UA Bronx Studio School for Writers and Artists
Curriculum Map (under construction)2010/2011 | September | October | November/December | January/ February | March | April | May/June |
| Units | Scientific Inquiry Origin of Life | Organization and Patterns | Homeostasis Immunity Genetics and Biotechnology | Reproduction and Development | Evolution | Ecology | Human Influences on the Environment Regents Review |
| Big Idea(s) | Investigations Where It All Started | How Scientists Organize Life | Our Body ‘s Balancing Act Protecting Ourselves From Invasion Changing the genetic code | The Circle of Life | Changes Over Time | Interactions with the Environment | What We Do To The Planet How Much Did We Learn? |
| Skills/Labs | Demonstrate knowledge of scientific method Compare and contrast independent variable and dependent variable Describe the characteristics of a good experiment Distinguish between a control group and an experimental group Discuss the use of a placebo Use a microscope to locate specimens under low and high power Prepare a wet mount slide Make an appropriate scale and plot data points from a data table Interpret graphs Design an experiment to test a hypothesis Measure in SI units Identify biochemical structures. Lab: Making Connections* | Identify the different cell parts Distinguish between a carbohydrate, lipid and protein Demonstrate the difference between acids and bases Use indicators to test for presence of nutrients Create and use a dichotomous key Compare and contrast plant and animal cells Identify different mitotic phases Explain how could a single cell be a metaphor for an entire city Lab: Diffusion through a membrane* | Explain the relationship between the different body systems and how they contribute to homeostasis Suggest how knowledge of how our body systems function could empower us to make changes in our everyday life Give an example of a disease and how it disrupts homeostasis Draw a negative feedback diagram Discuss the role of hormones in the body and give an example of their action Describe antibody/antigen reactions Analyze genetic inheritance and calculate probability of inheritance using a Punnett Square Interpret a karyotype Construct a model of the DNA molecule Compare and Contrast DNA and RNA Evaluate a pedigree Identify a suspect using a DNA fingerprint Take a position on genetically modified food and support it with evidence. Lab: Who’s Got The Germ? | Compare and contrast asexual reproduction with sexual reproduction Diagram the different stages of meiosis Identify key differences between meiosis and mitosis Trace the development of a human fetus Identify flower reproductive structures. Dissect flowers and seeds Collect seed samples and describe dispersal strategies Explain why women have a menstrual cycle and men do not Identify reproductive structures that plants have and humans don’t Summarize why bees are our most important pollinator. | Explain why Darwin’s Finches are so important to the study of evolution. Write a short piece of fiction about survival of the fittest Predict the effects of environmental changes on species. Lab: Beaks of Finches* Lab: Opposable Thumbs. | Diagram the process of energy transfer through a food web and a food chain Discuss the different types of ecological succession Recognize the different types of biomes Identify the negative consequences of reduction of biodiversity. dentify the biological factors that determine which organism can live in an ecosystem Demonstrate how can a city block provide the living, non-living and once living factors to support the survival of a variety of organisms. Lab: Relationships and Biodiversity* | Describe the negative environmental effects of deforestation, acid rain, ozone layer depletion and global warmng Discuss actions taken by humans to reduce or repair damage to the environment Calculate your ecological footprint Analyze questions on practice Regents Exams Identify strengths and weaknesses for Living Environment concepts Determine topics that need further review Summarize test taking tips. Lab: Slime |
| Essential Question(s) | What do we need to do to investigate problems like scientists? What are the origins of life on Earth? | How do we know something is alive? | How do our bodies stay physically and chemically balanced? How do the various components of the immune system work together to keep us free from disease? Do we understand enough about our genes to modify them? | Which is more effective, sexual reproduction or asexual reproduction? | Did humans ascend from apes or descend from Adam and Eve? | How do individuals and groups of organisms interact with each other and their environment? | Can our planetary resources be preserved? Do BSSWA students understand and use the concepts needed to pass the Living Environment Regents? |
| Assessments/Evidence of Learning | Evaluation of lab write ups Written problem solving exercises Individual and group projects .Journals Completed homework assignments Unit exams Quizzes Tracking sheet: Demonstrated skills. Art projects Writing projects | Art project: Concrete Poetry: The Cell. | Art/Writing project: Informational pamphlet on genetically modified food | Writing project: Journey of a Sperm | Art project: Demonstrating Biomes. | Regents Exam practice tests. What You Absolutely Must Know worksheet | |
| Suggested Texts | |||||||
| Resources | Video: Osmosis Jones Trip: Genetics Lab, AMNH | Video excerpts: The Miracle of Life | Mock Trial: British Petroleum Video: Earth |
*Required State Labs
Standards per NYS Scope and Sequence