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Essential Outcomes
Biology II
1.) Cells are the foundation for all life forms, and all life functions begin as
cellular processes. (Standard 1 Core Standard 3)
Learning Goals:
a.) Students will understand energy transformation occurs in the
mitochondria of cells. (B.1.2, B.1.3)
b.) Students will investigate how plants convert sunlight into a useable
energy form. (B.1.3)
c.) Students will recognize that the transformation of energy to useable
forms are varied. (B.1.10)
2.) Cellular growth and development require necessary processes. (Standard 1
Core Standard 4 & 5)
Learning Goals:
a.) Students will be able to understand and describe how energy is
needed and used for cellular growth and development. (B.1.3, B.1.8)
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b.) Students will be able to understand and categorize complex cycles
(i.e. glycolysis, Krebs cycle, electron transport, photosynthesis)
(B.1.19)
3.) Macromolecules are unique structures necessary for diversification in the
living world. (B.1.4, B.1.6)
Learning Goals:
a.) Students will be able to identify and analyze proteins, lipids,
carbohydrates, and nucleic acids by there structure and function.
(B.1.4, B.10)
b.) Students will be able to categorize the structure and function of
DNA. (B.1.26)
c.) Students will be able to investigate how DNA coding is responsible for
all biological diversity. (B.1.21,B.1.23, B.1.24)
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4.) All organisms, past and present, are categorized to show similarities and
differences from one another. (Standard 1, 2 Core Standard 10)
Learning Goals:
a.) Students will be able to categorize organisms based on specific
characteristics. (B.1.35)
5.) All organisms, past and present, have evolved, and are continuing to evolve
through several biological processes. (Standard 1 Core 10)
Learning goals:
a.) Students will be able to analyze the different theories of evolution.
(B.1.30, B.2.1, B.2.2, B.2.3)
b.) Students will be able to understand and specify the difference
between gradualism and punctuated equilibrium. (B.1.32, B.1.33,
B.1.34)
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c.) Students will be able to investigate the relationship between the
geologic time scale and the appearance of organisms in the fossil
record. (B.1.32, B.1.33, B.1.34)
6.) The transfer of genetic material, from parent to offspring, due to
biological processes, has formed biological diversity in the living world.
(Standard 7, 8 Core Standard 1,2)
Learning Goals:
a.) Students will be able to execute how naturally occurring errors can
lead to biological diversity through meiosis. (B.1.28)
b.) Students will understand and explain asexual and sexual reproduction
in animals. (B.1.28)
7.) All animals show similar relationships to one another based on similar
structures and functions. (Core Standard 2,4,11,12)
Learning Goals:
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a.) Students will be able to recognize different mechanisms for support
and movement in animals. (AP.2.1, 2.2)
b.) Students will be able to identify human bones by their shape and/or
function. (AP. 2.2)
c.) Students will be able to analyze and explain muscle structure and
function in animals. (AP. 2.6, 2.7)
d.) Students will be able to identify the major muscle’s of the human
body’s musculature and describe the movements associated with each
of them. (AP. 2.9)
e.) Students will be able to analyze and describe the functions of all the
structural components in relation to the processing and digestion of
food. (AP. 12.2)
f.) Students will be able to investigate the importance of the exchange of
oxygen and carbon dioxide in animals and be able to identify all of the
components that aid in this process. (AP. 11.1, 11.2)
g.) Students will be able to understand and identify the major components
of nervous systems found in animals and recognize that , in humans,
the nervous system is divided into the peripheral and central nervous
systems. (AP. 4.1)
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Biology II Bundle #1 – Cells and Energy
Standard Indicator: Standard 1 Core Standard 3
B.1.2 Explain that every cell is covered by a functioning membrane, recognize that proteins provide organization and shape.
B.1.3 Know and describe specialized parts of the cell and know that most cells in multicellular organisms may perform special functions
B.1.10 Recognize and explain that macromolecules contain high energy bonds.
Declarative Knowledge
1. Mitochondria is the main organelle responsible for transforming energy into a
Concepts
Organizing
Ideas
2.
3.
1.
2.
3.
Details
V0cabulary
1.
2.
3.
4.
usable form in cells.
Photosynthesis is a process of converting energy into a different form
Organisms use various forms of energy
Students will understand energy transformation occurs in the mitochondria of
cells.
Students will investigate how plants convert sunlight into a usable energy
form.
Students will recognize that the transformation of energy to usable forms
are varied.
Photosynthesis occurs in cells that have chloroplasts
All cells convert energy to usable forms
Chloroplasts contain chlorophyll
ATP is responsible for energy transfer in cells
• Receptor protein
Microfilaments
• Recognition protein
• Microtubules
Cytoplasmic streaming
• Cell junctions
•
•
•
•
Tubulin
Cell communication
Photolysis Chemoautotroph
Photoautotroph
Procedural Knowledge
Processes 1. Scientific Method
2. Reading Process
3. Writing Process
Skills
1. Microscope use
2. Categorize cell
parts based on
functions
3. Compare and
contrast
photosynthesis
and cellular
respiration
4. Write up lab
report
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Biology II Bundle #2 – Cell Growth and Development
Standard Indicator: Standard 1, Core Standard 4 & 5
B.1.3 Specialized parts of the cell that provide basic cellular functions are common to all cells.
B.1.8 Growth and development is a consequence of an increase in cell number, cell size and/or cellular products.
Differentiate between mitosis and meiosis.
B.1.19 Metabolism consists of the production, modification, transport, and exchange of materials that are required for all living things.
AP.1.4 Cells make up various types of muscle, nerve, and connective tissues
Declarative Knowledge
Concepts
Organizing
Ideas
Details
1. Energy is required for growth and development
2. Complex cycles are responsible for the
movement of energy throughout an organism
3. Like cells develop into tissues with specific
structures and function
1. Students will understand that cells have a size limit
2. Students will understand how photosynthesis and
respiration allow the cell to grow and develop
3. Students will understand that cells can form
muscle, nerve, and connective tissues
1. Cell size is limited
2. Prokaryotic cells differ from eukaryotic cells.
3. Plant cells differ from animal cells
4. Cell cycle
5. Mitosis
6. Meiosis
Procedural Knowledge
Processes 1. Scientific method
2. Reading Process
3. Writing Process
Skills
1.
2.
3.
4.
Calculate duration of
cell cycle
Microscope use
Classification of cells
Write up lab report
7. Identify stages of the cell cycle
8. Identification of different tissues
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Vocabulary
• Glycolysis
Epithelial
• Krebs’ cycle
Cartilage
• Electron transport
chain
• Oogenisis
Adipose
•
•
•
•
Spermatogenisis
Neurons
Oocyte
Ectoderm
Polar bodies
mesoderm
Endoderm
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Biology II Bundle #3 Macromolecules
Standard Indicator: Standard 1, Core Standard 4 & 6
1.3
The work of the cell is carried out by many types of molecules it assembles such as proteins, lipids, carbohydrates, and nucleic
acids.
1.10
Lipids contain high energy bonds
1.21
Information passed from parent to offspring is transmitted by genes coded in DNA molecules.
1.23
A gene can be altered by insertion, deletion, or substitution of DNA segments.
1.24
Gene mutations can occur by such things as radiation and chemicals.
1.25
DNA provides instruction for assembling protein molecules which is virtually the same mechanism for all life forms.
Declarative Knowledge
1. Macromolecules are necessary for biodiversity.
Concepts
Organizing
Ideas
2. Nucleic acids contain the genetic material required to pass traits to
offspring.
3. Proteins, lipids, carbohydrates, and nucleic acids are unique structures
with specific functions.
4. Nucleic acids can copy themselves to ensure an organisms longevity.
5. Errors can and do occur when nucleic acids replicate.
1. Students will understand the structure and function of macromolecules.
2. Students will understand the uniqueness of the structure of DNA.
3. Students will understand how coding sequences on DNA are responsible
for diversity in life.
Procedural Knowledge
Processes 1. Scientific Method
2. Reading Process
3. Writing Process
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Details
1. Macromolecules are extremely large molecules.
2. Carbohydrates are composed of carbon and hydrogen and oxygen in a
2:1 ratio.
3. Carbohydrates can be broken down quickly to release energy.
4. Proteins are built by linking amino acids together with peptide bonds.
5. Lipids can be saturated or un, poly, or mono, saturated.
Skills
1. Compare and
contrast the
structures of the
macromolecules
2. Classify foods
according to the
characteristics of
the macromolecules
3. Write up lab report
Vocabulary
• Monomer
• Polymer
• Monosaturated
• Polysaturated
• Polypeptide
• peptide
• Unsaturated
• plyunsaturated
•
•
•
•
•
Monosaccaharid
Saccharides
Enzymes
Triglycerides
Cholesterol
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Biology II Bundle #4 Taxonomy
Standard Indicator: Standard 1, 2 Core Standard 10
1.35 A degree of kinship between organisms or species can be estimated from the similarity of their DNA sequence, which often closely
matches their classification based on anatomical similarities.
Declarative Knowledge
1. All organisms, past and present, are categorized based on specific
Concepts
Organizing
Ideas
Details
criteria
2. Organisms more closely related to one another usually exhibit more
common characteristics
3. NA sequencing shows direct evidence of an organism’s evolutionary
history
1. Students will understand the three domain system of classification
2. Students will understand the six kingdom system of classification
3. Students will understand that all organisms can be placed in specific
categories based on classification systems
1. Taxonomy is the grouping of organisms based on similarities
2. Taxa, or groups, consist of broad categories narrowing to the most
specific category, a species
3. Carolus Linneas is the father of modern taxonomy
4. All organisms, past and present, have a scientific name
Procedural Knowledge
1. Scientific method
Process
2. Reading Process
3. Writing Process
Skills
1. Compare and contrast
organisms
2. Categorize organisms
into specific taxa
based on specific
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Vocabulary
•
•
•
•
•
•
•
Phylogeny
Archeabacteria
Eubacteria
Monophyletic
Cladistics
Domain
speciation
characteristics
Biology II Bundle #5 Evolution
Standard Indicator: Standard 1 Core Standard 10
1.30 Molecular evidence substantiates the anatomical evidence for evolution
2.1 Theories of evolution existed before Charles Darwin
2.2 Darwin argued that biologically inherited characteristics could be passed to offspring and, if advantageous, could lead to
speciation
2.3 Darwin’s book, Origin of Species, 1859, made a clear and understandable argument for natural selection as a process for
evolutionary change
1.32 Natural selection leads to organisms well suited for survival in particular environments
1.33 Life on Earth appeared about 4 billion years ago as a single cell
1.34 Evolution builds on what already exists, but does not necessitate long-term progress in some set direction
Declarative Knowledge
1. All organisms, past and present, have evolved
Concepts
2. Different theories have arisen over time to explain evolutionary
changes.
3. Gradualism maintains that evolutionary change occurs in small
increments over tremendously long periods of time
4. Life on Earth appeared approximately 3.4 billion years ago
Procedural Knowledge
1. Scientific method
Process
2. Reading Process
3. Writing Process
5. Animals that became extinct can and do appear in the fossil record.
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Organizing
Ideas
1. Students will understand gradualism and punctuated equilibrium
2. Students will understand that natural selection is a process that
explains how changes occur in the living world
3. Students will understand that the fossil record and geologic time
scale show indirect evidence of evolution
Details
Vocabulary
1.
2.
3.
Theories of evolution
Fossil record and geologic time scale
Charles Darwin
4.
Comparative anatomy
Microevolution
Comparative morphology
Catastrophism
Morphological divergence
Morphological convergence
Macroevolution
Uniformity
Skills
1.
Compare and contrast
theories of evolution
2. Compare and contrast
anatomy of different
species through
dissection and/or
computer graphics
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Biology II Bundle #6 Genetics
Standard Indicator: Genetics
1.22
1.28
1.29
Mendel’s laws of segregation and independent assortment
Sorting and recombining genes in sexual reproduction results in a great variety of possible gene combinations
The actions of genes, patterns of inheritance, and the reproduction of cells and organisms account for the
continuity of life
Declarative Knowledge
Concepts
1. The passing of traits to offspring is a
random process
2. There are different patterns of
inheritance
3. Mutations may bring about changes in
offspring
Procedural Knowledge
1. Scientific method
Process
2. Reading Process
3. Writing Process
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Organizing
Ideas
Details
Vocabulary
1. Students will understand how genes
can become available to offspring
2. Students will understand that the
more traits a species exhibits the
more diversity of that species is
possible
3. Students will understand that some
genetic traits can be mathematically
predictable
4. Students will understand that
mutations may be beneficial or
harmful to an organism
1. Monohybrid and dihybrid crosses
2. Continuous variation within a
population
3. Geographic isolation
4. Genetic diseases
5. Uncontrollable cell growth
Pleiotropy
Continuous variation
Epistasis
Karyotype
Amniocentisis
Neoplasm
Apoptosis
Skills
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Biology II Bundle #7 Standard Indicator
Declarative Knowledge
Concepts
Procedural Knowledge
Process
Organizing
Ideas
Details
Skills
Vocabulary
16
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