Biology


 * HSC Biology**

Lead: Carolina Boet


 * Resources:**

Virtual Bacteria Museum

HSCA Final
//**Note: Since this was the mid-term final, there have been more than 3 targeted SEs identified for spiraling.**// THE HIGH SCHOOL COLLABORATIVE a. 4C – Viruses (Compare to cells)
 * // Houston //****// Independent School District //**
 * // 1. On what TEKS/SEs did students perform below 70%? Paraphrase the SE, including the verb. //**
 * 1) 5) Viruses lack ribosomes to make proteins (organelles).
 * 2) 7) Not aligned with the TEKS/higher level question that is not yet covered at the 9th grade level.

b. 4B – Cell Transport (Investigate)
 * 1) 2) Job of proteins in cellular transport
 * 2) 3) Understanding plasmolysis - students need to be able to identify that the cell was losing water, know the definition for hyper-, hypo-, and isotonic solutions of a cell, and know and understand how the cell was losing water.

c. 9A – Biomolecules (Compare each one) Students had to know what peptide bonds were, and they had to be able to understand that polypeptide chains are amino acids linked together by peptide bonds to form proteins.

d. 6E – Mutations (Identify and Illustrate)
 * 1) 29) Students had to recognize that gene mutations occur during DNA replication. Some students may have confused this with protein synthesis (transcription and translation).

e. 6A – DNA Structure (Identify/Describe) Students had to be able to recognize what the DNA structure looks like when it is flat (not helical).

f. 6H – DNA Technology (Describe)
 * 1) 37) Shows a picture with gel electrophoresis and theanswer is DNA fingerprinting.

g. 2D**(Process skill) - Theory v. Hypothesis (Distinguish)**
 * Poor wording on the exam ("flawed")/All other answer choices were hypotheses **

// 2. What is one specific activity that will be used to support the re-teaching of each of the TEKS/SEs? Provide a specific description or outline of the resources to be used. //** a.Differentiation with menus – the students will pick assignments that will enhance their understanding of virus structure and function vs. bacterial cells. In addition, this topic will be spiraled back in when the students learn about microorganisms (after body systems).

b. Students will investigate and be able to describe the process of plasmolysis in plant cells. Conduct a demonstration of lettuce wilting, placing it back in the water and ensuring that the students understand what is happening at the cellular level.

==== c. The teacher will review peptide bonds/polypeptide chains with the students, ensuring that they understand that polypeptide chains are amino acids linked together by peptide bonds to form proteins. This can be reviewed with the students learn about the digestive enzymes (pepsin/trypsin). ====

d. The teacher will spiral this back into a warm-up and a quick review about why mutations occur (during replication, transcription, or translation?? Why?).
e. Have students draw the DNA structure and then practice labeling each part.

f. Students will watch video animations online that depict DNA structure/DNA technology techniques.
NY regeants - Has a lot of DNA technology, gene splicing, PCR, DNA fingerprinting questions.

g. Give the students a warm-up question that has them distinguish between a scientific theory and a hypothesis.

a. within the next two weeks b. within the next two weeks c. with Body Systems d. within the next two weeks e. within the next two weeks f. in three weeks g. in three weeks Both individual, targeted groups, and whole-class instruction will be used to spiral this information back into the upcoming lessons.
 * // 3. On what date will these re-teaching strategies be implemented? //**
 * // 4. Are these whole-class, targeted group, or individual intervention strategies? //**

a. whole class discussion for reminder b. short answer response
 * // 5. For those not needing the re-teach, what specific enrichment activity will be used? //**

HSCA 7
THE HIGH SCHOOL COLLABORATIVE 7A (Evidence of Common Ancestry) - Analyze 8B (Classification) - Categorize 7C (Natural Selection/Population) - Analyze and Evaluate
 * // Houston //****// Independent School District //**
 * // 1. On what TEKS/SEs did students perform below 70%? Paraphrase the SE, including the verb. //**
 * // 2. What is one specific activity that will be used to support the re-teaching of each of the TEKS/SEs? Provide a specific description or outline of the resources to be used. //****

**// 3. On what date will these re-teaching strategies be implemented? //**
Within the next two weeks

HSCA 8
THE HIGH SCHOOL COLLABORATIVE 5B (Specialized Cells) - Examine 10A (Body Systems) - Describe the interactions 10C (Levels of Organization) - Analyze
 * // Houston //****// Independent School District //**
 * // 1. On what TEKS/SEs did students perform below 70%? Paraphrase the SE, including the verb. //**


 * // 2. What is one specific activity that will be used to support the re-teaching of each of the TEKS/SEs? Provide a specific description or outline of the resources to be used. //****

#1) Recognize the function of epithelial cells (did not know the word epithelium)
-Review epithelium with the students and show them slides about the skin cells. Reinforce that this is the integumentary system.

#3) Body systems maintaining the level of glucose in the blood (did not think about sugar as being a part of the digestive system) -Simulation with the blood glucose levels in the body.
-Matching card game for how the systems work together in the body.
 * 1) 4) 2 body systems - recognizing similarities between the circulatory and skeletal system (saw homeostasis and did not keep reading)

**b.** **10C-**
-Review the levels of organization through a card sort/warm-up/etc. Use pictures to place the items with its proper level.
 * 1) 5) Greatest variety of cell types (difficulty with the vocabulary and what it is asking you)

Body Systems travel brochure/research report/or poster

 * HSCA #8** Reagan Bio PLC Assessment Debrief[[file:HSCA 8 - PLC Common Assessment Debrief Protocol - Revised.doc]]