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Science 10 Biology
Syllabus/Online Course Plan
Stage One – Desired Results
Course Title/Grade Level: Science 10
Credit: ____ one semester (.5)
__X__ two semesters (1)
Estimate of hours per week engaged in learning activities
Students will typically commit a minimum of 5 hours of class work per week.
Prerequisites and/or recommended preparation:
Successful completion of prior science and math courses.
Course Overview:
This course is designed to prepare students for success in their future
through the exploration of different Science disciplines. Emphasis will be
given to equip students with the skills and understandings required for
success on the WASL. At the same time this course will cover topics, hands
on experiments and simulations in Biology giving students a background that
will assist them in future Science courses.
Enduring Understandings for Course:
Life on Earth exhibits extensive biological diversity, and yet there are underlying
similarities among all organisms at the molecular level. Genetic composition gives
rise to both the uniqueness of species and diversity among them. It is this genetic
composition and the resulting traits of populations on which natural selection
operates to create the biological diversity observed in nature.
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In what ways are living organisms the same or different from one another?
What is the “code of life,” and how does it operate?”
What mechanisms ensure genetic continuity within species?
What are the mechanisms of natural selection, and how do they operate?
How does the evolutionary process contribute to the biological diversity
found in nature?
List external resources and include cost for each.
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SASinSchool (provided by SVL)
United Streaming (provided by SVL)
Kitchen materials and equipment for simple labs
Establish Goals: (Grade Level Expectations)
(PS2F, LS1A) (LS1B, LS1C, LS1D, LS1F) (LS1H, LS1I)(LS1E, LS1G)(LS3A-E) (ES3C)(LS2A)(LS2B, LS2C, LS2D)(LS2E, LS2F, LS1B, ES2A-D, ES3D)(ES1A)(ES1B)
Grading Policy
100-90
89-80
79-70
69-65
64-Below
A
B
C
D
F
Make-up Exam Policy
Although most timelines for work in this course will be flexible, there will be deadlines for
some items. When an assignment or test is due by a certain time, there may be
extenuating circumstances that will require an extension. Such extensions must be
requested in writing. Make-up exams and assignments need to be arranged through
communication between the student and teacher.
Academic Integrity:
It is the responsibility of the student to uphold the highest in academic
integrity. Students in this course will be expected to comply with the official
Spokane District 81 Policy regarding Academic Integrity. It is the assumption
of the instructor that all work is done by the student.
District Computer/Network Usage:
Careful and ethical use of computing resources is the responsibility of every
user. Students will be held to a stand of accountability for how they use
computers. The official District Acceptable Use Policy is found here (PDF).
Cells
Cells are the basic structural
1. Structure of cells
• Cells are composed of organelles, each with a
unique structure and function essential to the
survival of the cell.
2. Similarities/Differences of Plant and Animal
and functional units of life
How does each organelle
contribute to the survival of a
cell?
Cells
3. Organelles involved in energy transfer
• Photosynthesis occurs in chloroplasts.
• Respiration occurs in mitochondria.
In what ways are plant and animal
cells alike and in what ways do they
differ?
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C ellular E ner gy
(photosynthesis, r espir ation)
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How are chloroplasts and
mitochondria involved in the transfer
of energy within a cell?
In a living system, matter takes the form of
proteins, fats, carbohydrates and nucleic acids.
Photosynthesis is the process by which plants
convert solar energy, carbon dioxide, and water
into carbohydrates and oxygen.
Respiration is the process by which plants and
animals convert carbohydrates and oxygen into
chemical energy and heat, carbon dioxide and
water.
How is energy transformed from solar
energy to heat in living systems?
C ell cycle, M itosis and M eiosis
How is a sex cell different from a
normal body cell? What is the
biological significance of this
difference?
DNA, Genetics,
Heredity, &
Inheritance
In what ways are living
organisms the same or different
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Cell Division
o Relevant Organelles
o Types
 Mitosis
 Meiosis
o Process
o Biological Importance
1. DNA carries the code that determines the
characteristics/traits of an organism
from one another?
What is the “code of life,” and
how does it operate?
What mechanisms ensure genetic
continuity within species?
What are the mechanisms of
natural selection, and how do
they operate?
How does the evolutionary
process contribute to the
biological diversity found in
nature?
What is the reason offspring
tend to share traits with their
parents?
How do offspring end up with some
traits that are different than their
parents?
2. The diversity of organisms on Earth is a
direct result of biological evolution.
Natural selection is the mechanism that
results in differential survival of organism
due to heritable variations in populations.
To what extent are all organisms on
Earth genetically similar? Different?
Evolution and Natural
Selection
In what ways have organisms changed
over time? What are the scientific
explanations for these changes?
How does natural selection operate?
What is the scientific evidence for
biological evolution?
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M atter and E ner gy C ycles
The earth is a system in which energy
flows and matter is continually cycled
in order to sustain life.
What are the basic requirements
Characteristics and processes distinguish living
organisms from non-living objects. Energy and
matter interact to sustain life.
The carbon cycle describes how carbon is cycled
throughout the biosphere in organic and
inorganic forms.
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needed to sustain life?
What kinds of matter are essential for
life on earth to exist
How does matter cycle through the
earth system?
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Be able to describe at least three kinds of
interactions that can occur between populations
of different kinds of organisms.
Carrying capacity and limiting factors affect
population growth.
Populations
Describe the factors that affect
population growth.
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Food webs and trophic levels are a representation
of how matter and energy are transferred through
an ecosystem.
Organisms within an ecosystem are
interdependent
E cology
What are the reasons that the transfer
of solar energy through the ecosystem
is important to all living beings
(producers, consumers, decomposers)?
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the process of star formation involves the
coalescing due to gravitational attraction of
interstellar gas and “dust”
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C osmology
What types of energy and matter
transformations occur in stars?
What types of events occur in the life
cycle of stars?
How did the universe begin?
What is currently happening in the
universe?
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the key factor that accounts for the
differences in the life cycle of different stars
is to the mass of the star
the “Big Bang” theory is the current
scientific explanation that accounts for the
origin of the universe and the events that
occurred shortly after it occurred
following the “Big Bang”, evidence
indicates the universe is expanding (cosmic
background radiation; Hubble Law), and
that dynamic changes are occurring and
causing it to evolve
Students will know and be able to:
Life Science/ Biology
- How DNA replicates
-How DNA codes for proteins
-How proteins serve several functions in organisms
-How genes, chromosomes and DNA relate
-How characteristics are passed from parents to offspring
-How to determine possible offspring characteristics
-How to define natural selection and the evidence that supports Darwin’s theory
-How humans have played a role in the selection of species
-Analyze the relationship among organisms based on their shared physical, biochemical, genetic,
and cellular characteristics and functional processes.
-Understand cellular structures, their functions, and how specific genes regulate these functions.
-Understand how organisms, including cells, use matter and energy to sustain life and that these
processes are complex, integrated, and regulated.
-Analyze the living and nonliving factors that affect organisms in ecosystems.
C osmology
-Understand that the Solar System is in a galaxy in a universe composed of an immense number
of stars and other celestial bodies.
-Understand how stars, solar systems, galaxies, and the universe were formed and how these
systems continue to evolve.
Stage Two – Evidence of Assessment
What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and
skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented
as needed by prompted work, quizzes, observations, etc.]
Performance Tasks:
Project Based Learning Lessons
Interactive Web based learning
Hands on lab experiences
Discussion Boards
Other Evidence (self-assessments, observations, work samples, quizzes, tests and so on):
Flash cards
Formative Assessments
Summative Assessments
Stage Three – Learning Plan
Learning Activities:
Learning activities will be provided in such a way to target all types of learners. Instruction will be given in a
variety of formats including readings, video, and powerpoint presentations. Students will have opportunities to
show their learning in many ways such as model building, research projects, lab activities, and discussion
boards. The nature of the course allows students to have flexibility in their learning.
Indicate from the table below all applicable learning strategies that may be used in the course.
Direct Instruction
Indirect
Instruction
Experiential
Learning
Independent
Study
Interactive
Instruction
_X___Structured
__X__Problembased
___Case Studies
_X___Inquiry
__X__Reflective
Practice
__X__Project
_X___Paper
_X___Concept
Mapping
____Other (List)
____ Virt. Field Trip
_X___Experiments
__X__Simulations
__X__Games
____Field Observ.
___Role-playing
_X___Model Bldg.
____Surveys
____Other (List)
_X___Essays
_X__Self-paced
computer
__X__Journals
____Learning Logs
_X___Reports
_X___Directed Study
__X__Research
Projects
____Other (List)
_X___Discussion
____Debates
___Role Playing
____Panels
____Peer Partner
Learning
Overview
__X__Mini
presentation
_X___Drill & Practice
____Demonstrations
____Other (List)
____Project team
____Laboratory Groups
__X__Think, Pair,
Share ____Cooperative
Learning
____Tutorial Groups
____Interviewing
__X__Conferencing
____Other (List)
Scope and Sequence:
Scope, Sequence and Pacing
1st Semester
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Biology I: Flow of genetic
information in systems
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Over view of biological
hierarchy/biological systems
Carbon-based life
(requirements for life,
biomolecules: sugars and fats)
Cells (parts and functions, how
cells interact)
a. Cells (energy use:
photosynthesis,
respiration)
b. Cell cycle, Mitosis
and Meiosis
Genetics (Mendel, DNA,
1 week
2 week
2
weeks
2
weeks
2
weeks
7
protein synthesis, mutations)
weeks
a. Genetics (protein
synthesis, mutations)
2
weeks
Evolution (classification, age
of Earth, effect of life on the
planet)
Matter and energy cycles
(carbon and nitrogen cycles)
Populations (more on natural
selection)
Ecology (planetary thinking,
human impact, climate change,
biodiversity, natural resources,
sustainability)
Stars and stellar evolution
Big Bang
4
weeks
nd
2 Semester
Biology II: Cycles of matter and
energy in systems
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Cosmology (2-3 weeks)
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1 week
4
Weeks
4
weeks
Adapted from Understanding by Design Template available online and the Understanding by Design: Professional Development Workbook.
References:
Wiggins, G., & McTighe, J. (n.d.). Understanding by Design Exchange. Retrieved November 2, 2004 from http://www.ubdexchange.org/
Wiggins, G., & McTighe, J. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and
Curriculum Development.)