Linden Community Schools
BIOLOGY
Content
Grade
Level: 9th
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Benchmark |
Performance Description |
Recommended Activities |
Recommends Assessments |
|
Ask
questions that can be investigated empirically |
The
student will describe the six stages of a scientific investigation. |
Discuss
value of questions regarding various environmental situations |
Worksheet
with real-life situations. Questions/answers |
|
Design
and conduct scientific investigations |
The
student will assess the importance of observations in the world of science. The
student will access the importance of observations in the world of science. Students
will discuss the six stages of scientific investigation. Students
will distinguish between hypothesis, predicting, and experimenting. Students
will define theory and explain why theories form the framework of science. |
Students
will evaluate how can a question be properly answered and how data can be
properly interpreted. Students will write statements as predictions. Given a problem, state a prediction, design an experiment, collect
data, explain results especially those which are discrepant |
Design
testable statements Questions/answers Evaluate
real-life data Given
a statement, design a testable prediction Guided
practice Questions/answers |
|
Recognize
and explain the limitations of measuring devices. |
Students
will predict the effects of the release of airborne acids on the environment. |
Compare
parts per million parts per billion Make
observations thorough light microscope |
Question/answer Written
evaluation of ppm, ppb. Explain
why some objects cannot be seen with light microscopes. Discuss
what happens to light when it strikes an object Unit
test |
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Gather
and synthesize information from books and other sources of information. |
The
student will develop research ideas based on outside sources. |
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Content
Grade
Level: 9th
|
Benchmark |
Performance Description |
Recommended Activities |
Recommends Assessments |
|
Justify
plans or explanations on a theoretical or empirical basis. |
The
student will design and carry out planned scientific experiments. |
The teacher will have students use pictures of different kinds of specialized cells from books, internet sources, or prepared slides to observe structural differences. Each student will write an explanation of how the overall structure of a cell relates to its function (e.g., a nerve cell.) Students should identify any specific organelles present and relate these organelles to the function of the cell (e.g., chloroplast with photosynthesis in a plant). |
Questions/answers Given
a situation, evaluate which organelle is missing/or not functioning Evaluate
how cell anatomy fits function |
|
Describe
some general limitations of scientific knowledge |
The student will explain how genetic engineering
is performed. The
student will describe efforts being made to increase the world’s food supply. The
student will list three diseases that are the subject of concern in
scientific research and describe efforts to combat them. |
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Show
how common themes of science, mathematics, and technology apply in real-world
contexts. |
The
student will use mathematics and technology in experimental design. |
Discuss an environmental issue, design questions, predictions |
Evaluate
why some aspects of a problem cannot be determined. |
|
Discuss
the historical development of key scientific concepts and principles. |
The student will
discuss the development of the cell theory. The
student will discuss the invention of microscopic techniques . The
student will discuss how genetic engineering has been used to improve crop
yields and make livestock more productive. Students
will describe significant contributions to the discovery of the structure of
DNA. The
student will define transposons and identify the scientist responsible for
discovering them. |
Given
a scenario for food shortage, describe how by use of genetic engineering to
compensate for that shortage Discuss
what had to be known first regarding the structure of DNA |
Guided
practice List the contributions of Franklin, Watson, Crick, Wilkins, McClintock |
|
Explain
the social and economic advantages and risks of new technology. |
The
student will identify several major environmental concerns caused by the
growing human population. The
student will recognize the relationship between the p53 gene and cancer. |
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Develop
an awareness of an sensitivity to the natural world |
The
student will discuss the impact of man on the natural world through global
warming, ozone depletion and acid rain. |
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Describe
the historical, political, and social factors affecting developments in
science. |
The
student will discuss the debate over genetic engineering. The
student will discuss the debate of evolution and creationism. |
Students will discuss the difference between “testable” situations and
those which are not. |
Questions/Answers Unit
test |
Content
Grade
Level: 9th
|
Benchmark |
Performance Description |
Recommended Activities |
Recommends Assessments |
|
Explain
how multicellular organisms grow, based on how cells grow and reproduce |
Students will describe
how ATP is used to power chemical reactions. Explain
how enzymes are regulated to control metabolic pathways of cells. The
student will define the cell cycle and explain what occurs during each of the
phases. Discuss
the events that led to the discovery and understanding of tobacco mosaic
virus. Define
virus and explain why a virus in not considered alive. Describe
the basic structure of a virus. Describe
the structure of HIV and explain how it reproduces. Differentiate
between gram positive and negative bacteria. List
seven differences between bacteria and eukaryotic cells. Describe
the external and internal structure of E. coli. Describe
three different ways bacteria can obtain energy. Describe
the eukaryotic features that first evolved in protists. Describer
the unifying features of protists. List
three environments where protists are found. Discuss
asexual and sexual reproduction of the protist Chlamydomonas. Describe three ways multicellular protists reproduce. Explain
how amoebas and forams move. Describe
the structure of diatoms. Compare/contrast
the three kinds of algae. Name
three different kinds of flagellates. Discuss
the unique features that distinguish protistan molds and sporozoans from
other protists. Identify
several obstacles to living on land and describe how plants overcame them. Distinguish
nonvascular plants from vascular. Summarize
alternation of generations. Describe
the moss life cycle. Describe
the three basic features of vascular plants. Summarize
the characteristics and life cycle of ferns. Explain
how gymnosperms differ from other seed plants. Compare/contrast
the life cycles of gymnosperms and ferns. Describe
a seed and state its importance to the adaptation of plants. Identify
the parts of a flower. Explain
why there are different kinds of flowers. Describe
the process of double fertilization and its importance. Relate
the characteristics of fruits to their role in seed dispersal. |
Guided
practice Observe
cells at stages of the cell cycle Observe
virus examples Students
will grow bacteria collected from various home environments Complete
life cycle charts |
Questions/Answers Identify
the cell cycle stages and discuss the event. Compare/contrast cells to viruses Stain and evaluate the bacterial types collected. Contrast with eukaryote characteristics. Compare/contrast the three life cycles. Unit test |
|
Compare
and contrast ways in which selected cells are specialized to carrying out
particular life functions |
The student will state
the parts of the cell theory. The student will
identify the major differences between prokaryotes and eukaryotes and explain
the importance of each. The student will
explain why cells must be small. Students will describe
the function of nucleic acids and ATP Students
will compare and contrast the four principal kinds of macromolecules found in
living organisms. The
student will describe the structure and functions of the organelles found
inside a eukaryotes cell. The
student will list the similarities and differences among the cells of plants,
fungi and animals. The
student will describe the arrangement of phospholipid molecules in a plasma
membrane. The
student will recognize the importance of cell surface proteins. The
student will identify three main types of cell surface proteins. The
student will identify three ways cells communicate with each other. The
student will describe how receptors can influence the cytoplasm of a cell. The
student will distinguish between chemically gated and voltage-gated channels. Describe
the three major tissue types that compose vascular plants and state the
function of each. Explain
how leaves, stems, roots are adapted for the functions they perform. Describe
several distinguishing features of sugar maple trees. Explain
how transpiration helps move water in a plant. Relate
the cohesive and adhesive properties of water to its movement in plants. Explain
how guard cells regulate the rate of transpiration. Describe
the process by which sugars are translocated throughout the body of a plant. Compare
the structure of corn seeds with that of bean seeds and describe how each
germinates. Explain
how primary and secondary growth are produced. Compare
plant development with animal development. Distinguish
among annuals, biennials, perennials. Describe
several methods of propagation of plants. Describe
how growth occurs in arthropods. Identify
the major groups of vertebrates and list the order in which they evolved. Describe
the key adaptations that enabled fishes to dominate the oceans. Describe
the adaptations of amphibians for life on land. Describe
the key adaptations of terrestrial vertebrates. Describe
how counter-current flow increases oxygen absorption. Explain
how vertebrates obtain oxygen from the air. Identify
the key changes in the structure of the vertebrate lung. Describe
the structure of the fish heart. Describe
the evolution of the vertebrate heart. Discuss
the significance of the pulmonary veins in terrestrial vertebrates. Describe
how marine and freshwater fishes maintain water and salt balance. Identify
the key adaptations of terrestrial vertebrates that prevent water loss. Explain
how terrestrial vertebrates are able to reproduce on land. List
the advantages of internal fertilization over external fertilization. Contrast
oviparity, ovovivparity and viviparity. Contrast
the parent care provided by reptiles, birds and mammals. |
How does the physical appearance of a cell indicate the possible function of the cell? The teacher will have students use pictures of different kinds of specialized cells from books, internet sources, or prepared slides to observe structural differences. Each student will write an explanation of how the overall structure of a cell relates to its function (e.g., a nerve cell.) Students should identify any specific organelles present and relate these organelles to the function of the cell (e.g., chloroplast with photosynthesis in a plant). Guided practice Guided practice Guided practice |
Each student will design, construct, and label a cell with six or more different structures. Based on the structures used, each student will write a paragraph describing what the cell is able to do. Questions/Answers Unit
test Questions/answers Questions/Answers Unit test |
STRAND: Organization of Living Things
Content
Strand: All students will use classification systems to describe groups of
living things; compare and contrast differences in the life cycles of living
things; investigate and explain how living things obtain and use energy;
analyze how parts of living things are adapted to carry out specific functions.
Grade
Level: 9th
|
Benchmark |
Performance Description |
Recommended Activities |
Recommends Assessments |
|
Classify
major groups of organisms to the kingdom level |
Describe the characteristics of the six major kings and focus on the two kingdoms of bacteria. Identify
the characteristics of Pelomyxa palustris. Discuss the evolution of mitochondria and mitosis. Explain the advantages of multicellularity. Compare and contrast colonial, aggregate and multicellular organisms. Describe the protist ancestors of plants, animals and fungi. Explain two characteristics that distinguish complex multicellular organisms. Describe Linnaeus’s role in modern taxonomy. Explain the scientific system for naming a species. Distinguish scientific naming from biological. Define the term species. Describe how classification reflects evolutionary history. Explain how fungi are classified. Describe four phyla of fungi. Outline the life cycles of classic fungi. Describe the mushroom Amanita. Describe the general characteristics of animals. Define radial symmetry. Compare/contrast sponges and cnidarians. Define bilateral symmetry. Describe the evolution of the body cavity in animals. Compare/contrast flatworms with roundworms. Describe the basic body plan of a mollusk List the characteristics of an annelid . List the characteristics of an arthropod. Compare/contrast echinoderms with chordates. Identify the four classes of mollusks State the major annelid characteristics that distinguish them from mollusks. Describe the evolution of arthropods. Relate the characteristics of arthropods to their evolutionary success. List the three subphyla of arthropods. Describe the characteristics of arachnids and crustaceans. Compare/contrast millipedes, centipedes, insects. Identify the external and internal structure of a grasshopper. Compare/contrast gradual, incomplete, and complete metamorphosis. Describe the major characteristics of echinoderms. Compare/contrast the lifestyles of organisms in the five classes of echinoderms. Describe the first vertebrates Describe the evolution of jaws. Compare/contrast ostracoderms to placoderms. Give examples of two modern agnathans. Identify several important characteristics of sharks. Describe the evolution of bony fishes. Identify and describe the direct ancestors of amphibians. Discuss the major changes that have occurred in amphibians throughout their evolutionary history. Contrast the three orders of modern amphibians. Identify and describe the major external and internal features of a frog. Identify the four orders of living reptiles. Recognize the close relationship between crocodiles and birds. Describe the evolution of the reptilian skull. Identify the differences between lizards and snakes. Describe adaptations for locating and prey capturing in snakes. Recognize the three factors that contributed to the success of dinosaurs. Explain the role of continental drift and dinosaurs. Describe how plant evolution affected the evolution of dinosaurs. Recognize the position of Archaeopteryx to avian evolution. Identify modern avian characteristics, compare to other vertebrates. Describe the three similarities between therapsids and mammals. Identify three characteristics of the earlier mammals. |
Using preserved and live organisms and a list of characteristics associated with the major kingdoms, small groups of students will sort the organisms into their appropriate kingdom groups. As a group, students will write a summary of the problems encountered with placing organisms into groups based solely on visible, physical characteristics. As a group, students will generate a list of ideas on other possible ways to classify organisms. |