Download BIO map revised 4.15.10 - Agua Fria Union High School District

Agua Fria Union High School District
Biology Curriculum Map
Dates
Essential
Questions
Content
Standards
Skills
Assessment
2 Weeks
How do the parts of
a cell work together
to serve a common
purpose?
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SCHS - S4C1 The Cell
01 Describe the role of energy in cellular growth,
development, and repair
02 Compare the form and function of prokaryotic and
eukaryotic cells and their cellular components.
03 Explain the importance of water to cells.
04 Analyze mechanisms of transport of materials (e.g.,
water, ions, macromolecules) into and out of cells:
• passive transport
• active transport
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How do cell
membranes keep a
cell homeostatic?
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Impact of
Microscopy
Cell Theory
Cellular
components
Passive and active
transport
Homeostasis
SCHS-S1C1 Observations, Questions, & Hypotheses
02 Develop questions from observations that
transition into testable hypotheses
03 Formulate testable hypotheses
04 Predict the outcome of an investigation based on
prior evidence, probability, and/or modeling
SCHS-S1C2 Scientific Testing
01 Demonstrate safe and ethical procedures (use &
care of technology, materials, organisms) and behavior
in all science inquiry
02 Identify resources needed to conduct an
investigation
03 Design an appropriate protocol for testing a
hypothesis
 Identify dependent and independent
variables in a controlled investigation
 Determine an appropriate method for data
collection
 Determine an appropriate method for
recording data
04 Conduct a scientific investigation that is based on a
research design
05 Record observations, notes, sketches, questions,
and ideas using tools such as journals, charts, graphs,
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Describe the role of ATP in the cell
Describe cellular theory
Compare prokaryotic & eukaryotic
cells
Describe the structure & function of
cell membranes
Summarize the importance of each
of the organelles in eukaryotic cells
Identify three structures in plant cells
that are absent from animal cells and
explain the need for these additional
organelles.
Relate concentration gradients,
equilibrium & homeostasis
Predict the direction of water
movement into & out of the cell
Analyze different types of passive
transport (i.e. diffusion, osmosis,
facilitated diffusion...)
Analyze active transport (i.e. Na-K
pumps, endocytosis, exocytosis...)
Describe the scientists (Leuwenhoek,
Brown, Schleiden, Schwann & Hooke)
the work they did to develop the cell
theory
Apply the inquiry process to
determine transport in a cell
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Cell
organelle
analogy
Inquiry
Transport
Lab (Egg)
Unit Exam
Note:
Assessments
may vary based
on instructor.
District
Summative End
of Course
Assessment
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& computers
SCHS- S1C3. Analysis, Conclusions, & Refinements
01 Interpret data that show a variety of possible
relations between variables, including
 Positive relationship
 Negative relationship
 No relationship
02 Evaluate whether investigational data support or
do not support the proposed hypothesis
04 Evaluate the design of an investigation to identify
possible sources of procedural error, including:
sample size, trails, controls, analyses
07 Propose further investigation based on findings of a
conducted investigation
SCHS-S1C4 Communication
01 For a specific investigation, choose an appropriate
method for communicating the results
02 Produce graphs that communicate data
03 Communicate results clearly and logically
04 Support conclusions with logical scientific
arguments
SCHS- S2C1 History of Science as a Human Endeavor
01 Describe how human curiosity and needs have
influenced science, impacting the quality of life
worldwide.
02 Describe how diverse people and/or culture, past
and present, have made important contributions to
scientific innovations.
03 Analyze how specific changes in science have
affected society.
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Biology Curriculum Map
Dates
Essential
Questions
Content
Standards
Skills
Assessment
1-2
Weeks
Where do you get
the energy your
body's cells need to
function and how is
that energy used?

SCHS-S4C1 The Cell
01 Describe the role of energy in cellular growth,
development, and repair
SCHS- S4C5 Matter, Energy, & Organization of Living
Systems.
01 Compare the processes of photosynthesis and
cellular respiration in terms of energy flow, reactants,
and products.
02 Describe the role of organic and inorganic
chemicals (e.g., carbohydrates, proteins, lipids, nucleic
acids, water, ATP) important to living things.
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How do plants make
their own food?
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Energy sources/
Macromolecules
ATP
Photosynthesis
Cellular
respiration
(aerobic)
Anaerobic
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SCHS-S1C1 Observations, Questions, & Hypotheses
04 Predict the outcome of an investigation based on
prior evidence, probability, and/or modeling (not
guessing or inferring)
SCHS- S1C3. Analysis, Conclusions, & Refinements
01 Interpret data that show a variety of possible
relationships between variables, including: positive
relationship, negative relationship or no relationship
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Describe the role of organic &
inorganic chemicals important to
living things
Compare the processes of
photosynthesis and cellular
respiration in terms of energy flow,
reactants, and products (word
equation)
Differentiate between energy (light &
chemical) and matter (CO2, water) in
photosynthesis and cell energy
Compare the metabolism of
autotrophs with that of heterotrophs
Describe the role of ATP in the cell
Describe how energy is released
from ATP
Describe how ATP is regenerated
Evaluate the importance of oxygen in
aerobic respiration
Predict outcome of an investigation
interpret data for relationships
Compare aerobic & anaerobic
respiration in terms of energy flow,
reactants, and products

Cell Energy
Inquiry Lab
Unit Exam
Note:
Assessments
may vary based
on instructor.
District
Summative End
of Course
Assessment
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Biology Curriculum Map
Dates
Essential
Questions
Content
Standards
Skills
Assessment
2-3 week
Where do cells get
the information they
need to function?
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SCHS - S4C1 The Cell
05 Describe the purpose and processes of cellular
reproduction
SCHS - S4C2 Molecular Basis of Heredity
01 Analyze the relationships among nucleic acids
(DNA, RNA), genes, and chromosomes.
02 Describe the molecular basis of heredity, in viruses
and living things, including DNA replication and
protein synthesis
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How is information
passed to new cells
that are about to
divide?
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DNA
Watson, Crick &
Franklin
Transcription
Translation
Cellular
reproduction/Mit
osis
Cell Cycle
Cancer
Molecular (DNA)
mutations
SCHS-S1C1 Observations, Questions & Hypotheses
02 Develop questions from observations that
transition into testable hypotheses
03 Formulate a testable hypothesis
04 Predict the outcome of an investigation based on
prior evidence, probability, and/or modeling
SCHS-S1C2 Scientific Testing
05 Record observations, notes, sketches, questions,
and ideas using tools such as journals, charts, graphs,
& computers
SCHS- S1C3. Analysis, Conclusions, & Refinements
02 Evaluate whether investigational data support or
do not support the proposed hypothesis
06 Use descriptive statistics to analyze data, including:
mean, frequency & range
SCHS-S1C4 Communication
01 For a specific investigation, choose an appropriate
method for communicating the results
02 Produce graphs that communicate data
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Relate the role of base pairing rules
to the structure of DNA
Compare the structure of RNA & DNA
Describe the process of DNA
replication
Describe the process of protein
synthesis
Describe the processes of viral
reproduction (intracellular parasite)
Analyze the relationship between a
gene, a DNA molecule, a
chromosome, and a chromatid
Differentiate between asexual and
sexual reproduction
Explain & identify the major events
that characterize each of the cell
cycle phases
Relate the role of the cell cycle to the
onset of cancer
Describe the contributions of
scientists (Watson, Crick, & Franklin)
involved in the molecular basis of
heredity.
Support a position on a science or
technology issue
Apply the Inquiry process to predict
transport across membranes
Describe molecular mutations (frame
shift, silent, nonsense)
DNA model
Prom Date
Unit Exam
Note:
Assessments
may vary based
on instructor.
District
Summative End
of Course
Assessment
SCHS- S2C1 History of Science as a Human Endeavor
01 Describe how human curiosity and needs have
influenced science, impacting the quality of life
worldwide.
02 Describe how diverse people and/or culture, past
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and present, have made important contributions to
scientific innovations.
03 Analyze how specific changes in science have
affected society.
SCHS-S3C2 Science & Technology in Society
02 Recognize the importance of basing arguments on
a thorough understanding of the core concepts and
principles of science and technology
03 Support a position on a science or technology issue
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Dates
Essential
Questions
Content
Standards
Skills
Assessment
2 Weeks
What accounts for
the variation in
organisms and how
do these variations
occur?
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SCHS - S4C2 Molecular Basis of Heredity
03 Explain how genotypic variation occurs and results
in phenotypic diversity.
04 Describe how meiosis and fertilization maintain
genetic variation.
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How can you predict
how a trait will be
inherited?
How are traits
passed from one
generation to the
next?
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Meiosis
Mendel
Laws of Heredity
Genetic Issues
(cloning,
disorders, stem
cells, genetic
engineering)
Mutations
McClintock
SCHS - S1C1 Observations, Questions, & Hypothesis
01 Evaluate scientific information for relevance to a
given problem
04 Predict the outcome of an investigation,
probability, and/or modeling
SCHS - S2C1 History of Science as a Human Endeavor
01 Describe how human curiosity and needs have
influenced science, impacting the quality of the life
worldwide.
02 Describe how diverse people and/or culture, past
and present, have made important contributions to
scientific innovations
04 Analyze how specific cultural and/or societal issues
promote or hinder scientific advancements
SCHS - S2C2 Nature of Scientific Knowledge
03 Distinguish between pure and applied science
04 Describe how scientists continue to investigate and
critically analyze aspects of theories
SCHS - S3C2 Science and Technology in Society
03 Support a position on a science or technology issue
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Summarize the events that occur
during meiosis
Compare haploid and diploid cells
Summarize Gregor Mendel’s gardenpea experiment (pure & applied
science)
Compare Mendel’s laws of heredity
Describe how Barbara McClintock's
work our understanding of genetics
Relate crossing-over and random
fertilization to genetic variation
Evaluate genetic and evolutionary
advantages & disadvantages of
asexual & sexual reproduction
Describe the terms homozygous,
heterozygous, genotype, and
phenotype
Predict genotypes using a testcross
Predict results of monohybrid genetic
crosses by using Punnett squares
Predict results of incomplete
dominant and codominant traits
Evaluate a simple pedigree to predict
heredity
Describe how chromosomal
mutations can cause genetic disorders
Analyze & support a position on a
genetic issue

Design a
Species
Unit Exam
Note:
Assessments
may vary based
on instructor.
District
Summative End
of Course
Assessment
6
Agua Fria Union High School District
Biology Curriculum Map
Dates
Essential
Questions
Content
Standards
Skills
Assessment
3 Weeks
What evidence
supports the theory
of evolution?
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What is the process
of evolution and
how does it lead to
biodiversity?
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SCHS - S4C4 Biological Evolution
01 Identify the following components of natural
selection, which can lead to speciation: (Darwin's four
tenet's)
•potential for a species to increase its numbers
•genetic variability and inheritance of offspring due to
mutation and recombination of genes
•finite supply of resources required for life
•selection by the environment of those offspring
better able to survive and produce offspring
02 Explain how genotypic and phenotypic variation
can result in adaptations that influence an organism’s
success in an environment.
03 Describe how the continuing operation of natural
selection underlies a population’s ability to adapt to
changes in the environment and leads to biodiversity
and the origin of new species.
04 Predict how a change in an environmental factor
(e.g., rainfall, habitat loss, non-native species) can
affect the number and diversity of species in an
ecosystem.
05 Analyze how patterns in the fossil record, nuclear
chemistry, geology, molecular biology, and
geographical distribution give support to the theory of
organic evolution through natural selection over
billions of years and the resulting present day
biodiversity.
06 Analyze Using a Biological Classification System
(ex: Cladistics, Phylogeny, Morphology and DNA
Analysis), the degree relatedness among various
species.
SCHS - S1C1 Observations, Questions, and
Hypotheses
03 Formulate a testable hypothesis
04 Predict the outcome of an investigation based on
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Darwin
Natural selection
Speciation/
biodiversity
Evidence (fossil
record,
homologous
structures, DNA,
biogeography.
Etc...)
cladogram/
phylogeny
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Identify several observations that led
Darwin to conclude that species
evolve (Galapagos species (finches,
etc...))
Relate the process of natural
selection to its outcome
Summarize the main points of
Darwin’s theory of evolution by
natural selection as it is stated today
(4 tenet's)
Explain how genotypic & phenotypic
variation can result in adaptation
(peppered moth & finches)
Summarize the process of speciation
and the resulting biodiversity
Predict how a change in an
environmental factor (e.g., rainfall,
habitat loss, non-native species) can
affect the number and diversity of
species in an ecosystem (changes in
biodiversity & extinction)
Analyze how classification systems
(cladistics, phylogeny, DNA analysis,
morphology...) determine
evolutionary histories
Describe patterns of evolution
(bottleneck, coevolution, divergent,
convergent, etc...)
Analyze how patterns in the fossil
record, nuclear chemistry, geology,
molecular biology & geographical
distribution give support to the
theory of organic evolution through
natural selection over billions of years

Natural
selection
model/sim
ulations
Unit Exam
Note:
Assessments
may vary based
on instructor.
District
Summative End
of Course
Assessment
7
Agua Fria Union High School District
Biology Curriculum Map
prior evidence, probability, and/or modeling
SCHS - S1C2 Scientific Testing
05 Record observations, notes, sketches, questions,
and ideas using tools such journals, charts, graphs,
and computers
SCHS- S1C3. Analysis, Conclusions, & Refinements
01 Interpret data that show a variety of possible
relationships between variables
02 Evaluate whether investigational data support or
do not support the proposed hypothesis
03 Critique reports of scientific studies
SCHS - S1C4: Communication
01 For a specific investigation, choose an appropriate
method for communicating the results
02 Produce graphs that communicate data
03 Communicate results clearly and logically
04 Support conclusions with logical scientific
arguments
SCHS - S2C1 History of Science as a Human Endeavor
01 Describe how human curiosity and needs have
influenced science, impacting the quality of life
worldwide
03Analyze how specific changes in science have
affected society
04 Analyze how specific cultural and/or societal issues
promote or hinder scientific advancements
SCHS - S2C2 Nature of Scientific Knowledge
01 Specify the requirements of a valid, scientific
explanation (theory), including that it be: logical,
subject to peer review, public, & respectful of rules of
evidence
02 Explain the process by which accepted ideas are
challenged or extended by scientific innovation
03 Distinguish between pure and applied science
04 Describe how scientists continue to investigate and
critically analyze aspects of theories
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and result in today’s biodiversity
Using models, analyze the
mechanisms and results of natural
selection
Critique a case study
Analyze why evolution is a
controversial subject to teach
Describe how evolution has improved
our foods & medicine
Describe how the theory of evolution
meets the requirements of a scientific
theory
Describe how the theory of evolution
has changed over time (ex.
gradualism & punctuated equilibrium,
etc...)
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Dates
Essential
Questions
Content
Standards
Skills
Assessment
3 Weeks
What are the
characteristics of
population and
what causes
populations to
change?
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SCHS - S4C3 Interdependence of Organisms
01 Identify the relationships among organisms within
populations, communities, ecosystems, and biomes.
02. Describe how organisms are influenced by a
particular combination of biotic (living) and abiotic
(nonliving) factors in an environment
03 Assess how the size and the rate of growth of a
population are determined by birth rate, death rate,
immigration, emigration, and carrying capacity of the
environment
SCHS - S4C5 Matter, Energy, & Organization of Living
Systems
03 Diagram the following biogeochemical cycles in an
ecosystem:
• water • carbon • nitrogen
04 Diagram the energy flow in an ecosystem through
a food chain.
05 Describe the levels of organization of living things
from cells, through tissues, organs, organ systems,
organisms, populations, and communities to
ecosystems.
• Contrast exponential growth and logistic
growth
• Distinguish the relationships among
organisms within populations,
communities, ecosystems and biomes
• Discuss trophic levels in terms of energy
flow (including 10% rule) and biomass
• Analyze food webs (relationships,
biomagnification)
• Diagram and relate the role of
biogeochemical cycles on ecosystems
• Identify the distinguishing features of
symbiotic relationships
• Identify relationships between
organisms using the concept of ecological
niche
• Describe how competitive exclusion
results in the succession of a community
• Evaluate the effects of management
techniques (preservation/conservation)
on biodiversity
• Describe how abiotic & biotic factors
determine the major biomes
~Graph & assess how the size and rate of
growth of a population are determined
based on data
~Evaluate how the processes of natural
ecosystems affect, and are affected by,
humans, (clear cutting, global climate
change, etc...) as well as natural disasters
(fires, earthquake, flooding, drought,
etc...)
~Analyze the costs, benefits, and risks of
various ways of dealing with
environmental issues (alternative energy,
Case Study
Unit Exam
Note:
Assessments
may vary based
on instructor.
District
Summative End
of Course
Assessment
Where does energy
come from in an
ecosystem and
where does it go?
How do biotic &
abiotic factors affect
ecosystems?
What
positive/negative
relationships exist
between humans
and their
environment?
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Populations
Ecosystems
Communities
Niches
Symbiosis
Biodiversity
Food Webs &
Trophic levels
Biochemical Cycles
Biomes
Interactions
between humans
& their
environment
Rachel Carson &
DDT
Conservation &
Preservation
techniques
Renewable &
Nonrewable
resources
Abiotic & biotic
SCHS-S1C1 Observations, Questions, & Hypotheses
04 Predict the outcome of an investigation based on
proper evidence, probability, and/or modeling
SCHS-S1C2 Scientific Testing
05 Record observations, notes, sketches, questions,
and ideas using tools such as journals, charts, graphs,
and computers
SCHS- S1C3. Analysis, Conclusions, & Refinements
01 Interpret data that show a variety of possible
relationships between variables, including: positive,
negative or no relationship
04 Evaluate the design of an investigation to identify
possible sources of procedural error, including:
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Agua Fria Union High School District
Biology Curriculum Map
sample size, trials, controls, analyses
05 Design models (conceptual or physical) of the
following to represent "real world" scenarios
06 Use descriptive statistics to analyze data, including:
mean, frequency & range
SCHS-S1C4 Communication
01 For a specific investigation, choose an appropriate
method for communicating the results
02 Produce graphs that communicate data
03 Communicate results clearly and logically
04 Support conclusions with logical scientific
arguments
pollution, etc...)
~Analyze the use of renewable and
nonrenewable resources in Arizona and
their impacts on the environment (water,
land, soil, minerals, air)
~Analyze & predict factors that affect
human populations (social factors, biotic
& abiotic)
~Describe the contributions of Rachel
Carson
SCHS - S2C1 History & Nature of Science
01 Describe how human curiosity and needs have
influenced science, impacting the quality of life
worldwide
03 Analyze how specific changes in science have
affected society
04 Analyze how specific cultural and/or societal issues
promote or hinder scientific advancements
SCHS -S2C2 Nature of Scientific Knowledge
02 Explain the process by which accepted ideas are
challenged or extended by scientific innovation
03 Distinguish between pure and applied science
SCHS - S3C1 Changes in Environments
01 Evaluate how the processes of natural ecosystems
affect, and are affected by, humans.
02 Describe the environmental effects of the
following natural and/or human-caused hazards
03 Assess how human activities can affect the
potential for hazards
04 Evaluate the following factors that affect the
quality of the environment: urban development,
smoke, volcanic dust
05 Evaluate the effectiveness of conservation
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practices and preservation techniques on
environmental quality and biodiversity
SCHS - S3C2 Science & Technology in Society
01 Analyze the cost, benefits, and risks of various
ways of dealing with the following needs or problems
04 Analyze the use of renewable and nonrenewable
resources in Arizona: water, land, soil, minerals, and
air
05 Evaluate methods used to manage natural
resources (e.g. reintroduction of wildlife, fire ecology)
SCHS - S3C3 Human Population Characterisitcs
01 Analyze social factors that limit the growth of a
human population , including: affluence, education,
access to health care, cultural influences
02 Describe biotic (living) and abiotic (nonliving)
factors that affect human populations
03 Predict the effect of a change in a specific factor on
a human population
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