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Our Voice. Our Schools. Our Children Monday Morning Message MMM Biology: Weeks 5 & 6 (September 10)

September 10 th 2018 - September 21 st 2018 Matt Campese Executive Director of Natural and Social Sciences Campese. M@duvalschsools. org Secondary Science Specialists La’tricia Baker bakerl@duvalschoosl. org Dr. Inga Pinnix pinnixi@duvalschools. org

Biology Standard: Standard, Benchmark & Objectives ▪ Standard 16 Heredity and Reproduction ▪ Standard 14 Organization and Development of Living Things ▪ Benchmark ▪ SC. 912. L. 16. 3: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. • SC. 912. L. 14. 1 Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. • SC. 912. L. 14. 3 Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. • SC. 912. L. 14. 4 Compare and contrast structure and function of various types of microscopes. • SC. 912. L. 14. 2 Relate structure to function for the components of plant and animal cells. (Moderate) ▪ Objectives • • ▪ Describe the process of DNA replication and its role in the transmission and conservation of genetic information. Explain how the similarities in the genetic codes of organisms are due to common ancestry and the process of inheritance. Recall the components and structure of DNA. Describe three parts of the cell theory. Describe the investigations and experiments that produced the evidence that led to our current version of the cell theory. Discuss how theories develop from evidence collected from different sources at different times and/or different locations. Compare and contrast the structures in prokaryotic and eukaryotic cells. Compare and contrast the structures in plant and animal cells. Explain how the structure of organelles is related to their function.

Biology Honors: Standard, Benchmark & Objectives ▪ Standard 14 Organization and Development of Living Things ▪ Benchmark • SC. 912. L. 14. 1 Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. • SC. 912. L. 14. 3 Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. • SC. 912. L. 14. 4 Compare and contrast structure and function of various types of microscopes. • SC. 912. L. 14. 2 Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). (Moderate) ▪ Objectives • • • Describe three parts of the cell theory. Describe the investigations and experiments that produced the evidence that led to our current version of the cell theory. Discuss how theories develop from evidence collected from different sources at different times and/or different locations. Compare and contrast the structures in prokaryotic and eukaryotic cells. Compare and contrast the structures in plant and animal cells. Use the microscope correctly to observe various cells and organelles. Describe the different types of microscopes and when they would be most appropriate for use. Explain how the structure of organelles is related to their function. Describe the structure of the cell membrane and explain how it contributes to its function.

Biology Standard: Focus & Resources ▪ Focus ▪ DNA Replication, Cell Theory, Types of Cells, and Structure and Function of Organelles. ▪ Resources ▪ TEXTBOOK CONNECTIONS: • Chapter 8, Sections 1 -3 pgs. 226 -238 • Chapter 3, Sections 1 & 2, pgs. 70 -79 ▪ LITERACY & TECHNOLOGY CONNECTIONS: ▪ Animated Biology: DNA Replication ; Experimental Design ; & Cell Structure ▪ Biological Macromolecules + ▪ Rags to Riches Cell Theory Game: suggested for whole group review ▪ Biozine: You Are What’s In Your Gut; Medical Technology – The Genetic Forefront; The Chemical Structure of DNA ▪ TED Talk: The wacky history of cell theory ▪ The Inner Life of the Cell ▪ Cell City Analogy ▪ Selling Cell Organelles ▪ Aligned Investigations: ▪ Have Your DNA and Eat It Too or Eat Your Genes ▪ Introduction to Microscope (optional) ▪ Comparing Cells

Biology Honors: Focus & Resources ▪ Focus ▪ Cell Theory, Types of Cells, Structure and Function of Organelles, and Cell Membrane and Transport. ▪ Resources ▪ TEXTBOOK CONNECTIONS: ▪ Chapter 8, Sections 1 -3, pgs. 226 -238 ▪ Chapter 3, Sections 1 -3, pgs. 70 -87; Section 5, pgs. 89 -91 ▪ LITERACY & TECHNOLOGY CONNECTIONS: ▪ Animated Biology: DNA Replication ; Experimental Design ; & Cell Structure ▪ Biological Macromolecules + ▪ Rags to Riches Cell Theory Game: suggested for whole group review ▪ Biozine: You Are What’s In Your Gut; Medical Technology – The Genetic Forefront; The Chemical Structure of DNA ▪ TED Talk: The wacky history of cell theory ▪ The Inner Life of the Cell ▪ Cell City Analogy ▪ Selling Cell Organelles ▪ Quick Lab: “Modeling the Cell Membrane" ▪ Chapter Investigation: Design Your Own: Diffusion Across a Membrane ▪ Aligned Investigations: ▪ Have Your DNA and Eat It Too or Eat Your Genes ▪ Introduction to Microscope (optional) ▪ Comparing Cells

Biology Standard: What Administrators Should See Biology Standard: Sample Interactive Journals Day Right Side Day 1 • • DNA Replication guided notes (teacher created) Eat Your Genes / Have Your DNA & Eat it Too Aligned Investigation directions (One. Note) Day 2 • Instructions for DNA Replication poster Day 1 • Guided notes: Cell theory and microscope types (teacher created document) Day 1 • Guided notes cell types: Prokaryote, Eukaryote, Plant and Animal Cells (teacher created document) Day 2 • Comparing Cells Aligned Investigation instructions

Biology Honors: What Administrators Should See Biology Honors: Sample Interactive Journals Day Right Side Day 1 • • Cell theory Guided Notes (teacher created) Introduction to the Microscope Aligned Investigation directions (Blackboard) Day 1 • • Types of cells Guided Notes (teacher created) Cell Structure Animated Biology Day 2 • • Guided notes: Prokaryote, Eukaryote, Plant and Animal Cells (teacher created document) Comparing Cells Aligned Investigation instructions Day 3 • • Guided notes: Cell organelles (teacher created) Instructions for Selling Cell Organelles (Blackboard) Day 1 • • Guided notes: Phospholipid and cell membrane structure Modeling a cell membrane

Biology Standard and Honors: Suggestions for teachers Teachers providing students opportunities to: ▪ Describe the process of DNA replication and its role in the transmission and conservation of genetic information. ▪ Recall the components and structure of DNA. ▪ Describe three parts of the cell theory. ▪ Describe the investigations and experiments that produced the evidence that led to our current version of the cell theory. ▪ Discuss how theories develop from evidence collected from different sources at different times and/or different locations. ▪ Compare and contrast the structures in prokaryotic and eukaryotic cells. ▪ Compare and contrast the structures in plant and animal cells. ▪ Use the microscope correctly to observe various cells and organelles. ▪ Describe the different types of microscopes and when they would be most appropriate for use. ▪ Explain how the structure of organelles is related to their function. ▪ Describe the structure of the cell membrane and explain how it contributes to its function. ▪ Embed nature of science throughout lessons.

Standard & Honors: Biology: Common Misconceptions ▪ Replication has been moved to prevent the misconception that it is a part of protein synthesis. ▪ Replication processes is copying like a Xerox machine where it is duplicated rather than serving as a template. Replication is a semiconservative process, not just a copy. ▪ Theories are determined once a certain amount of evidence is obtained and rarely changed afterwards. Instead, theories continue to be refined as more evidence is gathered or as technology improves. ▪ Plant cells are simpler in structure than animal cells since animals are more diverse than the types of plants, when both cell types have complex structures and functions. ▪ Prokaryotic cells are an elementary version of eukaryotic cells, rather than a less complex cellular form. ▪ Students may tend to simplify the function of the mitochondrion as the “powerhouse” based on prior knowledge, rather than understand that there are reactions and structures that generate the ATP energy molecule. ▪ Model pictures of cells show several organelles as circular structures that are easily confused until students learn their relative positions.

Biology Reminders: ▪ Requests for instructional materials or technology must go through Principals to Region Superintendents. ▪ The majority of baseline assessments should be completed at this time. Teachers should continue to assess new students as they arrive. ▪ The Intent to Participate forms for Science Fair were due on September 7 th, but please continue to send them into the Secondary Science Specialists if they have not been turned in already. Science Fair information can be found on One. Note. ▪ When Penda technology is available for teacher and student use, an announcement will be made in One. Note. ▪ September formatives for Biology standard and honors will be available for administration September 17 -24. Standard will cover through DNA replication and Honors will cover through cells: plants vs animal and Prokaryotic vs Eukaryotic.

If Everyone is moving forward together, then - Henry Ford success takes care of itself Closing Message For more information contact Matt Campese, Executive Director Campese. M@duvalschools. org