HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

Introduction

This template is the product of an initiative led by the New Jersey Department of Education, Office of Academic Standards, in partnership with the New Jersey Association for Supervision and Curriculum Development (NJASCD) and the New Jersey Principals and Supervisors Association (NJPSA). The project was undertaken with the assistance of New Jersey content area supervisors, curriculum coordinators, and teachers during spring-summer 2009. The goal of the project was to design exemplar unit plans and accompanying lesson plans aligned with the 2009 Core Curriculum Content Standards that may be used by districts as models for the development of local curricula. The Unit Overview Template, which follows, is a tool that can help teams of teachers define one unit plan of several that comprise a specific course in the curriculum for any content area. It is designed, once completed, to summarize the content and objectives for the unit, outline lessons and assessments that support the unit, and provide links to documents that facilitate delivery of the unit, such as student materials, background information, resources, and performance rubrics. To see how the units fit together in the design of a course, see the Curriculum Design Template below. In summary, the templates can be used to help HCRHS curriculum designers craft plans that might enable our district to close any potential distance between our current reality and our shared vision and definition of student achievement.
HCRHS Vision To create teaching and learning environments that engage all students, foster achievement, and cultivate the skills needed to compete, connect and collaborate in a global society as ethical and moral participants. HCRHS Definition of Student Achievement Student achievement at Hunterdon Central should produce responsible, caring, and ethical citizens who value self development, think critically about issues, communicate and collaborate effectively, apply academic knowledge to authentic situations, and display mastery of curriculum as defined by the NJDOE.

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

Curriculum Design Template

Content Area: Science

Course Title: Biology

Grade Level: 9-10

Biochemistry

11 Days

Cells

12 Days

Molecular Genetics

10 Days

Genetics

12-13 days

Evolution

Pacing Guide

Ecology

Pacing Guide

Date Created:

Finalized on August 30, 2010

Board Approved on:

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Overview Template

Content Area: Biology Unit Title: Genetics Target Course/Grade Level: Biology / Grades 9-11 Unit Summary: By the conclusion of this unit, students will be able to describe various types of inheritance. Students will identify that hereditary information is contained in genes, located in the chromosomes of each cell and that each gene carries a single unit of information. Focus will be placed on various traits and diseases inherited. Primary interdisciplinary connections: Mathematics Language arts literacy Social Studies 21st century themes: Standard 8.1, Strands A, C, D, E, F Standard 9.1 Strands A, B, C, E, F Unit Rationale Genetics is present in everyday life affecting the inheritances of traits and diseases. Students and their families are often impacted by these traits and diseases, or may be impacted in the future. It is necessary for students to have an understanding of this unit to better understand how they inherit and pass on their genes.

Learning Targets
Standards
5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. D. Heredity and Reproduction : Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction.

5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. A. Understand Scientific Explanations : Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. B. Generate Scientific Evidence Through Active Investigations : Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time. D. Participate Productively in Science : The growth of scientific knowledge involves critique and communication, which aresocial practices that are governed by a core set of values and norms.

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

CPI #
5.3.12.A.6

Content Statement
There is a relationship between the organization of cells into tissues and the organization of tissues into organs. The structures and functions of organs determine their relationships within body systems of an organism. Sorting and recombination of genes in sexual reproduction result in a great variety of possible gene combinations in the offspring of any two parents. Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. Interpretation and manipulation of evidencebased models are used to build and critique arguments/explanations. Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. Mathematical tools and technology are used to gather, analyze, and communicate results. Empirical evidence is used to construct and defend arguments. Scientific reasoning is used to evaluate and interpret data patterns and scientific conclusions. Refinement of understandings, explanations, and models occurs as new evidence is incorporated. Data and refined models are used to revise predictions and explanations. Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges. Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. Science involves using language, both oral and written, as a tool for making thinking public. Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. The use of technology and digital tools requires knowledge and appropriate use of operations and related applications.

Cumulative Progress Indicator (CPI)

Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance).

5.3.12.D.3

Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization). Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Build, refine, and represent evidence-based models using mathematical, physical, and computational tools. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Reflect on and revise understandings as new evidence emerges. Use data representations and new models to revise predictions and explanations. Consider alternative theories to interpret and evaluate evidencebased arguments. Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs, and interpret the results. Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning. Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and

5.1.12.A.1

5.1.12.A.2

5.1.12.A.3

5.1.12.B.1

5.1.12.B.2 5.1.12.B.3

5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3

5.1.12.D.1

5.1.12.D.2 5.1.12.D.3

8.1.12.A.1

8.1.12.A.3

8.1.12.C.1

Digital tools and environments support the learning process and foster collaboration in

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS solving local or global issues and problems. Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors. Effective use of digital tools assists in gathering and managing information. Information accessed through the use of digital tools assists in generating solutions and making decisions. The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities. Digital media are 21st-century tools used for local and global communication. Ethical behaviors support human rights and dignity in all aspects of life. present ideas for feedback in an online community. Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines. Develop a systematic plan of investigation with peers and experts from other countries to produce an innovative solution to a state, national, or worldwide problem or issue. Select and use specialized databases for advanced research to solve real-world problems. Apply critical thinking and problem-solving strategies during structured learning experiences. Participate in online strategy and planning sessions for coursebased, school-based, or outside projects. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. Demonstrate leadership and collaborative skills when participating in online learning communities and structured learning experiences. Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project. Generate digital media campaigns in support of or opposing a current political, social, or economic issue. Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.

8.1.12.D.2

8.1.12.E.1

8.1.12.F1

9.1.12.A.1 9.1.12.A.2 9.1.12.B.1

9.1.12.C.4

9.1.12.C.5

9.1.12.E.2 9.1.12.F.2 9.1.12.F.6

Unit Essential Questions How is genetic information passed through generations? What is the significance of Mendelian genetics? Can traits be inherited differently? What kind of traits are present in your family? What is the probability of inheriting a trait? Is there a tool which can be used to determine probability? How does one use this tool? What is the probability of you inheriting a trait in your family? Are all traits hereditary? Can the environment influence your physical traits?

Unit Enduring Understandings There are predictable patterns of inheritance, and the variation that exists within a species is related to its mode of reproduction (sexual or asexual). Physical characteristics can be a result of interactions with the environment.

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

Unit Learning Targets Students will ...

Describe the purpose, process, and products of meiosis. Define and describe a karyotype Define non-disjunction Recognize the genetic cause of human conditions such as Down Syndrome, Kleinfelters syndrome, and other disorders caused by non-disjunction. Describe and differentiate between the products of mitosis and meiosis Explain Mendels principles of inheritance and the experiments that led to these Explain the relationship between probability and genetics Differentiate between phenotype and genotype, heterozygous and homozygous, dominant and recessive Create and implement use of a Punnett Square State and implement the rules of pedigrees Create a pedigree of their own family Describe how traits are inherited through simple dominance Summarize common traits and diseases inherited by simple dominance Create and implement use of a dihybrid cross Describe how traits are inherited through incomplete dominance Name an example of a trait which is inherited through incomplete dominance Describe how traits are inherited through codominance Name an example of a trait which is inherited through codominance Differentiate between incomplete dominance and codominance Describe how blood types are inherited using multiple alleles Relate the process of blood typing to the inheritance of blood types Justify the importance of blood typing Describe how traits are inherited through sex linkage Name an example of a trait which is inherited through sex linkage Categorize various traits into the proper type of inheritance Describe polygenic inheritance and name a trait inherited polygenically

Evidence of Learning
Summative Assessment
Quizzes: Karyotypes and meiosis Punnett Squares Incomplete dominance and Codominance Blood typing Sex linkage

Meiosis Baby Book: Students create a story incorporating terms of meiosis to describe how a baby is made on a cellular level. Family Pedigree: Students create a pedigree of one trait chosen by the student. This is a pedigree of a students own family. Genetic Disorders research project (brochure, video, paper, cartoon, etc): Students choose a genetic disorder and research various aspects of the disorder. Presentation varies. Genetics Unit Test

Equipment needed:
Copies of quizzes and tests Computers for research Crafting supplies for students creation of baby book Materials for various labs and activities as describe as part of the Materials section in the lab handout.

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

Teacher Resources:
Biology Textbook Research materials/aides to assist students in research of disorders project ExamView test generator ExamGen test generator The following websites can be utilized throughout the entirety of the unit: http://learn.genetics.utah.edu/ http://teach.genetics.utah.edu/ http://www.biology.arizona.edu/human_bio/activities/karyotyping/karyotyping.html http://www.usc.edu/org/cosee-west/AprilLectureMaterials/Activities/PlasticEggGenetics.pdf http://www.hobart.k12.in.us/jkousen/Biology/inccodom.htm

Formative Assessments
Karyotype lab (computer or paper): students create a karyotype. There are 2 versions of this activity Meiosis pop bead or pipe cleaner simulation Mendels Peas Computer Activity Plastic Egg Genetics Journal writings Make a baby lab Baby mix-up lab or blood transfusion lab Teacher question and answer

Lesson Plans
Lesson
Lesson 1 Chromosomes Lesson 2 Mendelian Genetics Lesson 3 Incomplete and Codominance Lesson 4 Multiple Alleles Lesson 5 Sex Linkage Lesson 6 Environmental Influence Lesson 7 Genetic Disorders

Timeframe
2 days 3 days 1 day 2 days 1 day 1 day 2 - 3 days

Teacher Notes:

Curriculum Development Resources Click the links below to access additional resources used to design this unit:
http://www.nj.gov/education/aps/cccs/science/biomap.pdf http://www.njcccs.org/ContentAreaTabularView.aspx?code=5&Desc=Science http://www.nj.gov/education/aps/cccs/science/bioccc.pdf
Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

Lesson Plan 1 Template

Content Area: Biology- Genetics Lesson Title: Chromosomes Timeframe: 2 days

Lesson Components 21st Century Themes

Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy

21st Century Skills

Creativity and Innovation Media Literacy Critical Thinking and Problem Solving ICT Literacy Communication and Collaboration Life and Career Skills Information Literacy

Interdisciplinary Connections: Language arts literacy Integration of Technology: - Computers are used - Teacher tablet computer is utilized - Research databases are used Equipment needed: - Computer access or paper models for karyotype creation - Computer access for research of disorder - Teacher tablet for presentation of guided notes on Meiosis - Video of I Am My Own Twin and working DVD player with projector Goals/Objectives Students will:
Describe the purpose, process, and products of meiosis. Define and describe a karyotype Define non-disjunction Recognize the genetic cause of human conditions such as Down Syndrome, Kleinfelters syndrome, and other disorders caused by non-disjunction. Describe and differentiate between the products of mitosis and meiosis

Learning Activities/Instructional Strategies Lesson Sequence

1. 2. Students will receive an introduction to chromosomes from a teacher guided notes. Teacher will use guided notes, websites, or textbook reading to detail the process of Meiosis. Students will become familiar with the process of meiosis, as well as the products. Events within meiosis, such as crossing over and non-disjunction will be discussed. Students will then utilize a computer activity or the paper activity to create a karyotype. They will then analyze the karyotype for gender and disorder. Once they have learned which disorder their patient has, they are to research common symptoms of this disorder. Only disorders caused by non-disjunction will be discussed from these karyotypes. This can be teacher led or students can share their findings from the

Formative Assessment Tasks

Karyotype Lab (computer or paper) Teacher question and answer I Am My Own Twin reflection.

3.

4.

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS karyotyping activity. 5. Students will be given time to complete a Baby Book to discuss the process of meiosis and how it occurs. They should use language that is common for all levels to understand. 6. Students will watch I Am My Own Twin documentary from TLC.

Differentiation - College Prep and Honors Biology will explore the following terms related to meiosis which Academic Biology and Resource Biology will not: Spermatogenesis, Oogenesis, tetrad, polar body, and spermatids. Resources Provided Biology Textbook Teacher created worksheets and handouts

http://learn.genetics.utah.edu/units/disorders/karyotype/ http://learn.genetics.utah.edu/content/begin/traits/

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

Lesson Plan 2 Template

Content Area: Genetics Lesson Title: Mendelian Genetics Timeframe: 3 days

Lesson Components 21st Century Themes

Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy

21st Century Skills

Creativity and Innovation Media Literacy Critical Thinking and Problem Solving ICT Literacy Communication and Collaboration Life and Career Skills Information Literacy

Interdisciplinary Connections: Language arts literacy, Mathematics Integration of Technology:

Computers are used Teacher tablet computer is utilized Computer access for Mendels Peas computer activity Materials for Make a Baby Lab Materials necessary for the Plastic Egg Genetics lab Materials necessary for the Penny Genetics lab Arts and crafts supplies for student created family Pedigree Teacher tablet for presentation of guided notes

Equipment needed:

Goals/Objectives Students will:

Explain Mendels principles of inheritance and the exeriments that led to these. Demonstrate the genetic principles of simple dominance. Differentiate between a dominant and recessive trait. Differentiate between phenotype and genotype. Identify a heterozygous genotype and homozygous genotype. Explain the relationship between probability and genetics

Learning Activities/Instructional Strategies Lesson Sequence

Formative Assessment Tasks Mendels Peas Computer Activity Plastic Egg Genetics Penny Genetics

1. Introduce Gregor Mendel and his principles

using the Mendels Peas Computer Activity

2. The basic genetic terms (such as dominant,

recessive, phenotype, and genotype) will be utilized and assessed in the Make a Baby lab activity.

3. Examine Punnett squares utilizing Plastic Egg

Genetics lab. OR students can compare the punnett square ratios with actual ratios using the Penny Genetics lab. (Students can obtain more practice outside of the classroom utilizing Bikini Bottom Genetics worksheets.)

4. The teacher will deliver brief guided notes

about pedigrees. Then students are let to create a family pedigree using their gathered data of

Differentiate between human genetic

disorders using karyotype and

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS pedigree analysis. their own family for a trait exhibiting simple dominante.

Implement proper use of the

dihybrid cross.

5. After a brief teacher tutorial, students will

determine the probability for two traits using a dihybrid cross.

Differentiation - Dihybrid crosses will not be explored in Academic biology. Resources Provided For Mendels Peas: http://www2.edc.org/weblabs/Mendel/mendel.html Teacher created worksheets and handouts

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

Lesson Plan 3 Template

Content Area: Genetics Lesson Title: Incomplete Dominance and Codominance Timeframe: 1 day

Lesson Components 21st Century Themes

Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy

21st Century Skills

Creativity and Innovation Media Literacy Critical Thinking and Problem Solving ICT Literacy Communication and Collaboration Life and Career Skills Information Literacy

Interdisciplinary Connections: Language arts literacy, Mathematics Integration of Technology: - Computers are used - Teacher tablet computer is utilized Equipment needed: - Computer access for Incomplete and Codominance website Goals/Objectives Students will:
Describe how traits are inherited through incomplete dominance Name an example of a trait which is inherited through incomplete dominance Describe how traits are inherited through codominance Name an example of a trait which is inherited through codominance Differentiate between incomplete dominance and codominance

Learning Activities/Instructional Strategies Lesson Sequence

Formative Assessment Tasks Incomplete and codominant website.

1. Students utilize the Incomplete and

Codominance website to explore the two methods of inheritance.

2. The teacher will then guide the class in a

discussion relating to the information students received from the website activity. The teacher will share with students numerous real examples of these types of inheritances.

Differentiation -None between Academic, College Prep, or Honors Biologies. Resources Provided Teacher generated handouts. Biology Textbook http://www.hobart.k12.in.us/jkousen/Biology/inccodom.htm

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

Lesson Plan 4 Template

Content Area: Genetics Lesson Title: Multiple Alleles Timeframe: 2 days

Lesson Components 21st Century Themes

Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy

21st Century Skills

Creativity and Innovation Media Literacy Critical Thinking and Problem Solving ICT Literacy Communication and Collaboration Life and Career Skills Information Literacy

Interdisciplinary Connections: Mathematics Integration of Technology: - Computers are used by students - Teacher tablet computer is utilized Equipment needed: - Teacher tablet for presentation of guided notes on multiple alleles and the inheritance of blood types - Computer access for blood type research - Lab equipment for the blood typing lab (available are: WARDS Scientific Kit for matching blood types of offspring with parents to determine paternity. Also, Carolina Scientific Kid for finding available blood donors for an accident victim. Goals/Objectives Students will:
Relate the process of blood typing to the inheritance of blood types Justify the importance of blood typing

Learning Activities/Instructional Strategies Lesson Sequence 1. Teacher will lead a guided notes lecture of the concept of inheritance through multiple alleles. Lecture will also include the various blood types and the genotypes associated. 2. Students will research in partners, using the Red Cross website, the various reasons for donating blood and what blood types can be donated to others. Also, research and implement a punnett square to determine paternity using blood types. 3. A blood typing lab will then be performed by the students. (There is a

Formative Assessment Tasks

Teacher question and answer Student research Blood type lab

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

possibility for inquiry: teacher could have the students research antigens, agglutination, and anti-serums and have students construct the lab from scratch) 4. Students will complete a worksheet containing various mysteries. Students should be able to solving these cases with evidence given in each problem. Differentiation

Resources Provided Red Cross Website Biology Textbook

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

Lesson Plan 5 Template

Content Area: Genetics Lesson Title: Sex Linkage Timeframe: 1 day

Lesson Components 21st Century Themes

Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy

21st Century Skills

Creativity and Innovation Media Literacy Critical Thinking and Problem Solving ICT Literacy Communication and Collaboration Life and Career Skills Information Literacy

Interdisciplinary Connections: mathematics Integration of Technology: - Computers are used by students - Teacher tablet computer is utilized Equipment needed: - Computers access for student research of colorblindness - Student handout for sex-linkage punnett squares practice Goals/Objectives Students will:
Describe how traits are inherited through sex linkage.

Learning Activities/Instructional Strategies Lesson Sequence

Formative Assessment Tasks

Student researched information Sex-Linkage Punnett Squares worksheet

1. Teacher instructed lesson about the term

sex-linkage and how sex-linked traits are inherited.

Name an example of a trait which is

inherited through sex linkage.

2. Student research colorblindness

(symptoms, difficulties living, tests which can be done, are they colorblind?)? then a class discussion on findings.

3. Students perform punnett squares with sexlinkage together and then as individuals.

Differentiation

Resources Provided Teacher created handouts Biology textbook

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

Lesson Plan 6 Template

Content Area: Genetics Lesson Title: Environmental Influence Timeframe: 1 day

Lesson Components 21st Century Themes

Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy

21st Century Skills

Creativity and Innovation Media Literacy Critical Thinking and Problem Solving ICT Literacy Communication and Collaboration Life and Career Skills Information Literacy

Interdisciplinary Connections: Psychology Integration of Technology: - Teacher tablet computer is utilized Equipment needed: - Article about twin studies for students to read Goals/Objectives Students will:
Describe the relationship between environmental conditions and heredity on living organisms

Learning Activities/Instructional Strategies Lesson Sequence

Formative Assessment Tasks

Think, Pair, Share Student reflection

1. Students will think, pair, share on the

following question: Is heredity alone responsible for the physical expression of traits?

2. Students will then form groups of 4 from

their pairs and share and discuss the question.

3. All students will come together as a class

for a discussion about this.

4. Teacher will present information about the

environmental influence on the physical expression of traits, including examples of this.

5. Students will read an article about twin

studies and write a reflection about the article and how it relates to the idea of nature vs. nurture.

Differentiation

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

Resources Provided Biology Textbook Article

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

Lesson Plan 7 Template

Content Area: Genetics Lesson Title: Genetic Disorders Timeframe: 2-3 days

Lesson Components 21st Century Themes

Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy

21st Century Skills

Creativity and Innovation Media Literacy Critical Thinking and Problem Solving ICT Literacy Communication and Collaboration Life and Career Skills Information Literacy

Interdisciplinary Connections: Social Studies and Language Arts Integration of Technology: - electronic resources used for research - use of movie maker or other video and audio recording/editing software Equipment needed: - computer for use of electronic resources - computer for use of generation of product Goals/Objectives Students will: Describe a specific example of how an inherited trait of an individual is determined. Create a cartoon/brochure/video to examine and describe a disease inherited through families. Connect the type of inheritance studied in this unit to the disease. Identify that hereditary information is contained in genes, located in the chromosomes of each cell, and each gene carries a single unit of information. Learning Activities/Instructional Strategies Lesson Sequence 1. Students will choose a genetic disorder. They will research this disorder to create an informational brochure. (Variations of this assignment could include: creating a cartoon public service announcement, creating a skit to be performed in class, or creating a skit to be video taped and edited). Formative Assessment Tasks Checkpoints (can be a brief student/teacher conference or a rough draft) throughout the project to be sure students are properly focused

Differentiation - None between Academic, College Prep, or Honors Biologies.

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

Resources Provided

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

HCRHS Curriculum Project

Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 CENTURY GLOBAL SKILLS

LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below. Lesson Activities: Strongly Moderately Weakly Are challenging and require higher order thinking and problem solving skills Allow for student choice Provide scaffolding for acquiring targeted knowledge/skills Integrate global perspectives Integrate 21st century skills Provide opportunities for interdisciplinary connection and transfer of knowledge and skills Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills Are varied to address different student learning styles and preferences Are differentiated based on student needs Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives Provide opportunities for student reflection and selfassessment Provide data to inform and adjust instruction to better meet the varying needs of learners

Source: Created through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.