Blanche Ely High School

Spring 2013

Blanche Ely High School

Biology II/AP Biology

Week of January 21st 2013

MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
LEARNING GOAL(S)/
OBJECTIVE(S): / LEARNING GOAL(S)/
OBJECTIVE(S): / LEARNING GOAL(S)/
OBJECTIVE(S): / LEARNING GOAL(S)/
OBJECTIVE(S): / LEARNING GOAL(S)/
OBJECTIVE(S):
No Classes.
Martin Luther King Day. / Describe the natural function of restriction enzymes and explain how they are used in recombinant DNA technology.
Define and distinguish between genomic libraries using plasmids, phages, and cDNA. / Describe two techniques to introduce recombinant DNA into eukaryotic cells.
Describe the polymerase chain reaction (PCR) and explain the advantages and limitations of this procedure. / Describe and distinguish between the three basic cell types of plant tissues. / Identify and describe the functions of connective tissue, muscle tissue, nervous tissue and epithelial tissue.
ACTIVITIES/AGENDA / ACTIVITIES/AGENDA / ACTIVITIES/AGENDA / ACTIVITIES/AGENDA / ACTIVITIES/AGENDA
Building of background knowledge: / Building of background knowledge:
Students complete quiz assessment on genes and development.
Students are asked to determine a relationship between enzymes and DNA—not related to DNA replication. / Building of background knowledge:
Students are asked to discuss what they know about the laboratory seen on CSI. / Building of background knowledge:
Students are asked the question, “Do plants have tissue?” Additionally if the plants have tissue, what type(s) of tissue?” / Building of background knowledge:
Students are asked to indicate the types of tissue found in animals/humans.
Presentation of content / Presentation of content
Students view a video animation that illustrates the use of restriction enzymes.
Students view, and discuss, the power point presentation that covers restriction enzymes.
Students compile notes during this time period. / Presentation of content
Students view a video animation that illustrates the sequence of events that occur during the polymerase chain reaction.
Instructor leads the discussion of an instructor developed power point presentation about the use of PCR and gel electrophoresis. / Presentation of content
Students view instructor created power point presentation on the different types of plant tissue.
Students compile notes during presentation. / Presentation of content
Students view instructor created power point presentation on the different types of animal tissue.
Students compile notes during presentation.
Assessment, Practice and Feedback: / Assessment, Practice and Feedback:
Students start lab exercise where restriction enzymes are used to cleave and insert DNA into a bacterial genome. / Assessment, Practice and Feedback:
Students compare finalized bacterial genome from previous’ day lab exercise. / Assessment, Practice and Feedback:
Students create maps that illustrate the different types of plant tissue and the cells that compose those types of tissue. / Assessment, Practice and Feedback:
Students create maps that illustrate the different types of animal tissue and the cells that compose those types of tissue.
End of Lesson Review: / End of Lesson Review:
Students begin comparison of new sequence of bacterial genome. / End of Lesson Review:
Students review the use of biotechnology. / End of Lesson Review:
Students show maps, and relationships within the maps, that they created. / End of Lesson Review:
Students show maps, and relationships within the maps, that they created.
HOMEWORK / HOMEWORK / HOMEWORK / HOMEWORK / HOMEWORK
Students are to complete lab exercise at home.
Students are to continue their preparation for their comprehensive written assessment scheduled in two days. / Students are to complete any unfinished maps. / Students are to complete their preparation for written assessment, an examination, which would be evaluated the following school day.
Students are to complete any unfinished maps.
ESE & ESOL / ESE & ESOL / ESE & ESOL / ESE & ESOL / ESE & ESOL
Activating prior knowledge / Activating prior knowledge / Activating prior knowledge / Activating prior knowledge
Semantic mapping/Pictures / Semantic mapping/Pictures / Semantic mapping/Pictures / Semantic mapping/Pictures
Group Assignments / Group Assignments / Group Assignments / Group Assignments
Demonstrations / Demonstrations / Demonstrations
Note Taking / Note Taking / Note Taking / Note Taking
Repeat/Paraphrase / Repeat/Paraphrase / Repeat/Paraphrase / Repeat/Paraphrase
Common Core Reading / COMMON CORE READING / COMMON CORE READING / COMMON CORE READING / COMMON CORE READING
Textual Evidence / Textual Evidence / Textual Evidence / Textual Evidence
Main Idea / Main Idea / Main Idea / Main Idea
Word & Phase Meaning / Word & Phase Meaning / Word & Phase Meaning / Word & Phase Meaning
Point of View / Point of View / Point of View / Point of View
Non-Fiction Text Complexity / Non-Fiction Text Complexity / Non-Fiction Text Complexity / Non-Fiction Text Complexity
Common Core Writing / COMMON CORE WRITING / COMMON CORE WRITING / COMMON CORE WRITING / COMMON CORE WRITING
Write Arguments / Write Arguments / Write Arguments / Write Arguments
Write Informative/explanatory text / Write Informative/explanatory text / Write Informative/explanatory text / Write Informative/explanatory text
Produce Clear & Coherent Writing / Produce Clear & Coherent Writing / Produce Clear & Coherent Writing / Produce Clear & Coherent Writing
Develop & Strengthen Writing / Develop & Strengthen Writing / Develop & Strengthen Writing / Develop & Strengthen Writing
Use of Technology / Use of Technology / Use of Technology / Use of Technology
Gather Info From Multiple Print and Digital Resources / Gather Info From Multiple Print and Digital Resources / Gather Info From Multiple Print and Digital Resources / Gather Info From Multiple Print and Digital Resources
Draw Evidence to Support / Draw Evidence to Support / Draw Evidence to Support / Draw Evidence to Support
Common Core Speaking & Listening / COMMON CORE SPEAKING & LISTENING / COMMON CORE SPEAKING & LISTENING / COMMON CORE SPEAKING & LISTENING / COMMON CORE SPEAKING & LISTENING
Collaborative Discussion / Collaborative Discussion / Collaborative Discussion / Collaborative Discussion
Use of Diverse Media or Formats / Use of Diverse Media or Formats / Use of Diverse Media or Formats / Use of Diverse Media or Formats
Evaluate Speakers Point of View / Evaluate Speakers Point of View / Evaluate Speakers Point of View / Evaluate Speakers Point of View
Present Findings & Supporting Evidence / Present Findings & Supporting Evidence / Present Findings & Supporting Evidence / Present Findings & Supporting Evidence
NGSSS / NGSSS / NGSSS / NGSSS / NGSSS

Week of January 28th 2013

MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
LEARNING GOAL(S)/
OBJECTIVE(S): / LEARNING GOAL(S)/
OBJECTIVE(S): / LEARNING GOAL(S)/
OBJECTIVE(S): / LEARNING GOAL(S)/
OBJECTIVE(S): / LEARNING GOAL(S)/
OBJECTIVE(S):
EXAMINATION #8
Determine the student’s mastery on the topics ranging from gen regulation to DNA technology.
Students complete written assessment that covers material from gene regulation to DNA technology. / Describe and compare the three basic organs of vascular plants.
Explain the phenomenon of apical dominance. / Describe in detail the primary and secondary growth of roots and shoots.
Describe the major organs found in higher ordered animals and their functions. / Describe the potential and limits of root pressure to move xylem sap.
Relate the structure of sieve-tube cells, vessel cells and tracheids to their functions in bulk flow. / Define and describe the process of translocation.
Describe the process of sugar loading and unloading.
ACTIVITIES/AGENDA / ACTIVITIES/AGENDA / ACTIVITIES/AGENDA / ACTIVITIES/AGENDA / ACTIVITIES/AGENDA
Building of background knowledge:
N/A / Building of background knowledge:
Students are asked the question, “Do plants have organs?” / Building of background knowledge:
Students are asked to describe what they observe when a tree is growing.
Students are asked to list and describe the function of organs in the human body. / Building of background knowledge:
Students are asked, as a review, how osmotic pressure aids in the movement of water. / Building of background knowledge:
Students are asked to determine where sugar is made and stored in the sugar cane plant.
Presentation of content
N/A / Presentation of content
Students view instructor created power point presentation on the organs of vascular plants.
Students compile notes while discussing presentation. / Presentation of content
Students discuss, and take notes on, instructor created power point presentation on primary and secondary plant growth and organs found in higher ordered animals. / Presentation of content
Students view a video animation that illustrates process of bulk flow.
Instructor leads the discussion of an instructor developed power point presentation about bulk flow and it’s relationship to osmosis. / Presentation of content
Students view a video animation that illustrates the processes of translocation, sugar loading and unloading.
Instructor leads the discussion of these processes.
Assessment, Practice and Feedback:
Students complete written assessment based on DNA technology, bacterial replication and gene expression control. / Assessment, Practice and Feedback:
Students devise a map that illustrates the organs and functions of the organs found within plants. / Assessment, Practice and Feedback:
Students compare and contrast the differences between primary and secondary plant growth.
Students within groups, are to derive a scenario that illustrates how the organs found in animals work concurrently. / Assessment, Practice and Feedback:
Students investigate, in more detail, the relationship between osmosis and bulk flow. / Assessment, Practice and Feedback:
Students develop a “bus travel” analogy that adequately illustrates the sequence of events within phloem loading and translocation.
End of Lesson Review:
Students review their responses on the assessment. / End of Lesson Review:
Students compare maps. / End of Lesson Review:
Students, within groups, discuss their findings and present them to the class. / End of Lesson Review:
Students present their findings on the comparisons. / End of Lesson Review:
Students critique the student generated analogies.
HOMEWORK / HOMEWORK / HOMEWORK / HOMEWORK / HOMEWORK
N/A / Students are to develop questions and answers, based on plant organs, at Bloom’s taxonomy levels 5 & 6. / Students are to create maps that show the relationship between plants and primary and secondary growth.
Students are to create a list of all animal organs and their functions. / Students are to develop questions and answers, based on bulk flow, at Bloom’s taxonomy levels 5 & 6. / Students are to develop questions and answers, based on translocation and phloem loading, at Bloom’s taxonomy levels 5 & 6.
ESE & ESOL / ESE & ESOL / ESE & ESOL / ESE & ESOL / ESE & ESOL
Activating prior knowledge / Activating prior knowledge / Activating prior knowledge / Activating prior knowledge / Activating prior knowledge
Semantic mapping/Pictures / Semantic mapping/Pictures / Pictures / Pictures / Pictures
Group Assignments / Group Assignments / Group Assignments / Group Assignments
Demonstrations
Note Taking / Note Taking / Note Taking / Note Taking
Repeat/Paraphrase / Repeat/Paraphrase / Repeat/Paraphrase / Repeat/Paraphrase / Repeat/Paraphrase
COMMON CORE READING / COMMON CORE READING / COMMON CORE READING / COMMON CORE READING / COMMON CORE READING
Textual Evidence / Textual Evidence / Textual Evidence / Textual Evidence / Textual Evidence
Main Idea / Main Idea / Main Idea / Main Idea / Main Idea
Word & Phase Meaning / Word & Phase Meaning / Word & Phase Meaning / Word & Phase Meaning / Word & Phase Meaning
Point of View / Point of View / Point of View / Point of View / Point of View
Multiple Media
Non-Fiction Text Complexity / Non-Fiction Text Complexity / Non-Fiction Text Complexity / Non-Fiction Text Complexity / Non-Fiction Text Complexity
COMMON CORE WRITING / COMMON CORE WRITING / COMMON CORE WRITING / COMMON CORE WRITING / COMMON CORE WRITING
Write Arguments / Write Arguments / Write Arguments / Write Arguments / Write Arguments
Write Informative/explanatory text / Write Informative/explanatory text / Write Informative/explanatory text / Write Informative/explanatory text / Write Informative/explanatory text
Produce Clear & Coherent Writing / Produce Clear & Coherent Writing / Produce Clear & Coherent Writing / Produce Clear & Coherent Writing / Produce Clear & Coherent Writing
Develop & Strengthen Writing / Develop & Strengthen Writing / Develop & Strengthen Writing / Develop & Strengthen Writing / Develop & Strengthen Writing
Use of Technology / Use of Technology / Use of Technology / Use of Technology / Use of Technology
Gather Info From Multiple Print and Digital Resources / Gather Info From Multiple Print and Digital Resources / Gather Info From Multiple Print and Digital Resources / Gather Info From Multiple Print and Digital Resources
Draw Evidence to Support / Draw Evidence to Support / Draw Evidence to Support / Draw Evidence to Support
COMMON CORE SPEAKING & LISTENING / COMMON CORE SPEAKING & LISTENING / COMMON CORE SPEAKING & LISTENING / COMMON CORE SPEAKING & LISTENING / COMMON CORE SPEAKING & LISTENING
Collaborative Discussion / Collaborative Discussion / Collaborative Discussion / Collaborative Discussion
Use of Diverse Media or Formats / Use of Diverse Media or Formats / Use of Diverse Media or Formats / Use of Diverse Media or Formats
Evaluate Speakers Point of View / Evaluate Speakers Point of View / Evaluate Speakers Point of View / Evaluate Speakers Point of View
Present Findings & Supporting Evidence / Present Findings & Supporting Evidence / Present Findings & Supporting Evidence / Present Findings & Supporting Evidence
NGSSS / NGSSS / NGSSS / NGSSS / NGSSS

Week of February 4th 2013

MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
LEARNING GOAL(S)/
OBJECTIVE(S): / LEARNING GOAL(S)/
OBJECTIVE(S): / LEARNING GOAL(S)/
OBJECTIVE(S): / LEARNING GOAL(S)/
OBJECTIVE(S): / LEARNING GOAL(S)/
OBJECTIVE(S):
List the three major classes of molecules that function as hormones in vertebrates.
Explain how the hypothalamus and pituitary glands interact and how the coordinate the endocrine system. / Describe the location of the pituitary gland. List and explain the functions of the hormones released from the anterior and posterior lobes. / List the hormones of the thyroid gland and explain their roles in development and metabolism.
Explain the causes of hyperthyroidism, hypothroidism and goiter. / Define circadian rhythm and explain what happens when an organism is artificially maintained in a constant environment. / List six classes of plant hormones, describe their major functions, and note where they are produced in the plant.
Explain how a hormone may cause its effect on plant growth and development.
ACTIVITIES/AGENDA / ACTIVITIES/AGENDA / ACTIVITIES/AGENDA / ACTIVITIES/AGENDA / ACTIVITIES/AGENDA