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Integrated Science: Biology and Environmental Science Rebecca Wheeler: [email protected] Regina Katz: [email protected] I. Course Description: Integrated Science for Year 1 is based on the belief that nature can be understood and that helping to achieve such understanding is one of the most important things a human being can do. The course is a one year course organized into six units which integrate both biology and environmental science topics. The biology topics explore the chemistry of life, the structure and function of cells, human anatomy and physiology, and genetics. The environmental topics focus on evolution, taxonomy, biodiversity, and ecology. Labs and demonstrations are integral parts of the curriculum, used to explain complex concepts and evaluate application of knowledge. Certain labs will also provide an introduction to the IB method of lab assessment. II. Course Goals/Purpose: The primary goals of the course are to prepare for the state MCAS exam and to introduce and develop the skills and habits of mind needed for the IB Group 4 sciences. These goals will be met through the use of interdependent group work, class discussions, laboratory investigations, and content reinforcement. Each unit will incorporate strategies to develop and sharpen skills in the following areas: - Scientific Literacy - Problem Solving - Laboratory Skills and Safety - Data Analysis III. Course Objectives: The topics and labs being explored are outlined in the attached unit syllabus. IV. Essential Questions: 1) What are living things? How do living things interact internally, with other organisms, and with their environment? How do living things change over time? 2) How is the process of science applied on a personal, communal, and global level? 3) What counts as an experiment? Can experiments be undertaken in other subjects? Are there some necessary conditions for an activity to be an experiment (hypothesis, data, etc.? V. Required Materials: - textbook: Biology by Miller and Levine - large, 3- ring binder notebook used solely for this course - one composition notebook for homework, data questions and drawings - pen/pencil - agenda- academic calendar In addition, students may be asked to supply additional materials as needed. VI. Grading: - your grade will be based primarily on tests 50%, labs/projects 30%, and daily assignments 20% - grades will be calculated using a total points system - there will be cumulative semester exams - overall course grade will be calculated as follows: Qtrs. 1, 2, 3, and 4 = 20%/each Midterm Exam = 10% Final Exam = 10% VII. Absences: - it is your responsibility to: 1) determine what you missed 2) obtain any missing handouts 3) schedule a time for extra help if necessary 4) complete all missing work in a timely manner IT IS HIGHLY RECOMMEND THAT YOU ASK A CLASSMATE TO GATHER EXTRA MATERIALS FOR YOU IN THE EVENT THAT YOU ARE ABSENT VIII. Homework Expectations: - all homework should be fully completed and ready to be checked/handed in at the beginning of class - if you are unable to fulfill the above expectation and your work is late, the following applies: o for every additional day that your graded assignment is late, your grade for that assignment will drop by another ½ a letter grade o work that is over a week late will not be accepted and will receive a zero IX. Classroom Policies: - you are expected to follow all rules and policies as stated in the Sturgis Code of Conduct (beginning on pg. 13 of your student agenda) - you should be on time and have with you all required materials - you are expected to be polite and respectful - do not interrupt others who are speaking - if you wish to speak, please raise your hand - follow all lab safety guidelines/rules - when class has ended, pick-up around your area and leave the classroom in the same condition or better than when you arrived X. Extra Help: DO NOT SETTLE FOR CONFUSION I will be available to help during lunch and/or after school, except Wednesdays afternoon. XI. Feedback: I pledge to have feedback for all major assessments and assignments back to you within eight school days of the work being handed in. As a student, you can expect my feedback to be given while the topic or skill we are going over is still relevant. It is my expectation that you will read and make note of the comments that have been given to you and that you will strive to incorporate them into all future work. Integrated Science 9 Course Content: Unit 1: Chemistry of Life Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life. 1.1 Describe the chemical and physical properties of water and how these properties are important to living organisms. 1.2 Recognize that biological organisms are composed primarily of very few elements. The six most common are C, H, N, O, P, S. 1.3 Describe the basic structures and primary functions of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). 1.4 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, that have an effect on enzymes. The Chemistry of Life- Objectives: Describe the properties of water and explain the importance of these properties to living organisms Describe the composition and function of each group of organic compounds Explain how chemical reactions affect chemical bonds in compounds Describe how energy changes affect how easily a chemical reaction will occur Demonstrate understanding of the importance of enzymes to living things Learning Log Sections/Outline: 2-2 Properties of Water 2-3 Carbon Compounds 2-4 Chemical Reactions and Enzymes Unit 2: Structure and Function of Cells Central Concept: Cells have specific structures and functions that make them distinctive. Processes in a cell can be classified broadly as growth, maintenance, and reproduction. 2.1 2.2 2.4 Relate cell parts/organelles (plasma membrane, nuclear envelope, nucleus, nucleolus, cytoplasm, mitochondrion, endoplasmic reticulum, Golgi apparatus, lysosome, ribosome, vacuole, cell wall, chloroplast, cytoskeleton, centriole, cilium, flagellum, pseudopod) to their functions. Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, facilitated diffusion, active transport). Compare and contrast, at the cellular level, the general structures and degrees of complexity of prokaryotes and eukaryotes. Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms. 2.5 2.6 Explain the important role that ATP serves in metabolism. Describe the cell cycle and the process of mitosis. Explain the role of mitosis in the formation of new cells, and its importance in maintaining chromosome number during asexual reproduction. 2.8 Compare and contrast a virus and a cell in terms of genetic material and reproduction. Cell Structure and Function- Objectives: Explain the cell theory. Name the basic cell structures. Contrast and compare prokaryotes and eukaryotes. Describe the main function of the cell wall. Describe the function of the cell nucleus. Identify the main roles of the cytoskeleton. Describe the functions of the major cell organelles. Identify the main function of the cell membrane. Describe diffusion. Explain the processes of osmosis, facilitated diffusion, and active transport. Describe cell specialization. Identify the organization levels in multicellular organisms Learning Log Sections / Outline: 7-1 Life is Cellular 7-2 Cell Structures 7-3 Cell Transport 7-4 Homeostasis and Cells Photosynthesis- Objectives: Explain where plants get the energy they need to produce food. Describe the role of ATP in cellular activities. Explain what the experiments of van Helmont,Priestly,and Ingenhousz reveal about plant growth State the overall equation for photosynthesis. Describe the role of light and chlorophyll in photosynthesis. Describe the structure and function of a chloroplast. Describe what happens in the light-dependent reactions. Explain the main events of the Calvin Cycle. Identify factors that affect the rate of photosynthesis. Learning Log Sections / Outline: 8-1 Energy and Life 8-2 Photosynthesis: An Overview Cellular Respiration- Objectives: Explain what cellular respiration is. Describe what happens during glycolysis Name the two main types of fermentation. Describe what happens during the Krebs cycle Explain how high-energy electrons are used by the electron transport chain. Identify three pathways the body uses to release energy during exercise Compare photosynthesis and respiration Learning Log Sections / Outline: 9-1 Cellular Respiration: An Overview 9-3 Fermentation Cell Growth and Division- Objectives: Explain the problems that growth causes for cells. Describe how cell division solves the problems of cell growth. Name the main events of the cell cycle. Describe the four phases of mitosis. Identify a factor that can stop cells from growing. Describe how the cell cycle is regulated. Explain how cancer cells are different from other cells. Learning Log Sections / Outline: 10-1 Cell Growth, Division, and Reproduction 10-2 The Process of Cell Division 10-3 Regulating the Cell Cycle *Stem Cell Discussions Unit 3: Genetics Central Concept: Genes allow for the storage and transmission of genetic information. They are a set of instructions encoded in the nucleotide sequence of each organism. Genes code for the specific sequences of amino acids that compose the proteins which are characteristic of that organism. 3.1 Describe the basic structure (double helix sugar/phosphate backbone, linked by complimentary nucleotide pairs) of DNA, and describe its function in genetic inheritance. 3.2 Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic code. Explain generally the processes of transcription and translation, and how they result in the expression of genes. Distinguish among the end products of replication, transcription, and translation 3.3 Explain how mutations in the DNA sequence of a gene may or may not result in phenotypic change in an organism. Explain how mutations in gametes may result in phenotypicchanges in offspring. 3.4 Distinguish among observed inheritance patterns caused by several types of genetic traits (dominant, recessive, codominant, incomplete dominance, sex-linked, polygenic, and multiple alleles) 3.5 Describe how Mendel’s laws of segregation and independent assortment can be observed through patterns of inheritance (such as dihybrid crosses). 3.6 Use a Punnett Square to determine the probabilities for genotype and phenotype combinations in monohybrid crosses. 2.7 Describe how the process of meiosis results in the formation of haploid cells. Explain the importance of this process in sexual reproduction, and how gametes form diploid zygotes in the process of fertilization. Introduction to Genetics- Objectives: Describe how Mendel studied inheritance in peas. Summarize Mendel’s conclusion about inheritance. Explain the principle of dominance. Describe what happens during segregation. Explain how geneticists use the principles of probability. Describe how geneticists use Punnett squares. Explain the principle of independent assortment. Describe other inheritance patterns. Contrast the chromosome number of body cells and gametes. Summarize the events of meiosis. Contrast meiosis and mitosis. Learning Log Sections/ Outline: 11-1 The Work of Gregor Mendel 11-2 Applying Mendel’s Principles 11-3 Other Patterns of Inheritance 11-4 Meiosis DNA & RNA- Objectives: Summarize the relationship between genes and DNA. Describe the overall structure of the DNA molecule. Summarize the events of DNA replication. Relate the DNA molecule to chromosome structure. Compare and Contrast RNA and DNA. Name the three main types of RNA. Summarize transcription and translation. Identify the genetic code. Explain the relationship between genes and proteins. Contrast gene mutations and chromosomal mutations. Learning Log Sections/ Outline: 12-2 The Structure of DNA (add pages 342-343 from section 12-1) 12-3 DNA Replication Genetics Engineering- Objectives: Contrast RNA and DNA Explain the process of transcription Identify the genetic code and explain how it is read Summarize the process of translation Describe the “central dogma” of molecular biology Define mutations and describe the different types Describe the effects mutations can have on genes Learning Log Sections/ Outline: 13.1 RNA 13.2 Ribosomes and Protein Synthesis 13.3 Mutations The Human Genome- Objectives: Identify the types of human chromosomes in a karyotype Describe the patterns of inheritance of human traits Explain how pedigrees are used to study human traits Explain how small changes in DNA cause genetic disorders Summarize the problems caused by nondisjunction Learning Log Sections/ Outline: 14.2 Human Genetic Disorders 14.1 Human Chromosomes *Discuss 14.2 before 14.1 Unit 4: Anatomy and Physiology Central Concept: There is a relationship between the organization of cells into tissues and the organization of tissues into organs. The structures and functions of organs determine their relationships within body systems of an organism. Homeostasis allows the body to perform its normal functions. 4.1 Explain generally how the digestive system (mouth, pharynx, esophagus, stomach, small and large intestines, rectum) converts macromolecules from food into smaller molecules that can be used by cells for energy and for repair and growth. 4.2 Explain how the circulatory system (heart, arteries, veins, capillaries, red blood cells) transports nutrients and oxygen to cells and removes cell wastes. Describe how the kidneys and the liver are closely associated with the circulatory system as they perform the excretory function of removing waste from the blood. Recognize that kidneys remove nitrogenous wastes, and the liver removes many toxic compounds from blood. 4.3 Explain how the respiratory system (nose, pharynx, larynx, trachea, lungs, alveoli) provides exchange of oxygen and carbon dioxide. 4.4 Explain how the nervous system (brain, spinal cord, sensory neurons, motor neurons) mediates communication among different parts of the body and mediates the body’s 4.5 4.6 4.7 4.8 interactions with the environment. Identify the basic unit of the nervous system, the neuron, and explain generally how it works. Explain how the muscular/skeletal system (skeletal, smooth and cardiac muscles, bones, cartilage, ligaments, tendons) works with other systems to support the body and allow for movement. Recognize that bones produce blood cells. Recognize that the sexual reproductive system allows organisms to produce offspring that receive half of their genetic information from their mother and half from their father, and that sexually produced offspring resemble, but are not identical to, either of their parents. Recognize that communication among cells is required for coordination of body functions. The nerves communicate with electrochemical signals, hormones circulate through the blood, and some cells produce signals to communicate only with nearby cells. Recognize that the body’s systems interact to maintain homeostasis. Describe the basic function of a physiological feedback loop. Digestive & Excretory System- Objectives: Describe how the human body is organized Explain homeostasis Identify the organs of the digestive system Describe the function of the digestive system Identify the functions of the kidneys Explain how blood is filtered Learning Log Sections/ Outline: 35-1 Organization of the Human Body 38-2 The Digestive System 38.3 The Excretory System The Nervous System- Objectives: Identify the functions of the nervous system Describe how a nerve impulse is transmitted Identify the functions of the central nervous system Describe the functions of the two divisions of the peripheral nervous system Learning Log Sections/ Outline: 315-2 The Nervous System 31-2 Divisions of the Nervous System Skeletal and Muscular Systems- Objectives: State the functions of the skeletal system Describe the structure of a typical bone Explain how bones develop Identify the three different kinds of joints Describe the three types of muscle tissue Explain how muscles contract Explain why exercise is important Learning Log Sections/ Outline: 36-1 The Skeletal System 36-2 The Muscular System Circulatory and Respiratory Systems- Objectives: Identify the functions of the human circulatory system Describe the structures of the circulatory system Name the three types of blood vessels in the circulatory Describe blood pressure Describe blood plasma Explain the functions of red blood cells, white blood cells, and platelets Describe the role of the lymphatic system Describe respiration Identify the function of the respiratory system Describe gas exchange and breathing Explain how smoking affects the respiratory system Learning Log Sections/ Outline: 37.1 The Circulatory System 37-2 Blood and the Lymphatic System 37-3 The Respiratory System Unit 5: Evolution and Biodiversity Central Concept: Evolution is the result of genetic changes that occur in constantly changing environments. Over many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and extinction. 5.1 Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selection. 2.3 Use cellular evidence (e.g., cell structure, cell number, cell reproduction) and modes of nutrition to describe the six kingdoms (Archaebacteria, Eubacteria, Protista, Fungi, Plantae, Animalia). 5.2 Describe species as reproductively distinct groups of organisms. Recognize that species are further classified into a hierarchical taxonomic system(kingdom, phylum ,class, order, family, species) based on morphological, behavioral, and molecular similarities. Describe the role that geographic isolation can play in speciation. 5.3 Explain how evolution through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity from a population. Evolution- Objectives: Describe the pattern Darwin observed among organisms of the Galapagos Islands State how Hutton and Lyell described geological change Explain Lamarck’s theory of species evolution Describe Malthus’s theory of population growth List events leading to the publication of On the Origin of the Species Describe how natural variation is used in artificial selection Explain how natural selection is related to species’ fitness Identify evidence Darwin used to present his case for evolution State Darwin’s theory of evolution by natural selection Identify the condition necessary for a new species to evolve Describe the process of speciation in the Galapagos finches Learning Log Sections/Outline: 15 Darwin’s Theory of Evolution 16 Evolution and Population 17 History of Life Classification- Objectives: Explain how living things are organized for study Describe binomial nomenclature Explain Linnaeus’s system of classification Explain how evolutionary relationships are important in classification Identify the principle behind cladistic analysis Explain how we can compare very dissimilar organisms Name the six kingdoms of life as they are now identified Describe the three domain system of classification Learning Log Sections/Outline: 18-1 Finding Order in Diversity 18-2 Modern Evolutionary Classification 18-3 Building the Tree of Life Unit 6: Ecology Central Concept: Ecology is the interaction among organisms and between organisms and their environment. 6.1 Explain how birth, death, immigration ,and emigration influence population size. 6.2 Analyze changes in population size and biodiversity (speciation and extinction) that result from the following: natural causes, changes in climate, human activity, and the introduction of invasive, non-native species. 6.3 Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transfer of energy through trophic levels. Describe how relationships among organisms (predation, parasitism, competition, commensalism, mutualism) add to the complexity of biological communities. 6.4 Explain how water, carbon, and nitrogen cycle between abiotic resources and organic matter in an ecosystem, and how oxygen cycles through photosynthesis and respiration. Introduction to Ecology- Objectives: Identify the levels of organization that ecologists study Describe the methods used to study ecology Identify the source of energy for life processes Trace the flow of energy through living systems Evaluate the efficiency of energy transfer among organisms in an ecosystem Describe how matter cycles among the living and non-living parts of an ecosystem Explain why nutrients are important in living systems Describe how the availability of nutrients affects the productivity of ecosystems Learning Log Sections / Outline: 3-1 What is Ecology? 3-2 Energy, Producers, and Consumers 3-3 Energy Flow in Ecosystems 3-4 Cycles of Matter Communities- Objectives: Explain how biotic/abiotic factors influence an ecosystem Identify interactions that occur within communities Describe how ecosystems recover from a disturbance Learning Log Sections / Outline: 4-2 Niches and Community Interactions 4-3 Succession Populations- Objectives: List the characteristics used to describe a population Identify factors that affect population size Differentiate between exponential and logistic growth Identify factors that limit population growth Compare and Contrast density-dependent and density-independent limiting factors Learning Log Sections / Outline: 5-1 How Populations Grow 5-2 Limits to Population Growth Biodiversity- Objectives : Define biodiversity and explain its value Identify current threats to biodiversity Describe the goal of conservation biology Learning Log Sections/ Outline: 6-3 Biodiversity