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SENECA VALLEY SCHOOL DISTRICT
CURRICULUM
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Principles of Biology 3
0424
10
5
42 Minutes
One Semester
0.5
Michelle Ramage, Courtney Williams
December 11, 2013
COURSE DESCRIPTION:
The core biology curriculum is designed to present an examination of the living world and related societal issues.
Emphasis is placed on the scientific process, cells and cell processes, and the continuity and unity of life, including lab
experiences. The course will include the characteristics and organization of life from the biosphere to the atom. This
includes DNA, biochemistry, genetics, cell division, homeostasis and related processes.
The state has developed anchors (eligible content) in Biology. The anchors specify eligible content for the
content areas. The Objectives that address anchors have been bolded.
Principles of Biology 3
–1–
The following outline provides a general overview of the course content, not a chronological timetable. The weeks denoted for each area
provide an idea for the overall time spent working with a given topic throughout the semester.
I.
COURSE OUTLINE
Evolution
OBJECTIVES (PA standard)
Explain how natural selection can impact allele frequencies of a
population. BIO.B.3.1.1
A. History
B. Theories
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
C. Terminology
Explain how genetic mutations may result in genotypic and
phenotypic variations within a population. BIO.B.3.1.3
Interpret evidence supporting the theory of evolution (i.e., fossil,
anatomical, physiological, embryological, biochemical, and
universal genetic code). BIO.B.3.2.1
II. Environment and Ecology
A. Terminology/Levels of
Organization
B. Biomes
C. Natural Resources
D. Cycles in Nature
E. Population Dynamics
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
Principles of Biology 3
–2–
COURSE OUTLINE
III. Microorganisms
OBJECTIVES (PA standard)
Relate microorganism form to function.
A. Bacteria
Identify methods of reproduction/replication.
B. Viruses
Recognize the diversity and adaptations associated with
microorganisms.
C. Protists
Relationships of microorganisms to everyday life.
D. Fungi
IV. Review of Key Concepts
from Principles of Biology I
and II
Various standards will be revisited from Principles of Biology I
and Principles of Biology II
A. Basic Biological
Principles
B. Cell Organelles
C. Biochemistry
D. Genetics
Principles of Biology 3
–3–
COURSE OUTLINE
V. Current Issues in Biology
These are the Common Core
Standards in Reading and Writing
that are woven throughout our
curriculum.
Some ways these will be
addressed include reading and
answering questions in class,
reading, writing and analyzing lab
reports, discussing current events,
etc.
OBJECTIVES (PA standard)
Reading Informational Text – Students read understand, and
respond to informational text – with emphasis on
comprehension, making connections among ideas and between
texts with focus on textual evidence. CC3.5.9-10 (A-F)
A. Cite
B. Central Ideas
C. Follow complex multistep procedure
D. Symbols, key terms
E. Analyze relationships
F. Analyze author’s purpose
G. Translate verbal to visual and visual to verbal
H. Assess solutions to scientific or technical problems
I. Compare and contrast multiple texts
J. Independent and proficient comprehension
Writing – Students write for different purposes and
audiences. Students write clear and focused text to convey a
well-defined perspective and appropriate content. CC.3.6.9-10
(A-I)
A. Arguments based on content
B. Informative/explanatory texts
C. Development/Organization/Style
D. Planning/Revising/Editing/Rewriting
E. Use technology
F. Research projects
G. Gather information from multiple sources
H. Draw evidence to support analysis/reflection/research
I. Extended and short time frames
Principles of Biology 3
–4–