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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) 1 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) 2 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) 3 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: 4 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) 5 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 6 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 7 Vocabulary • Glycolysis Epithelial • Krebs’ cycle Cartilage • Electron transport chain • Oogenisis Adipose • • • • Spermatogenisis Neurons Oocyte Ectoderm Polar bodies mesoderm Endoderm 8 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 9 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 10 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 11 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. 12 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 13 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 14 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 15 Biology II Bundle #7 Standard Indicator Declarative Knowledge Concepts Procedural Knowledge Process Organizing Ideas Details Skills Vocabulary 16 17