TN Biology I Science Standards - 2008-2009 Implementation

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Biology I: Embedded Inquiry
Checks for Understanding Inq.1 \| Inq.2 \| Inq.3 \| Inq.4 \| Inq.5 \| Inq.6 \| Inq.7 \| Inq.8
Science Curriculum Standards 3210 - Biology I	Internet Resources
Trace the historical development of a scientific principle or theory, such as cell theory, evolution, or DNA structure. Inq.1	About Darwin - dedicated to the life and times of Charles Darwin Development of Kepler's Laws - this Wikipedia article traces Kepler's work Cell Theory - includes a timeline of development of the theory Galileo Project - hypertextual information about Galileo and the science of his time to viewers of all ages and levels of expertise Gregor Mendel: Planting the Seeds of Genetics - an exhibit from Chicago's Field Museum Historical Development of Chemistry - three case studies of significant chemical progress History of Science - Wikipedia article History of Science and Technology - a Wikipedia article including links History of Science Sourcebook - a subset of texts derived from three major online sourcebooks Isaac Newton - Wikipedia article tracing the development of Newton's laws Johannes Kepler - His Life, His Laws and Times Mendel's Experiment - an animation describes Gregor Mendel's experiment as presented in his Experiments in Plant Hybridization Modeling Mendel's Pea Experiment - lesson plan from Access Excellence Person of the Century: Albert Einstein - from Time’s 100 Scientific Method - this Wikipedia article illustrates how scientific principles or theories are developed Voyage of the Beagle - index of trwenty-two chapters detailing the historic voyage of discovery Watson and Crick describe structure of DNA - from PBS's Science Odyssey When the Earth Moved - Copernicus and his Heliocentric System of the Universe
Conduct scientific investigations that include testable questions, verifiable hypotheses, and appropriate variables to explore new phenomena or verify the experimental results of others. Inq.2	Excite Education Curriculum Module - lesson plan about scientific method from CDC Experimenting, Testing, & Challenging the Hypothesis - the degree of challenge to your hypothesis will depend on the type of problem and its importance Falsifiability – [Wikipedia article] the logical possibility that an assertion can be shown false by an observation or a physical experiment General Procedures for All Experiments - general procedures for each experiment are briefly outlined - variations between experiments are noted How to Formulate a Hypothesis Using the Scientific Method - eight steps are outlined Introduction to the Scientific Method - An explanation on what the scientific method is and does. From Frank Wolfs, University of Rochester Reasoning in Science - Learning about the scientific method is almost like saying that you are learning how to learn [from Biology4Kids] Scientific Method - from Elmer's Soup-to-Nuts science fair site Scientific Method - includes a test of your powers of observation Scientific Method Lab - an interactive lab that teaches what the scientific method is, and how scientists and others follow this method Scientific Method Quiz - [this link opens on a new page] Solving Problems with the Scientific Method - posted by Study Guides and Strategies Steps of the Scientific Method - from a science fair project idea site Studying Cells - how the scientific method is applied in biology Writing Hypotheses: a student lesson - the purpose of this lesson is to learn when and how to write hypotheses
Select appropriate tools and technology to collect precise and accurate quantitative and qualitative data. Inq.3	Platform Scales Addition - weigh several items and find the sum in hundredths of a gram Platform Scales Subtraction - weigh several items and find the difference in hundredths of a gram Using a Platform Scale - practice using scales like the one in a doctor's office, five Gregs will drop on the scale, waiting to be weighed, see how quickly you can weigh them
Determine if data supports or contradicts a hypothesis or conclusion. Inq.4	Basic format of any hypothesis test - from Skills4Study Designing Science Experiments - from Crystal Clear Science Fair Projects Experiment - Wikipedia entry How to Use the Scientific Method to Test a Hypothesis - six steps are listed Hypothesis Test - from Cool Science Projects.com Hypothesis test 1: an experiment on telepathy - used as an example of the process Hypothesis test 2: the shuffle test - using statistical analysis Practicing Scientific Processes - from Glencoe Science Statistical hypothesis testing - Wikipedia entry Test Your Hypothesis - from Lane Libraries Science Fair Zone
Compare or combine experimental evidence from two or more investigations. Inq.5
Recognize, analyze, and evaluate alternative explanations for the same set of observations. Inq.6
Analyze experimental results and identify possible sources of experimental error. Inq.7
Formulate and revise scientific explanations and models using logic and evidence. Inq.8
State Performance Indicators SPI Inq.1 \| SPI Inq.2 \| SPI Inq.3 \| SPI Inq.4 \| SPI Inq.5 \| SPI Inq.6 \| SPI Inq.7 \| SPI Inq.8
Select a description or scenario that reevaluates and/or extends a scientific finding. SPI Inq.1
Analyze the components of a properly designed scientific investigation. SPI Inq.2
Determine appropriate tools to gather precise and accurate data. SPI Inq.3
Evaluate the accuracy and precision of data. SPI Inq.4	Data Collection and Estimation - lesson plan addressing how the tool selected to collect data affects the accuracy and precision of the measurements made - designed for grades 4-6, but can be adapted to teach high school students about accuracy and precision Error, Accuracy & Precision - definitions and examples in relation to GIS spatial datasets
Defend a conclusion based on scientific evidence. SPI Inq.5
Determine why a conclusion is free of bias. SPI Inq.6
Compare conclusions that offer different, but acceptable explanations for the same set of experimental data. SPI Inq.7
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Biology I: Embedded Technology & Engineering
Checks for Understanding T/E.1 \| T/E.2 \| T/E.3 \| T/E.4 \| T/E.5
Science Curriculum Standards 3210 - Biology I	Internet Resources
Select appropriate tools to conduct a scientific inquiry. T/E.1
Apply the engineering design process to construct a prototype that meets developmentally appropriate specifications. T/E.2
Explore how the unintended consequences of new technologies can impact human and non-human communities. T/E.3
Present research on current bioengineering technologies that advance health and contribute to improvements in our daily lives. T/E.4
Design a series of multi-view drawings that can be used by other students to construct an adaptive design and test its effectiveness. T/E.5
State Performance Indicators SPI T/E.1 \| SPI T/E.2 \| SPI T/E.3 \| SPI T/E.4
Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. SPI T/E.1
Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. SPI T/E.2
Evaluate the overall benefit to cost ratio of a new technology. SPI T/E.3
Use design principles to determine if a new technology will improve the quality of life for an intended audience. SPI T/E.4
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Biology I: Embedded Mathematics
Checks for Understanding Math.1 \| Math.2 \| Math.3 \| Math.4 \| Math.5 \| Math.6
Science Curriculum Standards 3210 - Biology I	Internet Resources
Choose and construct appropriate graphical representations for a data set. Math.1
Analyze graphs to interpret biological events. Math.2
Make decisions about units, scales, and measurement tools that are appropriate for investigations involving measurement. Math.3
Select and apply an appropriate method to evaluate the reasonableness of results. Math.4
Apply and interpret rates of change from graphical and numerical data. Math.5
Apply probabilistic reasoning to solve genetic problems. Math.6
State Performance Indicators SPI Math.1 \| SPI Math.2
Interpret a graph that depicts a biological phenomenon. SPI Math.1
Predict the outcome of a cross between parents of known genotype. SPI Math.2
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Biology I: Standard 1 - Cells
Checks for Understanding 1.1 \| 1.2 \| 1.3 \| 1.4 \| 1.5 \| 1.6 \| 1.7 \| 1.8
Science Curriculum Standards 3210 - Biology I	Internet Resources
Investigate cells using a compound microscope. 1.1
Construct a model of a prokaryotic or eukaryotic cell. 1.2	Cell Biology - Wikipedia entry Cell Structure - interactive animation Cells and Organelles - both of these types of cells have several things in common Eukaryotic vs. Prokaryotic Cells - from Microbiology 101/102 Internet Text Chapter II Plant, Animal and Bacteria Cell Models - fom Cells Alive Processing of Gene Information - Prokaryotes versus Eukaryotes Prokaryotic and Eukaryotic Cells - explanation and drawings Prokaryotic and Eukaryotic Cells - an internet based lesson plan Prokaryotes, Eukaryotes, & Viruses Tutorial - posted by the Biology Project, University of Arizona
Design a graphic organizer that compares proteins, carbohydrates, lipids, and nucleic acids. 1.3	Biochemistry Lesson Plans - lesson plans on categories related to these molecules Organic Chemistry and Biochemistry - college level discussion comparing proteins, carbohydrates, lipids, and nucleic acids [21 pages if printed] What Are Organic Molecules? Carbohydrates, Proteins, Lipids and Nucleic Acids - article reprint, each category is hyperlinked to a separate article about the individual molecules
Conduct tests to detect the presence of proteins, carbohydrates, and lipids. 1.4
Design a model that illustrates enzyme function. 1.5
Demonstrate the movement of chromosomes during mitosis in plant and animal cells. 1.6
Design and conduct an experiment to investigate the effect of various solute concentrations on water movement in cells. 1.7
Analyze experimental data to distinguish between active and passive transport. 1.8
State Performance Indicators 1.1 \| 1.2 \| 1.3 \| 1.4 \| 1.5 \| 1.6 \| 1.7 \| 1.8
Identify the cellular organelles associated with major cell processes. SPI 1.1
Distinguish between prokaryotic and eukaryotic cells. SPI 1.2
Distinguish among proteins, carbohydrates, lipids, and nucleic acids. SPI 1.3
Identify positive tests for carbohydrates, lipids, and proteins. SPI 1.4
Identify how enzymes control chemical reactions in the body. SPI 1.5
Determine the relationship between cell growth and cell reproduction. SPI 1.6
Predict the movement of water and other molecules across selectively permeable membranes. SPI 1.7
Compare and contrast active and passive transport. SPI 1.8
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Biology I: Standard 2 - Interdependence
Checks for Understanding 2.1 \| 2.2 \| 2.3 \| 2.4 \| 2.5 \| 2.6
Science Curriculum Standards 3210 - Biology I	Internet Resources
Analyze human population distribution graphs to predict the impact on global resources, society, and the economy. 2.1
Construct and maintain a model of an ecosystem. 2.2	Build a prairie - interactive site where students construct a prarie. If you choose the right plants and animals, you can watch the prairie come to life before your eyes!
Monitor and evaluate changes in a yeast population. 2.3
Investigate an outdoor habitat to identify the abiotic and biotic factors, plant and animal populations, producers, consumers, and decomposers. 2.4
Conduct research on how human influences have changed an ecosystem and communicate findings through written or oral presentations. 2.5
Describe a sequence of events that illustrates biological succession. 2.6
State Performance Indicators 2.1 \| 2.2 \| 2.3 \| 2.4 \| 2.5 \| 2.6 \| 2.7
Predict how population changes of organisms at different trophic levels affect an ecosystem. SPI 2.1
Interpret the relationship between environmental factors and fluctuations in population size. SPI 2.2
Determine how the carrying capacity of an ecosystem is affected by interactions among organisms. SPI 2.3
Predict how various types of human activities affect the environment. SPI 2.4
Make inferences about how a specific environmental change can affect the amount of biodiversity. SPI 2.5
Predict how a specific environmental change may lead to the extinction of a particular species. SPI 2.6
Analyze factors responsible for the changes associated with biological succession. SPI 2.7
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Biology I: Standard 3 - Flow of Matter and Energy
Checks for Understanding 3.1 \| 3.2 \| 3.3 \| 3.4 \| 3.5
Science Curriculum Standards 3210 - Biology I	Internet Resources
Track energy flow through an ecosystem. 3.1
Construct a concept map to differentiate between aerobic and anaerobic respiration. 3.2
Conduct experiments to investigate photosynthesis and cellular respiration. 3.3
Investigate the process of fermentation. 3.4
Construct models of the carbon, oxygen, nitrogen, phosphorous, and water cycles. 3.5
State Performance Indicators 3.1 \| 3.2 \| 3.3 \| 3.4
Interpret a diagram that illustrates energy flow in an ecosystem. SPI 3.1
Distinguish between aerobic and anaerobic respiration. SPI 3.2
Compare and contrast photosynthesis and cellular respiration in terms of energy transformation. SPI 3.3
Predict how changes in a biogeochemical cycle can affect an ecosystem. SPI 3.4
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Biology I: Standard 4 - Heredity
Checks for Understanding 4.1 \| 4.2 \| 4.3 \| 4.4 \| 4.5 \| 4.6 \| 4.7
Science Curriculum Standards 3210 - Biology I	Internet Resources
Use models of DNA, RNA, and amino acids to explain replication and protein synthesis. 4.1
Complete and interpret genetic problems that illustrate sex linkage, co-dominance, incomplete dominance, multiple alleles, and polygenic inheritance. 4.2
Apply data to complete and interpret a genetic pedigree. 4.3
Describe how the process of meiosis controls the number of chromosomes in a gamete. 4.4
Associate gene mutation with changes in a DNA molecule. 4.5
Design an informational brochure to describe a human genetic disorder. 4.6
Conduct research to explore the scientific and ethical issues associated with emerging gene technologies. 4.7
State Performance Indicators 4.1 \| 4.2 \| 4.3 \| 4.4 \| 4.5 \| 4.6 \| 4.7 \| 4.8 \| 4.9
Identify the structure and function of DNA. SPI 4.1
Associate the process of DNA replication with its biological significance. SPI 4.2
Recognize the interactions between DNA and RNA during protein synthesis. SPI 4.3
Determine the probability of a particular trait in an offspring based on the genotype of the parents and the particular mode of inheritance. SPI 4.4
Apply pedigree data to interpret various modes of genetic inheritance. SPI 4.5
Describe how meiosis is involved in the production of egg and sperm cells. SPI 4.6
Describe how meiosis and sexual reproduction contribute to genetic variation in a population. SPI 4.7
Determine the relationship between mutations and human genetic disorders. SPI 4.8
Evaluate the scientific and ethical issues associated with gene technologies: genetic engineering, cloning, transgenic organism production, stem cell research, and DNA fingerprinting. SPI 4.9
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Biology I: Standard 5 - Biodiversity and Change
Checks for Understanding 5.1 \| 5.2 \| 5.3 \| 5.4 \| 5.5
Science Curriculum Standards 3210 - Biology I	Internet Resources
Create graphic organizers to demonstrate the relationship between form and function in representative organisms. 5.1
Explain how natural selection operates in the development of a new species. 5.2
Associate fossil data with biological and geological changes in the environment. 5.3
Analyze a variety of models, samples, or diagrams to demonstrate the genetic relatedness of organisms. 5.4
Use a dichotomous key to identify an unknown organism. 5.5
State Performance Indicators 5.1 \| 5.2 \| 5.3 \| 5.4 \| 5.5 \| 5.6
Compare and contrast the structural, functional, and behavioral adaptations of animals or plants found in different environments. SPI 5.1
Recognize the relationship between form and function in living things. SPI 5.2
Recognize the relationships among environmental change, genetic variation, natural selection, and the emergence of a new species. SPI 5.3
Describe the relationship between the amount of biodiversity and the ability of a population to adapt to a changing environment. SPI 5.4
Apply evidence from the fossil record, comparative anatomy, amino acid sequences, and DNA structure that support modern classification systems. SPI 5.5
Infer relatedness among different organisms using modern classification systems. SPI 5.6
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