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Biology
Intro & Metric Rev, Microscope, and Scientific Method
Evaluate the data collected during an investigation, critique the data-collection
procedures and results, and suggest ways to make any needed
improvements
Concepts: (what we want students to learn)
 Metric system and conversions.
 Steps of the scientific method.
 Biological Themes
o Cell structure and function
o Homeostasis
o Reproduction and Inheritance
o Evolution
o Interdependency of organisms
o Matter, energy, and organization
 Characteristics of life
o Cells
o Organization
o Energy use
o Homeostasis
o Growth
o Reproduction
 Microscope usage
Skills: (what we want the students to do)
 Relate steps of scientific method to real life situations.
 Convert metric to metric, English to metric.
 Using a compound light microscope.
Topics or Context: (how the students will do it and where will it be taught)
 Experiments.
 Analyze data.
 Lecture
 Concept mapping
Big Ideas
 Understand the themes of biology and characteristics of life.
 Analyze data.
 Understand there is a relationship between English and metric.
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Science is the attempt to understand and explain the natural world.
Techniques and methods used for understanding science via the scientific
method.
The compound light microscope is one of the most important tools in
biology.
Essential Questions
 What is the relationship between English and metric units?
 How can data be analyzed, interpreted and represented?
 What are the 6 themes of biology?
 What are the characteristics for life?
 How do you properly use a microscope?
Biology
Biochemistry-Macromolecules, Water and Carbon
Explain how molecules, both simple and complex, interact with one another to
produce new substances.
Concepts: (what we want students to learn)
 Describe the structure of a water molecule.
 Properties of water.
 Carbon compounds.
 Functional groups.
 Condensation and hydrolysis reactions.
 Proteins
 Lipids
 Carbohydrates
 Nucleic Acid
 Adenosine Triphosphate (ATP)
Skills: (what we want the students to do)
 Relate the properties of water to its structure.
 Explain why carbon forms so many different compounds.
 Relate the structure of ATP, proteins, lipids, carbohydrates, and nucleic
acids to their function.
 Interpret condensation and hydrolysis reactions.
Topics or Context: (how the students will do it and where will it be taught)
 Lecture
 Interpret diagrams
 Reading text
Big Ideas
 Water has many unique properties due to its molecular structure.
 Carbon forms many compounds due to its molecular structure.
 Macromolecules comprise all living things.
 ATP is the most important energy storing compound in all cells.
Essential Questions
 What is the structure and properties of water?
 How does carbon form the macromolecules of life?
 What are the functions of the macromolecules?
Biology
Cells
Know the structures and functions of the cell and its parts.
Concepts: (what we want students to learn)
 Cell theory
 Prokaryotes/eukaryotes
 Major organelles
 Structure and function of the nucleus.
 Plant vs animal cell
Skills: (what we want the students to do)
 Describe the cell theory.
 Differentiate prokaryotes and eukaryotes
 Explain the functions of the organelles.
 Describe the structure and function of the nucleus.
 Differentiate plant and animal cells.
Topics or Context: (how the students will do it and where will it be taught)
 Lecture
 Reading text
 Cell City Project
 Research
Big Ideas
 Cells are the basic unit of life.
 Cells are comprised of subunits called organelles.
 Structure and function of organelles.
Essential Questions
 How are prokaryotes and eukaryotes different?
 How is the cell organized?
 How are plant and animal cells different?
Biology
Homeostasis, Photosynthesis and Respiration
Understands the processes of homeostasis, photosynthesis, and respiration in
plants and animals.
Concepts: (what we want students to learn)
 Diffusion
 Osmosis
 Active transport
 Facilitated diffusion
 Hypertonic
 Hypotonic
 Isotonic
 Light/Dark Reaction
 Aerobic/Anaerobic respiration
 Relationship between photosynthesis and respiration
Skills: (what we want the students to do)
 Interpreting diagrams to understand diffusion, osmosis, active transport,
facilitated diffusion, hypertonic, hypotonic, and isotonic.
 Explain the light and dark reaction via diagrams.
 Distinguish between aerobic/anaerobic respiration.
 Demonstrate the relationship between photosynthesis and respiration via
a balanced equation.
Topics or Context: (how the students will do it and where will it be taught)
 Lecture
 Reading text
 Diagrams
Big Ideas
 Organisms need to maintain homeostasis via diffusion and active
transport.
 Photosynthesis is comprised of the light and dark reaction.
 The sun is the energy source for all living things.
 Energy produced in photosynthesis is used in respiration.
Essential Question
 How do organisms maintain homeostasis?
 What are the processes of photosynthesis?
 What is the relationship between energy, photosynthesis and respiration?
Biology
Cell Reproduction
Understands the processes of cell division and differentiation.
Concepts: (what we want students to learn)
 Structure of a chromosome.
 Sex chromosomes and autosomes.
 Haploid and diploid cells.
 Mitosis
 Meiosis
 Cell cycle
Skills: (what we want the students to do)
 Describe the structure of a chromosome.
 Differentiate sex chromosomes and autosomes.
 Distinguish between haploid and diploid cells.
 Describe the processes of mitosis and meiosis.
 Explain the cell cycle.
Topics or Context: (how the students will do it and where will it be taught)
 Lecture
 Reading text
 Mitosis lab
 Interpret diagrams
Big Ideas
 Chromosomes determine the type and complexity of the organism.
 The sex of an organism is determined by chromosomes.
 Mitosis results in identical cells.
 Meiosis results in a reduction of chromosomes in cells.
 All cells divide via the cell cycle.
Essential Questions
 How do chromosomes influence the trait of organisms?
 What are the processes of mitosis and meiosis?
 What are the steps of the cell cycle?
Biology
Genetics
State the relationships between functions of the cell and functions of the
organism as related to genetics and heredity.
Knows ways in which genes may be altered and combined to create genetic
variation within a species.
Knows features of human genetics.
Knows the structures of proteins and the role of proteins in cell function.
Concepts: (what we want students to learn)
 3 laws of heredity
 alleles and genes
 genotype and phenotype
 law of probability
 homozygous/heterozygous
 Punnett squares
 DNA/RNA
 DNA replication
 Protein synthesis-transcription/translation
 Genetic diseases
 Purebred/hybrid
Skills: (what we want the students to do)
 Explain the 3 laws of heredity
 Distinguish
o Alleles/genes
o Genotype/phenotype
o DNA/RNA
o Homozygous/heterozygous
o Purebred/hybrid
o Transcription/translation/replication
 Predict outcomes of genetic crosses.
 Research and explain some common genetic diseases.
Topics or Context: (how the students will do it and where will it be taught)
 Lecture
 Reading text
 Research and Presentation
 Design and draw Punnett squares
Big Ideas
 Genetics is the basis of heredity.
 Genes are expressed via proteins.
 Proteins determine our traits.
Essential Questions
 How is heredity determined?
 How are genes expressed?
 How are proteins produced and what do they do?
Biology
Evolution & Classification
Understands the theory of evolution, natural selection, and biological
classification.
Knows the history of the origin and evolution of life on Earth.
Concepts: (what we want students to learn)
 Big Bang Theory
 Fossils
 Radioactive & relative dating
 Geologic time scale
 Natural Selection
 Common Descent
 Convergent/Divergent Evolution/Coevolution
 Taxonomy
Skills: (what we want the students to do)
 Explain the leading theory of the formation of the universe.
 Interpret the evidence that has been used to generate the geologic time
scale.
 Explain the theories of natural selection and common descent.
 Differentiate convergent, divergent and coevolution.
 Use and construct dichotomous keys.
 Distinguish among different levels of classification.
Topics or Context: (how the students will do it and where will it be taught)
 Lecture
 Reading text
 Interpret geologic time scale
 Natural selection lab (birdseed)
Big Ideas
 Change has been occurring in the universe since the beginning of time.
 Through various methods, the Earth has been determined to be billions of
years old.
 Organisms have evolved and become extinct since the beginning of life on
Earth.
 Genetic mutations and hybridization are the basis for evolutionary change.
 Scientist use taxonomy to classify and organize life.
Essential Questions
 What are the leading theories on the origin of the universe?
 How has life changed over time?
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What are evidences of evolutionary change?
How are organisms classified?
Biology
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Ecology
Knows how the interrelationships and interdependencies among
organisms generate stable ecosystems.
Knows ways in which humans can alter the equilibrium of ecosystems,
causing potentially irreversible effects.
Concepts: (what we want students to learn)
 Ecology
 Levels of organization (organism, population, etc)
 Abiotic/Biotic factors
 Tolerance curve
 Niche
 Population density
 Dispersion
 Birth rate/Death rate/Life expectancy
 Age structure
 Developed/developing countries
 Predation
 Mimicry
 Parasitism
 Competition
 Species Richness/Species Diversity
 Community stability
 Succession (primary/secondary)
 Producers/consumers
 Food chains/Food webs
 Trophic levels
 Ecosystem recycling
 Biomes (grasslands, tropical rainforest, desert, etc)
 Human population growth
 Human effects on environment
 Biodiversity
Skills: (what we want the students to do)
 Sequence levels of organization.(organism, population, etc)
 Differentiate biotic and abiotic factors.
 Explain population dynamics based on birth rate, death rate, life
expectancy, developed and developing countries, age structure and
dispersion.
 Distinguish different types of interactions of organisms (predation,
mimicry, parasitism, competition, producers and consumers.)
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Relate food webs, food chains, trophic levels and ecosystem recycling to
community stability.
Evaluate the human impact on the environment.
Identify different biodiversity in the biomes.(grasslands, tropical rainforest,
desert, etc)
Topics or Context: (how the students will do it and where will it be taught)
 Lecture
 Reading text
 Jigsaw ecology units with student groups.
 Analyzing data regarding population etc.
Big Ideas
 Human impact on the environment.
 Interconnectedness of all organisms.
Essential Questions
 How do humans impact the environment?
 How are organisms interconnected?
Biology
Microorganisms
Knows how organisms are classified into a hierarchy of groups and subgroups
based on similarities that reflect their evolutionary relationships.
Understands that the basic idea that present day life forms have evolved from
earlier organisms, going from simple to complex.
Concepts: (what we want students to learn)
 Eubacteria/Arcahebacteria
 Shape and structure of bacteria, viruses, protists, algae and fungus.
 Reproduction of microorganisms.
 Effects of microorganisms on humans.
 Antibiotic usage due to microorganisms.
Skills: (what we want the students to do)
 Distinguish between structure, reproduction and human impacts for each
group of microorganisms.
Topics or Context: (how the students will do it and where will it be taught)
 Lecture
 Reading text
 Bacteriology lab and report
 Fungal growth lab
 Microscope lab with protists
Big Ideas
 Microorganisms have structures and reproductive methods important to
the function of the organism.
 Microorganisms have both a positive and negative impact on humans.
Essential Questions
 How does the structure of microorganisms relate to its function?
 How do microorganisms impact humans both positively and negatively?
Biology
Plants
Knows how organisms are classified into a hierarchy of groups and subgroups
based on similarities that reflect their evolutionary relationships.
Understands that the basic idea that present day life forms have evolved from
earlier organisms, going from simple to complex.
Concepts: (what we want students to learn)
 Botany
 Describe plant structure (root, stem, leaves, flowers) and how it relates to
function.
 Classification of plants (gymnosperm, angiosperm, monocot, dicot,
vascular, and nonvascular).
 Primary/secondary growth
 Plant reproduction
 Plant responses (hormones, tropisms)
 Importance of plants to humans.
Skills: (what we want the students to do)
 Identify parts of root, stem, leaves, and flowers and why they are
important to the functioning of the plant.
 Categorize plants as (gymnosperm, angiosperm, monocot, dicot, vascular,
and nonvascular).
 Explain plant growth as related to environmental responses.
 Describe the importance of plants to humans.
Topics or Context: (how the students will do it and where will it be taught)
 Lecture
 Reading text
 Flower dissection
 Pea plant experiment
 Seed lab
Big Ideas
 Plant structures relate to function.
 The majority of life on earth could not survive without plants.
Essential Questions
 How does plant structure relate to function?
 Why are plants so vital to the survival of so many organisms?
Biology
Invertebrates
Knows how organisms are classified into a hierarchy of groups and subgroups
based on similarities that reflect their evolutionary relationships.
Understands that the basic idea that present day life forms have evolved from
earlier organisms, going from simple to complex.
Concepts: (what we want students to learn)
 Invertebrate/vertebrate
 Sponges
 Cnidarians
 Flatworms
 Roundworms
 Mollusks
 Annelids
 Arthropods
 Insects
 Echinoderms
Skills: (what we want the students to do)
 Distinguish invertebrates from vertebrates.
 Identify specific examples of different types of invertebrates.
 Structure and function of invertebrates (ie, sponges, cnidarian, flatworms,
mollusks, insects)
Topics or Context: (how the students will do it and where will it be taught)
 Lecture
 Reading text
 Earthworm dissection
 Crayfish dissection
 Grasshopper dissection
 Squid dissection
Big Ideas
 Organisms are categorized in terms of complexity.
 Invertebrates are an important of the ecosystem and comprise 3/4ths of all
animal species.
Essential Questions
 How are invertebrates categorized in terms of complexity?
 Why are invertebrates important to an ecosystem?
Biology
Vertebrates
Knows how organisms are classified into a hierarchy of groups and subgroups
based on similarities that reflect their evolutionary relationships.
Understands that the basic idea that present day life forms have evolved from
earlier organisms, going from simple to complex.
Concepts: (what we want students to learn)
 Fishes
 Amphibians
 Reptiles
 Birds
 Mammals
Skills: (what we want the students to do)
 Anatomy of vertebrates, both external and internal.
 Characteristics of each category of vertebrates.
Topics or Context: (how the students will do it and where will it be taught)
 Lecture
 Reading text
 Perch dissection
 Frog dissection
Big Ideas
 Organisms are categorized in terms of complexity.
 Invertebrates are an important of the ecosystem and comprise 3/4ths of all
animal species.
 Identify specific examples of different types of vertebrates.
Essential Questions
 How are vertebrates categorized in terms of complexity?
 Why are vertebrates important to an ecosystem?
Biology
Human Anatomy
Knows how organisms are classified into a hierarchy of groups and subgroups
based on similarities that reflect their evolutionary relationships.
Understands that the basic idea that present day life forms have evolved from
earlier organisms, going from simple to complex.
Concepts: (what we want students to learn)
 Skeletal system
 Muscular system
 Circulatory system
 Respiratory system
 Digestive system
 Nervous system
 Endocrine system
 Immune system
 Integumentary system
Skills: (what we want the students to do)
 Structures and function of parts of a system.
 The interconnectedness of systems.
 The effect of life style or choices on the various systems.
Topics or Context: (how the students will do it and where will it be taught)
 Lecture
 Reading text
 Group research and presentations
Big Ideas
 Each system is comprised of various structures to support its function.
 The human body is dependent on multiple systems working together.
 Life style or choices can influence the overall functioning of the body
systems.
Essential Questions
 How does life style or choices influence the functioning of the body
systems?
 What structures comprise each system?
 How are systems affected by one another?