Biology Content and Pacing (Q2/Q3)

Biology Content and Pacing (Q2/Q3)
Kirk Nieveen Curriculum Support Specialist Jason Jackson Science Department Chair, Miami Springs SHS

Agenda Welcome and Updates Common Core State Standards
Comprehension Instructional Sequence (CIS) Claim-Evidence-Reasoning Argument Driven Inquiry Quarter 2/3 HOT Labs and Content Review HOT Labs in Practice Break Gizmos Integration and Reflection

Department of Mathematics and Science
Session Outcomes Participants will be able to: Integrate Common Core State Standard Strategies into daily instruction Implement HOT labs as part of Biology Instruction Locate and utilize District Science Resources Department of Mathematics and Science

Norms Make sure to be kind to the presenters and give them your full attention, and please be on time Don’t be afraid to ask and share, we are all life-long learners Care for your profession and be kind to others Please remember we are guests at Miami SHS Silence your cell phones and turn off your gaming devices Department of Mathematics and Science

Welcome and Announcements
Biology Fall Interim and Thinkgate Login:

Florida’s CCSS Implementation Plan
Full Implementation Grade K Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12 Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Grades K-12 PARCC Assessments Aligned to CCSS Phase 1 ( ) Phase 2 ( ) Phase 3 ( ) Phase 4 ( ) As we enter Phase 2 of Florida’s CCSS Implementation Plan, it is important to review where we have been and where we are going.

Making the Content Connection to Common Core State Standards for Literacy and Mathematics
7 7

Embrace the Implementation of the Common Core!
It is not changing WHAT we teach… …it’s changing HOW we teach! More emphasis on … …Literacy and Mathematical Practices The Science benchmarks and CTE standards are the same!

Common Core Strategies
Comprehension Instructional Sequence What’s Killing the Sea Otters How Pig Guts Became the Next Bright Hope for Regenerating Human Limbs Claim-Evidence-Reasoning Claim: What do you know? Evidence: How do you know that? Reasoning: Why does your evidence support your claim? Argument Driven Inquiry Students defend their lab results through presentation

Year at a Glance .

TOPIC IX: Taxonomy Review Item Specifications for annually assessed benchmark SC.912.L.15.6; address the also assesses benchmarks, benchmark clarifications and content limits.

Fair Game Principle: Middle School Benchmarks
Where have our students been?

WHAT YOU NEED TO KNOW…. You need to know the distinguishing characteristics of the domains and kingdoms of living organisms. You need to know how organisms are classified based on evolutionary relationships. You need to explain the reasons for changes in how organisms are classified.

ENGAGE ACTIVITY: CLASSIFICATION OF FRUITS
How will fruits be classified according to observable characteristics? Hypothesize as to how scientists might use different criteria to classify fruits. Read Background info on lab sheet. Go over procedures and present this questions to students. Have them explain the reasoning for their answers.

Classification of Fruits
Purpose: This activity is to get the students to start thinking about classification. Fruits are not the focus of this unit, but they are large scale enough to make a point of how criteria are used to sort objects into groups. Procedure: In student teams, have students group the cards into as few as 2 groups or as many as 9 groups. However many groups they make, be sure that all of the fruits in each category meet the requirements set by the grouping rules. When complete, have your students give your groups descriptive names and then complete the Reasoning section of the activity. MODIFY: Use real fruits instead of fruit cards.

WHAT IS A CLADOGRAM? Evolutionary relationships of a group of organisms Each clade (group) share something in common Ancestral traits are the oldest Derived traits evolved later

CONSTRUCTING A CLADOGRAM
4 limbs Fur Tail 4 limbs Fur Loss of tail 4 limbs Fur Loss of tail List the characteristics of selected organisms Separate into clades (groups) based on characteristics 4 limbs Tail Tail

Characteristics for Constructing Cladograms
4 Limbs Fur Tail Fish 1 Lizard Tiger Gorilla Chimpanzee Tail is the most ancestral 4 limbs is the oldest derived characteristic Fur is a later derived characteristic Loss of tail is the most derived characteristic

Which organisms have fur and mammary glands?
Mouse and chimp Perch, salamander, lizard, pigeon, mouse, chimp (all except the hagfish) Mouse and lizard  salamander mouse and perch  hagfish Which organisms have fur and mammary glands? Which organisms have jaws? Which shared a common ancestor most recently – a mouse and lizard or a mouse and a perch?

Phylogenetic Tree evolutionary interrelationships among different species that are believed to have a common ancestor a form of a cladogram each node with descendants represents the most recent common ancestor of the descendants edge lengths correspond to time estimates

Which of the following species have the greatest genetic similarity?
Felis catus and Mephitis mephitis Lutra lutra and Canis familaris Mephitis mephitis and Lutra lutra

Which species would have the greatest genetic difference from Canis lupus?
Panthera pardus Lutra lutra Canis latrans

CLADISTICS LAB: Baggie Cladistics
A series of nested plastic bags is used as a 3-dimensional Venn diagram to illustrate the hierarchical grouping of organisms based on their shared derived characters, thus forming the basis of a cladogram. Website:

Procedure: Cut apart the eight organism cards [page 3].
Examine the organisms on the cards. Pay attention to the description of the organisms. Select the two most similar organisms and put their cards together in one baggie. Then select the organism which is most like the ones you chose in step #3. Place that organism card in a second baggie. Place the first baggie, with its two organisms into the second baggie. The result looks a bit like this:

Procedure (cont.): Continue the process. Select the next most similar organism. Place its card in a fresh baggie. Then add the baggie of baggies, containing all the previous cards. Continue until all the cards are in the bags.

Procedure (cont.): Now it is time to record your data. Consider what characteristics are present in all the organisms in the bags have in common. Write down that characteristic on the dotted line in the outermost Venn region. Start disassembling your baggies and note what comes out of the outermost bag. There should be one card in the bag along with a bag full of more bags and the other cards. Record this organism by taking the appropriate name strip and attaching it to the shaded area in the outermost box.

Procedure (cont.): Consider the remaining bags of organism cards. What do all these organisms have in common? Write down that characteristic on the dotted line in the second largest Venn region. Continue to disassemble your bags. Each time a card is released you should paste the organism’s name strip in the appropriate region. Repeat steps 8 and 9 until all of the cards are out of the baggies and the 8 name strips have been affixed to the diagrams.

Procedure (cont.): Of course this is a Venn diagram, not a cladogram (branching tree diagram). But Venn diagrams are a great way to set up your cladogram. Take a piece of blank paper. Unlined paper is great, but notebook paper will do just fine. Place the paper over your Venn diagram. Your diagram will guide your drawings Draw a line from outside all of the Venn regions into the largest Venn region. As soon as you enter the largest Venn region, divide your line into two branches. One branch goes to the outermost organism. The other branch leads to the next Venn region.

Procedure (cont.): Continue your line, branching each time you enter a new Venn region. One line extends to the organism listed in that region, the other reaches into the next Venn region. When you are done, You will have a branching tree diagram that looks a bit like a bonsai tree. Label the tips of the branches with the names of the organisms. Label the nodes (the branch points) with the reason for the branching (the shared characteristic).

Analysis/Conclusions:
Why do organisms resemble one another? What does it mean when two organisms are very similar? List and describe at least two ways that similarity between organisms can be determined. Compare and contrast a cladogram (branching tree diagram) with a pedigree (family tree). ANSWERS: They are related to each other. The more similar, the closer related they are. The more recent the common ancestor. Comparing anatomy; Comparing DNA; Comparing embryology (development before birth) Both show relatives & ancestors. Cladograms include more distant relatives over a longer period of time and can thus be used to predict the characteristics of common ancestors. END TIME 9:30

Break…. Please take time to ask questions or write your concerns in the Parking Lot Pacing Guide/Year at a Glance SPP Other? Please describe what you need (we will discuss this and try to find some solutions)

Common Core State Standards
What’s the Gist?-dissecting the CCSS Individually, review the CCSS Literacy Standards in Reading and Writing What is the main topic for each standard across grade levels? Individually, review the CCSS Mathematical Practices What is the main topic for each practice? In groups, pick 3 standards for Reading and Writing, and 2 Mathematical Practices to create a one-word Gist summary Be prepared to defend your idea to the entire group

Applying CCSS to our Practice
How do we do this?

Claim, Evidence, Reasoning
Source: Edutopia.org

The “Why” behind Claim, Evidence, Reasoning (Conclusion Writing)
In 2009, NAEP administered TWO types of innovative science assessments that invited students to put their science knowledge into practice: Hands-on tasks (HOTs) Interactive computer tasks (ICTs) How Did US Students Perform? Students Able to Perform Simulated Investigations, Challenged to Explain Conclusions

The “Why” behind Claim, Evidence, Reasoning (Conclusion Writing)

Slip or Trip Adapted from: Hillocks, G
Slip or Trip Adapted from: Hillocks, G. Teaching Argument Writing: Grades 6‐12. Portsmouth, NH: Heinemann Press. Was Queenie telling the truth (Did Arthur trip and fall to his death?) Possible Claims What is the evidence? Why is this evidence important?

How does this look in our classes: What is the probability that my offspring will look like me?
Claim There is an uncertain probability that my offspring will look like me, depending on the dominant alleles that I possess. Evidence In the Human Variation Essential lab, only the parent’s traits that were dominant were expressed in the offspring. The recessive trait was only expressed when both parents gave those alleles to their offspring. When the Punnett Square was used, the probability for the chance of a specific offspring could be calculated. Reasoning My offspring will inherit 50 percent of my genes, as a result of sexual reproduction. There are dominant alleles and recessive alleles that determine the traits of an offspring. However, there is an uncertain probability that he/she will look like me because all the traits that are in my genotype are unknown. Although I am able to observe the phenotype, which are those traits that are visible, there are recessive traits that may be hidden by the dominant traits that are expressed. But, I still hope my baby looks like me with my husband’s eyelashes.

Lunch time… Please be back an hour from now
Try to carpool to avoid congestion BK and BP gas station among preferred stops

District Science Website
Resources District Science Website

Edmodo High School Group Name Group Code HS Biology ak0ska
Group Name Group Code HS Biology ak0ska HS Chemistry mz51pb HS Department Chairs y8yfp1 HS Physical Science c8h5t1 HS Physics ers8rj HS Science ce5kqo SFRSEF 2ctseg

Resources found in the Website
STEM Website Administrator Resources (being updated) Office of Academics and Transformation Assessment, Research, and Data Analysis Weekly Briefings Science Leaders Assessments and Data Analysis Pacing Guides

Assessments: Biology IA
Baseline, Fall and Winter Interim Tool to monitor student progress and to target instruction (page 18 of guide) Have been reviewed with data and questions revised or deleted accordingly All benchmarks are addressed in each test 66-70 questions per test, with each question tagged to a specific benchmark Performance bands tagged to reporting categories

Assessments Great to analyze data by benchmark to identify intervention groups or create remediation activities (through EduSoft, soon through ThinkGate) Meant to assess content knowledge not necessarily EOC practice Data shows interim assessments are a good predictor of EOC “success”

Item Specifications

Middle School Foundational Benchmarks

Middle School Foundational Benchmarks
Previously learned content knowledge from K-8 will be considered “Fair Game” Students could be tested in any previous content knowledge K-8 Teachers must be aware on what knowledge is considered “Fair Game”

Department Chair General Information
K-12 Science Plan Science Leaders Handbook Safety Handbook Guideline Use of Animals School Information (TBD) Teacher Information (TBD) Edmodo Professional Development Guidelines Textbook Updates Remediation and Enrichment

Professional Development Guidelines
Make sure to check Weekly Briefings for specific information. Name of Session, Dates, Location. Name of Instructor/Facilitator. Find Sessions under Instructor (if applicable). Check the status of your session and any related s. Sessions with less than 10 participants will be cancelled by 4 PM two working days prior to the session. Provide a current schedule

Textbook Updates All general course online access codes are on the Learning Village Additional access codes have been sent out to all department chairs Do not use student access codes if a textbook has not been ordered/purchased. District gets use of one code for each textbook purchased. ExamView resource of each textbook posted on the network

Remediation and Enrichment
Edgenuity NBC Learn – In Pacing Guides PBS Learning Media Discovery Education (Title 1 only) – In Pacing Guides PhET (University of Colorado) – In Pacing Guides Gizmos – In Pacing Guides ETO Resources Extended Learning Modules Seasonal Packets Science Website Copyrights

Review of Copyrights Copyright is a legal concept, enacted by most governments, giving the creator of an original work exclusive rights to it, usually for a limited time. Generally, it is "the right to copy", but also gives the copyright holder the right to be credited for the work, to determine who may adapt the work to other forms, who may perform the work, who may financially benefit from it, and other related rights. It is a form of intellectual property. Department of Mathematics and Science

Copyright facts Copyright law recognizes the right of an author based on whether the work actually is an original creation, rather than based on whether it is unique; two authors may own copyright on two substantially identical works, if it is determined that the duplication was coincidental, and neither was copied from the other. The use of copyright notices has become optional to claim copyright, because the Berne Convention makes copyright automatic. Department of Mathematics and Science

So can I copy it? Several exclusive rights typically attach to the holder of a copyright: to produce copies or reproductions of the work and to sell those copies (including, typically, electronic copies) to import or export the work to create derivative works (works that adapt the original work) to perform or display the work publicly to sell or assign these rights to others to transmit or display by radio or video The phrase "exclusive right" means that only the copyright holder is free to exercise those rights, and others are prohibited from using the work without the holder's permission. Department of Mathematics and Science

She did not faint from listening to us
She did not faint from listening to us! She fainted from exhaustion after aligning her curriculum to CCSS.

Reading in Science Use of Article for content reading in science
High interest Provides high expectations for reading Can differentiate based on FCAT reading levels (highlighted texts, chunking, teacher read aloud groups) Use of reading strategies to complete; use as a resource for a whole unit Magazines, textbook resources, Discovery, etc.

Reading Strategies Need to be ACTIVE strategies
Students reading on own not an effective way Need to engage them Use prediction strategies One chunk at a time Do a little everyday incorporated into daily content activities

Putting It All into Practice
Argument Drive Inquiry Lesson (ADI) Using Science and Engineering Practices to help build students’ argumentation skills In your groups: Develop an answer to the following question: How many planets are there in the solar system? Using the data and text provided, develop an answer to the above question with supporting evidence and rationale for your claim. Be prepared to share out to the group.

Generate Your Argument Poster Format
The Question Group Member’s Names Your Claim What is your explanation or answer to the question? Your evidence What supports your claim? Your rationale Why does it support your claim?

Key Points to Consider for Argumentation and Peer Review
Is the explanation sufficient and coherent? Is the evidence “genuine”? Is the evidence sufficient to support ideas? Is there counterevidence? Is the explanation supported by current theories and laws? Is the rationale adequate? Is the reasoning appropriate?

Reflections and Closing Questions
Follow up activity (All Department Chairs must do this) Provide evidence of presenting information from this professional development to your Administrator and Science department. Use form provided. Needs principal signature**

Session Outcomes Participants will be able to: Share instructional Best Practices with other teachers from their Science Department Identify instructional resources from various District sources Department of Mathematics and Science

Follow Up Assignment One page typed reflection of the workshop3
One lab activity (modified from CPO or HOT Labs) addressing NGSSS, MACC, and LACC benchmarks. Please send assignment to: Mr. Sebastian Oddone, District Supervisor on or before December 6, 2013 to receive full credit for Professional Development

Science Department Dr. Ava Rosales, Executive Director Elementary
Middle School High School Dr. Millard Lightburn District Supervisor Mrs. Yoly McCarthy Instructional Supervisor Mr. Sebastian Oddone, Ms. Mary Tweedy, Curriculum Support Specialist Mr. Dane Jaber Mr. Kirk Nieveen, Curriculum Support Specialist Ms. Keisha Kidd, Ms. Mildred Farber Administrative Assistant Phone:

4/21/2017 Look at the Item Specs and Pacing guide. Determine what changes, if any, you would make to ensure coverage of the concept. SC.912.L.14.2 Relate structure to function for the components of plant and animals cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). SC.912.L.14.3 Compare and contrast the general structures of plant and animals cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. AA B.C.: Students will explain the role of the cell membrane during active and passive transport. C.L.: Items referring to the role of the cell membrane may address hypotonic, hypertonic, and/or isotonic solutions; however, the assessment should be on processes and not terminology. Handout: Item Specs L14.3 AA and L (15 min) According to the PG, you have 10 (??) days to address this topic. What other key concepts must be addressed? What concepts need only a short review? Diffusion and Osmosis

DIFFUSION AND OSMOSIS Hot Lab
4/21/2017 Review the HOT Lab. Determine what changes, if any, that you would make. Hot Lab DIFFUSION AND OSMOSIS Activity 1: What is the movement of material through a semi-permeable membrane? Activity 2: What is the osmotic effect of varying sodium chloride and sucrose solutions on the physical characteristics of a potato core? Handout: Diffusion and Osmosis (HSL) The two activities were from the HOT LAB. Look at the handout. Discuss the differences you see. And how would you approach it with your kids?

4/21/2017 Answer; Ted and Tonia

4/21/2017 SC.912.L Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. AA SC.912.L.16.1 Use Mendel’s Laws of Segregation and Independent Assortment to analyze patterns of inheritance. AA SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, co-dominant, sex-linked, polygenic, and multiple alleles. Benchmarks addressed L16.1 Review Questions

4/21/2017 Incomplete Karyotype Analysis – provided by the Forensics Dept. Long Island, New York Handout: This is the karyotype found at the courthouse. Can you figure it out?

Student Exploration: Human Karyotyping
4/21/2017 Student Exploration: Human Karyotyping Vocabulary: autosome, chromosomal disorder, chromosome, karyotype, sex chromosome Prior Knowledge Question (Do this BEFORE using the Gizmo.) A chromosome is a rod-shaped structure made of coils of DNA. Most human cells have 23 pairs of chromosomes. Why do you think humans have two sets of 23 chromosomes? (Hint: Where did each set come from?) _______________________________________________________________ How do you think different people’s chromosomes would compare? _____________________________________________________________________ Gizmo (if time permits)

4/21/2017 Karyotype

(Adapted from: Prentice Hall, Lab Manual A)
4/21/2017 Making Karyotypes (Adapted from: Prentice Hall, Lab Manual A) Background: Several human genetic disorders are caused by extra, missing, or damaged chromosomes. In order to study these disorders, cells from a person are grown with a chemical that stops cell division at the metaphase stage. During metaphase, a chromosome exists as two chromatids attached at the centromere. The cells are stained to reveal banding patterns and placed on glass slides. The chromosomes are observed under the microscope, where they are counted, checked for abnormalities, and photographed. The photograph is then enlarged, and the images of the chromosomes are individually cut out. The chromosomes are identified and arranged in homologous pairs. The arrangement of homologous pairs is called a karyotype. In this investigation, you will use a sketch of chromosomes to make a karyotype. You will also examine the karyotype to determine the presence of any chromosomal abnormalities. Problem Statement: Can chromosomal abnormalities be observed? Vocabulary: centromere, chromosomes, chromatids, genes, homologous pairs, karyotype, mutations, Trisomy 21- Down syndrome, Klinefelter syndrome, Turner syndrome Handout: HSL Making Karyotypes Referring back to courthouse article, it was said that a drop of blood had been found. A karyotype analysis has been done. How can this be intepreted? What is a karyotye? We will explore by doing this lab NOTE: article refers to Figure 4 -if asked that is the karyotype identified at the courthouse.

The Genetics of Eye Color
4/21/2017 The Genetics of Eye Color Handout: Article Use jump in reading We know the donors eye color genotype – but what does that mean? Mendelian Genetics

Procedure (cont.): Now it is time to record your data. Consider what characteristics are present in all the organisms in the bags have in common. Write down that characteristic on the dotted line in the outermost Venn region. Start disassembling your baggies and note what comes out of the outermost bag. There should be one card in the bag along with a bag full of more bags and the other cards. Record this organism by taking the appropriate name strip and attaching it to the shaded area in the outermost box.

LAB: Epidemic - The Deadly Fuchsia Disease
WILL YOU BECOME INFECTED? You are watching the news and see a story about a virus that is spreading throughout the local community. The virus spreads through the exchange of bodily fluids. You become increasingly worried about your risk of infection and have decided to go to the doctor’s office in order to get tested for the virus. END TIME: 3:00

PROJECT: Immune Response
Working in five groups of 2-3, you need to prepare and present a 10-15 minute lesson on your topic that demonstrates and applies: knowledge of one aspect of the immune system knowledge of the structure and function of the immune response understanding of the similarities and differences, in structure and function, of the non-specific and specific immune responses understanding of the concept of ‘self’ and ‘non-self”

Group Assignments: Topic Group
NON SPECIFIC DEFENSES - FIRST LINE OF DEFENSE PHYSICAL & CHEMICAL BARRIERS NON SPECIFIC DEFENSES - SECOND LINE OF DEFENSE INFLAMMATORY RESPONSES INTERFERONS FEVER SPECIFIC DEFENSES – “SELF” AND “NONSELF” ANTIGENS ANTIBODIES SPECIFIC DEFENSES – LYMPHOCYTES B CELLS T CELLS SPECIFIC IMMUNE RESPONSE HUMORAL IMMUNITY CELL-MEDIATED IMMUNITY ACQUIRED IMMUNITY: ACTIVE (e.g. VACCINES) ACQUIRED IMMUNITY – PASSIVE (e.g. ANTIBODIES PRODUCED IN OTHER ANIMALS OR THROUGH MONOCLONAL HYBRID CELL CULTURES) AUTOIMMUNE DISEASES (e.g. CHRONES, ARTHRITIS) IMMUNODEFICIENCY DISEASES (e.g. AIDS)

EXTENSION: Disease Spread
Observe the spread of disease through a group of people. The methods of transmission can be chosen and include person-to-person, airborne, and food borne as well as any combination thereof. The probability of each form of transmission and number of people in the group can also be adjusted. END TIME: 3:30

THE SNEEZE http://www.teachertube.com/viewVideo.php?video_id=125234

FIRST SHOT: VACCINATIONS Class Discussion
Now that you have seen the videos, what would you change about your initial responses? What is the difference between an antibiotic and a vaccine? How are specific and nonspecific immune responses different? Refer students to the board or overhead transparencies with their responses to the questions posed to them before viewing the video. Review students’ answers to the questions given to them to answer while they were watching the video. There is a common misconception that antibiotics and vaccinations are the same thing. An antibiotic is taken after a person is sick. It prevents bacteria from reproducing. It helps a person recover from a disease but gives NO immunity for that disease. A vaccine is a preventative (prophylactic) measure. It is usually given before a person gets the disease. It is a weakened, dead or genetically engineered form of a disease pathogen that shouldn’t make the individual sick but should elicit an immune response. A vaccine gives immunity to the disease. END TIME 2:30

FIRST SHOT: VACCINATIONS Reflection
Dr. Knipe of Harvard Medical School is working with a herpes vaccine. He plans on creating “an infection to prevent an infection”. How does he plan to do this? Think about the statement: ‘creating an infection to prevent an infection’. Is this a revolutionary new idea? Why or Why not? If Dr. Knipe is successful, how can this technology be used? PAUSE the video (9:00 minutes into the video) after Dr. Knipe says, “… and that will protect against real life infection at a later time.” Tell students that Dr. Knipe of Harvard Medical School is working with a herpes vaccine. He plans on creating “an infection to prevent an infection”. Answers He has genetically engineered a herpes virus that can infect a second set of cells. This virus will infect cells that in turn will activate the immune system. No, Edward Jenner infected people with cowpox to protect against smallpox over two hundred years ago. Answers may vary but hopefully someone will see the possibility of using this technology on AIDS and other infectious diseases. RESUME the video and play to the end. Note: Although too many pauses may cause students to lose their focus, one trial test teacher found pausing at the explanation of the T and B cell immune response at 7:20 minutes into the video was helpful to students in their understanding.

FIRST SHOT: VACCINATIONS Video Questions
Where does the word vaccination come from? Why aren’t pharmaceutical companies working on vaccines for Tuberculosis and Malaria? How do vaccines work? Prepare a video worksheet or display the following questions on the board or screen for students to answer while they watch the video. Answers 1. Vaccination comes from the Latin word vacca for cow. Jenner’s vaccine came from cowpox. 2. There is little or no profit in developing vaccines that will be used only in third world countries. 3. They trick the immune system into believing the pathogen they are vaccinating against is attacking them.

ANALYSIS QUESTIONS: Develop a hypothesis of why the number of measles cases in England is increasing. Were you vaccinated against measles? Why or Why not? Why are parents choosing not to have their children vaccinated against measles? Ask students the above questions and record student’s responses on the board. Note: Draw a table with 3 columns : yes/no/I don’t know to fill in student responses. END TIME: 2:00

FIRST SHOT: VACCINATIONS Engage Activity
Read the following excerpt from the September 22, 2003 Washington Post, page A10 written by David Brown “A case of measles was once a rite of passage for every child, and a route to the grave for about one in every 300. Worldwide, there are still 30 million to 40 million cases a year, and 745,000 deaths, mostly in Africa. In the affluent world, however, measles have been as good as gone for a generation. But it is coming back in an unlikely place. In England, the number and size of measles outbreaks is steadily climbing. In 1996, the country recorded 112 cases. Last year (2002), there were 308. This follows a steady drop in the proportion of children immunized against the virus by their second birthday. In 1996, it was 92 percent. By last year, it had fallen to 84 per cent.” Read the excerpt about measles and trends in vaccinations.

WHAT YOU NEED TO KNOW…. You need to know the basic functions of the human immune system. You need to understand specific and non-specific immune responses. You need to know how the human immune system responds to vaccines and/or antibiotics. You need to know how genetic factors, environmental factors, and pathogenic agents affect both individual and public health. Website: Escambia County Biology EOC Review

FAIR GAME PRINCIPLE: Middle School Benchmarks

TOPIC XVII. Immune System
Review Item Specifications for annually assessed benchmark SC.912.L.14.52; address the also assesses benchmark, benchmark clarification and content limits.

Your TASK: Group Assignment: Factors Affecting Blood Flow
blood pressure blood volume resistance disease exercise As a group modify the blood flow activity in order to model your assigned factor that influences blood flow through the heart. END TIME: 1:45

Does this activity cover the Benchmark Clarifications?

Have students move along the route and describe to the group what they are doing at each stop — explaining to the group what route (blood vessel) they must take to reach the next stop. For instance, have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station. The color change illustrates the diffusion of oxygen into or out of the blood (blood cells carrying oxygen appear red and blood cells carrying carbon dioxide appear blue). Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood. The only exceptions to this color-coding are the pulmonary arteries and veins (see figure 1). Point out that the right side of the heart handles blue blood and the left side of the heart handles red blood.

Does this activity cover the Benchmark Clarifications?

Teacher Preparation: Draw the diagram (Teacher Download, figure 1) with tape on the floor of your classroom. Label the chambers of the heart, the lungs, the body cells, and all blood vessels according to the diagram (Teacher Download, figure 1). Place a bowl of blue circle cut outs in the body cells and a bowl of red circle cut outs in the lungs.

FAIR GAME PRINCIPLE: Middle School Benchmarks

Biology Content and Pacing (Q2/Q3)

Similar presentations

Presentation on theme: "Biology Content and Pacing (Q2/Q3)"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Biology Content and Pacing (Q2/Q3)

Similar presentations

Presentation on theme: "Biology Content and Pacing (Q2/Q3)"— Presentation transcript:

Similar presentations

About project

Feedback