Download advanced biology - Lakewood City Schools

Lakewood City Schools
Course: Advanced Biology
Revised: July 2009
Full Year, one credit, 7 periods per week, 10th Grade
Advanced Biology
Advanced Biology is a college prep, biological science course taken as the second year of a two-year sequence which begins with Advanced
Geophysical Science. The subject matter provides an introduction to the study of the fundamentals of living matter in the six kingdoms of living
organisms. Laboratory experiences are emphasized throughout the course. Under certain circumstances, some 9th grade students may take the
course. The course uses a college text, and requires a project. Advanced Biology covers the same material as regular Biology in more detail and at
a faster pace.
The Clear Learning Targets stated in the document reflect the minimum, core targets for the course. The Pacing Chart is a general guideline. The
instructor assesses students’ needs, interests, strengths and weaknesses to determine areas for remediation, acceleration and enrichment.
Course of Study for Advanced Biology
Revised: July 2009
Page 1 of 17
Lakewood City Schools
Course: Advanced Biology
Revised: July 2009
Pacing Chart
UNIT 1: BIOCHEMISTRY AND CELL BIOLOGY
8 WEEKS
UNIT 2: HEREDITY
7 WEEKS
UNIT 3: EVOLUTION
3 WEEKS
UNIT 4: ECOLOGY
4 WEEKS
UNIT 5: DIVERSITY/TAXONOMY/SURVEY
14 WEEKS
Course of Study for Advanced Biology
Revised: July 2009
Page 2 of 17
Lakewood City Schools
Course of Study for Advanced Biology
Revised: July 2009
SUBJECT: ADVANCED BIOLOGY
UNIT: BIOCHEMISTRY AND CELL BIOLOGY
Life Science Standard: LS
Scientific Inquiry Standard: SI
Scientific Ways of Knowing standard: SW
Science and Technology Standard: ST
Clear Learning Targets: I can…
Benchmark
Grade Level Indicators
Explain that cells are the basic unit of
structure and function of living
organisms that once life originated all
cells come from pre-existing cells and
that there ore a variety of cell types.
Explain that living cells
a. are composed of a small number of key chemical elements
(carbon, hydrogen, oxygen, nitrogen, phosphorus, and
sulfur
b. are the basic unit of structure and function of all living
things
c. come from pre-existing cells after life originated, and
d. are different from viruses
LS-A-10-1
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Compare the structure, function and interrelatedness of cell
organelles in eukaryotic cells (e.g., nucleus, chromosome,
mitochondria, cell membrane, cell wall, chloroplast, cilia,
flagella)
LS-A-10-2
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LS-A-10
Explain the characteristics of life as
indicated by cellular processes and
describe the process of cell division and
Course of Study for Advanced Biology
Revised: July 2009
Explain the characteristics of life as indicated by cellular
processes including
a. homeostasis
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Describe the cell theory
Describe the difference between Eukaryotes and
Prokaryotes
Identify the six basic elements that make up all organic
compounds
Compare and contrast cells and viruses
Explain why viruses are classified as non-living
Describe how Pasteur disproved spontaneous generation
Compare and contrast prokaryotic and eukaryotic cells
Identify the 4 different kinds of eukaryotic cells
Compare and contrast the 4 different kinds of eukaryotic
cells
Identify the structure of all cell organelles
Describe the function of all cell organelles
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Describe the role of cell membrane and processes
involved with it (selective permeability)
Differentiate between diffusion and osmosis
Page 3 of 17
development.
LS-B-10
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b. energy transfers and transformation
c. transportation of molecules
d. disposal of wastes
e. synthesis of new molecules
LS-B-10-3
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Explain the flow of energy and the
cycling of matter through biological and
ecological systems (cellular, organism
and ecological).
LS-D-10
Describe how cells and organisms acquire and release energy
(photosynthesis, chemosynthesis, cellular respiration and
fermentation).
LS-D-10-10
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Explain that living organisms use matter and energy to
synthesize a variety of organic molecules (e.g., proteins,
carbohydrates, lipids and nucleic acids) and to drive life
processes (e.g., growth, reacting to the environment,
reproduction and movement).
LS-D-10-11
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Course of Study for Advanced Biology
Revised: July 2009
Compare and contrast active and passive transport
Differentiate between isotonic, hypertonic and
hypotonic solutions
Compare and contrast exocytosis and endocytosis
Compare and contrast photosynthesis and cellular
respiration
Explain the processes of making new molecules
Define ATP and describe its role in the cell.
Describe where cellular respiration takes place.
Describe the steps in cellular respiration (including
glycolysis, types of fermentation, etc)
Describe how cells store and release energy.
Describe the process of photosynthesis (including things
such as: photolysis, light-dependent reactions, lightindependent reactions, Calvin cycle, etc.)
Describe where photosynthesis takes place
State the basic products and reactants in photosynthesis and
cellular respiration.
Explain how photosynthesis and cellular respiration are
complimentary processes.
Compare and contrast ATP and ADP.
Differentiate between aerobic processes and anaerobic
processes.
Explain why carbon has 4 valence electrons and how it has
the ability to form 4 covalent bonds.
Recognize carbon’s ability to form many different
compounds.
Identify how the process of polymerization works.
Describe how dehydration synthesis reactions build
polymers.
Describe how hydrolysis reactions break down polymers.
Identify the 4 groups of organic compounds found in living
things
Identify each of the monomers for each of the 4 organic
compounds.
Identify the indicator used to test for carbohydrates.
Use biological indicators in the lab to test for the presence
of organic compounds.
Page 4 of 17
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Explain the ways in which the processes
of technological design respond to the
needs of society.
ST-A-10
Explain that science and technology are
interdependent; each drives the other.
ST-B-10
Participate in and apply the processes of
scientific investigation to create models
and to design, conduct, evaluate and
communicate the results of these
investigations.
Collect data concerning the tests needed to test for the
presence of carbohydrates and proteins.
Make a model of a polymer given the appropriate
monomers.
Produce a graph and analyze data about enzymes.
Explain how enzymes work and why they are important in
living organisms.
Explain that when evaluating a design for a device or process,
thought should be given to how it will be manufactured,
operated, maintained, replaced and
disposed of in addition to who will sell, operate and take care
of it. Explain how the costs associated with these
considerations may introduce additional constraints on the
design.
ST-A-10-3
Cite examples of ways that scientific inquiry is driven by the
desire to understand the natural world and how
technology is driven by the need to meet human needs and
solve human problems
ST-B-10-1
1 Research and apply appropriate safety precautions when
designing and conducting scientific investigations (e.g.
OSHA, MSDS, eyewash, goggles and ventilation).
SI-A-10-1
SI-A-10
Present scientific findings using clear language, accurate data,
appropriate graphs, tables, maps and available
Technology
SI-A-10-2
Use mathematical models to predict and analyze natural
phenomena
SI-A-10-3
Course of Study for Advanced Biology
Revised: July 2009
Page 5 of 17
Draw conclusions from inquiries based on scientific
knowledge and principles, the use of logic and evidence (data)
from investigations.
SI-A-10-4
Explain how new scientific data can cause any existing
scientific explanation to be supported, revised or rejected.
SI-A-10-5
Explain that scientific knowledge must
be based on evidence; be predictive,
logical, subject to modification and
limited to the natural world.
Recognize that science is a systematic method of continuing
investigation, based on observation, hypothesis
testing, measurement, experimentation, and theory
SW-A-10-3
SW-A-10
Course of Study for Advanced Biology
Revised: July 2009
Page 6 of 17
Lakewood City Schools
Course of Study for Advanced Biology
Revised: July 2009
SUBJECT: ADVANCED BIOLOGY
UNIT: HEREDITY
Life Science Standard: LS
Scientific Inquiry Standard: SI
Scientific Ways of Knowing standard: SW
Science and Technology Standard: ST
Benchmark
Grade Level Indicators
Explain the characteristics of life as
indicated
by cellular processes and describe the
process of cell division and
development.
Summarize the general processes of cell division and
differentiation, and explain why specialized cells are useful to
organisms and explain that complex multicellular organisms
are formed as highly organized arrangements of differentiated
cells.
LS-B-10-4
LS-B-10
Clear Learning Targets: I can…
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Explain the genetic mechanisms and
molecular basis of inheritance.
LS-C-10
Illustrate the relationship of the structure and function of DNA
to protein synthesis and the characteristics of an organism.
LS-C-10-5
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Course of Study for Advanced Biology
Revised: July 2009
Identify the various levels of cellular organization in a
multi-cellular organism as cells, tissue, organs,
systems, and whole organisms
Identify the 3 stages of Interphase and describe their
role in the life cycle of a cell
Identify the 4 stages of mitosis and describe the events
within each stage
Identify the 9 stages of meiosis and describe the events
within each stage
Compare and contrast mitosis and meiosis
Describe the exceptions to the normal cellular process
(i.e. cancer)
Identify the building blocks of nucleic acids
Identify the 3 parts of a nucleotide
Describe how nucleotides, when assembled, make up
the structure of nucleic acids
Compare and contrast DNA and RNA
Determine how the structure of DNA enables it to
reproduce itself accurately
Relate the concept of the gene to sequence of
nucleotides in DNA
Sequence the steps involved in protein synthesis (i.e.
transcription and translation)
Page 7 of 17
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Explain that a unit of hereditary information is called a gene,
and genes may occur in different forms called alleles (e.g.,
gene for pea plant height has two alleles, tall and short).
LS-C-10-6
Describe that spontaneous changes in DNA are mutations,
which are a source of genetic variation. When mutations
occur in sex cells, they may be passed on to future
generations; mutations that occur in body cells may affect the
functioning of that cell or the organism in which that cell is
found.
LS-C-10-7
Use the concepts of Mendelian and non-Mendelian genetics
(e.g., segregation, independent assortment, dominant and
recessive traits, sex-linked traits and
jumping genes) to explain inheritance.
LS-C-10-8
Summarize the historical development
of scientific theories and ideas, and
describe emerging issues in the study of
life sciences.
LS-J-10
Explain that science and technology are
interdependent; each drives the other.
ST-B-10
Course of Study for Advanced Biology
Revised: July 2009
Analyze and investigate emerging scientific issues (e.g.,
genetically modified food, stem cell research, genetic research
and cloning).
LS-J-10-28
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Distinguish between genotype and phenotype
Identify symbols of homozygous vs. heterozygous
Predict how a human disorder can be determined by a
single dominant allele
 Determine human genetic disorders caused by recessive
alleles
 Identify that two forms of a gene exist for each trait
(one from each parent)
 Infer several ways in which genetic variations may
arise
 Sequence the events in a cell that may lead to cancer
 Identify the various types of gene mutations and how
they affect the amino acid sequence of a gene
 Identify the four types of chromosomal mutations
 Identify the two kinds of frame shift mutations
 Sequence the events of nondisjunction in Meiosis
 Describe how the events of nondisjunction lead to
genetic disorders
 Explain the three principles of genetics that Mendel
obtained through his experiments
 Solve genetic problems using punnett squares or other
methods to describe possible outcomes in offspring and
the likelihood of each outcome
 Describe how chromosomes determine sex
 Explain why sex linked disorders occur in one sex
more often than in the other
 Analyze a pedigree to determine the mode of
inheritance
 Use a pedigree to trace a trait through many generations
of a family
Describe the pros and cons of genetically modified foods
Debate the issue of stem cell research, including both points
of view
Describe different cloning methods
Describe examples of scientific advances and emerging
technologies and how they may impact society.
ST-B-10-2
Page 8 of 17
Participate in and apply the processes of
scientific investigation to create models
and to design, conduct, evaluate and
communicate the results of these
investigations.
SI-A-10
Explain that scientific knowledge must
be based on evidence; be predictive,
logical, subject to modification and
limited to the natural world.
SW-A-10
Course of Study for Advanced Biology
Revised: July 2009
Use mathematical models to predict and analyze natural
Phenomena
SI-A-10-3
Discuss science as a dynamic body of knowledge that can lead
to the development of entirely new disciplines
SW-A-10-1
Describe that scientists may disagree about explanations of
phenomena, about interpretation of data or about the value of
rival theories, but they do agree that questioning, response to
criticism and open communication are integral
to the process of science
SW-10-2
Page 9 of 17
Lakewood City Schools
Course of Study for Advanced Biology
Revised: July 2009
SUBJECT: ADVANCED BIOLOGY
UNIT: EVOLUTION
Life Science Standard: LS
Scientific Inquiry Standard: SI
Scientific Ways of Knowing standard: SW
Science and Technology Standard: ST
Benchmark
Grade Level Indicators
Explain how evolutionary relationships
contribute to an understanding of the
unity and diversity of life.
LS-E-10
Relate diversity and adaptation to structures and their
functions in living organisms (e.g., adaptive radiation).
LS-E-10-14
Describe a foundation of biological
evolution as the change in gene
frequency of a population over time.
Explain the historical and current
scientific developments, mechanisms
and processes of biological evolution
LS-H-10
Recognize that a change in gene frequency (genetic
composition) in a population over time is a foundation of
biological evolution
LS-H-10-20
Clear Learning Targets: I can…
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Course of Study for Advanced Biology
Revised: July 2009
Summarize the effects of the different types of natural
selection on gene pools.
Relate changes in genetic equilibrium to mechanisms of
speciation.
Explain the role of natural selection in convergent and
divergent evolution.
Explain the concept of gene pool
Identify the main sources of inheritable variation in a
population
Explain how natural selection affects single gene and
polygenic traits
Describe genetic drift
List the five conditions needed to maintain genetic
equilibrium
Identify the conditions necessary for a new species to
evolve
Calculate and analyze genotype ratios in a model population
Page 10 of 17
Explain that natural selection provides the following
mechanism for evolution; undirected variation in inherited
characteristics exist within every species. These characteristics
may give individuals an advantage or disadvantage compared
to others in surviving and reproducing. The advantaged
offspring are more likely to survive and reproduce. Therefore,
the proportion of individuals that have advantageous
characteristics will increase. When an environment changes,
the survival value of some inherited characteristics may
change.
LS-H-10-21
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Describe historical scientific developments that occurred in
evolutionary thought (e.g., Lamarck and Darwin, Mendelian
Genetics and modern synthesis).
LS-H-10-22
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Explain how natural selection and other
evolutionary mechanisms account for
the unity and diversity of past and
present life forms.
LS-I-10
Analyze how natural selection and other evolutionary
mechanisms (e.g. genetic drift, immigration, emigration,
mutation) and their consequences provide a scientific
explanation for the diversity and unity of past life forms,
as depicted in the fossil record, and present life forms.
LS-I-10-24
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Course of Study for Advanced Biology
Revised: July 2009
Explain how natural selection affects single gene and
polygenic traits
Describe how natural variation is used in artificial selection
Explain how natural selection is related to species’ fitness
Identify evidence Darwin used to present his case for
evolution
Describe Darwin’s theory of evolution by natural selection
Compare and contrast analogous and homologous structures
Compare and contrast artificial and natural selection
Analyze experimental data and infer that the environment
affects survival
Given certain environmental criteria, design a model
organism with evolutionary adaptations that will allow that
organism to survive and reproduce
Describe the pattern Darwin observed among organisms of
the Galapagos Islands
Identify evidence Darwin used to present his case for
evolution
Describe Darwin’s theory of evolution by natural selection
State how Hutton and Lyell described geological change
Identify how Lamarck thought species evolved
Describe Malthus’s theory of population growth
Compare and contrast the evolutionary theories of Lamarck
and Darwin
Calculate genotype ratios in a model population and
compare them with Mendelian ratios
Summarize the effects of the different types of natural
selection on gene pools and how these influence diversity
within a population.
Explain the significance of gene pools in understanding
evolution.
Tell how genetic drift, gene flow (immigration and
emigration), mutations, and natural selection contribute to
changes in the gene pool by altering genetic frequencies of
genes.
Identify the 2 types of genetic drift.
Identify the five conditions (Hardy-Wienberg) that must be
met to maintain genetic equilibrium.
Page 11 of 17
Explain that life on Earth is thought to have begun as simple,
one celled organisms approximately 4 billion years
ago. During most of the history of Earth only single celled
microorganisms existed, but once cells with nuclei
developed about a billion years ago, increasingly complex
multicellular organisms evolved.
LS-I-10-25
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Summarize the historical development
of scientific theories and ideas, and
describe emerging issues in the study of
life sciences.
LS-J-10
Use historical examples to explain how new ideas are limited
by the context in which they are conceived. These ideas are
often rejected by the scientific establishment; sometimes
spring from unexpected findings; and usually grow slowly
through contributions from many different investigators (e.g.,
biological evolution, germ theory, biotechnology and
discovering germs).
LS-J-10-26
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Describe advances in life sciences that have important longlasting effects on science and society (e.g., biological
evolution, germ theory, biotechnology and discovering germs
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LS-J-10-27
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Course of Study for Advanced Biology
Revised: July 2009
Explain how spontaneous generation is different from the
modern cell theory.
Use the experiments of Redi, Pasteur, and others to explain
how spontaneous generation controversy was resolved.
Describe the formation and development of the Earth and its
atmosphere.
Compare and contrast the conditions on the modern Earth
with those on the Earth before life began.
Summarize the four steps in scientists’ hypotheses about
how the first cells were formed.
Discuss the importance of nucleic acids to the first cells.
Discuss the probable characteristics of the earliest cells.
Describe scientists’ hypotheses about the development of
photosynthesis, aerobic respiration, and eukaryotic cells.
Compare and contrast the concept of spontaneous
generation according to: Needham, Redi, Spellanzani, and
Pasteur
Compare and contrast the concept of natural selection and
evolution according to Hutton, Malthu, lamarck, Darwin,
Lyell, and Wallace
Describe specific examples of how technology has
advanced the study of biological sciences (i.e. stem cells,
DNA fingerprinting, human genome project, genetic
engineering, ecological benefits of prokaryotic organisms,
etc)
Compare and contrast the concept of spontaneous
generation according to: Needham, Redi, Spellanzani, and
Pasteur
Compare and contrast the concept of natural selection and
evolution according to Hutton, Malthus, Lamarck, Darwin,
Lyell, and Wallace
Describe specific examples of how technology has
advanced the study of biological sciences (i.e. stem cells,
DNA fingerprinting, human genome project, genetic
engineering, ecological benefits of prokaryotic organisms,
etc)
Page 12 of 17
Lakewood City Schools
Course of Study for Advanced Biology
Revised: July 2009
SUBJECT: ADVANCED BIOLOGY
UNIT: ECOLOGY
Life Science Standard: LS
Scientific Inquiry Standard: SI
Scientific Ways of Knowing standard: SW
Science and Technology Standard: ST
Benchmark
Grade Level Indicators
Explain the flow of energy and the
cycling of matter through biological and
ecological systems (cellular, organism
and ecological).
LS-D-10
Describe how matter cycles and energy flows through
different levels of organization in living systems and between
living systems and the physical environment. Explain how
some energy is stored and much is dissipated into the
environment as thermal energy (e.g., food webs and energy
pyramids).
LS-D-10-9
Explain that the variation of organisms within a species
increases the likelihood that at least some members of a
species will survive under gradually changing environmental
conditions.
LS-E-10-13
Explain how evolutionary relationships
contribute to an understanding of the
unity and diversity of life.
LS-E-10
Clear Learning Targets: I can…
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Identify the source of energy for life processes
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Trace the flow of energy through living systems
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Evaluate the efficiency of energy transfer among organisms in
an ecosystem
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Explain the structure and function of
ecosystems and relate how ecosystems
change over time.
LS-F-10
Course of Study for Advanced Biology
Revised: July 2009
Explain how living things interact with biotic and abiotic
components of the environment (e.g., predation, competition,
natural disasters and weather).
LS-F-10-15
Explain the main sources of heritable variation in a
population.
Describe how evolution is defined in genetic terms.
Identify what determines the numbers of phenotypes for a
given trait.
Describe the four parts of Darwin’s theory of evolution by
natural selection.
Give three examples of natural selection in action.
Explain how natural selection is related to an organism’s
fitness
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Identify the levels of organization that ecologists study.
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Describe the methods used to study ecology.
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Define, explain and give examples of the following terms
Page 13 of 17
Describe how human activities can
impact the status of natural systems.
LS-G-10
Relate how distribution and abundance of organisms and
populations in ecosystems are limited by the ability of the
ecosystem to recycle materials and the availability of matter,
space and energy
LS-F-10-16
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Conclude that ecosystems tend to have cyclic fluctuations
around a state of approximate equilibrium that can change
when climate changes, when one or more new species appear
as a result of immigration or when one or more species
disappear
LS-F-10-17
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describe how matter cycles among the living and non living
parts of an ecosystem
explain why nutrients are important in living systems
describe how the availability of nutrients affects the
productivity of ecosystems
List various biotic and abiotic factors that can influence
equilibrium within an ecosystem.
Explain how emigration and immigration affect various
population within and ecosystem and how these factors
influence equilibrium.
Describe ways that human activities can deliberately or
inadvertently alter the equilibrium in ecosystems. Explain how
changes in technology/biotechnology can cause significant
changes, either positive or negative, in environmental quality
and carrying capacity.
LS-G-10-18
Illustrate how uses of resources at local, state, regional,
national, and global levels have affected the quality of life
(e.g., energy production and sustainable vs. non-sustainable
agriculture).
LS-G-10-19
Explain that many processes occur in
patterns within the Earth’s systems.
ES-B-10
Course of Study for Advanced Biology
Revised: July 2009
Summarize the relationship between the climatic zone and the
resultant biomes. (This includes explaining the nature of the
rainfall and temperature of the mid-latitude climatic zone that
supports the deciduous forest.)A
Page 14 of 17
ES-B-10-1
Explain the 4.5 billion-year history of
Earth and the 4 billion year history of
life on Earth based on observable
scientific evidence in the geologic
record.
ES-C-10
Describe the finite nature of Earth’s
resources and those human activities
that can conserve or deplete Earth’s
resources.
ES-D-10
Summarize the historical development
of scientific theories and ideas, and
describe emerging issues in the study of
Earth and space sciences.
ES-F-10
Course of Study for Advanced Biology
Revised: July 2009
Describe how organisms on Earth contributed to the dramatic
change in oxygen content of Earth's early Atmosphere
ES-C-10-4
Explain how the acquisition and use of resources, urban
growth and waste disposal can accelerate natural change and
impact the quality of life.
ES-D-10-5
Describe ways that human activity can alter biogeochemical
cycles (e.g., carbon and nitrogen cycles) as well as food webs
and energy pyramids (e.g., pest control, legume rotation crops
vs. chemical fertilizers).
ES-D-10-6
Describe advances and issues in Earth and space science that
have important long-lasting effects on science and society
(e.g., geologic time scales, global warming, depletion of
resources and exponential population growth).
ES-F-10-7
Page 15 of 17
Lakewood City Schools
Course of Study for Advanced Biology
Revised: July 2009
SUBJECT: ADVANCED BIOLOGY
UNIT: DIVERSITY/TAXONOMY/SURVEY
Life Science Standard: LS
Scientific Inquiry Standard: SI
Scientific Ways of Knowing standard: SW
Science and Technology Standard: ST
Benchmark
Grade Level Indicators
Explain how evolutionary relationships
contribute to an
understanding of the unity and diversity
of life.
LS-E-10
Describe that biological classification represents how
organisms are related with species being the most fundamental
unit of the classification system. Relate how biologists arrange
organisms into a hierarchy of groups and subgroups based on
similarities and differences that reflect their evolutionary
relationships.
LS-E-10-12
Clear Learning Targets: I can…
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Participate in and apply the processes of
scientific investigation to create models
and to design, conduct, evaluate and
communicate the results of these
investigations.
SI-A-10
Course of Study for Advanced Biology
Revised: July 2009
Explain how to classify organisms.
List the seven levels of classification introduced by
Linneaus.
Explain how to write scientific names.
Explain what binomial nomenclature means.
Describe how dichotomous key help in identifying
organisms.
Describe each of the six kingdoms.
Explain how evolutionary relationships are important in
classification.
Explain how DNA and RNA help scientists determine
evolutionary relationships.
Identify the three domains present in the modern
classification system
Present scientific findings using clear language, accurate data,
appropriate graphs, tables, maps, and available technology.
SI-A-10-1
Draw conclusions from inquires based on scientific knowledge
and principles, the use of logic and evidence (data) from
investigations.
SI-A-10-4
Page 16 of 17
Explain how new scientific data can cause any existing
scientific explanation to be supported, revised or rejected.
SI-A-10-5
Explain that scientific knowledge must
be based on evidence, be predictive,
logical subject to modification and
limited to the natural world.
SW-A-10
Course of Study for Advanced Biology
Revised: July 2009
Discuss science as a dynamic body of knowledge that can lead
to the development of entirely new disciplines.
SW-A-10-1
Page 17 of 17