Biology
|
District Course #1221 |
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.
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
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 |
EOC
TMA |
|
02 |
Explore the relationship between available resources and population
demand within a biome, ecosystem or community. |
Ch. 15-18 |
EOC
TMA |
|
04 |
Describe factors that affect population growth. (immigration,
emigration, birth rate, death rate) |
Ch. 15-18 |
EOC
TMA |
|
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 |
EOC
TMA |
|
02 |
Explain effects of competition on diversity and population size. |
Ch. 15-18 |
EOC
TMA |
|
03 |
Explain balance in predator/prey relationships |
Ch. 15-17 |
EOC
TMA |
|
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 |
EOC
TMA |
|
02 |
Illustrate energy flow within the food chain |
Ch. 15-18 |
EOC
TMA |
|
03 |
Construct a food web |
Ch. 15-18 |
EOC
TMA |
|
04 |
Explain the importance of diversity in an ecosystem. |
Ch. 15-18 |
EOC
TMA |
|
05 |
Illustrate the principle of biomass and bioaccumulation as energy
flows from producers to consumers to decomposers within an ecosystem |
Ch. 16-17 |
EOC
TMA |
|
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 |
EOC
TMA |
|
02 |
Give examples of both small scale and large scale disturbances. |
Ch. 15,
Ch. 18 |
EOC
TMA |
|
03 |
Distinguish between primary and secondary succession. |
Ch. 17 |
EOC
TMA |
|
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 |
EOC
TMA |
|
02 |
Identify and discuss local issues that play a role in ecological
stability. |
Ch. 18 |
EOC
TMA |
|
03 |
Describe technologies associated with environmental cleanup |
Ch. 11,
Ch. 18 |
EOC
TMA |
|
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 |
EOC
TMA |
|
02 |
Distinguish between cladistic and classical taxonomists. |
Ch. 14 |
EOC
TMA |
|
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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 |
EOC
TMA |
|
02 |
Outline the evolutionary advances that converted marine algae
into forms that could live on land. |
Ch. 23
|
EOC
TMA |
|
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
|
EOC
TMA |
|
04 |
Introduce the phylogenic tree for kingdom fungi. |
Ch 22 |
EOC
TMA |
|
05 |
Describe the natural history, patterns of reproduction, body plans,
and symbiotic relationships of fungi |
Ch 22 |
EOC
TMA |
|
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|
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 |
EOC
TMA |
|
02 |
Trace the development of symmetry, body cavity, cephalization,
and segmentation in invertebrates. |
Ch. 27-31 |
EOC
TMA |
|
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 |
EOC
TMA |
|
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 |
EOC
TMA |
|
02 |
Explain the difference between innate and learned behavior and
give examples. |
Ch. 36 |
EOC
TMA |
|
03 |
Describe of innate and learned behavior |
Ch. 36 |
EOC
TMA |
|
04 |
Define behavioral adaptation |
Ch. 13
Ch. 36 |
EOC
TMA |
|
05 |
Identify different mating patterns and how they may cause speciation |
Ch. 13,
Ch. 36 |
EOC
TMA |
Back
to Top
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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to Top
Boise
School District
8169 W. Victory Rd., Boise, ID 83709 |
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District of Boise City
All rights reserved |
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