Download Saint Patrick High School Curriculum Guide

Saint Patrick High School
Curriculum Guide
Department: Science
Class:
Biology
Grade and Level:
9th-10th
Term (Semester or Year
Year):
Required Text:
CK 12- Biology (Interactive Edition)
Additional Resources
(i.e. texts, materials,
apps, etc.):
iPad Apps required by the school
Course Description:
In this one year laboratory course, the student gains both theoretical and practical experience
with scientific method and becomes proficient in the laboratory skills of biological science.
Among the major concepts learned are the three theories of biology: the cell theory, the gene
theory, and the theory of evolution. Students learn the principles of ecology and the structural
and functional aspects of the human body.
Academic Standards Addressed (CCSS or equivalent):
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NGSS:
○ HS-LS1: From Molecules to Organisms: Structures and Processes
○ HS-LS2: Ecosystems: Interactions, Energy, and Dynamics
○ HS-LS3: Heredity: Inheritance and Variation of Traits
○ HS-LS4: Biological Evolution: Unity and Diversity
Unit Themes (Table of Contents)
Theme 1:
Basics of Life
Theme 2:
Ecology
Theme 3:
The Cell
Theme 4:
Genetics
Theme 5:
Evolution
Theme 6:
Prokaryotes and Eukaryotes
Theme 7:
Plants and Animals
Theme 8:
Human Body
Each unit is broken up in approximately 4 week segments. A unit test follows each unit
theme.
Agreed Upon Assessments
Forms of assessments may include but are not limited to….
● Unit Tests
● Final
● Quarter Projects
● Labs
Research and Writing Expectations
Students have 4 quarter projects that require them to do scientific research on various topics.
Projects are inquiry based and students must reflect their findings through scientific writing or
presentations. Each project has specific research guidelines and directions to use.
Unit:
Basics of Life
Duration:
4 weeks
Essential Questions:
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What is the proper protocol for lab safety in an emergency situation?
What are the major characteristics of a living thing?
How is the scientific method used to design a lab?
What makes a molecule organic?
How can you identify organic molecules?
What are the 4 major organic molecules?
What does each organic molecule look like?
What is the basic unit and function of each organic molecule?
How are polymers able to form and break down?
How is the structure of each molecule important for its function?
What is the difference between an acid and a base?
How can you use the pH scale to compare items?
Affirmation Statements:
Students will be able to…:
● Demonstrate lab safety skills
● Identify the characteristics of living things
● Identify the steps in the scientific method
● Identify what makes a molecule organic and can identify the elements common to all
organic macromolecules (carbs, proteins, lipids).
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Recognize what carbohydrates, lipids, and proteins look like and what their monomers
are.
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Describe the function of carbohydrates, lipids, and proteins.
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List and describe examples of carbohydrates, lipids, and proteins.
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Explain how polymers are formed and broken down.
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Explain why the structure of a molecule is important for its function.
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Describe the difference between an acid and a base.
● Read and use the pH scale and compare items with different pH levels.
Common Assessments:
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Unit 1 Test
Macromolecule Lab
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Lab Safety Quiz
Unit:
Ecology
Duration:
4 weeks
Essential Questions:
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What are the five levels of ecology?
What are the key components of each ecosystem?
What are the key abiotic and biotic factors in ecosystems?
How does energy and chemicals flow through ecosystems?
How do trophic levels relate to food chains and food webs?
How are relationships represented in a food web?
How does energy travel between trophic levels?
How does carbon, nitrogen, and water cycle through the ecosystem?
What is the greenhouse effect?
What is the difference between ozone depletion and global warming?
Why is biodiversity important?
How is biodiversity threatened?
How are limiting factors and carrying capacity related?
How do you read a population graph and use it to prediction patterns of future
populations?
How are symbiotic relationships similar and different?
Affirmation Statements:
Students will be able to…:
● Describe the five levels of ecological study.
● Identify all of the ecosystems and their characteristics.
● Identify key abiotic and biotic factors in ecosystems.
● Contrast the flow of energy and chemicals in ecosystems.
● Explain how trophic levels relate to food chains and food webs.
● Analyze the relationships in a food web.
● Explain how energy flows from one trophic level to the next.
● Describe the carbon, nitrogen, and water cycle.
● Explain how human activities can impact chemical cycles
● Explain the role of the greenhouse effect
● Explain the difference between the damage to the ozone layer and global warming.
● Explain the importance of biodiversity and the main threats the biodiversity.
● Relate limiting factors and carrying capacity.
● Analyze graphs of population age structure and be able to predict what future population
growth look like.
● Compare and contrast symbiotic relationships.
Common Assessments:
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Owl Pellet Dissection
Unit 2 Test
1st Quarter Project: “How can we be a little greener?”
Unit:
The Cell
Duration:
4 weeks
Essential Questions:
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What the parts of the cell theory?
What are the major structural differences between eukaryotic cells and prokaryotic cells?
What is the function of the cell membrane?
What are the organelles that make up each cell and the function of each organelle?
What is the difference between passive and active transport?
What causes tonicity?
How does a cell change in different solutions with varying concentrations?
How does the structure and function of the chloroplast impact its role in photosynthesis?
What is photosynthesis and what are the major steps in photosynthesis?
How does light intensity, CO2, temperature impact photosynthesis?
What is cellular respiration?
What is the difference between aerobic and anaerobic respiration?
Affirmation Statements:
Students will be able to…:
● Identify the parts of the cell theory
● Explain the difference between eukaryotic and prokaryotic cells.
● Describe the structure of the cell membrane.
● Explain the structure and function of the cell organelles.
● Explain the difference between passive and active transport.
● Identify the causes of tonicity.
● Explain what would happen to a cell in different solutions.
● Explain the structure and function of the chloroplast.
● Explain the process of photosynthesis.
● Identify how light intensity, CO2, and temperature can impact the rate of photosynthesis.
● Describe cellular respiration.
● Compare and contrast aerobic and anaerobic cellular respiration.
Common Assessments:
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Cell Sketches
Unit 3 Test
Unit:
Genetics
Duration:
4 weeks
Essential Questions:
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What is the relationship between DNA, genes, and chromosomes?
Why do cells divide?
What are the stages of the cell cycle and what happens during each stage?
What are the major events in each phase of mitosis?
What is happening in cancerous cells and how does cancer spread?
What are the main steps in meiosis?
What is the difference between an allele and a gene?
What is the difference between genotype and phenotype?
What is the difference between homozygous and heterozygous?
How are recessive, dominant, and sex-linked disorders inherited?
How did Mendel make his crosses using different generations?
How can you use a Punnett square to determine results of monohybrid and dihybrid
crosses?
What is Mendel’s principle of segregation and the law of independent assortment?
What is the structure of DNA and how do the bases pair?
What is the difference between DNA and RNA?
What is protein synthesis?
How are amino acids coded?
What causes mutations?
How do mutations impact genes?
Affirmation Statements:
Students will be able to…:
● Explain the relationship between DNA, genes, and chromosomes.
● Explain why cells divide.
● Name the stages of the cell cycle and explain what happens during each stage.
● Summarize the major events that occur during each phase of mitosis and be able to
recognize pictures of each phase.
● Explain what is happening in cancerous cells, how cancer spreads, and how cancer
treatment is supposed to work.
● Summarize the process of meiosis.
● Define the term allele and give an example of a gene vs. an allele.
● Contrast the terms genotype and phenotype.
● Contrast homozygous and heterozygous.
● Explain how recessive, dominant, and sex-linked disorders are inherited.
● Explain how Mendel made his crosses and what he used for the P, F1, and F2
generations.
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Determine parental genotypes and resulting genotypic and phenotypic ratios of offspring
using a Punnett square. I can do this for one trait (monohybrid) and two traits (dihybrid).
Explain Mendel’s concept of the principle of segregation and the law of independent
assortment.
Describe DNA’s structure and the roles of base pairing in DNA.
Compare and contrast DNA and RNA.
Trace the flow from DNA to protein (protein synthesis)
I can describe how amino acids are coded.
Describe the types of mutations that can affect genes.
Explain what causes a mutation.
Common Assessments:
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2nd Quarter Project: Karyotyping Project
DNA primer Lab
Unit 4 Test
Semester 1 Final
Unit:
Evolution
Duration:
4 weeks
Essential Questions:
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What is a pedigree and how is it used?
What is the purpose of gene cloning?
What is a clone?
What are the importance of stem cells in research?
What is the history of the earth in scientific terms?
How did Charles Darwin impact the theory of evolution?
What is an adaptation?
What is the difference between divergent and convergent evolution?
What evidence is there to support the theory of evolution?
What are the three different selection pressure and how do they impact populations?
What are the major characteristics of primates?
What are the major characteristics of Hominidaes?
Affirmation Statements:
Students will be able to…:
● Explain a pedigree and use to trace genetic traits.
● Explain the purpose of gene cloning.
● Explain what a clone is.
● Identify two types of stem cells and how they are used in research.
● Explain the history of the earth.
● Explain how organic material, water, and life was formed on earth.
● Explain Charles Darwin’s importance to evolution.
● Define an adaptation.
● Define the fitness of an organism.
● Compare and contrast divergent and convergent evolution.
● List and describe the evidences of evolution.
● Explain the three different types of selection pressure and how it impacts populations.
● List the major characteristics of primates.
● List major characteristics of Hominidaes.
Common Assessments:
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3rd Quarter Project: Human Evolution
Unit 5 Test
Evolution Lab
Unit:
Bacteria, Virus,
Protists, and Fungi
Duration:
4 weeks
Essential Questions:
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What are the characteristics of prokaryotic cells?
How are bacteria name based on groups and shapes?
What are the major characteristics of bacteria?
What are the major characteristics of archaea?
What are the major characteristics of viruses?
Why are viruses not considered living things?
What are the major characteristics of protists?
What are the major properties of each class of protists?
What are the major characteristics of fungi?
Affirmation Statements:
Students will be able to…:
● List the characteristics of prokaryotic cells.
● Explain how bacteria cells are named based on groups and shapes.
● Explain the major characteristics of bacteria.
● Explain the major characteristics of archaea (extremophiles).
● Explain the major characteristics of a virus.
● Explain why viruses are not considered living things.
● Explain the major characteristics of protists.
● Identify the properties of animal-like protists, plant-like protists, and fungi-like protists.
● Explain the major characteristics of fungi.
Common Assessments:
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Bacteria/Protist Identification Lab
Unit 6 Test
Unit:
Plants and Animals
Duration:
4 weeks
Essential Questions:
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What is the importance of the structure and function of plant organs?
How does the phloem and xylem work in the plant?
How is the structure and function important in angiosperm reproduction?
What are major characteristics of plant classes?
What are the defining characteristics of invertebrate phylums?
What are the defining characteristics of vertebrate classes?
Affirmation Statements:
Students will be able to…:
● Explain the importance of the structure and function of plant organs (leaves, roots,
stems)
● Explain the how the xylem and phloem work in the plant.
● Explain the structure and function of angiosperm reproduction.
● Describe the major characteristics of plant classes.
● Identify the defining characteristics of the invertebrate phylums.
● Identify the defining characteristics of the vertebrate classes.
Common Assessments:
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Plant Lab
Unit 7 Test
Unit:
Human Body
Duration:
4 weeks
Essential Questions:
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What are the major structures and functions of the human body systems?
Affirmation Statements:
Students will be able to…:
● Identify the structures and functions of the human body systems.
○ Cardiovascular
○ Digestive
○ Skeletal
○ Muscular
○ Immune
○ Nervous and Sense
○ Respiratory
Common Assessments:
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4th Quarter project
Dissection Labs
Unit 8 Test
Semester 2 Final