the effects of an RNA virus on a host cell. Explain why a mutation may not show up in the phenotype of an organism. NIH Curriculum Supplement Series: Emerging and Re-emerging Infectious Diseases Page 7 Performance/Real World Assessment Use paper models to show how viral DNA and/or viral RNA invades a host cell and allows for the production of more viral particles. Lab Activity: Modeling DNA Replication and Protein Synthesis Holt Modern Biology 2007 edition Pages 214-215 Lab Activity: Decoding the Genetic Code Holt Biosources Lab Program Manual: Quick, Data and Math Labs Page 43-44 Lab Activity: Biobridge Transformation and Protein Purification is an option at this time in the curriculum   Comments: CONTENT STANDARD: 6. Structure and Function of DNA- Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. CONTENT OBJECTIVE: 6.5 Apply genetic coding rules to predict the sequence of amino acids from a sequence of codons in mRNA. (CS 4b) Prerequisites: Knowledge of transcription and translation Essential, New Vocabulary: Genetic Code Resources for Teaching the Objective: PH BiologyPerformance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 2-4 class periods Acquisition: 3 class periods Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossible Instructionl Strategies/Activities for ObjectiveUse the following DNA sequence to answer questions A-B. Normal A A T G C T A A C G G T A A T C T A C C C A A T DNA T T A C G A T T G G C A T T A G A T G G G T T A Bottom strand is the coding strand A. The mRNA sequence which would result from this DNA coding strand is: a. A A T G C T A A C G G T A A T C T A C C C A A T b. A A U G C U A A C G G U A A U C U A C C C A A U* c. A A T G G T A T C G G T A A A C T A C C C A A A d. U U A C G A U U G G C A U U A G A U G G G T T A B. The protein sequence which would result from this DNA is: a. phe-ala-ala-ser-tyr-iso-gly-glu b. asp-tyr-ser-glu-cys-tyr-ser-glu c. asp-ala-asp-gly-asp-leu-pro-asp* d. glu-ser-tyr-cys-phe-asp-gly-lys   Given a strand of DNA, be able to predict the mRNA which would be transcribed from the DNA, and the corresponding amino acid sequence.  A researcher wishes to produce an artificial protein with the sequence asp-leu-cys-tyr-tyr-asp. Tell her which bases she will have to assemble in her gene machine to produce this sequence. Comments: The biggest problem which students often have is simply reading the Genetic Code to determine which codons code for which amino acids. They need to practice using the code as much as possible. CONTENT STANDARD: 6. Structure and Function of DNA- Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. CONTENT OBJECTIVE: 6.6 Show how mutations in the DNA sequence of a gene may or may not affect the expression of the gene, or the sequence of amino acids in an encoded protein. (CS 4c) Prerequisites: Essential, New Vocabulary: Mutation, point mutation, frameshift mutation Resources for Teaching the Objective: PH BiologyPerformance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 1-3 class periods Acquisition: 2 class periods Mastery: 6-8 15 min. reviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossible Instructional Strategies/Activites for ObjectiveUse the following DNA sequence to answer this question. Normal A A T G C T A A C G G T A A T C T A C C C A A T DNA T T A C G A T T G G C A T T A G A T G G G T T A Bottom strand is the coding strand A mutation occurs in the bottom strand of the DNA. The mutation is designated by the bold letter. Compared to the normal polypeptide, what is the effect on the resulting mutant polypeptide? T T A C G T T T G G C A T T A G A T G G G T T A a. one amino acid changes. b. two amino acids change c. three amino acids change d. no amino acids change.*  Diagram and describe how substitution mutations, addition mutations, and deletion mutations affect a polypeptide sequence.  Using a model of DNA, demonstrate how mutations in the DNA sequence affect mRNA and the resulting polypeptide. Comments: Students often think of a mutant as person with a horn growing out of his head or a tail. They need to understand that mutations occur at the DNA level and mayor may notaffect the organism, depending on how a protein has been changed. End of Semester CONTENT STANDARD: 7. Meiosis- Sexual reproduction depends on the production of gametes and random chromosomal segregation produces variation. CONTENT OBJECTIVE: 7.1 Distinguish between the stages of mitosis (eukaryotic cell division) and meiosis (reduces the original amount of DNA by half), which is an early step in sexual reproduction which produces haploid gametes in the gonads. (CS 2a; CS 2b, CS 2e) Prerequisites: Knowledge of cell organelles Essential, New Vocabulary: Interphase, mitosis, prophase, metaphase, anaphase, telophase, spindle fibers, centriole, sister chromatids, homologous chromosomes, reduction division, meiosis, cell cycle, crossing over, geneResources for Teaching the Objective: PH Biology, SUHSD Lab "Observing mitosis in prepared slides of onion cellsPerformance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 2-4 class periods Acquisition: 3 class periods Mastery: 6-8 15 min. ReviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossilbe Instructional Strategies/Activities for ObjectiveMultiple Choice Use the following key to answer questions A-C. a= mitosis b= meiosis c=mitosis and meiosis d= neither mitosis nor meiosis A. Sister chromatids are pulled apart. c* B. Homologous chromosomes line up. b* C. Number of chromosomes is reduced by half. b*  Constructed Response A. Diagram and describe mitosis and meiosis. B. Using string or yarn, construct cells showing the stages of mitosis and meiosis. Authentic/Real World Performance Observe mitosis in prepared slides of onion cells. Comments: String models work wonderfully to allow students to visualize the steps of mitosis and meiosis. Use quadruple stained onion root tip cells to observe mitosis at 400X. The slides are very clear and show each stage in mitosis. Sample Assessment Suggested Instructional ResourcesPossible Instructional Strategies for ObjectiveMultiple Choice Which of the following sex chromosomes do human females have? A. XY XX ** YY XO A female pea plant has a genotype of RRYy. Female gametes, or egg cells , are produced through meiosis. What are the possible genetic combinations that could be present in a single egg produced by this plan? RR only Yy only Ry and rY d. RY and Ry **  Constructed Response Write a diary entry putting yourself in Mendels shoes.. It is the mid 1800s and the mechanisms of heredity are not understood. Write a diary entry or letter about one of Mendels crosses from his perspective. Describe the results from his perspective. Describe the results of the cross and ideas that may have come from the results. Performance/Real World Assessment How does crossing over during meolsis increase genetic diversity?   Comments: CONTENT STANDARD: 7. Meiosis-Sexual reproduction depends on the production of gametes and random chromosomal segregation produces variation. CONTENT OBJECTIVE: 7.2 Demonstrate the connection between meiosis and Mendel's laws of segregation and independent assortment of alleles, and how random chromosome segregation accounts for the probability of a particular allele being in a particular gamete. Prerequisites: Knowledge of meiosisEssential, New Vocabulary: phenotype, genotype, dominant, recessive, homozygous, heterozygous, Punnett Square, Mendel, allele, trait, characteristic, gene, genetics, hybrid, allele, segregation, independent assortment, incomplete dominance, codominanceResources for Teaching the Objective: PH Biology, SUHSD Activity " Human Meiosis"Performance Indicators for Students:(Deconstructed Objective) Formal Assessments: District EOC, CST Integrated 1 testTypical Time Range: Range: 1-3 class periods Acquisition: 2 class periods Mastery: 6-8 15 min. ReviewsPerformance Standard: Answer 4/5 correctly on written exam on this objective. Earn 4 on a 5 point rubric scale for constructed response and authentic performance assessments.  Sample Assessment *Suggested Instructional ResourcesPossible Instructional Strategies/Activities for ObjectiveMultiple Choice A.Use the diagram to calculate the probability that a gamete from this organism will have the genotype bc.  B. Use the diagram below to predict which alleles will be found in gametes produced from this organism.