Download Integrated Science - Sturgis Charter Public School

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:
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Scientific Literacy
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Problem Solving
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Laboratory Skills and Safety
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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:
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textbook: Biology by Miller and Levine
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large, 3- ring binder notebook used solely for this course
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one composition notebook for homework, data questions and drawings
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pen/pencil
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agenda- academic calendar
In addition, students may be asked to supply additional materials as needed.
VI. Grading:
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your grade will be based primarily on tests 50%, labs/projects 30%, and daily
assignments 20%
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grades will be calculated using a total points system
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there will be cumulative semester exams
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overall course grade will be calculated as follows:
Qtrs. 1, 2, 3, and 4 = 20%/each Midterm Exam = 10% Final Exam = 10%
VII. Absences:
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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:
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all homework should be fully completed and ready to be checked/handed in at the
beginning of class
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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:
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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)
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you should be on time and have with you all required materials
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you are expected to be polite and respectful
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do not interrupt others who are speaking
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if you wish to speak, please raise your hand
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follow all lab safety guidelines/rules
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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