Download Biology B - Grayson County Schools

Biology B
Course Syllabus
Course Description
Biology B is an introductory course to the biological sciences. Concepts covered in this section include Cell
Processes (Mitosis, DNA Replication, RNA Transcription, Protein Synthesis), Genetics (Meiosis, Punnet
Squares/Probability, Population Genetics) and Ecology (Energy Transfer, Interdependence, Biogeochemical
cycles, Global Issues).
Prerequisites
Integrated Science A/B or concurrently with Integrated Science A/B
Summary:
Reading
RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by
paraphrasing them in simpler but still accurate terms.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 11–12 texts and topics.
RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process,
phenomenon, or concept, resolving conflicting information when possible.
RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and
proficiently.
Multiple Choice Qs:
1.
2.
3.
Who is the intended audience for this article?
According to the article (excerpt), which is least important?
According to the article (excerpt), which is most important?
RST.11-12.5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
4.
5.
6.
According to the graph, which of the following is not true?
According to the diagram in the piece, which of the following is true?
According to the information in this article, which is the correct sequence of events?
7.
Ask for the type of article. For example, the mode (type) of writing in this excerpt is: lyric, satire, persuasive, narration, informative, etc.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the
specific results based on explanations in the text.
Writing Standards
Summary
W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
o
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
o
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
o
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
o
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the
topic.
o
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
o
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes
Speaking and Listening Standards
Throughout entire trimester, see Unit Resources for specific assessments for each standard.
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
o
CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue
to stimulate a thoughtful, well-reasoned exchange of ideas.
o
CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and
individual roles as needed.
o
CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate
the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions.
o
CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new
connections in light of the evidence and reasoning presented.
CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development, substance, and
style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add
interest.
CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 here for specific
expectations.)
Unit 1 Standards: Nucleic Acids
Academic Expectations 2.1 - Students understand scientific ways of thinking and working and use those
methods to solve real-life problems.
Academic Expectations 2.2 - Students identify, analyze, and use patterns such as cycles and trends to
understand past and present events and predict possible future events.
Academic Expectations 2.3 - Students identify and analyze systems and the ways their components work
together or affect each other.
Academic Expectations 2.4 - Students use the concept of scale and scientific models to explain the organization
and functioning of living and nonliving things and predict other characteristics that might be observed.
Academic Expectations 2.5 - Students understand that under certain conditions nature tends to remain the same
or move toward a balance.
Academic Expectations 2.6 - Students understand how living and nonliving things change over time and the
factors that influence the changes.
Unit 1 Topics: Nucleic Acids
Mitosis, DNA/RNA structure, Replication, Transcription, Translation, Protein Synthesis (3 weeks)
B. Investigating Life Processes at the Cellular Level and Understanding Both How These Processes Work and
How They Are Maintained and Regulated
1. Cells
j. Describe the basic process of mitosis
C. Delving Into Heredity by Investigating How Genetic Structures and Processes Provide the Mechanism for
Continuity and Variety Among Organisms
1. Genetics
a. Describe the basic structure and function of DNA, mRNA, tRNA, amino acids, polypeptides, and
proteins (e.g., replication, transcription, and translation)
b. Describe the experiments of major scientists in determining both the structure of DNA and the central
dogma
c. Use mRNA codon charts to determine amino acid sequences of example polypeptides
d. Use mRNA codon charts to determine the effects of different types of mutations on amino acid
sequence and protein structure (e.g., sickle cell anemia resulting from base substitution mutation)
e. Describe how gene expression is regulated in organisms such that specific proteins are synthesized
only when they are needed by the cell (e.g., allowing cell specialization
Unit 1 Potential Resources
 ACT/RTI plan
 Current Events Reading and Writing Rubric
 Summative Assessments
 Formative Assessments
 Constructing Models / Diagrams: Flipcharts, 3-D models, etc.
 Explore Learning
 Microscope: Observation of Onion Root-Tip Cells
 DNA to Protein Activity (Flower Project)
 DNA Extraction Lab
 “Gattaca” Movie
 Genetic Mutation Slideshow
 Portfolio Topics
Unit 2 Standards: Genetics
Academic Expectations 2.1 - Students understand scientific ways of thinking and working and use those
methods to solve real-life problems.
Academic Expectations 2.2 - Students identify, analyze, and use patterns such as cycles and trends to
understand past and present events and predict possible future events.
Academic Expectations 2.3 - Students identify and analyze systems and the ways their components work
together or affect each other.
Academic Expectations 2.4 - Students use the concept of scale and scientific models to explain the organization
and functioning of living and nonliving things and predict other characteristics that might be observed.
Academic Expectations 2.5 - Students understand that under certain conditions nature tends to remain the same
or move toward a balance.
Academic Expectations 2.6 - Students understand how living and nonliving things change over time and the
factors that influence the changes.
Unit 2 Topics: Genetics
Meiosis, Punnett Squares, Pedigrees, Mendelian Genetics, Patterns of Inheritance (3 weeks)
C. Delving Into Heredity by Investigating How Genetic Structures and Processes Provide the Mechanism for
Continuity and Variety Among Organisms
1. Genetics
f. Describe the basic process of meiosis
g. Identify and explain Mendel’s law of segregation and law of independent assortment
h. Explain how the process of meiosis reveals the mechanism behind Mendel’s conclusions about
segregation and independent assortment on a molecular level
i. Define and provide an example of the following: genotype, phenotype, dominant allele, recessive
allele, codominant alleles, incompletely dominant alleles, homozygous, heterozygous, and carrier
j. Explain sex-linked patterns of inheritance in terms of some genes being absent from the smaller Y
chromosome, and thus males (XY) having a different chance of exhibiting certain traits than do females
(XX)
k. Construct and interpret Punnett squares and pedigree charts (e.g., calculate and predict phenotypic and
genotypic ratios and probabilities)
l. Infer parental genotypes and phenotypes from offspring data presented in pedigree charts and from the
phenotypic and genotypic ratios of offspring
m. Describe the mode of inheritance in commonly inherited disorders (e.g., sickle cell anemia, Down
syndrome, Turner’s syndrome, PKU)
n. Complete a major project relating to recombinant DNA, cloning, or stem cell research
Unit 2 Potential Resources
 ACT/RTI plan
 Current Events Reading and Writing Rubric
 Summative Assessments
 Formative Assessments
 Constructing Models / Diagrams: Flipcharts, 3-D models, etc.
 Explore Learning
 “Gattaca” Movie
 Portfolio Topics
 Karyotype lab
 Genetic Mutation Slideshow
 Dragon Activity / Offspring Lab
 Constructing Pedigrees
Unit 3 Standards: Evolution
Academic Expectations 2.1 - Students understand scientific ways of thinking and working and use those
methods to solve real-life problems.
Academic Expectations 2.2 - Students identify, analyze, and use patterns such as cycles and trends to
understand past and present events and predict possible future events.
Academic Expectations 2.3 - Students identify and analyze systems and the ways their components work
together or affect each other.
Academic Expectations 2.4 - Students use the concept of scale and scientific models to explain the organization
and functioning of living and nonliving things and predict other characteristics that might be observed.
Academic Expectations 2.5 - Students understand that under certain conditions nature tends to remain the same
or move toward a balance.
Academic Expectations 2.6 - Students understand how living and nonliving things change over time and the
factors that influence the changes.
Unit 3 Topics: Evolution
Evolution, Origin of Life, Natural Selection, Population Genetics, Taxonomy (2 weeks)
D. Investigating Processes That Allow Populations to Change in Response to Different Environmental and
Genetic Pressures.
1. Evolution
a. Describe the experiments of Redi, Needham, Spallanzani, and Pasteur to support or falsify the
hypothesis of spontaneous generation
b. Explain the biological definition of evolution
c. Differentiate among chemical evolution, organic evolution, and the evolutionary steps along the way
to aerobic heterotrophs and photosynthetic autotrophs
d. Discuss Darwin’s principle of survival of the fittest and explain what Darwin meant by natural
selection
e. Explain the influences of other scientists (e.g., Malthus, Wallace, Lamarck, Lyell) and of Darwin’s
trip on HMS Beagle in formulating Darwin’s ideas about natural selection
f. Contrast Lamarck’s and Darwin’s ideas about changes in organisms over time
g. Provide examples of behaviors that have evolved through natural selection (e.g., migration, courtship
rituals)
h. Design, perform, and analyze a laboratory simulation of natural selection on a working population
(e.g., teacher chooses prey items [hard candy, marshmallows]; students choose feeding adaptation [fork,
toothpick, spoon] and hunt; students record results and then change prey or adaptation; and students
analyze results using statistical methods)
i. Specifically describe the conditions required to be considered a species (e.g., reproductive isolation,
geographic isolation)
j. Describe the basic types of selection, including disruptive, stabilizing, and directional
k. Explain how natural selection and its evolutionary consequences (e.g., adaptation or extinction)
provide a scientific explanation for the fossil record of ancient life-forms and the striking molecular
similarities observed among the diverse species of living organisms
l. Discuss evidence from the fields of geology, biochemistry, embryology, comparative anatomy, and
comparative physiology that points to shared evolutionary relationships
m. Explain how Earth’s life-forms have evolved from earlier species as a consequence of interactions of
(a) the potential of a species to increase its numbers and (b) genetic variability of offspring due to
mutation and recombinations of DNA
n. Distinguish between catastrophism, gradualism, and punctuated equilibrium
E. Identifying and Deciphering the Distinguishing Characteristics of All Categories of Living Things and
Establishing the Genetic, Ancestral, and Behavioral Relationships Among Them
3. Relationships Among Organisms
a. Explain how organisms are classified into a hierarchy of groups and subgroups based on similarities
that reflect their evolutionary relationships
b. List each of the major levels in the hierarchy of taxa: kingdom, phylum, class, order, family, genus,
and species
c. Explain the binomial nomenclature system
d. Construct and use a dichotomous taxonomic key
e. Distinguish between and among viruses, bacteria, and protists, and give examples of each
f. Explain classification criteria for fungi, plants, and animals
g. Compare the major divisions of animals
Unit 3 Potential Resources
 ACT/RTI plan
 Current Events Reading and Writing Rubric
 Summative Assessments
 Formative Assessments
 Constructing Models / Diagrams: Flipcharts, 3-D models, etc.
 Explore Learning
 Dichotomous Key
 Natural Selection / Evolution Lab
 Project Wild / Project Learning Tree
Unit 4 Standards: Ecology
Academic Expectations 2.1 - Students understand scientific ways of thinking and working and use those
methods to solve real-life problems.
Academic Expectations 2.2 - Students identify, analyze, and use patterns such as cycles and trends to
understand past and present events and predict possible future events.
Academic Expectations 2.3 - Students identify and analyze systems and the ways their components work
together or affect each other.
Academic Expectations 2.4 - Students use the concept of scale and scientific models to explain the organization
and functioning of living and nonliving things and predict other characteristics that might be observed.
Academic Expectations 2.5 - Students understand that under certain conditions nature tends to remain the same
or move toward a balance.
Academic Expectations 2.6 - Students understand how living and nonliving things change over time and the
factors that influence the changes.
Unit 4 Ecology
Energy Transfer, Interdependence, Biogeochemical Cycles, Global Issues
F. Analyzing the Ecological Processes by Which Living Things Interact with Their Environments and With
Each Other
1. Ecology
a. Define and provide examples of biosphere, biome, ecosystem, community, population, species,
habitat, and niche
b. Discuss biotic and abiotic factors that affect land and aquatic biomes
c. Discuss the role of beneficial bacteria (e.g., in the recycling of nutrients)
d. Explain how energy flows through ecosystems in one direction, from photosynthetic organisms to
herbivores to carnivores and decomposers
e. Explain how the amount of life any environment can support is limited by the available matter and
energy and by the ability of ecosystems to recycle the residue of dead organic materials
f. Explain how organisms cooperate and compete in ecosystems and how interrelationships and
interdependencies of organisms may generate ecosystems that are stable for thousands of years
g. Diagram the flow of energy using food webs, food chains, and pyramids (e.g., pyramid of energy,
pyramid of biomass, and pyramid of numbers)
h. Describe examples of competition, symbiosis, and predation
i. Explain the concept of carrying capacity
j. Describe the growth of populations, including exponential and logistic growth (e.g., design and
conduct an experiment investigating bacterial growth using appropriate calculations)
k. Explain the process of ecological succession, and describe the different communities that result
l. Read and describe current journal articles relating to environmental concerns (e.g., loss of
biodiversity, habitat loss, pollution)
m. Discuss and evaluate the significance of human interference with major ecosystems (e.g., the loss of
genetic diversity in cloned crops or animals)
Unit 4 Potential Resources
•
ACT/RTI plan
•
Current Events Reading and Writing Rubric
•
Summative Assessments
•
Formative Assessments
•
Constructing Models / Diagrams: Flipcharts, 3-D models, etc.
•
Explore Learning
•
Project Wild / Project Learning Tree