Biology I

Curriculum > High > Clark > Science
  • Syllabus
  • Sample Lesson Plan
General Information
Class meeting time:
8:00 AM ‐8:50 AM (1st class)
11:40AM‐12:30PM (2nd class)
Location: Science Room
Course Description
Biology is devoted to the study of living things and their processes. Throughout the year this course provides an opportunity for students to develop scientific process skills, laboratory techniques, and an understanding of the fundamental principles of living organisms. Students will explore biological science as a process, cell structure and function, evolution and classification, diversity of living organisms and their ecological roles, an introduction to animal structure and function, and the anatomy‐physiology of the human body.
Pre‐ Requisites
Biology is an introductory science course with no pre‐requisites. It is appropriate for 9th and 10th grade students.
Learning Objectives
In this course, we will cover the “Biology” learning objectives defined in the Minnesota Academic Standards in Science (2009). A full copy of these objectives is available at: http://education.state.mn.us/MDE/.
    Specifically, by the end of the course, students will be able to:
  • Read and orally discuss scientific news articles and trivia every day.
  • Communicate effectively in both written and oral forms. Students will keep a homework and bell ringer notebook and will write short essays after viewing films about entities of biology. Students will keep a cloud journal.
  • Understand biological facts, terms, principles, concepts, relationships and experimental Techniques, including practical laboratory skills.
  • Classify organisms according to five‐Kingdom and three‐Domain classification systems.
  • Describe differences and similarities in major groups of microorganisms, fungi, plants, and animals.
  • Know and understand the anatomy and physiology of the human body
  • Demonstrate understanding of the different systems of the body such as digestive, skeletal, muscular, integumentary etc.
  • Work well independently and in small groups. Show selfdirection and motivation, and contribute to group work.
  • Synthesize information, think critically and solve critical thinking problems; write clear, well organized essays or research papers that demonstrate synthesis.
  • Show proficiency in taking lab practical exams, responding to questions quickly and accurately, effectively handling the pressure of a timed exam.
  • Analyze and evaluate past and present biology‐related developments and their impacts on human beings and environment and be able to make informed and ethical decisions.
  • Communicate biological investigation and findings in various ways using biological terms and conventions.
Language Objectives
In addition to the learning objectives listed above, a primary goal of this course is to facilitate students’ development of scientific communication skills. Each lesson will contain a specific language objective designed to help students grow in their abilities to read, write, listen, and speak. By the end of this course, students will be able to:
  • Read and orally discuss scientific news articles and trivia every day.
  • Summarize the results of laboratory experiments in a written conclusion.
  • Communicate experimental results in tables/graphs/illustration
  • Listen and provide written and oral feedback to other students’ ideas.
Textbook
Textbooks will be used in‐class only. Students will NOT be bringing a textbook home. We will be using McGraw Hill “GLENCOE Science BIOLOGY” by Biggs et al. © 2012 (ISBN: 9780078945861).
Supplies
Students are required to bring the following supplies to class every day of the year:
Notebook and Pencil
Bound with at least two subjects for note taking. Well‐kept notebooks will be invaluable in future science courses. Pen is acceptable, pencil is preferred.

Trivia Booklet

Three‐Ring Binder
Students should store and organize class handouts and homework assignments in a three‐ring binder.
Learning Activities & Grading

Quarter Grade

evaluation example
Tests, quizzes and projects 50%
Labs 25%
Daily work, homework 25%

School Grading Policy Grading Scale:

Grading Scale
A+ 97 - 100 4.0
A 94 - 96.99 4.0
A- 90 - 93.99 3.7
B+ 87 - 89.99 3.3
B 84 - 86.99 3.0
B- 80 - 83.99 2.7
C+ 77 - 79.99 2.3
C 74 - 76.99 2.0
C- 70 - 73.99 1.7
D+ 67 - 69.99 1.3
D 64 - 66.99 1.0
D- 60 - 63.99 0.7
F 0 - 59.99 0

Exams
Composed of multiple choice, true/false, short answer, matching and essay questions. You will be given at least one week’s notice before an exam. Exam dates will be announced in class.

Labs
This course places a strong emphasis on laboratory work. Lab handouts will be provided for each experiment. Due dates for lab write‐ups will be discussed when labs are assigned.

Homework
Assignments will typically involve some combination of problems and writing activities. Homework is due at the beginning of the class period after it was assigned.

Quizzes
You will be given unannounced quizzes if you badly participate in class to make sure you are prepared and putting your best effort into your homework assignments. Any material we have covered is fair game on a quiz. Quiz questions will often (but not always) be very similar to your homework problems.
Expectations
I expect that you will:
  • Respect yourself, others, and the school environment.
  • Be sure to greet teachers or staff
  • Be in class and on time.
  • Give your best effort every day.
  • Be honest in your work, relationships, and actions.
  • Help create a safe and productive learning environment.
  • Clean your workplace.
  • Be a positive leader in our global community.
Procedures
What to do (and not to do) in class:
Being on time to class means you are ready to learn
You should be in your seat with materials out by the time the bell rings. Passing time is 10 minutes, which provides plenty of time to use the restroom, socialize with friends and be to class on time.

Missed class
You are responsible for material covered when you are absent. If you have an unexcused absence when an assignment is due, you will receive a zero grade. For excused absences, you are given two make‐up days for every day you are absent. This means that if you miss class on Monday and return on Wednesday, the work you missed on Monday is due Friday. Missed labs must be made up – see instructor to arrange a time to perform the experiment.

*****NO LATE WORK WILL BE ACCEPTED*****
Homework and labs are due at the beginning of class on the assigned due date. Homework and labs handed in after this are late and will receive a zero grade.

Lab report format
All questions must be answered in complete sentences.

Cell phones
Cell phones are not allowed in class. You must be turned off and stow your phone during class. If I catch you using your cell phone during class, I will keep your phone until 3:05 pm that day.

Plagiarism & Cheating
Students involved in any type of plagiarism – either submitting answers not their own that they don’t understand, supplying answers to other students, copying another student’s work, or making up lab data – will be given a zero for the assignment.

The instructor will, under no circumstances, write a letter of recommendation for any student who is involved with plagiarism in her class, regardless of the size of the infraction.
Units of Study
This course is broken down into the following Chapters:

First Semester: Introduction to Chemistry

CHAPTER# UNIT NAME ESTIMATED PACING
1 The Study of Life 1 Weeks
2 Principles of Ecology 1 Weeks
3 Communities, Biomes and Ecosystems 1 Weeks
4 Population Ecology 1 Weeks
5 Biodiversity 1 Weeks
6,7 Cellular Structure and Function 2 Weeks
8 Cellular Energy and Reproduction 2 weeks
14 The History of Life 2 weeks
15 Evolution 3 weeks
16 Primate Evolution 2 weeks
17 The Kingdom Classification 1 weeks
18 Bacteria and Viruses 2 weeks
19 Protists 1 weeks
20 Fungi 1 weeks
21‐23 Plants 3 weeks
24‐31 Animals 4 weeks
32 The Human Body: Integumentary, Skeletal and Muscular System 2 weeks
34 The Human Body: Circulatory, Respiratory and Excretory System 2 weeks
35 The Human Body: Digestive and Endorcine System 2 weeks
36 The Human Body: Nervous and Immune System 2 weeks
37 The Human Body: Human Reproduction and Development 2 weeks

Questions?
Parents, guardians, and host parents: If you have any questions, comments, or concerns, please feel free to contact me! E‐mail is the best way to reach me. I am happy to answer questions via e‐mail, meet with you in person, or have a phone conversation. Students: I want you to succeed in physical science! If you have questions, are struggling with the course material, are concerned about your grade, or have any other concerns, please come talk to me sooner rather than later. I am happy to find a time to meet with you before school, after school, or during lunch.
Weekly Informational Knowledge Overview - (Students will know...)
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity/Lesson:
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Vocabulary:
Homework:
Main Activity/Lesson:
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Materials / Resources (including technology)
Weekly Informational Knowledge Overview - (Students will know...)
‐ Know the difference between an observation and theory
‐ Solve a problem using the scientific method
‐ Apply the use of dependent, independent and control variables.
Weekly Procedural Knowledge Overview - (Students will be able to...)
‐ perform an experiment using a maze to test their speed of solving. A control variable is introduced and students shall explain the importance of a control variable.
‐ Students are given a mini activity to help solve a mystery utilizing a scientific method.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity/Lesson:
Methods of Science; Ask students what their previous problems are and how they solved every problem. Teacher goes over the methods of science. Teacher discusses the scientific method using the PowerPoint slides. Students are given a mini activity to help solve a mystery utilizing a scientific method.
Evaluation:
Graph completion; Correct answers from the activity and experiment
Vocabulary:
Observation, Inference, Scientific method, Hypothesis, Experiment
Homework:
Finish the mystery puzzle and read page 18‐21; prepare for a graded recitation; Remind student B about the trivia of the day.
Main Activity/Lesson:
Data; Teacher goes over the different variables in helping solve a particular problem. Students perform an experiment using a maze to test their speed of solving. A control variable is introduced and students shall explain the importance of a control variable.
Evaluation:
Graph completion; Correct answers from experiment
Vocabulary:
Control Group; Experimental Group; Independent Variable; Dependent Variable; Constant; Data
Homework:
Answer page number 25 of their book and submit on a piece of bond paper.
Main Activity/Lesson:
Data; Teacher goes over the different variables in helping solve a particular problem. Students perform an experiment using a maze to test their speed of solving. A control variable is introduced and students shall explain the importance of a control variable.
Evaluation:
Graph completion; Correct answers from experiment
Vocabulary:
Control Group; Experimental Group; Independent Variable; Dependent Variable; Constant; Data
Homework:
Answer page number 25 of their book and submit on a piece of bond paper.
Main Activity/Lesson:
SI units; Teacher presents data or different measurements and conversion
Evaluation:
Students, using their calculators, will solve simple conversion of units.
Vocabulary:
gram, millimeter, kilogram, pounds, weight, height
Homework:
Main Activity/Lesson:
Chapter 1: Study of life and Methods of Science Quiz
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Biology books, Chart, Mystery puzzle, maze, speakers, powerpoint slides, projector.
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The definition of ecology and ecosystems
2. The difference between a niche and a habitat
3. The 3 groups of relationship
4. The cycles of nature: oxygen, nitrogen, carbon, and water cycles
5. The levels of organization of life
6. The flow of energy in an ecosystem: food chains and food webs.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Distinguish between the biotic and abiotic factors in the environment.
2. Compare the different levels of biological organization and living relationships
3. important in ecology.
4. Explain the difference between a niche and a habitat.
5. Compare how organisms satisfy their nutritional needs.
6. Trace the path of energy and matter in an ecosystem.
7. Analyze how matter is cycled in the abiotic and biotic parts of the biosphere.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity/Lesson:
Principles of Ecology: Organisms and Their Relationships; Teacher reviews about the characteristics of organisms. T starts new lesson with a bell‐ringer; discusses the prepared ppt slides, with questions in between. Ss answer the questions from the slides.
Evaluation:
Ask students to summarize the lesson thru verbalization
Vocabulary:
ecology, biosphere, biotic factor, abiotic factor, population, biological community, ecosystem, biome, habitat, niche,
Homework:
Ask students to read textbook and answer 25‐item Reinforcement and study Guide handed to them; to be submitted on the following morning.
Main Activity/Lesson:
The Levels of Organization, Ecosystem Interactions, Flow of Energy and Cycling of Matter. ; T reviews the previous concept and finishes the whole lesson.
Evaluation:
T provides a seatwork involving word search. Ss encircle the words found in the ecosystem
Vocabulary:
predation, symbiosis, mutualism, commensalism, parasitism, herbivore, carnivore, omnivore, detrivore, autotrophs, heterotrophs, carbon cycle, nitrogen cycle
Homework:
Illustrate 4 food chains involving 5 organisms. ++points if with CREATIVE input.
Main Activity/Lesson:
The Levels of Organization, Ecosystem Interactions, Flow of Energy and Cycling of Matter. ; T reviews the previous concept and finishes the whole lesson.
Evaluation:
T provides a seatwork involving word search. Ss encircle the words found in the ecosystem
Vocabulary:
predation, symbiosis, mutualism, commensalism, parasitism, herbivore, carnivore, omnivore, detrivore, autotrophs, heterotrophs, carbon cycle, nitrogen cycle
Homework:
Illustrate 4 food chains involving 5 organisms. ++points if with CREATIVE input.
Main Activity/Lesson:
Constructing a Food Web
Procedure:
1. The teacher will begin by posting a group of organisms. 2. Identify the organisms and draw them on the sheet of paper 3. Draw the arrows in the proper places, following the energy flow. 4. See if your organism will eat any of the new organisms just posted. 5. Continue to see if your organism will eat any of the organisms posted. If so, Draw the arrows.
Evaluation:
Ss will illustrate their own food web and answer questions for evaluation
Vocabulary:
Homework:
(to be submitted on Monday)
Procedure:
1. Soak 20 seeds in cups of freshwater and 20 seeds in cups of salt water overnight.
2. Remove 20 seeds from the cup labeled water. Wrap the seeds in a paper towel. Moisten the towel with water and slide it into a self‐sealing plastic bag. Label the bag with the word water.
3. Repeat step 2 for the seeds in salt water. Moisten the towel with water and label the bag with the word salt.
4. After 2 days, record the number of seeds that germinate in the data table. Germinating seeds show a root growing from the seeds. Answer the questions provided.
Main Activity/Lesson:
Chapter 2 Quiz: Principles of Ecology
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Biology books, Chart, powerpoint slides, projector, food webs, coloring materials, puzzle, Self‐sealing plastic bags, paper toweling, Small cups, marking pen, Water, salt, Small seeds.
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The cycles of nature: oxygen, nitrogen, carbon, and water cycle
2. The definition of ecological succession
3. The two types of succession
4. How succession happens in an ecosystem.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Trace the path of energy and matter in an ecosystem.
2. Analyze how matter is cycled in the abiotic and biotic parts of the biosphere.
3. Recognize how unfavorable abiotic and biotic factors affect a species.
4. Describe how ranges of tolerance affect the distribution of organisms.
5. Sequence the stages of primary and secondary succession.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity/Lesson:
The Cycling of Matter
Class starts with a trivia
Ask students: What would happen if matter was bound in living matter and never recycled? What does it mean to say that matter is recycled? T discusses the nitrogen, carbon dioxide and water cycle; Have students form groups of 5 and construct 3D models of cycles using various types of materials (to be submitted after 2 weeks)
Evaluation:
T asks students to summarize the cycles with the use of a diagram (provided by T)
Vocabulary:
nitrogen cycle, carbon dioxide, precipitation, denitrification, nitrogen‐fixation, cyanobacteria.
Homework:
Read Chapter 3: Communities, Biomes, and Ecosystem. T gives study guide notes to be answered by students.
Main Activity/Lesson:
Community Ecology
Class starts with a trivia
T gives a word puzzle of vocabs to students. T asks some abiotic and biotic factors that limit plant growth. T facilitates an interactive discussion on ecological succession. Ssasks questions regarding organisms unfamiliar to them.
Evaluation:
T asks students to finalize their answers on the guided notes.
Vocabulary:
limiting factor, tolerance, ecological succession, primary succession, secondary succession, climax community, pioneer stage, intermediate stage, mature stage.
Homework:
Review Ecological succession and prepare for an activity the following day.
Main Activity/Lesson:
Community Ecology
Class starts with a trivia
T gives a word puzzle of vocabs to students. T asks some abiotic and biotic factors that limit plant growth. T facilitates an interactive discussion on ecological succession. Ssasks questions regarding organisms unfamiliar to them.
Evaluation:
T asks students to finalize their answers on the guided notes.
Vocabulary:
limiting factor, tolerance, ecological succession, primary, succession, secondary succession, climax community, pioneer stage, intermediate stage, mature stage.
Homework:
Review Ecological succession and prepare for an activity the following day.
Main Activity/Lesson:
EXAMINING THE STAGES IN ECOLOGICAL SUCCESSION
Succession, a series of environmental changes, occurs in all ecosystems. The stages that any ecosystem passes through are predictable. In this activity, you will place the stages of succession of two ecosystems into sequence. You will also describe changes in an ecosystem and make predictions about changes that will take place from one stage of succession to another.


Evaluation:
have students answer the ffg questions:
1. Write the letters of the ponds in order from the youngest, to the oldest. 2. Black bass and bluegill make their nests on sandy bottoms. In which pond would you find them? 3. What will happen to the black bass and blue gill as the floor of the ponds fills with organic debris? 4. Golden shiner and mud minnows lay their eggs on Chara. In which pond would you find them? 5. Some amphibians and crayfish can withstand periods of dryness by burying themselves in mud. In which pond(s) would they survive? 6. Dragonfly nymphs spend their early stages clinging to submerged plants. Then, they climb to the surface, shed their skins and fly away as dragonflies. Which pond is best suited for dragonflies? 7. In which pond will gill breathing snails be replaced by lung breathing snails that climb to the surface to breathe? 8. Some mussels require a sandy bottom in order to maintain an upright position. In which pond will they die out.
Vocabulary:
Homework:
Main Activity/Lesson:
Weekly Quiz
Evaluation:
Vocabulary:
Homework:
Salt and Acid Tolerance of Seeds Experiment to be submitted on October 1, 2013
Materials / Resources (including technology)
Biology books, Chart, powerpoint slides, projector, coloring materials, puzzle, Selfsealing plastic bags, paper toweling, Small cups, marking pen, Water, salt, vinegar, Small seeds, worksheets. Styrofoam boards.
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The latitude and the three major climate zones.
2. The major abiotic factors that determine the location of a terrestrial biome.
3. The terrestrial biomes based on climate and biotic factors.
4. The major abiotic factors that determine the aquatic ecosystems
5. The freshwater ecosystems, transitional aquatic ecosystems and zones of marine ecosystems
Weekly Procedural Knowledge Overview - (Students will be able to...)
6. Relate latitude and the three major climate zones.
7. Describe the major abiotic factors that determine the location of a terrestrial biome.
8. Distinguish among terrestrial biomes based on climate and biotic factors.
9. Identify the major abiotic factors that determine the aquatic ecosystems
10. Recognize that freshwater ecosystems are characterized by depth and water flow
11. Identify transitional aquatic ecosystems and their importance
12. Distinguish the zones of marine ecosystems
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity/Lesson:
Germination of Seeds Experiment
T Starts with science trivia
Warm up: How will salt affect seed germination? How will acid affect seed germination?
Procedure: 1. Soak 20 seeds in a cup of freshwater, 20 seeds in a cup of salt water, and 20 seeds in a cup of acidic water (with vinegar) overnight.
2. Remove 20 seeds from the cup labeled water. Wrap the seeds in a paper towel. Moisten the towel with water and slide it into a self‐sealing plastic bag. Label the bag with the word water.
3. Repeat step 2 for the seeds in salt water. Moisten the towel with water and label the bag with the word salt.
4. Repeat step 2 for the seeds in vinegar water. Moisten the towel with water and label the bag with the word acid.
5. After 2 days, record the number of seeds that germinate in the data table. Germinating seeds show a root growing from the seeds.
Evaluation:
Ss answer the ffg questions:
1. Did the germination rates differ between treatments? If yes, how?
2. What abiotic factor was tested in this experiment? What biotic factor was influenced?
3. Might all seeds respond to salt in a similar manner? How could you find out?
4. Might all seeds respond to vinegar in a similar manner? How could you find out?
Vocabulary:
Homework:
Exploring Biomes: T gives a sheet of paper with a table. Ss will fill out the missing information
Main Activity/Lesson:
Biomes
Warm up: Trivia Main idea – Ecosystems on land are grouped into biomes primarily based on the plant communities within them. T discusses the climate and temperature changes. T relates the conditions of each Terrestrial Biome:
·Tundra
·Boreal Forest
·Temperate Grassland
·Temperate Forest
·Temperate Woodland and Shrubland
·Desert
·Tropical Savanna
·Tropical Seasonal Forest
·Tropical Rain forest
Evaluation:
T asks the class to summarize the topic. Using guided notes, students will fill out the handout given
Vocabulary:
Biome, climate, deciduous, coniferous, steppes, prairie, taiga
Homework:
T gives a handout. In your textbook, read about aquatic biomes: life in the water. Answer the “fill in the blanks”, “multiple choice”, and matching type of questions.
Main Activity/Lesson:
Biomes
Warm up: Trivia Main idea – Ecosystems on land are grouped into biomes primarily based on the plant communities within them. T discusses the climate and temperature changes. T relates the conditions of each Terrestrial Biome:
·Tundra
·Boreal Forest
·Temperate Grassland
·Temperate Forest
·Temperate Woodland and Shrubland
·Desert
·Tropical Savanna
·Tropical Seasonal Forest
·Tropical Rain forest
Evaluation:
T asks the class to summarize the topic. Using guided notes, students will fill out the handout given
Vocabulary:
Biome, climate, deciduous, coniferous, steppes, prairie, taiga
Homework:
T gives a handout. In your textbook, read about aquatic biomes: life in the water. Answer the “fill in the blanks”, “multiple choice”, and matching type of questions.
Main Activity/Lesson:
Aquatic Ecosystem
T discusses about the aquatic ecosystem: Aquatic ecosystems are grouped based on abiotic factors such as water flow, depth, distance from the shore, salinity, and latitude. T relates the conditions of each biome:
Freshwater – rivers and streams; lakes and ponds
Transitional ‐ wetlands and estuaries
Marine ‐ intertidal zones, open ocean ecosystem, coastal ocean and coral reefs
Evaluation:
Do the Crossword puzzle biome
Vocabulary:
Homework:
Study the entire biome handout and prepare for a quiz the following morning.
Main Activity/Lesson:
QUIZ DAY
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Biology books, Chart, powerpoint slides, projector, coloring materials, puzzle, Selfsealing plastic bags, paper toweling, Small cups, marking pen, Water, salt, vinegar, Small seeds, worksheets. Styrofoam boards.
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. Understand that a variety of plants can be found in each habitat.
2. Learn that biodiversity is an important characteristic of a habitat.
3. Learn that a plant biodiversity study can be conducted in familiar areas by using a line transect or a plot study
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment.
2. Students will produce (in small groups of 3 or 4 students) a Google Presentation about biodiversity that contains between 16 and 20 slides (8 to 10 picture slides and 8 to 10 text slides).
3. Students will verbally present to the entire class at least 3 text‐image slide pairs from their group’s slideshow.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity/Lesson:Aquatic Ecosystem
T discusses about the aquatic ecosystem: Aquatic ecosystems are grouped based on abiotic factors such as water flow, depth, distance from the shore, salinity, and latitude. T relates the conditions of each biome:

Freshwater – rivers and streams; lakes and ponds
Transitional ‐ wetlands and estuaries
Marine ‐ intertidal zones, open ocean ecosystem, coastal ocean and coral reefs
Evaluation:
Do the Crossword puzzle biome
Vocabulary:
Freshwater, Transitional, Marine, Littoral zone, limnetic zone, photic, aphotic, benthic, abyssal.
Homework:
Using the Reinforcement and Study guide, let Ss answer the questions after reading their text books.
Main Activity/Lesson: BIODIVERSITY
Warm up
Class starts with biology trivia
Students will learn about the benefits of and threats to biodiversity.
Students will learn about the designation of biodiversity “hotspots” and take a virtual ecotour of Madagascar, one of the world’s biodiversity hotspots. T finishes the discussion and Ss will
Evaluation:
Vocabulary:
Homework:
Main Activity/Lesson:
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Main Activity/Lesson:
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Main Activity/Lesson:
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Vocabulary:
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Materials / Resources (including technology)
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. the cell theory and types of cells through visuals like charts and timelines
2. The parts of a microscope
3. How to take care of the microscope
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Describe the three tenets of the cell theory
2. Construct timeline to show development of the cell theory
3. Create Venn Diagram to compare and contrast prokaryotic and eukaryotic cells in terms of evolution, complexity, and representative organisms
4. Identify the parts of a microscope and their corresponding usage
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity:
NO CLASS
Evaluation:
Vocabulary:
Homework:
Main Activity:
NO CLASS
Evaluation:
Vocabulary:
Homework:
Main Activity:Cell Theory
Procedure
Warm Up
Class starts with trivia

Direct Instruction:
Students are divided into 2 groups (Cell Theory and Organization).
Each group is given materials and guide questions about their topic.
Students should be able to answer all the questions within the given time frame.
Whole Group Instruction. Teacher goes over the development of cell theory. During which students start constructing the timeline on the board.

Practice
Students post strips of paper with information about the development of the cell theory to construct a timeline.

Evaluation: Informal: Timeline completion Students go over the development of the cell theory using the timeline constructed.
Evaluation:
Vocabulary:
Cell , Cell Theory , Prokaryotic, Eukaryotic

Closure: It is amazing to think that the cells that make up our bodies are just as alive as we are. Humans are just an intricately designed community of cells, which must work together to survive
Homework:
Have students answer the worksheet on Cell theory for further reading, and answer questions related to the next lesson: Basic Cell Types
Main Activity: Basic Cell Types
Procedure
Warm Up
Class starts with trivia

Direct Instruction
Students are divided into 2 groups (Eukaryotic and Prokaryotic). Each group is given materials and guide questions about their topic.
Students should be able to answer all the questions within the given time frame.

Whole Group Instruction..Teacher discusses the differences and similarities of prokaryotic and eukaryotic cells by filling in chart.

Practice
Students complete checklist chart of the similarities and differences of eukaryotic and prokaryotic cells
Evaluation:
Formal: Correct construction of Venn diagram Students use the Venn diagram to draw generalizations about similarities and differences of eukaryotic and prokaryotic cells.
Vocabulary:
Cell , Cell Theory , Prokaryotic, Eukaryotic
Homework:
Instruct students to do further reading about prokaryotic and eukaryotic cells and to answer the following


Main Activity: The Microscope
Procedure
Warm Up
Class starts with trivia

Direct Instruction
Students are given materials and guide questions about the microscope. Students should be able to answer all the questions within the given time frame. Students should be able to label the parts of the microscope

Whole Group Instruction..Teacher discusses the parts of the microscope and their uses/functions. Teacher reinforces students to handle the device with utmost care (shows the Ss a real microscope and let them explore it through touching/manipulating.)

Practice
Students complete the labels of the parts of the microscope
Evaluation:
Formal: Correct labeling of the parts of the microscope
Vocabulary:
Homework:
Draw and Label the parts of an electron microscope. Answer the questions in the Reinforcement and Study Guide Handouts about the Cell and its Structures
Materials / Resources (including technology)
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. the cell structure through models and pictures
2. The Plasma membrane and its functions
3. How nutrients are entering the cell
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. List and describe all eukaryotic cell organelles in terms of structure and function
2. Uses guided questions and group and pair discussion
3. match pictures with organelle names and functions
4. Differentiate between plant and animal cells visually and verbally by identifying variations in organelle types, amounts, and structural modifications
5. Use scientific inquiry skills in answering questions about cell theory and cell structure
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: The Plasma Membrane
Procedure:
Class Starts with biology trivia
Warm Up
1. Bell Ringer: Answer True or False Questions about the previous topic.
a. Virchow coined the word “cells”
b. Prokaryotic cells have membrane bound organelles.
c. Eukaryotic cells are usually larger than prokaryotic cells.
d. Eukaryotic cells divide by binary fission.
e. All cells come from pre‐existing cells.

2. Homework Check
Direct Instruction: Teacher discusses the plasma membrane with the use of powerpoint presentation. Teacher shows 2 videos on the components and functions of the plasma membrane.
Practice: Using guided notes, students answer the questions written on their reading essentials about Plasma membrane
Evaluation:
Completed notes
Vocabulary:
Plasma Membrane, Phospholipid bilayer, glycoprotein, cholesterol, endocytosis, exocytosis
Homework:
Read page 187‐200 and answer the following question in the Reinforcement and Study Guide handout.
Main Activity: Cell Structure
Procedure:
Warm Up
1. Class Starts with biology trivia
2. Homework Check

Direct Instruction:
1. Direct students’ attention to the illustration of a typical plant and animal cell.

Practice:
Pair up students. They will go to the IT Lab to virtually discover the different parts and structures of a plant and animal cell. They will match the pictures with the organelle name and function. Students label the organelles in a plant and animal cell. Create an analogy: Cell as a factory, school, etc. to note that cells have parts that do different functions and most of the things that your body does are actually done inside cells.



Evaluation:
Informal: Ability to identify and state the functions of the different organelles in a eukaryotic cell
Formal: Matching Type Classwork
Labeling the organelles in a plant and animal cell
Vocabulary:
Cell membrane, Cell Wall, Nucleus, Cytoplasm, Mitochondria, Lysosomes, Vacuoles, Endoplasmic reticulum, Golgi Bodies, Chloroplast, Centriole, Centrosome, Chromosomes, Nucleolus

Closure
All cells have some of the same parts and many parts have similar jobs. The most important parts of a cell are cell membrane, nucleus, nuclear membrane, cell wall, cytoplasm, vacuole, mitochondria, chromosome and chloroplast.
Homework:
Read page 198‐200 and Answer the Reinforcement and Study Guide Handout Nos. 16‐30
Main Activity: Cell Structure
Procedure:
Class Starts with biology trivia

Warm Up
1. Bell Ringer: Answer True or False Questions about the previous topic.
a. Virchow coined the word “cells”
b. Prokaryotic cells have membrane bound organelles.
c. Eukaryotic cells are usually larger than prokaryotic cells.
d. Eukaryotic cells divide by binary fission.
e. All cells come from pre‐existing cells.
2. Homework Check
Direct Instruction:
1. Direct students’ attention to the illustration of a typical plant and animal cell.

Practice:
Pair up students. They will go to the IT Lab to virtually discover the different parts and structures of a plant and animal cell. They will match the pictures with the organelle name and function. Students label the organelles in a plant and animal cell. Create an analogy: Cell as a factory, school, etc. to note that cells have parts that do different functions and most of the things that your body does are actually done inside cells.


Evaluation:
Informal: Ability to identify and state the functions of the different organelles in a eukaryotic cell

Formal: Matching Type Classwork
Labeling the organelles in a plant and animal cell
Vocabulary:
Cell membrane, Cell Wall, Nucleus, Cytoplasm, Mitochondria, Lysosomes, Vacuoles, Endoplasmic reticulum, Golgi Bodies, Chloroplast, Centriole, Centrosome, Chromosomes, Nucleolus

Closure
All cells have some of the same parts and many parts have similar jobs. The most important parts of a cell are cell membrane, nucleus, nuclear membrane, cell wall, cytoplasm, vacuole, mitochondria, chromosome and chloroplast.
Homework:
Read page 198‐200 and Answer the Reinforcement and Study Guide Handout Nos. 16‐30
Main Activity : Differentiating Plant and Animal Cells
Procedure
Warm Up
1. Bell Ringer: Identify the organelle described below. Write the letter on the blank before the number.
_____1. Gel‐like material that contains the hereditary material
_____2. Transports materials around in the cell
_____3. Made of DNA
_____4. Control center of the cell
_____5. Produces energy for the cell
2. Homework Check

Direct Instruction
1. Start by pairing students. Each pair will either do the plant cell component mix and match or the animal cell mix or match activity.
They will complete the table by putting the organelle picture and function in the correct column
2. Place the students’ works side by side and explore the similarities between animal cell and plant cell.
3. Direct students’ attention to the Plant and animal cell difference chart and complete each by observing the plant and animal cell models.

Similarities:
Both have nucleus, cytoplasm, cell membrane, golgi apparatus, mitochondria and endoplasmic reticulum

Differences:

Practice
Animal and Plant Cell Component Mix and Match Activity Completion of Similarities and difference Chart
Evaluation:
Informal: Ability to differentiate between plant and animal cells by identifying variations in organelle types, amounts, and structural modifications
Formal: Construction of Venn diagram
Vocabulary:
Plant Cell, Animal Cell, similarity, difference

Closure
Both plant and animal cells have nucleus, cytoplasm, cell membrane, golgi apparatus, mitochondria and endoplasmic reticulum.
Students use the chart to enumerate the differences between animal and plant cell.
Homework:
Main Activity: Cell Structure Quiz
Procedure
1. Self‐Review
2. Giving out Instructions
3. Quiz Proper
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Plant and animal models/pictures, cut outs, notes, pc and projector Pen and Quiz paper
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The Cell membrane and its functions
2. How nutrients are entering the cell
3. Distinguish between passive and active transport.
4. Distinguish between diffusion and osmosis.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. List types of active and passive transport with examples.
2. Explain how equilibrium is established as a result of diffusion.
3. Explain how substances cross the cell membrane through facilitated diffusion.
4. Explain how ion channels assist the diffusion of ions across the cell membrane.
5. Describe the sodium‐potassium pump.
6. Compare and contrast endocytosis and exocytosis
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: QUIZ ON ANIMAL AND PLANT CELLS
Students will label the parts of a plant and animal cell. Students will match column A with column B with regard to the organelles and their functions.
Evaluation:
Vocabulary:
Homework:
Main Activity: The Cell Membrane and its function
Warm up:
1. Class starts with trivia
2. Checking of papers and reviewing concepts
3. Teacher shows animations of animal cells and plant cells

Direct Instruction:
1. Ask students: How do you build a barrier that keeps the watery contents of the cell separate from the watery environment?
2. Teacher shows a presentation on cell membrane and its movement on particles
3. Teacher shows animations for students to have a better grasp of the concept
4. Interactive questioning comes after
5. Handouts given after the discussion
6. Students answer the worksheets given
Evaluation:
Completed worksheets from students
Vocabulary:
Active transport, passive transport, diffusion, osmosis, hypertonic, hypotonic, isotonic,
Homework:
Read page 201‐207 and answer the following question in the Reinforcement and Study Guide handout.
Main Activity: The Cell Membrane and its function
Warm up:
4. Class starts with trivia
5. Checking of papers and reviewing concepts
6. Teacher shows animations of animal cells and plant cells

Direct Instruction:
7. Ask students: How do you build a barrier that keeps the watery contents of the cell separate from the watery environment?
8. Teacher shows a presentation on cell membrane and its movement on particles
9. Teacher shows animations for students to have a better grasp of the concept
10. Interactive questioning comes after
11. Handouts given after the discussion
12. Students answer the worksheets given
Evaluation:
Completed worksheets from students
Vocabulary:
Active transport, passive transport, diffusion, osmosis, hypertonic, hypotonic, isotonic,
Homework:
Read page 201‐207 and answer the following question in the Reinforcement and Study Guide handout.
Main Activity: Osmosis in Potatoes Lab
Procedure:
1. Label one beaker "water" and the other beaker "salt." Place 100 mL of water into each beaker.
2. Place 3 tablespoons of salt into the salt beaker and stir until the salt is dissolved.
3. With a knife, cut two cubes of potato (without skin) that measure
2 cm on each side. Use caution when cutting the potato. Cut away from the body.
4. Using a balance, measure and record the mass of each potato piece. Then place one piece in the water beaker and the other in the salt beaker. Record the texture of the potato cubes before soaking (hard or soft).
5. Cover the beakers with plastic wrap or aluminum foil and allow them to sit undisturbed overnight.
6. On the second day, carefully remove the potato cubes one at a time and blot them dry on the outside. Weigh the pieces and record their masses. Observe any changes in the texture of each cube.

Evaluation:
Vocabulary:
Homework:
Answer the ffg questions

1. Describe what happened to the mass of each cube after soaking.
2. Describe what happened to the texture of each cube after soaking.
3. Explain the changes you observed in terms of osmosis.
Main Activity: No Class
ALL SOULS DAY AND ALL SAINTS DAY
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The concepts learned in the topics previously discussed
2. The concepts learned about cell structure, ecology and microscope through an engaging game
Weekly Procedural Knowledge Overview - (Students will be able to...)
3. reinforce concepts learned in the topics previously discussed by:
• Creating a vocabulary card
• Constructing food chains and food webs
• Participating in the round robin activity
4. Reinforce concepts learned about cell structure, ecology and microscope through an engaging game
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Review
Warm Up
Class starts with biology trivia

Review Activities:
1. Students create a vocabulary card by:
a. Writing a word in the middle of the index card
b. Writing the definition of the word in the upper right hand corner of the card
c. Writing related vocabulary words in the upper left hand corner
d. Writing down examples of the word
e. Drawing/ illustrating the word
2. Students are arranged in a semi‐circle for the round robin activity. Teacher will say a word/concept and the students have to give an example (branches of Science, parts of a microscope and functions, Parts and functions of a cell, laboratory apparatus)
3. Students will be asked to construct a food chain on the board.
Students are given a simple food chain. They will add organisms in the food chain and draw arrows to create a food web. From the food web, identify the producers and order consumers.
Evaluation:
Short Quiz
Vocabulary:
Cell, Cell Theory, Branches of Science, Microscope, Food Chain, Food Web
Homework:
Main Activity: Review
Warm Up
Checking/collection of Midterm requirements and notebooks
Bell Ringer: Students answer 5 T/F questions.

Review Proper:
Students play “Who wants to be a millionaire?” Students take turns in being the contestant. They answer questions from the lowest level of difficulty to the highest until they reach 1 million. Once a wrong answer is given, the student stops answering questions and his/her score is commensurate to the level reached.
Evaluation:
Students’ scores in the game activity
Vocabulary:
Cell membrane, plant cell, animal cell, nucleus, Cytoplasm, mitochondria, golgi body, ribosome, Cell wall, lysosome, chloroplast, cytoskeleton, vacuole, cilia, endoplasmic reticulum, Cell
Homework:
Main Activity: Review
Warm Up
Checking/collection of Midterm requirements and notebooks
Bell Ringer: Students answer 5 T/F questions.

Review Proper:
Students play “Who wants to be a millionaire?” Students take turns in being the contestant. They answer questions from the lowest level of difficulty to the highest until they reach 1 million. Once a wrong answer is given, the student stops answering questions and his/her score is commensurate to the level reached.
Evaluation:
Students’ scores in the game activity
Vocabulary:
Cell membrane, plant cell, animal cell, nucleus, Cytoplasm, mitochondria, golgi body, ribosome, Cell wall, lysosome, chloroplast, cytoskeleton, vacuole, cilia, endoplasmic reticulum, Cell
Homework:
Main Activity:
1st Quarter Exams part 1
Evaluation:
Vocabulary:
Homework:
Main Activity:
1st Quarter Exams part 1
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Index cards, books, notes, board markers, Scoreboard, PowerPoint, presenter
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. Distinguish between autotrophic and heterotrophic nutrition.
2. Understand the discovery of the photosynthetic processes from an historical perspective.
3. Understand how light energy is packaged and how its absorption is related to wavelength.
4. Explain how electrons are captured by and transferred through the various molecules of a plant
5. Describe the two main stages of photosynthesis in general terms.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. State the overall equation for photosynthesis and explain why water is included on both sides.
2. Describe the structure of a chloroplast, listing all membranes and compartments.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity:
Midterm Re‐checking
Completion of Requirements
Evaluation of the Bulletin Project
New set of classroom rules and policies
Evaluation:
Vocabulary:
Homework:
Read Chapter 8 pages 218‐227 and answer the Reinforcement Study Guide handouts
Main Activity: Photosynthesis
Warm Up:
Class starts with Biology trivia
Checking of homeworks

Direct Instruction:
1. Distribute Guided notes of the lesson
2. Introduce the concept with the Cell Energy. The point of this exercise is to uncover prior knowledge find out (as the teacher) where student understanding is at this point.
3. Using PowerPoint presentation, discuss Photosynthesis.
4. Part three of the first day is handing out the word sort cards.
Students should work in pairs and try to make some sense of the words and what they mean. As they sort their words into groups, circulate and ask lots of probing questions.
Encourage them to sort them any way they see fit. Lastly, have them record the pattern they sorted their words into in the box on their paper. Collect the cards and the student’s Cell Energy handouts.
Evaluation:
Completed worksheets
Vocabulary:
Photosynthesis, ATP, Electron Transport Chain, Thylakoid, Chlorophyll, Carotenoids, Calvin Cycle, Pigment, ATP Synthase, NADPH, Chloroplast, Stroma.
Homework:
Answer the worksheet on Science Skills Photosynthesis handout.
Main Activity: Photosynthesis
Warm Up:
Class starts with Biology trivia
Checking of homeworks

Direct Instruction:
1. Distribute Guided notes of the lesson
2. Introduce the concept with the Cell Energy. The point of this exercise is to uncover prior knowledge find out (as the teacher) where student understanding is at this point.
3. Using PowerPoint presentation, discuss Photosynthesis.
4. Part three of the first day is handing out the word sort cards.
Students should work in pairs and try to make some sense of the words and what they mean. As they sort their words into groups, circulate and ask lots of probing questions.
Encourage them to sort them any way they see fit. Lastly, have them record the pattern they sorted their words into in the box on their paper. Collect the cards and the student’s Cell Energy handouts.
Evaluation:
Completed worksheets
Vocabulary:
Photosynthesis, ATP, Electron Transport Chain, Thylakoid, Chlorophyll, Carotenoids, Calvin Cycle, Pigment, ATP Synthase, NADPH, Chloroplast, Stroma.
Homework:
Main Activity: Photosynthesis (cont.)
Warm Up:
What is photosynthesis?

Direct Instruction:
1. Continue the discussion on Photosynthesis, concentrating on the 2 phases: Light reaction and Dark Reaction
2. Apply knowledge by Interpreting Information; Students will answer the Science skills worksheet:
Scientists estimate that only 10 percent of the energy present at each level of the food chain is available to the next level. Scientists also estimate that only 1 percent of the light energy from the sun that reaches photosynthetic organisms is converted to chemical energy during photosynthesis. Use this information and the two food chains below to answer the questions that follow.
Evaluation:
Completed worksheets and guided notes on Photosynthesis
Vocabulary:
Photo synthesis, ATP, Electron Transport Chain, Thylakoid, Chlorophyll, Carotenoids, Calvin Cycle, Pigment, ATP Synthase, NADPH, Chloroplast, Stroma.
Homework:
Do the Photosynthesis Web quest and answer the questions from the given handout.
Main Activity: FIELD TRIP
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. Identify the locations for the light reactions and the Calvin cycle within a plant chloroplast.
2. Understand how light energy is packaged and how its absorption is related to wavelength.
3. Explain how electrons are captured by and transferred through the various molecules of a plant
4. Describe the two main stages of photosynthesis in general terms.
5. Describe the Calvin cycle in plants. Include the significance of ATP and NADH and the ultimate product(s) of the reaction.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Perform an experiment and identify the different pigments found in a leaf using chromatography
2. Describe the structure of a chloroplast, listing all membranes and compartments.
3. Describe the role of ATP and NADPH in the Calvin cycle using concept map
4. Write a summary equation for photosynthesis.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Photosynthesis (cont.)
Warm Up:
What is photosynthesis?

Direct Instruction:
1. Continue the discussion on Photosynthesis, concentrating on the 2 phases: Light reaction and Dark Reaction
2. Apply knowledge by Interpreting Information; Students will answer the Science skills worksheet:
Scientists estimate that only 10 percent of the energy present at each level of the food chain is available to the next level. Scientists also estimate that only 1 percent of the light energy from the sun that reaches photosynthetic organisms is converted to chemical energy during photosynthesis. Use this information and the two food chains below to answer the questions that follow.
Evaluation:
Completed worksheets and guided notes on Photo synthesis
Vocabulary:
Photosynthesis, ATP, Electron Transport Chain, Thylakoid, Chlorophyll, Carotenoids, Calvin Cycle, Pigment, ATP Synthase, NADPH, Chloroplast, Stroma.
Homework:
Do the photosynthesis worksheet and bring the following tomorrow for the lab:

Isopropyl alcohol
Green leaf
Coffee filter or chromatography paper
Coin
Beaker
Ruler
Scissors
Pencil
Tape
Colored pencils or crayons
Main Activity: Leaf Chromatography Lab
Warm up:
Class starts with trivia

Direct Instruction:
*Paper chromatography is a process that uses special filter paper to separate and identify the different substances in a mixture.
Chromatography means “to write with color.” The substances in the mixture dissolve in the alcohol and move up the paper. The heavier substances move up the paper more slowly. The lighter substances move up the paper more quickly. So heavy and light substances get separated from one another on the paper.

*Plants contain chlorophyll, a green pigment, as well as carotenoid, a pigment that ranges in color from red to orange to yellow.

1. Obtain a strip of chromatography paper or cut a 2 ½ cm strip from a coffee filter.
2. Use a ruler to measure and draw a light pencil line 2 cm above the bottom of the paper strip.
3. Wrap a leaf around a coin with the waxy side of the leaf facing outward. Now rub the leaf along the light pencil line on the paper strip until you make a dark green line. DO NOT RUB THE LEAF ABOVE OR BELOW THE LINE. RUB THE LEAF ON THE LINE ONLY.
4. Tape the top of the paper strip to a pencil so that the end of the strip with the green line hangs down. The pencil should be able to sit across the top of the beaker with the bottom of the paper strip just touching the bottom of the beaker. Cut off any excess paper from the top of the strip if it is too long. DO NOT CUT THE BOTTOM OF THE STRIP WITH THE GREEN LINE.
5. Remove the pencil/paper strip from the beaker for now.
6. Carefully add isopropyl alcohol to the beaker until it reaches a depth of 1 cm in the beaker.
7. Lay the pencil across the top of the beaker with the paper strip extending into the alcohol. MAKE SURE THAT THE LEVEL OF THE ALCOHOL IS BELOW THE GREEN LINE ON YOUR PAPER STRIP. IF THE ALCOHOL IS GOING TO COVER THE GREEN LINE, POUR OUT SOME ALCOHOL BEFORE YOU GET THE GREEN LINE WET.
8. Observe as the alcohol gets absorbed and travels up the paper.
This may take up to 20 minutes. Do not touch your experiment during this time.
9. Using colored pencils or crayons, draw your results.


Students would answer the ffg questions:
1. Why is paper chromatography an appropriate technique to use to determine if different pigments are present in a leaf?
2. How does paper chromatography work?
3. Did the leaf you tested contain different pigments? Use your results to support your answer.
4. Based on what you have learned, explain why leaves tend to change color in the fall.
5. Leaves in New England change color in the fall. However,
leaves in Florida do not change color in the fall. Why is this so?
(Hint: Think of a difference between the two locations that might act as a trigger for leaves to change color in the fall.)
6. Was your hypothesis correct? If not, rewrite your hypothesis here so that it is correct.
Evaluation:
Completed Lab sheets from students
Vocabulary:
Carotenoids, Chlorophyll A, Chlorophyll B, Anthocyanin
Homework:
Main Activity: Leaf Chromatography Lab
Warm up:
Class starts with trivia

Direct Instruction:
*Paper chromatography is a process that uses special filter paper to separate and identify the different substances in a mixture.
Chromatography means “to write with color.” The substances in the mixture dissolve in the alcohol and move up the paper. The heavier substances move up the paper more slowly. The lighter substances move up the paper more quickly. So heavy and light substances get separated from one another on the paper.
*Plants contain chlorophyll, a green pigment, as well as carotenoid, a pigment that ranges in color from red to orange to yellow.

1. Obtain a strip of chromatography paper or cut a 2 ½ cm strip from a coffee filter.
2. Use a ruler to measure and draw a light pencil line 2 cm above the bottom of the paper strip.
3. Wrap a leaf around a coin with the waxy side of the leaf facing outward. Now rub the leaf along the light pencil line on the paper strip until you make a dark green line. DO NOT RUB THE LEAF ABOVE OR BELOW THE LINE. RUB THE LEAF ON THE LINE ONLY.
4. Tape the top of the paper strip to a pencil so that the end of the strip with the green line hangs down. The pencil should be able to sit across the top of the beaker with the bottom of the paper strip just touching the bottom of the beaker. Cut off any excess paper from the top of the strip if it is too long. DO NOT CUT THE BOTTOM OF THE STRIP WITH THE GREEN LINE.
5. Remove the pencil/paper strip from the beaker for now.
6. Carefully add isopropyl alcohol to the beaker until it reaches a depth of 1 cm in the beaker.
7. Lay the pencil across the top of the beaker with the paper strip extending into the alcohol. MAKE SURE THAT THE LEVEL OF THE ALCOHOL IS BELOW THE GREEN LINE ON YOUR PAPER STRIP. IF THE ALCOHOL IS GOING TO COVER THE GREEN LINE, POUR OUT SOME ALCOHOL BEFORE YOU GET THE GREEN LINE WET.
8. Observe as the alcohol gets absorbed and travels up the paper.
This may take up to 20 minutes. Do not touch your experiment during this time.
9. Using colored pencils or crayons, draw your results.

Students would answer the ffg questions:
1. Why is paper chromatography an appropriate technique to use to determine if different pigments are present in a leaf?
2. How does paper chromatography work?
3. Did the leaf you tested contain different pigments? Use your results to support your answer.
4. Based on what you have learned, explain why leaves tend to change color in the fall.
5. Leaves in New England change color in the fall. However,
leaves in Florida do not change color in the fall. Why is this so?
(Hint: Think of a difference between the two locations that might act as a trigger for leaves to change color in the fall.)
6. Was your hypothesis correct? If not, rewrite your hypothesis here so that it is correct.
Evaluation:
Completed Lab sheets from students
Vocabulary:
Carotenoids, Chlorophyll A, Chlorophyll B, Anthocyanin
Homework:
Main Activity: Photosynthesis Web Quest
Students go to the IT lab to do an activity entitles: Illuminating Photosynthesis
Type in the following link:
http://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html#
Read the introduction entitled “Illuminating Photosynthesis” by Rick Groleau
Click on the link that reads: “Go to Illuminating Photosynthesis.”
Students will browse and answer the questions on the activity sheets.
Evaluation:
Completed worksheets
Vocabulary:
Oxygen, Carbon Dioxide Glucose
Homework:
Read the handouts and prepare for a quiz tomorrow
Main Activity:
Quiz
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Isopropyl alcohol, Green leaf, Coffee filter or chromatography paper, Coin, Beaker, Ruler ,Scissors, Pencil, Tape, Colored pencils or crayons, Handouts, worksheets, guided notes, PowerPoint, presenter
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The steps in Light and Dark reaction and how electron transport chain helps in doing these processes.
2. The locations for the light reactions and the Calvin cycle within a plant chloroplast.
3. How electrons are captured by and transferred through the various molecules of a plant
4. The two main stages of photosynthesis in general terms.
5. The Calvin cycle in plants. Include the significance of ATP and NADH and the ultimate product(s) of the reaction.
6. Cellular respiration
7. How glycolysis produce ATP
8. How ATP is produced in anaerobic respiration.
9. Why fermentation is important
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Perform a web quest to summarize knowledge of photosynthesis
2. Describe the structure of a mitochondria
3. Describe the role of ATP and NADPH in the Calvin cycle using concept map
4. Write a summary equation for cellular respiration
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Light and Dark Reaction
Warm Up:
Class starts with trivia
Can photosynthesis occur even in the absence of light?

Direct Instruction:
1. Continue the discussion on Photosynthesis, concentrating on the 2 phases: Light reaction and Dark Reaction
2. Discuss the electron transport chain when light strikes the thylakoid
3. Students fill in their guided notes
4. Question‐answer activity
Evaluation:
Completed notes, verbal answers from students
Vocabulary:
electron transport chain, NADP, NADPH, electrons, ATP, ATP Synthase, Oxygen
Homework:
Read pp 223‐226 in your textbooks and answer the Reinforcement and Study Guide Handout
Main Activity: Light and Dark Reaction (cont) and IT lab activity
1. Continue discussion on Calvin Cycle
2. Teacher shows video clips of the cycles
3. Students go to the IT lab to do an activity entitled:
Illuminating Photosynthesis
4. Type in the following link:
http://www.pbs.org/wgbh/nova/methuselah/photosynthesis .html#
5. Read the introduction entitled “Illuminating Photosynthesis” by Rick Groleau
6. Click on the link that reads: “Go to Illuminating Photo synthesis.”
7. Students will browse and answer the questions on the activity sheets.
Evaluation:
Completed worksheets
Vocabulary:
Oxygen, Carbon Dioxide Glucose
Homework:
Main Activity: Light and Dark Reaction (cont) and IT lab activity
1. Continue discussion on Calvin Cycle
2. Students go to the IT lab to do an activity entitled:
Illuminating Photosynthesis
3. Type in the following link:
http://www.pbs.org/wgbh/nova/methuselah/photosynthesis .html#
4. Read the introduction entitled “Illuminating Photosynthesis” by Rick Groleau
5. Click on the link that reads: “Go to Illuminating Photo synthesis.”
6. Students will browse and answer the questions on the activity sheets.
Evaluation:
Completed worksheets
Vocabulary:
Oxygen, Carbon Dioxide Glucose
Homework:
Main Activity: Cellular Respiration
Warm up:
After plants are consumed by animals and humans, what will happen to the energy?
Procedure:
1. Students are given handouts to answer after the discussion
2. Students fill in this concept map:


3. Teacher discusses cellular respiration and its two main types plus subtypes
4. Teacher shows video clips of the processes.
5. Question‐answer activity
Evaluation:
Completed guided notes
Completed concept map
Verbal answers from students
Vocabulary:
aerobic, anaerobic, fermentation, Krebs Cycle, Glycolysis, pyruvate, lactic acid.
Homework:
Review all materials tackled this week and prepare for an oral test the following morning
Main Activity:
Oral Recitation Test / Game
Students are given enough time to think and organize thoughts.
Students will pick questions through lottery method Each student will answer orally within a given time.
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Pencil, Tape, Colored pencils or crayons, Handouts, worksheets, guided notes, PowerPoint, presenter, computers.
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. Cellular respiration
2. How glycolysis produce ATP
3. How ATP is produced in anaerobic respiration.
4. Why fermentation is important
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Describe the structure of a mitochondria
2. Write a summary equation for cellular respiration
3. Accomplish a concept map of the cell respiration cycle
4. Answer the worksheets for cell division in preparation for next week’s discussion
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Cellular Respiration (Aerobic)
Warm up:
After plants are consumed by animals and humans, what will happen to the energy?

Procedure:
1. Students are given handouts to answer after the discussion
2. Students fill in this concept map:


Evaluation:
Completed guided notes
Completed concept map
Verbal answers from students
Vocabulary:
aerobic, anaerobic, fermentation, Krebs Cycle, Glycolysis, pyruvate, lactic acid.
Homework:
Read pages 228‐232 of your textbook and answer the following questions: (see attached)
Main Activity:
Cellular Respiration (Anaerobic) and Seatwork. Warm up:
Class starts with trivia

Procedure:
1. Students are given handouts to answer after the discussion
2. Teacher discusses the rest of cellular respiration (Lactic Acid and alcoholic fermentation)
3. Teacher shows video clips of the processes.
4. Question‐answer activity
Evaluation:
Completed worksheets
Vocabulary:
NAD, lactic acid, alcohol,
Homework:
Main Activity:
Warm up: Class starts with trivia

Procedure:
1. Students are given handouts to answer after the discussion
2. Teacher discusses the rest of cellular respiration (Lactic Acid and alcoholic fermentation)
3. Teacher shows video clips of the processes.
4. Question‐answer activity
Evaluation:
Completed worksheets
Vocabulary:
NAD, lactic acid, alcohol,
Homework:
Main Activity: Reading Essentials in Cell Division:
Students are given 20 minutes to read the preliminary concepts of Cell Division and an activity sheet is given for them to answer.
Evaluation:
Vocabulary:
Homework:
Main Activity:
Quiz
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Pencil, Tape, Colored pencils or crayons, Handouts, worksheets, guided notes, PowerPoint, presenter, computers.
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
The events of the cell cycle.
a. G1
b. S
c. G2
d. Mitosis
i. Prophase
ii. Metaphase
iii. Anaphase
iv. Telophase
e. Cytokinesis
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. State the importance of mitosis in growth, repair and reproduction
2. Identify, with the aid of diagrams, the correct sequence of mitosis
3. State what is meant by homologous chromosomes
4. Define the terms haploid and diploid
5. Differentiate the stages of mitosis through the use of microscopes
6. Accomplish worksheets pertaining to cell division.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Cell Division (Mitosis)
Warm up:
Class starts with Biology Trivia
Checking of Cell Division Homework
Distribution of handouts
Direct Instruction:
1. Using powerpoint presentation, teacher opens the topic of cell division.
2. From students’ homework, students review and answer oral questions.
3. T asks the following questions:
· How do little elephants grow up to be BIG elephants?
· Why do animals shed their skin?
4. Teacher states: Three reasons why cells reproduce by asexual reproduction:
 1. Growth
 2. Repair
 3. Replacement
5. T goes over the slides and introduces Mitosis.
6. Students accomplish a worksheet (short‐answer and sequencing of events)
Evaluation:
Completed worksheets
Vocabulary:
Interphase, Prophase, Metaphase, Anaphase, Telophase, Cytokinesis, G1, G2, S phase, Centromere, Centrioles, Centrosome, Spindle Fibers, Cleavage Furrow
Homework:
Go to Cells Alive at http://www.cellsalive.com/cell_cycle.htm watch the animation and read the explanations to fill in the blanks.
Main Activity: Mitosis Lab
Observing Mitosis Lab
Background: In a growing plant root, the cells at the tip of the root are constantly dividing to allow the root to grow. Because each cell divides independently of the others, a root tip contains cells at different stages of the cell cycle. This makes a root tip an excellent tissue to study the stages of cell division.
Materials:
Microscope, prepared slides of onion (allium) root tips

Direct Instruction:
1. Get one microscope for your lab group and carry it to your lab desk with two hands. Make sure that the low power objective is in position and that the diaphragm is open to the widest setting.
2. Obtain a prepared slide of an onion root tip (there will be three root tips on a slide). Hold the slide up to the light to see the pointed ends of the root sections. This is the root tip where the cells were actively dividing. (The root tips were freshly sliced into thin sections, then preserved when the slide was prepared.)
3. Place the slide on the microscope stage with the root tips pointing away from you. Using the low‐power objective to find a root tip, and focus it with the coarse adjust until it is clearly visible. Just above the root “cap” is a region that contains many new small cells. The larger cells of this region were in the process of dividing when the slide was made. These are the cells that you will be observing. Center the image, then switch to high power.
4. Observe the box‐like cells that are arranged in rows. The chromosomes of the cells have been stained to make them easily visible. Select one cell whose chromosomes are clearly visible. (If you need to change the focus when using high power, remember to only use the fine adjust!)
5. Sketch the cell that you selected in the box on the right.
6. Look around at the cells again. Select four other cells whose internal appearances are different from each other and the first one that you sketched. Sketch them in the boxes below.

Students answer the ffg questions:

Analysis & Conclusions:
1. What stage were the majority of the cells in?
2. What percentage of the cells were in each stage?
- Interphase
- Prophase
- Metaphase
- Anaphase
- Telophase
3. What evidence shows that mitosis is a continuous process, not a series of separate events?
4. The onion plant began as a single cell. That cell had X number of chromosomes. (The exact number does not matter; we will just call that number “X”.) How many chromosomes are in each of the cells that you observed? (Give the answer in terms of X.) How do you know?
5. If this onion would reproduce sexually, it would need to produce sperm and/or eggs by the process of meiosis. After meiosis, how many chromosomes would be in each sex cell (in terms of X)?
6. If this onion would complete the process of sexual reproduction (fertilizing an egg cell), how many chromosomes would be in the zygotes that are produced (in terms of X)?
Evaluation:
Completed Lab sheets
Vocabulary:
Interphase, Prophase, Metaphase, Anaphase, Telophase, Cytokinesis, G1, G2, S phase, Centromere, Centrioles, Centrosome, Spindle Fibers, Cleavage Furrow
Homework:
Main Activity: Mitosis Lab
Observing Mitosis Lab
Background: In a growing plant root, the cells at the tip of the root are constantly dividing to allow the root to grow. Because each cell divides independently of the others, a root tip contains cells at different stages of the cell cycle. This makes a root tip an excellent tissue to study the stages of cell division.
Materials:
Microscope, prepared slides of onion (allium) root tips

Direct Instruction:
1. Get one microscope for your lab group and carry it to your lab desk with two hands. Make sure that the low power objective is in position and that the diaphragm is open to the widest setting.
2. Obtain a prepared slide of an onion root tip (there will be three root tips on a slide). Hold the slide up to the light to see the pointed ends of the root sections. This is the root tip where the cells were actively dividing. (The root tips were freshly sliced into thin sections, then preserved when the slide was prepared.)
3. Place the slide on the microscope stage with the root tips pointing away from you. Using the low‐power objective to find a root tip, and focus it with the coarse adjust until it is clearly visible. Just above the root “cap” is a region that contains many new small cells. The larger cells of this region were in the process of dividing when the slide was made. These are the cells that you will be observing. Center the image, then switch to high power.
4. Observe the box‐like cells that are arranged in rows. The chromosomes of the cells have been stained to make them easily visible. Select one cell whose chromosomes are clearly visible. (If you need to change the focus when using high power, remember to only use the fine adjust!)
5. Sketch the cell that you selected in the box on the right.
6. Look around at the cells again. Select four other cells whose internal appearances are different from each other and the first one that you sketched. Sketch them in the boxes below.

Students answer the ffg questions:
Analysis & Conclusions:
1. What stage were the majority of the cells in?
2. What percentage of the cells were in each stage?
- Interphase
- Prophase
- Metaphase
- Anaphase
- Telophase
3. What evidence shows that mitosis is a continuous process, not a series of separate events?
4. The onion plant began as a single cell. That cell had X number of chromosomes. (The exact number does not matter; we will just call that number “X”.) How many chromosomes are in each of the cells that you observed? (Give the answer in terms of X.) How do you know?
5. If this onion would reproduce sexually, it would need to produce sperm and/or eggs by the process of meiosis. After meiosis, how many chromosomes would be in each sex cell (in terms of X)? 6. If this onion would complete the process of sexual reproduction (fertilizing an egg cell), how many chromosomes would be in the zygotes that are produced (in terms of X)?
Evaluation:
Completed Lab sheets
Vocabulary:
Interphase, Prophase, Metaphase, Anaphase, Telophase, Cytokinesis, G1, G2, S phase, Centromere, Centrioles, Centrosome, Spindle Fibers, Cleavage Furrow
Homework:
Main Activity: Mitosis (Cont)
Warm up:
Class starts with trivia
Review Concepts
Checking of Homework

Direct Instruction:
1. T continues discussion about mitosis
2. Students are expected to answer questions posed by the teacher.
Evaluation:
Vocabulary:
Homework:
Main Activity:
Evaluation:
Quiz
Vocabulary:
Homework:
Materials / Resources (including technology)
Pencil, Tape, Colored pencils or crayons, Handouts, worksheets, guided notes, PowerPoint, presenter, computers, microscopes, slides, cover slips
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
The events of the cell cycle meiosis.
a. G1
b. S
c. G2
d. Meiosis
i. Prophase I
ii. Metaphase I
iii. Anaphase I
iv. Telophase I
e. Cytokinesis
i. Prophase II
ii. Metaphase II
iii. Anaphase II
iv. Telophase II
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. State the importance of meiosis in the perpetuation of life
2. Identify, with the aid of diagrams, the correct sequence of meiosis
3. State what is meant by homologous chromosomes and tetrads
4. Define the terms haploid and diploid
5. Accomplish worksheets pertaining to cell division.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Cell Division (Meiosis)
Warm up:
Class starts with Biology Trivia
Distribution of handouts
Distribution of checked quiz papers

Direct Instruction:
1. Using Powerpoint presentation, teacher opens the topic of cell division (meiosis)
2. From students’ homework, students review and answer oral questions.
3. T asks the following questions:
- How do sex cells divide?
- What are gametes?
4. T goes over the slides and introduces Meiosis
5. Students accomplish a worksheet (short‐answer and sequencing of events)
Evaluation:
Completed worksheets
Vocabulary:
Interphase, Prophase II, Metaphase II, Anaphase II, Telophase II, Cytokinesis, Gametes, Gonads, Spermatogenesis, OOgenesis
Homework:
Main Activity: The Hidden Life of A Cell
Students watch a movie on how the cell intricately works inside our body. They will realize how the cell fights infection, how it divides and perpetuates life. Students will answer questions regarding the 60‐ minute movie clip.
Evaluation:
Completed worksheets
Vocabulary:
Homework:
Read pages 270‐276 of your textbook and answer the following questions: (see attached) Reinforcement and Study Guide
Main Activity:
The Hidden Life of A Cell
Students watch a movie on how the cell intricately works inside our body. They will realize how the cell fights infection, how it divides and perpetuates life. Students will answer questions regarding the 60‐ minute movie clip.
Evaluation:
Completed worksheets
Vocabulary:
Homework:
Read pages 270‐276 of your textbook and answer the following questions: (see attached) Reinforcement and Study Guide
Main Activity: Reading Essentials in Cell Division
Students are given 20 minutes to read the preliminary concepts of Cell Division and an activity sheet is given for them to answer.

Evaluation:
Vocabulary:
Homework:
Main Activity: Fun with Meiosis
Students are paired up to mix and match chromosomes. They will do this thru the use of clay to depict the different phases of meiosis.
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Pencil, Tape, Colored pencils or crayons, Handouts, worksheets, guided notes, PowerPoint, presenter, computers, clays, movie clip
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The “key events” in the evolution of life on Earth.
2. How evolution is linked to how closely two species are related.
3. The examples of variations.
4. Darwin’s theory
Weekly Procedural Knowledge Overview - (Students will be able to...)
5. Identify “key events” in the evolution of life on Earth.
6. Explain how evolution is linked to how closely two species are related.
7. Give examples of variations and explain their importance to natural selection.
8. Compare and contrast the theories of Darwin and Lamarck and explain why Darwin’s theories are still accepted today.
9. Explain why evolution is accepted even though it is “just a theory”.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Theory Of Evolution
Warm up:
Class starts with Life trivia
Direct Instructions
1. Ask questions to assess student views and concerns about evolution. Encourage student to understand a scientific approach to the topic.
2. Ask students what they know about evolution. What have they heard about Darwin? Some students may raise religious objections to evolution. Explain that students are welcome to form whatever opinions they wish about evolution, but that in this class we
3. Will be discussing a scientific approach to the topic.
4. Read this quote from Darwin: “A fair result can be obtained only by fully stating and balancing the facts and arguments on both sides of each question.”
5. Ask students whether this means they should be willing to consider just one side, or more than one side of the scientific evidence about evolution.
6. Explain that good scientists look at all the evidence, ask hard questions, and then form an opinion. Ask students whether they think science is always correct, or whether sometimes scientists can be wrong.
7. Explain that in these lessons, students will be learning about both the scientific evidence for and against evolution.
Encourage them to think critically about the scientific evidence on both sides, and then form their own scientific opinions.
Evaluation:
Completed Evolution Word puzzles
Vocabulary:
Homework:
Main Activity: Learn About the Case for Evolution
In this lesson students become unwitting subjects in a demonstration of natural selection. Students select candies from a bowl and have an opportunity to think about what traits brought about the “survival” of some candies.

Lesson Concepts:
1. Not every feature is an adaptation.
2. Adaptations often persist in a population because they are in some way advantageous.
3. Adaptations are preserved in a population by natural selection.
4. Depending on environmental conditions, inherited characteristics may be advantageous, neutral, or detrimental.
5. Random factors affect the survival of individuals and of populations.
6. Natural selection acts on individuals and populations in a nonrandom way.

Procedure:
1. Discuss the theory of evolution using power point presentation.
2. Make the candy dish accessible in advance so students can pick candies over a period of time, or the dish can be passed around the room a couple times. You can avoid commenting about it at all, or you can make very innocent remarks about providing a treat for the students.
3. After more than half of the candy has been removed, gather the class together. Start the discussion by pointing out that there is often great variation among individuals of animal species. For example, students can look around the room and list the characteristics that vary among humans. Then, ask the students why variation is significant. (One reason variation is important is that variation allows for differential survival of individuals.)
4. Show them the candy bowl and the remaining candies. Count what candies remain and list them on the board. Ask them if they remember which candies were originally available. Make a list on the board of the original set of candy.
5. Now ask them to list the traits of the candy they selected from the candy dish. (examples include: chocolate flavor, large size, favorite brand, etc). These are the traits that led to the removal of certain candies.
6. Make a list now of the traits of the candies that were not selected (examples: bad flavor, small size). These are the traits that allowed the candies to survive being passed around the room.
7. So, the fact that there were different candies with different traits resulted in some candies being eaten and others surviving. This is what natural selection does with individuals in a population. Each individual has unique traits; some traits will help an individual survive and some traits do not.

Extensions:
Teacher could continuously add candy into the candy bowl according to the proportions left in the candy bowl. For example, if after the first round all the Hershey kisses disappeared but there were a lot of green Starbursts, add more green Starbursts but do not add any more kisses. This will accentuate the loss of favorite candies and the proliferation of the remaining ones. In addition, this extension will simulate the production of new generations, similar to the evolution of populations over time. Another possibility is that you will see students taking their second choice of candies, simulating the natural situation where predators will start consuming another prey item when their favorite prey item is eliminated.
Evaluation:
Ask students to explain how natural selection works Vocab: variation, selection, traits
Vocabulary:
Homework:
Read pages 417‐430 and Do the reinforcement and study guide handout
Main Activity: Learn About the Case for Evolution
In this lesson students become unwitting subjects in a demonstration of natural selection. Students select candies from a bowl and have an opportunity to think about what traits brought about the “survival” of some candies.

Lesson Concepts:
7. Not every feature is an adaptation.
8. Adaptations often persist in a population because they are in some way advantageous.
9. Adaptations are preserved in a population by natural selection.
10. Depending on environmental conditions, inherited characteristics may be advantageous, neutral, or detrimental.
11. Random factors affect the survival of individuals and of populations.
12. Natural selection acts on individuals and populations in a nonrandom way.

Procedure:
8. Discuss the theory of evolution using power point presentation.
9. Make the candy dish accessible in advance so students can pick candies over a period of time, or the dish can be passed around the room a couple times. You can avoid commenting about it at all, or you can make very innocent remarks about providing a treat for the students.
10. After more than half of the candy has been removed, gather the class together. Start the discussion by pointing out that there is often great variation among individuals of animal species. For example, students can look around the room and list the characteristics that vary among humans. Then, ask the students why variation is significant. (One reason variation is important is that variation allows for differential survival of individuals.)
11. Show them the candy bowl and the remaining candies. Count what candies remain and list them on the board. Ask them if they remember which candies were originally available. Make a list on the board of the original set of candy.
12. Now ask them to list the traits of the candy they selected from the candy dish. (examples include: chocolate flavor, large size, favorite brand, etc). These are the traits that led to the removal of certain candies.
13. Make a list now of the traits of the candies that were not selected (examples: bad flavor, small size). These are the traits that allowed the candies to survive being passed around the room.
14. So, the fact that there were different candies with different traits resulted in some candies being eaten and others surviving. This is what natural selection does with individuals in a population. Each individual has unique traits; some traits will help an individual survive and some traits do not.

Extensions:
Teacher could continuously add candy into the candy bowl according to the proportions left in the candy bowl. For example, if after the first round all the Hershey kisses disappeared but there were a lot of green Starbursts, add more green Starbursts but do not add any more kisses. This will accentuate the loss of favorite candies and the proliferation of the remaining ones. In addition, this extension will simulate the production of new generations, similar to the evolution of populations over time. Another possibility is that you will see students taking their second choice of candies, simulating the natural situation where predators will start consuming another prey item when their favorite prey item is eliminated.
Evaluation:
Ask students to explain how natural selection works Vocab: variation, selection, traits
Vocabulary:
Homework:
Read pages 417‐430 and Do the reinforcement and study guide handout

Main Activity:
Survival of the Sneakiest
In this natural selection worksheet, students read a cartoon about cricket mating that explains natural selection, fitness and evolution.
They answer four questions about each of these topics

1. When it comes to crickets, what does fitness mean?
2. Is calling good or bad for a cricket's fitness?
3. Give some examples of selection at work in this cricket story.
4. How does selection favor calling? How does selection favor not calling?

This comic follows the efforts of a male cricket as he tries to attract a mate, and in the process, debunks common myths about what it means to be evolutionarily "fit."

Evaluation:
Vocabulary:
Homework:
Main Activity: Natural Selection Protocol
This series of pictures shows natural selection in a population of cacti. Pictures 1 and 2 show what happened when a deer came to eat, picture 3 shows the cacti a few weeks later (notice the flowers on the right‐hand cactus), and picture 4 shows the situation a few months later.



Complete the following table to describe how this cactus example illustrates the three necessary conditions for evolution by natural selection.

Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Variety of candies—has to include popular ones and unpopular ones (should have at least two candies per person plus plenty of unpopular ones. Possibly include candies with different colors, sizes, brand names, etc. (avoid candies with nuts for kids who are allergic).
Large dish, Powerpoint, handouts, projector presenter
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The major difference between analogous and homologous structures?
2. The structure that is the best evidence of evolution: analogous, homologous or vestigial
3. Fossils
4. Type of fossils
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to provide some of the evidence to back up the theory of evolution.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity:
This series of pictures shows natural selection in a population of cacti. Pictures 1 and 2 show what happened when a deer came to eat, picture 3 shows the cacti a few weeks later (notice the flowers on the right‐hand cactus), and picture 4 shows the situation a few months later.



Complete the following table to describe how this cactus example illustrates the three necessary conditions for evolution by natural selection.

Evaluation:
Vocabulary:
Homework:
Main Activity: Evidence of Evolution
Review:
Yesterday’s theory of evolution. According to this theory, life started very simple and became more and more complex over billions of years. The reason for this is the fact that genes do not get copied perfectly from one generation to the next and this sometimes produces small changes within a species. Once in awhile, a change ends up being beneficial in terms of survival and therefore the genes that caused that change get passed on more and more. Finally, after millions of years, these small changes build upon other small changes until an entirely new species is born.

Direct Instruction:
1. Introduce the topic on evidences of evolution
2. Ask the objective questions that students should answer at the end of the discussion
3. Discuss:

· Fossils
Tell students When most animals and plants die, they rot or are eaten and are therefore gone for good. However, sometimes the remains of life forms are preserved in rock or other materials (e.g. ‐ ice, tree sap, mud, etc.). These are called fossils and some are millions of years old.
They are useful because they can give us an idea of what life on earth looked like in the distant past.

· Comparative anatomy (comparing body parts)

Differentiate Analogous and Homologous structures




· Vestigial organs (unnecessary body parts) Sometimes animals have body parts that they no longer use any more (called vestigial organs). For example, dolphins and whales have bones for legs inside their body that they no longer use. This seems to indicate that as animals evolve, they sometimes stop using certain body parts or end up using them in different ways. Examples of vestigial organs in humans the appendix, the bump on the ear, wisdom teeth and goose bumps. This is further evidence that we evolved from other life forms and did not suddenly appear in the form we exist today.

· Embryological development


A fetus is what you call a baby before it is born. The fetuses of most animals look very similar at the beginning and then start to look different as they grow. Body parts that developed earlier in evolutionary history (such as the backbone) appear first whereas parts that developed later occur last (such as the cerebrum in humans ‐‐ the most complex part of our brain). Watching a fetus grow therefore gives us a small glimpse of how that particular animal evolved.

· Biogeography
Species in the old world (Europe, Asia, and Africa) are often quite different than species in the new world (North & South America).
Species in Australia and other remote islands are especially different.
This seems to indicate that as animals spread over the earth, they evolved differently in different locations.
4. Ask the main objective questions. Students should be able to answer the questions.
5. Distribute activity worksheets to be answered by students
Evaluation:
completed worksheets
Vocabulary:
transitional fossil record, analogous, homologous, vestigial
Homework:
***If students weren’t able to finish the activity, have it as their homework to be submitted tomorrow
Main Activity: Evidence of Evolution
Review:
Yesterday’s theory of evolution. According to this theory, life started very simple and became more and more complex over billions of years. The reason for this is the fact that genes do not get copied perfectly from one generation to the next and this sometimes produces small changes within a species. Once in a while, a change ends up being beneficial in terms of survival and therefore the genes that caused that change get passed on more and more. Finally, after millions of years, these small changes build upon other small changes until an entirely new species is born.

Direct Instruction:
6. Introduce the topic on evidences of evolution
7. Ask the objective questions that students should answer at the end of the discussion
8. Discuss:

· Fossils Tell students When most animals and plants die, they rot or are eaten and are therefore gone for good. However, sometimes the remains of life forms are preserved in rock or other materials (e.g. ‐ ice, tree sap, mud, etc.). These are called fossils and some are millions of years old. They are useful because they can give us an idea of what life on earth looked like in the distant past.

· Comparative anatomy (comparing body parts)




· Vestigial organs (unnecessary body parts) Sometimes animals have body parts that they no longer use any more (called vestigial organs). For example, dolphins and whales have bones for legs inside their body that they no longer use. This seems to indicate that as animals evolve, they sometimes stop using certain body parts or end up using them in different ways. Examples of vestigial organs in humans the appendix, the bump on the ear, wisdom teeth and goose bumps. This is further evidence that we evolved from other life forms and did not suddenly appear in the form we exist today.

· Embryological development


A fetus is what you call a baby before it is born. The fetuses of most animals look very similar at the beginning and then start to look different as they grow. Body parts that developed earlier in evolutionary history (such as the backbone) appear first whereas parts that developed later occur last (such as the cerebrum in humans ‐‐ the most complex part of our brain). Watching a fetus grow therefore gives us a small glimpse of how that particular animal evolved.
· Biogeography Species in the old world (Europe, Asia, and Africa) are often quite different than species in the new world (North & South America).
Species in Australia and other remote islands are especially different.
This seems to indicate that as animals spread over the earth, they evolved differently in different locations.
9. Ask the main objective questions. Students should be able to answer the questions.
10. Distribute activity worksheets to be answered by students
Evaluation:
completed worksheets
Vocabulary:
transitional fossil record, analogous, homologous, vestigial
Homework:
***If students weren’t able to finish the activity, have it as their homework to be submitted tomorrow
Main Activity: Evolution video clip
Show students a documentary film of evolution. Let students answer the questions from the film
Evaluation:
Answered questionnaires
Vocabulary:
Homework:
Read about primate evolution on pages 450‐460 and answer the reinforcement and study guide handout.
Main Activity:
Quiz
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Powerpoint presentation, Textbook, handouts, worksheets
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The concepts learned in the topics previously discussed
2. The concepts learned about photo synthesis, cellular respiration, cell division, and evolution
Weekly Procedural Knowledge Overview - (Students will be able to...)
3. reinforce concepts learned in the topics previously discussed by:
• Creating a vocabulary card
• Constructing concept maps
• Participating in the round robin activity
4. Reinforce concepts learned about photosynthesis, cellular respiration, cell division, and evolutionan engaging game
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity:Review
Warm Up
Class starts with biology trivia
Review Activities:
1. Students create a vocabulary card by:
a. Writing a word in the middle of the index card
b. Writing the definition of the word in the upper right hand corner of the card
c. Writing related vocabulary words in the upper left hand corner
d. Writing down examples of the word
e. Drawing/ illustrating the word
2. Students are arranged in a semi‐circle for the round robin activity.
Teacher will say a word/concept and the students have to give an example (Charles Darwin, ATP, Carbon Dioxide)
Evaluation:
Short Quiz
Vocabulary:
Homework:
Main Activity: Review
Procedure
Warm Up
Checking/collection of Final requirements and notebooks

Bell Ringer: Students answer 5 T/F questions.

Review Proper:
Students play “Who wants to be a millionaire?” Students take turns in being the contestant. They answer questions from the lowest level of difficulty to the highest until they reach 1 million. Once a wrong answer is given, the student stops answering questions and his/her score is commensurate to the level reached.
Evaluation:
Students’ scores in the game activity
Vocabulary:
Homework:
Main Activity:
FINAL EXAM
Evaluation:
Vocabulary:
Homework:
Main Activity:
FINAL EXAM
Evaluation:
Vocabulary:
Homework:
Main Activity:
FINAL EXAM
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Powerpoint presentation, Textbook, handouts, worksheets
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The three major hypotheses for the origin of primates.
2. The characteristics of primates
3. The differences between hominoids and hominids
4. The characteristics of anthropoids.
5. The environment in which early anthropoids existed.
6. The three groups hominoids.
7. The diversity of monkey species and their geographical spread
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Define and contrast the three major hypotheses for the origin of primates.
2. Describe the characteristics of primates and
3. Compare the new world monkeys with the old world monkeys in terms of skeletal anatomy.
4. Explain the differences between hominoids and hominids
5. Explain the characteristics of anthropoids.
6. Describe the environment in which early anthropoids existed.
7. Compare the three groups hominoids.
8. Explain the importance of apes moving back to Africa.
9. Describe the diversity of monkey species and their geographical spread
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity/Lesson:
Final Exam Re‐checking
Completion of Requirements
New set of classroom rules and policies
Evaluation:
Vocabulary:
Homework:
Main Activity/Lesson:
Primate Evolution
Warm up: pair work: ss visually analyze the primates’ picture and identify the similar features with humans; introduce primate evolution by looking at the adaptations of monkeys.

Direct Instruction: Discuss the following:
I. Humans share a common ancestor with other primates.

A. Primate Characteristics
1. Moveable fingers and toes
2. Flat nails
3. Prehensile (grasping) hands
Color vision
Front facing eyes
Enlarged brains

B. Primates evolved into prosimians and anthropoids.
Prosimian = Lemurs
Prosimian = Lorises
Prosimian = Tarsiers

a. Characteristics of Anthropoids
Well developed collar bone
Rotating shoulder
Dental formula (molars, premolars, canine, incisors)
Opposable thumbs

C. Anthropoids are subdivided into the New World monkeys, Old World monkeys and hominoids
New World Monkeys: Marmosets, Howlers, Spider Monkeys, Squirrel Monkeys
All live in trees
Many have prehensile tails

New World = Marmosets
New World = Howlers
New World = Spider
New World = Squirrel Monkey

2. Old World Monkeys: Macaque, Colobus, Baboon
Most travel and forage (at least part of the time) on the ground
Have larger brains that New World Monkeys
Old World = Macaque
Old World = Colobus
Old World = Baboons

3. Hominoids – Orangutans, Bonobos, Chimps
Hominoids are divided into hominids, great apes and lesser apes
 1. Hominids include living and extinct humans
  a. Walk upright
  b. Have long lower limbs
  c. Opposable thumbs
  d. Relatively large brains
 2. Great apes include gorillas, chimps and orangutans
 3. Lesser apes include gibbons

Great Apes = gorillas
Hominoids/Great Apes = Orangutans
Hominoids = Bonobos
Hominoids/Great Apes = Chimps
Hominoid/Lesser Apes = Gibbons

E. Walking Upright (a characteristic of humans)
1. Bipedal means walking on two legs which allows…
Foraging
carrying infants and food
using tools

Requires:
 a. Cup shaped pelvis
 b. S shaped spine
 c. Toes aligned
 d. Larger brain
1. Most hominids are classified either as Australopithecus or Homo
2. Australopithecines were a successful genus

a. Australopithecinusafarensis
  i. Lived 3 – 3.9 million years ago
  ii. Cranial Capacity is 1/3 of modern humans
  iii. Humanlike limbs

3. The Homo genus first evolved 2.4 million years ago
 a. Homo habilis
  i. Lived 2.5 – 1.6 mya   ii. “Handy man” – used tools   iii. Ate meat   iv. Speech

b. Homo Neanderthalensis
i. “Neanderthals”

ii. Larger cranial capacity than humans
iii. Thick brow ridges and protruding teeth
iv. Tools
v. Wore Clothing
Buried their dead
Replaced by modern humans

III. Modern humans arose about 200,000 years ago
1. Homo sapiens fossils date to 200,000 years ago
a. Human evolution is influenced by a tool‐based culture
b. There is atrend toward increased brain size in hominids
c. Characteristics:
i. High forehead
ii. No brow ridge
quiz students orally

quiz students orally
Vocabulary:
Homework:
Read about primate evolution on pages 450‐460 and answer the reinforcement and study guide handout.
Main Activity/Lesson:
Primate Evolution
Warm up:
Pair‐work: ss visually analyze the primates picture and identify the similar features with humans; introduce primate evolution by looking at the adaptations of monkeys.
Direct Instruction:
Discuss the following:

I. Humans share a common ancestor with other primates.

A. Primate Characteristics
1. Moveable fingers and toes
2. Flat nails
3. Prehensile (grasping) hands
Color vision
Front facing eyes
Enlarged brains

B. Primates evolved into prosimians and anthropoids.
Prosimian = Lemurs
Prosimian = Lorises
Prosimian = Tarsiers
a. Characteristics of Anthropoids
Well developed collar bone
Rotating shoulder
Dental formula (molars, premolars, canine, incisors)
Opposable thumbs

C. Anthropoids are subdivided into the New World monkeys, Old World monkeys and hominoids
New World Monkeys: Marmosets, Howlers, Spider Monkeys, Squirrel Monkeys
All live in trees
Many have prehensile tails

New World = Marmosets
New World = Howlers
New World = Spider
New World = Squirrel Monkey

2. Old World Monkeys: Macaque, Colobus, Baboon
Most travel and forage (at least part of the time) on the ground
Have larger brains that New World Monkeys
Old World = Macaque
Old World = Colobus
Old World = Baboons

3. Hominoids – Orangutans, Bonobos, Chimps
Hominoids are divided into hominids, great apes and lesser apes
 1. Hominids include living and extinct humans
  a. Walk upright
  b. Have long lower limbs
  c. Opposable thumbs
  d. Relatively large brains
 2. Great apes include gorillas, chimps and orangutans
 3. Lesser apes include gibbons

Great Apes = gorillas
Hominoids/Great Apes = Orangutans
Hominoids = Bonobos
Hominoids/Great Apes = Chimps
Hominoid/Lesser Apes = Gibbons

E. Walking Upright (a characteristic of humans)
1. Bipedal means walking on two legs which allows…
Foraging
carrying infants and food
using tools
Requires:
a. Cup shaped pelvis
b. S shaped spine
c. Toes aligned
d. Larger brain

quiz students orally
Homework:
Read about primate evolution on pages 450‐460 and answer the reinforcement and study guide handout.
Main Activity/Lesson:
Primate Evolution (Cont.)
1. Most hominids are classified either as Australopithecus or Homo
2. Australopithecines were a successful genus

a. Australopithecinusafarensis
  i. Lived 3 – 3.9 million years ago
  ii. Cranial Capacity is 1/3 of modern humans
  iii. Humanlike limbs
3. The Homo genus first evolved 2.4 million years ago
 a. Homo habilis
  i. Lived 2.5 – 1.6 mya
  ii. “Handy man” – used tools
  iii. Ate meat
  iv. Speech
 b. Homo Neanderthalensis
  i. “Neanderthals”
  ii. Larger cranial capacity than humans
  iii. Thick brow ridges and protruding teeth
  iv. Tools
  v. Wore Clothing
Buried their dead
Replaced by modern humans

III. Modern humans arose about 200,000 years ago
1. Homo sapiens fossils date to 200,000 years ago
 a. Human evolution is influenced by a tool‐based culture
 b. There is a trend toward increased brain size in hominids
 c. Characteristics:
  i. High forehead
  ii. No brow ridge
Evaluation:
Vocabulary:
Homework:
Main Activity/Lesson:
Open Book Activity
Students answer the activity questions using their text books
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Powerpoint presentation, Textbook, handouts, worksheets
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. How bionomial nomenclature is being organized
2. The Six Kingdom Classification
3. The scientists who founded the classifying system
4. Taxanomic classification
Weekly Procedural Knowledge Overview - (Students will be able to...)
-explain what general classification is and why it’s important
-experience devising and revising their own classification system
-better understand why scientists do not always agree and why species may be reclassified as new information comes to light.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity/Lesson:
Classification of Life
Warm up:
Students are given a Word search puzzle as part of vocab enrichment for the week’s lesson:
Direct Instruction:
1. Show students the powerpoint presentation and start to discuss how scientists developed a classification system

2. Tell students:
There are 13 billion known species of organisms
This is only 5% of all organisms that ever lived!!!!!
New organisms are still being found and identified

3. Discuss the following:
· Classification is the arrangement of organisms into orderly  groups based on their similarities
 Classification is also known as taxonomy
 Taxonomists are scientists that identify & name organisms
· Benefits of Classifying
 Accurately & uniformly names organisms
 Prevents misnomers such as starfish & jellyfish that aren't  really fish
 Uses same language (Latin) for all names
 Confusion in Using Different Languages for Names
 Latin Names are Understood by all Taxonomists
· Early Taxonomists
 2000 years ago, Aristotle was the first taxonomist
 Aristotle divided organisms into plants & animals
 He subdivided them by their habitat ‐‐‐land, sea, or air  dwellers
· John Ray, a botanist, was the first to use Latin for naming
 His names were very long descriptions telling everything  about the plant
· Carolus Linnaeus
 18th century taxonomist
 Classified organisms by their structure
 Developed naming system still used today
 Called the “Father of Taxonomy”
 Developed the modern system of naming known as binomial  nomenclature
 Two‐word name (Genus & species)
Evaluation:
Completed worksheets
Vocab:
Binomial Nomenclature, Cladogram, Kingdom, Phylum, Class, Order, Family, Genus, Species, Homo Sapiens, Linnaeus, Phylogeny, Scientific Name, Taxonomy, Eubacteria, Protists, Animals, Plants, Fungi
Homework:
Main Activity/Lesson:
Continue..Discussion about Classification

Discuss about:
· Standardized Naming
· Binomial nomenclature used
· Genus species
 Latin or Greek
 Italicized in print
 Capitalize genus, but NOT species
 Underline when writing
· Classification Groups
· Domain, Kingdom, Phylum, Class, Order, Family, Genus,
 species
· Domain
· Kingdom
· Phylum (Division – used for plants)
· Class
· Order
· Family
· Genus
· Species

· The Three Domains
 The three domains, which are larger than the kingdoms, are  the following:

· Eukarya – protists, fungi, plants and animals
· Bacteria – which corresponds to the kingdom Eubacteria.
· Archaea – which corresponds to the kingdom Archaebacteria.

· Primate Cladogram
· Dichotomous Keying
 Used to identify organisms

Ask students if they have questions

Evaluation:
10 item dictated quiz
Vocabulary:
Binomial Nomenclature, Cladogram, Kingdom, Phylum, Class, Order, Family, Genus, Species, Homo Sapiens, Linnaeus, Phylogeny, Scientific Name, Taxonomy, Eubacteria, Protists, Animals, Plants, Fungi
Homework:
Read pages 484‐489 and answer the HW sheets following reinforcement and study guide handouts
Main Activity/Lesson:
Continue.. Discussion about Classification
Discuss about:
· Standardized Naming
· Binomial nomenclature used
· Genus species
 Latin or Greek
 Italicized in print
 Capitalize genus, but NOT species
 Underline when writing
· Classification Groups
· Domain, Kingdom, Phylum, Class, Order, Family, Genus,
 species
· Domain
· Kingdom
· Phylum (Division – used for plants)
· Class
· Order
· Family
· Genus
· Species

· The Three Domains
 The three domains, which are larger than the kingdoms, are  the following:

· Eukarya – protists, fungi, plants and animals
· Bacteria – which corresponds to the kingdom Eubacteria.
· Archaea – which corresponds to the kingdom Archaebacteria.

· Primate Cladogram
· Dichotomous Keying
 Used to identify organisms

Ask students if they have questions

Evaluation:
10 item dictated quiz
Vocabulary:
Binomial Nomenclature, Cladogram, Kingdom, Phylum, Class, Order, Family, Genus, Species, Homo Sapiens, Linnaeus, Phylogeny, Scientific Name, Taxonomy, Eubacteria, Protists, Animals, Plants, Fungi
Homework:
Read pages 484‐489 and answer the HW sheets following reinforcement and study guide handouts
Main Activity/Lesson:
Classifying Marine Organisms
Warm up:
Homework Check Activity idea
In this activity, students work in small groups and come up with their own classification system for a number of marine organisms.

Materials needed
• Set of image cards per group
• Organism information per group
• Pen and paper

What to do:
1. Begin by discussing what the students know about classification.
Can they think of any examples of how we classify everyday objects (by colour, size, purpose)? Can the students come up with any science‐based classification terms, for example, kingdom or phylum;
mammal or reptile? Useful prompts for the discussion:
• Briefly discuss the Linnean classification system and give some examples.
• Why do you think classification is important?
• What evidence do you think scientists look for when deciding how to classify an organism?
• What do you think happens when scientists disagree?
2. Hand out a set of image cards to each group and a copy of the organism information. (The images are of organisms profiled within the Life in the Sea context. Students can refer back to the articles if they have questions about individual characteristics.)
3. Working in small groups (3–4), each group needs to group the organisms shown on the image cards using the organism information provided. There is no right or wrong way to do this but the group must agree.
4. When the group has finished classifying the organisms, they need to name each group and record the common characteristics of each group (the selection criteria they used to decide which organism can be a member of that group).
5. Have each group share with the class how they grouped you organisms and the reasons behind their classification system. Discussion questions • Were there any organisms that you didn’t know? How did this affect the way you grouped them? How do you think scientists go about classifying new/unknown species? • After listening to how the other groups classified the organisms, would you make any changes to your system? (If time permits offer each group the opportunity to revise their system and selection criteria).

Possible variations
Variation 1
• Remove 3–5 images before handing out the image set. After a group has completed step 4, give them the remaining cards and ask them to use their selection criteria to fit these new images into their chosen groups.
• Discussion question: Did the new organisms fit into your classification system? Did you have to make any changes to your selection criteria?
Variation 2
• After step 5, explain to the students that the next job is to divide their groups further. For example an original group of ‘consumers’ can be further divided into herbivores and carnivores. Once again, students should record their selection criteria.
Variation 3
• Either as an introductory or extension activity, ask the groups to classify the organisms by one or more of these suggestions:
• Living or non‐living
• Animals or plants (or by kingdom)
• Role in the marine food web
• Vertebrate or invertebrate
• Where they live

Vocabulary:
Homework:
Main Activity/Lesson:
Quiz
Evaluation:
Vocab:
Materials / Resources (including technology)
Powerpoint presentation, Textbook, handouts, worksheets
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The differences between bacteria and eukaryotic cells.
2. The different ways bacteria can obtain energy.
3. The external and internal structure of Escherichia coli.
4. Two ways that bacteria cause disease.
5. Three ways that bacteria benefit humans.
Weekly Procedural Knowledge Overview - (Students will be able to...)
6. List seven differences between bacteria and eukaryotic cells.
7. Describe three different ways bacteria can obtain energy.
8. Describe the external and internal structure of Escherichia coli.
9. Distinguish two ways that bacteria cause disease.
10. Identify three ways that bacteria benefit humans.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity/Lesson: Domains and Kingdoms
Warm up
Homework check
Finish the discussion on Domains and Kingdoms
· The Three Domains
The three domains, which are larger than the kingdoms, are the following:
· Eukarya – protists, fungi, plants and animals
· Bacteria – which corresponds to the kingdom Eubacteria.
· Archaea – which corresponds to the kingdom Archaebacteria.
· Primate Cladogram
· Dichotomous Keying
Used to identify organisms
Binomial Nomenclature, Cladogram, Kingdom, Phylum, Class, Order, Family, Genus, Species, Homo Sapiens, Linnaeus, Phylogeny, Scientific Name, Taxonomy, Eubacteria, Protists, Animals, Plants, Fungi
Evaluation:
Vocabulary:
Homework:
Main Activity/Lesson: uiz, and Introduction to Kingdom Bacteria
Students will be evaluated in a form of a quiz about Kingdoms and Domains.
Checking of papers

Teacher opens up the topic in Bacteria
Show students different structures and forms of bacteria
Tell students about:
· Evolution/Classification
· Most numerous organism on Earth
· Most Ancient
· Microscopic Prokaryotes
· Evolution has yielded many species adapted to survive where no other organisms can.
· Grouped based on:
Structure, physiology, molecular Composition, reaction to specific types of stain.
· Eubacteria= Germs/bacteria · Archaebacteria
· Kingdom Archaebacteria
Methanogens: Harvest energy by converting H2 and CO2 into methane gas
Anaerobic, live in intestinal tracts
Extreme halophiles: Salt loving, live in Great Salt Lake, and Dead sea.
Thermoacidophiles: Live in acid environments and high temps. Hot Springs, volcanic vents
Evaluation:Quiz
Eubacteria, Archaebacteria, Methanogens, Extreme halophiles , Thermoacidophiles, Gram stain, Photoautotrophs , Chemoautotrophs., Obligate anaerobes., Facultative anaerobes, Obligate aerobes, Peptidoglycan layer, Binary fission, Conjugation, Spore formation, Endospore , Botulism, Cholera, Dental caries, Rocky mountain sf, Lyme disease, Salmonella, Strep throat, Tuberculosis, Antibiotics, Nitrogen fixation
Vocabulary:
Homework:
Main Activity/Lesson: Quiz, and Introduction to Kingdom Bacteria
Students will be evaluated in a form of a quiz about Kingdoms and Domains.
Checking of papers
Teacher opens up the topic in Bacteria
Show students different structures and forms of bacteria
Tell students about:
· Evolution/Classification
·Most numerous organism on Earth
·Most Ancient
·Microscopic Prokaryotes
·Evolution has yielded many species adapted to survive where no other organisms can.
· Grouped based on:
Structure, physiology, molecular Composition, reaction to specific types of stain.
· Eubacteria= Germs/bacteria
· Archaebacteria
· Kingdom Archaebacteria
Methanogens: Harvest energy by converting H2 and CO2 into methane gas
Anaerobic, live in intestinal tracts
Extreme halophiles: Salt loving, live in Great Salt Lake, and Dead sea.
Thermoacidophiles: Live in acid environments and high temps. Hot Springs, volcanic vents
Evaluation:
Quiz
Vocabulary:
Eubacteria, Archaebacteria, Methanogens, Extreme halophiles , Thermoacidophiles, Gram stain, Photoautotrophs , Chemoautotrophs., Obligate anaerobes., Facultative anaerobes, Obligate aerobes, Peptidoglycan layer, Binary fission, Conjugation, Spore formation, Endospore , Botulism, Cholera, Dental caries, Rocky mountain sf, Lyme disease, Salmonella, Strep throat, Tuberculosis, Antibiotics, Nitrogen fixation
Homework:
Main Activity/Lesson: Kingdom Archaebacteria and Eubacteria
· Show students pictures of different bacteria
· Tell something about Gram Stain
Gram‐positive retain stain and appear purple
Have thicker layer in cell wall.
Gram‐negative do not retain stain and take second pink stain instead.
STRUCTURE OF BACTERIA
· Discuss how bacteria get Nutrition and Growth
1. Heterotrophic or Autotrophic
2. Photoautotrophs – Use sunlight for Energy
3. Chemoautotrophs.
4. Many are Obligate Anaerobes.
5. Oxygen = Death
6. Some are Facultative Anaerobes
7. With or without Oxygen
8. Some are Obligate Aerobes
· Tell students that Bacteria can grow really fast
If unlimited space and food were available to a single
bacterium and if all of its offspring divided every 20 minutes
in just 48 hours they would reach a mass of approximately
4000 times the mass of the earth!
· Discuss Binary Fission and Conjugation
· Discuss Spore Formation
Endospore
Evaluation:
Vocabulary:
Eubacteria, Archaebacteria, Methanogens, Extreme halophiles , Thermoacidophiles, Gram stain, Photoautotrophs , Chemoautotrophs., Obligate anaerobes., Facultative anaerobes, Obligate aerobes, Peptidoglycan layer, Binary fission, Conjugation, Spore formation, Endospore , Botulism, Cholera, Dental caries, Rocky mountain sf, Lyme disease, Salmonella, Strep throat, Tuberculosis, Antibiotics, Nitrogen fixation
Homework:
Read pages 516‐524 of the text book and answer the reinforcement and study guide handout.
Main Activity/Lesson: Kingdom Archaebacteria and Eubacteria
BACTERIA AND DISEASES
Give students an idea about these diseases:
• BOTULISM
• CHOLERA
• DENTAL CARIES
• ROCKY MOUNTAIN SF
• LYME DISEASE
• SALMONELLA
• STREP THROAT
• TUBERCULOSIS
Common Antibiotics
Importance of bacteria
• Producing and Processing food
• Breaking down dead organic material
• Make unripened cheese like ricotta and cottage cheese by breaking down the protein in milk.
• Decomposers
• Nitrogen fixation
SHOW students a video on how bacteria invades the body, and causes a disease.
Evaluation:
Vocabulary:
Eubacteria, Archaebacteria, Methanogens, Extreme halophiles , Thermoacidophiles, Gram stain, Photoautotrophs , Chemoautotrophs., Obligate anaerobes., Facultative anaerobes, Obligate aerobes, Peptidoglycan layer, Binary fission, Conjugation, Spore formation, Endospore , Botulism, Cholera, Dental caries, Rocky mountain sf, Lyme disease, Salmonella, Strep throat, Tuberculosis, Antibiotics, Nitrogen fixation
Homework:
Materials / Resources (including technology)
Powerpoint presentation, Textbook, handouts, worksheets
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. Understand how bacteria grows
2. Understand why it is important to reduce the number of bacteria
3. Understand how to store food in a fridge to reduce risk of bacteria
4. Learn how bacteria can be helpful or harmful
Weekly Procedural Knowledge Overview - (Students will be able to...)
Create a display illustrating what they learned about bacteria
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity/Lesson:

Warm up:
Checking of Homework
Start Class with a bellringer

Direct Instruction:
· Show students pictures of different bacteria
· Tell something about Gram Stain
Gram‐positive retain stain and appear purple
Have thicker layer in cell wall.
Gram‐negative do not retain stain and take second pink stain instead.

STRUCTURE OF BACTERIA
· Discuss how bacteria get Nutrition and Growth
1. Heterotrophic or Autotrophic
2. Photoautotrophs – Use sunlight for Energy
3. Chemoautotrophs.
4. Many are Obligate Anaerobes.
5. Oxygen = Death
6. Some are Facultative Anaerobes
7. With or without Oxygen
8. Some are Obligate Aerobes

· Tell students that Bacteria can grow really fast
If unlimited space and food were available to a single bacterium and if all of its offspring divided every 20 minutes in just 48 hours they would reach a mass of approximately 4000 times the mass of the earth!
· Discuss Binary Fission and Conjugation
· Discuss Spore Formation
Endospore

Evaluation:
Vocabulary:
Eubacteria, Coccus, Spirilli, bacillus, staphylococcus, streptococcus, Gram stain, Photoautotrophs , Chemoautotrophs., Obligate anaerobes., Facultative anaerobes, Obligate aerobes, Peptidoglycan layer, Binary fission, Conjugation, Spore formation, Endospore , Botulism, Cholera, Dental caries, Rocky mountain sf, Lyme disease, Salmonella, Strep throat, Tuberculosis, Antibiotics, Nitrogen fixation
Homework:
Main Activity/Lesson: Yoghurt bacteria Lab
Introduction
Bacteria can be found isolated, in pairs (diplo), in clusters or in threads (strepto), and they can have different shapes like rods (bacilli), sphere (coccus) etc.
Yogurt is made from the fermentation of the lactose in milk by the rod‐shaped bacteria Lactobacillus delbrueckii subsp. bulgaricus to produce lactic acid, which acts on milk protein to give yoghurt its texture and its characteristic acidic taste. Other bacteria found in yoghurt are Lactobacillus acidophilus or casei, Streptococcus salivarius subsp. thermophilus and Bifidobacteriumbifidus.


Direct Instruction:
1. Take a very small drop of yogurt with the toothpick and smear it for 2 to 3 seconds on the slide.
2. Place a small drop of methylene blue solution on a microscope slide (optional). Wear gloves.
3. Place a coverslip on top. Remove excess solution around the coverslip with a paper towel or tissue.
4. View in the compound microscope at 4 x or 10 x initially, before moving to higher magnification. Bacteria will appear small even at the highest magnification.
5. Answer the question at the back of this sheet
6. NOTE: Step 2 is optional. You will be able to see the bacteria even without using the stain.

Students answer the following questions:
1. Draw the organisms you have identified under different magnification
2. Based from the structures of bacteria you have identified, classify it according to its shape.
3. Iftheculturecontained two different types of bacteria, Lactobacillus and Pediococcus, is it possible to distinguish the two? Explain.
4. What is the difference in appearance between cells that are considered to be Gram positive and those that are considered to be Gram negative?
5. Why do doctors need to identify if bacteria are Gram positive or Gram negative?
6. What benefits can we get from bacteria? Explain.
Evaluation:
Completed lab sheets
Vocabulary:
Eubacteria, Coccus, Spirilli, bacillus, staphylococcus, streptococcus, Gram stain, Photoautotrophs , Chemoautotrophs., Obligate anaerobes., Facultative anaerobes, Obligate aerobes, Peptidoglycan layer, Binary fission, Conjugation, Spore formation, Endospore , Botulism, Cholera, Dental caries, Rocky mountain sf, Lyme disease, Salmonella, Strep throat, Tuberculosis, Antibiotics, Nitrogen fixation
Homework:
Answer the Bacteria work sheet activity at home
Main Activity/Lesson: Yoghurt bacteria Lab
Introduction Bacteria can be found isolated, in pairs (diplo), in clusters or in threads (strepto), and they can have different shapes like rods (bacilli), sphere (coccus) etc.
Yogurt is made from the fermentation of the lactose in milk by the rod‐shaped bacteria Lactobacillus delbrueckii subsp. bulgaricus to produce lactic acid, which acts on milk protein to give yoghurt its texture and its characteristic acidic taste. Other bacteria found in yoghurt are Lactobacillus acidophilus or casei, Streptococcus salivarius subsp. thermophilus and Bifidobacteriumbifidus.

Direct Instruction:
7. Take a very small drop of yogurt with the toothpick and smear it for 2 to 3 seconds on the slide.
8. Place a small drop of methylene blue solution on a microscope slide (optional). Wear gloves.
9. Place a coverslip on top. Remove excess solution around the coverslip with a paper towel or tissue.
10. View in the compound microscope at 4 x or 10 x initially, before moving to higher magnification. Bacteria will appear small even at the highest magnification.
11. Answer the question at the back of this sheet
12. NOTE: Step 2 is optional. You will be able to see the bacteria even without using the stain.

Students answer the following questions:
7. Draw the organisms you have identified under different magnification
8. Based from the structures of bacteria you have identified, classify it according to its shape.
9. If the culture contained two different types of bacteria, Lactobacillus and Pediococcus, is it possible to distinguish the two? Explain.
10. What is the difference in appearance between cells that are considered to be Gram positive and those that are considered to be Gram negative?
11. Why do doctors need to identify if bacteria are Gram positive or Gram negative?
12. What benefits can we get from bacteria? Explain.
Evaluation:
Completed lab sheets
Vocabulary:
Eubacteria, Coccus, Spirilli, bacillus, staphylococcus, streptococcus, Gram stain, Photoautotrophs , Chemoautotrophs., Obligate anaerobes., Facultative anaerobes, Obligate aerobes, Peptidoglycan layer, Binary fission, Conjugation, Spore formation, Endospore , Botulism, Cholera, Dental caries, Rocky mountain sf, Lyme disease, Salmonella, Strep throat, Tuberculosis, Antibiotics, Nitrogen fixation
Homework:
answer the bacteria worksheet activity at home
Main Activity/Lesson:
Finish the lesson on bacteria and introduction to viruses.
Evaluation:
Vocabulary:
Homework:
Main Activity/Lesson:
Quiz
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Glass microscope slides, Plastic cover slips, Yogurt with live culture, Toothpicks, Paper towels or tissues, Methylene blue solution (0.5 to 1%) Optional, microscope, Powerpoint presentation, Textbook, handouts, worksheets, presenter.
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. Understand how virus are considered non living
2. Understand why it is important to reduce the number of viruses
3. Understand how to prevent viruses from invading the body
4. Learn how bacteria can be helpful or harmful
Weekly Procedural Knowledge Overview - (Students will be able to...)
Create a display illustrating what they learned about bacteria
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity/Lesson:
NO CLASS
Staff Development
Evaluation:

Vocabulary:
Homework:
Main Activity/Lesson:
NO CLASS
Special Holiday for All Schools‐‐ EDSA Revolution Anniversary as per Proclamation No. 655, s. 2013
Evaluation:
Vocabulary:
Homework:
Main Activity/Lesson:
Finish the lesson about Bacteria
Tell students about:
1. Bacteria and Disease
· BOTULISM
· CHOLERA
· DENTAL CARIES
· ROCKY MOUNTAIN SF
· LYME DISEASE
· SALMONELLA
· STREP THROAT
· TUBERCULOSIS

2. Common Antibiotics
· Remind students of some Some Final Information:
· Because antibiotics have been overused, many diseases that were once easy to treat are becoming more difficult to treat.
· Some Bacteria are Useful
· Producing and Processing food
· Breaking down dead organic material
· Make unripened cheese like ricotta and cottage cheese by breaking down the protein in milk.

Importance of Bacteria
· Bacteria are vital to maintaining the living world
· Some are producers that capture energy by photosynthesis
· Others are decomposers that break down the nutrients in dead matter and the atmosphere
· Still other bacteria have human uses
· Decomposers
· As decomposers, bacteria help the ecosystem recycle nutrients, therefore maintaining equilibrium in the environment
· Nitrogen fixation
· Process which turns unusable nitrogen gas into useful nitrogen containing compounds
· You may recall that plants need nitrogen to make amino acids, the building blocks of proteins
Evaluation:
Vocabulary:
Homework:
Give a copy of the worksheet in differentiating bacteria from viruses.
Main Activity/Lesson:
Checking of homeworks
Start class with bellringer:
Ask students the reason why they sometimes have colds and flu…
Direct Instruction:
1. What are Viruses?
· A virus is a non‐cellular particle made up of genetic material and protein that can invade living cells.
2. Virology is the study of viruses
· Viruses are “biological entities” containing either DNA or RNA that require another cell to survive.
3. Viruses have some, but not all, of the characteristics of life. · *So are viruses living or non‐living?*
· Viruses seem to exist only to make more viruses!
4. Considered non‐living particles by most biologists because they:
· Do not carry out cellular respiration
· Do not grow and develop
· Cannot replicate on their own
5. Viruses are named after:
· The disease they cause (poliovirus)
· The organ they infect (adenovirus)
6. Viruses are Specific
· Each virus is specialized
· Most viruses are species‐specific
· Many viruses are also cell‐specific
7. Viral Structure
· Genetic Material in the form of:
DNA
RNA
· Capsid: outer protein coat
· 4 common shapes
Polyhedral (Icosahedral)
Helical
Enveloped
Bacteriophage or phage
Evaluation:
Verbalization of understanding; Question‐answer activity
Vocabulary:
virus, host cell, replication, attachment proteins, polyhedral, helical, enveloped, bacteriophage
Homework:
Main Activity/Lesson: Bacteria vs. Virus activity
Students will be given coloring materials and sketch papers to differentiate a bacteria from a virus by means of illustration or drawing
Evaluation:
Accomplished drawings
Vocabulary:
virus, host cell, replication, attachment proteins, polyhedral, helical, enveloped, bacteriophage
Homework:
Read page 525‐531 and answer the Reinforcement and study guide for viruses handout
Materials / Resources (including technology)
Powerpoint presentation, Textbook, handouts, worksheets, presenter, colored pencils and pens
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. Understand how virus are considered non living
2. Understand why it is important to reduce the number of viruses
3. Understand how to prevent viruses from invading the body
4. Learn how bacteria can be helpful or harmful
Weekly Procedural Knowledge Overview - (Students will be able to...)
Powerpoint presentation, Textbook, handouts, worksheets, presenter, colored pencils and pens
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity/Lesson: Viruses
Warm up:
Checking of Homework
Distribute quiz papers

Direct Instruction:
Using ppt presentation, teacher will continue the discussion about viruses:

1. Tell something about Retroviruses
· Type of RNA virus that reverse transcribes itself into DNA
· The newly transcribed DNA inserts into host’s DNA
Ex: HIV

2. Viruses can cause disease in humans, animals, plants, and even bacteria!
Viruses can cause a variety of diseases:
 Common cold – Polio
 Hepatitis A, B & C – Influenza
 Herpes – Mumps
 Mononucleosis – Measles
 Warts – Viral Meningitis
 Chickenpox – AIDS

3. Show pictures of the following:
 · PAPILLOMA VIRUSES
 · HERPESVIRUSES
 · POX VIRUSES
 · PICORNA VIRUSES
 · RHABDO VIRUSES
 · RETRO VIRUSES

4. Mention about Viroids and Prions
 · Scientists have discovered two virus‐like particles that also cause disease
Viroids
Single stranded RNA molecules that have no surrounding capsid Cause disease in plants
Prions
Proteins that cause disease in animals
Ex.) Mad cow disease

5. We can also be Protected
There are a few big ways to protect yourself against pathogens (disease causing agents)  · Interferons (natural proteins in the body)
 · Antivirals (drugs to treat viruses)
 · Vaccination (using your body’s own immune system to preemptively guard against attack)

SUMMARY Nonliving
Composed of Nucleic acid and protein
Cause many diseases
Virology – Study of Viruses
Comparison of Viruses and Cells below

SUMMARY To Review....
What are the differences between viruses and bacteria?
When you get a cold, should you take an antibiotic to help you get better? Why?
What’s the best and easiest thing to do to avoid getting sick?
Evaluation:
Vocabulary:
Homework:
Main Activity/Lesson: AIDS: What you haven’t been told
Students are subjected to a film viewing activity about AIDS awareness.
Evaluation:
Answer the questions on the activity sheet
Vocabulary:
Homework:
Main Activity/Lesson: AIDS: What you haven’t been told
Students are subjected to a film viewing activity about AIDS awareness.
Evaluation:
Answer the questions on the activity sheet
Vocabulary:
Homework:
Main Activity/Lesson: Bacteria vs. Virus activity
Students will be given coloring materials and sketch papers to differentiate a bacteria from a virus by means of illustration or drawing
Evaluation:
Accomplished drawings
Vocabulary:
virus, host cell, replication, attachment proteins, polyhedral, helical, enveloped, bacteriophage
Homework:
Main Activity/Lesson:
Quiz
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The three major types of protists
2. The places where protists live
3. What protists eat
4. How protists grow
5. How protists reproduce
6. How protists benefit and harm humans
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Utilize inquiry skills to observe and research Kingdom Protista and develop and test hypotheses based upon their observations, prior knowledge, and web research
2. Observe and identify various protists as well as their appearance, modes of locomotion, and food intake.
3. Use web‐based learning to research information about various aspects of Kingdom Protista.
4. Generate relevant hypotheses based on their observations, web research and knowledge of protists.
5. Analyze the results of their experiments and generate appropriate conclusions about the behaviors they observed.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity:
Review last week’s lesson
Quiz: students about viruses and bacteria.
Evaluation:
Vocabulary:
Homework:
Main Activity: Kingdom Protista
Warm up:
Recheck papers

Direct Instruction:
1. Tell students that Protists are unicellular organisms that have a nucleus;
2. Emphasize their Similar to Bacteria:
· Unicellular
· One of the first groups of living things on Earth. (1.5 billion years ago.)
· Microscopic
· Can cause disease.
· Can be parasites
3. Difference from Bacteria:
· Has a nucleus.
· Live in watery environment.
· Generally live as individual cells.
· Protists vary greatly in appearance and function.
4. Discuss the 3 Categories of protists:
· Animal‐like Protists.
· Plant‐like Protists.
· Fungus‐like Protists.

I. Animal‐like Protists
1. Sarcodines (SAHR‐koh‐dighnz)
2. Ciliates (SIHL‐ee‐ihts)
3. Flagellates (FLAJ‐ ehl‐ihts)
4. Sporozoans (spohr‐oh‐ZOH‐uhnz)
Evaluation:
Students answer questions
Vocabulary:
see above organisms
Sample pictures:
Homework:
Using the Reinforcement and study guide, students will answer the questions.
Main Activity:Kingdom Protista
Warm up: Recheck papers
Direct Instruction:

5. Tell students that Protists are unicellular organisms that have a nucleus;
6. Emphasize their Similar to Bacteria:
· Unicellular
· One of the first groups of living things on Earth. (1.5 billion years ago.)
· Microscopic
· Can cause disease.
· Can be parasites
7. Difference from Bacteria:
· Has a nucleus.
· Live in watery environment.
· Generally live as individual cells.
· Protists vary greatly in appearance and function.
8. Discuss the 3 Categories of protists:
· Animal‐like Protists.
· Plant‐like Protists.
· Fungus‐like Protists.

I. Animal‐like Protists
1. Sarcodines (SAHR‐koh‐dighnz)
2. Ciliates (SIHL‐ee‐ihts)
3. Flagellates (FLAJ‐ ehl‐ihts)
4. Sporozoans (spohr‐oh‐ZOH‐uhnz)
Evaluation:
Students answer questions
Vocabulary:
see above organisms
Homework:
Using the Reinforcement and study guide, students will answer the questions.
Main Activity: Observing and Classifying Protozoa
Students will observe the following microorganisms using microspcopes and slides:




Students will draw or sketch the organisms they actually have seen under the microscope



Students would answer conclusive questions that would help them understand the topic further.
Evaluation:
Accomplished lab sheets
Vocabulary:
Homework:
Main Activity: Finish Kingdom Protista
Discuss the remaining slides from the presentation:
II. Plant‐like Protists
6 Groups of Plant like Protists
· Euglenoids (yoo‐GLEE‐noydz)
· Diatoms (DIGH‐ah‐tahmz)
· Dinoflagellates (digh‐noh‐FLAJ‐eh‐layts)
· Red Algae
· Green Algae
· Brown Algae

III. Fungus‐like Protists
· Three types: Slime Molds, Water & Downy Molds
Type: Water & Downy Molds
Live in water or moist places.
Tiny threads that look like fuzz.
Attack food crops
Caused the Irish Potato Famine.

Type:
Reproduce by Fruiting Bodies:
The Fruiting Bodies contain Spores.
At first they look like amoeba, then later they look like mold.
Live on moist shady places.
Feed on bacteria and other microorganisms.
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Glass microscope slides, Plastic cover slips, hay infusion, pond water, Toothpicks, Paper towels or tissues, Methylene blue solution (0.5 to 1%) Optional, microscope, Powerpoint presentation, Textbook, handouts, worksheets, presenter.
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
1. Parts of different protozoans
2. The life cycle of a fungi
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Last Day for Kingdom Protista
Warm up: Review Students about previous topic
Direct instruction:
1. Using bond papers and colored pens/pencil, illustrate the parts of different protists like paramecium, amoeba, and euglena
2. Students are given 45 minutes to accomplish the tasks
Evaluation:
Vocabulary:
Homework:
Main Activity: Protozoa Lab
Observing and Classifying Protozoa

Background
The name protozoa actually means “first animals”. This name was given because many protozoa share characteristics with animals. However, there are also many that share characteristics with plants. In this lab, you will observe different members of this diverse group.

Materials
Microscope
Clean glass microscope slides
Clean cover slips
Pipette

Amoeba proteus
Label all of the parts on the Amoeba proteus diagram below. Include each of the following: Contractile vacuole, nucleus, pseudopod, endoplasm

Draw the Amoeba proteus specimen you observe in the microscope under 10x and 40x magnification. Label each of the parts from the diagram above.
Evaluation:
Vocabulary:
Homework:
Main Activity: Protozoa Lab
Observing and Classifying Protozoa

Background
The name protozoa actually means “first animals”. This name was given because many protozoa share characteristics with animals.
However, there are also many that share characteristics with plants.
In this lab, you will observe different members of this diverse group.

Materials
Microscope
Clean glass microscope slides
Clean cover slips
Pipette

Amoeba proteus
Label all of the parts on the Amoeba proteus diagram below. Include each of the following: Contractile vacuole, nucleus, pseudopod, endoplasm

Draw the Amoeba proteus specimen you observe in the microscope under 10x and 40x magnification. Label each of the parts from the diagram above.
Evaluation:
Vocabulary:
Homework:
Main Activity:
Quiz
Evaluation:
Vocabulary:
Homework:
Main Activity:
Introduction to Kingdom Mycota
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. how fungi act as decomposers
2. ways how fungi are essential to the
health of a forest ecosystem
3. the parts of a fungus
4. the way that a fungus absorbs nutrients
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Describe how fungi act as decomposers
2. Describe ways that fungi are essential to the health of a forest ecosystem
3. Identify the parts of a fungus
4. Describe the way that a fungus absorbs nutrients
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Kingdom Fungi
Warm up:
Checking of Homework

Direct Instruction:
Teacher starts the lesson with:

1. Kingdom Fungi
· The Study of Fungi is called Mycology
2. Characteristics of Kingdom Fungi
· Be Multicellular
· Have Eukaryotic cells
· Be Heterotrophs
· Must have cell walls
3. Most fungi are sedentary..(they don’t move around, they live their lives anchored somewhere)
4. Digestion takes place outside the body (extra‐cellular) Fungi are Absorptive Feeders …they simply ingest (absorb) digested foods thru their cell walls
5. Ecological Role
The major role of Fungi is as Decomposers (they are the great recyclers)…. They are Saprophytes
6. The Primary Structures of a Fungi
· Spores Hypha Mycelium Fruiting Body
7. Classification of Fungi
mostly classified by the shape of the “Fruiting Bodies”
The “Fruiting Bodies” are the reproductive structures.
 · Phylum Zygomycota (bread mold)
 · Phylum Basidiomycota (mushrooms, puff balls, bracket fungi)
 · Phylum Ascomycota (cup fungi)
 · Phylum Deuteromycota (Imperfect fungi)
 · Ringworm
 · Ringworm
 · Ringworm
 · Lichens
8. Many Fungi are involved in Mycorhizzae relationships…Over 90% of plants have fungi associated with their roots. The fungus absorbs and concentrates phosphates for delivery to the plant roots. In return, the fungus receives sugars synthesized by the plant.
Evaluation:
Check Understanding with Q and A
Vocabulary:
refer to words above
Homework:
Main Activity: FUNGI and PROTOZOA LAB
1. Allow some bread (preferably multigrain with seeds and without preservatives…propionic acid is a mold inhibitor) and some fruit/vegetables to mold. Room temperature is best, and a partly sealed container is important to retain moisture but prevent anaerobic bacteria from growing. Don’t attempt to mold potatoes, onions or garlic. They are highly resistant to mold growth and will usually develop foul‐smelling anaerobic bacteria before mold. (A good question to students would be “Why is this?”…answer…defenses from soil fungi.)
2. Collect a mixture of wild mushrooms and store‐bought mushrooms. Be cautious with wild mushrooms around children as some are deadly. Potentially poisonous mushrooms could be displayed in a transparent container.
3. If possible, obtain slides of non‐mushroom fungi (such as Sordaria, yeast, Nematode‐trapping fungi, etc.) as well as microscopes and slide‐preparation materials.
4. Familiarize yourself with the basics of fungal diversity, structure and nutrition
Evaluation:
Vocabulary:
Homework:
Main Activity: FUNGI and PROTOZOA LAB
1. Allow some bread (preferably multigrain with seeds and without preservatives…propionic acid is a mold inhibitor) and some fruit/vegetables to mold. Room temperature is best, and a partly sealed container is important to retain moisture but prevent anaerobic bacteria from growing. Don’t attempt to mold potatoes, onions or garlic. They are highly resistant to mold growth and will usually develop foul‐smelling anaerobic bacteria before mold. (A good question to students would be “Why is this?”…answer…defenses from soil fungi.)
2. Collect a mixture of wild mushrooms and store‐bought mushrooms. Be cautious with wild mushrooms around children as some are deadly. Potentially poisonous mushrooms could be displayed in a transparent container.
3. If possible, obtain slides of non‐mushroom fungi (such as Sordaria, yeast, Nematode‐trapping fungi, etc.) as well as microscopes and slide‐preparation materials.
4. Familiarize yourself with the basics of fungal diversity, structure and nutrition
Evaluation:
Vocabulary:
Homework:
Main Activity:
QUIZ
Evaluation:
Vocabulary:
Homework:
Main Activity:
SPAS OLYMPICS
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Microscope
Slides
Cover slips
Iodine solution
Lab sheets
Worksheets
Handouts
Computer
Projector
Presenter
Quiz paper
Sample bread molds
yeast
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The concepts learned in the topics
previously discussed
2. The concepts learned about
kingdom classification and taxonomy
Weekly Procedural Knowledge Overview - (Students will be able to...)
3. reinforce concepts learned in the topics previously discussed by:
• Creating a vocabulary card
• Constructing concept maps
• Participating in the round robin activity
4. Reinforce concepts learned about taxonomy from archaebacteria to fungi
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Review
Review Activities:
1. Students create a vocabulary card by:
a. Writing a word in the middle of the index card
b. Writing the definition of the word in the upper right hand corner of the card
c. Writing related vocabulary words in the upper left hand corner
d. Writing down examples of the word
e. Drawing/ illustrating the word
2. Students are arranged in a semi‐circle for the round robin activity.
Teacher will say a word/concept and the students have to give an example (Domain, Kingdom, Plantae, Animalia etc..)
Evaluation:
Short Quiz
Vocabulary:
Homework:
Main Activity: Review
Warm Up
Checking/collection of Final requirements and notebooks

Bell Ringer: Students answer 5 T/F questions.

Review Proper:
Students play “Who wants to be a millionaire?” Students take turns in being the contestant. They answer questions from the lowest level of difficulty to the highest until they reach 1 million. Once a wrong answer is given, the student stops answering questions and his/her score is commensurate to the level reached.
Evaluation:
Students’ scores in the game activity
Vocabulary:
Homework:
Main Activity: Review
Warm Up
Checking/collection of Final requirements and notebooks

Bell Ringer: Students answer 5 T/F questions.

Review Proper:
Students play “Who wants to be a millionaire?” Students take turns in being the contestant. They answer questions from the lowest level of difficulty to the highest until they reach 1 million. Once a wrong answer is given, the student stops answering questions and his/her score is commensurate to the level reached.
Evaluation:
Students’ scores in the game activity
Vocabulary:
Homework:
Main Activity:
Exam part 1
Evaluation:
Vocabulary:
Homework:
Main Activity:
Exam part 2
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Index cards, books, notes, board markers, Scoreboard, PowerPoint, presenter
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The major characteristics of organisms classified within Kingdom Plantae.
2. The major structures of a plant cell
3. The process of photosynthesis
4. The major characteristics of nonvascular plants (mosses, liverworts, hornworts).
5. The major characteristics of the seedless vascular plants (ferns, club mosses and horsetails).
6. The difference between non‐vascular and vascular plants .
7. The structures of a seed and each of their functions.
8. The various mechanisms by which seeds are actively and passively dispersed.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. List the major characteristics of organisms classified within Kingdom Plantae.
2. Identify the major structures of a plant cell on a diagram and describe each of their functions.
3. Describe the process of photosynthesis and write out the chemical equation. 4. Describe the major characteristics of non‐vascular plants (mosses, liverworts, hornworts).
5. Identify the layers of a bog and describe how a bog forms over time.
6. Describe the major characteristics of the seedless vascular plants (ferns, club mosses and horsetails).
7. Differentiate between non‐vascular and vascular plants and explain why vascular tissue gives plants advantages.
8. Differentiate between the functions of xylem and phloem vascular tubes within stems.
9. Differentiate between seedless and seed plants and explain why seeds give plants advantages.
10. Identify the structures of a seed and describe each of their functions.
11. Describe the various mechanisms by which seeds are actively and passively dispersed.
12. Identify the layers of a leaf and describe the function of each structure.
13. Identify the structures of a stem and describe each of their functions.
14. Differentiate between herbaceous and woody stems.
15. Determine the age of a tree along with major events in its life by analyzing a cross‐section of its trunk.
16. Identify the structures of a root and describe each of their functions.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity:
Midterm Exam Re‐checking
Completion of Requirements
New set of classroom rules and policies
Prep students for Kingdom Plantae lesson
Evaluation:
Vocabulary:
Homework:
Main Activity: Kingdom Plantae
Warm up: Class starts with biology trivia

Direct Instruction:
1. Teacher introduces The Plant Kingdom
This kingdom has organisms that are multicellular, have cell walls and chlorophyll, produce their own food, and don’t physically move from one place to another.
2. Teacher discusses the following concepts:
· Vascular
· Non‐Vascular
· Photosynthesis
· Plant Cell
· Parts of a Flower
· Test Items
3. Non‐Vascular
plants that do not have tubes to carry water up the plant or tubes to carry food made in the leaves down the plant
· Examples:
· mosses
· liverworts
· ferns
· hornworts 4. Vascular
Plants that have tubes to carry water up and food down the plant
· Examples:
· American dogwood tree
· roses
· grass
5. Photosynthesis
Plant cells produce their own food through a process called photosynthesis. Photosynthesis allows plants to convert light energy into food energy.
6. Parts of a Flower

7. Plant Cell
Evaluation:
Short quiz and Q and A discussion
Vocabulary:
Plantae, multicellular, eukaryote, autotroph, photosynthesis, glucose sugar, vacuole, nucleus, chloroplast, cell wall, cell membrane, cytoplasm, chlorophyll, cellulose, cuticle, fertilization, gametes, gametophyte, sporophyte, zygote, rhizoid, spore, vascular , seed, embryo, cotyledon, seed coat, seed dispersal, stomata, compound leaf, simple leaf, germination, cambium, bark, heartwood, sapwood, pith, root cap, root hairs, tap root, fibrous root, pollen, pollination, ovule, petal, sepal, stamen, pistil, anther, ovary, stigma, style, fruit, flower, monocot, dicot
Homework:
Collect different leaves with different characteristics. Show them to class tomorrow
Main Activity: Kingdom Plantae
Warm up: Class starts with biology trivia Direct Instruction: 8. Teacher introduces The Plant Kingdom This kingdom has organisms that are multicellular, have cell walls and chlorophyll, produce their own food, and don’t physically move from one place to another.
9. Teacher discusses the following concepts:
· Vascular
· Non‐Vascular
· Photosynthesis
· Plant Cell
· Parts of a Flower
· Test Items
10. Non‐Vascular
plants that do not have tubes to carry water up the plant or tubes to carry food made in the leaves down the plant
· Examples:
· mosses
· liverworts
· ferns
· hornworts
11. Vascular
Plants that have tubes to carry water up and food down the plant
· Examples:
· American dogwood tree
· roses
· grass
12. Photosynthesis
Plant cells produce their own food through a process called photosynthesis. Photosynthesis allows plants to convert light energy into food energy.
13. Parts of a Flower (see the picture of flower in Tue. session)
14. Plant Cell (see the picture of plant cell in Tue. session)
Evaluation:
Short quiz and Q and A discussion
Vocabulary:
Plantae, multicellular, eukaryote, autotroph, photosynthesis, glucose sugar, vacuole, nucleus, chloroplast, cell wall, cell membrane, cytoplasm, chlorophyll, cellulose, cuticle, fertilization, gametes, gametophyte, sporophyte, zygote, rhizoid, spore, vascular , seed, embryo, cotyledon, seed coat, seed dispersal, stomata, compound leaf, simple leaf, germination, cambium, bark, heartwood, sapwood, pith, root cap, root hairs, tap root, fibrous root, pollen, pollination, ovule, petal, sepal, stamen, pistil, anther, ovary, stigma, style, fruit, flower, monocot, dicot
Homework:
Collect different leaves with different characteristics. Show them to class tomorrow
Main Activity:Classification of Plants
Flowering vs. non flowering plants
Evaluation:
Vocabulary:
Plantae, multicellular, eukaryote, autotroph, photosynthesis, glucose sugar, vacuole, nucleus, chloroplast, cell wall, cell membrane, cytoplasm, chlorophyll, cellulose, cuticle, fertilization, gametes, gametophyte, sporophyte, zygote, rhizoid, spore, vascular , seed, embryo, cotyledon, seed coat, seed dispersal, stomata, compound leaf, simple leaf, germination, cambium, bark, heartwood, sapwood, pith, root cap, root hairs, tap root, fibrous root, pollen, pollination, ovule, petal, sepal, stamen, pistil, anther, ovary, stigma, style, fruit, flower, monocot, dicot
Homework:
Main Activity: Outdoor Leaf Scavenger Hunt
(Adobe Acrobat file for Scavenger Hunt ‐ attached)
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Powerpoint, presenter, computer, projector, handouts, notes, worksheets, leaves, activity sheets.
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
1. The major characteristics of organisms classified within Kingdom Plantae.
2. The major structures of a plant cell
3. The process of photosynthesis
4. The major characteristics of nonvascular plants (mosses, liverworts, hornworts).
5. The major characteristics of the seedless vascular plants (ferns, club mosses and horsetails).
6. The difference between non‐vascular and vascular plants .
7. The structures of a seed and each of their functions.
8. The various mechanisms by which seeds are actively and passively dispersed.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. List the major characteristics of organisms classified within Kingdom Plantae.
2. Identify the major structures of a plant cell on a diagram and describe each of their functions.
3. Describe the process of photosynthesis and write out the chemical equation.
4. Describe the major characteristics of non‐vascular plants (mosses, liverworts, hornworts).
5. Identify the layers of a bog and describe how a bog forms over time.
6. Describe the major characteristics of the seedless vascular plants (ferns, club mosses and horsetails).
7. Differentiate between non‐vascular and vascular plants and explain why vascular tissue gives plants advantages.
8. Differentiate between the functions of xylem and phloem vascular tubes within stems.
9. Differentiate between seedless and seed plants and explain why seeds give plants advantages.
10. Identify the structures of a seed and describe each of their functions.
11. Describe the various mechanisms by which seeds are actively and passively dispersed.
12. Identify the layers of a leaf and describe the function of each structure.
13. Identify the structures of a stem and describe each of their functions.
14. Differentiate between herbaceous and woody stems.
15. Determine the age of a tree along with major events in its life by analyzing a cross‐section of its trunk.
16. Identify the structures of a root and describe each of their functions.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Class starts with bellringer
Warm up: Class starts with bellringer

Direct Instruction:
1. Teacher will discuss the following topics:
· Examples of Mosses
· Characteristics of Mosses
· Characteristics of Ferns
· Characteristics of Gymnosperms
· Monocotyledons
· Characteristics of Monocotyledons
· Dicotyledons
· Characteristics of Dicotyledons
· Plant Classification
Evaluation:
Short quiz and Q and A discussion
Vocabulary:
Plantae, multicellular, eukaryote, autotroph, photosynthesis, glucose sugar, vacuole, nucleus, chloroplast, cell wall, cell membrane, cytoplasm, chlorophyll, cellulose, cuticle, fertilization, gametes, gametophyte, sporophyte, zygote, rhizoid, spore, vascular , seed, embryo, cotyledon, seed coat, seed dispersal, stomata, compound leaf, simple leaf, germination, cambium, bark, heartwood, sapwood, pith, root cap, root hairs, tap root, fibrous root, pollen, pollination, ovule, petal, sepal, stamen, pistil, anther, ovary, stigma, style, fruit, flower, monocot, dicot
Homework:
Main Activity:Plant Hunt and Microscope lab
Students will have a lab activity with the following instructions:

OBSERVING WHOLE NON‐VASCULAR PLANTS

In the circle below, draw an example of a typical non‐vascular plant as seen in the microscope. Write the name of the plant under your drawing.


OBSERVING NAKED‐SEED VASCULAR PLANTS (GYMNOSPERMS)
In the circle below, draw an example of a typical seedless vascular plant as seen in the microscope. Write the name of the plant under your drawing. Use the cross‐section part of the stem or cut a portion of a leaf of the plant


OBSERVING VASCULAR PLANTS WITH SEEDS (ANGIOSPERMS) In the circle below, draw an example of a typical vascular plant with seeds as seen in the microscope. Write the name of the plant under your drawing. Use the cross‐section part of the stem or cut a portion of a leaf of the plant


Questions:
1. Discuss how plants are being classified. Provide examples.
2. What are some of the characteristics of mosses?
3. What are the differences between gymnosperms and angiosperms?
4. What are the differences between a monocotyledon and dicotyledon?
Evaluation:
Accomplished lab sheets
Vocabulary:
Plantae, multicellular, eukaryote, autotroph, photosynthesis, glucose sugar, vacuole, nucleus, chloroplast, cell wall, cell membrane, cytoplasm, chlorophyll, cellulose, cuticle, fertilization, gametes, gametophyte, sporophyte, zygote, rhizoid, spore, vascular , seed, embryo, cotyledon, seed coat, seed dispersal, stomata, compound leaf, simple leaf, germination, cambium, bark, heartwood, sapwood, pith, root cap, root hairs, tap root, fibrous root, pollen, pollination, ovule, petal, sepal, stamen, pistil, anther, ovary, stigma, style, fruit, flower, monocot, dicot
Homework:
Main Activity: Plant Hunt and Microscope lab
Students will have a lab activity with the following instructions:

OBSERVING WHOLE NON‐VASCULAR PLANTS In the circle below, draw an example of a typical non‐vascular plant as seen in the microscope. Write the name of the plant under your drawing.


OBSERVING NAKED‐SEED VASCULAR PLANTS (GYMNOSPERMS)
In the circle below, draw an example of a typical seedless vascular plant as seen in the microscope. Write the name of the plant under your drawing. Use the cross‐section part of the stem or cut a portion of a leaf of the plant


OBSERVING VASCULAR PLANTS WITH SEEDS (ANGIOSPERMS) In the circle below, draw an example of a typical vascular plant with seeds as seen in the microscope. Write the name of the plant under your drawing. Use the cross‐section part of the stem or cut a portion of a leaf of the plant


Questions:
1. Discuss how plants are being classified. Provide examples.
2. What are some of the characteristics of mosses?
3. What are the differences between gymnosperms and angiosperms?
4. What are the differences between a monocotyledon and dicotyledon?
Evaluation:
Accomplished lab sheets
Vocabulary:
Plantae, multicellular, eukaryote, autotroph, photosynthesis, glucose sugar, vacuole, nucleus, chloroplast, cell wall, cell membrane, cytoplasm, chlorophyll, cellulose, cuticle, fertilization, gametes, gametophyte, sporophyte, zygote, rhizoid, spore, vascular , seed, embryo, cotyledon, seed coat, seed dispersal, stomata, compound leaf, simple leaf, germination, cambium, bark, heartwood, sapwood, pith, root cap, root hairs, tap root, fibrous root, pollen, pollination, ovule, petal, sepal, stamen, pistil, anther, ovary, stigma, style, fruit, flower, monocot, dicot
Homework:
Main Activity: NO CLASS
MAY 1 – LABOR DAY as per PROCLAMATION NO. 655
Evaluation:
Vocabulary:
Homework:
Main Activity:Quiz
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Powerpoint, presenter, computer, projector, handouts, notes, worksheets, leaves, activity sheets, microscope, lab sheets, slides, cover slips, dyes.
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
1. Classification of objects, ideas, or information into groups, the members of which have one or more characteristics in common.
2. Scientific classification groups all animals on the basis of certain characteristics they have in common.
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Classify animals as vertebrates or invertebrates.
2. Assemble an animal skeleton.
3. Identify basic animal structures.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Quiz on Plant kingdom
Direct Instruction: Teacher will administer a chapter quiz.


Evaluation:
completed quiz sheets
Vocabulary:
Homework:
Read pages 691 – 706 of their Glencoe Biology book
Main Activity: Kingdom Animalia
Warm up:
Class starts with biology trivia
Checking of homework
Distribution of quiz papers

Direct Instruction:
1. With the use of scientific method and powerpoint presentations,
Teacher introduces and deduces the animal kingdom:

Kingdom Animalia
· Multicellular, heterotrophic eukaryotes
· Capable of controlled locomotion
· Unique tissue: nervous and muscle
· 35 phyla
 - 1 million described species
· 3 ‐ 30 million estimated number of species
· Flagellated sperm
· Early stages of embryology
· Common themes in animal body plans
· Despite their morphological diversity, animals are monophyletic

2. Students will take down notes of the following:
· Key Features in Animal Diversity
· Level of organization
· Symmetry
· Body plan
· Embryological development
A. Levels of Organization
· Ancestral form had some specialized cells and some cooperation between cells
· Subkingdom Parazoa, which includes the sponges, lack tissues
· Evolution of tissues was next step in animal evolution
· Compartmentalization into specialized “regions” was the next step

B. Symmetry
· Teacher will ask: How many planes can a body be divided into along its long axis and still get mirror images?
· Teacher will show the figures of each body symmetry

C. Body Plans
· Attributes considered for all animals
· Presence or absence of different tissue types
· Type of symmetry
· Presence or absence of a true body cavity
· Body Plans – Bilateral Animals
· All animals based on one of three body plans
· Different body plans provide different adaptive advantages
· Apparent trend ‐ increased potential body size
· Body cavity is area between body wall and internal organs
· Body Plans – Bilateral Animals

D. Embryological development of tissues
· Ectoderm
· Mesoderm
· Endoderm
Evaluation:
Notes taken and Question – answer activity
Vocabulary:
Animal, Invertebrates, Vertebrates, Feedback Mechanism, Development, Blastula, Gastrula, Protosomes, Deuterosomes, Ectoderm, Endoderm, Mesoderm, Body Symmetry, Asymmetrical, Radial Symmetry, Bilateral Symmetry, Anterior, Posterior, Dorsal, Ventral, Cephalization, Phylum Porifera, Phylum Cnidaria, Phylum Platyhelminthes, flatworms, flukes, tapeworms, parasitic flatworms
square body segments, Sponges, Hermaphroditic, Jellyfish, Phylum,, Nematoda, Ascarid Worm, Phylum Annelida, Leeches, Class, Polychaeta, Phylum Mollusca, Visceral Mass, internal organs
Homework:
Main Activity: NO CLASS
Evaluation:
Vocabulary:
Homework:
Main Activity:Kingdom Animalia
Warm up:
Class starts with biology trivia
Checking of homework
Distribution of quiz papers

Direct Instruction:

3. With the use of scientific method and powerpoint presentations,
Teacher introduces and deduces the animal kingdom:

Kingdom Animalia
· Multicellular, heterotrophic eukaryotes
· Capable of controlled locomotion
· Unique tissue: nervous and muscle
· 35 phyla
 - 1 million described species
· 3 ‐ 30 million estimated number of species
· Flagellated sperm
· Early stages of embryology
· Common themes in animal body plans
· Despite their morphological diversity, animals are monophyletic

4. Students will take down notes of the following:
· Key Features in Animal Diversity
· Level of organization
· Symmetry
· Body plan
· Embryological development
E. Levels of Organization
· Ancestral form had some specialized cells and some cooperation between cells
· Subkingdom Parazoa, which includes the sponges, lack tissues
· Evolution of tissues was next step in animal evolution
· Compartmentalization into specialized “regions” was the next step

F. Symmetry · Teacher will ask: How many planes can a body be divided into along its long axis and still get mirror images? · Teacher will show the figures of each body symmetry

G. Body Plans · Attributes considered for all animals · Presence or absence of different tissue types · Type of symmetry · Presence or absence of a true body cavity · Body Plans – Bilateral Animals · All animals based on one of three body plans · Different body plans provide different adaptive advantages · Apparent trend ‐ increased potential body size · Body cavity is area between body wall and internal organs · Body Plans – Bilateral Animals

H. Embryological development of tissues · Ectoderm · Mesoderm · Endoderm
Evaluation:
Notes taken and Question – answer activity
Vocabulary:
Animal, Invertebrates, Vertebrates, Feedback Mechanism, Development, Blastula, Gastrula, Protosomes, Deuterosomes, Ectoderm, Endoderm, Mesoderm, Body Symmetry, Asymmetrical, Radial Symmetry, Bilateral Symmetry, Anterior, Posterior, Dorsal, Ventral, Cephalization, Phylum Porifera, Phylum Cnidaria, Phylum Platyhelminthes, flatworms, flukes, tapeworms, parasitic flatworms
square body segments, Sponges, Hermaphroditic, Jellyfish, Phylum,, Nematoda, Ascarid Worm, Phylum Annelida, Leeches, Class, Polychaeta, Phylum Mollusca, Visceral Mass, internal organs
Homework:
Main Activity:
Animal Kingdom Activity (worksheet attached)
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Powerpoint, presenter, computer, projector, handouts, notes, worksheets, leaves, activity sheetsr slips, dyes., microscope, lab sheets,
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The nine phylums of kingdom animalia
2. The examples of each phylum
3. The different biological processes related to adaptations for each sub phylums
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. Know and understand the seven levels of classification.
2. Apply that knowledge as they practice classifying animals.
3. Evaluate and compare the classification of animals.
4. Devise a classification system for the objects in their homes.
5. Create a new species and classify it according to the principles of classification.
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Animal Classification
Procedures:
1. Set up: Have students to turn computers on and make sure they are all working and have an internet connection. Turn projector on so it will be ready to show students an example of the assignment. (Will have told students to meet in the computer lab from the previous class time) (5 min.)
2. Gain Attention: Tell students they will be surfing the internet today to do their assignment. (5 min.)
3. Inform Learner of Objectives: Ask students if they know what a mind map is. Then ask if they know how many taxonomic kingdoms there are and what they are and tell them they will be learning about the kingdom animalia today. Also remind them that they will need to use the scientific names and the common name of the example animal they use; along with organization and creativity of the chart will also be graded on. And of course the information has to be correct. (15 min.)
4. Present Stimulus Material: Show students and example of the mind map and the information that should be on it. (10 min.) 5. Provide Learner Guidance: Give examples of places on the internet to find their information along with using their textbook. Show how to create different parts of the mind map such as adding in information. (5 min.)
6. Elicit Performance/Provide Feedback: Have the students start creating their own mind map. Check on students (going around the room) and see if they are having any problems or are doing okay with the assignment. (20 min.)
7. Assess Performance: Tell students to email the mind map to me and print it out. (5 min.)
8. Enhance Retention and Transfer: At the end of class tell students that knowing which animal is closest related to another animal for science for a lot of reasons (and naming a few of them.) (5 min.)

Technology Integration:
Using this mind map will help to create a visual image for students of the separate parts of the kingdom animalia instead of just trying to tell them about it. Also with the students creating a mind map for them‐self helps them to retain the information because they are putting the information together.
Evaluation:
1. The information on the chart needs to be correct such as connecting information and scientific names matching common names.
2. The organization, clarity, and neatness of the chart will be evaluated.
3. Creativity with the use of media will be taken in account of too.
Vocabulary:
Homework:
Main Activity: Animal classification
Characteristics
Heterotrophs
Eukaryotic
Multicellular
No cell wall, no chloroplasts
Motile
Sense Organs

9 phyla we will mention
Porifera—sponges
Cnidaria—jellyfish, sea anemones, coral
Platyhelminthes—flatworms
Nematoda—roundworms
Annelida—earthworms
Mollusca—shelled animals
Arthropoda—insects, spiders
Echinodermata—spiny‐skinned
Chordata—vertebrates (and others)

Phylum Porifera
(sponges)
Asymmetrical
Pores—filter feeders
Not motile (sessile)
Provide habitat for other animals
Eaten by starfish and some fish
Most primitive animal

Phylum   Cnidaria
(jellyfish, sea anemones, coral)
Digestive cavity called a coelenteron
Radial symmetry
Predators‐feed on crustaceans
Corals provide important habitat for fish
Coral used for decoration and threatened by pollution
All have stinging cells

Phylum   Platyhelminthes
(planarians, tapeworms, flukes)
Bilateral symmetry
Cephalization‐ head and brain
Acoelomate‐ no body cavity
Incomplete digestive system (one opening)
Some are parasites in digestive tract
In early 1900’s models ate them to be thin—YUK!

Phylum   Nematoda
(roundworms)
Also called nematodes
Complete digestive system‐separate mouth and anus (2 openings)
Pseudocoelomate
Decomposers, predators (bacteria, inverts)
Eaten by insects, mice
Beneficial to garden by eating insects

Phylum   Annelida
(segmented worms)
i.e. earthworms, leeches
True coelom
Sensitive to vibrations on ground‐rain
Prey for robins, shrews, jays, snakes
Leeches have cornified knobs to break skin, anticoagulant and anesthetic

Phylum   Mollusca
(shelled…sometimes)
i.e. snails, slugs, clams, mussels, scallops, oysters, octopus and squid Variety in form
Giant squid = sea serpent
Introduction of garden snails

Phylum   Arthropoda
(jointed legged animals)
i.e. insects, spiders and scorpions, shellfish (crustaceans), centipedes (1 pr legs per segment), millipedes (2 pr)
Exoskeleton
Metamorphosis
Pheromones
Molting ‐‐‐ shredding
Insects

Metamorphosis is a biological process by which an animal physically develops after birth or hatching, involving a quick change in the animal's body structure through cell growth

MOLTING also known as shedding for some species, is the manner in which an animal routinely casts off a part of its body

Phylum   Echinodermata;
(spiny‐skinned)
i.e. sea stars = starfish,
sea urchins
Water vascular system
Tube feet
Important predators
Echinoderms
Phylum Chordata
(includes the vertebrates)
i.e. fish, sharks, amphibians, reptiles, birds, mammals
Notochord, nerve cord, gill slits, tail
Evaluation:
Vocabulary:
Homework:
Main Activity: Animal classification
Characteristics
Heterotrophs
Eukaryotic
Multicellular
No cell wall, no chloroplasts
Motile
Sense Organs

9 phyla we will mention
Porifera—sponges
Cnidaria—jellyfish, sea anemones, coral
Platyhelminthes—flatworms
Nematoda—roundworms
Annelida—earthworms
Mollusca—shelled animals
Arthropoda—insects, spiders
Echinodermata—spiny‐skinned
Chordata—vertebrates (and others)

Phylum   Porifera
(sponges)
Asymmetrical
Pores—filter feeders
Not motile (sessile)
Provide habitat for other animals
Eaten by starfish and some fish
Most primitive animal

Phylum   Cnidaria
(jellyfish, sea anemones, coral)
Digestive cavity called a coelenteron
Radial symmetry
Predators‐feed on crustaceans
Corals provide important habitat for fish
Coral used for decoration and threatened by pollution
All have stinging cells

Phylum   Platyhelminthes
(planarians, tapeworms, flukes)
Bilateral symmetry
Cephalization‐ head and brain
Acoelomate‐ no body cavity
Incomplete digestive system (one opening)
Some are parasites in digestive tract
In early 1900’s models ate them to be thin—YUK!

Phylum Nematoda
(roundworms)
Also called nematodes
Complete digestive system‐separate mouth and anus (2 openings)
Pseudocoelomate
Decomposers, predators (bacteria, inverts)
Eaten by insects, mice
Beneficial to garden by eating insects

Phylum   Annelida
(segmented worms)
i.e. earthworms, leeches
True coelom
Sensitive to vibrations on ground‐rain
Prey for robins, shrews, jays, snakes
Leeches have cornified knobs to break skin, anticoagulant and anesthetic

Phylum   Mollusca
(shelled…sometimes)
i.e. snails, slugs, clams, mussels, scallops, oysters, octopus and squid Variety in form
Giant squid = sea serpent
Introduction of garden snails

Phylum   Arthropoda
(jointed legged animals)
i.e. insects, spiders and scorpions, shellfish (crustaceans), centipedes (1 pr legs per segment), millipedes (2 pr)
Exoskeleton
Metamorphosis
Pheromones
Molting ‐‐‐ shredding
Insects

Metamorphosis is a biological process by which an animal physically develops after birth or hatching, involving a quick change in the animal's body structure through cell growth

MOLTING also known as shedding for some species, is the manner in which an animal routinely casts off a part of its body

Phylum   Echinodermata
(spiny‐skinned)
i.e. sea stars = starfish,
sea urchins
Water vascular system
Tube feet
Important predators
Echinoderms

Phylum Chordata
(includes the vertebrates)
i.e. fish, sharks, amphibians, reptiles, birds, mammals
Notochord, nerve cord, gill slits, tail
Evaluation:
Vocabulary:
Homework:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
1. The 5 main functions of the Integumentary System.
2. The 3 basic components of the Integumentary System.
3. Comparison between the Dermis to the Epidermis.
4. The descriptions of skin lesions to the respective term.
5. Descriptions of integ. System disorders with the respective term
6. Functions of the Skel. Syst.
7. Types of Bone tissue
8. The anatomy of long bones
9. Types of bones
10. Ossification
11. The shoulder girdle
12. The pelvic girdle
13. The elbow
14. The Knee
15. The ankle
16. The hand and fingers
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. list the 5 main functions of the Integumentary System.
2. list the 3 basic components of the Integumentary System.
3. answer true/false questions that compare and contrast the Dermis to the Epidermis.
4. answer MC questions about associated problems with the Integ. Syst. and burns.
5. match descriptions of integ. System disorders with the respective term
6. match descriptions of types of bone fractures with the correct term.
7. match descriptions of skeletal system disorders with the proper term
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Part 2 Quiz in Animal Kingdom
Evaluation:
Vocabulary:
Homework:
Using the Reinforcement and study guide, students will answer the following handouts:
Main Activity: The Skeletal System
Warm up:
Check homework
Distribute quiz papers

Direct Instruction:
1. Teacher will introduce the body systems starting of with:
Skeletal, Muscular and Integumentary System
2. Body Systems
3. Teacher will focus on Skeletal System and discusses using
powerpoint presentations:

· Skeleton Functions
- Supports and shapes the body
- Protection of internal organs
- Muscles and bones provide movement
- Mineral storage – calcium and phosphorus salts
- Blozd cells formation

· Skeleton Parts
- Bone marrow – soft tissue at the center of bones
- Joints – place where one or more bones meet
- Cartilage – line surface of bones; does not contain blood vessels - Ligaments – elastic tissue that hold the bones together

· Axial Skeleton
- Support the central axis of the body: skull, vertebrae, and rib cage

· Appendicular Skeleton
- Bones of the arms and legs, pelvis and shoulder blades

· Structure of Bones
- Periosteum – tough layer of connective tissue
- Compact bone – dense thick layer beneath the periosteum
- Harvesian canals – part of the compact bone where nerves and blood vessels run through
- Spongy bone – at the end of long bones and in the middle of flat bones, add strength to bones
- Bone marrow – cavities within the bone that contain soft tissue
- Yellow bone marrow – cells store fat
- Red bone marrow – produces most types of blood cells

· Active sites of red bone marrow
· Bone Marrow Transplant
· Bone Processes
- Ossification – bone formation, begins at 7 months before birth
- Bone Cells
- Osteoblasts – secrete mineral deposits that replace cartilage in developing bones
- Osteocyte – mature osteoblast, help maintain mineral in bones

· Bone Disorders
- Osteoporosis – weak bones due to loss of density
- Osteoporosis prevention
- Effects of osteoporosis

· Joints – permit bone to move without damaging each other
- Immovable Joints
- Slightly Movable Joints
- Freely Movable Joints
- Ball‐and‐Socket Joint
- Hinge Joint
- Saddle Joint
- Pivot Joint

· Joint Injuries

4. Students will answer worksheets from the discussion
Evaluation:
1. Accomplished worksheets 2. Question – answer activity
Vocabulary:
Skeletal system, Bone, Cartilage, Ligament, Tendon, Joint, Marrow, Periosteum, Compact bone, Spongy bone, Osteoporosis, Ball and socket joint, Gliding joint, Hinge joint, Pivot joint, Fixed joint, Tissue
Homework:
Main Activity: The Skeletal System
Warm up:
Check homework
Distribute quiz papers

Direct Instruction:
5. Teacher will introduce the body systems starting of with:
Skeletal, Muscular and Integumentary System
6. Body Systems
7. Teacher will focus on Skeletal System and discusses using powerpoint presentations:

·Skeleton Functions
- Supports and shapes the body
- Protection of internal organs
- Muscles and bones provide movement
- Mineral storage – calcium and phosphorus salts
- Blood cells formation

· Skeleton Parts
- Bone marrow – soft tissue at the center of bones
- Joints – place where one or more bones meet
-Cartilage – line surface of bones; does not contain blood vessels
- Ligaments – elastic tissue that hold the bones together
· Axial Skeleton
- Support the central axis of the body: skull, vertebrae, and rib cage

· Appendicular Skeleton
- Bones of the arms and legs, pelvis and shoulder blades

· Structure of Bones
- Periosteum – tough layer of connective tissue
- Compact bone – dense thick layer beneath the periosteum
- Harvesian canals – part of the compact bone where nerves and blood vessels run through
- Spongy bone – at the end of long bones and in the middle of flat bones, add strength to bones
- Bone marrow – cavities within the bone that contain soft tissue
- Yellow bone marrow – cells store fat
- Red bone marrow – produces most types of blood cells

· Active sites of red bone marrow
· Bone Marrow Transplant
· Bone Processes
- Ossification – bone formation, begins at 7 months before birth
- Bone Cells
- Osteoblasts – secrete mineral deposits that replace cartilage in developing bones
- Osteocyte – mature osteoblast, help maintain mineral in bones

· Bone Disorders
- Osteoporosis – weak bones due to loss of density
- Osteoporosis prevention
- Effects of osteoporosis

 · Joints – permit bone to move without damaging each other
- Immovable Joints
- Slightly Movable Joints
- Freely Movable Joints
- Ball‐and‐Socket Joint
- Hinge Joint
- Saddle Joint
- Pivot Joint
·Joint Injuries

8. Students will answer worksheets from the discussion
Evaluation:
3. Accomplished worksheets
4. Question – answer activity
Vocabulary:
Skeletal system, Bone, Cartilage, Ligament, Tendon, Joint, Marrow, Periosteum, Compact bone, Spongy bone, Osteoporosis, Ball and socket joint, Gliding joint, Hinge joint, Pivot joint, Fixed joint, Tissue
Homework:
Main Activity:Muscular System
Warm up:
Check homework
Distribute quiz papers

Direct Instruction:
1. Teacher will introduce the body systems starting of with:
Muscular and Integumentary System
2. Teacher will focus on Muscular System and discusses using powerpoint presentations:

· Types of Muscles
- Skeletal muscles – usually attached to bones
- Smooth Muscle ‐‐ Move your internal organs
- Cardiac Muscle

· Types of Muscles
- Voluntary Muscle: Muscles you can control: skeletal muscles
- Involuntary Muscle: Muscles you cannot control

· Exercise and Health
- important for good health
- Good body tone
- aerobic exercise – increase physical endurance
- Bone strength – thicker and stronger and less likely to be injured
- resistance exercise
- Live longer
Evaluation:
Question‐answer activity
Vocabulary:
Cardiac muscle, smooth muscle, pectoralis, latissiumus, skeletal muscle, actin, myosin
Homework:
Main Activity: Skeletal and Muscular System Lab
Students will fill in the missing information on the work sheet. Teacher will present a sample muscle fiber with the use of microscope. Students will navigate the microscope to see the muscle themselves.
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The 5 main functions of the Integumentary System.
2. The 3 basic components of the Integumentary System.
3. Comparison between the Dermis to the Epidermis.
4. The descriptions of skin lesions to the respective term.
5. Descriptions of integ. System disorders with the respective term
6. Functions of the Skel. Syst.
7. Types of Bone tissue
8. The anatomy of long bones
9. Types of bones
10. Ossification
11. The shoulder girdle
12. The pelvic girdle
13. The elbow
14. The Knee
15. The ankle
16. The hand and fingers
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. list the 5 main functions of the Integumentary System.
2. list the 3 basic components of the Integumentary System.
3. answer true/false questions that compare and contrast the Dermis to the Epidermis.
4. answer MC questions about associated problems with the Integ. Syst. and burns.
5. match descriptions of integ. System disorders with the respective term
6. match descriptions of types of bone fractures with the correct term.
7. match descriptions of skeletal system disorders with the proper term
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Muscular System
Warm up:
Check homework
Distribute quiz papers
Direct Instruction:
1. Teacher will introduce the body systems starting of with:
Muscular and Integumentary System
2. Teacher will focus on Muscular System and discusses using powerpoint presentations:
· Types of Muscles
- Skeletal muscles – usually attached to bones
- Smooth Muscle ‐‐ Move your internal organs
- Cardiac Muscle
· Types of Muscles
- Voluntary Muscle: Muscles you can control: skeletal muscles
- Involuntary Muscle: Muscles you cannot control
· Exercise and Health
- important for good health
- Good body tone
- aerobic exercise – increase physical endurance
- Bone strength – thicker and stronger and less likely to be injured
- resistance exercise
- Live longer
Evaluation:
Question‐answer activity
Vocabulary:
Cardiac muscle, smooth muscle, pectoralis, latissiumus, skeletal muscle, actin, myosin
Homework:
Main Activity:Skeletal and Muscular System Lab
Students will fill in the missing information on the work sheet. Teacher will present a sample muscle fiber with the use of microscope. Students will navigate the microscope to see the muscle themselves.
Evaluation:
Vocabulary:
Homework:
Main Activity: Skeletal and Muscular System Lab
Students will fill in the missing information on the work sheet. Teacher will present a sample muscle fiber with the use of microscope. Students will navigate the microscope to see the muscle themselves.
Evaluation:
Vocabulary:
Homework:
Main Activity:
FIELD TRIP
Evaluation:
Vocabulary:
Homework:
Main Activity:
FIELD TRIP
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Powerpoint, presenter, computer, projector, handouts, notes, worksheets, leaves, activity sheets, microscope, lab sheets, slides, cover slips, dyes.
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The 5 main functions of the Integumentary System.
2. The 3 basic components of the Integumentary System.
3. Comparison between the Dermis to the Epidermis.
4. The descriptions of skin lesions to the respective term.
5. Descriptions of integ. System disorders with the respective term 6. Functions of the Skel. Syst.
7. Types of Bone tissue
8. The anatomy of long bones
9. Types of bones
10. Ossification
11. The shoulder girdle
12. The pelvic girdle
13. The elbow
14. The Knee
15. The ankle
16. The hand and fingers
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. list the 5 main functions of the Integumentary System.
2. list the 3 basic components of the Integumentary System.
3. answer true/false questions that compare and contrast the Dermis to the Epidermis.
4. answer MC questions about associated problems with the Integ. Syst. and burns.
5. match descriptions of integ. System disorders with the respective term
6. match descriptions of types of bone fractures with the correct term.
7. match descriptions of skeletal system disorders with the proper term
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Muscular System
Warm up:
Check homework
Distribute quiz papers

Direct Instruction:
1. Teacher will introduce the body systems starting of with:
Muscular and Integumentary System
2. Teacher will focus on Muscular System and discusses using powerpoint presentations:

· Types of Muscles
- Skeletal muscles – usually attached to bones
- Smooth Muscle ‐‐ Move your internal organs
- Cardiac Muscle
· Types of Muscles
- Voluntary Muscle: Muscles you can control: skeletal muscles
- Involuntary Muscle: Muscles you cannot control
· Exercise and Health
- important for good health
- Good body tone
- aerobic exercise – increase physical endurance
- Bone strength – thicker and stronger and less likely to be injured
- resistance exercise
- Live longer
Evaluation:
Question‐answer activity
Vocabulary:
Cardiac muscle, smooth muscle, pectoralis, latissiumus, skeletal muscle, actin, myosin
Homework:
Main Activity: Skeletal and Muscular System Lab
Students will fill in the missing information on the work sheet.
Teacher will present a sample muscle fiber with the use of microscope. Students will navigate the microscope to see the muscle themselves.
Evaluation:
Vocabulary:
Homework:
Main Activity: Skeletal and Muscular System Lab
Students will fill in the missing information on the work sheet.
Teacher will present a sample muscle fiber with the use of microscope. Students will navigate the microscope to see the muscle themselves.
Evaluation:
Vocabulary:
Homework:
Main Activity: Integumentary System
Class starts with bellringer

Direct Instruction:
Teacher will discuss the following:

1. Function of Skin ‐ Protection
· barrier against pathogens and debris
· prevents body from drying out and UV radiation
· Nails protect fingers and toes
· temperature regulation – keep enough heat in to maintain
normal body temperature
· Hair prevents heat loss from the head
· Excretion – release of sweat that contains waste products
· Sensory receptor – information gathering: pressure, heat, cold, and pain
· Vit. D production – needed for the absorption of calcium and phosphorus from the small intestine

2. Layers of the Skin

· Epidermis – outer layer of the skin
- Dead cells layer
- Living cells replace dead ones every 4‐6 weeks
- Keratin (protein) – basic component of hair and nails
- Melanin – absorbs UV radiation

· Dermis – lies beneath the epidermis
- Makes collagen
- Contains blood vessels
- Nerve endings
- Sebum – oily substance to keep the epidermis
waterproof;
- Smooth muscle

· Skin Problems
- Acne – develop when sebum and dead skin cells form a plug in the hair follicle
- Hives – red welts caused by an allergic reaction to food or medicine
- Skin cancer – abnormal growth of cells in the skin o Melanoma – most dangerous form
Evaluation:
Vocabulary:
Homework:
Main Activity:
Quiz
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Powerpoint, presenter, computer, projector, handouts, notes, worksheets, leaves, activity sheets, microscope, lab sheets, slides, cover slips, dyes.
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. Explore the web site "Virtual Frog Dissection".
2. Successfully work in small groups of three or four.
3. Locate the body parts and organs listed on the lab sheet.
4. Manipulate the virtual frog via commands in the program.
5. Discuss and share their computer experiences.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Observe the major chambers, valves, and vessels of the heart and be able to describe the circulation of blood through the heart to the lungs and back and out to the rest of the body. (The pig heart is used because it is very similar to the human heart in structure, size, & function.)
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Continuation of the Integumentary System
Teacher will discuss the following:
· Epidermis – outer layer of the skin
- Dead cells layer
- Living cells replace dead ones every 4‐6 weeks
- Keratin (protein) – basic component of hair and nails
- Melanin – absorbs UV radiation

· Dermis – lies beneath the epidermis
- Makes collagen
- Contains blood vessels
- Nerve endings
- Sebum – oily substance to keep the epidermis waterproof;
- Smooth muscle

· Skin Problems
- Acne – develop when sebum and dead skin cells form a plug in the hair follicle
- Hives – red welts caused by an allergic reaction to food or medicine
- Skin cancer – abnormal growth of cells in the skin   o Melanoma – most dangerous form
Teacher will invite students for a virtual frog dissection lab:
Go to :
http://www.mhhe.com/biosci/genbio/virtual_labs/BL_16/BL_16.html
Evaluation:
Vocabulary:
Homework:
Familiarize yourselves with the dissection kit.
Main Activity: Pig Heart Dissection
Introduction
Mammals have four‐chambered hearts and double circulation. The heart of a bird or mammal has two atria and two completely separated ventricles. The double‐loop circulation is similar to amphibians and reptiles, but the oxygen‐rich blood is completely separated from oxygen‐poor blood. The left side of the heart handles only oxygenated blood, and the right side receives and pumps only deoxygenated blood. With no mixing of the two kinds of blood, and with a double circulation that restores pressure after blood has passed through the lung capillaries, delivery of oxygen to all parts of the body for cellular respiration is enhanced.

Objective:
Using a pig heart, students will observe the major chambers, valves, and vessels of the heart and be able to describe the circulation of blood through the heart to the lungs and back and out to the rest of the body. (The pig heart is used because it is very similar to the human heart in structure, size, & function.)

Materials: Dissecting pan, dissecting kit, safety glasses, lab apron, pig heart, & gloves

Procedure ‐ External Structure
1. Examine the heart and locate the thin membrane or pericardium that still covers the heart. The pericardium or pericardial sac, is a double‐layered closed sac that surrounds the heart and anchors it.
2. After examining the pericardium, carefully remove this tissue. Located below the pericardium is the muscle of your heart called the myocardium. Most of the myocardium is located in the lower two chambers of the heart called ventricles.
3. Locate the tip of the heart or the apex. Only the left ventricle extends all the way to the apex.
4. Place the heart in the dissecting pan so that the front or ventral side is towards you (the major blood vessels are on the top and the apex is down). The front of the heart is recognized by a groove that extends from the right side of the broad end of the heart diagonally to a point above & to your left of the apex.

Front or Ventral Side of the Heart
1. Locate the following chambers of the heart from this surface:
- Left atria ‐ upper chamber to your right
- Left ventricle ‐ lower chamber to your right
- Right atria ‐ upper chamber to your left
- Right ventricle ‐ lower chamber to your left
2. While the heart is still in this position in the dissecting pan, locate these blood vessels at the broad end of the heart:
- Coronary artery ‐ this blood vessel lies in the groove on the front of the heart & it branches over the front & the back side of the heart to supply fresh blood with oxygen & nutrients to the heart muscle itself.
- Pulmonary artery ‐ this blood vessel branches & carries blood to the lungs to receive oxygen & can be found curving out of the right ventricle (upper chamber to your left)
- Aorta ‐ major vessel located near the right atria & just behind the pulmonary arteries to the lungs. Locate the curved part of this vessel known as the aortic arch. Branching from the aortic arch is a large artery that supplies blood to the upper body.
- Pulmonary veins ‐ these vessels return oxygenated blood from the right & left lungs to the left atrium (upper chamber on your right)
- Inferior & Superior Vena Cava ‐ these two blood vessels are located on your left of the heart and connect to the right atrium (upper chamber on your left). Deoxygenated blood enters the body through these vessels into the right receiving chamber. Use your probe to feel down into the right atrium. These vessels do not contain valves to control blood flow.

Procedure ‐ Internal Anatomy:
1. Use scissors to cut through the side of the pulmonary artery and continue cutting down into the wall of the right ventricle. Be careful to just cut deep enough to go through the wall of the heart chamber. (Your cutting line should be above & parallel to the groove of the coronary artery.)
2. With your fingers, push open the heart at the cut to examine the internal structure. If there is dried blood inside the chambers, rinse out the heart.
3. Locate the right atrium. Notice the thinner muscular wall of this receiving chamber.
4. Find where the inferior & superior vena cava enter this chamber & notice the lack of valves.
5. Locate the valve that between the right atrium and right ventricle. This is called the tricuspid valve. This valve allows blood flow from the right atrium into the right ventricle during diastole (period when the heart is relaxed). When the heart begins to contract (systole phase), ventricular pressure increases until it is greater than the pressure in the atrium causing the tricuspid to snap closed.
6. Use your fingers to feel the thickness of the right ventricle and its smooth lining. Also note the network of irregular muscular cords on the inner wall of this chamber.
7. Find the septum on the right side of the right ventricle.
This thick muscular wall separates the right & left pumping ventricles from each other.
8. Inside the right ventricle, locate the pulmonary artery that carries blood away from this chamber. Find the oneway valve called the pulmonary valve that controls blood flow away from the right ventricle at the entrance to this blood vessel.
9. Using your scissors, continue to cut open the heart. Start a cut on the outside of the left atrium downward into the left ventricle cutting toward the apex to the septum at the center groove. Push open the heart at this cut with your fingers & rinse out any dried blood with water.
10. Examine the left atrium. Find the openings of the pulmonary veins form the lungs. Observe the one‐way, semi‐lunar valves at the entrance to these veins.
11. Inside this chamber, look for the valve that controls blood flow between the upper left atrium and lower left ventricle. This valve is called the bicuspid or mitral valve. This valve consists of two leaflets & blood flows from the left atrium into the left ventricle during diastole.
12. Examine the left ventricle. Notice the thickness of the ventricular wall. This heart chamber is responsible for pumping blood throughout the body.
13. Using your scissors, cut across the left ventricle toward the aorta & continue cutting to expose the valve.
14. Count the three flaps or leaflets on this valve leading from the left ventricle into the aorta and note their halfmoon shape. This is called the aortic valve.
15. Using scissors, cut through the aorta and examine the inside. Find the hole or coronary sinus in the wall of this major artery. This leads into the coronary artery which carries blood to and nourishes the heart muscle itself.

When you have finished dissecting the heart, dispose of the heart as your teacher advises and clean, dry, and return all dissecting equipment to the lab cart. Wash your hands thoroughly with soap.

Students will answer the lab sheet:
Evaluation:
Accomplished data and lab sheets
Vocabulary:
Homework:
Main Activity: Pig Heart Dissection
Introduction
Mammals have four‐chambered hearts and double circulation. The heart of a bird or mammal has two atria and two completely separated ventricles. The double‐loop circulation is similar to amphibians and reptiles, but the oxygen‐rich blood is completely separated from oxygen‐poor blood. The left side of the heart handles only oxygenated blood, and the right side receives and pumps only deoxygenated blood. With no mixing of the two kinds of blood, and with a double circulation that restores pressure after blood has passed through the lung capillaries, delivery of oxygen to all parts of the body for cellular respiration is enhanced.

Objective:
Using a pig heart, students will observe the major chambers, valves, and vessels of the heart and be able to describe the circulation of blood through the heart to the lungs and back and out to the rest of the body. (The pig heart is used because it is very similar to the human heart in structure, size, & function.)

Materials: Dissecting pan, dissecting kit, safety glasses, lab apron, pig heart, & gloves

Procedure ‐ External Structure
5. Examine the heart and locate the thin membrane or pericardium that still covers the heart. The pericardium or pericardial sac, is a double‐layered closed sac that surrounds the heart and anchors it.
6. After examining the pericardium, carefully remove this tissue. Located below the pericardium is the muscle of your heart called the myocardium. Most of the myocardium is located in the lower two chambers of the heart called ventricles.
7. Locate the tip of the heart or the apex. Only the left ventricle extends all the way to the apex.
8. Place the heart in the dissecting pan so that the front or ventral side is towards you (the major blood vessels are on the top and the apex is down). The front of the heart is recognized by a groove that extends from the right side of the broad end of the heart diagonally to a point above & to your left of the apex.

Front or Ventral Side of the Heart
1. Locate the following chambers of the heart from this surface:
- Left atria ‐ upper chamber to your right
- Left ventricle ‐ lower chamber to your right
- Right atria ‐ upper chamber to your left
- Right ventricle ‐ lower chamber to your left

2. While the heart is still in this position in the dissecting pan, locate these blood vessels at the broad end of the heart:
- Coronary artery ‐ this blood vessel lies in the groove on the front of the heart & it branches over the front & the back side of the heart to supply fresh blood with oxygen & nutrients to the heart muscle itself.
- Pulmonary artery ‐ this blood vessel branches & carries blood to the lungs to receive oxygen & can be found curving out of the right ventricle (upper chamber to your left)
- Aorta ‐ major vessel located near the right atria & just behind the pulmonary arteries to the lungs. Locate the curved part of this vessel known as the aortic arch. Branching from the aortic arch is a large artery that supplies blood to the upper body.
- Pulmonary veins ‐ these vessels return oxygenated blood from the right & left lungs to the left atrium (upper chamber on your right)
- Inferior & Superior Vena Cava ‐ these two blood vessels are located on your left of the heart and connect to the right atrium (upper chamber on your left). Deoxygenated blood enters the body through these vessels into the right receiving chamber. Use your probe to feel down into the right atrium. These vessels do not contain valves to control blood flow.
Procedure ‐ Internal Anatomy:
16. Use scissors to cut through the side of the pulmonary artery and continue cutting down into the wall of the right ventricle. Be careful to just cut deep enough to go through the wall of the heart chamber. (Your cutting line should be above & parallel to the groove of the coronary artery.)
17. With your fingers, push open the heart at the cut to examine the internal structure. If there is dried blood inside the chambers, rinse out the heart.
18. Locate the right atrium. Notice the thinner muscular wall of this receiving chamber.
19. Find where the inferior & superior vena cava enter this chamber & notice the lack of valves.
20. Locate the valve that between the right atrium and right ventricle. This is called the tricuspid valve. This valve allows blood flow from the right atrium into the right ventricle during diastole (period when the heart is relaxed). When the heart begins to contract (systole phase), ventricular pressure increases until it is greater than the pressure in the atrium causing the tricuspid to snap closed.
21. Use your fingers to feel the thickness of the right ventricle and its smooth lining. Also note the network of irregular muscular cords on the inner wall of this chamber.
22. Find the septum on the right side of the right ventricle. This thick muscular wall separates the right & left pumping ventricles from each other.
23. Inside the right ventricle, locate the pulmonary artery that carries blood away from this chamber. Find the oneway valve called the pulmonary valve that controls blood flow away from the right ventricle at the entrance to this blood vessel.
24. Using your scissors, continue to cut open the heart. Start a cut on the outside of the left atrium downward into the left ventricle cutting toward the apex to the septum at the center groove. Push open the heart at this cut with your fingers & rinse out any dried blood with water.
25. Examine the left atrium. Find the openings of the pulmonary veins form the lungs. Observe the one‐way, semi‐lunar valves at the entrance to these veins.
26. Inside this chamber, look for the valve that controls blood flow between the upper left atrium and lower left ventricle. This valve is called the bicuspid or mitral valve. This valve consists of two leaflets & blood flows from the left atrium into the left ventricle during diastole.
27. Examine the left ventricle. Notice the thickness of the ventricular wall. This heart chamber is responsible for pumping blood throughout the body.
28. Using your scissors, cut across the left ventricle toward the aorta & continue cutting to expose the valve.
29. Count the three flaps or leaflets on this valve leading from the left ventricle into the aorta and note their halfmoon shape. This is called the aortic valve.
30. Using scissors, cut through the aorta and examine the inside. Find the hole or coronary sinus in the wall of this major artery. This leads into the coronary artery which carries blood to and nourishes the heart muscle itself.

When you have finished dissecting the heart, dispose of the heart as your teacher advises and clean, dry, and return all dissecting equipment to the lab cart. Wash your hands thoroughly with soap.

Students will answer the lab sheet:
Evaluation:
Accomplished data and lab sheets
Vocabulary:
Homework:
Main Activity:

NO CLASS Holiday
Evaluation:
Vocabulary:
Homework:
Main Activity:
QUIZ on INTEGUMENTARY SYSTEM
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Dissecting kit, garbage bags, gloves, mask, lab goggles, powerpoint, computers, handouts, lab sheets, quiz sheets
State of Minnesota Standards Covered
View PDF
Weekly Informational Knowledge Overview - (Students will know...)
1. The concepts learned in the topics previously discussed
2. The concepts learned about kingdom plantae, animalia and body systems
Weekly Procedural Knowledge Overview - (Students will be able to...)
1. reinforce concepts learned in the topics previously discussed by:
• Creating a vocabulary card
• Constructing concept maps
• Participating in the round robin activity
2. Reinforce concepts learned about last two kingdoms and body systems of humans
Monday
Tuesday
Wednesday
Thursday
Friday
Main Activity: Review of Concepts:
Warm Up
Checking/collection of Final requirements and notebooks

Review Activities:
1. Students create a vocabulary card by:
a. Writing a word in the middle of the index card
b. Writing the definition of the word in the upper right hand corner of the card
c. Writing related vocabulary words in the upper left hand corner
d. Writing down examples of the word
e. Drawing/ illustrating the word
2. Students are arranged in a semi‐circle for the round robin activity. Teacher will say a word/concept and the students have to give an example (Skeletal System, Muscular System. Ossification etc.)
Evaluation:
Graded Recitation
Vocabulary:
Vertebral column
Ulna
Triceps femoris
Triceps brachii
Trapezius
Tibia
Temporalis
Tarsals
Sacrum
Scapula
Sartorius
Saltorius
Ribcage
Rectus femoris
Radius
Quadriceps femoris
Quadriceps brachii
Phalanges
Pectoralis major
Metatarsals
Metacarpals
Maxilla
Masseter
Mandible
Latissimusdorsi
Humerus
Gluteus minimus
Gluteus maximus
Gastrocnemius
Frontalis
Fibula
Femur
Deltoid
Cranium
Coxa
Coccyx
Clavicle
Carpals
Buccinator
Biceps femoris
Biceps brachii
Achilles tendon
Abomial muscles
Abdominal muscles
Homework:
Main Activity:
FINAL EXAM
Evaluation:
Vocabulary:
Homework:
Main Activity:
FINAL EXAM
Evaluation:
Vocabulary:
Homework:
Main Activity:
NO CLASS
Evaluation:
Vocabulary:
Homework:
Main Activity:
FINAL EXAM
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Index cards, books, notes, board markers, Scoreboard, PowerPoint, presenter
State of Minnesota Standards Covered
View PDF
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