Biology (Grade 1, Semester 1)

Big Idea: Cells are the basic unit of structure and function in organisms. They act as indicators
of being healthy. Changes may occur according to the external and internal effects of the
environment.
Start Week: Week 01
End Week: Week 01
Course Materials Folder
Author(s):

Cell Biology
BI.1.01 - Analyze the factors of diseases eradication:
1) Explain the factors of spreading, controlling and transmitting of each disease;
2) Classify disease as infectious or non-infectious;
3) Study Malaria and sickle cell anemia;
4) Explain how the disease affects cells.
Concepts Skills

•1. Cell theory and disease.• a. Infectious or 1. Describe trends and relationships in data.
noninfectious and factors 2. Develop and support conclusions based
• b. Vectors on evidence.
• c. Non-infectious factors 3. Use the microscope to differentiate
•2. Relation between diseases and economic between healthy and unhealthy cells.
development
•
3. Case study: Malaria (from SEPUP
only)</UL>

Essential Question(s): What threatens life?

Textbook and Resource Materials:

1- SEPUP Book, unit 3 Cell Biology
Activity 2 teacher SEPUP page 259: 271 student SEPUP 161: 170
Links:
1-http://www.cdc.gov/
Evidence of Learning:
1. Students use sheets of SEPUP that are mentioned in the Activity Teacher Guide

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unit 3 - Act 02 - SS2.1
2. Students create a poster about the diseases
3. Exit tickets

BI.1.02 - Compare and contrast the structures within the cells of plants, animals, protista and
bacteria which function to enable the cell to live.
Concepts Skills

•1. Compare and contrast eukaryotes and 1. Use a microscope to make observations of
prokaryotes• general eukaryotic cell structures.
a. Size. 2. Make scientific drawings.
• 3. Make conclusions based on evidence.
b. Internal structures (membranes, DNA, 4. Make accurate inferences using text
ribosomes). materials.
• 5. Use the tools to prepare slides for plant
c. Example organisms. and animal cells.
•
2. Eukaryotic cell structure and function will
include:•
a. Cell membrane
•
b. Endomembrane system (and its function
as a transport and packaging system)
•
c. Mitochondria and chloroplast (and their
function of energy conversion)
•
d. Nucleus (and its function as a storage of
genetic material).
•
e. Ribosome (and its function of protein
synthesis).
•
f. Smooth endoplasmic reticulum (and its
function of lipid synthesis).
•
3. Plant vs. animal cell structures.
•
4. TB as a case study from SEPUP.

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Essential Question(s): How does structure influence function?

Textbook and Resource Materials:

SEPUP Materials - Unit 3 Cell Biology
Activity 3 teacher SEPUP page 272: 283, student SEPUP 171: 179
Activity 4 teacher SEPUP page 284: 289, student SEPUP page 180 : 183
http://SEPUPlhs.org/high/sgi/teachers/cell_sim.html
http://www.molbiolcel1.0rg/content/21/22/3786.full

Activity 5 teacher SEPUP 290 :293, student SEPUP184 : 185

http://SEPUPlhs.org/high/sgi/teachers/special_cell_sim.html

Activity 6 teacher SEPUP 294 : 299 student SEPUP 186 : 190

- Simulation
http://sumanasinc.com/webcontent/animations/content/diffusion.html

- Links
https://www.youtube.com/watch?v=svAAiKsJa-Y
https://www.youtube.com/watch?v=prfMUwjobo8
https://www.youtube.com/watch?v=Ao9cVhwPg84
https://www.youtube.com/watch?v=URUJD5NEXC8
Evidence of Learning:
-Using SEPUP analysis questions
Unit 3 - Act 03 - Drawings of cells in science notebook
Unit 3 - Act 03 - Venn diagram showing structures cells have in common
Unit 3 - Act 04 - SS 4.1
Unit 3 - Act 05 - SS 5.1
Unit 3 - Act 06 - Analysis Questions
- Exit ticket

BI.1.03 - Connect the structure of a healthy cell membrane to the functions it performs;
1) develop an explanation of the structure of the cell membrane to include how the structure
enables the processes of diffusion and osmosis to occur; and
2) describe the nature of phospholipids.
Concepts Skills

•1. Cell membrane• 1. Make and record laboratory data.

a. Barrier function 2. Analyze laboratory data to infer the nature

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 • of features of membranes.
b. Phospholipids and proteins. 3. Make accurate inferences from text
• materials.
c. Fluid structure
•
d. Membrane models for study of function
•
2. Cell membrane and diffusion•
a. Diffusion.
•
b. Osmosis.
•
c. Selective permeability
•
d. Protein channels and facilitated diffusion.
•
e. Concentration gradients,
•
f. Transport proteins and active transport
•
g. Diabetes as a case study (from SEPUP)

Essential Question(s): How does structure determine function?

Textbook and Resource Materials:

1- SEPUP Materials in Unit 3 - Cell Biology
Act. 07 teacher SEPUP 300 : 308,student SEPUP 191 : 197
Act 07 - TR 7.1; TR 7.2
Act 07 - SS 2.1 to use for diabetes reading
Act 08 teacher SEPUP P. 310 : 319 student SEPUP P. 198 : 205
Act 08 - SS 2.1 to use for HIV reading
Act 09 teacher SEPUP P. 321 :329 student SEPUP P. 206 : 212
Act 09 - TR 9.1
Evidence of Learning:
1- Use of the Analysis questions for each Activity.
2- Students' successful use of lab materials in Act 7 & 8.
3-Analysis question 6 for Act 9 as an assessment.

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Genetics
BI.1.04 - Create a model which shows the structure of DNA and RNA as a genetic material only:
1) The difference between DNA and RNA structure.
2) Complementary base pairing rules .
Concepts Skills

•Modeling DNA structure:• Compare and contrast the structure of DNA

1. Deoxyribonucleic acid (DNA). and RNA.
•
2. Nucleotide subunits.
•
3. Nitrogenous bases.
•
4. Sugar–phosphate backbone.
•
5. Complementary strands.
•
6. Double helix.
•
RNA structure

Essential Question(s): How is genetic information recorded?

Textbook and Resource Materials:

Unite 4 Genetics - Act.10 Modeling DNA Structure (Te.SEPUP 505-513 -S.SEPUP 228-333)

Unit 4 Genetics - Act 10 - TR (10.1+10.2+10.3+10.4)

http://www.nobelprize.org/educational/medicine/dna_double_helix/readmore.html
Evidence of Learning:
- Record of lab work in science notebook
- Exit ticket
-Answer Analysis Questions

BI.1.05 - Investigate the functions of different classes of proteins and the factors affecting their
performance:
1) know the structure, classes and functions of proteins;

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2) know the mechanism of an enzyme function as a catalyst and the factors that effect on it.
Concepts Skills

Functions of proteins in cells: • Correlate (identify the relationship between)

a. Proteins in cells. structure and function.
•
b. Protein classification.
•
c. Enzyme structure, functions and factors
affecting rates.

Essential Question(s): What are proteins and why are they important?

Textbook and Resource Materials:

Cell Biology- Unit 3 - Act.10 Functions of Proteins in Cells(Teacher .SEPUP 330-338 -
S.SEPUP 213-215)
Unit 3 - Act 10 - TR 10.1; SS 10.1

Cell Biology- Unit 3 - Act.11 Investigating Enzyme Function (Teacher .SEPUP 339-346 -
S.SEPUP 216-218)
Unit 3- Act 11 - TR 11.1
Evidence of Learning:
Use of all Analysis Questions
Unit 3 - Act 10 - SS 10.1
Unit 3 - Act 11 - Entries in science notebooks of hypothesis, procedure, data collected, etc.
Unit 4 - Act 16 - SS 16.1

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Cell Biology (part 2)
BI.1.06 - Create a model which outlines the cell cycle in controlled and uncontrolled cell
divisions, including uncontrolled cell division resulting in cancer.
Concepts Skills

The cell cycle:• Record observations and identify trends in

1. Cell growth and division. data
•
2. Phases sequence (G1, S, G2, M).
•
3. Normal and abnormal rates and
processes.
•
4. Rate differentiation based on cell type.
•
5. Cancer as case study (from SEPUP only)

Essential Question(s): How does life maintain itself?

Textbook and Resource Materials:

Unit 3 Cell Biology Act.13 The Cell Cycle (Teacher: SEPUP 360-370; Student: SEPUP 229-235)
Evidence of Learning:
Unit 3 - Act 13 - SS 13.1
- Exit ticket
- Group presentations
- Solve Analysis questions
Other subject connections:
● Arabic – ask to write an article or research paper about biology topics.
● English- reading, speaking, writing and listening skills.
● French-reading, speaking and writing.
● German- reading, speaking and writing.
● Computer science – 1.0.7 chart.

BI.1.07 - Evaluate stem cells as possible cures for some diseases:

1) cell differentiation; and
2) stem cells as a cure for disease.

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 Concepts Skills

•1. STEM cells types according to 1. Distinguish scientific questions from ethical
differentiation• questions.
a. Totipotent 2. Investigate through modeling and
• developing explanations.
b. Pluripotent
•
c. Multipoint
•
2. Types of STEM cells according to its
presence•
a. Embryonic
•
b. Adults (somatic).
•
3. Layers of the embryo •
a. Ectoderm
•
b. Endoderm
•
c. Mesoderm
•
4. STEM cells as a treatment•
a. Treatment for leukemia
•
b. Umbilical cord blood STEM cells therapy
•
c. Bone marrow transplant
•
5. New researches treatment for diabetes
•
6. The STEM cells debate.

Essential Question(s): Can stem cells be used to cure diseases?

Textbook and Resource Materials:

Unit 4 Genetics - Act 17 Cell Differentiation and Gene Expression (Teacher: SEPUP 572: 581

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Students: SEPUP 376 : 381) Parts A & B only
Act 17 - SS 17.1
Evidence of Learning:
- SEPUP students’ sheet - unit 4 - Act 17 - SS 17.1
- Solving Analysis Questions

BI.1.08 - Create a simulation to show how viruses infect a cell:

1) know organelles of healthy cells;
2) explain why a virus can`t replicate by itself and must use the cell's organelles; and
3) identify which organelles are used by the virus.
Concepts Skills

HIV/AIDS: Virus and cell organelles: • 1. Explain and interpret data.

1. The relationship between cell protein and 2. Design and prepare a simulation.
viral protein.
•
2. Receptor proteins and enzymes.
•
3. Protein manufacture of virus utilizing cell
organelles.
•
4. HIV virus mechanism of infection and
replication.
•.
5.HIV as a case study (from SEPUP).
•
a. Disease symptoms.

Essential Question(s): Is virus a living thing?

Textbook and Resource Materials:

Unit 3 - Act.16 HIV/AIDS Infection and Cell Organelles (Teacher: SEPUP 381-388; Student:
SEPUP 244-249)
Act 16 SS 16.1; SS 2.1

http://sumanasinc.com/webcontent/animations/content/lifecyclehiv.html
Evidence of Learning:
Make a simulation

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Unit 3 - Act 16 - SS 16.1

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Biology (Grade 1, Semester 2)
Big Idea: A sustainable ecosystem depends on the flow of energy from the plant through all
other living systems.
Start Week: Week 01
End Week: Week 01
Course Materials Folder
Author(s):

Plant Anatomy and Physiology

BI.1.09 - Providing supplies as the microscopic slides. Focusing on the study of leaf structure in
a dicot plant.
Relate the structure of specialized plant structures to their function within the plant and within
the process of photosynthesis.
1) examine and draw cross section of dicot leaf;
2) include structures of mesophyll cells, stomata, xylem, phloem, and chloroplast; and
3) include other plant structures listed under concepts section.
Concepts Skills

•1. Plant tissues: meristematic and 1. Use of microscope.

permanent. 2. Make detailed observations and records.
• 3. Deduce cell processes from structure and
2. Meristematic • function of cell parts.
a. Apical, 4. Scientific drawing of a microscopic
• section.
b. Vascular cambium.
•
c. Cork cambium
•
3. Permanent tissues•
a. Parenchyma,
•
b. Collenchyma.
•
c. Schlerenchyma.
•
d. chlorenchyma.
•
4. Complex permanent tissues•

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 a. Vascular,
•
b. Dermal.
•
c. Ground tissues
•
5. Plant tissue adaptation.
•
6. Transpiration and capillary action.

Essential Question(s): Why are plants the foundation of life?

Textbook and Resource Materials:

Dynamics. 23.1 - 23.2p. from 605 to 618
Modern Ch.29 from p.583 to p.603
Evidence of Learning:
Quiz (Laboratory Practical Quiz?).
Drawings of microscope slides.
Writings in science notebooks.
Comparing slides and identifying them according to their characteristics.
Exit ticket - H.W.

BI.1.10 - Compare and contrast the processes of photosynthesis and cellular respiration:
1) describe the process of photosynthesis including the interactions between the light
dependent and light independent stages of photosynthesis;
2) describe the process of cellular respiration, both aerobic and anaerobic; and
3) identify the factors that influence photosynthesis and cellular respiration.
Concepts Skills

•1. Capturing the light energy. Make accurate inferences and conclusions
• using text materials
2. Pigments (chlorophyll a – chlorophyll b –
Xanthophyll – Carotene) (considering the
color and the ratio)
•
3. Chloroplast
•

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 4. Photosynthesis process •
a. Light dependent reactions
•
b. light independent reaction / Calvin Cycle
(ATP/ADP – NADP+/ NADPH – PGAL (G3P)
– RuBP – 3PGA)</UL>
•
5. Cellular respiration •
a. Glycolysis is part of both:•
I. aerobic respiration •
a. Krebs cycle
•
b. Chemiosmosis </UL>
II. Anaerobic respiration (Fermentation)•
* Lactic acid fermentation
•
** Alcoholic fermentation. </UL>
</UL></UL></UL>

Essential Question(s): Could a plant be a photochemical cell?

Textbook and Resource Materials:

SEPUP Ecology Unit Act.9 - Photosynthesis and Cellular Respiration Shuffle, Teacher 158-163;
S 100-102

SEPUP Cell Biology Unit

Act.12 - Photosynthesis and Cellular Respiration, Teacher 347-359; S 219-228
Evidence of Learning:
Answer the Analysis questions.
Compare between light and chemical reactions.

BI.1.11 - Create your own experiment to investigate a factor that affects photosynthesis and/or
respiration using the steps of experimental design.
Concepts Skills

•1. Experimental design• 1. Design and conduct investigations

a. Reproducible procedures 2. Make and record observations and
•. measurements
b. Independent variable to be 3. Develop conclusions based on evidence

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 manipulated.</UL> 4. Make predictions
•
2. Cellular respiration in plants
•
3. Energy release.
•
4. Photosynthesis.
•
5. Capture of energy and production of
carbon dioxide.
•
6. Impact of variables on photosynthesis and
cellular respiration•
a. Temperature.
•
b. Amount of light</UL>
•
7. Chemical indicators
</UL>

Essential Question(s): Can we influence the capture and release of energy?

Textbook and Resource Materials:

SEPUP Ecology Unit 2
Act.10 - Respiring Beans, Teacher 164-170; S 103-106
Act.11 - Respiration and Photosynthesis in Plants, Teacher 171-178; S 107-110
Act.12 - Too Much Life, Teacher 179-186; S 111-115
Evidence of Learning:
Make predictions.
Take measurements, collect and record data.
Quality of student experimental designs.
Entries in science notebooks - procedure, data, analysis and conclusions based on their real
data.

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Ecology
BI.1.12 - Create a model that shows the interdependence of living organisms within an
ecosystem:
1) describe the relation between the trophic levels and its numbers concerning energy loss; and
2) explain the roles of producers and consumers in a food web.
Concepts Skills

1. Ecological biodiversity. 1. Use microscopes to make and record

2. Habitat variety. observations of diversity in aquatic
3. Micro to macro constituents of food web. ecosystems (water samples).
4. Producers and consumers. 2. Compare microorganism diversity in water
5. Food as energy source. samples from different ecosystems.
6. Varieties of consumers 3. Make predictions
a. Herbivores. 4. Identify and describe trade-offs involved
b. Carnivores. in ecosystem changes.
c. Omnivores. 5. Use case studies to make accurate
d. Decomposers. interpretations, inferences and conclusions
7. Food web diagram. from text.
8. Energy flow and pyramid.
9. Consumers levels
a. Primary
b. Secondary
c. Tertiary consumers
10. Ecosystem diversity, disruption and
collapse.

Essential Question(s): Is energy neither created nor destroyed within an ecosystem?

Textbook and Resource Materials:

SEPUP Ecology Unit 2
Act.6 Producers and Consumers, Teacher p. 134-142 S p. 85-89
Act.7 Energy Flow Through an Ecosystem, Teacher p. 143-151 S p. 90-95
Evidence of Learning:
Complete all activity sheets from SEPUP - SS 6.1; SS 7.1.
Quiz - Draw food web and answer questions.
Use dichotomous key to identify name of specimens.
Answer some of the Analysis questions at the end of each activity.

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BI.1.13 - Connect the cycling of carbon to global climate change:
1) forms of carbon within the carbon cycle, how conserved within nature; and
2) effect of humans on the carbon cycle.
Concepts Skills

1. Carbon cycle. 1.Make predictions using evidence

2. Carbon reservoirs.
3. Quantity of carbon – fixed.
4. Reservoir quantity – fluctuates.
5. Forms of carbon (e.g., CO2 and
carbohydrates).
6. Human impact on reservoirs.

Essential Question(s): How does non-living matter cycle?

Textbook and Resource Materials:

SEPUP - Ecology Unit 2
Activity 8 - Carbon Cycle, Teacher p. 152-157 S p. 96-99

BI.1.14 - Analyze how natural and human-caused events can unbalance an ecosystem and
describe possible strategies for restoring balance to damaged ecosystems.
Concepts Skills

1. Ecosystem services. 1. Graph and analyze data.

2. Management of resources. 2. Identify and describe trends in data.
3. Natural and human-caused disturbances. 3. Communicate and defend a scientific
4. Ecosystem disturbance: minor to argument.
catastrophic. 4. Identify evidence.
5. Ecosystem resilience. 5. Identify and weigh trade-offs when
6. Invasive species. making a decision.
7. Ecosystem resistance.

Essential Question(s): How is balance achieved?

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Textbook and Resource Materials:
SEPUP - Ecology unit 2: Act. 1, 4, 17 ,18,19
Teacher pdf of other sources
Act. 1 Ecosystems and Change Te. P.71 - 85 Sp. 45 - 56
Act. 4 Invasive Species Te. P.107 - 120 S p. 70 – 79
Act. 17 Ecosystem Change and Resiliency Te. P.217 - 223 S p. 134 -1138
Act. 18 Fishery Case Studies Te p. 224-232 S p. 139-144
Act.19 Making Sustainable Fishery Decisions Te p.233-242 S p.145-147
Evidence of Learning:
Oral presentations
Group created food webs
Quiz - Problem solution based on pictures
18.1; 19.1; 19.2

BI.1.15 - Analyze an ecosystem in Egypt that has become unbalanced and suggest effective
interventions.
Concepts Skills

Restoration of ecosystems 1. Research

2. Analysis
3. Presentation

Essential Question(s): What is the relationship between balance, unbalance and rebalance?

Textbook and Resource Materials:

Online links to make presentations (Self-study)
Evidence of Learning:
Students prepare a presentation which demonstrates their knowledge of ecosystems as it
applies in Egypt

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Biology (Grade 1, Semester Year Long)

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Biology (Grade 2, Semester 1)
Big Idea: Genes are the codes for an organism's characteristics and determine the inheritance
of traits. Many of Egypt's problems can be solved through genetic modification.
Start Week: Week 01
End Week: Week 01
Course Materials Folder
Author(s):

Genetically Modified Food

BI.2.01 - Use evidence to evaluate the trade-offs of using genetically modified food to support
economic, social and environmental sustainability.

Describe the trade-offs of the use of genetically modified food

Explain the intended and unintended consequences of the use of GMO’s

Concepts Skills

1. Genetically modified organisms. 1. Evidence-based debate.

2. Beneficial characteristics (example, 2. Identify and describe trade-offs.
disease resistance, drought tolerance and 3. Argue a stance and support it with
higher nutritional value). evidence.
4. Unintended consequences for humans
and ecosystems.

Essential Question(s): Should people engineer organisms?

Textbook and Resource Materials:

SEPUP Book - Unit 4 - Genetics: Feeding the World
Students p. 260-268
Teachers p. 407- 418; SS 1.1
Evidence of Learning:
(BA); Explain the intended and unintended consequences of genetic modification
(ST): Solve Analysis ques.4 in student book P. 286
(ST) Did your initial ideas about Bt corn change? Explain your initial ideas. If they have
changed, explain how and why. What arguments made you change your mind? If they have not
changed, explain why not.

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BI.2.02 - Create a model to show the process of genetically modifying organisms and how the
new genetic material is inherited:
1) conduct experiments on the process of creating GMO's; and
2) model inheritance by mitosis.
Concepts Skills

1. Bacterial transformation technique. 1. Use good laboratory technique (sterilization

2. Plasmids. technique).
3. Genes and chromosomes (definition 2. Make and record observations.
only). 3. Identify and describe trends in data.
4. Mitosis. 4. Make predictions.
5. Develop conclusions based on evidence.

Essential Question(s): How can GMO's affect our lives?

Textbook and Resource Materials:

SEPUP Genetic: Activity 2 (student p. 269-277) ,(teacher p.419-434)
Act 2 SS 2.1; 2.2; and 2.3

Activity 3: (Students p 278-281) ,(teacher p 435-439)

Act 3 SS 3.1
Evidence of Learning:
Q1 & 4 in SEPUP student book p.277
(BA) Students are going to read the case study on biofuel to define the type of modification,
benefits, risks, status of development and other solutions in the case study on GMOs and
should answer the Analysis question (Q 4) page 277
(ST) : Analyze your work in this activity and that of the other groups, according to your
teacher’s instructions. Analysis should include a summary of the data collected and conclusions
you and your group draw from the data about the bacteria on the plates. Explain possible
sources of experimental error. (Q1) page 277

BI.2.03 - Discuss how the chemical and structural properties of DNA and its replication result in
the creation of new genotypes:
1) design a model to show the structure of DNA; and
2) determine how DNA replicates
3) Gene expression and protein synthesis
Concepts Skills

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 1. Deoxyribonucleic acid (DNA). 1. Perform DNA isolation.
a. Macromolecule with nucleotide subunits. 2. Make and record observations.
b. Double helix and complementary strands. 3. Identify, describe trends and Interpret
c. Sugar–phosphate backbone and data.
nitrogenous bases. (Adenine, guanine, 4. Develop claims based on evidence and
cytosine, and thymine represented by A, G, reasoning.
C, and T). 5. Recognize and analyze alternative
d. Nucleotide sequences (Coded explanations and models.
instructions). 6. Express and defend a scientific argument.
2. DNA replication by semi-conservative
mechanism.
3. Transcription and translation.
4. RNA types and structure.
5. Protein Synthesis.

Essential Question(s): How does DNA structure enable its function?

Textbook and Resource Materials:

Activity 9: SEPUP,Genetics,(student p.324- 327).(teacher p.500- 506)
Activity 10: SEPUP,Genetics. (student p.328-333).(teacher p.507-515)
Activity 12: (student p.343-345).(teacher p.528-531)
Meselson and Stahl experiment : http://highered.mcgraw-
hill.com/olcweb/cgi/pluginpop.cgi?it=swf::535::535::/sites/dl/free/0072437316/120076/bio22.swf:
:Meselson%20and%20Stahl%20Experiment
- Act 16 - (Protein Synthesis - Transcription and Translation (Te SEPUP 559-567, S SEPUP
366-375) Unit 4-Act 16 TR 16.1; TR 16.2
Evidence of Learning:
Activity (9):Successful isolation of DNA during lab

BI.2.04 - Describe the key steps in the creation of genetic modifications and analyze the DNA of
organisms to determine whether they are modified or not using electrophoresis.
Concepts Skills

1. Genetically modified organisms. 1. Develop conclusions based on evidence

2. Desirable traits (e.g., pest or disease and reasoning.
resistance, drought tolerance, or enhanced 2. Consider and evaluate multiple
nutritional qualities). perspectives on an issue.

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 3. Genetic manipulation for new 3. Identify and describe trade-offs of
combinations of traits. decisions.
4. DNA electrophoresis. 4. Argue a position and support it with
5. Steps in GMO: evidence.
a. identification of desirable gene;
b. isolation of gene;
c. preparation of a DNA construct - adding
markers;
d. delivery of the desired gene into target
organism; and
e. raising the transformed organisms using a
selective medium.
6. DNA constructs insertion:
a. shooting with gene gun;
b. bacterial transformation; or
c. viral delivery.

Essential Question(s): Are GMO's the solution?

Textbook and Resource Materials:

SEPUP Science and Global Issues.
Activity 15 (teacher p.549) (student p.361)
Activity 18 (teacher p.583) (student p.385).
Activity 19 (teacher p. 596) (students' 393)

Modern Biology Ch 13 p 257-259

Campbell 9th edition,Ch 20 (p.399 ) +( from p.405 to 409)
Evidence of Learning:
-Students produce a poster about one of the GMO organisms

-The final arrangement of the 8 cards about the genetic modification of lettuce as done in class
(Activity 19) (teacher p. 596) (students' 393).

- Students answer Analysis Question 2 (p 391 SEPUP) in groups

- Answer questions 1 and 3 p. 391 individually

- SEPUP Analysis Questions p 399

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- An exam (done on google form )

BI.2.05 - Compare and contrast selective breeding and genetic modification to breed a new type
of wheat in Egypt with a minimum of two desired traits.
Concepts Skills

1. Distinguish between genes and alleles. 1. Collect, record and interpret data.
2. Use Punnett squares to predict outcomes 2. Develop conclusions based on evidence
of genetic crosses.
3. Phenotypic and genotypic results
(Heterozygote -Homozygote).
4. Selective breeding.
6. Gregor Mendel’s contributions to our
understanding of genetics.
7. Patterns of inheritance
a. Simple dominance (Laws of simple
dominance- first and second Mendelian laws)
b. Incomplete dominance.
c. Codominance.

Essential Question(s): How could genetic modification improve the agricultural wealth or food
deficiency in Egypt?

Textbook and Resource Materials:

SEPUP Genetics Activity 4 (Breeding Corn) (student p. 282-289) (teacher p. 442-454)
Act 4 SS 4.1 & 4.2

SEPUP Genetics. Activity 5. (Genes and Traits) (student p. 290-299).(teacher p.453-463)

SEPUP Genetics, Activity 6 (Breeding Corn for Two Traits ) (student p.300--306). (teacher
p.464--476)
Act 6 SS 6.1 & 6.2

SEPUP Genetics Activity 7 (Breeding Better Rice) (student p.307--315). (Teacher p.477--487)
Act 7 SS 7.1
Evidence of Learning:
- Students will solve all Analysis questions page 306

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 - Students will prepare a plan to breed of new type of wheat with a minimum of two desirable
traits

- Students are going to solve question Analysis 3 & 4 , page 314

BI.2.06 - Interpret how sex-linked chromosomes and abnormalities of chromosomes affect the
inheritance of traits and solve problems about sex-linked traits.
Concepts Skills

Student review all the previous concepts Compare and contrast the two processes of
about meiosis and mitosis and chromosomes. reproduction
1. Genes.
2. Chromosomes.
3. Mitosis.
4. Crossing over.
5. Hybrid/Dihybrid crosses.
6. Haploid.
7. Diploid.
8. Gametes.
9. Fertilization.
10. Karyotype( definition and description).
11. Independent segregation.
12. Segregation and cross over.
13. Abnormalities (chromosomal mutation).

Essential Question(s): Why and how there is variation among living organism?

Textbook and Resource Materials:

Activity 13. (student p.346-352).(teacher p.530-538)
Act 13 SS 13.1; SS 13.2
Activity 14. (student p.353-360).(teacher p.539-547)
Act 14 SS 14.1
Evidence of Learning:
Act 13 - All Analysis Questions - Question 4 is (ST)
Act 14- Students solve AQ.1, 3 &7 p 359 , 14.1 student sheet
https://docs.google.com/document/d/1saD9Ngq0iUgb6_QisKNnB22O6BjEb9L34ojONcM8csM/e
dit

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Genetically Modified Food (part 2)
BI.2.07 - Explain how genomics has the potential to contribute in solving sustainability problems
to infer the genetic mechanism of inheritance for a given trait.
Concepts Skills

1. Genomics 1. Develop and test a hypothesis.

2. The Human Genome Project 2. Analyze and interpret pedigrees.
3. Genomics and biodiversity, alternative 3. Develop conclusions based on evidence.
energy, and human and animal health. 4. Apply logic, knowledge and reasoning to
construct explanations.

Essential Question(s): How has genomics contributed to our understanding of inheritance

mechanisms of traits and genetic diseases?

Textbook and Resource Materials:

Activity (8) SEPUP ,Genetics,. (student p.316 - 323). (teacher p.490-499)
Act 8 SS 8.1
Evidence of Learning:
Activity (11)
(Exit ticket ) Students solve analysis question is 5 in SEPUP book p.342
(Homework) Solving the analysis questions in the book p 342
Activity (8):
-Analysis Question 2 in page 321 is a Quick Check for you to monitor students understanding
of pedigrees and the information they convey.

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Biology (Grade 2, Semester 2)
Big Idea: Accumulation of the environmental and genetic changes in the population leads to the
evolution as a feedback mechanism that contributes to biodiversity.
Start Week: Week 01
End Week: Week 01
Course Materials Folder
Author(s):

Human Sexual Reproduction

BI.2.08 - Compare and contrast the structures and functions of the human male and female
reproductive systems:
1) identify analogous structures between the male and female organ systems; and
2) relate structures to their functions.
Concepts Skills

1. . Male and female reproductive structures. 1. List analogies between male and female
2. Path and delivery of sperm. reproductive structures.
3. Ovulation. 2. Link form with function.

Essential Question(s): How does human life continue?

Textbook and Resource Materials:

Modern Biology Chapter 51 Reproductive System p.1049-1060
Evidence of Learning:
Analysis Questions from Section 1, 2 and 3 Reviews.

BI.2.09 - Explain how the human reproductive system allows the variation needed for natural
selection and evolution and demonstrate an understanding of gametogenesis through the
process of meiosis.
Concepts Skills

1. Spermatogenesis. 1. Compare and contrast spermatogenesis

2. Structure of sperm. and oogenesis.
3. Oogenesis. 2. Conclude analogies between male and
4. Hormonal controls of cycles. female gametes.

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 5. Menstrual cycle.
6.Ovarian and uterine cycles .
7. Fertilization.
8. Pregnancy.
9. Birth.

Essential Question(s): Is variation beneficial?

Textbook and Resource Materials:

Campbell Chapter 46 Animal Reproduction p. 1003-1018 with an emphasis on Concept 46.4
and Concept 46.5 (Diagram on p.1008-1009)
Evidence of Learning:
Concept Check Questions 46.4
Concept Check Questions 46.5

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Evolution
BI.2.10 - Cite evidence from the fossil record to support the theory of natural selection and
evolution:
1) describe Darwin's theory of evolution by natural selection; and
2) use fossil evidence to show that genetic makeup descends from common ancestors
Concepts Skills

1. Darwin’s influence on the mechanism of 1. Make accurate interpretations, inferences

evolution (natural selection.) and conclusions from text.
2.Influence of experts, society and culture 2. Communicate and defend a scientific
during Darwin’s time. argument.
4. Evidence of evolution: 3. Develop conclusions from evidence.
geology, index fossil, biogeography,
homologous structures, and vestigial organs

Essential Question(s): How did life evolve?

Textbook and Resource Materials:

SEPUP
Activity 4 Darwin and the Development of a Theory - S (p 436-442), T (651-659)
Activity 5 Using Fossil Evidence to Investigate Whale Evolution S (p 443-445) T ( p 663-671)
Activity 6 Evidence from the Fossil Record S p. 446-453 T p. 670-679

Modern Biology : unit 4 Evolution ( p.297 -304)

Evidence of Learning:
Activity sheet 4.1

An essay of a five to eight sentence summary about who influenced Darwin’s thinking and how
they did so. Students should cite at least two quotes from the readings to support your
discussion. The essays should incorporate the concepts of natural selection principles.

Produce a 5 min power point presentation to cite evidence using fossil records from an area to
support the theories of natural selection and evolution. (Group work)

Venn diagram from Activity 5

Activity 6: presentation done within class about different topics of the activity

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BI.2.11 - Based on similarities in modern biological classification, show how to determine the
phylogeny of any organism from micro to macro.
Concepts Skills

1. Common ancestry. 1. Interpret data.

2. Biological classifications and genealogical 2. Construct explanations based on
relationships. knowledge and reasoning.
3. Evidence of common ancestry. 3. Communicate and defend a scientific
4. Morphological evidence (Homology , argument.
Analogy, and Vestigial structure) 4. Examine data to identify trends and
5. Criteria for scientific explanations: relationships.
a. the application of appropriate evidence, 5. Develop conclusions from evidence.
b. consistently logical reasoning, and
c. basis in accepted scientific knowledge 6.
Theory of natural selection.
7. Evidence for evolution of hominids
(Cranium measurements of skulls).
8. Transitional features in fossils.
9. Phylogenetic diversity.

Essential Question(s): What affects evolution?

Textbook and Resource Materials:

SEPUP book
Activity 7 -The Phylogeny of Vertebrates - S (p 454 -458) T (p 683-691)
http://tolweb.org/tree/home.pages/treehouses.html
Campbell 9th edition p.538; sorting homology from analogy p.340)

Activity 8 - Studying Hominids - S (p 459-464) T (p 697-707) practical only

Evidence of Learning:
Activity 7 - SS 7.1 and SS 3.1 Analysis Questions
Activity 8: Participation within class about grouping different skulls and measuring them -
Records in science lab notebooks
Activity 9- Defend the decision you made about the four areas

BI.2.12 - Compare and contrast microevolution and macroevolution and their interrelationship:
1) define microevolution and macroevolution; and

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2) explain the contribution of mutation, natural selection, genetic drift and gene flow in
microevolution.
Concepts Skills

1. Speciation. 1. Communicate and defend a scientific

2. Biodiversity and evolution and extinction argument.
of taxa. 2. Apply evidence and reasoning to
3. Microevolution: formulate a logical claim for where
a. mutation, populations are in the process of speciation.
b. natural selection, 3. Graph and analyze data.
c. genetic drift, and
d. gene flow
4. Adaptation and selection:
a. physical traits,
b. behaviors,
c. biochemical processes, and
d. enhance fitness
5. Macroevolution

Essential Question(s): What affects biodiversity?

Textbook and Resource Materials:

Activity 10 What is a Species? S (p. 472-481) T (p. 717-731)
Activity 13 The Processes and Outcomes of Evolution S (p. 489-497)
T (p. 750-764)

Modern Biology - unit Evolution Section 1 (p. 317- 318), Section 2 ( p.321-325) , Section 3
(p.326 -329)
Evidence of Learning:
Activity 10: Student notebook entries during and after the activity about species separation on p.
474.
Activity 13: Use SS 13.1.
Answer the Analysis questions p.496 especially 2 &3.
Discuss SS 3.1 Ideas about Evolution.
Also discuss:
- Compare between macro and micro evolution.
- What is meant by adaptation and explain two examples of adaptations.
- What does the word mass extinction refer to?

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- What does the word fitness refer to?

BI.2.13 - Compare and contrast current work to genetically modify organisms and the theory of
evolution over geologic time.
Concepts Skills

1. Causes of genetic variation 1. Communicate and defend a scientific

2. Natural selection vs genetic modification argument.
(GMO) 2. Apply evidence and reasoning to
formulate genotype and phenotype of a
hypothetical genetically modified organism.

Essential Question(s): How could genetic modification affect the rate of evolution and
biodiversity?

Textbook and Resource Materials:

A project done by students from different resources
Computer simulation
Evidence of Learning:
Create a model of an organism that was not successful in response to environmental changes.

Students are going to provide a simulation and a presentation.

BI.2.14 - Explain how human activities impact the sustainability of biodiversity.

Concepts Skills

1. Biodiversity. 1. Develop conclusions based on evidence

2. Ecosystem services. and reasoning/
3. Protected areas. 2. Consider and evaluate multiple
4.Sustainability. perspectives on an issue/
5. Impact of human activities on rates of 3. Identify and describe trade-offs of
natural change. decisions/
6. Three levels of biodiversity 4. Argue a position and support it with
a. Ecosystem diversity, evidence/
b. Species diversity
c. Genetic diversity
7. Human activities often cause biodiversity
to increase or decrease.

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Essential Question(s): Can humans sustain their lifestyles and also sustain biodiversity?

Textbook and Resource Materials:

SEPUP Science and Global Issues
Activity 1 Biodiversity and Sustainability (students p.415-421) (teacher p.621-629)
Activity 2 Human Activities and Biodiversity (students p.421-31) (Teacher p.630-641) .

Campbell 9th edition; Unit 8 Concept 56 ( p1238 to1244) and (p.1251 establishing a protected
area)
Evidence of Learning:
The results of the game during Activity 1 - Uses SS.1.01; SS.1.02; SS.1.03; SS.1.04. Especially
sheet 1.4 which is the reflection sheet.
The Analysis Questions in SEPUP from Act. 2- page 431
One case study on how man altered any of the three types of diversities (a paragraph only –
you may use photos but not those in SEPUP)
Exit Ticket

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Biology (Grade 2, Semester Year Long)

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Biology (Grade 3, Semester 1)
Big Idea: The human body is an exquisite system made up of sub-systems that operate through
complex communication involving both electrical and chemical sensors, processes and
feedback.
Start Week: Week 01
End Week: Week 02
Course Materials Folder
Author(s):

Nervous System
BI.3.01 - Describe the relationship between structure and function of a neuron in its role in cell
communication.
Concepts Skills

1. Anatomy of the functional subunit of the 1. Explain the relationship between the
nervous system (neuron). structure and function.
2. Structural diversity of neurons. 2. Predict the impact of a change in neuron
3. Communication between neurons. structure (deterioration of myelin sheath, lack
of neurotransmitter receptors) will have on its
function (effective transmission of a nerve
impulse).
3. Design a model that illustrates the key
structural features of a neuron.

Essential Question(s): How does the neuron structure reflect its function?

Textbook and Resource Materials:

Campbell 9th edition: Unit 7, Chapter 48, Section 1(1045-1047 pp.)
Evidence of Learning:
1- Power point presentation illustrates the function of neuron.
2- Design a model for neuron.
3- Examine the nerve tissue to draw a label diagram for the nerve cell.

BI.3.02 - Describe how the structure of the neuron membrane facilitates its function with a
primary focus on how the neuron and the transmission of a nerve impulse allows
communication within an organism and with the external environment.

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 Concepts Skills

1. The mechanism of impulse transmission 1. Explain the process that results in the
correlating structure with function (ion generation of an action potential.
channels, membrane potential, and 2. Predict how altered ion concentrations
electrochemical equilibrium) could influence an action potential.
2. The process that leads to release of 3. Describe the action of neurotransmitters
neurotransmitter and transmission of the at a synaptic cleft.
nerve impulse from one neuron to next. 4. Include a description of the structure and
function of neurotransmitters, ligand-gated ion
channels and voltage-gated calcium ion
channels.

Essential Question(s): How do ions and the neuron membrane integrate to transmit the nerve
impulse?

Textbook and Resource Materials:

Campbell 9th edition: Unit 7, Chapter 48, Section 2, 3 and 4
Evidence of Learning:
- Doing presentation
- Analysis of graphs
******More information and detail here is needed to explain what topics will be presented and
what type of information will be analyzed in a graph. ******

BI.3.03 - Describe the major brain regions and their functions and predict the outcome of
damage or disease to the major regions of the brain and how that damage or disease impacts
communication between the brain regions.
Concepts Skills

1. One function of each major of brain region. 1. Apply knowledge about brain regions to
2. Biological clock regulation. predict the symptoms that would result from
3. Arousal and sleep. damage to specific areas of the brain.
4. Emotion. 2. Describe how the various regions of the
5. Cerebral cortex controls the voluntary brain contribute to maintaining homeostasis.
movement and cognitive function.
6. Changes in the synaptic connections
underlie memory and learning
7. Neural Plasticity.

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 8. Stem cells in the brain.

Essential Question(s): How can studying individuals with damage to a particular brain region
provide insight into the normal function of that region?

Textbook and Resource Materials:

Campbell 9th edition: Unit 7, Chapter 49, Section 2, Section 3, Section 4
Evidence of Learning:
- Making a model to show the brain regions
- Prepare a presentation
******More information required in terms of what is required in the presentation *******

BI.3.04 - Relate the major components of the nervous system to their functions, and explain
how they communicate and contribute to homeostasis.
Concepts Skills

1. The components of a reflex arc and how it 1. Compare and contrast the components of
functions. the nervous system.
2. The organization and the general function 2. Predict the damage symptoms of various
of the major parts of the nervous system components of the nervous system.
(central, peripheral, somatic, autonomic,
parasympathetic, and sympathetic)
3. The location and function of several types
of sensory receptors.
4. The role of the nervous system in
maintaining homeostasis.

Essential Question(s): How do the components of the nervous system integrate to contribute
to homeostasis?

Textbook and Resource Materials:

Campbell 9th edition: Unit 7, Chapter 49 Section1 and chapter 50 , Sections 1, .2, .3 and 4
Evidence of Learning:
- Prepare presentation.
- Solve Campbell test bank.

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 ********More information, specifics required for preparing presentation and solving the Campbell
test bank. *********

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Muscular Skeletal System
BI.3.05 - Correlate the structure of both skeletal and muscular systems to their functions.
Concepts Skills

1. The structure and function of the skeleton, 1. Identify muscle tissue types (skeletal,
muscles, tendons and ligaments. smooth, and cardiac) in prepared histology
2. Muscle tissue (skeletal, cardiac and slides and correlate their specific structures to
smooth) their unique functions.
3. Anatomy of the functional subunit of 2. Describe, diagram and explain the
muscle (sarcomere). structure and function of a sarcomere.
4. Cellular events that lead to muscle 3. Design, develop and test a model
contraction, including the interface with the depicting the interaction between a neuron
nervous system. and a sarcomere.
5.The interaction of muscles and skeleton in
the movement.

Essential Question(s): How does the nervous system control the contraction of muscles?

Textbook and Resource Materials:

Campbell 9th edition: Unit 7, Chapter 50, Section 5
Evidence of Learning:
- Prepare presentation.
- Solve the Analysis questions in the textbook.
- Design a model to show the role of the regulatory protein and calcium ions in muscle
contraction.

******More information required regarding the prepare presentation evidence*****

?????
1. Students will construct a model of a sarcomere that demonstrates the action of actin and
myosin in muscle contraction.

BI.3.06 - Co-ordinate the structure of the skeletal system to its function and predict the damage
in the skeletal system on movement.
Concepts Skills

1. Types of skeletal systems. 1. Describe the relationship between structure

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 2. Bone and joint of the human skeleton. and function regarding various types of joints
3. Structure and types of joints. and surrounding tissue.
4. Differentiate between bones and 2. Build a model accurately depicting
cartilage. structure and function of various types of
5. Diseases and disorder of the human joints.
skeletal system.

Essential Question(s): How can the integration between skeletal and muscular systems help in
human movement?

Textbook and Resource Materials:

Human Biology: Unit 5 (p.102-120)
Campbell 9th Edition: Unit 7: Ch. 50.6 from page 1112
Evidence of Learning:
- Prepare presentation
- Solve Analysis questions
- Quizzes
******* More information is needed regarding types of presentations. More details required for
solving Analysis questions - from what texts, which questions? *******

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Endocrine System
BI.3.07 - Explain how the release of hormones facilitates communication of animals of the same
species.
Concepts Skills

1. The general stages of cell communication 1. Describe the mechanisms of both positive
(reception, transduction, and response). and negative feedback mechanisms. Give an
2. Two ways hormones affect target organs example of each.
(protein and steroid hormones; cell surface 2. Create a diagram to illustrate in two
and intracellular receptors with an emphasis examples of the endocrine system’s role in
on structure and function of ligands, maintaining homeostasis.
membranes and receptors). 3. Use evidence and data (for example,
3. Positive and negative feedback symptoms in a case study) to hypothesize
mechanisms. possible explanations for endocrine disorders.
4. The role of the endocrine system in
maintaining homeostasis.

Essential Question(s): How do hormonal signaling contribute to homeostasis?

Textbook and Resource Materials:

Campbell 9th Edition: Unit 7, Ch. 45 - Section 1, 2
Evidence of Learning:
Quizzes
Presentation
Solve test banks of Campbell

******* More information required for presentation topics and parameters. Specify Campbell test
bank items. ***********
????? (More evidences of learning)
1. Students will apply their knowledge of neurotransmitters and hormones to answer essay
questions requiring them to describe the stages of cell communication (reception, transduction
and response) in both neurotransmitters and hormones.
2. Students will design a controlled experiment to investigate the rate of neurotransmitter
uptake.
3. Students will design a controlled experiment to investigate the disruption of an endocrine
negative feedback mechanism.

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BI.3.08 - Predict the role of hormones in maintaining homeostasis.
Concepts Skills

1. The coordination of endocrine and nervous 1. Predict the response of the endocrine
system. system in response to changes in blood
2. Hormones cascade pathway. glucose level and changes in blood calcium
3. Endocrine positive and negative feedback levels.
mechanisms. 2. Examine a microscopic slide of pituitary
4. The posterior and anterior pituitary gland and pancreas
hormones. 3. Describe both positive and negative
5. Homeostasis of blood glucose level. feedback mechanisms in the endocrine
6. Homeostasis of blood calcium level. system.
7. Gonadal sex hormones.

Essential Question(s): How can hypothalamus regulate the performance of endocrine gland to
maintain homeostasis?

Textbook and Resource Materials:

Campbell 9th edition: Unit 7, Ch 45, Section 3 and Section 4.
Evidence of Learning:
- Prepare presentation
- Quizzes
- Solve question
- Brain map
****** More information needed on presentation. Not clear what - solve question - refers. Need
more information on brain map.*******
?????
1. Students will use their knowledge of feedback mechanisms in the hormonal control of blood
glucose levels and blood calcium levels to answer essay questions requiring them to describe
these processes and explain how they contribute to homeostasis.
2. Students will design a controlled experiment to investigate the impact low insulin levels
would have on blood glucose levels under various conditions (for example, during exercise or
during fasting).

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STEM School Curriculum Report for Biology (All Grades)
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Tue Nov 30 2021 03:51:30 GMT-0500 (EST)
This document may not be reproduced or shared without the consent of the Ministry of
Education in Egypt.
STEM School Curriculum Report for Biology (All Grades)
Created by assiutsch@stemassiut.moe.edu.eg
Tue Nov 30 2021 03:51:30 GMT-0500 (EST)
Biology (Grade 3, Semester 2)
Big Idea: Multiple body systems work together to use food and oxygen to perform critical body
functions. These systems can be studied and modeled on molecular, cellular and macro levels.
Start Week: Week 01
End Week: Week 02
Course Materials Folder
Author(s):

Digestive System
BI.3.09 - Correlate how the structures of the human digestive system facilitate their function in
releasing nutrients from food
Concepts Skills

1. Organic essential nutrients. 1. Analyze the role of the digestive system in

2. Vitamins and minerals. maintaining homeostasis.
3. Dietary deficiency. 2. Develop connections between structure
4. Major compartments of the alimentary and function of the components of the
canal and their function(s) in digestion. digestive system.
5. Major digestive glands and their
function(s) in digestion.
6. The process of chemical digestion of
carbohydrates, lipids, proteins and nucleic
acids.

Essential Question(s): How do the various structures of the digestive system perform their
functions?

Textbook and Resource Materials:

Campbell 9th edition: Unit 7, Ch 4, Section 1, Section 3.
Internet resources
Evidence of Learning:
Quizzes
Prepare Presentation
Examine models of digestive system
Detection of the components???
***** More information is required in terms of what microscopic slides and models should be

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examined and what skills will be demonstrated. More explanation is needed for the detection of
components. More information needed for presentations. *********

BI.3.10 - Apply knowledge of the digestive system to predict the impact that disorders of the
systemhave on the function of the system.
Concepts Skills

1. Regulation of digestion. Predict the impact of specific disorders on the

2. Regulation of appetite and consumption. function of the digestive system and on the
3. Disorders of digestive system (e.g. human health
obesity, acid reflux, gallstones, lactose
intolerance, and inflammatory bowel disease)

Essential Question(s): How do disorders of the digestive affect its function?

Textbook and Resource Materials:

Campbell 9th edition: Unit 7, Ch 41, Section 5. Internet resources
Evidence of Learning:
Research paper about the digestive system disorders.
*******More specifics regarding research paper would be helpful**********

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Excretory System
BI.3.11 - Evaluate how the structure of the excretory system facilitates its function,
Concepts Skills

1. Structures of the excretory system and 1. Examine a model of the excretory system.
associated arteries and veins and their 2. Predict how the selective permeability of
functions. the Loop of Henle facilitates the
2. Components of the nephron and their countercurrent exchange mechanism.
function(s), (glomerulus, Bowman’s capsule,
proximal convoluted tubule, descending Loop
of Henle, Ascending Loop of Henle, distal
convoluted tubule, and collecting duct)
3. Countercurrent exchange mechanism of
the Loop of Henle.
4. Four stages of urine formation (filtration,
reabsorption, secretion and excretion).
5. Hormonal influence on osmoregulation
(ADH/antidiuretic hormone, aldosterone).

Essential Question(s): How do the structures of the excretory system facilitate their function?

Textbook and Resource Materials:

Campbell 9th edition: Unit 7, Chapter 44, Section 3,
Chapter 44, Section 4.
Evidence of Learning:
A. Draw a labelled diagram to show the structure of the nephron.
B. Examine a T.S. of the kidney to identify.
C. Try to model an artificial kidney.

BI.3.12 - Conclude the role of the excretory system in maintaining homeostasis, including the
influence of ADH and aldosterone on osmoregulation.
Concepts Skills

1. Hormonal circuits link kidney function, 1. Describe the role of the excretory system in
water balance, and blood pressure maintaining homeostasis.
2. Antidiuretic Hormone. 2. Describe the role of ADH in

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 3. The Renin-Angiotensin-Aldosterone osmoregulation.
System
4. Homeostatic Regulation of the Kidney.

Essential Question(s): How does the excretory system contribute to homeostasis?

Textbook and Resource Materials:

Campbell 9th edition: Unit 7, Chapter 44, Section 5.
Evidence of Learning:
A. Research paper about the hormonal influence on osmoregulation.
B. Quizzes

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Respiratory and Circulatory Systems
BI.3.13 - Illustrate the relationship between the structure and function of the components of the
circulatory and respiratory systems.
Concepts Skills

1. The structure and general function of the 1. Describe how structure facilitates function
three main types of blood vessels. in the circulatory system at the molecular and
2. Blood pressure and the variables that cellular levels (hemoglobin and erythrocytes).
influence it. 2. Differentiate between the structural
3. Structure of the heart, pathway of blood components of blood vessels that facilitate
through chambers. their function.
4. Blood components and how erythrocytes 3. Explain the blood clotting process and its
demonstrate the relationship between role in maintaining homeostasis.
structure and function. 4. Explain the significance of systolic and
diastolic blood pressure measurements.

Essential Question(s): How do the circulatory and respiratory systems function to maintain
homeostasis?

Textbook and Resource Materials:

Campbell 9th edition: Unit 7, Chapter 42, Section 2.
Chapter 42, Section 3.
Evidence of Learning:
A. Draw a labelled diagram to show the structure of the heart.
B. Draw a labelled diagram to compare the anatomy of the artery and veins.
C. Quizzes.
*********How about evidence of learning for the respiratory system? ******
*******Evidence examples are not reaching the higher cognitive skills of learning we want to
support********

BI.3.14 - Follow the pathway a molecule of oxygen takes as it enters the body from the air, until
it enters the mitochondria for cellular respiration.
Concepts Skills

1. Gas exchange occurs across specialized 1. Draw a flowchart to illustrate the journey of
respiratory system. oxygen molecule inside the human body.
2. Mechanisms and control of breathing in 2. Predict the impact that disruptions to

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 humans. various structures (alveoli, hemoglobin
3. The structure of the mammalian protein, and capillary) will have on the
respiratory system and its functions. function of the system.
4. Coordination of circulation and gas 3. Describe how the structure of the
exchange. respiratory system facilitates its function
5. General characteristics of respiratory (large surface area, moist, proximity to
surfaces. environment and access to circulatory
6. Structure and function of human system).
respiratory system.
7. The pathway a molecule of oxygen takes
as it enters the body from the air, until it
enters the mitochondria.

Essential Question(s): How do multiple systems work together to maintain homeostasis?

Textbook and Resource Materials:

Campbell 9th Ed: Unit 7, Ch. 42, Sec. 5, 6, 7
Evidence of Learning:
Quiz
Analysis of graphs
Drawlabeled diagrams of the human respiratory system.
********More information is needed regarding the analysis of graphs.*********
*******A general question whether drawing and labeling are reaching the higher cognitive skills
of learning we want to support********???

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Education in Egypt.
STEM School Curriculum Report for Biology (All Grades)
Created by assiutsch@stemassiut.moe.edu.eg
Tue Nov 30 2021 03:51:30 GMT-0500 (EST)
This document may not be reproduced or shared without the consent of the Ministry of
Education in Egypt.
STEM School Curriculum Report for Biology (All Grades)
Created by assiutsch@stemassiut.moe.edu.eg
Tue Nov 30 2021 03:51:30 GMT-0500 (EST)
Biology (Grade 3, Semester Year Long)

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Education in Egypt.
STEM School Curriculum Report for Biology (All Grades)
Created by assiutsch@stemassiut.moe.edu.eg
Tue Nov 30 2021 03:51:30 GMT-0500 (EST)