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Hi gh S c hool Biol og y Roa d M ap
The goal of secondary science education in Pennsylvania is to produce scientifically literate citizens through
an inquiry-based approach that builds understanding of fundamental scientific processes and principles of
biology, chemistry, physics, Earth science, and ecology. However, scientific literacy is not limited to the
understanding of fundamental scientific principles. It also involves proficiency in scientific reasoning and the
ability to critically analyze the interplay between science, technology, and society. The high school science
curriculum provides opportunities for students to practice and apply this type of thinking, thereby cultivating
scientific literacy while strengthening overall critical thinking, problem solving, and communication skills.
The Biology course provides a framework from which students will engage in the processes of scientific
inquiry while examining biological concepts aligned to the Keystone Biology Assessment Eligible Content, The
Common Core State Standards for Literacy in Science, and the Next Generation Science Standards.
The biology course supports following goals for students:
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Understand major biological concepts as indicated as Eligible Content for the Biology Keystone
Exam;
Understand the role, place, and interactions of humans in the biosphere;
Appreciate the diversity of living systems;
Demonstrate mastery of the processes of scientific inquiry and the
Use such cognitive skills as critical thinking, problem solving, and ethical issues;
Understand that science is a way of knowing and that technology is a way of adapting;
Understand the personal, social, and ethical implications of biology and biotechnology; and
Use educational technologies as tools for learning.
These statements form a core base from which to address the Pennsylvania academic standards
The Biology curriculum will provide students with an in-depth study of the following components of biology:
common properties and processes of living things, cycles in nature, elements of the cell, the theory of
evolution, encoding and transmitting genetic information, and ecological principles, including examples
specific to Pennsylvania. The course will help students to better understand and apply their knowledge of
biology in nutrition, health, and environmental decisions and will reinforce and expand on skills from the
middle school science curriculum.
Embedded in the curriculum are performance objectives that, when met, will demonstrate a proficiency of the
state-mandated content and skills. These provide a measure of student proficiency and performance, while
serving as a guide to instruction. The curriculum emphasizes skills and tasks that create scientific literacy,
which includes conducting experiments and selecting the proper instrumentation, expanding on experimental
results to lead to new questions and investigations, and discussing technological achievements that have
advanced scientific knowledge.
9th Grade Biology – Road Map
Draft 8-5-2013
1
Unit 1: The Chemistry of Life
Chemistry of Life
PACING
Big Idea / Key Concepts
Big Idea:
Suggested Pacing:
20-25 Days
Enduring Understanding
Chemical bonds join together the
molecules and compounds of life.
2.1: Atoms and elements
Key 2:
2.3: Carbon Compounds
Water and carbon compounds play
essential roles in organisms, which carry
out chemical reactions in their daily life
processes.
2.4: Chemical reactions and Enzymes
Key 3:
Suggested Performance Assessment
At the conclusion of Unit 1 Student will be
able to do the following:
Matter and Energy
Key 1:
Chapter: Two
Student Outcomes
Enzymes act as catalysts in regulating
specific biochemical reactions.
Key 4:
Enzymes are affected by factors such as
pH, temperature, and concentration
levels.
Enduring Understanding
In biology there is a strong relationship
between structure and function at all
levels of biochemical organization
Describe and interpret relationships
between structure and function at various
levels of biochemical organization (i.e.
atoms, molecules, and macromolecules).
BIO. A.2.2
Explain how carbon is uniquely suited to
form biological macromolecules. BIO.
A.2.2.1
Describe how biological macromolecules
form from monomers. BIO.A.2.2.2
Compare the structure and function of
carbohydrates, lipids, proteins, and nucleic
acids in organisms. BIO.A.2.2.3
Compare the structure and function 3 of
carbohydrates, lipids, proteins, and nucleic
acids in organisms BIO.A.2.2.
Describe the role of an enzyme as a
catalyst in regulating a specific biochemical
reaction. BIO.A.2.3.1
Explain how factors such as pH,
temperature, and concentration levels can
affect enzyme function BIO.A.2.3.2
Overarching Questions:
9th Grade Biology – Road Map
1.
What is the matter in organisms
made of?
2.
Why are the properties of water
important to organisms? (2013)
3.
How do organisms use different
types of carbon compounds?
4.
How do chemicals combine and
break apart inside living things?
5.
What are the basic chemical
principles that affect living things?
Draft 8-5-2013
2
Unit 2: The Unit of Life
Cell Structure and Function
Big Idea/Key Concepts
Suggested Pacing: 25 -30 Days
Big Ideas:
End
byI N G
PAC
Cellular Basis of Life, Prokaryotic and
Eukaryotic Cells, Homeostasis.
Student Outcomes
At the conclusion of Unit 2 Student will be
able to do the following:
Describe relationships between structure and
function at biological levels of organization.
BIO. A.1.2
Enduring Understanding
7.1 Life is Cellular prokaryote/eukaryote
7.2 Cell Structure
7.3 Cell Transport
A cell is the basic unit of life; the processes
that occur at the cellular level provide the
energy and basic structure organisms
need to survive.
7.4 Homeostasis and Cells
Key 1:
Suggested Performance Assessment
Cells are the basic units of life.
Key 2:
Cells can be divided into two major groups
prokaryotic cells or eukaryotic cells
Key 3:
Cell structures are specifically adapted to
their function and the overall goal of
maintaining homeostasis. In multicellular
organisms, cells may become specialized
to carry out a particular function
Key 4:
Cells regulate the movement of molecules
from one side of the membrane to
another
Key 5:
Cells maintain a stable internal
environment. This is known as
homeostasis
Overarching Questions
How are prokaryotic and eukaryotic cells
similar and different?
How are cells adapted to their functions?
How do cells maintain homeostasis?
9th Grade Biology – Road Map
Draft 8-5-2013
Compare cellular structures and their functions
in prokaryotic and eukaryotic cells. BIO.
A.1.2.1
Describe and interpret relationships between
structure and function at various levels of
biological organization (organelles, cells,
tissues, organ, organ systems, and multicellular organism). BIO. A.1.2.2
Identify and describe the cell structures
involved in transport of materials into, out of,
and throughout a cell. BIO. A.4.1
Describe how the structure of the plasma
membrane allows it to function as a regulatory
structure and/or protective barrier for a cell.
BIO.4.1.1
Compare the mechanisms that transport
materials across the plasma membrane (i.e.,
passive transport- diffusion, osmosis,
facilitated diffusion; and active transportpumps, endocytosis exocytosis) BIO. 4.1.2
Describe how membrane-bound cellular
organelles (e.g., endoplasmic reticulum, Golgi
apparatus) facilitate the transport of materials
within a cell. BIO.A.4.1.3
Explain mechanisms that permit organisms to
maintain biological balance between their
internal and external environments. BIO.A.4.2
Explain how organisms maintain homeostasis
(e.g. thermoregulation, water regulation,
oxygen regulation) BIO. A.4.2.1 (introduced in
the 8th grade Life Science Course)
3
Unit 3: The Energy for Life
Bioenergetics
Big Idea/Key Concepts
Suggested Pacing: 20-25
PACING
Big Ideas:
Photosynthesis and cellular respiration are
linked biological processes.
Enduring Understanding
8.1 – Energy and Life – ATP
8.2 – Photosynthesis – Overview
8.3 – Photosynthesis –Light and Dark
Reaction
9.1 – Cellular respiration – Overview
Plants trap energy from the sun and
convert it to chemical energy. This is the
energy that fuels the planet.
Key 1:
Plants use sunlight, carbon dioxide, and
water to make sugar molecules.
Key 2:
9.2 – Cellular respiration - Process
Suggested Performance Assessment
Energy is released from food through
cellular respiration.
Key 3:
Student Outcomes
At the conclusion of Unit 3 Student will be
able to do the following:
Describe relationships between structure and
function at biological levels of organization.
BIO. A.1.2
Compare cellular structures and their functions
in prokaryotic and eukaryotic cells. BIO.
A.1.2.1
Describe and interpret relationships between
structure and function at various levels of
biological organization (organelles, cells,
tissues, organ, organ systems, and multicellular organism). BIO. A.1.2.2
Identify and describe the cell structures
involved in processing energy. BIO.A.3.1
Organic compounds are essential for the
structure and function of all living things.
Describe the fundamental roles of plastids (e.g.
chloroplasts) and mitochondria in energy
transformations. BIO. A.3.1.1
Overarching Question
Identify and describe how organisms obtain
and transform energy for their life processes.
BIO. A.3.2
How do different organisms obtain and
use energy to survive in their
environment?
How do plants and other organisms
capture energy from the sun?
Compare the basic transformation of energy
during photosynthesis and cellular respiration.
BIO. A.3.2.1
How do organisms utilize energy that has
been captured by the sun?
9th Grade Biology – Road Map
Draft 8-5-2013
4
Unit 4: Genetics of Life
Genetics of Life
Suggested Pacing: 20-25 Days
PACING
Big Idea/Key Concepts
Student Outcomes
Growth, Development, and Reproduction.
At the conclusion of Unit 4 Student will be able
to do the following:
Enduring Understanding
Key 1:
10.1 – Cell growth – Asexual and Sexual
Reproduction
The size of a cell has limits.
10.2 – Cell Division – Mitosis
Cell division is an organized process
10.3 – The Cell Cycle
Key 2:
Key 3:
Cell division is a controlled process.
11.4 – Meiosis
10.4 – Cell differentiation
11.1 – Mendels work
11.2 – Mendelian Genetics
Overarching Question
How does a cell produce a new cell?
What is the role of chromosomes in cell
division?
11.3 / 14.2 – Other inheritance
patterns
Describe the three stages of the cell cycle,
interphase, nuclear division, cytokinesis.
BIOB.1.1
Describe the events that occur during the cell
cycle: interphase, nuclear division (i.e., mitosis,
or meiosis), cytokinesis. BIO. B.1.1.1
Explain how genetic information is inherited.
BIO.B.1.2
Describe how the process of DNA replication
results in the transmission and /or
conservation of genetic information. BIO.B
1.2.1
Explain the functional relationship between
DNA, genes, alleles, and chromosomes and
their roles in inheritance. BIO.1.2.2
Compare Mendelian and non-Mendelian
patterns of inheritance. BIO.B.2.1
Describe and /or predict observed patterns of
inheritance (i.e., dominant, recessive, codominance, incomplete dominance, sex-linked,
polygenic, and multiple alleles) BIO.B.2.1.1
Describe processes that can alter composition
or number of chromosomes (i.e., crossing over,
non-disjunction, duplication, translocation,
deletion, insertion, and inversion. BIO. B.2.1.2
9th Grade Biology – Road Map
Draft 8-5-2013
5
Unit 4: DNA the Substance of Life
DNA the Substance of Life
Suggested Pacing:
PACING
20-25 Days
Big Idea/Key Concepts
Information and Heredity
Enduring Understanding
Hereditary information in genes
inherited and expressed.
Key 1:
12.1 -Identifying Substance of Genes
12.2 – Structure of DNA
Inheritance provides the mechanism
for continuity in species. Probability
has a role in predicting future
offspring.
12.3 – DNA Replication
Key 2:
13.1 – RNA - Transcription
Autosomal cell division results in
identical daughter cells
Student Outcomes
At the conclusion of Unit 4 Student will be able
to do the following:
Explain how genetic information is inherited.
BIO.B.1.2
Describe how the process of DNA replication
results in the transmission and /or conservation of
genetic information. BIO.B 1.2.1
Explain the functional relationship between DNA,
genes, alleles, and chromosomes and their roles in
inheritance. BIO.1.2.2
Key 3:
Describe processes that can alter composition or
number of chromosomes (i.e., crossing over, nondisjunction, duplication, translocation, deletion,
insertion, and inversion. BIO. B.2.1.2
Inheritance of certain traits is complex
and cannot always be predicted by
Mendelian genetics.
Explain the process of protein synthesis (i.e.,
transcription, translation, and protein
modification. BIO. B.2.2
14.1 – Human Chromosomes
Key 4:
15 – Genetic Engineering
Natural selection is closely related to
the degree of variation in human traits.
Describe how the processes of transcription and
translation are similar in all organisms. BIO.
B.2.2.1
13.2 – Ribosomes and Protein
Synthesis – Translation
13.3 - Mutations
Overarching Questions
1. How does cellular information pass
from one generation to another?
2. What is the structure of DNA, and
how does it function in genetic
inheritance?
3. How does information flow from
the cell nucleus to direct the synthesis
of proteins in the cytoplasm?
4. How can we use genetics to study
human inheritance?
5. How and why do scientists
manipulate DNA in living cells?
9th Grade Biology – Road Map
Draft 8-5-2013
Describe the role of ribosomes, endoplasmic
reticulum, Golgi apparatus, and the nucleus in the
production of specific types of proteins.
BIO.B.2.2.2
Explain how genetic information is expressed.
BIO. B.2.3
Describe how genetic mutations alter the DNA
sequence and may or may not affect phenotype
(e.g., silent, nonsense, frame-shift) BIO.B.2.3.1
Apply scientific thinking, processes, tools and
technologies in the study of genetics. BIO.B.2.4
Explain how genetic engineering has impacted the
fields of medicine, forensics, and agriculture. (e.g.,
selective breeding, gene splicing, cloning,
genetically modified organisms, gene therapy.)
BIO.B.2.4.1
6
Unit 5: The Diversity of Life
Theory of Evolution
Big Idea/Key Concepts
Focus Content & Major Activities
Suggested Pacing:
Evolution
At the conclusion of Unit 5 Student will be
able to do the following:
PACING
20-25 Days
Enduring Understanding
Scientists use evidence to explain the
mechanisms for biological evolution.
16.1 – 16.2 – Darwin
16.3 – Natural selection
16.4 & 19.1 - Evidence for Evolution
Key 1:
The diversity of life is the result of
ongoing evolutionary change. Species
alive today have evolved from ancient
common ancestors.
19.2 – Rate of evolution
Overarching Questions
17.2 - Genetic drift
17.3 – Speciation
1.
What is natural selection?
2.
How can populations evolve to
form new species?
Explain the mechanisms of evolution.
BIO.B3.1
Explain how natural selection can impact
allele frequency of a population. BIO.B3.1.1
Describe the factors that can contribute to
the development of new species (e.g.,
isolating mechanisms, genetic drift, founder
effect, migration) BIO.B.3.1.2
Explain how genetic mutations may result in
genotypic and phenotypic variations within a
population. BIO.B.3.1.3
Analyze the sources of evidence for
biological evolution. BIO.B.3.2
Interpret evidence supporting the theory of
evolution (i.e. fossil, anatomical,
physiological, embryological, biochemical,
and universal genetic code.) BIO.B.3.2.1
9th Grade Biology – Road Map
Draft 8-5-2013
7
UNIT 6: The Sphere of Life (2013 only)
The Biosphere
Big Idea/Key Concepts
Suggested Pacing:
PACING
Matter and Energy,
Interdependence in Nature
Enduring Understanding
20-25 Days
Organisms interact and depend on
each other and their environment
for survival.
3.1 What is Ecology
3.2 Energy, Producers, and
Consumers
Key 1:
3.4 Cycles of Matter
The existence of life on Earth
depends on interactions among
organisms and between organisms
and their environment.
4.1 Climate
Key 2:
4.2 Niches and Community
Interactions
Interactions between abiotic factors
like climate and biotic factors like
organisms shape ecosystems.
3.3 Energy Flow in Ecosystems
4.3 Succession
4.4 Biomes
4.5 Aquatic Ecosystems
5.1 How Populations Grow
Overarching Questions
1.
5.2 Limits to Growth
5.3 Human Population Growth
6.1 A Changing Landscape
6.2 Using Resources Wisely
2.
How do abiotic and biotic
factors shape ecosystems?
3.
What factors contribute to
changes in populations?
6.3 Biodiversity
6.4 Meeting Ecological Challenges
9th Grade Biology – Road Map
How do living and non-living
parts of the Earth interact and
affect the survival of
organisms?
4.
How have human activities
shaped local and global
ecology?
Draft 8-5-2013
Focus Content & Major Activities
At the conclusion of Unit 6 Student will
be able to do the following:
Describe the levels of ecological
organization (i.e., organism, population,
community, ecosystem, biome, and
biosphere). BIO.B.4.1.1
Describe characteristic biotic and abiotic
components of aquatic and terrestrial
ecosystems. BIO.B.4.1.2
Describe how energy flows through an
ecosystem (e.g., food chains, food webs,
energy pyramids). BIO.B.4.2.1
Describe biotic interactions in an
ecosystem (e.g., competition, predation,
symbiosis). BIO.B.4.2.2
Describe how matter recycles through an
ecosystem (i.e., water cycle, carbon
cycle, oxygen cycle, and nitrogen cycle).
BIO.B.4.2.3
Describe how ecosystems change in
response to natural and human
disturbances (e.g., climate changes,
introduction of nonnative species,
pollution, fires). BIO.B.4.2.4
Describe the effects of limiting factors on
population dynamics and potential
species extinction. BIO.B.4.2.5
8
UNIT 7 TBD
The Biosphere
Big Idea/Key Concepts
Focus Content & Major Activities
Suggested Pacing:
PACING
9 Days
9th Grade Biology – Road Map
Draft 8-5-2013
9