1

BIOLOGY 3 STAGE 1 CHECKLIST

Student Name: _____________________ Group: _______

Your portfolio must include, the student agreement (signed) and the portfolio checklist

Act

Description

Generic

Competences/

Attributes and

Disciplinary

Competences

Activity

Points

Earned Points

1 Sign Agreement

2

Diagnostic Activity

(self-assessment) CG 4.1, 6.2 0

3

Knowledge Acquisition

(peer-assessment)

CG 4.1, 4.3

CD 6 5

4

Organization Activity

(peer-assessment)

CG 4.1, 4.3

CD 6; CD 15 10

5 Application Activity

CG 4.1, 4.5

CD 6, 15 30

6 Metacognition

CG 4

CD 6, 7 10

7 Integrative Activity 1

CG 4.1, 4.5

CD 7 40

8 Lab.

CG 8.1

CD 17 5

Total 100

STUDENT’S REFLECTIONS ABOUT HIS/HER WORK:

Presentation/Content/Activities ________________________________________________________________________________

________________________________________________________________________________

_______________________________________________________________________

Feedback to Teacher:___________________________________________________________

Students’ Signature____________________________________ Date:____________

1

2

BIOLOGY COMPETENCES

General skills and attributes 4. Listen, interprets and delivers relevant messages in different contexts through the use of media, tools codes and appropriate tools. • Expresses ideas and concepts through linguistic representations, mathematics or graphics. • Applies different communicative strategies depending who is the speaker, the context they are using and the objective they are looking for. • Identify the key ideas in a text or oral speech and infer conclusions from them.

Communicates in a second language in daily situations. • Manages information technology and communication to o Communicates in a second language in daily situations in order to obtain information and express ideas.

6. Supports a personal stand on issues of interest and general relevance, considering other points of view critically and reflectively. • Choose information resources for a specific prototype and discriminates between them by relevance and reliability. • Evaluates arguments and opinions and identifies prejudices and fallacies. • Recognizes its own prejudices, modifies its point of view by discovering new evidence and finds new knowledge. • Structures ideas and argument in a clear, coherent and synthetic. 8. Participates and collaborates effectively in diverse teams. • Suggests ways of solving a problem or develop a team project, defining a course of action with specific steps.

Disciplinary competencies

6. Values the common preconceptions about various natural phenomena on the basis of scientific evidence.

7- Explains the concepts underlying scientific notion that support the processes to solve everyday problems.

15- Analyzes the composition, changes and interdependence between matter and energy in natural phenomena for the rational use of resources in the environment.

17- Applies safety rules in order to reduce risks and harm to himself and nature, in the handling of substances, instruments and equipment in any context.

Elements of competence: By studying the basic concepts of chemistry, identify its role in living matter. Match how the properties of water have an impact on living things. Explain how the structure and function of carbohydrates, lipids, proteins and nucleic acids, are

important in the diverse functions performed by living things. Describe how chemical reactions take place and their effects by changes in energy. Explain the importance of enzymes in living things.

S T A G E 1 A G R E E M E N T

I ______________________________________________________ understand that my portfolio is a collection of my school work and

related achievements. The contents exhibit my effort and progress as these elements relate to the goals represented in my instructional

program.

I agree to accept the responsibility for creating and managing my portfolio as I complete each requirement. I will submit its content for

periodic review to my instructor. In doing so, I understand that the contents of my portfolio, as well as the way in which I have

presented the contents, will be evaluated for the purpose of judging my performance in school.

Student Signature: _______________________________ Date: _________________

Parent Signature:

I have read and understand the above portfolio agreement and have reviewed my child’s portfolio requirements.

________________________________ Date: _____________________

3

Stage 1: The Chemistry of Life

Diagnostic Activity

Learning Method Individually

Kind of Evaluation Self assessment

Teaching Strategy Questionnaire

Teaching Resources Prior Knowledge

Due Date Aug 6-2014

Possible Points 0

1- Answer the following questions.

1- What makes a chemical element different from other elements? Why?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

________________________________________________________________

2- Why do you think it is important that biologists have a good understanding of chemistry?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

________________________________________________________________

3- Why is water important in living organisms?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

_______________________________________________________________

4- What is the function of carbohydrates in living things?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

________________________________________________________________

2- Comment with your classmates.

4

Knowledge Acquisition Activity

Learning Method Individually

Kind of Evaluation Peer- Assessment

Teaching strategy Questionnaire

Teaching Resources Biology, Miller and Levine

Due Date Aug 13 2014

Possible Points 5

Atoms

1. The diagram shows a model of a carbon atom, with an atomic number of 6. Complete the

diagram by drawing in the rest of the atomic particles, including their charges. Label all

particles and the nucleus.

Elements and Isotopes

2. The diagrams show models of carbon isotopes. Complete the diagrams by drawing in the

rest of the atomic particles, including their charges.

Nonradioactive Radioactive

carbon-13 carbon-14

Use your completed diagrams to answer Questions 3–4.

3. Identify two differences between carbon-12 and carbon-14.

4. Identify two ways in which carbon-12, carbon-13, and carbon-14 are alike.

For Questions 5–7, complete each statement by writing the correct word or words.

5. A chemical element is a pure substance that consists entirely of one type of .

6. Atoms of the same element that differ in the number of neutrons they contain are called .

7. An atom is made up of protons, neutrons, and .

5

Chemical Compounds

8. What is a chemical compound?

9. What do the formulas for table salt, NaCl, and water, H2O, indicate about these

compounds?

Chemical Bonds

10. Sea salt contains calcium chloride (CaCl2), an ionic compound similar to table salt. One

atom of calcium (atomic number 20) bonds to two atoms of chlorine (atomic number 17).

Fill in the number of protons and electrons in each ion.

Chloride ion Calcium ion Chloride ion

Protons Protons Protons

Electrons Electrons Electrons

11. What is the difference between an ionic bond and a covalent bond?

12. How are chemical bonds important in metabolism?

The Water Molecule

For Questions 1–4, write True or False on the line provided.

13. Water is a polar molecule.

14. Hydrogen bonds are an example of adhesion.

15. Covalent bonds give water a low heat capacity.

16. A hydrogen bond is stronger than a covalent bond.

6

Solutions and Suspensions

Complete the table

Substance Definition Example(s)

Physical combination of two or more substances Cinnamon sugar

Solute Salt in saltwater

Mixture of water and nondissolved substance Blood

Solution

Acids, Bases, and pH

17. What makes pure water neutral?

18. What does the pH scale measure?

19. On the pH scale, indicate which direction is increasingly acidic and which is increasingly basic.

20. Identify two solutions that have more H+ ions than OH– ions.

21. Identify two solutions that have more OH– ions than H+ ions.

22. How would you buffer a solution that has a pH of 12?

23. Why are buffers important to living things?

The chart on the next page shows key terms from the lesson with their definitions.

Complete the chart by writing a strategy to help you remember the meaning of each term.

One has been done for you.

7

Term Definition How I’m Going to Remember the Meaning

Amino Acid Compound with an amino group on

one end and a carboxyl group on the

other end; building block of proteins

Carbohydrate Compound containing carbon,

hydrogen, and oxygen in a 1:2:1 ratio

that is used by living things for energy

Runners eat lots of “carbs”

before a big race: a

carbohydrate is a high energy

compound.

Lipid A polymer, such as fats and oils,

composed of mostly carbon and

hydrogen atoms, with less oxygen than

other organic compounds

Monomer A small unit that joins with other small

units to form polymers

Nucleic Acid A polymer, such as DNA, that contains

carbon, hydrogen, oxygen, nitrogen,

and phosphorus and that stores

cellular information

Polymer Large compound that is made from

monomers linked together

Protein A polymer that contains nitrogen as

well as carbon, hydrogen, and oxygen,

and that acts as a building material for

cells and makes up enzymes.

8

Compare/Contrast Table Use a compare/contrast table when you want to see the similarities and differences between two or more objects or processes. Complete the table below comparing and contrasting carbohydrates, lipids, nucleic acids, and proteins.

Carbohydrates Lipids Nucleic Acids Proteins

Elements that

compose the

macromolecule

carbon, hydrogen,

and oxygen (1:2:1

ratio)

Use of the

macromolecule

used in living

things as the main

source of energy

and some

organisms use it

for structural

purposes

store and

transmit

hereditary

information

Examples of

the

macromolecule

polysaccharides

such as glycogen,

starch, cellulose

DNA,

RNA

Follow the directions. Then answer the questions.

1. Look at the diagram of the general structure of an amino acid. Color the amino group green.

2. Color the carboxyl group blue.

3. Color the R group red.

4. Color the same groups in the amino acids alanine and serine.

9

24. How many oxygen atoms are found in the carboxyl group?

A. 1 C. 3

B. 2 D. 4

25. What is the R group found in alanine?

A. CH3 C. H2O

B. CH2OH D. COOH

RUBRIC FOR KNOWLEDGE ACQUISITION ACTIVITY STAGE 1

Criteria 0 FAIR

2.5 GOOD

5 EXCELLENT

Answers 4 questions unanswered or incorrect

3 questions (or less) unanswered or incorrect

All questions answered and correct

Organization Activity

Learning Method Individually

Kind of Evaluation Peer Assessment

Teaching strategy Concept Map

Teaching Resources Biology, Miller and Levine

Due Date Aug 15 2014

Possible Points 10

1. - Make a Concept Map for the topic the nature of matter and one for carbon compounds.

Your name must be PRINTED on top of the Cmap.

Make your map using a map generator (for example cmap).

Each concept in the map must be described or defined clearly.

Arrows must contain linking words.

The information in the map must be understood.

Organization is important, consider hierarchy.

The minimum concepts required are in the boxes, include more if you can.

Bring two copies to class to exchange with other students.

See the rubrics.

Atom, nucleus, electron, proton,

neutron, element, subatomic

particles, isotope, compound,

ionic bond, ion, covalent bond,

and molecule,

Monomere, polymere,

carbohydrates, monosaccarides,

polysaccaharides, lipids, fatty

acids, saturated, unsaturated,

nucleic acids, nucleotides, proteins,

amino acids,

10

RUBRIC FOR ORGANIZATION ACTIVITY STAGE 1

Criteria 0 FAIR

1 GOOD

2 EXCELLENT

Name No name, or name with pen or pencil or did not bring copies to exchange.

Name printed, but incomplete or not at the

top.

Name is printed and complete on top.

Software used Map was made without a c. tool *****

The map was made with a computerized tool.

Content Two or more concepts with incomplete definitions or confused.

At least one concept is not clearly defined, incomplete.

The concepts are clearly defined.

Linking words No linking words, or they are misplaced.

At least one concept does not include linking words.

It uses linking words to connect the concepts.

Organization Not all concepts are organized according to hierarchy.

***** There is an order in the organization of the concepts.

Application Activity

Learning Method In teams

Kind of Evaluation By teacher with rubrics

Teaching strategy Presentation

Teaching Resources Online information, library

Due Date Aug 22 2014

Possible Points 30

1- 6 member teams.

2- Research in different bibliography and in internet on the topics below. Your teacher will

assign you one of the following topics for you to research:

Proteins: actin and myosin, hemoglobin, immunoglobulins, collagen.

Carbohydrates: cellulose, starch, glycogen, ribose

Lipids: cholesterol (LDL), HDL, steroids, phosphoplipids

Nucleic acids: DNA, RNA, cAMP, ATP.

Water: composition, structure, ionization, properties, types of water, recommended

daily.

3- Make a PPT presentation that includes the following:

a. Front page with the names of all team members, teacher and logos

b. Topic introduction

c. Description of your topic, structure, function, importance, etc.

d. Include an image in every slide.

11

e. All slides will be numbered.

f. Slides must include only basic information (speaker provides additional)

g. E-quiz at the end (10 questions).

h. Conclusion

i. Bibliography

4- It will be presented in plenary, the same day of your Integrative activity.

RUBRIC FOR APPLICATION ACTIVITY STAGE 3

CRITERIA 0

FAIR

2.5

GOOD

5

EXCELLENT Front page No full names or

more than one incomplete or no logos

At least one name incomplete or wrong, or one logo missing

Full names and logos included

Description Description is very limited.

Topic described, but at least one element is missing

Topic described including structure, function and importance

Images and Numbers No images or very limited. Three or more without it. Or slides not numbered

At least two slides without image, or images irrelevant.

Every slide includes an image. Slides are numbered.

Information written per slide

There is a lot of information in every slide

***** Only basic information included in slides

Quiz No quiz Quiz not interactive or at least one

mistake or does not tell you if you are

right

Quiz with at least 10 questions and electronic answers

Conclusion and bibliography

No conclusion or bibliography included

Not a good conclusion or less

than 3 sites in bibliography

A good conclusion and bibliography for at least 3 sites.

Metacognition Activity

12

Learning Method Individually

Kind of Evaluation Peer- Evaluation

Teaching strategy Questionnaire

Teaching Resources Personal experience and knowledge

Due Date Aug 18 2014

Possible Points 10

Answer the following questions: 1. How important is what you have learned in this topic with your life?

________________________________________________________________________________________________________________________________________

2. In the application activity. Did you understand what to do and how? Why? ________________________________________________________________________________________________________________________________________

3. What did you take into account to decide what sites or books to use in your activities? ________________________________________________________________________________________________________________________________________

4. What was the most interesting thing for you? Why? ________________________________________________________________________________________________________________________________________

5. What can you do in order to feel comfortable while giving a presentation in class? ________________________________________________________________________________________________________________________________________

RUBRIC FOR METACOGNITION ACTIVITY STAGE 1

Criteria 0 FAIR

5 GOOD

10 EXCELLENT

Answers Three or more questions unanswered or wrong.

Presentation not very good, at least two questions unanswered or wrong

All questions answered and correct. Good handwriting and presentation.

Integrative Activity

13

Learning Method In teams of 5

Kind of Evaluation By teacher

Teaching strategy Presentation, videos included

Teaching Resources Internet and book search

Due Date Aug 22 2014

Possible Points 40

1- In teams of 5 or 6 make a power point presentation on one of the following topics:

Radioactive isotopes and atomic structure

Buffers in the organism and homeostasis

Enzyme activity and regulation

Carbohydrates and Lipids

Nucleic Acids and Proteins

2- Do internet and book research on the topic assigned by the Teacher. Your work must

include the following:

First slide full students and teacher´s names, logos and date.

At the top of every slide the presentation must include the name of every slide (cover

and definition, explanation, examples and structure, importance, downloaded video,

our video, quiz).

Every slide must be numbered.

Definition of the concepts related to your topic.

Description and explanation of how it works, its functions.

At least two examples including the chemical structure.

Importance of the molecules presented in your topic.

A downloaded video related to the topic (2 to 5 minutes), NO HYPERLINK.

A video recorded by the students where you give your conclusion on the relevance of

this topic. This video must last (1 to 2 minutes).

A 10 question interactive quiz on your topic.

RUBRICS FOR INTEGRATIVE ACTIVITY STAGE 1

14

CRITERIA 0

FAIR

2

GOOD

4

EXCELLENT

Cover and definition

Limited information on the concepts or no full names in at least two students or logos missing.

Concepts not clearly defined or at least one logo or full name is missing or date.

First slide includes required data and UANL and CIDEB logos. Clear definition of concepts.

Explanation Description or explanation is confused and limited

Explanation not convincing.

Description on how it works is clearly understood

Examples and structures

Just an example is present including the structure

At least one mistake in the information presented.

At least two examples are given including the chemical structure

Importance No information on the importance is given

Limited information on the importance of those molecules

Information is given on the importance of those molecules describing details.

Slides No names or numbers on slides, or more than three without any of those.

At least two slides without a name or number.

Names specified in every slide and they are numbered.

Bibliography and Quiz

No bibliography or no quiz

Incomplete bibliography. Or quiz not interactive

At least five sites visited and two books. Includes an interactive quiz.

Downloaded Video

Content and time

No video The topic is not very relevant to the topic or lasts less than 2 min or quality in sound or video no very good.

The video is related to the topic and lasts 2 to 5 min.

Downloaded Video

Downloaded video

It is a hyperlink, it is not downloaded. *****

Video downloaded.

Students video

Video Quality Terrible audio or video fails.

Audio or video with variations, sometimes volume too high or too

low, or too dark and then too bright

Audio and video are very good or excellent.

Students video

Content No conclusions recorded.

At least two students gave conclusions

irrelevant to the topic.

All students gave a good conclusion of the topic.

Lab Session: Identifying Organic Compounds

Learning Method In teams of 4

Kind of Evaluation Individually

Teaching strategy Hands on

Teaching Resources Biology, Miller and Levine.

Due Date August 18-22 2014

Possible Points 5