Download Life Science -- Pacing Guide

Biology I -- Pacing Guide
*Six standards/units to cover:
-Cells
=
-Interactions/Ecology
=
-Energy Production and Use
=
(Photosynthesis and Cellular Respiration)
-Reproduction and Inheritance
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(Genetics and Biotechnology)
-Diversity
=
-Evolution
=
TOTAL
=
20 days total
10 days total
15 days total
20 days total
15 days total
5 days total
85 days of instruction
*The five other days will be used for pretests, quarterly tests, review, and the final exam!
Standard 1 -- Cells
=
20 days
Learning Expectations: The student will
1.1 compare and contrast the chemistry of biomolecules and investigate their roles in cell
structure and metabolism.
1.2 explore and compare the organelles of different cell types.
1.3 probe the composition of the cell membrane and its significance to homeostasis.
1.4 analyze the various cell processes.
Topic:
*Nature of Life
2 days
-origins/characteristics/needs
*Chemistry of Life
2 days
-elements vs. compounds
-organic macromolecules
L2 - the student is able to distinguish between proteins, carbohydrates, and lipids.
L3 - the students is able to distinguish among the various types of nucleic acids.
*Test over nature and chemistry of life
1 day
*Cell structure and function
5 days
-cell theory
-organelles
-animal vs. plant cells
-cellular specialization
-microscope lab viewing different types of cells
L1 - the student is able to identify major organelles, given a diagram.
L1 - the student is able to distinguish plant and animal cells, given diagrams or scenarios.
L2 - the student is able to relate the structure of the cell membrane to the role of
maintaining homeostasis.
*Test over structure and function
1 day
*Cell Processes
6 days
-movement of materials (diffusion, osmosis)
-active vs. passive transport
-cell cycle
-mitosis vs. meiosis
L1 - the student is able to predict the movement of water molecules across the cell
membrane, given solutions of different concentrations.
L2 - the student is able to compare and contrast the cell cycle in plant and animal cells,
given diagrams.
L2 - the student is able to define selective permeability, homeostasis, and plasmolysis.
L3 - the student is able to distinguish between active and passive transport, given
different molecules and concentrations.
*Test over cell processes
1 day
*Cell unit review
*Unit exam
1 day
1 day
Standard 2 -- Interactions (Ecology)
=
10 days
Learning Expectations: The student will
2.1 distinguish between abiotic and biotic factors in the environment.
2.2 compare populations, communities, and ecosystems.
2.3 analyze the flow of nutrients and energy in an environment.
2.4 distinguish among producers, consumers, and decomposers in food chains, food
webs, and ecological pyramids.
2.5 distinguish between autotrophs and heterotrophs by comparing plant and animal
structures.
2.6 contrast different types of symbiotic relationships.
2.7 explore how human activities can affect the balance of an ecosystem.
Topic:
*Principles of Ecology
1 day
-Abiotic vs. Biotic factors
-Ecological Organization
L1 – the student is able to distinguish between abiotic and biotic factors in the
environment.
*Ecological classification of organisms
1 day
-producers/consumers/decomposers
-types of consumers
L1 – the student is able to distinguish among populations, communities, and ecosystems,
given examples.
L2 – the student is able to classify organisms as producers, consumers, and decomposers,
given their behavior and environment.
*Symbiotic Relationships
1 day
-parasitism/commensalism/mutualism
L2 – the student is able to differentiate among symbiotic relationships, given
descriptions.
*Energy Flow
1 day
-food chains/food webs
-ecological pyramids
L2 – the student is able to examine nutrient and energy relationships in a pyramid.
*Learned vs. Innate behaviors
½ day
*Review principles
½ day
*Test over ecological principles
1 day
*Population Growth
1 day
-growth curves (J-shape vs. S-shape)
-limiting factors
L3 – the student is able to interpret population growth curves.
*Human effects on Ecosystems
1 day
-types of pollution
-acid rain
L2 – the student is able to infer how human activities can affect the balance of an
ecosystem.
*Test over populations and human effects
1 day
*Unit Review
*Unit Exam
1 day
1 day
Standard 3 -- Energy Production and Use
=
20 days
Learning Expectations: The student will
3.1 identify the reactants and products of photosynthesis and respiration.
3.2 compare and contrast the processes of photosynthesis and respiration.
3.3 analyze the carbon, oxygen, and water cycles.
3.4 distinguish between aerobic and anaerobic respiration.
Topic:
*Photosynthesis
4 days
-chemical equation/ organelle responsible for process
-process (Light Reactions and Calvin Cycle)
-lab
L1 - the student is able to identify the organelle in which P.S. occurs, given a diagram or
scenario.
L1 - the student is able to identify the reactants and products of P.S., given equations.
*Test over P.S.
1 day
*Cellular Respiration
-chemical equation/organelle responsible for process
-aerobic vs. anaerobic processes
4 days
-process (glycolysis/Krebs cycle/ETC)
L1 - the student is able to identify the organelle in which C.R. occurs, given a diagram or
scenario.
L1 - the student is able to identify the reactants and products of C.R., given equations.
L2 - the student is able to distinguish between aerobic and anaerobic respiration, given
descriptions.
*Test over Respiration
1 day
*Interdependence of photosynthesis and respiration
3 days
-cycles of life (carbon, oxygen, and water)
-lab
L2 - the student is able to interpret carbon, oxygen, and water cycles, given diagrams.
L3 - the student is able to analyze the relationship between photosynthesis and
respiration, given diagrams and descriptions.
*Review of photosynthesis and cellular respiration
*Unit exam
Standard 4 -- Reproduction and Inheritance
1 day
1 day
=
20 days
Learning Expectations: The student will
4.1 distinguish between sexual and asexual reproduction.
4.2 organize the stages of cell division sequentially for mitosis and meiosis.
4.3 distinguish between dominant and recessive traits.
4.4 distinguish between purebred and hybrid traits.
4.5 explore various modes of inheritance (codominance, incomplete dominance, multiple
alleles, sex-linked, and polygenic traits) using the principles of Mendelian inheritance.
4.6 relate genetic mutations with changes in DNA.
4.7 distinguish between mitosis and meiosis.
Topic:
*Genetics
6 days
-history/principles
-predicting probability using Punnett Squares (genotypes and phenotypes)
-human genetics (sex determination/disorders)
L1 - the student will be able to recognize the inheritance of traits using a Punnett Square.
L1 - the student will be able to identify the dominant trait resulting from a monohybrid
cross, using the genotypes of the parents.
L1 - the student will be able to determine the phenotype given a particular gene
combination.
L2 - the student will be able to determine the genotypic and phenotypic ratio of a
monohybrid cross.
L2 - the student will be able to determine the dominant and recessive trait given the
phenotypic ratios from a monohybrid cross.
L3 - the student will be able to recognize and distinguish among sex-linked, codominant,
incomplete dominance, polygenic, and multiple allele traits.
*Test over genetics
1 day
*Chromosomes
2 days
-structure
-chromosome theory
-mutations
-effects of mitosis and meiosis on chromosomes
L1 - the student will be able to distinguish between mitosis and meiosis.
L2 - the student will be able to determine the number of chromosomes following mitosis
and meiosis, given a number of chromosomes in the original cell.
*DNA
2 days
-structure/function/discovery
-building DNA lab
*RNA
1 day
-structure and functions
-comparison to DNA
*Protein Synthesis (Genetic Code)
4 days
-DNA Replication
-transcription and translation
-lab
-specific types of mutations
L3 - the student will be able to determine the nature of the mutation that may have
occurred when comparing complementary DNA strands.
*Test over chromosomes/DNA/RNA/protein synthesis.
1 day
*Sexual vs. Asexual Reproduction
1 day
-advantages and disadvantages
L1 - the student will be able to distinguish between asexual and sexual reproduction,
given examples.
*Unit Review
*Unit Exam
Standard 5 -- Classification and Diversity
1 day
1 day
=
Learning Expectations: the student will
5.1 establish criteria for designing a classification system.
5.2 compare systems of classification.
5.3 infer types of organisms native to specific major biomes.
5.4 distinguish among the life cycles of plants and animals.
15 days
Topic:
*Classification
2 days
-Aristotle vs. Linnaeus
-taxonomy/binomial nomenclature
L1 – the student is able to infer the need for a biological classification system.
L1 – the student is able to compare Aristotle’s system to the Linnean system of
classification.
L1 – the student is able to explain how binomial nomenclature is used to name living
things.
L1 – the student is able to identify, in correct sequence, the seven major classification
groups.
*Kingdoms of Life
2 days
-characteristics
-Dichotomous Key Lab
L1 – the student is able to identify the characteristics of each Kingdom in the 6-kingdom
classification system.
L1 – the student is able to infer the relatedness of different organisms using the Linnean
system, given pictures of different plants or animals and a classification key.
L2 – the student is able to classify organisms, given a dichotomous key containing
characteristics of the organisms.
*Test over Classification
1 day
*Biomes
2 days
-land vs. water biomes
L1 – the student is able to distinguish between the six major land biomes and the two
major water biomes, given descriptions.
L2 – the student is able to infer animals or plants indigenous to an environment, given
pictures or diagrams of organisms and a description of the environment.
*Succession
1 day
-primary vs. secondary
*Test over biomes
1 day
*Plants vs. Animals
3 days
-characteristics
-life cycles
-symmetry/body regions/planes
L2 – the student is able to determine whether an organism undergoes complete or
incomplete metamorphosis, given pictures or diagrams in its stages of development.
L2 – the student is able to infer the body symmetry of an organism, given a diagram or
picture of the organism.
*Test over plants and animals.
1 day
*Unit Review
*Unit Exam
1 day
1 day
Standard 6 – Evolution
5 days
Learning Expectations: The student will
6.1 investigate the process of fossil formation.
6.2 interpret various forms of evidence for biological evolution.
6.3 distinguish between the concepts of relative and absolute dating.
6.4 relate environmental change to natural selection, mutation, and adaptation that may
lead to the emergence of a new species or the extinction of an existing species.
6.5 use current knowledge of DNA and comparative anatomy as evidence for biological
change.
Topic:
*Theory of Evolution
1 day
-Charles Darwin
-Mechanism for evolution (Natural Selection)
-Variation and Speciation
-Impact of environmental change
L2 – the student will infer how natural selection explains why species with a common
ancestor have adapted differently.
L2 – the student will predict how environmental change can contribute to the emergence
of a new species, change the population size, or extinction of an existing species.
*Fossil Record
1 day
-how they form
-determining their age
L1 – the student will arrange various fossils on a diagram of sedimentary rock strata,
using a collection of fossil pictures.
L1 – the student will determine the process of fossil formation, given a set of fossil
pictures or samples.
L1 – the student will compare and contrast relative and absolute dating techniques.
L2 – the student will use a geological time scale to associate the impact of global
environmental changes with the dominant species of each time period.
*Evidence of Evolution
1 day
-embryological similarities
-anatomical similarities
-DNA comparisons
-fossil records
L3 – the student will compare homologous and analogous structures to determine the
relatedness of species, using pictures.
L3 – the student will explain the relatedness of species using DNA strands.
*Review Evolution
1 day
*Unit exam
1 day