Download Biology I Pacing Guide Revised February 2013

Essential Outcomes Biology I
1) Matter and energy cycle through an ecosystem. (Standard 3)
Learning Goals:
a) Students will describe how matter cycles through an ecosystem. (B 3.4)
b) Students will describe how energy flows in an ecosystem. (B.3.5)
2) The relationships between living and non-living components of an ecosystem are in flux due to natural changes and human
action. (Standard 4)
Learning Goals:
a) Students will explain that the amount of life an environment can support is limited. ( B 4.1)
b) Students will describe how human activity and natural phenomenon can change the flow of matter and energy in
an ecosystem and how it affects other species. (B.4.2)
c) Students will describe the consequences of introducing non-native species to an ecosystem. (B.4.3)
d) Students will be able to describe the factors that contribute to the long term stability to an ecosystem. (B.4.4)
3) Carbohydrates, lipids, proteins and nucleic acids are essential to cellular function. The functions carried out by these
molecules are determined by their shape. (Standard 1)
Learning Goals:
a) Students will describe the structure of the major categories of organic compounds which make up living
organisms. (B.1.1)
b) Students will understand that the shape of a molecule determines its role in many different types of cellular
processes, and the functioning of the molecules is also influenced by factors in the external environment.
(B.1.2, B.1.3)
4) Some features are common to all cells. Different cell types also have distinctive features that allow them to carry out
specific functions. (Standard 2)
Learning Goals:
a) Students will describe features common to all cells that are essential for growth and survival. (B.2.1)
b) Students will describe the structure of the cell membrane and explain how it regulates cell transport.
(B.2.2, 1.3)
c) Students will describe the function of the mitochondria and chloroplasts and be able to identify the types of
cells that possess each. (Standard 2.3)
MCAS Biology I Pacing Guide
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d) Students will explain that all cells contain ribosomes and be able to describe their function in protein synthesis.
(Standard 2.4)
e) Students will explain how cells use proteins to form structures to help them carry out a variety of functions.
(B.2.5)
f) Students will be able to recognize different cells based on the organelles that are present. (B.2.6)
g) Students will relate the proportion of different organelles present in a cell to its function. (B.2.6)
5) The sun’s energy is captured and used to construct sugar molecules which can be used as a form of energy. (Standard 3)
Learning Goals:
a) Students will describe how some organisms capture the sun’s energy through the process of photosynthesis.
(B.3.1, B.2.3)
b) Students will describe how cellular respiration allows organisms to combine and re-combine the elements in
sugar molecules into a variety of biologically essential compounds. (B.3.2)
c) Students will be able to describe the process of metabolism. (B.3.3)
6) Mitosis and meiosis are the processes by which new cells are formed from existing cells. (Standard 6)
Learning Goals:
a) Students will describe and model the process of mitosis. (B.6.1)
b) Students will understand that most cells of a multi-cellular organism contain the same genes, and that different
genes are turned on through cell specialization. (B.6.2, B.6.3)
c) Students will describe and model the process of meiosis. (B.6.4, B.6.5)
7) DNA structure enables DNA to function as the hereditary molecule. (Standard 5)
Learning Goals:
a) Students will describe the relationship between chromosomes and DNA along with their basic structure and
function. (B.5.1)
b) Students will describe how hereditary information is passed from parents to offspring by genes. (B.5.2))
c) Students will explain the process by which a cell copies its DNA. (B.7.4)
d) Students will identify possible mutagens and the different types of mutations that can result. (B.7.4, B.7.5)
e) Students will understand that mutations that alter genes are passed to every descending cell and that the
results may be beneficial, harmful, or have little to no effect on the organism. (B.7.5)
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8) DNA directs the production of RNA and proteins and these proteins largely determine the traits of an organism.
(Standard 5)
Learning Goals:
a) Students will describe and model the processes of transcription and translation. (B.5.3)
b) Students will explain how the unique shape and activity of each protein is determined by the sequence of its
amino acids. (B.5.4)
c) Students will understand that proteins are responsible for the observable traits of an organism and for most of
the functions within an organism. (B.5.5)
d) Students will recognize that traits can be structural, physiological or behavioral and can be observable at the
organismal or cellular level. (B.5.6)
9) The genetic information from parents determines unique characteristics of their offspring. (Standard 7)
Learning Goals:
a) Students will explain how a number of cellular processes occur to generate natural genetic variations between
parents and offspring. (B.6.5)
b) Students will distinguish between dominant and recessive alleles and be able to determine resulting phenotypes
from allele combinations. (B.7.1)
c) Students will be able to describe different modes of inheritance. (B.7.2)
d) Students will determine the probability of specific traits in offspring given the genetic makeup of the parents.
(B.7.3)
10) Modern classification systems are based on relationships determined from a number of different supporting evidences.
(Standard 8)
Learning Goals:
a) Students will explain how anatomical and molecular similarities among organisms suggest that life on earth
began as simple, one-celled organisms and that multicellular organisms evolved later. (B.8.1)
b) Students will explain how organisms are classified and named based on their evolutionary relationships into
taxonomic categories. (B.8.2)
c) Students will use anatomical and molecular evidence to establish evolutionary relationships between organisms.
(B.8.3)
d) Students will understand that molecular evidence supports anatomical evidence for these evolutionary
relationships and provides additional information about the order in which different lines of descent branched.
(B.8.4)
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11) Modern evolutionary theory provides an explanation of the history of life on earth and the similarities between organisms
that exist today. (Standard 8)
a) Students will describe why organisms with beneficial traits survive and how they pass these traits to their
offspring. (B.8.5)
b) Students will explain how genetic variation within a population can be attributed to mutations as well as a
random assortment of existing genes. (B.8.6)
c) Students will be able to describe the modern scientific theory of the origins and history of life on earth and
evaluate the evidence that supports it. (B.8.7)
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BIOLOGY BENCHMARKS #1 – Matter and Energy Flow
Standard Indicator: Standard 3
B.3.4 Describe how matter cycles through an ecosystem by way of food chains and food webs and how organisms convert that matter into a variety
of organic molecules to be used in part in their own cellular structures.
B.3.5 Describe how energy from the sun flows through an ecosystem by way of food chains and food webs and only a small portion of that energy is
used by individual organisms while the majority of energy is lost as heat.
Essential Outcome:
Matter and energy cycle through an ecosystem.
Learning Goals:
1) Students will describe how matter cycles through an ecosystem. (B 3.4)
2) Students will describe how energy flows in an ecosystem. (B.3.5)
Declarative Knowledge
Concepts
Organizing
Ideas
Details
1.
2.
1.
2.
3.
4.
5.
1.
2.
3.
Procedural Knowledge
Ecology studies interactions between organisms and their environment.
Energy flow and organisms relationships can be traced in an ecosystem.
Students will understand that organisms are affected by biotic and abiotic factors.
Students will understand that the environment is organized into levels.
Students will understand that organisms have close relationships with each other.
Students will understand that energy flows through an ecosystem.
Students will understand that organic materials are recycled through the ecosystem.
Abiotic vs biotic factors
Autotrophs are producers.
Heterotrophs are consumers.
Processes
1. Scientific Method
2. Reading Process
Skills
1. Analyze food chains
and food webs.
2. Map reading
3. Cycle reading
4. Categorize Abiotic
and Biotic organisms.
5. Distinguish similarities
and differences of
organisms.
4. Food chains and webs show energy flow.
5.
6.
Vocabulary
Nitrogen Cycle
Carbon Cycle
7. Water Cycle
Food web
Heterotroph
Prey
Biotic
Consumer
Decomposer
Producer
Predator
Abiotic
Food chain
Autotroph
Trophic Level
Cycles
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BIOLOGY BENCHMARKS #2 – Ecology
Standard Indicator: Ecology
B.4.1 Explain that the amount of life an environment can support is limited by the available energy, water, oxygen, and minerals, and by the ability
of ecosystems to recycle the remains of dead organisms.
B.4.2 Describe how human activities and natural phenomena can change the flow and of matter and energy in an ecosystem and how those changes
impact other species.
B.4.3 Describe the consequences of introducing non-native species into an ecosystem and identify the impact it may have on that ecosystem.
B.4.4 Describe how climate, the pattern of matter and energy flow, the birth and death of new organisms, and the interaction between those
organisms contribute to the long term stability of an ecosystem.
Essential Outcome:
The relationships between living and non-living components of an ecosystem are in flux due to natural changes and human action.
Learning Goals;
a) Students will explain that the amount of life an environment can support is limited. (B.4.1)
b) Students will describe how human activity and natural phenomenon can change the flow of matter and energy in an ecosystem and how it affects
other species. (B.4.2)
c) Students will describe the consequences of introducing non-native species to an ecosystem. (B.4.3)
d) Students will be able to describe the factors that contribute to the long term stability of an ecosystem. (B.4.4)
Declarative Knowledge
Procedural Knowledge
Concepts
1. Ecosystems recover from disasters in stages.
Processes
Organizing
Ideas
2. Limiting and interactions in an environment determine how many organisms can survive in an
ecosystem.
3. Exotic species can disrupt an ecosystem organisms have close relationships with each other.
4. Human impact can negatively impact ecosystems and the development of organisms.
5. The Earth has limited resources.
1. Organisms have different niches.
2. Students will understand the biomes of the world.
3. Three different types of survival relationships.
4. Organisms are adapted to their specific biome.
5. Similar biomes are spread throughout the world.
6. Students will understand that ecosystems disrupted by a disaster recover in stages.
7. Endangered and Extinct Species.
Details
1. Primary succession builds on barren land.
Skills
2.
3.
4.
5.
6.
Secondary succession rebuilds an ecosystem that has been damaged.
Identify stages of succession.
Populations build communities.
Communities build ecosystems.
Organisms have different niches.
1.
2.
3.
1.
2.
3.
MCAS Biology I Pacing Guide
Scientific Method
Reading Process
Writing Process
Analyze steps of
succession.
Compare populations
and communities.
Classify organisms
by niche.
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7. Organisms are adapted to their specific biome.
8. Similar biomes are spread throughout the world.
9. Limiting factors determine how many organisms can survive in an ecosystem.
Vocabulary
Ecology
Species
Succession
Ecosystem
Environment
Mutualism
Parasitism
Biome
Symbiosis
Biodiversity
Community
Habitat
Population
4.
Compare Biomes.
Terrestrial
Limiting factor
Diversity
Biosphere
Nich
Commensalism
Carrying Capacity
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BIOLOGY BENCHMARKS #3 – Cellular Chemistry
Standard Indicator: Cellular Chemistry
B.1.1 Describe the structure of the major categories of organic compounds which make up living organisms in terms of their building blocks and the
small number of chemical elements (carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur) from which they are composed.
B.1.2 Understand that the shape of a molecule determines its role in the many different types of cellular processes including metabolism,
homeostasis, growth and development, and heredity, and understand that the majority of these processes involve proteins that act as enzymes.
B.1.3 Explain and give examples of how the function and differentiation of cells is influenced by their external environment, including temperature,
acidity and the concentration of certain molecules, and that changes in these conditions may affect how a cell functions.
Essential Outcomes:
Carbohydrates, lipids, proteins and nucleic acids are essential to cellular function. The functions carried out by these molecules are determined by
their shape.
Learning Goals:
a) Students will describe the structure of the major categories of organic compounds which make up living organisms. (B.1.1)
b) Students will understand that the shape of a molecule determines its role in many different types of cellular processes, and the functioning of
the molecules is also influenced by factors in the external environment. (B.1.2, B.1.3)
Declarative Knowledge
Procedural Knowledge
Concepts
Organizing
Ideas
Details
1.
Work of a cell is carried out by four major molecules.
2.
Elements are the building blocks of nonliving and living things.
3.
Metabolism is required for maintaining stability of life.
1.
Students will understand that proteins, lipids, carbohydrates, and nucleic acids are
the compounds of life.
2.
Students will understand that elements combine into compounds that form all
things.
1.
Proteins carry out chemical reactions.
2.
Lipids are fats and oils.
3.
Carbohydrates such as sugars provide energy.
4.
Nucleic acids provide instructions for life.
5.
There are naturally occurring elements that make up all living and nonliving things.
6.
Organisms have levels of organization.
Processes
1. Scientific Method
2. Reading Process
3. Writing Process
Skills
Chart Reading.
Classify elements by
characteristics.
3. Classifying macromolecules.
1.
2.
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Vocabulary
Protein
Lipid
Carbohydrate
Nucleic Acid
Amino Acid
Enzyme
Glucose
Homeostasis
Monosaccharide
Nucleotide
Fatty Acids
Peptide
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BIOLOGY BENCHMARKS #4 – Cellular Structure and Function
Standard Indicator: Cellular Structure
B.2.1 Describe features common to all cells that are essential for growth and survival, and explain their functions.
B.2.2 Describe the structure of a cell membrane and explain how it regulates the transport of materials into and out of the cell and prevents
harmful materials from entering the cell.
B.2.3 Explain that most cells contain mitochondria, the key sites of cellular respiration, where stored chemical energy is converted into useable
energy for the cell and some cells, including many plant cells, contain chloroplasts, the key sites of photosynthesis, where the energy of light is
captured for use in chemical work.
B.2.4 Explain that all cells contain ribosomes, the key sites for protein synthesis, where genetic material is decoded in order to form unique
proteins.
B.2.5 Explain that cells use proteins to form structures, including cilia, flagella, which allow them to carry out specific functions, including
movement, adhesion, and absorption.
B.2.6 Investigate a variety of different cell types and relate the proportion of different organelles within these cells to their functions.
Essential Outcomes:
Some features are common to all cells. Different cell types also have distinctive features that allow them to carry out specific functions.
Learning Goals:
a) Students will describe features common to all cells that are essential for growth and survival. (B.2.1)
b) Students will describe the structure of the cell membrane and explain how it regulates cell transport. (B.2.2, 1.3)
c) Students will describe the function of the mitochondria and chloroplasts and be able to identify the types of cells that possess each.
(Standard 2.3)
d) Students will explain that all cells contain ribosomes and be able to describe their function in protein synthesis. (Standard 2.4)
e) Students will explain how cells use proteins to form structures to help them carry out a variety of functions. (B.2.5)
f) Students will be able to recognize different cells based on the organelles that are present. (B.2.6)
g) Students will relate the proportion of different organelles present in a cell to its function. (B.2.6)
Declarative Knowledge
Procedural Knowledge
Concepts
Organizing
Ideas
1. The cell membrane controls what enters and leaves the cell.
2. Organelles in cells carry out specialized functions.
1. Students will understand the difference between prokaryotic and eukaryotic cells.
2. Students will understand that proteins in the cell membrane control what enters and
leaves the cell.
3. Students will understand that each organelle provides an essential function to
maintaining the cell.
Processes
1.
2.
3.
MCAS Biology I Pacing Guide
Scientific Method
Reading Process
Writing Process
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Details
Vocabulary
1.
2.
3.
4.
5.
6.
7.
8.
Prokaryotic cells do not have a nucleus, while eukaryotic cells do.
Cellular transport
Cell theory
Energy organelles include mitochondria and chloroplasts.
Waste disposal organelles include lysosomes.
Transport organelles include golgi apparatus, and endoplasmic reticulum.
The nucleus controls information feedback.
Cilia and flagella provide movement in some cells.
Identify parts of a microscope.
9.
Organism
Cell theory
Lipid
Cell
Nucleolus
Chloroplast
Exocytosis
Ribosome
Cilia
Growth
Nucleus
Cell wall
Nucleic acid
Organelle
Selectively permeable
Flagella
Prokaryote
Golgi apparatus
Cytoskelton
Homeostasis
Molecule
Endoplasmic reticulum
Eukaryote
Mitochondria
Skills
1.
Use Microscope.
2.
Analyze cell structure.
Vacuole
Tissue
Osmosis
Organ
Phospholipid
Organ System
Lysosome
Development
Passive transport
Fluid Mosaic
Energy
Metabolism
Enzyme
Plasma/Cell membrane
Diffusion
Active transport
Endocytosis
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BIOLOGY BENCHMARKS #5 – Cellular Energy
Standard Indicator: Matter Cycles and Energy Transfer
B.2.3 Explain that most cells contain mitochondria, the key sites of cellular respiration, where stored chemical energy is converted into useable
energy for the cell and some cells, including many plant cells, contain chloroplasts, the key sites of photosynthesis, where the energy of light is
captured for use in chemical work.
B.3.1 Describe how some organisms capture the sun’s energy through the process of photosynthesis by converting carbon dioxide and water into
high energy compounds and releasing oxygen.
B.3.2 Describe how most organisms can combine and recombine the elements contained in sugar molecules into a variety of biologically essential
compounds by utilizing the energy from cellular respiration.
B.3.3 Recognize and describe that metabolism consists of all of the biochemical reactions that occur inside cells, including the production,
modification, transport, and exchange of materials that are required for the maintenance of life.
Essential Outcome:
The sun’s energy is captured and used to construct sugar molecules which can be used as a form of energy.
Learning Goals:
a) Students will describe how some organisms capture the sun’s energy through the process of photosynthesis. (B.3.1, B.2.3)
b) Students will describe how cellular respiration allows organisms to combine and re-combine the elements in sugar molecules into a variety of
biologically essential compounds. (B.3.2)
c) Students will be able to describe the process of metabolism. (B.3.3)
Declarative Knowledge
Procedural Knowledge
Concepts
Organizing
Ideas
Details
Vocabulary
1. Mitochondria and chloroplasts are the energy transforming organelles for cells.
2. Photosynthesis is used by some cells to obtain energy.
3. Cellular respiration provides energy from sugar molecules.
4. Metabolism is all biochemical reactions occurring within cells.
1. Photosynthesis takes place in cells with chloroplasts.
2. Cellular respiration takes place in all cells with mitochondria.
3. Photosynthesis and cellular respiration are opposite chemical reactions.
4. Metabolism includes all chemical reactions inside cells.
1. Photosynthesis requires carbon dioxide, sunlight, and water.
2. Cellular respiration requires oxygen and glucose.
3. Photosynthesis and Cellular respiration are opposite processes in plant and animals.
ATP
Energy
Anaerobic
ADP
Metabolism
Mitochondria
Photosynthesis
Glucose
Chloroplast
Cellular Respiration
Aerobic
Fermentation
Processes
1. Writing processes
Skills
Teach Misconceptions: Cell Respiration in both cells, Mitochondria in both cells,
Photosynthesis is plant
MCAS Biology I Pacing Guide
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BIOLOGY BENCHMARKS #6 Cellular Reproduction
Standard Indicator:
B.6.1 Describe the process of mitosis and explain that this process ordinarily results in daughter cells with a genetic make-up identical to the parent
cells.
B.6.2 Understand that most cells of a multicellular organism contain the same genes, but develop from a single cell (e.g., a fertilized egg) in different
ways due to differential gene expression.
B.6.3 Explain that in multicellular organisms the zygote produced during fertilization undergoes a series of cell divisions that lead to clusters of cells
that go on to specialize and become the organism’s tissues and organs.
B.6.4 Describe and model the process of meiosis and explain the relationship between the genetic make-up of the parent cell and the daughter cells
(gametes).
B.6.5 Explain how, in sexual reproduction, crossing over, independent assortment, and random fertilization, result in offspring that are genetically
different from the parents.
Essential Outcomes:
Mitosis and meiosis are the processes by which new cells are formed from existing cells.
Learning Goals:
a) Students will describe and model the process of mitosis. (B.6.1)
b) Students will understand that most cells of a multi-cellular organism contain the same genes, and that different genes are turned on through cell
specialization. (B.6.2, B.6.3)
c) Students will describe and model the process of meiosis. (B.6.4, B.6.5)
Declarative Knowledge
Procedural Knowledge
Concepts
Organizing
Ideas
Details
1.
2.
3.
1.
2.
Mitosis and meiosis are different forms of cell division.
Cells of a multicellular organism develop from a single zygote.
Gametes combine to produce an offspring in sexual reproduction.
Students will understand the difference between mitosis and meiosis.
Students will understand that cells specialize.
Processes
1.
2.
Mitosis produces identical body cells.
Meiosis produces genetically unique sex cells with half the genetic information of
the original cell.
Identify steps of mitosis.
Skills
3.
1.
2.
1.
MCAS Biology I Pacing Guide
Scientific Method
Reading Process
Evaluate the steps of
mitosis and meiosis by the
function of each phase.
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Vocabulary
Cell cycle
Anaphase
Meiosis
Homologous chromosomes
Cytokinesis
Prophase
Tissue
Gamete/Sex
Cancer
Homeostasis
Chromosome
Organ
Nucleus
Haploid
X & Y Chromosomes
Organ System
Zygote
Autosome
Metaphase
Diploid
Telophase
Mitosis
Crossing over
Cell
Organism
Cyclins
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BIOLOGY BENCHMARK #7 – Molecular Basis of Heredity
Standard Indicator: Genetics
B.5.1 Describe the relationship between chromosomes and DNA along with their basic structure and function.
B.5.2 Describe how hereditary information passed from parents to offspring is encoded in regions of DNA molecules called genes.
B.7.4 Explain the process by which a cell copies its DNA and identify factors that can damage DNA and cause changes in its nucleotide sequence.
B.7.5 Explain and demonstrate how inserting, substituting or deleting segments of a DNA molecule can alter a gene, which is then passed to every
cell that develops from it and that the results may be beneficial, harmful or have little or no effect on the organism.
Essential Outcome:
DNA structure enables DNA to function as the hereditary molecule.
Learning Goals:
a) Students will describe the relationship between chromosomes and DNA along with their basic structure and function. (B.5.1)
b) Students will describe how hereditary information is passed from parents to offspring by genes. (B.5.2))
c) Students will explain the process by which a cell copies its DNA (B.7.4)
d) Students will identify possible mutagens and the different types of mutations that can result. (B.7.4, B.7.5)
e) Students will understand that mutations that alter genes are passed to every descending cell and that the results may be beneficial, harmful, or
have little to no effect on the organism. (B.7.5)
Declarative Knowledge
Procedural Knowledge
Concepts
Organizing
Ideas
Details
1.
2.
3.
4.
1.
2.
DNA is in every living organism and passed on to offspring.
DNA determines how an organism looks and behaves.
A cell must copy all of its’ DNA prior to cell division.
Mutations in DNA alter DNA sequences.
Students will understand the structure of DNA.
Students will understand DNA replication.
Processes
1.
2.
Scientific Method
Reading Process
3. Students will understand different types of mutations.
DNA made up of
Phosphate group
Nitrogenous Base
Simple sugar
Watson & Crick Model
DNA Sequencing
Adenine Pairs with Thymine.
Cytosine pairs with Guanine.
Skills
1. Build DNA models.
2. Transcribing and translating DNA
code.
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Mutations alter how DNA functions.
Vocabulary
DNA
Substitution
Replication
Proteins
Mutations
Frameshift
Hydrogen bond
Deoxyribose
Gene insertion
Phosphate group
DNA sequencing
Deletion
Double helix
Nucleotide
DNA/Genetic Sequencing
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BIOLOGY BENCHMARKS #8 – Molecular Basis of Heredity
Standard Indicator:
B.5.3 Describe the process by which DNA directs the production of protein within a cell.
B.5.4 Explain how the unique shape and activity of each protein is determined by the sequence of its amino acids.
B.5.5 Understand that proteins are responsible for the observable traits of an organism and for most of the functions within an organism.
B.5.6 Recognize that traits can be structural, physiological or behavioral and can include readily observable characteristics at the organismal level
or less recognizable features at the molecular and cellular level.
Essential Outcomes:
DNA directs the production of RNA and proteins and these proteins largely determine the traits of an organism.
Learning Goals:
a) Students will describe and model the processes of transcription and translation. (B.5.3)
b) Students will explain how the unique shape and activity of each protein is determined by the sequence of its amino acids. (B.5.4)
c) Students will understand that proteins are responsible for the observable traits of an organism and for most of the functions within an
organism. (B.5.5)
d) Students will recognize that traits can be structural, physiological or behavioral and can be observable at the organismal or cellular level. (B.5.6)
Declarative Knowledge
Procedural Knowledge
Concepts
Organizing
Ideas
1.
2.
3.
1.
2.
Transcription is the process by which DNA is copied into RNA
Translation is the process by which RNA is read to produce an amino acid chain.
Amino acid chains twist into functional proteins.
Students will understand the steps of transcription and that it occurs in the nucleus.
Students will understand the steps of translation and that it occurs at a ribosome.
Details
Transcription = DNA into RNA
Translation = RNA into amino acid chain
Amino acid chain twisted = protein
Adenine pairs with Uracil in RNA instead of Thymine
Vocabulary
Nucleus
Gene
Ribosome
DNA
RNA
Transcription/RNA Synthesis
Transcription/Protein Synthesis
Codon
Anticodon
mRNA
tRNA
rRNA
Amino Acid
Amino Acid Chain
Processes
1.
2.
3.
Scientific Method
Reading Process
Writing Process
Skills
1. Transcribe a gene.
2. Translate a mRNA
sequence.
Peptide Bond
Nitrogenous bases
Uracil
Ribose
Nucleotide
MCAS Biology I Pacing Guide
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BIOLOGY BENCHMARKS #9 – Genetics
Standard Indicator:
B.6.5 Explain how, in sexual reproduction, crossing over, independent assortment, and random fertilization, result in offspring that are genetically
different from the parents.
B.7.1 Distinguish between dominant and recessive alleles and determine the phenotype that would result from the different possible combinations
of alleles in an offspring.
B.7.2 Describe dominant, recessive, codominant, sex-linked, incompletely dominant, multiply allelic, and polygenic traits and illustrate their
inheritance patterns over multiple generations.
B.7.3 Determine the likelihood of the appearance of a specific trait in an offspring given the genetic make-up of the parents.
Essential Outcomes:
The genetic information from parents determines unique characteristics of their offspring.
Learning Goals:
a) Students will explain how a number of cellular processes occur to generate natural genetic variations between parents and offspring. (B.6.5)
b) Students will distinguish between dominant and recessive alleles and be able to determine resulting phenotypes from allele combinations (B.7.1)
c) Students will be able to describe different modes of inheritance. (B.7.2)
d) Students will determine the probability of specific traits in offspring given the genetic makeup of the parents. (B.7.3)
Declarative Knowledge
Procedural Knowledge
Concepts
Organizing
Ideas
Details
1. Mendel’s Law’s determine inheritance.
2. Meiosis produces sex cells which lead to genetic variation.
3. Genetic disorders are produced from mistakes on chromosomes.
1. Students will understand that alleles, genes and chromosomes determine heredity.
2. Students will understand that Punnett squares show probability of inheriting alleles.
3. Students will understand that the inheritance of chromosomes in sex cells determines how
an organism looks and acts.
4. Students will understand that the consequence of mutations or chromosomes not
separating during meiosis produces genetic disorders.
Mendel’s Laws
Environmental influences
Genes inherited from parents
Sickle cell
Meiosis produces sex cells
ABO blood group
Genetic combinations
X and Y chromosomes
Red/green color blindness
Hemophilia
Punnett squares
Skin color
Pedigrees
Down Syndrome
Processes
1. Scientific Method
2. Reading Process
3. Writing Process
Skills
1. Probability
2. Use Punnett Squares
to predict what alleles
are inherited.
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Vocabulary
Genetics
Alleles
Homozygous
Duplication
Codominance
Heredity
Heterozygous
Meiosis
Probability
Multiple alleles
Mendel
Dominant
Cross over
Disorder
Sex chromosomes
Chromosomes
Recessive
Deletion
Pedigree
Genes
Autosomes
Incomplete dominance
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BIOLOGY BENCHMARKS #10 – Evolution
Standard Indicator: Evolution
B.8.1 Explain how anatomical and molecular similarities among organisms suggests that life on earth began as simple, one-celled organisms about 4
billion years ago and multicellular organisms evolved later.
B.8.2 Explain how organisms are classified and named based on their evolutionary relationships into taxonomic categories.
B.8.3 Use anatomical and molecular evidence to establish evolutionary relationships between organisms.
B.8.4 Understand that molecular evidence supports the anatomical evidence for these evolutionary relationships and provides additional
information about the order in which different lines of descent branched.
Essential Outcome:
Modern classification systems are based on relationships determined from a number of different supporting evidences.
Learning Goals:
a) Students will explain how anatomical and molecular similarities among organisms suggest that life on earth began as simple, one-celled organisms
and that multicellular organisms evolved later. (B.8.1)
b) Students will explain how organisms are classified and named based on their evolutionary relationships into taxonomic categories. (B.8.2)
c) Students will use anatomical and molecular evidence to establish evolutionary relationships between organisms. (B.8.3)
d) Students will understand that molecular evidence supports anatomical evidence for these evolutionary relationships and provides additional
information about the order in which different lines of descent branched. (B.8.4)
Declarative Knowledge
Procedural Knowledge
Concepts
Organizing
Ideas
1. Evolution is the change of species over time.
2. Fossils provide clues to evolution of species.
3. Eukaryotic cells probably evolved from prokaryotic cells.
4. Organisms are named and classified based on evolutionary relationships.
1.
Students will understand that evolution can be traced through fossils back to
early earth.
2. Students will understand that spontaneous generation and biogenesis have
been dispelled as species origin theories.
3. Students will understand that prokaryotic cells probably evolved into complex
Eukaryotic cells.
4. Students will understand that mitochondria and chloroplasts may have evolved
Evol from ingested bacteria.
5. Students will understand how organisms are classified.
Processes
1.
2.
3.
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Scientific Method
Reading Process
Writing Process
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Details
1.
Fossils show past living organisms.
2. Early ideas of how life originated were incorrect.
3. Protocells may have been formed in pools of warm water.
4. Archaebacteria are the most primitive cells and probably evolved into
eukaryotic cells.
5. Endosymbiant Theory
6. Understand molecular evidence to support taxonomic classifications.
Vocabulary
Fossil
Protocell
Spontaneous generation
Fossil record
Biogenesis
Taxonomy
Phylum
Order
Aerobic
Skills
1. Use cladograms.
Endosymbiont Theory
Archaebacteria
Cladistics
Genus
Species
Kingdom
Class
Family
Anaerobic
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BIOLOGY BENCHMARKS #11 - Darwinian Evolution
Standard Indicators: Evolution
B.8.5 Describe how due to genetic variations, environmental forces, and reproductive pressures, organisms with beneficial traits are more likely to
survive, reproduce, and pass on their genetic information.
B.8.6 Explain how genetic variation within a population (a species) can be attributed to mutations as well as a random assortment of existing genes.
B.8.7 Describe the modern scientific theory of the origins and history of life on earth, and evaluate the evidence that supports it.
Essential Outcome:
Modern evolutionary theory provides an explanation of the history of life on earth and the similarities between organisms that exist today.
Learning Goals:
a) Students will describe why organisms with beneficial traits survive and how they pass these traits to their offspring. (B.8.5)
b) Students will explain how genetic variation within a population can be attributed to mutations as well as a random assortment of existing genes.
(B.8.6)
c) Students will be able to describe the modern scientific theory of the origins and history of life on earth and evaluate the evidence that
supports it. (B.8.7)
Declarative Knowledge
Procedural Knowledge
Concepts
Natural selection and the evidence for evolution.
Organizing
Ideas
1. Students will understand Charles Darwin & His Theory.
2. Students will understand that natural selection leads to evolution.
3. Students will understand the similarities in DNA between related organisms
and species.
4. Students will understand that advantageous adaptations will be passed onto future
generations.
2. Anatomical Similarities
3. DNA Similarities
4. Adaptations
5. Embryological Similarities
Details
Vocabulary
Natural Selection
Artificial Selection /Selective Breeding
Evolution
Adaptation
Variation
Genetic Drift
Homologous Structures
Convergent Evolution
Adaptive Radiation
1.
2.
Processes
Skills
1.
3.
Scientific Method
Reading Process
Writing Process
1.
Map reading
Analogous selection
Gene pool
Isolation
Population
Vestigial
Structure
Species
Divergent Evolution
Revised 1/23/13
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