Download Biology - Saint Mary`s College High School

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
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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
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Biology
St. Mary's College High
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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
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Biology
St. Mary's College High
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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
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Biology
St. Mary's College High
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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
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Biology
St. Mary's College High
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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
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Biology
St. Mary's College High
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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
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