Download ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT ALAMO

ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
ALAMO HEIGHTS HIGH SCHOOL
Biology Scope and Sequence
1st NINE WEEKS
Unit: “The Nature of Science”
Approximate Time Frame: 5 Days
TEKS
(2) The student uses
scientific methods and
equipment during
laboratory and field
investigations.
Student Expectations
(A) know the definition
of science and
understand that it has
limitations
Key Concepts
Safety
Lab Equipment
Metric Measurement
(B) know that
hypotheses are
tentative and testable
statements that must
be capable of being
supported or not
supported by
observational evidence
(C) know scientific
theories are based on
natural and physical
phenomena and are
capable of being tested
by multiple
independent
researchers.
(D) distinguish between
scientific hypotheses
and scientific theories
(E) plan and implement
experimental
investigations
F) collect and organize
qualitative and
quantitative data and
Resources and
Activities
Experimental Lab
Design
Graphing
Scientific Method
Procedures,
Theory, Law
Commercial Products
Activity
Metric Measurement
Lab w/ Graphing
Scientific Method Lab
w/ Graphing
make measurements
with accuracy
G) analyze, evaluate,
make inferences, and
predict trends from
data
(H) 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
Unit: “Ecology”
Approximate Time Frame: 5 Days
TEKS
Student Expectations
Key Concepts
(12) The student knows
that interdependence
and interactions occur
within an
environmental system.
(A) interpret
relationships, including
predation, parasitism,
commensalism,
mutualism, and
competition among
organisms
-Populations
-Ecosystems
-Energy Flow (food
chains, food webs, and
energy pyramids)
-Biological Communities
-The Environment
(B) compare variations
and adaptations of
organisms in different
ecosystems
(C) analyze the flow of
matter and energy
through trophic levels
using various models,
including food chains,
food webs, and
ecological pyramids
Resources and
Activities
Population Dynamics
Lab w/ Graphing
Biome Design Project
(D) recognize that longterm survival of species
is dependent on
changing resource
bases that are limited
(E) describe the flow of
matter through the
carbon and nitrogen
cycles and explain the
consequences of
disrupting these cycles
(F) describe how
environmental change
can impact ecosystem
stability
Unit: “Biochemistry”
Approximate Time Frame: 9 Days
TEKS
(9) The student knows
the significance of
various molecules
involved in metabolic
processes and energy
conversions that occur
in living organisms.
Student Expectations
(A) compare the
structures and functions
of different types of
biomolecules, including
carbohydrates, lipids,
proteins, and nucleic
acids
(C) identify and
investigate the role of
enzymes
(D) analyze and
evaluate the evidence
regarding formation of
simple organic
molecules and their
organization into long
complex molecules
having information
Key Concepts
-Nature of Matter
-Water and Solutions
-Chemistry of Cells
-Energy and Chemical
Reactions
Resources and
Activities
pH Lab
Macromolecule Testing
Lab
Enzyme Activity Lab
Unit: “Cellular Biology”
Approximate Time Frame: 10 Days
TEKS
Student Expectations
(5) The student knows
how an organism grows
and the importance of
cell differentiation.
(B) examine specialized
cells, including roots,
stems, and leaves of
plants; and animal cells
such as blood, muscle,
and epithelium
Key Concepts
Cellular Structure
-Microscopes
-Cell Theory
-Prokaryotes
-Eukaryotes
-Organelles
Resources and
Activities
Introduction to the
Microscope Lab
Cell Type Comparison
Lab
Cells Flipbook
(11) The student knows
that biological systems
work to achieve and
maintain balance.
(A) describe the role of
internal feedback
mechanisms in the
maintenance of
homeostasis
(7) The student knows
evolutionary theory is a
scientific explanation
for the unity and
diversity of life.
(G) analyze and
evaluate scientific
explanations concerning
the complexity of the
cell
Cellular Transport
-Passive Transport
-Active Transport
Osmosis and Diffusion
Lab
Plasmolysis Lab
Unit: “Cellular Energetics”
Approximate Time Frame: 12 Days
TEKS
(9) The student knows
the significance of
various molecules
involved in metabolic
processes and energy
conversions that occur
in living organisms.
Student Expectations
(B) compare the
reactants and products
of photosynthesis and
cellular respiration in
terms of energy and
matter
Key Concepts
-Photosynthesis
Overview
-Photosynthesis
Equation
-Respiration Overview
-Respiration Equation
-ATP
Resources and
Activities
Plant Pigment Lab
Photosynthesis Lab
2nd NINE WEEKS
Unit: “Cellular Reproduction”
Approximate Time Frame: 7 Days
TEKS
Student Expectations
(5) The student knows
how an organism grows
and the importance of
cell differentiation.
(A) 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
Key Concepts
-The Cell Cycle
-Mitosis
-Cancer
-Meiosis
Resources and
Activities
Chromosome
Manipulative Activity
Cell Division Lab
(D) recognize that
disruptions of the cell
cycle lead to diseases
such as cancer
Unit: “Genetics”
Approximate Time Frame: 14 Days
TEKS
Student Expectations
(6) The student knows
the mechanisms of
genetics, including the
role of nucleic acids and
the principles of
Mendelian Genetics
(B) recognize that
components that make
up the genetic code are
common to all
organisms
(F) predict possible
outcomes of various
genetic combinations
such as monohybrid
crosses, dihybrid
crosses and nonMendelian inheritance
(G) recognize the
significance of meiosis
to sexual reproduction
Key Concepts
-Mendel’s Studies
-Laws of Heredity
-Punnett Squares
-Patterns of Heredity
Resources and
Activities
Punnett Square
Activities
Inheritance Lab
Unit: “Molecular Biology”
Approximate Time Frame: 18 Days
TEKS
Student Expectations
Key Concepts
(5) The student knows
how an organism grows
and the importance of
cell differentiation.
(C) describe the roles of -DNA Structure
DNA, ribonucleic acid
-DNA Function
(RNA), and
-DNA Replication
environmental factors
in cell differentiation
(6) The student knows
the mechanisms of
genetics, including the
role of nucleic acids and
the principles of
Mendelian Genetics
(A) identify
components of DNA,
and describe how
information for
specifying the traits of
an organism is carried
in the DNA
(C) explain the purpose
and process of
transcription and
translation using
models of DNA and RNA
(D) recognize that gene
expression is a
regulated process
(E) identify and
illustrate changes in
DNA and evaluate the
significance of these
changes
(H) describe how
techniques such as DNA
fingerprinting, genetic
modifications, and
chromosomal analysis
are used to study the
genomes of organisms
-Protein Synthesis
-RNA
-Transcription
-Translation
-Mutations
Resources and
Activities
DNA Model Activity
DNA Extraction Lab
Protein Synthesis
Activity
Mutation Activity
GATTACA Movie
3rd NINE WEEKS
Unit: “Evolution”
Approximate Time Frame: 10 Days
TEKS
Student Expectations
Key Concepts
(7) The student knows
evolutionary theory is a
scientific explanation
for the unity and
diversity of life.
(A) analyze and
evaluate how evidence
of common ancestry
among groups is
provided by the fossil
record, biogeography,
and homologies,
including anatomical,
molecular, and
developmental
-History of Life
-Age of Earth
-Chemicals of Life
-Cellular Evolution
-Life to Land
(B) analyze and
evaluate scientific
explanations concerning
any data of sudden
appearance, stasis, and
sequential nature of
groups in the fossil
record
(C) analyze and
evaluate how natural
selection produces
change in populations,
not individuals
(D) 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
Resources and
Activities
Progression of Life on
Earth Activity
Natural Selection Lab
Population Genetics Lab
-Theory of Evolution
-Darwin
-Natural Selection
-Evidence of Evolution
-Speciation
-Adaptations
-Primate Evolution
Darwin Video
Human Evolution Video
(E) analyze and
evaluate the
relationship of natural
selection to adaptation
and to the development
of diversity in and
among species
(F) analyze and
evaluate the effects of
other evolutionary
mechanisms, including
genetic drift, gene flow,
mutation, and
recombination
Unit: “Taxonomy”
Approximate Time Frame: 5 Days
TEKS
Student Expectations
(8) The student knows
that taxonomy is a
branching classification
based on the shared
characteristics of
organisms and can
change as new
discoveries are made.
(A) define taxonomy
and recognize the
importance of a
standardized taxonomic
system to the scientific
community
(B) categorize
organisms using a
hierarchical
classification system
based on similarities
and differences shared
among groups
(C) compare
characteristics of
taxonomic groups,
including archaea,
bacteria, protists, fungi,
plants, and animals
Key Concepts
-Classification
-Taxonomy
-7 Levels of Taxa
-Scientific Names
-Phylogeny
-6 Kingdom Overview
Resources and
Activities
Taxonomy Activity
Phylogenic Application
Lab
Unit: “Microorganisms and Fungi”
Approximate Time Frame: 20 Days
TEKS
Student Expectations
Key Concepts
(11) The student knows
that biological systems
work to achieve and
maintain balance.
(C) summarize the role
of microorganisms in
both maintaining and
disrupting the health of
both organisms and
ecosystems
-Viral Structure
-Viral Reproduction
-Viral Diseases
-HIV  AIDS
-Bacterial Structure
-2 Bacteria Kingdoms
-Bacteria Reproduction
-Pathogenic Bacteria
-Antibiotics
-Importance of Bacteria
Resources and
Activities
HIV Simulation Lab
Bacteria Cultivation Lab
Introduction to Protist
Lab
Introduction to Fungus
Lab
-Protist Structure and
Adaptations
-Fungus Structure and
Adaptations
Unit: “Plants”
Approximate Time Frame: 6 Days
TEKS
(10) The student knows
that biological systems
are composed of
multiple levels.
Student Expectations
(B) describe the
interactions that occur
among systems that
perform the functions
of transport,
reproduction, and
response in plants
(C) analyze the levels of
organization in
biological systems and
relate the levels to each
other and to the whole
system
Key Concepts
-Evolution of Plants
-Vascular Tissue
-Gymnosperms
-Angiosperms
-Plant Reproduction
-Adaptations
Resources and
Activities
Plant Growth Lab
Stomata Lab
Transpiration Lab
Flower Dissection Lab
4th NINE WEEKS
Unit: “Animals”
Approximate Time Frame: 15 Days
TEKS
(10) The student knows
that biological systems
are composed of
multiple levels.
Student Expectations
(A) describe the
interactions that occur
among systems that
perform the functions
of regulation, nutrient
absorption,
reproduction, and
defense from injury or
illness in animals
Key Concepts
-Basic Characteristics
-Invertebrate vs.
Vertebrate
-Arthropods
-Spiders
-Insects
-Reproduction
Resources and
Activities
Invertebrate
Comparison Activity
Worm Comparison
Dissection
Arthropod Comparison
Dissection
Mollusk and
Echinoderm Dissection
(C) analyze the levels of
organization in
biological systems and
relate the levels to each
other and to the whole
system
Unit: “Humans”
Approximate Time Frame: 15 Days
TEKS
(10) The student knows
that biological systems
are composed of
multiple levels.
Student Expectations
Key Concepts
(A) describe the
interactions that occur
among systems that
perform the functions
of regulation, nutrient
absorption,
reproduction, and
defense from injury or
illness in animals
-Body Structure
-Systems
-Reproduction and
Development
(C) analyze the levels of
organization in
biological systems and
relate the levels to each
other and to the whole
Resources and
Activities
Vertebrate Comparison
Dissection
Frog Dissection
Human Body Portfolio
Unit: “Research and Technology Application”
Approximate Time Frame: 8 Days
TEKS
(3) The student uses
critical thinking,
scientific reasoning, and
problem solving to
make informed
decisions within and
outside the classroom.
Student Expectations
(A) in all fields of
science, analyze,
evaluate, and critique
scientific explanations
by using empirical
evidence, logical
reasoning, and
experimental and
observational testing
(B) communicate and
apply scientific
information extracted
from various sources
(C) draw inferences
based on data related
to promotional
materials for products
and services
(D) evaluate the impact
of scientific research on
society and the
environment
(E) evaluate models
according to their
limitations in
representing biological
objects or events
(F) research and
describe the history of
biology and
contributions of
scientists
Key Concepts
Topic of student choice
from the entire year
Resources and
Activities
Independent Research
Project