Download Unit: Introduction to Biology: Unit 1

Biology Syllabus
School Year: 2015-2016
Certificated Teacher:
Desired Results
Course Title): Biology
Credit:
one semester (.5)
x
two semesters (1.0)
Prerequisites and/or recommended preparation:
None
Estimate of hours per week engaged in learning activities:
5 hours of class work per week per 18 week semester
Instructional Materials:
All learning activities (resources, assignments, assessments) are contained within or referenced in the student’s
online course. The online course is accessed via login and password assigned by student’s school (web account) or
emailed directly to student upon enrollment, with the login website.
Other resources required/Resource Costs:
This course requires the Miller and Levine Biology online textbook. The access codes will be provided by your virtual instructor.
Course Description:
This is a lab science course focused on biology, the study of living things. This course provides students the opportunity to learn
science concepts and principles, acquire reasoning and problem solving abilities, and develop inquiry skills. The course engages
students in in-depth learning experiences that enable them to develop a deep understanding of the ideas of science and the
ability to apply these ideas appropriately. The tenth grade course is the fourth year of a four year science sequence (7th-10th
grades) that is designed to enable students to attain a fundamental level of scientific literacy that will provide the competencies
ended for successful participation in our scientifically and technologically oriented society.
Enduring Understandings for Course (Performance Objectives):
Enduring Understandings are outlined under each unit.
Course Learning Goals (including WA State Standards, Common Core Standards, National Standards):
What is the key knowledge and skill needed to develop the desired understandings?
Introduction to Biology: Unit 1
Unit:
Enduring Understandings for Unit: Students develop an understanding of the characteristics of
living organisms and living systems while designing investigations and exploring variables. They
will learn to explain the difference between colloquial versus scientific use of the terms “theory”
and “law.” Students will develop an understanding of the four main types of biological
macromolecules.
Content Standards: SYSB—Systems thinking. Systems thinking used to analyze complex situations.
INQB—Investigate. Plan and conduct appropriate scientific investigations to answer specific
questions. INQC—Conclusions must be logical, based on evidence. INQF (9-12) Science is a
human endeavor that involves logical reasoning and creativity and entails the
testing, revision, and occasional discarding of theories as new evidence comes to light.
LS1F—All of the functions of the cell are based on chemical reactions.
Cells: Unit 2
Unit:
Enduring Understandings for Unit: Students develop an understanding of the similarities and
differences of plant and animal cells in terms of both structure and function. Students learn to
describe the processes of photosynthesis and cellular respiration, where these processes occur
in the cell, and how the end products of photosynthesis and respiration compare.
Content Standards: SYSB—Systems thinking. Systems thinking used to analyze complex
situations. LS1C—Cells contain specialized parts for determining essential functions. LS1D—The
cell is surrounded by a membrane that separates the interior from the outside. LS1F—All of the
functions of the cell are based on chemical reactions. SYSB—Systems thinking. Systems thinking
used to analyze complex situations. LS1A—Photosynthesis by plants to produce energy-rich
compounds and release oxygen. LS1B—Cellular respiration provides the primary energy source
for living organisms. LS1F—All of the functions of the cell are based on chemical reactions.
Unit:
From Gene to Protein: Unit 3
Enduring Understandings for Unit: Students develop a deeper understanding of Mendelian
Inheritance by studying dihybrid crosses, incomplete dominance, and codominance. They learn
to compare and contrast mitosis and meiosis in terms of process, cellular products, and purpose.
Students also will describe the process of protein synthesis, providing detail for the steps as well
as identifying cellular locations for each step.
Content Standards: INQB—Investigate. Plan and conduct appropriate scientific investigations to answer
specific questions.
INQC—Conclusions must be logical, based on evidence.
LS1E—The genetic information responsible for the inherited characteristics is encoded in the DNA
molecules in chromosomes.
LS1E—The genetic information responsible for the inherited characteristics is encoded in the DNA
molecules in chromosomes.
LS1G—Cells use the DNA that forms their genes to encode enzymes and other proteins.
LS1H—Most cells divide by mitosis, in which the new cell contains exact copies of the original
chromosomes.
LS1I—Egg and sperm cells are formed by Meiosis—Recombination …during meiosis allows for new genetic
combinations and characteristics in the offspring.
LS1E—The genetic information responsible for the inherited characteristics is encoded in the DNA
molecules in chromosomes.
LS1G—Cells use the DNA that forms their genes to encode enzymes and other proteins.
Biological Evolution: Unit 4
Unit:
Enduring Understandings for Unit: Students develop an understanding of how the process of
natural selection provides a mechanism for biological evolution. They examine the evidences for
evolution and will learn to describe how scientists determine how closely related various
organisms are.
Content Standards: INQB—Investigate. Plan and conduct appropriate scientific investigations to answer
specific questions.
INQC—Conclusions must be logical, based on evidence.
LS3A—Biological evolution is due to:
1) Genetic variability…
2) the potential for a species to increase its numbers,
3) a finite supply of resources, and
4) natural selection by the environment for those offspring better able to survive and produce offspring.
LS3C—The great diversity of organisms is the result of more than 3.5 billion years of evolution. LS3D—
The fossil record and anatomical and molecular similarities observed among diverse species of living
organisms provide evidence of biological evolution.
LS3E—Biological classifications are based on how organisms are related, reflecting their evolutionary
history.
Ecology: Unit 5
Unit:
Enduring Understandings for Unit: Students learn how changing an environmental factor(s) can
cause significance changes to populations in an ecosystem. They also learn that matter and
energy cycling is a continuous process while the overall quantity of matter is conserved.
Students will develop an understanding of the significance of human involvement in ecosystems
and how to consider ecosystem health when altering natural ecosystems.
Content Standards: LS2A—Matter cycles and energy flows through living and nonliving
components in ecosystems. LS2E—Interrelationships of organisms may generate ecosystems
that are stable…Biodiversity refers to the different kinds of organisms in specific ecosystems…
LS2B—Population density is the number of individuals of a population in a given space. LS2C—
Population growth is limited by resources, size of the environment, and competition. SYSB—
Systems thinking. Systems thinking used to analyze complex situations. INQE—The essence of
scientific investigation involves the development of a theory or conceptual model that can
generate testable predictions. LS2F—The concept of sustainable development supports
adoption of policies that enable people to obtain the resources they need today without limiting
the ability of future generations to meet their own needs.
Evidence of Assessment
What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the
state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,
observations, and assessments]
Performance Tasks: •Students plan an investigation, collect evidence, and make appropriate inferences.
•Students differentiate between scientific hypothesis, theory, and law (nature of science) •Students can
describe the characteristics of life. •Students describe the structure and function of basic biomolecules
•Students describe the essential functions of structures within cells •Students describe the processes that allow
substances to cross cell membranes •Students describe chemical reactions in cells and their significance to the
organism •Students explain the role of photosynthesis in the life of plants and animals •Students describe the
process of cellular respiration that cells use in changing the energy of glucose into ATP •Students describe
possible combinations of offspring in genetic crosses involving two traits with simple dominance, codominance,
or incomplete dominance •Students describe the processes of mitosis and meiosis and compare the resulting
cells from each process • Students describe the structure of DNA and how genetic information is contained in
the DNA code • Students describe the steps and/or structures in the process by which gene sequences are
copied to produce proteins •Students describe the genetic variability of offspring due to mutations and genetic
recombination as allowing some offspring to be better able to survive and reproduce•Students describe the
process of biological evolution in terms of inherited variability, finite resources, and natural selection by the
environment•Students describe various evidences for biological evolution•Students describe that scientists
infer the degree of evolutionary relationship among organisms using physiological traits, genetic information,
and/or the ability of two organisms to produce a fertile offspring•Students explain how a change to an
environmental factor would limit the population of a species•Student calculate the population density given an
area and the number of a given organism within the area•Students describe the cycling of carbon and nitrogen
through ecosystems•Students describe the transfers and transformations of matter and/or energy in an
ecosystem •
Students describe how biodiversity affects the stability of an ecosystem•Students describe
how sustainable development could help with specific resource issues
Other Evidence (self-assessments, observations, work samples, quizzes, tests and so on):
Students will complete assignments, virtual labs, module quizzes, readings, reflectios, and summative assessments
(at the end of every unit) to show evidence of understanding.
Types of Learning Activities
Indicate from the table below all applicable learning strategies that may be used in the course.
Direct Instruction
Indirect
Instruction
Experiential
Learning
Independent Study
Interactive
Instruction
X Structured
Overview
_ X _Problembased
_ _Case Studies _
X _Inquiry
_X _Reflective
Practice
_ X _Project
_ X _Paper
_ X _Concept
Mapping
_ _Other (List)
_
_X_ _Essays
_X_ Self-paced
computer
_X_ _Journals
_Learning Logs
_X_ _Reports
_X_ _Directed Study
_ _X_ _Research
Projects
_X_ _Discussion
_Debates
_Role Playing
_Panels
_Peer Partner
Learning
_ X _Mini
presentation
_ X _Drill & Practice
_ _Demonstrations
_ _Other (List)
_ Virt. Field
Trip
_X
Experiments
_X _Simulations
_X_ _Games
_Field Observ.
_Role-playing
_X_ _Model Bldg.
_Surveys
_Other (List)
_
_Other (List)
_Project team
_Laboratory Groups
_X_ _Think, Pair, Share
_Cooperative
Learning
_Tutorial Groups
_Interviewing
_X_ _Conferencing
_Other (List)
Other:Click here to enter text.
Learning Activities
Learning activities (as provided in the student friendly course schedule posted in online course) and contains the scope and sequence of
performance tasks, activities and assessments by semester, unit, and weeks.
These learning activities are aligned with the successful completion of the course learning goals and progress
towards these learning activities will be reported monthly on a progress report.
1st Semester Biology Learning Activities
Unit: Introduction to Biology: Unit 1
Duration: 5 Week
Essential Understandings: Students develop an understanding of the characteristics of living organisms and
living systems while designing investigations and exploring variables. They will learn to explain the
difference between colloquial versus scientific use of the terms “theory” and “law.” Students will
develop an understanding of the four main types of biological macromolecules.
Essential Questions:
•How can I use data to communicate results of an investigation? •What is a feedback loop? How do I know when it
is positive feedback? Negative feedback? •How are living things organized? •What are the primary molecules in
biological systems?
Student Learning Targets:
•Students plan an investigation, collect evidence, and make appropriate inferences. •Students
differentiate between scientific hypothesis, theory, and law (nature of science) •Students can describe
the characteristics of life •Students describe the structure and function of basic biomolecules
Learning Activities:
Unit 1; Module 1- Applying Inquiry Skills
Task #1- Review the Process of Doing Science- Formative assessment
Task #2- Process of Doing Science
Task #3- Identifying Variables
Task #4- Identifying the Parts of an investigation
Task #5- Conclusion Practice
Task #6- Self Reflection
Task #7- Module quiz
Module 2- Science of Biology
Task #1- Studying Life- Formative assessment
Task #2- 1.3 Worksheet “Studying Life”
Task #3- Hierarchy of Life
Task #4- “The Basics of Biology: What Life?”- Video Questions
Task #5- New Characteristics of Life Worksheet
Task #6- Self Reflection
Task #7- Module Quiz
Module 3- Biomolecules- The Chemistry of Life
Task #1- 2.3 Carbon Compounds- Formative assessment
Task #2- Biomolecule Lab- Table completion
Task #3- 2.3 Carbon Compounds: Structure and Function of Biomolecules
Task #4- Biomolecules Review
Task #5- Self Reflection
Task #6- Module 3 Quiz
Task #7- Unit 1 Summative Assessment
Unit: Cells: Unit 2
Duration: 8 Weeks
Essential Understandings:
Students develop an understanding of the similarities and differences of plant and animal cells in terms
of both structure and function. Students learn to describe the processes of photosynthesis and cellular
respiration, where these processes occur in the cell, and how the end products of photosynthesis and
respiration compare.
Essential Questions:
•How does the structure of plant cells compare with animal cells? •How do plant cells capture light energy and
convert it into a useful form for other organisms? •Which cell processes take place in all kinds of cells and which
ones are unique to certain types of cells?
Student Learning Targets:
•Students
describe the essential functions of structures within cells •Students describe the processes
that allow substances to cross cell membranes •Students describe chemical reactions in cells and their
significance to the organism •Students explain the role of photosynthesis in the life of plants and
animals •Students describe the process of cellular respiration that cells use in changing the energy of
glucose into ATP
Learning Activities:
Module 1: Cell Structure
Task #1- Life is Cellular- Formative assessment
Task #2- Cell Video: “The Science of Life: The Living Cell”- Video Quiz
Task #3- Cell Structure- Formative assessment
Task #4- Cell Organelles
Task #5- Cell Transport- Formative assessment
Task #6- Diffusion Lab
Task #7- Self Reflection
Task #8- Module 1 Quiz
Module 2: Photosynthesis and Respiration
Task #1- Energy of Life- Formative assessment
Task #2- Overview of Photosynthesis- Formative assessment
Task #3- Photosynthesis Video: “World of Plants”- Video Quiz
Task #4- The Process of Photosynthesis- Formative assessment
Task #5- SAS in Schools Photosynthesis Lesson
Task #6- Photosynthesis Highlighted Reading
Task #7- Cellular Respiration: An Overview- Formative assessment
Task #8- The Process of Cellular Respiration- Formative assessment
Task #9- Kahn Video- Video Questions
Task #10- Respiration Highlighted Reading
Task #11- Self Reflection
Task #12- Unit 2 Summative Assessment
Unit: From Gene to Protein: Unit 3
Duration: 4 Weeks
Essential Understandings:
Students develop a deeper understanding of Mendelian Inheritance by studying dihybrid crosses,
incomplete dominance, and codominance. They learn to compare and contrast mitosis and meiosis in
terms of process, cellular products, and purpose. Students also will describe the process of protein
synthesis, providing detail for the steps as well as identifying cellular locations for each step.
Essential Questions:
•What traits are expressed in offspring when the alleles do not display simple dominance? •How does variation in
living organisms take place? •How does the cell make proteins and how does it know which protein to make?
Student Learning Targets:
•Students
describe possible combinations of offspring in genetic crosses involving two traits with simple
dominance, codominance, or incomplete dominance •Students describe the processes of mitosis and
meiosis and compare the resulting cells from each process •Students describe the structure of DNA and
how genetic information is contained in the DNA code • Students describe the steps and/or structures in
the process by which gene sequences are copied to produce proteins
Learning Activities:
Module 1: Mendelian Inheritance
Task #1- Mendelian Genetics by Bozmanbiology- Video Questions
Task #2- Work of Gregor Mendel- Formative assessment
Task #3- Applying Mendel’s Principles- Formative assessment
Task #4- SAS in School Punnet Squares
Task #5- Punnett Square Lab
Task #6- Self Reflection
Task #7- Summative assessment
2nd Semester Biology Learning Activities
Unit: From Gene to Protein: Unit 3
Duration: 4 Weeks
Essential Understandings:
Students develop a deeper understanding of Mendelian Inheritance by studying dihybrid crosses,
incomplete dominance, and codominance. They learn to compare and contrast mitosis and meiosis in
terms of process, cellular products, and purpose. Students also will describe the process of protein
synthesis, providing detail for the steps as well as identifying cellular locations for each step.
Essential Questions:
•What traits are expressed in offspring when the alleles do not display simple dominance? •How does variation in
living organisms take place? •How does the cell make proteins and how does it know which protein to make?
Student Learning Targets:
•Students
describe possible combinations of offspring in genetic crosses involving two traits with simple
dominance, codominance, or incomplete dominance •Students describe the processes of mitosis and
meiosis and compare the resulting cells from each process •Students describe the structure of DNA and
how genetic information is contained in the DNA code • Students describe the steps and/or structures in
the process by which gene sequences are copied to produce proteins
Learning Activities:
Module 1: Mitosis-Meiosis, DNA
Module 2: Protein Synthesis
Unit: Biological Evolution: Unit 4
Duration: 7 Weeks
Essential Understandings:
Students develop an understanding of how the process of natural selection provides a mechanism for
biological evolution. They examine the evidences for evolution and will learn to describe how scientists
determine how closely related various organisms are.
Essential Questions:
•What are the factors that determine whether a species survives or becomes extinct? •How does the process of
natural selection provide a mechanism for biological evolution? •What are the evidences for biological evolution?
•How do scientists determine the relatedness of various organisms?
Student Learning Targets:
•Students describe how the genetic variability of offspring due to mutations and genetic recombination
enables some offspring to be better able to survive and reproduce •Students describe the process of
biological evolution in terms of inherited variability, finite resources, and natural selection by the
environment •Students describe various evidences for biological evolution •Students describe that
scientists infer the degree of evolutionary relationship among organisms using physiological traits,
genetic information, and/or the ability of two organisms to produce a fertile offspring
Learning Activities:
Module 1: Variation and Natural Selection
Module 2: Evidence for Evolution
Unit: Ecology: Unit 5
Duration: 6 Weeks
Essential Understandings:
Students learn how changing an environmental factor(s) can cause significance changes to populations
in an ecosystem. They also learn that matter and energy cycling is a continuous process while the overall
quantity of matter is conserved. Students will develop an understanding of the significance of human
involvement in ecosystems and how to consider ecosystem health when altering natural ecosystems.
Essential Questions:
•How does changing a factor in an ecosystem affect the ecosystem’s balance? •What are the factors that affect
populations in an ecosystem? •How is matter and energy cycled in ecosystems? •What can people do to help
maintain the stability and health of a specific ecosystem?
Student Learning Targets:
•Students
explain how a change to an environmental factor would limit the population of a species
•Student calculate the population density given an area and the number of a given organism within the
area •Students describe the cycling of carbon and nitrogen through ecosystems •Students describe the
transfers and transformations of matter and/or energy in an ecosystem •Students describe how
biodiversity affects the stability of an ecosystem •Students describe how sustainable development could
help with specific resource issues
Learning Activities:
Module1: Population, Matter Cycles
Module 2: Human Impacts