Download Biology Curriculum Map

Biology Curriculum Map
ESUHSD
PROPOSAL to Change the Pace and Flow of the Biology Curriculum:
After a year of diligently trying to follow the District’s curriculum map and being quite unsuccessful at keeping up with the rigorous pace, we at Independence
High School feel that some changes need to be made. We definitely see the value in having these common assessments and have had meaningful conversations
regarding student performance and how to use the data to guide our instruction. The only problem is that most of us could not complete the content according
to the district timeline and feel that some of the benchmark exams have too much content and others not enough. After lengthy department discussions, we’d
like to propose the following changes to the curriculum guide.
SEMESTER ONE
Benchmark Exam:
#1
(first grading period)
(~7 weeks)
HIGHLIGHTS OF CHANGES:
Current Content Standards/Major Topics
IE a-m – Investigation & Experimentation
Scientific Method
Designing a Controlled Experiment
Microscopes
Usefulness/Limitations of Models & Theories (moved to
BM #4)
Cumulative Nature of Science (moved to BM #4)
Measurements
Lab Safety
Using Appropriate Scientific Tools (also in BM #3)
Graph Reading/Data Analysis (moved to BM #2)
Examining topographical & geologic maps (moved to
BM #6)
1h – Macromolecules & Biochemistry
Macromolecules
Properties of Water
pH
We felt that taking the majority of the first grading period to
teach ALL of IE was “awkward” – especially when we can infuse
the concepts better as they pertain to the curriculum. Example:
why try and teach that science is a cumulative process at the
beginning of the year when we could rather bring this up during
Proposed Content Standards/Major Topics
IE a-d, f, & j – Investigation & Experimentation
Scientific Method
Designing a Controlled Experiment
Microscopes
Lab Safety
1h – Macromolecules & Biochemistry
Macromolecules
Properties of Water (1a*)
pH
1a, c, & e – Cell Structure
Prokaryotic vs. Eukaryotic [vs. viruses] cells
Organelles & functions
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Decrease amount of IE taught – disperse the rest of IE
throughout the YEAR!!
Deemphasize parts of the microscope (not on CST) and
instead FOCUS on HOW TO USE A MICROSCOPE.
For Standard 1a – focus only on the basic function of
#2
(second grading period)
(~6 weeks)
evolution (for example) – highlighting how Darwin used several
disciplines of science to formulate his theory of natural
selection; or how Watson & Crick also used data from several
different sources (experiments) to piece together the structure
of the DNA molecule. Although there are measurement
questions on the current BM#1, there is no specific standard for
measurement. We propose to incorporate these skills
throughout the laboratory component of the curriculum and
omit these questions from the BM test.
1a–c, e-g - Cell Biology
Cell structure - Prokaryotic vs. Eukaryotic [vs. viruses]
cells; organelles & functions
Cellular Transport - Passive vs. Active Transport

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the cell membrane, omitting transport (will be taught
in depth in next grading period.)
We also felt that IE e does not apply to Biology and
propose to omit the standard from the curriculum.
We included properties of water under standard Cell
BIO 1a simply because there is no specific standard on
water and its properties/importance to life. Std. 1a
discusses osmosis and osmotic conditions (bit of a
stretch, yes, but most applicable standard.)
1a – Cellular Transport
Passive vs. Active Transport
1b, f-g – Cellular Energetics
Basics of Metabolism (enzyme catalysis)
Photosynthesis
Cellular Respiration
IE j – Investigation & Experimentation
Graph Reading (focusing on enzymes)
5a & b – DNA Structure & Replication
HIGHLIGHTS OF CHANGES:
#3
(third grading period)
(~6 weeks)
This was one of the units we felt we could add additional
content for the time allotted.
2a-c – Cell Division
Mitosis & Meiosis

Based on the CA state framework & released CST
questions, we felt many of us were teaching the
following topics with too much detail: photosynthesis,
cell respiration, DNA structure & replication. Thus, by
scaling back on these topics we could save some time
and combine these topics with this benchmark exam.
 Added the IE graph reading standard to tie in with
enzymes.
2a-c – Cell Division
Mitosis & Meiosis (emphasis on crossing over & variation)
1d, 4a, b, &e – Protein Synthesis
Central dogma
(Transcription & translation)
1d, 4a, b, &e – Protein Synthesis
Central dogma
(Transcription & translation)
4 c & d – Gene Expression & Mutation
(also cell differentiation)
4 c &d – Gene Expression & Mutation
(also cell differentiation)
5a-b DNA Structure & Replication (moved to BM #2)
5c – Biotechnology
Recombinant DNA
Restriction Enzymes (emphasizing sticky ends)
Gene Cloning
Genetic Engineering
Gel Electrophoresis
5c – Biotechnology
Recombinant DNA
Restriction Enzymes (emphasizing sticky ends)
Gene Cloning
Genetic Engineering
Gel Electrophoresis
We felt (and our data shows) that this unit had too much
content.
IE a – Investigation & Experimentation
Using Appropriate Scientific Tools
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We are hoping to save time by moving the structure of
DNA & replication to the previous benchmark.
By moving the DNA Structure & replication to BM #2
this will free up time for the Biotech Lab (gel
electrophoresis.)
IE a – using appropriate scientific tools – could be tied
in with the Biotech content (gel electrophoresis.)
SEMESTER TWO:
Benchmark Exam:
#4
(fourth grading period)
(~6 weeks)
Current Content Standards/Major Topics
2d-g Molecular Genetics
Fertilization
Parental contribution (gametes)
Possible allele combinations in zygote
Proposed Content Standards/Major Topics
2d-g Molecular Genetics
Fertilization
Parental contribution (gametes)
Possible allele combinations in zygote
3a & b Mendelian Genetics
Probable Outcomes (punnet squares)
Mendelian Principles
3a & b Mendelian Genetics
Probable Outcomes (punnet squares)
Mendelian Principles
7a-d – Evolution & Population Genetics
Natural Selection
Gene Pools (mutations & carriers)
Genetic variation for survival
7a-d – Evolution & Population Genetics
Natural Selection
Gene Pools (mutations & carriers)
Genetic variation for survival
IE k & h - Investigation & Experimentation
Cumulative Nature of Science
Usefulness/Limitations of Models & Theories
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HIGHLIGHTS OF CHANGES:
#5
(fifth grading period)
(~6 weeks)
HIGHLIGHTS OF CHANGES:
#6
(sixth grading period)
(~7 weeks)
8a-e – Evolution
Speciation
Genetic Drift
Geographic & Reproductive Isolation
Analysis of Fossil evidence
9a-e - Physiology
Interdependence of body systems to maintain homeostatic
conditions
Body Systems – Digestive, Circulatory, Respiratory, Excretory,
Nervous, Endocrine
Approximately 22% of the CST emphasizes Physiology
standards. Since the CST is typically administered towards the
end of the 5th marking period, we propose to move the
complete set of Physiology standards to this grading period.
Students typically do not have a lot of prior knowledge of the
Physiology standards (versus Ecology which is often taught in
prior years.) There are significant Ecology standards in the 7th
grade curriculum (and in Integrated Science).
10a-e – Physiology
Immune System (& Integumentary system)
Vaccinations & Compromised Immune Systems (HIV)
bacterial & viral effects on the body
6a-f Ecology
Biodiversity
Changes w/in Ecosystems
Population Size, Growth, & Change
Biogeochemical Cycles
Trophic Structure w/in Ecosystems
Add IE k – tie in with how Darwin formulated his
theory on natural selection (by using different
concepts, data, etc. from multiple areas of
science.)
9a-e - Physiology
Interdependence of body systems to maintain homeostatic
conditions
Body Systems – Digestive, Circulatory, Respiratory, Excretory,
Nervous, Endocrine
10a-e – Physiology
Immune System (& Integumentary system)
Vaccinations & Compromised Immune Systems (HIV)
bacterial & viral effects on the body
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Moving the Evolution standards to BM #6.
Grouping ALL Physiology standards.
8a-e – Evolution
Speciation
Genetic Drift
Geographic & Reproductive Isolation
Analysis of Fossil evidence
6a-f Ecology
Biodiversity
Changes w/in Ecosystems
Population Size, Growth, & Change
Biogeochemical Cycles
Trophic Structure w/in Ecosystems
Succession
IE f-h – Investigation & Experimentation
Investigate topographic & geological maps
Models & Theories
HIGHLIGHTS OF CHANGES:
Again, we feel Physiology (in its entirety) would be best
completed prior to the CST exam and thus should be taught
during 5th grading period. There are significant Ecology
standards
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Moved Physiology to BM #5.
Moved part 2 of Evolution (Speciation) to this BM.
Added IE f- h to tie in with succession & analysis of
fossil evidence and usefulness of models/theories as
they pertain to evolution and ecology.