Course Description
Open to: Grades 10, 11, 12 One Year Course
Prerequisite: None
Content: Students will study living processes in the
five main thematic areas of cells, genetics, evolution,
classification, and ecology. Emphasis on laboratory
investigation encourages the student to make observations
in the field and classroom.
Adopted Materials
Title: Biology: Biology
Authors: Johnson and Raven
Publisher: Holt, Rhinehart, Winston
Grades
The grade that a student receives in this course will
be a reflection of how the student has performed in
three main areas; the assimilation of content, the
acquisition of performance skills, and the knowledge
gained from homework. The course grade will be calculated
from scores obtained on unit tests, projects and performance
activities (labs, model building, reports, etc.), homework,
and a semester final. Progress reports should provide
the student and parents with information (average grades
or percentages) in three main areas: unit tests, projects,
activities, and homework completed.
The Final is also the End of Course Exam (EOC), which
will count as 10% of the student’s final grade
and determine whether or not the student has met the
State Standards in Science for this particular course.
The science curriculum supervisor discourages the use
of notes, note cards, or books when taking a unit test.
Students will not be allowed to use these items on
the Final Exam.
Copyright
Resources
Course Scope and Sequence for Semester I
| Unit 0 |
Unifying Concepts and Scientific Inquiry |
Ongoing |
| Unit 1 |
Populations, Communities, and Ecosystems |
4 Weeks |
| Unit 2 |
Chemistry of Living Things |
3 Weeks |
| Unit 3 |
History of Life on Earth:
The First Simple Cells |
2 Weeks |
| Unit 4 |
History of Life on Earth: Complex
Cells |
3 Weeks |
| Unit 5 |
Cells and Their Environment |
2 Weeks |
| Unit 6 |
Energy for Cells |
2 Weeks |
Course Scope and Sequence for Semester II
| Unit 7 |
Variation and Heredity |
3 Weeks |
| Unit 8 |
Molecular Genetics |
3 Weeks |
| Unit 9 |
Theory of Evolution |
3 Weeks |
| Unit 10 |
Classification and Diversity
of Animal Systems |
3 Weeks |
| Unit 11 |
Classification and Diversity of Plant
Systems |
5 Weeks |
| Appendix: Laboratory Activities |
Assessment
Correlation acronyms key
|
Unit
0 |
Unifying Concepts and
Scientific Inquiry |
Ongoing |
|
Instructional Objective
1221.01 Know and understand the following
unifying concepts and processes that are present
in all sciences.
● Systems, Order, and Organization
● Evidence, Models, and Explanations
● Constancy, Change, and Measurement
● Evolution and Equilibrium
● Form and Function |
Standard Reference
9-10.B.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
A system is an organized group
of related objects or components that form a
whole. Systems have boundaries, components, resource
flow (input and output), and feedback. Cells,
organisms, populations, and ecosystems are examples
of systems. |
Holt: Biology |
TMA |
|
02 |
The behavior of the universe is predictable,
in other words, it has order and
different types or levels of organization. |
Holt: Biology |
TMA |
|
03 |
Evidence consists of observations
and data on which to base scientific explanations. |
Holt: Biology |
TMA |
|
04 |
Models are tentative schemes
or structures that correspond to real objects,
events, or classes of events, and that have explanatory
power. |
Holt: Biology |
TMA |
|
05 |
Scientific explanations incorporate
existing scientific knowledge and new evidence
from observations, experiments, or models into
consistent, logical statements. Different terms,
such as hypothesis, model, law, principle, theory,
and paradigm are used to describe various types
of scientific explanations. |
Holt: Biology |
TMA |
|
06 |
Although most things are in the process of becoming
different--changing--some properties
of objects and processes are characterized by constancy,
including the speed of light, the charge of an
electron, and the total mass plus energy in the
universe. |
Holt: Biology |
TMA |
|
07 |
Evidence for the formulation of scientific explanations
is often clarified through quantitative distinctions--measurement.
Mathematics is essential for accurately measuring
change. |
Holt: Biology |
TMA |
|
08 |
Evolution is a series of changes,
some gradual and some sporadic, that accounts
for the present form and function of objects,
organisms, and natural systems. |
Holt: Biology |
TMA |
|
09 |
Equilibrium is a physical state
in which forces and changes occur in opposite
and off-setting directions. |
Holt: Biology |
TMA |
|
10 |
Form and function are complementary
aspects of objects, organisms, and systems in
the natural and designed world. The form or shape
of an object or system is frequently related
to use, operation, or function. Function frequently
relies on form. |
Holt: Biology |
TMA |
|
Instructional Objective
1221.02 Understand scientific inquiry and
develop critical thinking skills. |
Standard Reference
9-10.B.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Develop the ability to design experiments by:
● Designing appropriate and testable experiments
● Understanding the importance of controls in experiments
● Identifying variables and recognizing the importance of changing only
one variable at a time when conducting experiments
● Predicting the outcome of an experiment and comparing the prediction
to an actual outcome
● Critiquing experimental designs |
Holt: Biology |
EOC |
|
02 |
Develop the ability to acquire data through
experimentation and observation by:
● Differentiating between observations, hypotheses and theories.
● Becoming familiar with, and practiced in selecting, the appropriate scientific
apparatus, instrumentation, or available technology
● Being able to work collaboratively in groups
● Observing essential safety precautions associated with all laboratory
procedures |
Holt: Biology |
TMA |
|
03 |
Develop the ability to record and manipulate
data by:
● Using SI units in all cases of measurement and observation
● Designing and using data tables for the orderly recording of observations
and measurements
● Creating graphs of recorded data that include labels and numerical values
or scales for all axes
● Carrying out computations and/or numerical calculations for analysis
of data |
Holt: Biology |
TMA |
|
04 |
Develop the ability to communicate and share
results by:
● Writing lab reports,
● Analyze alternative explanations and models
● Reading appropriate scientific articles and reports
● Presenting oral reports in both an individual and collaborative fashion
● Using discipline-appropriate language or vocabulary to communicate scientific
ideas clearly
● Using mathematical models in the exploration of patterns and relationships |
Holt: Biology |
TMA |
|
Instructional Objective
1221.03 Understand the significance of major
scientific milestones and the relationship
between science and technology. |
Standard Reference
9-10.B.5 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify scientists that have made significant
contributions to advance our knowledge in the
field of Biology. |
Holt: Biology |
EOC |
|
02 |
Know that science and technology are interrelated
to each other, society, and to the workplace. |
Holt: Biology |
TMA |
|
03 |
Identify and apply the elements of technological
design, which include the following:
● Identify a problem
● Propose a solution
● Evaluate the solution and its consequences
● Communicate the problem, process, and solution. |
Holt: Biology |
TMA |
|
Instructional Objective
1221.04 Understand common environmental quality
issues, both natural and human induced and
the importance of managing and conserving natural
resources. |
Standard Reference
9-10.B.5 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explore the environmental issues that impact
the geo and biosphere including but not limited
to: water quality, air quality, soil depletion,
forest health, and hazardous waste,. |
Holt: Biology |
TMA |
|
02 |
Distinguish between renewable and non-renewable
energy resources for Earth’s populations. |
Holt: Biology |
TMA |
|
Back to Top |
|
Unit
1 |
Populations, Communities,
and Ecosystems |
4 weeks |
|
Instructional Objective
1221.05 Understand that there are a small
number of major characteristics that are common
to all living systems. |
Standard Reference
9-10.B.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Most living organisms:
● are composed of cells
● contain genetic information
● use genetic information to reproduce themselves
● are genetically related and have evolved
● regulate their internal environment
● extract energy from the environment and use it to do work
● convert molecules obtained from the environment into new biological molecules
for growth, development, and repair
● interact with and are dependent on other living organisms |
Ch. 1 |
TMA, EOC |
|
02 |
Know the relationship among cells, tissue, organs,
organ systems, organism, population, community,
and ecosystem. |
Ch. 1 |
TMA, EOC |
|
Instructional Objective
1221.06 Understand that living organisms have
the capacity to produce populations of infinite
size, but environments and resources are finite. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify basic needs for survival for all living
organisms |
Ch. 15 |
TMA, EOC |
|
02 |
Explore the relationship between available resources
and population demand within a biome, ecosystem
or community. |
Ch. 15-18 |
TMA, EOC |
|
04 |
Describe factors that affect population growth.
(immigration, emigration, birth rate, death rate) |
Ch. 15-18 |
TMA, EOC |
|
Instructional Objective
1221.07 Understand that the distribution and
abundance of organisms and populations in ecosystems
are limited by the availability of matter and
energy. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify and discuss how different organisms
obtain energy (producers, consumers, decomposers). |
Ch. 5,
Ch. 16-17 |
TMA, EOC |
|
02 |
Explain effects of competition on diversity
and population size. |
Ch. 15-18 |
TMA, EOC |
|
03 |
Explain balance in predator/prey relationships |
Ch. 15-17 |
TMA, EOC |
|
Instructional Objective
1221.08 Trace energy flows through ecosystems
in one direction, from photosynthetic organisms
to herbivores to carnivores and decomposers |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain the food chain and identify the trophic
levels |
Ch. 15-18 |
TMA, EOC |
|
02 |
Illustrate energy flow within the food chain |
Ch. 15-18 |
TMA, EOC |
|
03 |
Construct a food web |
Ch. 15-18 |
TMA, EOC |
|
04 |
Explain the importance of diversity in an ecosystem. |
Ch. 15-18 |
TMA, EOC |
|
05 |
Illustrate the principle of biomass and bioaccumulation
as energy flows from producers to consumers to
decomposers within an ecosystem |
Ch. 16-17 |
TMA, EOC |
|
Instructional Objective
1221.09 Understand that ecosystems are not
always stable and are characterized by natural
and human disturbances. |
Standard Reference
9-10.B.1, 9-10.B.3, 9-10.B.5 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe ecological succession. |
Ch. 15,
Ch. 18 |
TMA, EOC |
|
02 |
Give examples of both small scale and large
scale disturbances. |
Ch. 15,
Ch. 18 |
TMA, EOC |
|
03 |
Distinguish between primary and secondary succession. |
Ch. 17 |
TMA, EOC |
|
Instructional Objective
1221.10 Understand how the environment influences
the distribution of life on earth. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain how the energy from the sun drives the
climate patterns and ocean currents on earth. |
Ch. 17
|
TMA, EOC |
|
02 |
Describe how topography changes the climate. |
Ch. 17
|
TMA, EOC |
|
03 |
Identify the major terrestrial biomes based
on:
● predominant plants
● characteristic animals
● climate (temperature and precipitation) and
● soil conditions
(Tropical forests, savanna, deserts, grasslands, temperate forests, coniferous
forests and tundra) |
Ch. 17
|
TMA, EOC |
|
04 |
Compare and contrast the two major aquatic biomes
based on:
● salinity/mineral content
● light availability and
● temperature |
Ch. 17 |
TMA, EOC |
|
05 |
Describe the littoral, limnetic, and profundal
zones of ponds and lakes. |
Ch. 17 |
TMA, EOC |
|
Instructional Objective
1221.11 Understand the effect of technological
development and human population growth on
the living and nonliving environment. |
Standard Reference
9-10.B.3, 9-10.B.5 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Discuss the impact of growing human populations
at local, national and international levels as
they influence land use. |
Ch. 15,
Ch. 18 |
TMA, EOC |
|
02 |
Identify and discuss local issues that play
a role in ecological stability. |
Ch. 18 |
TMA, EOC |
|
03 |
Describe technologies associated with environmental
cleanup |
Ch. 11,
Ch. 18 |
TMA, EOC |
|
Back to Top |
|
Unit
2 |
Cell Chemistry, Structure,
and Function |
3 weeks |
|
Instructional Objective
1221.12 Understand the basic concepts of chemistry
that govern the structure and function of organisms. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Differentiate between atoms, elements, and compounds. |
Ch. 2 |
TMA |
|
02 |
Distinguish between covalent, ionic, and hydrogen
bonds. |
Ch. 2 |
TMA |
|
03 |
Identify the properties of water that support
life. Understand the design of the water
molecule in regards to polarity |
Ch. 2 |
TMA |
|
04 |
Describe how water cycles through the biosphere |
Ch. 2 |
TMA |
|
05 |
Know the structure and function of the organic
molecules that comprise most living things: proteins,
lipids, carbohydrates and nucleic acids. Understand
how hydrogen bonds give proteins their shape
and how shape influences the function of proteins
in living things. |
Ch. 2 |
TMA, EOC |
|
06 |
Describe the importance of chemical reactions
in organisms and the role enzymes play within
those reactions. Distinguish between hydrolysis
and dehydration synthesis in metabolism. |
Ch. 2 |
TMA, EOC |
|
07 |
Briefly describe how organisms obtain the matter
and energy to build organic compounds, e.g. heterotrophs,
autotrophs, photosynthesis, chemosynthesis and
the manner in which they release stored chemical
energy, cellular respiration. |
Ch. 5, Teacher Notes |
TMA |
|
08 |
List the three parts of the cell theory. |
Ch. 3 |
TMA, EOC |
|
09 |
Describe the structure and function of cellular
organelles. |
Ch. 3 |
TMA, EOC |
|
10 |
Compare and contrast the organelles found in
animal and plant cells. |
Ch. 3 |
TMA, EOC |
|
Back to Top |
|
Unit
3 |
History of Life on
Earth: The First Simple Cells |
2 weeks |
|
Instructional Objective
1221.13 Know that living organisms are composed
of units called cells which appear in the fossil
record billions of years ago. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review the history of life on earth and the
model for the origin of the first simple cell,
prokaryotes. |
Ch 12.1, 12.2 |
TMA |
|
02 |
Describe the structure and function of the first
simple cells called prokaryotes. |
Teachers Notes |
TMA, EOC |
|
03 |
Review the domain/kingdom system of classification
for life on Earth. |
Ch 19.1 |
TMA, EOC |
|
04 |
Describe the principal types of bacteria in
the Domains Achaea and Bacteria, how they obtain
energy, reproduce (binary fission, conjugation),
and interact with other organisms, especially
humans. |
Ch 20-2 |
TMA, EOC |
|
05 |
Describe the role of bacteria in the recycling
of nitrogen. |
Ch 20-2 |
TMA, EOC |
|
06 |
Demonstrate the proper use of the compound microscope. |
Ch 20-2 |
TMA, EOC |
|
07 |
Describe the structure and function of viruses,
how they reproduce, and interact with other organisms,
especially humans |
Ch 20-1 |
TMA, EOC |
|
Back to Top |
|
Unit
4 |
History of Life on
Earth: Complex Cells |
3 weeks |
|
Instructional Objective
1221.14 Know that complex cells have internal
structures, organelles that underlie their
functions. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review the history of life on earth and the
model for the origin of the first complex cells. |
Ch 12.1, 12.2 |
TMA |
|
02 |
Describe the structure and function of the first
complex cells called protists. |
Teachers Notes |
TMA, EOC |
|
03 |
Review the domain/kingdom system of classification
for life on Earth. |
Ch. 19.1 |
TMA, EOC |
|
04 |
Compare and contrast prokaryotic and eukaryotic
cells. |
Ch 3 |
TMA, EOC |
|
05 |
Describe the principal types of protists in
the Kingdom Protista, how they obtain energy,
reproduce (mitosis), and interact with other
organisms, especially humans. |
Ch. 21 |
TMA, EOC |
|
06 |
Outline the phases of the cell cycle. |
Ch. 6 |
TMA, EOC |
|
07 |
Describe the steps of the mitotic phase of the
cell cycle and state the overall purpose of cell
division. |
Ch. 6 |
TMA, EOC |
|
Instructional Objective
1221.15 Know that cells use membranes to separate
and control the flow of materials between the
internal and external environment. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Compare and contrast diffusion and osmosis as
forms of passive transport. |
Ch. 4 |
TMA, EOC |
|
02 |
Predict the direction of water movement into
and out of the cell based on solute concentration. |
Ch. 4 |
TMA, EOC |
|
03 |
Contrast active and passive transport. Relate
bulk flow to pressure flow and transpiration-cohesion
theories in plants and open vs. closed circulatory
systems in animals. |
Ch. 4 |
TMA, EOC |
|
04 |
Describe the structure of the membrane as it
relates to the transport of nutrients into and
wastes out of the cell. (e.g. ion channels, carrier
proteins, vesicles) |
Ch. 4 |
TMA, EOC |
|
05 |
Illustrate the principal of homeostasis by identifying
examples within biological systems |
Ch. 4 |
TMA, EOC |
|
Instructional Objective
1221.16 Understand that cell functions require
energy which organisms obtain from chemical
reactions. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Trace energy as it progresses through a biological
system |
Ch. 5 |
TMA, EOC |
|
02 |
Describe the role of ATP in metabolism |
Ch. 5 |
TMA, EOC |
|
Instructional Objective
1221.17 Understand the process of photosynthesis
and its purpose. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review chloroplast function |
Ch. 5 |
TMA, EOC |
|
02 |
Know energy from the sun is captured by pigments
in chloroplasts |
Ch. 5 |
TMA, EOC |
|
03 |
Describe the three basic stages of photosynthesis
in terms of the products that they produce |
Ch. 5 |
TMA, EOC |
|
04 |
Diagram and balance the equation for photosynthesis. |
Ch. 5 |
TMA, EOC |
|
Instructional Objective
1221.18 Understand the process of cellular
respiration and its purpose. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review mitochondria function |
Ch. 5 |
TMA, EOC |
|
02 |
Describe the two basic stages of respiration
in terms of the products that they produce |
Ch. 5 |
TMA, EOC |
|
03 |
Diagram and balance the respiration equation |
Ch. 5 |
TMA, EOC |
|
04 |
Illustrate and discuss the Carbon Cycle. |
Ch. 17 |
TMA, EOC |
|
Instructional Objective
1221.19 Understand the process of meiosis
and its purpose. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Contrast asexual and sexual types of reproduction. |
Ch. 7 |
TMA, EOC |
|
02 |
Know the effect that meiosis has on chromosome
number. |
Ch. 7 |
TMA, EOC |
|
03 |
Describe the events that occur in each phase
of meiosis. |
Ch. 7 |
TMA, EOC |
|
04 |
Describe the three mechanisms that increase
genetic variation. |
Ch. 7 |
TMA, EOC |
|
Instructional Objective
1221.20 Understand simple and complex patterns
of inheritance. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Discuss the historical experiments conducted
by Gregor Mendel. |
Ch. 8 |
TMA, EOC |
|
02 |
Know the four hypotheses that Mendel constructed
in order to develop the theory of heredity. |
Ch. 8 |
TMA, EOC |
|
03 |
Know the two laws of heredity that govern sexual
reproduction. |
Ch. 8 |
TMA, EOC |
|
04 |
Use a punnett square to make predictions about
monohybrid and dihybrid inherited traits. |
Ch. 8 |
TMA, EOC |
|
05 |
Distinguish between complex forms of inheritance
such as sex-linked, polygenic, incomplete dominance,
multiple alleles, and codominance. |
Ch. 8 |
TMA, EOC |
|
06 |
Interpret a pedigree chart. |
Ch. 8 |
TMA, EOC |
|
Instructional Objective
1221.21 Understand the structure and function
of nucleic acids. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Know that the instructions for specifying the
characteristics of the organism are carried in
DNA |
Ch. 9 |
TMA, EOC |
|
02 |
Explain how we know that instructions for life
are carried in DNA. |
Ch. 9 |
TMA, EOC |
|
03 |
Construct a model of DNA |
Ch. 9 |
TMA, EOC |
|
04 |
Describe how DNA replicates. |
Ch. 9 |
TMA, EOC |
|
Instructional Objective
1221.22 Understand that cell functions are
regulated by expressed genes that provide code
for the synthesis of proteins. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Illustrate the process of transcription using
a model. |
Ch. 10 |
TMA, EOC |
|
02 |
Illustrate the process of translation using
a model. |
Ch. 10 |
TMA, EOC |
|
Instructional Objective
1221.23 Understand how cells regulate gene
expression and what happens when genes mutate. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe how prokaryotic and eukaryotic genes
are turned on and off. |
Ch. 10 |
TMA, EOC |
|
02 |
Identify the types of mutations and how they
occur. |
Ch. 10 |
TMA, EOC |
|
03 |
Determine if DNA mutations will change function
of the protein |
Ch. 10 |
TMA, EOC |
|
04 |
Discuss human genetic disorders |
Ch. 10 |
TMA, EOC |
|
Instructional Objective
1221.24 Understand the basic steps and purpose
of genetic engineering. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Outline the procedure for engineering new genomes. |
Ch. 11 |
TMA, EOC |
|
02 |
Describe the role of gel electrophoresis in
genetic engineering. |
Ch. 11 |
TMA, EOC |
|
03 |
List some of the technological applications
that result from genetic engineering. |
Ch. 11 |
TMA, EOC |
|
Instructional Objective
1221.25 Understand evolution as a series of
changes, some gradual and some sporadic, that
account for present form and function of objects,
organisms, and systems. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Trace the historical development of the theory
of evolution. |
Ch. 13 |
TMA, EOC |
|
02 |
Outline the steps of natural selection that
Darwin proposed as the mechanism for evolution. |
Ch. 13 |
TMA, EOC |
|
03 |
Discuss punctuated equilibrium and gradualism. |
Ch. 13 |
TMA, EOC |
|
04 |
List the different types of evidence used to
support the theory of evolution. |
Ch. 13 |
TMA, EOC |
|
05 |
Give the biological definition of species. |
Ch. 13 |
TMA, EOC |
|
06 |
Describe the various types of isolating mechanisms
that can lead to speciation. |
Ch. 13 |
TMA, EOC |
|
07 |
Explain under what circumstances species will
and will not change using the Hardy-Weinberg
Principle. Use mathematical calculations
to show if a population is in Hardy-Weinberg
equilibrium. |
Ch. 13 |
TMA, EOC |
|
Instructional Objective
1221.26 Understand that the classification
of organisms is based on shared characteristics,
which reflect their evolutionary relationships. |
Standard Reference
9-10.B.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review the system of classification used to
organize and group organisms with similar characteristics. |
Ch. 14 |
TMA, EOC |
|
02 |
Distinguish between cladistic and classical
taxonomists. |
Ch. 14 |
TMA, EOC |
|
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|
Unit
10 |
Classification and
Diversity of Plant Systems |
3 weeks |
|
Instructional Objective
1221.27 Understand that plant classifications
are based on similar characteristics, which
reflect their evolutionary relationships. |
Standard Reference
9-10.B.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Introduce the phylogenic tree for kingdom Plantae. |
Ch. 23 |
TMA, EOC |
|
02 |
Outline the evolutionary advances that converted
marine algae into forms that could live on land. |
Ch. 23
|
TMA, EOC |
|
03 |
Describe the major advances in plant body structure
and function that made land plants increasingly
large and complex. (i.e., Tissues, Organs, and
Growth patterns.) Name the source, target
tissue, and overall roles played by each of the
four main classes of plant hormones: auxin, ethylene,
cytokinin and gibberillin. |
Ch. 24-26
|
TMA, EOC |
|
04 |
Introduce the phylogenic tree for kingdom fungi. |
Ch 22 |
TMA, EOC |
|
05 |
Describe the natural history, patterns of reproduction,
body plans, and symbiotic relationships of fungi |
Ch 22 |
TMA, EOC |
|
Back to Top |
|
Unit
11 |
Classification and
Diversity of Animal Systems |
5 weeks |
|
Instructional Objective
1221.28 Understand that animal classifications
are based on similar characteristics, which
reflect their evolutionary relationships. |
Standard Reference
9-10.B.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Introduce the phylogenic tree for kingdom Animalia. |
Ch. 27-31 |
TMA, EOC |
|
02 |
Trace the development of symmetry, body cavity,
cephalization, and segmentation in invertebrates. |
Ch. 27-31 |
TMA, EOC |
|
03 |
Outline the evolutionary advances that converted
marine animals into forms that could live on
land. |
|
|
|
04 |
Describe the major advances in body structure
and function that made invertebrates and vertebrates
increasingly large and complex. (i.e., Respiratory,
Circulatory, Digestive, and Nervous systems.) |
Ch. 27-31 |
TMA, EOC |
|
Instructional Objective
1221.29 Understand that organism’s behavioral
responses to internal and external stimuli
have evolved to ensure reproductive success. |
Standard Reference
9-10.B.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe behavior as the ability to react or
function in a particular way to some stimulus |
Ch. 36 |
TMA, EOC |
|
02 |
Explain the difference between innate and learned
behavior and give examples. |
Ch. 36 |
TMA, EOC |
|
03 |
Describe of innate and learned behavior |
Ch. 36 |
TMA, EOC |
|
04 |
Define behavioral adaptation |
Ch. 13
Ch. 36 |
TMA, EOC |
|
05 |
Identify different mating patterns and how they
may cause speciation |
Ch. 13,
Ch. 36 |
TMA, EOC |
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Appendix: Laboratory
Activities
Semester I
- Termite Behavior
Metrics Review
- Predator/Prey Modeling
- Population Dynamics
- Climatogram
- Enzymes – Catalase
- Cell Organelles/Cell Diversity
- Microscope Techniques
- Garden of Microbes
- Microbes in the School Environment
- Comparing Antibiotics, Disinfectants, Antiseptics
- Microscopic Analysis of Protists
- Microscopic Analysis of Mitosis
- Surface Area to Volume Model
- Osmosis and Diffusion
- Photosynthesis
- Plant Pigment Chromatography
- Aerobic Respiration
Semester II
- Meiosis Model
- Probability – Using Punnett Squares
- DNA Origami
- Creating an Organism (Gene to Protein)
- Cystic Fibrosis – Mutation Model
- Gel Electrophoresis Model
- Crime Scene Investigation
- Population Genetics
- Microscopic Analysis of Fungi
- Classification/Using Dichotomous Keys
- Flower Dissection
- Transpiration
- Guard Cell and Stomata Regulation
- Dissections
- Stimulus/Response
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|
