Cell Biology (2019) folder 1.1.01 - Analyze the factors of diseases eradication: 1) Explain the factors of...expand_morelink Week 01 - Week 01 Comment(s): Studying diseases in this learning outcome is considered an introduction, This Learning Outcome is the thread which ties the unit together. It begins by discussing the importance of disease. In order to understand disease and disease interventions students need to know about the healthy cell - its structures, how they function normally and how they are changed by disease. Students return to this LO after studying the whole unit. In WEEK14 they design possible interventions for a disease prevalent in Egypt. They present their work to the class, arguing from evidence about the justification of their interventions and benefit versus trade- offs involved Learning Outcome: Analyze the factors of diseases eradication: 1) Explain the factors of spreading, controlling and transmitting of each disease; 2) Classify disease as infectious or non- infectious; 3) Study Malaria and sickle cell anemia; 4) Explain how the disease affects cells. Key Concepts. © 1, Cell theory and disease. * a, Infectious or noninfectious and factors +b, Vectors +c. Non-infectious factors + 2. Relation between diseases and economic development * 3. Case study: Malaria ([rom SEPUP only) Skills: 1. Describe trends and relationships in data, 2. Develop and support conclusions based on evidence. 3, Use the microscope to differentiate between healthy and unhealthy cells. Essential Questions: What threatens life? Textbook and Resource Materials: 1- SEPUP Book, unit 3 Cell Biology Activity 2 teacher SEPUP page 259: 271 student SEPUP 161: 170 Links: 1-http:/Awww.cde.gov! Evidence of Learning: 1. Students use sheets of SEPUP that are mentioned in the Activity Teacher Guide unit 3 - Act 02 - SS2.1 2, Students create a poster about the diseases 3. Exit tickets Capstone Connection: The student should to take into consideration what makes an environment healthy during their capstone design. SEC Topic & Code: HSS-BI 1.01 (HSS-BI 1.01) assigumentBI.1.02 - Compare and contrast the structures within the cells of plants, animals,...espand_morelink ‘Week 02 - Week 04 Comment(s): This unit includes many laboratory experiences which is particularly good for these first-year students who may never have handled laboratory equipment before. These initial labs have them using the microscope and learning to draw in a scientific way as they study cells. Learning Outcome: Compare and contrast the structures within the cells of plants, animals, protista and bacteria which function to enable the cell to live. Key Concepts: «1. Compare and contrast eukaryotes and prokaryotes + a. Size. * b. Internal structures (membranes, DNA, ribosomes). +c. Example organisms + 2, Eukaryotic cell structure and function will include: * a. Cell membrane +b. Endomembrane system (and its function as a transport and packaging system) +c. Mitochondria and chloroplast (and their function of energy conversion) 4d. Nucleus (and its function as a storage of genetic material) e. Ribosome (and its function of protein synthesis). £ Smooth endoplasmic reticulum (and its function of lipid synthesis) + 3. Plant vs. animal cell structures. + 4. TB as a case study from SEPUP. Skills: 1. Use a microscope to make observations of general eukaryotic cell structures. 2. Make scientific drawings. 3. Make conclusions based on evidence. 4 Make accurate inferences using text materials. 5. Use the tools to prepare slides for plant and animal cells. Essential Questions: How does structure influence function? Textbook and Resource Materials: ‘SEPUP Materials - Unit 3 Cell Biology Activity 3 teacher SEPUP page 272: 283, student SEPUP 171: 179 Activity 4 teacher SEPUP page 284: 289, student SEPUP page 180 : 183 http://SEPUPIhs.org/high/sgi/teachers/cell_sim.html http:www.molbiolcel.Org/content/21/22/3786 full Activity 5 teacher SEPUP 290 :298, student SEPUP 184: 185 http:/SEPUPIhs.org/high/sgitteachers/special_cell_sim.html Activity 6 teacher ‘SEPUP 294 : 299 student SEPUP 186 : 190 - Simulation http://sumanasinc.com/webcontent/animations/content/diffusion. html - Links https:/www.youtube.comiwatch?v=svAAiKsJa-Y https:/www_youtube.comiwatch?v=priMUwjobo8 https://www youtube. com/watch?v=Ao9cVhwPg84 https:/Awww.youtube.com/watch?v=URUJDSNEXC8 Evidence of Learning: -Using SEPUP analysis questions Unit 3 - Act 03 - Drawings of cells in science notebook Unit 3 - Act 03 - Venn diagram showing structures cells have in common Unit 3 - Act 04 - SS 4.1 Unit 3 - Act 05 - SS 5.1 Unit 3 - Act 06 - Analysis Questions - Exit ticket Capstone Connection: Students should be able to discuss how form and function are related in their capstone projects. Other subject connection: # Chemistry CH.1.0.1; CH.1.0.2. ¢ Geology ES. 1.02. ¢ Math - MA.1.04. Arabic — ask to write an article or research paper about biology topics. e English- reading, speaking, writing and listening skills. ¢ French-reading, speaking and writing. e German- reading, speaking and writing. ¢ Art AR.1.01 how to draw. e Computer science- CS.1.04 presentation. « Home economy-module 2 nutrition needs. # P.E- module 2 teamwork Library- LI.1.05; LI.1.01 library type ¢ Music- MU.1.01; MU.1.02; MU.1.03; MU.1..4SEC Topic & Code: HSS-BI.1.01, HSS-BI.1.02 (HSS-BI.1.01, HSS-BI.1.02) assignment BI.1.03 - Connect the structure of a healthy cell membrane to the functions it...expand_morelink Week 05 - Week 06 Comment(s): These activities include two laboratories which explore the nature of membranes and lay the groundwork for the more detailed explanation of how and why a cell membrane works as it does. Doing these laboratories in advance will make learning the details more meaningful to students and leads to deeper understanding and higher retention. Learning Outcome: Connect the structure of a healthy cell membrane to the functions it performs; 1) develop an explanation of the structure of the cell membrane to include how the structure enables the processes of diffusion and osmosis to occur; and 2) describe the nature of phospholipids. Key Concepts: © 1. Cell membrane +a. Barrier function +b. Phospholipids and proteins. + ¢. Fluid structure = d. Membrane models for study of function + 2.Cell membrane and diffusion = a. Diffusion. +b. Osmosis. «Selective permeability +d. Protein channels and facilitated diffusion +e. Concentration gradients, «= f. Transport proteins and active transport +g, Diabetes as a case study ({rom SEPUP) Skills: 1. Make and record laboratory data. 2. Analyze laboratory data to infer the nature of features of membranes. 3. Make accurate inferences from text materials. Essential Questions: How does structure determine function? Textbook and Resource Materials: 1- SEPUP Materials in Unit 3 - Cell Biology Act. 07 teacher SEPUP 300 308 student SEPUP 191 : 197 Act 07 - TR7.1; TR 7.2 Act 07 - SS 2.1 to use for diabetes reading Act 08 teacher SEPUP P. 310 : 319 student SEPUP P. 198 : 205 Act 08 - SS 2.1 to use for HIV reading Act 09 teacher SEPUP P. 321 :329 student SEPUP P. 206 : 212 Act 09- TR 9.1 Evidence of Learning: 1- Use of the Analysis questions for each Activity. 2- Students’ successful use of lab materials in Act 7 & 8. 3-Analysis question 6 for Act 9 as an assessment. Capstone Connection: Again, students should relate form to function within their Capstone project. SEC Topic & Code: HSS-BI.1.02 (HSS-BI.1.02) assignmentGenetics (2019) folder BI.1.04 - Create @ model which shows the structure of DNA and RNA as a genetic material...expand_more Week 07 - Week 07 Learning Outcome: Create a model which shows the structure of DNA and RNA as a genetic material only: 1) The difference between DNA and RNA structure. 2) Complementary base pairing rules Key Concepts: Modeling DNA structure: * 1, Deoxyribonucleic acid (DNA), 2. Nucleotide subunits. 3. Nitrogenous bases. 4. Sugar-phosphate backbone. 5. Complementary strands. + 6, Double helix. + RNA structure Skills: Compare and contrast the structure of DNA and RNA. Essential Questions: How is genetic information recorded? Textbook and Resource Materials: Unite 4 Genetics - Act. 10 Modeling DNA Structure (Te.SEPUP 505-513 -S.SEPUP 228-333) Unit 4 Genetics - Act 10 - TR (10.1+10.2+10.3+10.4) http:/iwww.nobelprize.org/educationalimedicine/dna_double_helix/readmore. htm! Evidence of Learning: - Record of lab work in science notebook - Exit ticket -Answer Analysis Questions SEC Topic & Code: HSS-BI.1.01, HSS-BI.2.01 (HSS-BI.1.01, HSS-B1.2.01) assignment BI.1.05 - Investigate the functions of different classes of proteins and the factors...expand_morelink Week 08 - Week 09 Comment(s): Again, there is @ very important lab in this section (Act 11). In this lab students actually design their own experiment with a testable hypothesis. This is their first opportunity to practice this extremely important skill in science. Learning Outcome: Investigate the functions of different classes of proteins and the factors affecting their performance: 1) know the structure, classes and functions of proteins: 2) know the mechanism of an enzyme function as a catalyst and the factors that effect on it, Key Concepts: Functions of proteins in cells:‘+ a Proteins in cells +b. Protein classification. +c. Enzyme structure, functions and factors affecting rates. Skills: Correlate (identify the relationship between) structure and function. Essential Questions: What are proteins and why are they important? Textbook and Resource Materials: Cell Biology- Unit 3 - Act.10 Functions of Proteins in Cells(Teacher .SEPUP 330-338 - S.SEPUP 213-215) Unit 3 - Act 10 - TR 10.1; SS 10.1 Cell Biology- Unit 3 - Act.11 Investigating Enzyme Function (Teacher .SEPUP 339-346 -S.SEPUP 216-218) Unit 3- Act 11- TR 11.1 Evidence of Learning: Use of all Analysis Questions Unit 3 - Act 10 - SS 10.1 Unit 3- Act 11 - Entries in science notebooks of hypothesis, procedure, data collected, etc. Unit 4 - Act 16 - SS. 16.4 Capstone Connection: A healthy environment includes good temperature control and clean water for the human body to function optimally. SEC Topic & Code: HSS-BI.1.01 (HSS-BI.1.01) assignment Cell Biology (part 2) (2019) folder * BI.1,06 - Create a model which outlines the cell cycle in controlled and uncontrolled...expand_more Week 10 - Week 10 Comment(s): Activity 13 which is used to teach this Learning Outcome does not go into the phases of mitosis. The phases of mitosis are taught in Grade 2. The Cell Cycle at this point is, generalized. We'd need to be careful that students don't get confused by the use of the word phases both in the sense of the cell cycle phases and then in the sense of mitotic phases. | would recommend leaving the teaching of the mitotic phases to Grade 2. At this point they only need to realize that body cells replicate at different rates for different reasons. All the details can be left to Grade 2 where they'll need more detail in order to understand mutation. Learning Outcome: Create a model which outlines the cell cycle in controlled and uncontrolled cell divisions, including uncontrolled cell division resulting in cancer. Key Concepts: The cell cycle: 4. Cell growth and division, 2. Phases sequence (G1, 8, G2, M) 3. Normal and abnormal rates and processes. 4. Rate differentiation based on cell type. 5. Cancer as case study (from SEPUP only) Skills: Record observations and identify trends in data Essential Questions: How does life maintain itsetf? Textbook and Resource Materials: Unit 3 Cell Biology Act.13 The Cell Cycle (Teacher: SEPUP 360-370; Student: SEPUP 229-235) Evidence of Learning: Unit 3 - Act 13 - SS 13.1 - Exit ticket - Group presentations - Solve Analysis questions Other subject connections: Arabic — ask to write an article or research paperabout biology topics. » English- reading, speaking, writing and listening skills. e French-reading, speaking and writing. e German- reading, speaking and writing. « Computer science ~ 1.0.7 chart. ‘SEC Topic & Code: HSS-BI.1.03 (HSS-BI.1.03) assignment 1.1.07 - Evaluate stem cells as possible cures for some diseases: 1) cell..expand_more Week 11 - Week 12 Comment(s): Material from the Genetics unit (Unit 4) has been added here to explain the mechanism of stem cell differentiation in greater depth. This material is not being used by Grade 2and itis logical to include it here. Learning Outcome: Evaluate stem cells as possible cures for some diseases: 1) cell differentiation; and 2) stem cells as a cure for disease. Key Concepts: © 1. STEM cells types according to differentiation + a. Totipotent +b. Pluripotent +c. Multipoint ‘+ 2. Types of STEM cells according to its presence +a. Embryonic +b. Adults (somatic). + 3. Layers of the embryo * a. Ectoderm +b. Endoderm +c, Mesoderm + 4, STEM cells as a treatment + a. Treatment for leukemia +b. Umbilical cord blood STEM cells therapy +c. Bone marrow transplant 5. New researches treatment for diabetes 6. The STEM cells debate Skills: 1. Distinguish scientific questions from ethical questions. 2. Investigate through modeling and developing explanations. Essential Questions: Can stem cells be used to cure diseases? Textbook and Resource Materials: Unit 4 Genetics - Act 17 Cell Differentiation and Gene Expression (Teacher: SEPUP 572: 581 Students: SEPUP 376 : 381) Parts A & B only Act 17 - SS 17.1 Evidence of Learning: - SEPUP students’ sheet - unit 4 - Act 17 - SS 17.1 - Solving Analysis Questions SEC Topic & Code: HSS-BI.1.03 (HSS-BI.1.03) assignment+ BI1.08 - Create a simulation to show how viruses infect a cell: 1) know organelles of...expand_miore Week 13 - Week 13 Comment(s): By the end of the first semester students will study six diseases (Malaria, sickle cell anemia, TB, diabetes, cancer, and HIV from SEPUP information only) and these diseases will be included in the exam. The student will choose any other disease rather than these six diseases to do it as a project related to his leaming outcomes. Week 14 circles back to disease and interventions as students give their presentations. This wil conclude Learning Outcome 1 Learning Outcome: Greate a simulation to show how viruses infect a cell: 1) know organelles of healthy cells; 2) explain why a virus can’t replicate by itself and must use the cell's organelles, and 3) identify which organelles are used by the virus. Key Concepts: HIVIAIDS: Virus and cell organelles: + 1. The relationship between cell protein and viral protein + 2. Receptor proteins and enzymes. + 3. Protein manufacture of virus utilizing cell organelles. «4. HIV virus mechanism of infection and replication +. 5.HIV as a case study (from SEPUP). + 8. Disease symptoms. Skills: 1. Explain and interpret data. 2. Design and prepare a simulation. Essential Questions: Is virus a living thing? Textbook and Resource Materials: Unit 3 - Act.16 HIV/AIDS Infection and Cell Organelles (Teacher: SEPUP 381-388; Student: SEPUP 244-249) Act 16 SS 16.1; SS 2.1 http: !/sumanasinc.com/webcontent/animations/contenttlifecyclehiv. html Evidence of Learning: Make a simulation Unit 3 - Act 16 - SS 16.1 assignment Piant Anatomy and Physiology (2019) folder + B1.1.09 - Providing supplies as the microscopic slides. Focusing on the study of leaf...expand_morelink Week 01 - Week 01 Comment(s): Students should observe and draw the dicot leaf as they see it under the microscope and predict from what they know what the structures may be. Then they go to an illustration which points out the structures and go back to the slide to label the structures with the aid of the illustration. This would serve as a pre-assessment of their knowledge and would give the lab an inquiry-based approach. Students may be uncomfortable with guessing, but inquiry- based approaches require becoming able to take an intellectual chance and then go from there to learn. Learning Outcome: Providing supplies as the microscopic slides. Focusing on the study of leaf structure in a dicot plant. Relate the structure of specialized plant structures to their functionwithin the plant and within the process of photosynthesis. 1) examine and draw cross section of dicot leaf; 2) include structures of mesophyll cells, stomata, xylem, phloem, and chloroplast; and 3) include other plant structures listed under concepts section Key Concepts: © 1, Plant tissues: meristematic and permanent, o 2. Meristematic + a Apical, = b. Vascular cambium. +c. Cork cambium 3. Permanent tissues +a. Parenchyma, = b. Collenchyma. +c, Schlerenchyma +d. chlorenchyma, 4, Complex permanent tissues +a Vascular, = b. Dermal. +c, Ground tissues 5. Plant tissue adaptation. + 6. Transpiration and capillary action. Skills: 1. Use of microscope. 2. Make detailed observations and records. 3. Deduce cell processes from structure and function of cell parts. 4. Scientific drawing of a microscopic section. Essential Questions: Why are plants the foundation of life? Textbook and Resource Materials: Dynamics. 23.1 - 23.2p. from 605 to 618 Modern Ch.29 from p.83 to p.603 Evidence of Learning: Quiz (Laboratory Practical Quiz?). Drawings of microscope slides. Writings in science notebooks. Comparing slides and identifying them according to their characteristics. Exit ticket - H.W. Capstone Connection: Structures and functions of plant parts can inform building design from materials to function to structure to help understand heat flow???? SEC Topic & Code: HSS-BI.1.04 (HSS-BI.1.04) assignment BI.1.10 - Compare and contrast the processes of photosynthesis and cellular...expand_morelink Week 02 - Week 03 Learning Outcome: Compare and contrast the processes of photosynthesis and cellular respiration: 1) describe the process of photosynthesis including the interactions between the light dependent and light independent stages of photosynthesis; 2) describe the process of cellular respiration, both aerobic and anaerobic; and 3) identify the factors that influence photosynthesis and cellular respiration. Key Concepts: +4. Capturing the light energy. «2. Pigments (chlorophyll a — chlorophyll b — Xanthophyll — Carotene) (considering the color and the ratio) «3. Chloroplast+ 4, Photosynthesis process * a. Light dependent reactions +b. light independent reaction / Calvin Cycle (ATP/ADP ~ NADP+/ NADPH — PGAL (G3P) — RUBP — 3PGA) + 5. Cellular respiration a. Glycolysis is part of both: + | aerobic respiration = a. Krebs cycle +b. Chemiosmosis Il, Anaerobic respiration (Fermentation) = * Lactic acid fermentation + * Alcoholic fermentation Skills: Make accurate inferences and conclusions using text materials Essential Questions: Could a plant be a photochemical cell? Textbook and Resource Materials: SEPUP Ecology Unit Act.9 - Photosynthesis and Cellular Respiration Shuffle, Teacher 158-163; § 100-102 SEPUP Cell Biology Unit Act. 12 - Photosynthesis and Cellular Respiration, Teacher 347-359; S 219-228 Evidence of Learning: Answer the Analysis questions. Compare between light and chemical reactions. Capstone Connection: Energy conversion in a plant can be compared and contrasted to energy conversion in a dwelling. SEC Topic & Code: HSS-BI.1.01; HSS-BI.1.04 (HSS-BI.1.01; HSS-BI.1.04) assignment 81,1.11 - Create your own experiment to investigate a factor that affects...expand_morelink Week 04 - Week 08 Comment(s): This is a new Learning Outcome that is very, very important for a student learning science. This experience gives an opportunity to BE a scientist using experimental design to ask your own questions! This is extremely important in a STEM school education! It is wonderful to see that the Biology teachers added this! Learning Outcome: Create your own experiment to investigate a factor that affects photosynthesis and/or respiration using the steps of experimental design. Key Concepts: + 1, Experimental design + a Reproducible procedures +b. Independent variable to be manipulated. . Cellular respiration in plants |. Energy release. . Photosynthesis. Capture of energy and production of carbon dioxide . Impact of variables on photosynthesis and cellular respiration + a. Temperature. +b. Amount of light * 7. Chemical indicators PORON Skills: 1. Design and conduct investigations 2. Make and record observations and measurements 3, Develop conclusions based on evidence 4. Make predictionsEssential Questions: Can we influence the capture and release of energy? Textbook and Resource Materials: SEPUP Ecology Unit 2 Act. 10 - Respiring Beans, Teacher 164-170; $ 103-106 Act.11 - Respiration and Photosynthesis in Plants, Teacher 171-178; S 107-110 Act 12 - Too Much Life, Teacher 179-186; S 111-115 Evidence of Learning: Make predictions. Take measurements, collect and record data. Quality of student experimental designs. Entries in science notebooks - procedure, data, analysis and conclusions based on their real data. Capstone Connection: Experimental design can be compared and contrasted with designing a test plan for the Capstone prototype. SEC Topic & Code: HSS-BI.1.04 (HSS-BI.1.04) assignment Ecology (2019) folder ‘+ BI1.12- Create a model that shows the interdependence of living organisms within an...expand_morelink Week 07 - Week 08 Comment(s): The Biology teachers have done an excellent job preserving the most important parts of the Ecology unit, while making time in the semester for an in-depth study of plants.2?? Learning Outcome: Create a model that shows the interdependence of living organisms within an ecosystem: 1) describe the relation between the trophic levels and its numbers concerning energy loss; and 2) explain the roles of producers and consumers in a food web. Key Concepts: 1. Ecological biodiversity. 2. Habitat variety. 3. Micro to macro constituents of food web. 4. Producers and consumers. 5. Food as energy source. 6. Varieties of consumers a Herbivores. b. Carnivores. c. Omnivores. d. Decomposers. 7. Food web diagram. 8. Energy flow and pyramid. 9. Consumers levels a. Primary b. Secondary c. Tertiary consumers 10. Ecosystem diversity, disruption and collapse. Skills: 1. Use microscopes to make and record observations of diversity in aquatic ecosystems (water samples). 2. Compare microorganism diversity in water samples from different ecosystems. 3. Make predictions 4, Identify and describe trade-offs involved in ecosystem changes. 5. Use case studies to make accurate interpretations, inferences and conclusions from text Essential Questions: Is energy neither created nor destroyed within an ecosystem? Textbook and Resource Materials: SEPUP Ecology Unit 2 Act.6 Procucers and Consumers, Teacher p. 134-142 S p. 85-89 Act7 Energy Flow Through an Ecosystem, Teacher p. 143-151 S p. 90-95 Evidence of Learning: Complete all activity sheets trom SEPUP - SS 6.1; SS 7.1. Quiz - Draw food web and answer questions. Use dichotomous key to identify name of specimens. Answer some of the Analysis questions at the end of each activity. Capstone Connection: Apply understanding of energy use and flow to varied alternative energy processes SEC Topic & Code: HSS-BI.1.06; HSS-BI.1.07 (HSS-BI.1.06; HSS-B1.1.07)assignment BI.1.13 - Connect the cycling of carbon to global climate change: 1) forms of carbon...expand_morelink Week 09 - Week 09 Learning Outcome: Connect the cycling of carbon to global climate change: 1) forms of carbon within the carbon cycle, how conserved within nature; and 2) effect of humans on the carbon cycle. Key Concepts: 1. Carbon cycle. 2. Carbon reservoirs. 3. Quantity of carbon — fixed. 4. Reservoir quantity ~ fluctuates. 5. Forms of carbon (e.g., CO2 and carbohydrates). 6. Human impact on reservoirs. Skills: 1.Make predictions using evidence Essential Questions: How does non-living matter cycle? Textbook and Resource Materials: SEPUP - Ecology Unit 2 Activity 8 - Carbon Cycle, Teacher p. 152-157 p. 96-99 Capstone Connection: A dwelling's carbon footprint is connected to our contribution to the carbon oyce. assignment BI.1.14 - Analyze how natural and human-caused events can unbalance an ecosystem and...expand_morelink Week 10 - Week 11 Comment(s): If time is running short in the semester, the teacher may want to talk through Activity 4 on invasive species rather than have students do all the case study reading. | also moved Act 18 & 19 to this Learning Outcome because they were more closely connected to it and again if ime is running short in the semester it may be that the teacher gives an overview of them rather than having the students actually do them. It is more important that students have the time to apply what they have been learning about ecosystems to problems in Egypt itself than to 0 into more depth about fisheries in particular. Learning Outcome: Analyze how natural and human-caused events can unbalance an ecosystem and describe possible strategies for restoring balance to damaged ecosystems. Key Concepts: 1. Ecosystem services. 2. Management of resources. 3. Natural and human- caused disturbances. 4. Ecosystem disturbance: minor to catastrophic. 5. Ecosystem resilience. 6. Invasive species. 7. Ecosystem resistance Skills: 1. Graph and analyze data. 2. Identify and describe trends in data. 3. Communicate and defend a scientific argument. 4. Identify evidence. 5. Identify and weigh trade-offs when making a decision. Essential Questions: How is balance achieved?Textbook and Resource Materials SEPUP - Ecology unit 2: Act. 1, 4, 17 18,19 Teacher pdf of other sources Act. 1 Ecosystems and Change Te. P.71 - 85 Sp. 45 - 56 Act. 4 Invasive Species Te. P.107 - 120 Sp. 70-79 Act. 17 Ecosystem Change and Resiliency Te. P.217 - 223 S p. 134-1138 Act. 18 Fishery Case Studies Te p. 224-232 S p. 139-144 Act.19 Making Sustainable Fishery Decisions Te p.233-242 S p.145- 147 Evidence of Learning: Oral presentations Group created food webs Quiz - Problem solution based on pictures 18.1; 19.1; 19.2 Capstone Connection: Consider ecosystem impact of the Capstone design SEC Topic & Code: HSS-BI.1.06, HSS-BI.1.04 (HSS-BI.1.06, HSS-BI.1.04) assignment BI.1.15 - Analyze an ecosystem in Egypt that has become unbalanced and suggest...expand_morelink Week 12 - Week 12 Comment(s): Student presentations should be limited so that all students can give their presentations within the week or this may become a group activity to limit the number of presentations requiring class time. Learning Outcome: Analyze an ecosystem in Egypt that has become unbalanced and suggest effective interventions. Key Concepts: Restoration of ecosystems Skills: 1. Research 2. Analysis 3. Presentation Essential Questions: What is the relationship between balance, unbalance and rebalance? Textbook and Resource Materials: Online links to make presentations (Self-study) Evidence of Learning: Students prepare a presentation which demonstrates their knowledge of ecosystems as it applies in Egypt Capstone Connection: Dwellings and developments impact ecosystems SEC Topic & Code: HSS-BI. 1.06 (HSS-BI.1.06) assignmentGenetically Modified Food (2019) folder BI.2.01 - Use evidence to evaluate the trade-offs of using genetically modified food to...expand_morelink Week 01 - Week 01 Comment(s): This unit begins with questioning the use of genetically modified food as a reason for leaming the details of genetics. The last lessons of the unit will require that students use the information they have learned in order to make well- informed decisions about the trade-offs involved with the use of GMO's. Learning Outcome: Use evidence to evaluate the trade-offs of using genetically modified food to support economic, social and environmental sustainability. Describe the trade-offs of the use of genetically modified food Explain the intended and unintended consequences of the use of GMO's Key Concepts: 1. Genetically modified organisms. 2. Beneficial characteristics (example, disease resistance, drought tolerance and higher nutritional value). 4. Unintended consequences for humans and ecosystems. Skills: 1. Evidence-based debate. 2. Identity and describe trade-offs. 3. Argue a stance and ‘support it with evidence. Essential Questions: Should people engineer organisms? Textbook and Resource Materials: ‘SEPUP Book - Unit 4 - Genetics: Feeding the World Students p. 260-268 Teachers p. 407- 418; ss14 Evidence of Learning: (BA); Explain the intended and unintended consequences of genetic modification (ST): Solve Analysis ques.4 in student book P. 286 (ST) Did your initial ideas about Bt corn change? Explain your initial ideas. If they have changed, explain how and why. What arguments made you change your mind? If they have not changed, explain why not. Capstone Connection: Some plant species, such as rice, can be modified to grow under different conditions of water availability impacting water needs for irrigation. ‘SEC Topic & Code: HSS-Bi 2.02.04; HSS-Bi 2.02.05 (HSS-Bi 2.02.04; HSS-Bi 2.02.05) assignment BI.2.02 - Create a model to show the process of genetically modifying organisms and how...expand_moretink Week 02 - Week 03 Comment(s): This includes a very important laboratory in which students actually genetically modify an organism Students will have received an introduction to mitosis in Grade 1 so their preexisting knowledge should be assessed before doing all the parts of Act 2. It may be that only one part will serve as enough of a review. I have removed meiosis from this LO. In my experience, students were confused when | introduced mitosis and meiosis together. THE SEPUP materials are designed to give students the experience of seeing the results of differentkinds of crosses and THEN the mechanism which enables those crosses (meiosis) is introduced in detail. If the teacher believes meiosis needs to be introduced before doing the crosses then | would recommend the Use of Act, 13 & 14 to do so. I have left Act 13 & 14 under LO 2.06. Learning Outcome: Create a model to show the process of genetically modifying organisms and how the new genetic material is inherited: 1) conduct experiments on the process of creating GMO's; and 2) model inheritance by mitosis. Key Concepts: 1. Bacterial transformation technique. 2. Plasmids. 3. Genes and chromosomes (definition only). 4. Mitosis. Skills: 1. Use good laboratory technique (sterilization technique). 2. Make end record observations. 3. Identify and describe trends in data. 4. Make predictions. 5. Develop conclusions based on evidence. Essential Questions: How can GMO's affect our lives? Textbook and Resource Materials: SEPUP Genetic: Activity 2 (student p. 269-277) ,(teacher p.419-434) Act 2 SS 2.1; 2.2; and 23 Activity 3: (Students p 278-281) ,(teacher p 435-439) Act 3 SS 3.1 Evidence of Learning: Q1 & 4 in SEPUP student book p.277 (BA) Students are going to read the case study on biofuel to define the type of modification, benefits, risks, status of development and other solutions in the case study on GMOs and should answer the Analysis question (Q 4) page 277 (ST) : Analyze your work in this activity and that of the other groups, according to your teacher's instructions. Analysis should include a summary of the data collected and conclusions you and your group draw from the data about the bacteria on the plates. Explain possible sources of experimental error. (1) page 277 ‘Capstone Connection: Apply the process of genetic modification of organisms to support improved conditions of a water supply SEC Topic & Code: HSS-Bi 2.02.6; HSS-Bi 2.0.7; HSS-Bi 2.0.8; HSS-BI 2.01.11 (HSS-Bi 2.02.6; HSS-8i 2.0.7; HSS-Bi 2.0.8; HSS-BI 2.01.11) assignment BI.2.03 - Discuss how the chemical and structural properties of DNA and its replication...expand_more Week 04 - Week 06 Learning Outcome: Discuss how the chemical and structural properties of DNA and its replication result in the creation of new genotypes: 1) design a model to show the structure of DNA; and 2) determine how DNA replicates 3) Gene expression and protein synthesis Key Concepts: 1. Deoxyribonucleic acid (DNA). a. Macromolecule with nucleotide subunits. b. Double helix and complementary strands. c. Sugar-phosphate backbone and nitrogenous bases (Adenine, guanine, cytosine, and thymine represented by A, G, C, and). d. Nucleotide sequences (Coded instructions). 2. DNA replication by semi-conservative mechanism. 3. Transcription and translation. 4. RNA types and structure. 5. Protein Synthesis. Skills: 1. Perform DNA isolation. 2. Make and record observations. 3. Identify, describe trends and Interpret data. 4. Develop claims based on evidence and reasoning. 5. Recognize and ‘analyze alternative explanations and models. 6. Express and defend a scientific argument. Essential Questions: How does DNA structure enable its function? Textbook and Resource Materials: Activity 9: SEPUP,Genetics,(student p.324- 327).(teacher p.500- 506) Activity 10: ‘SEPUP, Genetics. (student p.328-333) (teacher p.507-515) Activity 12: (student p.343-'345).(teacher p.528-531) Meselson and Stahl experiment : http:/highered.megraw- hill. com/oleweb/cgi/pluginpop.cgiit=swf::535::535::/sites/dlree/0072437316/120076/bi022.swf:: Meselson%20and%20Stahl%20Experiment - Act 16 - (Protein Synthesis - Transcription and Translation (Te SEPUP 559-867, S SEPUP 366-375) Unit 4-Act 16 TR 16.1; TR 16.2 Evidence of Learning; Activity (9):Successful isolation of DNA during lab SEC Topic & Code: HSS-Bi 2.01.01; HSS-Bi 2.01.02; HSS-Bi 2.01.03; HSS-Bi 2.01.04; HSS-Bi 2.01.05; HSS-Bi 2.01.07; HSS-Bi 2.01.08; HSS-Bi 2.01.09; HSS-Bi 2.01.10; HSS-Bi 2.01.11; HSS-Bi 2.01.12: HSS-Bi 2.01.13; HSS-Bi 2.01.15; HSS-Bi 2.01.16; HSS-Bi 2.02.01; HSS-Bi 2.02.12 (HSS-Bi 2.01.01; HSS-Bi 2.01.02; HSS-Bi 2.01.03; HSS-Bi 2.01.04; HSS-Bi 2.01.05; HSS-Bi 2.01.07; HSS-Bi 2.01.08; HSS-Bi 2.01.09; HSS-Bi 2.01.10; HSS-Bi 2.01.11; HSS-Bi 2.01.12; HSS-Bi 2.01.13; HSS-Bi 2.01.15; HSS-Bi 2.01.16; HSS-Bi 2.02.01; HSS-Bi 2.02.12) assignment BI.2.04 - Describe the key steps in the creation of genetic modifications and analyze...expand_morelink Week 07 - Week 08 Comment(s): Instead of a presentation about the steps in creating GMO’s as evidence of learning, | made it a presentation of their data from the electrophoresis experiment and the conclusions they drew from that. | was thinking that all the presentations of steps in creating GMO's would be so similar that it would be too repetitive for students to listen to them during class? Your thoughts? Learning Outcome: Describe the key steps in the creation of genetic modifications and analyze the DNA of organisms to determine whether they are modified or not using electrophoresis. Key Concepts: 1. Genetically modified organisms. 2. Desirable traits (e.g., pest or disease resistance, drought tolerance, or enhanced nuttitional qualities). 3. Genetic manipulation for new combinations of traits. 4. DNA electrophoresis. 5. Steps in GMO: a. identification of desirable gene; b. isolation of gene; c. preparation of a DNA construct - adding markers; d. delivery of the desired gene into target organism; and e. raising the transformed organisms using a selective medium. 6. DNA constructs insertion: a, shooting with gene gun; b. bacterial transformation; or c. viral delivery. Skills: 1. Develop conclusions based on evidence and reasoning. 2. Consider and evaluate multiple perspectives on an issue. 3. Identify and describe trade-offs of decisions. 4. Argue a position and support it with evidence. Essential Questions: Are GMO's the solution? Textbook and Resource Materials ‘SEPUP Science and Global Issues. Activity 15 (teacher p.549) (student p.361) Activity 18 (teacher p.583) (student p.385). Activity 19 (teacher p. 596) (students' 393) Modem Biology Ch 13 p 257-259 Campbell Sth edition Ch 20 (p.399 ) +( from p.405 to 409) Evidence of Leaming: Students produce a poster about one of the GMO organisms -The final arrangement of the 8 cards about the genetic modification of lettuce as done in class (Activity 19) (teacher p. 596) (students’ 393). - Students answer Analysis Question 2 (p 391 SEPUP) in groups - Answer questions 1 and 3p. 391 individually - SEPUP Analysis Questions p 399 - An ‘exam (done on google form ) Capstone Connection: Students could use edible vaccines to improve the medicine industry. ‘SEC Topic & Code: HSS-Bi 2.02.02; HSS-Bi 2.02.03; HSS-BI 2.02.11; HSS-BI 2.02.12 (HSS-Bi 2.02.02; HSS-Bi 2.02.03; HSS-BI 2.02.11; HSS-BI 2.02.12)assignment BI.2.05 - Compare and contrast selective breeding and genetic modification to breed ...expand_more Week 09 - Week 10 Learning Outcome: Compare and contrast selective breeding and genetic modification to breed a new type of wheat in Egypt with a minimum of two desired traits, Key Concepts: 1. Distinguish between genes and alleles. 2. Use Punnett squares to predict outcomes of genetic crosses. 3. Phenotypic and genotypic results (Heterozygote -Homozygote). 4, Selective breeding. 6. Gregor Mende!’s contributions to our understanding of genetics. 7. Pattems of inheritance a. Simple dominance (Laws of simple dominance- first and second Mendelian laws) b. Incomplete dominance. c, Codominance, Skills: 1. Collect, record and interpret data, 2. Develop conclusions based on evidence Essential Questions: How could genetic modification improve the agricultural wealth or food deficiency in Egypt? Textbook and Resource Materials: ‘SEPUP Genetics Activity 4 (Breeding Corn) (student p. 282-289) (teacher p. 442-454) Act 4 SS 4.1 & 4.2 SEPUP Genetics. Activity 5. (Genes and Traits) (student p. 290299) (teacher p.453- 463) SEPUP Genetics, Activity 6 (Breeding Corn for Two Traits ) (student p.300-306). (teacher p.464-476) Act 6 SS 6.1 & 6.2 SEPUP Genetics Activity 7 (Breeding Better Rice) (student p.307-- 315), (Teacher p.477-487) Act 7 SS 7.1 Evidence of Learning: - Students will solve all Analysis questions page 306 - Students will prepare a plan to breed of new type of wheat with a minimum of two desirable traits - Students are going to solve question Analysis 3 & 4 , page 314 SEC Topic & Code: HSS-BI 1.05.01; HSS-BI 1.05.02; HSS-BI 1.05.03; HSS-Bi 2.02.09; HSS-Bi 2.02.10; HSS-Bi 2.02.14 (HSS-BI 1.05.01; HSS-BI 1.05.02; HSS-BI 1.05.03; HSS-Bi 2.02.09; HSS-Bi 2.02.10; HSS-Bi 2.02.11) assignment BI.2.06 - Interpret how sex-linked chromosomes and abnormalities of chromosomes. affect..expand_more Week 11 - Week 12 Learning Outcome: Interpret how sex-linked chromosomes and abnormalities of chromosomes affect the inheritance of traits and solve problems about sex-linked traits, Key Concepts: Student review all the previous concepts about meiosis and mitosis and chromosomes. 1. Genes. 2. Chromosomes. 3. Mitosis. 4. Crossing over. 5. Hybrid/Dihybrid crosses. 6. Haploid. 7. Diploid. 8. Gametes. 9. Fertilization. 10. Karyotype( definition and description). 11. Independent segregation. 12, Segregation and cross over. 13. Abnormalities(chromosomal mutation). Skills: Compare and contrast the two processes of reproduction Essential Questions: Why and how there is variation among living organism? ‘Textbook and Resource Materials: Activity 13. (student p.346-352). (teacher p.530-538) Act 13 SS 13.1; SS 13.2 Activity 14. (student .353-360) (teacher p.539-547) Act 14 SS 14.1 Evidence of Learning: Act 13 - All Analysis Questions - Question 4 is (ST) Act 14- Students solve AQ.1, 3&7 p359, 14.1 student sheet https://docs. google com/documentid/1saD9Ngq0iUgb6_GisKNnB2206BjEDSL 340jONcMBcsMied it SEC Topic & Code: HSS-Bi 2.02.08; HSS-BI 1.05.04; HSS-BI 1.05.05; HSS-BI 1.05.06; HSS-BI 2.03.01; HSS-BI 2.03.02 (HSS-Bi 2.02.08; HSS-BI 1.05.04; HSS-BI 1.05.05; HSS-BI 1.05.06; HSS-BI 2.03.01; HSS-BI 2.03.02) assignment Genetically Modified Food (part 2) (2019) folder ‘+ BI.2.07 - Explain how genomics has the potential to contribute in solving...expand_morelink Week 13 - Week 14 Learning Outcome: Explain how genomics has the potential to contribute in solving sustainability problems to infer the genetic mechanism of inheritance for a given trait. Key Concepts: 1. Genomics 2. The Human Genome Project 3. Genomics and biodiversity, alternative energy, and human and animal health. Skills: 1. Develop and test a hypothesis. 2. Analyze and interpret pedigrees. 3. Develop conclusions based on evidence. 4. Apply logic, knowledge and reasoning to construct explanations, Essential Questions: How has genomics contributed to our understanding of inheritance mechanisms of traits and genetic diseases? Textbook and Resource Materials: Activity (8) SEPUP ,Genetics,. (student p.316 - 323). (teacher p.490-499) Act 8 SS 8.1 Evidence of Learning: Activity (11) (Exit ticket ) Students solve analysis question is 5 in SEPUP. book p.342 (Homework) Solving the analysis questions in the book p 342 Activity (8): Analysis Question 2 in page 321 is a Quick Check for you to monitor students understanding of pedigrees and the information they convey. Capstone Connection: Apply the process of genetic modification of organisms to support improved conditions of a water supply SEC Topic & Code: HSS-BI 1.05.07; HSS-BI 1.05.08; HSS-Bi 2.02.13; HSS-Bi 2.02.14; HSS-Bi 2.02.15; HSS-Bi 2.02.16 (HSS-BI 1.05.07; HSS-BI 1.05.08; HSS-Bi 2.02.13; HSS-Bi 2.02.14; HSS-Bi 2.02.15; HSS-Bi 2.02.16)assignment Human Sexual Reproduction (2019) folder BI.2.08 - Compare and contrast the structures and functions of the human male and...expand_more Week 01 - Week 01 Learning Outcome: Compare and contrast the structures and functions of the human male and female reproductive systems: 1) identify analogous structures between the male and female organ systems; and 2) relate structures to their functions. Key Concepts: 1. . Male and female reproductive structures. 2. Path and delivery of sperm. 3 Ovulation. Skills: 1. List analogies between male and female reproductive structures. 2. Link form with function, Essential Questions: How does human life continue? Textbook and Resource Materials: Modern Biology Chapter 51 Reproductive System p.1049-1080 Evidence of Learning: Analysis Questions from Section 1, 2 and 3 Reviews. SEC Topic & Code: HSS-Bi 2.03.03; HSS-Bi 2.03.04; HSS-Bi 2.03.05 (HSS-Bi 2.03.03; HSS-Bi 2.03.04; HSS-Bi 2.03.05) assignment BI.2.09 - Explain how the human reproductive system allows the variation needed for...expand more Week 02 - Week 03, Learning Outcome: Explain how the human reproductive system allows the variation needed for natural selection and evolution and demonstrate an understanding of gametogenesis through the process of meiosis. Key Concepts: 1. Spermatogenesis. 2. Structure of sperm. 3. Oogenesis. 4. Hormonal controls of cycles. 5. Menstrual cycle. 6.Ovarian and uterine cycles . 7. Fertilization. 8. Pregnancy. 9. Birth, Skills: 1. Compare and contrast spermatogenesis and oogenesis. 2. Conclude analogies between male and female gametes. Essential Questions: Is variation beneficial? Textbook and Resource Materials Campbell Chapter 46 Animal Reproduction p. 1003-1018 with an emphasis on Concept 46.4 and Concept 46.5 (Diagram on p.1008-1009) Evidence of Learning: Concept Check Questions 46.4 Concept Check Questions 46.5‘SEC Topic & Code: HSS-Bi 2.03.06; HSS-Bi 2.03.07 (HSS-Bi 2.03.06; HSS-Bi 2.03.07) assignment Evolution (2019) folder BI.2.10 - Cite evidence from the fossil record to support the theory of natural...expand_more Week 04 - Week 05 Comment(s): Id recommend shortening Activity 6. Earth Science discusses radiometric dating and stratigraphy so talk with them so there is no duplication. But I think is good to do Activity 5 because aren't there whale fossils in Fayoum? Didn't you take a field trip there? The more real, connections that can be made to Egypt, the better! Learning Outcome: Cite evidence from the fossil record to support the theory of natural selection and evolution: 1) describe Darwin's theory of evolution by natural selection; and 2) use fossil evidence to show that genetic makeup descends from common ancestors Key Concepts: 1. Darwin’s influence on the mechanism of evolution (natural selection.) influence of experts, society and culture during Darwin's time. 4. Evidence of evolution: geology, index fossil, biogeography, homologous structures, and vestigial organs Skills: 1. Make accurate interpretations, inferences and conclusions from text. 2. Communicate and defend a scientific argument. 3, Develop conclusions from evidence. Essential Questions: How did life evolve? Textbook and Resource Materials: ‘SEPUP Activity 4 Darwin and the Development of a Theory - S (p 436442), T (651659) Activity 5 Using Fossil Evidence to Investigate Whale Evolution S (p 443-445) T ( p 663-671) Activity 6 Evidence from the Fossil Record S p. 448-453 T p. 670-679 Modern Biology : unit 4 Evolution ( p.297 -304) Evidence of Learning: Activity sheet 4.1 An essay of a five to eight sentence summary about who influenced Darwin’s thinking and how they did so. Students should cite at least two quotes from the readings to support your discussion. The essays should incorporate the concepts of natural ‘selection principles. Produce a 5 min power point presentation to cite evidence using fossil records from an area to support the theories of natural selection and evolution. (Group work) Venn diagram from Activity 5 Activity 6: presentation done within class about different topics of the activity ‘SEC Topic & Code: HSS-Bi 2.03.01; HSS-Bi 2.03.03; HSS-Bi 2.03.04 (HSS-Bi 2.03.01; HSS-Bi 2.03.03; HSS-Bi 2.03.04) assignment B1.2.11 - Based on similarities in modern biological classification, show how to...expand_more