| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| ON BEING A BIOLOGIST : | 1. ON BEING A BIOLOGIST The characteristics of life Biological issues of global/ethical significance Techniques used by biologists Measurement Units of scale Microscopy |
Explain and interpret the significance of: The nature of life Development vs. Ecology Biotechnology Genetic engineering Genomics Aids pandemic Use of microscopes and other technologies |
Written production: Ethical issues in modern biology Activity: use of microscopes and size measurement |
Health & Social Education and Environment: “How do developments in modern biology technology pose ethical questions for the future of humankind?” |
Formative: Manipulation of equipment Accurate observation and measurement Communication skills – writing and oral Global Warming Essay using MYP criterion Summative: Laboratory report: microscopes Unit test  MYP rubric/Global Warming |
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| STRUCTURE AND FUNCTION OF CELLS : | 2. STRUCTURE AND FUNCTION OF CELLS (I) Discovery of cells Organelle structure and function Types of cells |
Develop thorough knowledge of the nature of prokaryotic and eukaryotic cells Develop skill at microscopic investigation Approaches to learning: Designing an effective teaching model Approaches to learning: Effective observation using a microscope |
Modeling and presentation: ‘constructing an organelle’ Microscopic investigation of a range of living an non-living cells |
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Formative: Designing a model organelle for presentation Drawing specimens seen under the microscope Summative: Laboratory report. Calculation of cell size. Unit test (incorporates all activities as well as structure and function of cells and organelles) |
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| BIOCHEMISTRY : | 3. BIOCHEMISTRY Review: water,pH,bonding The bioelements Carbohydrates,lipids, proteins Condensation and hydrolysis Enzymes and their action ATP Nucleic acids |
Analyze and evaluate the use of similar elemental building blocks to synthesize many different organic compounds central to life Compare and contrast synthesis and hydrolysis in reference to chemical bonds |
Laboratory work: Testing foods for the presence of certain organic compounds Designing an experiment to assess the effectiveness of an enzyme at different temperatures or pH |
Health & Social Education: ‘Why does a knowledge of biochemistry help us in assessing the relative benefits of various food products?’ |
Formative assessment: Designing a laboratory exercise on enzyme activity Working in a team Manipulating apparatus effectively Summative assessment: Laboratory report: Testing for Organic Compounds in Food Laboratory report: the effect of Temperature or pH on Enzyme Activity Quiz on organic compounds Quiz on enzymes Unit test |
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| METABOLISM : | 4. METABOLISM Aerobic and anaerobic respiration Chemiosmosis Photosynthesis Light-dependent and light-independent reactions Chemosynthesis |
Understand the details of these processes given their central importance to life on Earth |
Laboratory work: Designing experiments to prove what factors are required for photosynthesis to take place What colors of light are absorbed by chlorophyll in photosynthesis? Designing a simple respirometer |
Environment: ‘How have man’s technological advances since the Industrial Revolution caused major environmental changes related to photosynthetic processes?’ |
Laboratory exercise: factors which affect the rate of photosynthesis Designing a simple respirometer Quiz on respiration Test on photosynthesis |
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| STRUCTURE AND FUNCTION OF CELLS : | 5. STRUCTURE AND FUNCTION OF CELLS (2) Cell transport Passive and active methods Structure of the cell membrane |
Explain the importance of diffusion, osmosis, and active methods of cell transport. Visualize, using diagrams, the complex structure of the cell membrane |
Laboratory work: Making a model cell with dialysis tubing and designing an experiment to investigate the passage of various substances into or out of cells |
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Formative assessment: designing an experiment to investigate the movement of substances into or out of a model cell (dialysis tubing) Unit test on cell transport including data interpretation |
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| NUCLEIC ACIDS AND PROTEIN SYNTHESIS : | 6. NUCLEIC ACIDS AND PROTEIN SYNTHESIS DNA and its structure DNA replication RNA Gene transcription and translation Triplet code Gene mutations DNA recombination Genetic engineering Human Genome Project |
Understand the significance of the discovery of the structure of DNA and subsequent developments Debate the possible impact of the Human Genome Project. Assess the ethical issues surrounding biotechnology |
Laboratory activity: Designing models of the structure of DNA and RNA |
Homo faber: ‘How have great discoveries by certain individuals allowed the biotechnological revolution to occur?’ Wilkins, Franklin, Griffith, Avery, Watson, Crick, etc. |
Formative assessment: Designing a model of DNA or RNA Written research assignment: The Impact of Biotechnology in the future Summative Assessment: Quiz: DNA Quiz: Protein synthesis |
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| CELL DIVISION : | 7. CELL DIVISION The cell cycle Mitosis Meiosis Gametogenesis |
Analyze and evaluate the different functions of mitosis and meiosis |
Laboratory exercise: Onion root tip squash preparation to see stages of mitosis |
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Formative assessment: Making a slide of root tip squash –laboratory exercise Summative assessment: Test on cell division |
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| (No Unit Name) | 7A. SCIENCE OLYMPIAD COMPETITION |
Personal and team initiative required in high-level science competition. |
Events take place in the Spring among many New York City Schools See Mr Gragg for entry forms and competition information late this month |
Approaches to learning |
Competition prizes |
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| (No Unit Name) | RESEARCH ESSAY #2: GLOBAL WARMING Research essay |
Discuss the importance of authentic research and the notion of intellectual property Apply and use methods of attribution |
Obtain appropriate sources for Global Warming Essay Example of Exemplary Global Warming Essay Rubric for assessment Global Warming Essay ExemplarGlobal Warming Essay Rubric |
Environment |
Formative: Evaluation of sources Consistent attribution Use of Turnitin.com to avoid any plagiarism Summative: Effective research |
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| ECOLOGY : | 24. ECOLOGY Biomes Ecosystems Food Webs – trophic levels Energy flow through ecosystems Succession Population studies Symbiotic relationships Pollution Renewable and non-renewable resources Biodiversity |
Understand the major ecological processes that control the natural environment Understand the consequences of humankind’s activities on natural ecosystems Debate the concept of sustainable development Debate the need to maintain biodiversity |
Modeling of a food web, based on central Park or Bronx Botanical Garden study |
Environment: ‘Can humankind’s technological advances keep pace with development that is sustainable and maintains biodiversity?’ |
Debate: sustainable development, standard of living and biodiversity – are these incompatible?’ Unit test on ecology – includes data interpretation |
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| GENETICS : | 8. GENETICS Mendelian genetics Monohybrid, dihybrid crosses Non-Mendelian genetics Linked genes/polygens/multiple alleles Mutation Human genetic conditions |
Understand probability Make accurate predictions of likely progeny Human genetic diseases Recombination |
Laboratory exercise using Drosophila to predict generational inheritance |
Homo faber:Mendel, Morgan, DeVries, Sutton: ‘How did our early knowledge of the nature of inheritance evolve?’ |
Laboratory exercise: making predictions about inheritance – designing and carrying out this long-term activity Unit test on Genetics |
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| TAXONOMY : | 10. TAXONOMY Binomial system of classification Cladograms Features of the six kingdoms |
Discover the basis for classifying organisms into groups Understand how to design a taxonomic key |
Exercise: designing a taxonomic key based on materials collected in Central Park |
Homo faber:Linneaus ‘What is the binomial system of taxonomy?’ |
Summative assessment: working with others in a team to formulate a taxonomic key Laboratory test: identifying specimens |
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| THE ORIGIN OF LIFE AND EVOLUTION : | 9. THE ORIGIN OF LIFE AND EVOLUTION Theories about the origin of life Early theories about evolution Darwinian evolution Hardy Weinberg law and population genetics – gene pool Processes which change gene frequency in a population Speciation – types of selection |
Understand, and question, theories about the origin of life in a scientific and philosophical context Understand current thinking about evolution |
Debate: ‘Creationism vs. Darwinism” Field trip: Natural History Museum (Darwin exhibit) January 24 1:15pm to 4:00pm |
Environment: ‘How are man’s activities across the planet causing significant changes to the gene pools of many populations and what will be possible consequences of this?’ |
Debating/communication skills assessed Unit test |
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| (No Unit Name) | 12. COLUMBIA UNIVERSITY SCIENCE HONORS PROGRAM Applications for the entrance test must be made this month:contact Prof. Allan Blare 212-854-3354 |
To investigate and integrate advanced concepts and theories in modern biology. Honors course takes place Saturdays commencing in Fall 2007. |
Lecture and laboratory work in advanced topics in science. Applications for the entrance test must be made this month:contact Prof. Allan Blare 212-854-3354 |
Approaches to learning |
Entrance test must be passed, which is administered in April each year |
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| PROKARYOTES AND VIRUSES : | 11. PROKARYOTES AND VIRUSES Monera Bacteria structure, reproduction and nutrition Viruses – lytic and lysogenic cycles Bacterial and viral pathogens Defense against disease Role of lymphocytes Antibody-antigen reaction Vaccination |
Know the basic life processes of bacteria The role of bacteria in ecosystems The action of viruses Common human pathogens and symptoms The HIV virus To understand the basics of the human immune system Web Site for virus images |
Viruses: ‘Are viruses the most or least evolved organisms on Earth – are they alive?’ New York Times Article - vaccine for the HIV virus |
Health & Social Education: ‘What steps can be taken to end the spread of the AIDS pandemic and what are its likely social and economic consequences?” homo faber: Jenner, Pasteuir, Fleming, Salk ‘How was defense against disease greatly improved from 1850 to 1930?’ |
Formative/summative assessment: Unit test on bacteria and viruses. Includes reflection on the nature of viruses. |
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| PROTISTA : | 12. PROTISTA An overview of algae and protozoa emphasizing common forms |
Know the main types and characteristics of, Protista Self-learning exercise |
Laboratory exercise: Identifying Protista and classifying them on the basis of observed structure and behavior. |
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Formative assessment: Self-learning exercise: Protista study guide Summative assessment: Unit test on protista |
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| FUNGI : | 13. FUNGI General features of fungi with selected examples |
Apply and use the skills to engage in home study |
Home study exercise, using reference materials |
‘What significant impact do fungi have on human populations in terms of ecology, infectious disease and food sources?’ |
Questions on the practical implications of fungi on humans Fungi Essay using MYP criterion MYP rubric/Fungi |
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| INTRODUCTION TO THE ANIMAL KINGDOM : | 14. INTRODUCTION TO THE ANIMAL KINGDOM A survey of representative features of each of the major phyla, and where appropriate, classes |
Understand the main features of the phyla of the animal kingdom in a phylogenetic sense |
Laboratory exercise: Survey of animal kingdom specimens: classification by observation and research |
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Laboratory investigation involving identification and review of animal phyla. Some reference materials allowed |
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| INTRODUCTION TO THE PLANT KINGDOM : | 15. INTRODUCTION TO THE PLANT KINGDOM Brief overview of the phyla of the plant kingdom |
Understand the features of the main phyla of the plant kingdom |
Laboratory exercise: identifying plant specimens |
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Laboratory investigation;overview of the plant kingdom. Classification based on observed structure. |
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| SYSTEMS OF LOCOMOTION AND SUPPORT : | 16. SYSTEMS OF LOCOMOTION AND SUPPORT Comparative survey of the significant methods, including Muscular and skeletal systems |
Understand the structure and function of the human muscular and skeletal systems Comparative survey of invertebrate systems Fibrous tissue in plants |
Observation of the human skeleton and bones |
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Unit test on systems of locomotion and support |
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| CIRCULATORY SYSTEMS : | 19. CIRCULATORY SYSTEMS Human circulatory system Blood Blood vessels Heart action Major blood vessels Role of lymphatic system Diseases of human circulatory system Survey of invertebrate closed and open circulatory systems Transpiration in plants Xylem and phloem –vascular tissue |
Construct diagrams of the human circulatory system Compare and analyze the human system with that of invertebrates and other vertebrates William Harvey as the first to describe the circulatory system in humans |
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Health & social education: How is heart disease in different countries related to diet? |
Unit test on circulatory systems |
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| SYSTEMS OF GAS EXCHANGE : | 18. SYSTEMS OF GAS EXCHANGE Human respiratory system Structure of thorax and the role of alveoli in gas exchange Diseases of the respiratory system |
Understand the human respiratory system Be able to cite the respiratory systems of a range of invertebrates, including the tracheal system and gills |
Calculating vital capacity using a breathing bag – demonstration exercise |
Environment: ‘How have human activities since the Industrial revolution affected the quality of our air and how is this related to diseases of the lungs?’ |
Unit test on systems of gas exchange |
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| SYSTEMS OF NUTRITION : | 17. SYSTEMS OF NUTRITION Feeding and digestive methods studied from range of animal phyla |
Understand the human digestive system and enzyme activity Be able to compare invertebrate examples |
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Unit test on systems of nutrition |
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| COMPETITION : | "Envirothon" - Nation-wide competition involving questions and hands-on environmental field work using New York City Park lands as the laboratory. |
Important practical application of science techniques. Interaction with other high school students from various grade levels and socioeconomic communities. Appreciation for various cultural differences among various communities. |
Experiments involving soil science, atmospheres, the hydrologic cycle, nutrient cycles, species identification and species interactions. Scientific questions-relating to biotic and abiotic ecological factors. |
Approaches to Learning Environment Health and Social Education |
City-wide and possible Nation-wide ranking for high school students. |
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| NERVOUS SYSTEMS AND BEHAVIOR : | 21. NERVOUS SYSTEMS AND BEHAVIOR Invertebrate systems Neuron structure and function The reflex arc Action and resting potentials Central nervous system Autonomic and peripheral nervous system Human brain Sense organs – eye, ear, nose Invertebrate behaviors Learned and instinctive human behavior |
Identify and describe the various components human nervous system in terms of its motor and sensory functions Be able to compare this with some invertebrate examples Compare of the role of neurotransmitters and the transmission of the nerve impulse |
Dissection of a sheep’s eye Dissection of fetal pig |
Health & social education: ‘What does our knowledge of the two cerebral hemispheres tell us about the way people learn?’ |
Unit test on nervous systems |
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| SYSTEMS OF EXCRETION AND HOMEOSTASIS : | 20.SYSTEMS OF EXCRETION AND HOMEOSTASIS The kidney and its function The role of the nephron tubule Hormonal interaction with the kidney tubule Other homeostatic mechanisms in humans Malpighian tubules and nephridia in invertebrates |
Understand the kidney’s homeostatic functions |
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Unit test on homeostasis and the kidney |
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| THE ENDOCRINE SYSTEM : | 22. THE ENDOCRINE SYSTEM The nature of hormones and their effects A survey of important hormones |
Connect a knowledge of hormones to other processes in the human body and thereby appreciate homeostatic control |
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Unit test on the human endocrine system |
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| SYSTEMS OF REPRODUCTION : | 23. SYSTEMS OF REPRODUCTION An overview of some invertebrate methods Male and female human reproductive systems Hormonal control of the menstrual cycle Fertilization and development of the fetus Birth Angiosperm pollination, fertilization, seed and fruit formation |
Describe the male and female reproductive system and its hormonal controls Describe and explain the process of fetal development and childbirth Construct and analyze the structure and function of the angiosperm flower, pollination and fertilization |
This unit is taught in the Health and Social education class |
Community: ‘How do issues of gender impact societies in different parts of the world?’ |
Health and Social Education class assessment |
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