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St. Mary's College High School Biology Content Big Ideas: Skills Core Tasks Assessment Assessments I. Pre-Unit and introduction to Biology, the study of life I. 1: identify and explain the characteristics of living thingsunderstand that all must apply I.1-I.2: multiple choice/short answer quizzes (weekly) Essential Questions: 1. What is Life? 2. How do scientists work? I. 1: look at items and use characteristics to determine whether they are living or not living I.1: "What is Life?" lab activity with analysis questions I.2: microscopy lab w/ questions I. 2: design and evaluate an experiment using the scientific method and isolating a single variable I. 2: demonstrate proper microscope technique and identify parts of the microscope II. Watershed Ecology Essential Questions: 1. How do energy and materials travel and transform through an ecosystem? 2. How does a creek ecosystem interact with the watershed? II. distinguish biotic and abiotic factors in an ecosystem II. compare, contrast and give examples of: predation, competition, symbiosis, parasitism, mutualism, commensalism II. graph population data accurately and following requirements for scientific graphing 3. How can indicator species help us determine the "health" of a creek ecosystem? II. compare the way that energy and materials move through an ecosystem. II.: draw and describe a biogeochemical cycle, energy www.curriculummapper.com 1 of 7 Biology St. Mary's College High School Content Skills pyramid or human disturbance effecting these constructs Assessment II.: draw a food web and identify producers, 1st order consumers, higher order consumers. II. define watershed and explain human role in it II. sample and identify benthic macroinvertebrates of codornices creek, classify them by pollution tolerance and evaluate the creek based on biodiversity and pollution tolerant organisms Content Skills Assessment III.1: What does the cell theory say? III. 1: describe origins of cell and cellular basis of life III.1-III3: Cell Book Project III.2: What are the different kinds of cells and how do their structures differ? III. 2: contrast prokaryote/eukaryote, plant cell/animal cell (size, structure, type of organism) III.3: Cell structure & function III. 2 (I.2): make a wet mount of living tissue and observe using the microscope III. The Life of a Cell Essential Questions: III. 2-3; I.2: lab activity: observing onion cells and cheek cells with drawing, labels, analysis III.3: describe structure and function of organelles III.2: distinguish between prokaryotic & eukaryotic cells, plant vs. animal cells IV. Transport through organisms www.curriculummapper.com 2 of 7 Biology St. Mary's College High School Content and cells Skills Assessment IV.1: describe the structure of the cell membrane IV.1: Osmosis Lab: "Grape Expectations" or "Don't Stay Thirsty My Friends" Essential Questions: IV.1: How does the cell membrane structure allow it to act as a gatekeeper for the cell? IV.1: distinguish the different methods of moving materials across a membrane- which require energy; transport proteins IV.1: evaluate a cell in solution and identify osmosis & draw a representation of tonicity of solution vs cytoplasm IV.2: How do plants transport water from the roots to the leaves and sugars from the leaves throughout the plant? IV.2: compare xylem & phloem; identify xylem & phloem in the vascular tissue of a stem IV.2: explain the role of root pressure, capillary action & evaporation in the process of transpiration IV.3: How do animals transport needed substances and waste through their bodies? IV.2. transpiration lab IV.2: draw the stem in crosssection and label vascular bundles, xylem, phloem IV.3: compare different types of circulatory systems in animals IV.3: describe the path of blood through the human circulatory system including chambers of the heart www.curriculummapper.com 3 of 7 Biology St. Mary's College High School Content Skills Assessment V.1: describe the relationship between calories, kilocalories, Calories, glucose and ATP V.1: frog dissection lab V. Energy transformations Essential Questions: V.1: How do we digest and absorb nutrients from food? V.1: describe the path of food through the human digestive system V.1: define and locate sites of mechanical & chemical digestion, nutrient absorption, water absorption, elimination V.1: identify on a dissected frog or a model human the organs of the digestive system V.2: How do cells use energy from food? V.2: describe the relationship between glycogen, glucose, ATP V.2: Lab: "Underwater respiration" V.2: energy process poster V.2: summarize the events of glycolysis, Krebb's cycle and electron transport chain V.2: define/describe the importance of enzymes & how they speed up chemical reactions V.2: define and compare endothermic and exothermic Rxns V.3: How do plant cells transform the energy of sunlight into food V.3: explain how energy carrier molecules such as ATP and NADPH are used and recycled during photosynthesis and cellular respiration V.3: chromatography lab V.3: lab: "Underwater photosynthesis" V.3: summarize the events of the light dependent and light independent Rxns www.curriculummapper.com 4 of 7 Biology St. Mary's College High School Content Skills Assessment V.3: explain where the mass of a tree comes from (CO2 in the air) V.3. explain why the Calvin cycle cannot continue without light, even though these are the "light independent" Rxns Weekly open note quizzes (multiple choice & short answer/analysis) Unit tests(multiple choice & short answer/analysis, partial lab practical) Cumulative Final Exam on Trimester 1 material Biology 2 - Dynamic Change Content Big Ideas: Skills 1Core Tasks: Cell Growth and Division Identify and use the organization prompts of textbook in note taking (Standard outlines, 2 Columns, Concept Mapping) A. Student understands why cells divide and how they divide Student learning behavior: Developing writing, a variety of study skills, ability to solve problems, planners 1. How does Surface to Volume Ratio affect cell function 2. What are the events and processes of the Cell Cycle Sexual Reproduction Assessment A 1. Quiz on Surface Area to Volume Ratio A 2. Mitosis Manipulative Lab A 1. Calculate surface area to volume ratio for rectangular shaped cells. A 2. Describe the various B 1 & 2 Candy Meiosis L ab components of the cell cycle A 2. Identify the what occurs during the various stages of Mitosis B. Student understands the sequence of events in meiosis allow for sexual reproduction. 1. Why does meiosis have two rounds of nuclear divisions? B 1 & 2. Compare events of 2. How do crossing over and meiosis with diagrams, microwww.curriculummapper.com 5 of 7 Biology St. Mary's College High School Content independent assortment increase genetic variation? 3. Which cells divide by meiosis and why? C. Compare and contrast the events of mitosis and meiosis for asexual reproduction and sexual reproduction. 1. What are the important events in meiosis that allow for genetic variation? 2. How does sexual reproduction produce greater genetic variety in its offspring? D. Student can map and describe the events that lead to the creation of new life for human and flowering plant reproduction. 1. For humans and flowering plants, how do gametes make zygotes? 2. What are the events of the flowering plant's life cycle. Content Big Ideas: Genetics Student understands and appreciates the diversity of life in relation to differences in nucleic acids sequences I. Meiosis (EQ) A. why does meiosis have 2 divisions? B. how do crossing over and Skills graphs, and written descriptions. Assessment B 3. Use of lab activities and video "Life's Greatest Miracle" to identify the gonads of humans and flowering plants. C 1. Use NOVA interactive to compare meiosis and mitosis, and find meiotic events that increase chromosomal variety. C 2. Explore mathematics of independent assortment and the calculate the variety of gamete variety (2n). D 1. Students will use diagrams and lab observations to describe the process of reproduction in humans and flowering plants D 2. Students can apply the terminology of flowering plant life cycle. Skills Core Tasks: Assessment I. Meiosis A. why does meiosis have 2 divisions? B. how do crossing over and independent assortment increase I. Meiosis lab activity: candy meiosis www.curriculummapper.com 6 of 7 Biology St. Mary's College High School Content independent assortment increase genetic variation? C. which cells divide by meiosis and why? Skills genetic variation? C. which cells divide by meiosis and why? Assessment IV. D. 1-3. Test IV. Life of a Cell (continued) D. Cell Cycle & Genetics IV. D. 1. Describe the stages of Meiosis IV. D. 2. Distinguish between Dominant and Recessive traits & describe the various exceptions to the complete dominance rule IV. D. 3. Predict probable outcomes of mono and dihybrid crosses using Punnett squares IV. E. 1. DNA Extraction Lab IV. E. 2-3. Protein Synthesis Manipulative Lab E. Protein Synthesis IV. E. 1. Describe the process and molecules involved with DNA synthesis IV. E. 2. Compare/contrast the the roll and function of RNA with DNA IV. E. 3. Describe the role of transcription in protein synthesis www.curriculummapper.com 7 of 7