Download Biology - Shadyside Local School District

Nine
Weeks:
First
Grade: 10
Class: Biology
Weeks Common Core Standards
1st Nine Weeks
*characteristics of life regulated by
cellular processes
Unit/Topic
Into to Biology
Curriculum Map
Shadyside Local Schools
Activities/Resources
demonstration of living and
nonliving characteristics
( candle v/s you)
lab--Life Under a Microscope
Cells:
* prokaryotic & eukaryotic
* cell structure and function
* structure, function and
interrelatedness of cell organelles
Cells
lecture and discussion; video
“Journey through the Cell”;
lab activities: Cell Structure and
Function; handout on
prokaryotic / eukaryotic cell
features
Instructor: Kapiskosky
Building: High School
Learning Objectives
Vocabulary
Students will create a list of
life characteristics and
compare these to nonliving
objects.
Students will view pond water
and describe the
characteristics of organisms
found.
homeostatsis
evolution
adaptation
hypothesis
biodiversity
differentiate between
eukaryotic and prokaryotic
cells
describe the cell theory
describe the organelles and
their funtions
describe the structure of the
cell membrane
cell theory
cytoplasm
organelle
prokaryotic cell
eukaryotic cell
cytoskeleton
nucleus
endoplasmic
reticulum
ribosome
Golgi complex
mitochondria
cell wall
chloroplast
lysosome
centriole
phospholipid
fluid mosiac
model
selective
permeability
Assessments
F or S
F-background
knowledge
probe-questioning
technique to
find prior
knowledge;
empty outline-students
completes for
homework;
concept maps
F- concept
maps; use
analogies to
make a
connection of
the cell
organelle
functions; oral
questioning;
exit cards
used to check
for days
understanding
Weeks Common Core Standards
Unit/Topic
Activities/Resources
Learning Objectives
Vocabulary
First Nine Weeks ( cont)
Cells
cell function
Active and passive
transport processes
lecture and discussion;
demonstrations
Lab-”Diffusion Across a
Membrane”
Describe passive transport
Distinguish between osmosis,
diffusion, and facilitated
diffusion
Describe active transport
Distinguish among
endocytosis, phagocytosis
and exocytosis
diffusion
osmosis
concentration
gradient
isotonic
hypertonic
hypotonic
facilitated
diffusion
endocytosis
exocytosis
phagocytosis
Assessments
F or S
F- quizzes
(short 10
questions);
use memory
box; oral
questions;
concept maps
Nine
Weeks:
Second
Grade: 10
Class: Biology
Weeks
Second
Nine
Weeks
Common Core Standards
Cellular Processes
Unit/Topic
Activities/Resources
Cells
lecture and discussion; mitosis
diagrams; classroom models of
the stages of mitosis
Lab activity-view slides of the
stages of mitosis
Cells
lecture and discussion; diagram
sheets of the the processes
Lab activites: Rates of
photosynthesis; Cellular
Respiration and Fermentation
*cell division and
differentiation
*photosynthesis,
chemosynthesis, cellular
respiration
Curriculum Map
Shadyside Local Schools
Instructor: Kapiskosky
Building: high school
Learning Objectives
Describe the stages of the
cell cycle
Vocabulary
cell cycle
mitosis
cytokinesis
chromosome
chromatin
chromatid
centromere
prophase
metaphase
anaphase
telophase
Assessments
F or S
F- oral
questions;
quick labs;
memory
boxes; clickers
on ipad; exit
questions
F--concept
maps; oral
questions;
think-pairshare; clickers
Nine
Weeks:
Third
Class: Biology
Grade: 10
Building: High School
Common Core Standards
3rd Nine
Weeks
Structure and function of DNA
in cells
DNA--the function and
structure of the DNA
molecule
lecture and discussion of F. Griffith
and the discovery of DNA
transformation; Watson & Crick
and the DNA structure; students
will construct DNA strands
( regular) Advanced biology --lab “
Extracting DNA”
Students will summarize the
experiments of Griffith, Avery,
Chase, Hershey and Watson
and Crick that confirmed DNA
as the transforming material in
cells.
Chromosome
gene
nuclotide
nitrogen base
bacteriophage
double helix
DNA replication
process of a DNA
molecule splitting and
replicating
lecture & discussion; lab activity
Students will describe the role of
enzymes in DNA replication;
Students will summarize the
process of DNA replication
replilcation
DNA polymerase
Gene Mutations
Altered genes may be passed
on to every cell that develops
from it.
Activities/Resources
Instructor: Kapiskosky
Weeks
Genes Code For Proteins
Unit/Topic
Curriculum Map
Shadyside Local Schools
Protein synthesis
lecture and discussion of
transcription and translation;
worksheet of the central dogma
Gene and chromosome
mutations
Discussion of the 2 categories of
mutations--gene and chromosome;
discuss the examples ( handout of
examples) and what affect the
have on the body.
Learning Objectives
Students will describe the
relationship between DNA and
RNA; Students will identify the 3
types of RNA
Students will summarize the
steps of transcription and
translation.
Students will distinguish
between the different types of
mutations; Students will explain
why the mutations may or may
not help the individual; list
factors
Vocabulary
central dogma
RNA
transcription
RNA polymerase
messenger RNA
ribosomal RNA
transfer RNA
translation
codon
stop codon
start codon
triplet code
anticodon
mutation
point mutation
frame-shift
mutagens
Assessments
F or S
F- concept map;
think-pair-share;
exit cards
memory boxes;
clicker
questions-ipad
users; oral
questioning
oral
questioning;
one-minute
essay; thinkpair-share
oral
questioning;
memory boxes
Nine
Weeks:
Third Nine Weeks
Class: Biology
Weeks
Third
Nine
Weeks
Common Core Standards
Grade: 10
Unit/Topic
Curriculum Map
Shadyside Local Schools
Instructor: Kapiskosky
Building: high school
Activities/Resources
Learning Objectives
Vocabulary
Assessments
F or S
Heredity
*genetic mechanisms and
inheritance
Indroduction to
genetics; Mendelian
genetics
lecture and discussion of early
genetics-Mendel’s laws; discuss
different types of inheritance
patterns both Mendelian and
non-Mendelian; Punnett square
problems; pedigrees. Several
lab activites--”Human Traits”,
“Pedigree Analysis”
Students will relate dominant
and recessive inheritance
patterns in autosomal
chromosomes; Students will
describe inheritance patterns
of sex-linkage; Students will
describe polygenic
inheritance; Students will
describe the discovery of
linked genes; Students will
complete Punnett square
problems and pedigrees
traits,
genotypes,pheno
types, carrier,
dominant,
recessive,
homozygous,
heterozygous,
phenotype,
genotype, allele,
codminance,
incomplete
dominance
F- memory
boxes; clicker
questions; task
rotation; thinkpair-share
Heredity
*modern genetics
Frontiers of
Biotechnologymanipulation of DNA;
Copying DNA; DNA
fingerprinting; genetic
engineering; genomics
lecture and discussion of
modern day techniques and
testing procedues; Read and
discuss Popular Science
article-”DNA today”--group
discussion of pros and cons of
genetic engineering; lab
activities
Students will explain the role
of restiction enzymes in
cutting DNA; describe what a
DNA fingerprint represents;
describe the cloning process;
describe genomics
restriction
enzymes, maps,
PCR, DNA
fingerprint, clone,
recombinant
DNA, plasmid,
genomics,
Human Genome
Project
concept map,
application
cards, oral
questioning
Nine
Weeks:
Fourth
Class: Biology
Weeks
Fourth
Nine
Weeks
Common Core Standards
Grade: 10
Unit/Topic
Curriculum Map
Shadyside Local Schools
Activities/Resources
Instructor: Kapiskosky
Building: High School
Learning Objectives
Vocabulary
Assessments
F or S
Evolution
* History of Life on Earth
Fossils records; Early
prokaryotic cells
Discussion of fossil formation;
fossil dating; Use fossil
collection to discuss formation
and types of rock used.
Students will describe the
ways a fossil can form.
Students will identify the use
of relative dating.
relative dating,
radiometric
dating, isotope,
half-life
F- background
knowledge
probe, exit
cards
*Natural Selection
*Genetic Drift
*Gene Flow
*Mutation
Evolution
Discussion of early ideas of
evolution; Darwin and the
theory of natural selection;
Activity--interpreting line graphs
with data; Complete concept
maps; Predator-Prey Pursuit
( lab). Video--The Galapagos
Islands--A living laboratory;
Discuss the Hardy-Weinberg
principle. Using classzone.com
activities
Students will: examine early
ideas about evolution;
describe how Darwin arrived
at his idea about speciation;
Summarize the 4 principles of
natural selection; Explain
immigration/emmigration;
Describe genetic drift.
evolution,
species,
gradualism,
adaptation,
variation, natural
selection,
artificial
selection,
population,
goodness of fit
F- background
probe, focuses
listening,
empty
outlines;
concept maps
Diversity of Life
*speciation and biological
classification
*Variation of organisms
within a species due to
population genetics and
gene frequency
Classification,
Speciation
Discussion of how new species
can arise--contributing factors
Students will: Explain how
isolation of populations lead
to speciation; Describe how
populations can become
isolated; Compare different
types and rates of extinction
concept maps;
clicker
questions
(ipad); oral
questions;
think-pairshare
Diversity and
Interdependence
*Classification systems are
frameworks for describing
organisms.
Classification;
Linnaean system;
Domains and
kingdoms
Discussion of the naming
system developed by C.
Linnaeus; phylogenic trees,
cladograms, molecular clock,
dichotomous keys
gene pool, allele
frequency,
normal
distribution, gene
flow, genetic
drift, speciation,
convergent
evolution,
Students will: Examine the
divergent
scientific naming system
evolution
used by Linnaeus; Describe
taxonomy,
classification by cladistics;
bionomial
Describe classification a work nomenclature,
in progress
genus, species,
cladistics,
phylogeny,
derived
concept map;
oral questions;
quizzes
Nine
Weeks:
Fourth
Class: Biology
Weeks
Fourth
Nine
Weeks
Common Core Standards
Diversity and
Interdependence of Life
* Ecosystems
Grade: 10
Curriculum Map
Shadyside Local Schools
Instructor: Kapiskosky
Building: High School
Unit/Topic
Activities/Resources
Learning Objectives
Vocabulary
Ecology
Biotic/Abiotic
Energy Flow in
Ecosystem; Food Web
and Chains
Study of diversity and similarity
at the molecular level of
organisms. The effects of
physical/chemical constraints
on all biological relationships
and systems are investigated.
Discussion of how energy flows
through a system. Lab activitesRandom sampling. Abiotic
factors and plant growth
Students will : Summarize the
levels of organization; Identify
biotic and abiotic factors in an
ecosystem; Describe the
roles of producers and
consumers; relate cycling of
matter to an ecosystem
ecology,
community,
ecosystem,
biome, biotic,
abiotic,
biodiversity,
keystone
species,
producer,
autotroph,
heterotroph,
consumer,
chemosynthesis,
food chain,
herbivore,
carnivore,
omnivore,
detritivore,
decomposer,
trophic level,
biomall, energy
pyramid,
nitrogen fixation,
hydrologic cycle
Assessments
F or S
F- background
probe; oral
questions;
concept map;
memory boxes