Download Biology

Biology
General Course Information :: The student is expected to...
• STAAR/EOC Resources
Pacing Guide
• Weeks 1-3: Biology and You, Chemistry of Life
• Weeks 4-6: Chemistry of Life, Cell Structure
• Weeks 7-8: Cells and Their Environment, Photosynthesis and Cellular Respiration
• Weeks 9-11: Chrosomes and Cell Reproduction, Meiosis and Sexual Reproduction, Mendel and Heredity
• Weeks 12-13: Mendel and Heredity, DNA the Genetic Material
• Weeks 14-16: How Proteins Are Made (End of Fall Semester)
• Weeks 17-19: Gene Technology, How Populations Grow, Ecosystems, Biological Communities
• Weeks 20-22: Biological Communities, The Environment, History of Life on Earth, The Theory of Evolution
• Weeks 23-26: The Theory of Evolution, How Populations Evolve, Classification of Organisms, Introduction to the
Kingdoms of Life
• Weeks 27-30: Introduction To Plants, Plant Reproduction, Plant Structure and Function, Introduction to Body
Structure, Circulatory System, Respiratory System
• Weeks 31-34: Digestive and Excretory Systems, The Bodies Defenses, The Nervous System, Hormones and
Endocrine System, Invertebrates
• TEKS Introduction
• (1) Biology. In Biology, students conduct laboratory and field investigations, use scientific methods during
investigations, and make informed decisions using critical thinking and scientific problem solving. Students in
Biology study a variety of topics that include: structures and functions of cells and viruses; growth and
development of organisms; cells, tissues, and organs; nucleic acids and genetics; biological evolution; taxonomy;
metabolism and energy transfers in living organisms; living systems; homeostasis; and ecosystems and the
environment.
• (2) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to
construct testable explanations and predictions of natural phenomena, as well as the knowledge generated
through this process." This vast body of changing and increasing knowledge is described by physical,
mathematical, and conceptual models. Students should know that some questions are outside the realm of
science because they deal with phenomena that are not scientifically testable.
• (3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific
methods of investigation are experimental, descriptive, or comparative. The method chosen should be
appropriate to the question being asked.
• (4) Science and social ethics. Scientific decision making is a way of answering questions about the natural
world. Students should be able to distinguish between scientific decision-making methods (scientific methods)
and ethical and social decisions that involve science (the application of scientific information).
• (5) Science, systems, and models. A system is a collection of cycles, structures, and processes that interact. All
systems have basic properties that can be described in space, time, energy, and matter. Change and constancy
occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make
predictions that can be scientifically tested. Students should analyze a system in terms of its components and
how these components relate to each other, to the whole, and to the external environment.
1st Nine Weeks :: The student is expected to...
TEKS
• compare and contrast prokaryotic and eukaryotic cells.[4A]
• investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules,
and synthesis of new molecules.[4B]
• compare the structures and functions of different types of biomolecules, including carbohydrates, lipids,
proteins, and nucleic acids.[9A]
• analyze and evaluate the evidence regarding formation of simple organic molecules and their organization into
long complex molecules having information such as the DNA molecule for self-replicating life.[9D]
• compare the reactants and products of photosynthesis and cellular respiration in terms of energy and matter.
[9B]
• identify and investigate the role of enzymes.[9C]
• describe the role of internal feedback mechanisms in the maintenance of homeostasis.[11A]
Essential Questions
• What does it mean to be alive? Relate the properties of life to a living organism.
• Differentiate between reproduction and heredity and between metabolism and homeostasis.
• What are the stages common to scientific investigations?
• What is the difference between forming a hypothesis and making a prediction?
• Differentiate a control group from an experimental group and an independent variable from a dependent
variable.
• What does theory mean?
• What is the difference between atoms and elements?
• What is the difference between covalent bonds, hydrogen bonds, and ionic bonds?
• What are the characteristics of organic compounds?
• Compare the structures and functions of different biomolecules.
• How are energy and chemical reactions related?
• How is energy important to living things?
• How do enzymes help in chemical reactions?
• Describe how scientists measure the length of objects.
• What is the difference between magnification and resolution?
• How do light microscopes function?
• What is the difference between light microscopes and electron microscopes? Scanning tunneling microscopes?
• What are the parts of the cell theory?
• Why are cells small?
• What are the differences between prokaryotic cells and eukaryotic cells?
• What is the structure of the cell membrane?
• What is the role of the nucleus, mitochondria, and other organelles?
• What are the differences/similarities of plant and animal cells?
• How can you predict osmosis?
• What are ion channels, carrier proteins, and receptor proteins, and how do they work?
• How is energy converted in photosynthesis? How is it stored? How is it used in cellular respiration?
• What is the function of the electron transport chain?
• What are the major events that characterize each of the 5 phases of the cell cycle?
Academic Vocabulary
• accuracy, autotroph, biome, commensalism, community, consumer, ecological pyramid, ecosystem, food chain,
food web, heterotroph, hypothesis, mutualism, observation, parasitism, population, predation, producer,
qualitative data, quantitative data, scientific theory, trophic level
2nd Nine Weeks :: The student is expected to...
TEKS
• describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the
importance of the cell cycle to the growth of organisms.[5A]
• describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiation.[5C]
• recognize that disruptions of the cell cycle lead to diseases such as cancer.[5D]
• identify components of DNA, and describe how information for specifying the traits of an organism is carried in
the DNA.[6A]
• recognize that components that make up the genetic code are common to all organisms.[6B]
• explain the purpose and process of transcription and translation using models of DNA and RNA.[6C]
• recognize that gene expression is a regulated process.[6D]
• identify and illustrate changes in DNA and evaluate the significance of these changes.[6E]
• predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses and
non-Mendelian inheritance.[6F]
• recognize the significance of meiosis to sexual reproduction.[6G]
Essential Questions
• What is the process of DNA Replication? How does everything work/how is it checked?
• What does the DNA model look like? What are the base pairing rules?
• What are the major components of a nucleotide?
• Know and be able to give the significance to Griffith’s, Avery’s, and Hershey and Chase’s experiments.
• What did Gregor Mendel do for genetics? What was his study?
• How does crossing-over, independent assortment and random fertilization relate to genetic variation?
• What are the events that occur during meiosis?
• What is the evolutionary significance to the genetic code?
• How do genes turn on and off? What are the specific roles of proteins in gene regulation?
• What is the process of natural selection?
• How does competition shape communities?
• How is our world changing?
• How can we solve these problems?
• Summarize the role of transcription, how do the results relate to the sequence of amino acids?
Academic Vocabulary
• biomolecule, carbohydrate, cell wall, chloroplast, deoxyribonucleic acid (DNA), differentiation, disease,
eukaryotic, homeostasis, lipid, mitochondrion, mitosis, nucleic acid, nucleus, passive transport, permeable,
photosynthesis, polarity, prokaryotic, proteins, replication, respiration, ribonucleic acid, ribosome, synthesis,
vacuole
3rd Nine Weeks :: The student is expected to...
TEKS
• describe how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used
to study the genomes of organisms.[6H]
• analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record,
biogeography, and homologies, including anatomical, molecular, and developmental.[7A]
• analyze and evaluate scientific explanations concerning any data of sudden appearance, stasis, and sequential
nature of groups in the fossil record.[7B]
• analyze and evaluate how natural selection produces change in populations, not individuals.[7C]
• analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a
population to produce more offspring than can survive, and a finite supply of environmental resources, result in
differential reproductive success.[7D]
• analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in
and among species.[7E]
• analyze and evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation,
and recombination.[7F]
• analyze and evaluate scientific explanations concerning the complexity of the cell.[7G]
• define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community.
[8A]
• categorize organisms using a hierarchical classification system based on similarities and differences shared
among groups.[8B]
• compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals.
[8C]
• investigate and analyze how organisms, populations, and communities respond to external factors.[11B]
• describe how events and processes that occur during ecological succession can change populations and
species diversity.[11D]
• interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among
organisms.[12A]
• compare variations and adaptations of organisms in different ecosystems.[12B]
• analyze the flow of matter and energy through trophic levels using various models, including food chains, food
webs, and ecological pyramids.[12C]
• recognize that long-term survival of species is dependent on changing resource bases that are limited.[12D]
• describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting
these cycles.[12E]
• describe how environmental change can impact ecosystem stability.[12F]
Essential Questions
• How does energy flow through living systems?
• How did cellular organization first begin? How did eukaryotes form?
• How can radioisotopes be used in determining Earth’s age?
• What is the succession of animals?
• How is natural selection affected by genetic engineering?
• What are the observations that Darwin concluded in his voyage, how do they support his theory of natural
selection?
• How have mass extinctions affected the evolution of life on Earth?
• What is the Hardy-Weinberg principle?
• Describe the 5 forces that cause genetic change in a population.
What is an ecosystem?
• How does energy flow in ecosystems?
• How are proteins and DNA sequences used as evidence for evolution?
• How do materials (Carbon, Nitrogen and Water) cycle through ecosystems?
• How do organisms interact in communities?
• How does the fossil record support evolution? How doesn’t it?
• How do populations grow? What are the key features of populations? Models of populations? Growth patterns of
populations?
• What are the major biological communities? How does climate effect species in the communities?
• What are we doing to our environment that is causing global changes?
• Evaluate the impact of scientific research on the environment.
• How are plants in our lives?
• What are the benefits of plants?
• How does plant reproduction affect us?
• What can we do to help plant development? What do we do to hinder it?
• How do scientists determine evolutionary relationships among animals?
Academic Vocabulary
• archaea, bacteria, genetics, meiosis, mutation, taxonomy, transcription, translation
4th Nine Weeks :: The student is expected to...
TEKS
• compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in
causing diseases such as human immunodeficiency virus (HIV) and influenza.[4C]
• examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle,
and epithelium.[5B]
• describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption,
reproduction, and defense from injury or illness in animals.[10A]
• describe the interactions that occur among systems that perform the functions of transport, reproduction, and
response in plants.[10B]
• analyze the levels of organization in biological systems and relate the levels to each other and to the whole
system.[10C]
Essential Questions
• Identify features all animals have in common.
• What are the adaptations of plants?
• What are the different kinds of plants?
• What are the fungal partnerships?
• How do protists affect human health?
• What are the different types of protists? Fungi?
• What are the characteristics of protists? Fungi?
• How do bacteria obtain energy, reproduce, cause disease, benefit us?
• Is a virus alive? What do you have to do to be alive?
• How does HIV infect immune system cells?
• How do viruses replicate?
• What are the characteristics of the kingdoms?
• What are the 7 levels of classification? How do species get named? Who was the scientist responsible for
classifying species?
• Distinguish between the different types of symmetry.
• What is the purpose of the body cavity?
• What are the key characteristics of vertebrates?
• What are the two adaptations in early fish?
• How do fish relate to amphibians?
• How do amphibians relate to reptiles?
• How do reptiles relate to mammals?
• What are the key adaptations for life on land?
• List the body’s major organ systems.
• Identify the major organs in each system.
• Identify the functions of each system.
• How does each system interact with the other systems to create the entire organism.
Academic Vocabulary
• enzyme
• summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and
ecosystems.[11C]
Concepts Taught All Year :: The student is expected to...
TEKS
• demonstrate safe practices during laboratory and field investigations.[1A]
• demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of
materials.[1B]
• know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this
section.[2A]
• know that hypotheses are tentative and testable statements that must be capable of being supported or not
supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a
wide variety of conditions are incorporated into theories.[2B]
• know scientific theories are based on natural and physical phenomena and are capable of being tested by
multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable
explanations, but they may be subject to change as new areas of science and new technologies are developed.
[2C]
• distinguish between scientific hypotheses and scientific theories.[2D]
• plan and implement descriptive, comparative, and experimental investigations, including asking questions,
formulating testable hypotheses, and selecting equipment and technology.[2E]
• collect and organize qualitative and quantitative data and make measurements with accuracy and precision
using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory
glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel
electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or
journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models,
diagrams, or samples of biological specimens or structures.[2F]
• analyze, evaluate, make inferences, and predict trends from data.[2G]
• communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings,
graphic organizers, journals, summaries, oral reports, and technology-based reports.[2H]
• in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical
reasoning, and experimental and observational testing, including examining all sides of scientific evidence of
those scientific explanations, so as to encourage critical thinking by the student.[3A]
• communicate and apply scientific information extracted from various sources such as current events, news
reports, published journal articles, and marketing materials.[3B]
• draw inferences based on data related to promotional materials for products and services.[3C]
• evaluate the impact of scientific research on society and the environment.[3D]
• evaluate models according to their limitations in representing biological objects or events.[3E]
• research and describe the history of biology and contributions of scientists.[3F]