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Agua Fria Union High School District Biology Curriculum Map Dates Essential Questions Content Standards Skills Assessment 2 Weeks How do the parts of a cell work together to serve a common purpose? SCHS - S4C1 The Cell 01 Describe the role of energy in cellular growth, development, and repair 02 Compare the form and function of prokaryotic and eukaryotic cells and their cellular components. 03 Explain the importance of water to cells. 04 Analyze mechanisms of transport of materials (e.g., water, ions, macromolecules) into and out of cells: • passive transport • active transport How do cell membranes keep a cell homeostatic? Impact of Microscopy Cell Theory Cellular components Passive and active transport Homeostasis SCHS-S1C1 Observations, Questions, & Hypotheses 02 Develop questions from observations that transition into testable hypotheses 03 Formulate testable hypotheses 04 Predict the outcome of an investigation based on prior evidence, probability, and/or modeling SCHS-S1C2 Scientific Testing 01 Demonstrate safe and ethical procedures (use & care of technology, materials, organisms) and behavior in all science inquiry 02 Identify resources needed to conduct an investigation 03 Design an appropriate protocol for testing a hypothesis Identify dependent and independent variables in a controlled investigation Determine an appropriate method for data collection Determine an appropriate method for recording data 04 Conduct a scientific investigation that is based on a research design 05 Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, Describe the role of ATP in the cell Describe cellular theory Compare prokaryotic & eukaryotic cells Describe the structure & function of cell membranes Summarize the importance of each of the organelles in eukaryotic cells Identify three structures in plant cells that are absent from animal cells and explain the need for these additional organelles. Relate concentration gradients, equilibrium & homeostasis Predict the direction of water movement into & out of the cell Analyze different types of passive transport (i.e. diffusion, osmosis, facilitated diffusion...) Analyze active transport (i.e. Na-K pumps, endocytosis, exocytosis...) Describe the scientists (Leuwenhoek, Brown, Schleiden, Schwann & Hooke) the work they did to develop the cell theory Apply the inquiry process to determine transport in a cell Cell organelle analogy Inquiry Transport Lab (Egg) Unit Exam Note: Assessments may vary based on instructor. District Summative End of Course Assessment 1 Agua Fria Union High School District Biology Curriculum Map & computers SCHS- S1C3. Analysis, Conclusions, & Refinements 01 Interpret data that show a variety of possible relations between variables, including Positive relationship Negative relationship No relationship 02 Evaluate whether investigational data support or do not support the proposed hypothesis 04 Evaluate the design of an investigation to identify possible sources of procedural error, including: sample size, trails, controls, analyses 07 Propose further investigation based on findings of a conducted investigation SCHS-S1C4 Communication 01 For a specific investigation, choose an appropriate method for communicating the results 02 Produce graphs that communicate data 03 Communicate results clearly and logically 04 Support conclusions with logical scientific arguments SCHS- S2C1 History of Science as a Human Endeavor 01 Describe how human curiosity and needs have influenced science, impacting the quality of life worldwide. 02 Describe how diverse people and/or culture, past and present, have made important contributions to scientific innovations. 03 Analyze how specific changes in science have affected society. 2 Agua Fria Union High School District Biology Curriculum Map Dates Essential Questions Content Standards Skills Assessment 1-2 Weeks Where do you get the energy your body's cells need to function and how is that energy used? SCHS-S4C1 The Cell 01 Describe the role of energy in cellular growth, development, and repair SCHS- S4C5 Matter, Energy, & Organization of Living Systems. 01 Compare the processes of photosynthesis and cellular respiration in terms of energy flow, reactants, and products. 02 Describe the role of organic and inorganic chemicals (e.g., carbohydrates, proteins, lipids, nucleic acids, water, ATP) important to living things. How do plants make their own food? Energy sources/ Macromolecules ATP Photosynthesis Cellular respiration (aerobic) Anaerobic SCHS-S1C1 Observations, Questions, & Hypotheses 04 Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring) SCHS- S1C3. Analysis, Conclusions, & Refinements 01 Interpret data that show a variety of possible relationships between variables, including: positive relationship, negative relationship or no relationship Describe the role of organic & inorganic chemicals important to living things Compare the processes of photosynthesis and cellular respiration in terms of energy flow, reactants, and products (word equation) Differentiate between energy (light & chemical) and matter (CO2, water) in photosynthesis and cell energy Compare the metabolism of autotrophs with that of heterotrophs Describe the role of ATP in the cell Describe how energy is released from ATP Describe how ATP is regenerated Evaluate the importance of oxygen in aerobic respiration Predict outcome of an investigation interpret data for relationships Compare aerobic & anaerobic respiration in terms of energy flow, reactants, and products Cell Energy Inquiry Lab Unit Exam Note: Assessments may vary based on instructor. District Summative End of Course Assessment 3 Agua Fria Union High School District Biology Curriculum Map Dates Essential Questions Content Standards Skills Assessment 2-3 week Where do cells get the information they need to function? SCHS - S4C1 The Cell 05 Describe the purpose and processes of cellular reproduction SCHS - S4C2 Molecular Basis of Heredity 01 Analyze the relationships among nucleic acids (DNA, RNA), genes, and chromosomes. 02 Describe the molecular basis of heredity, in viruses and living things, including DNA replication and protein synthesis How is information passed to new cells that are about to divide? DNA Watson, Crick & Franklin Transcription Translation Cellular reproduction/Mit osis Cell Cycle Cancer Molecular (DNA) mutations SCHS-S1C1 Observations, Questions & Hypotheses 02 Develop questions from observations that transition into testable hypotheses 03 Formulate a testable hypothesis 04 Predict the outcome of an investigation based on prior evidence, probability, and/or modeling SCHS-S1C2 Scientific Testing 05 Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, & computers SCHS- S1C3. Analysis, Conclusions, & Refinements 02 Evaluate whether investigational data support or do not support the proposed hypothesis 06 Use descriptive statistics to analyze data, including: mean, frequency & range SCHS-S1C4 Communication 01 For a specific investigation, choose an appropriate method for communicating the results 02 Produce graphs that communicate data Relate the role of base pairing rules to the structure of DNA Compare the structure of RNA & DNA Describe the process of DNA replication Describe the process of protein synthesis Describe the processes of viral reproduction (intracellular parasite) Analyze the relationship between a gene, a DNA molecule, a chromosome, and a chromatid Differentiate between asexual and sexual reproduction Explain & identify the major events that characterize each of the cell cycle phases Relate the role of the cell cycle to the onset of cancer Describe the contributions of scientists (Watson, Crick, & Franklin) involved in the molecular basis of heredity. Support a position on a science or technology issue Apply the Inquiry process to predict transport across membranes Describe molecular mutations (frame shift, silent, nonsense) DNA model Prom Date Unit Exam Note: Assessments may vary based on instructor. District Summative End of Course Assessment SCHS- S2C1 History of Science as a Human Endeavor 01 Describe how human curiosity and needs have influenced science, impacting the quality of life worldwide. 02 Describe how diverse people and/or culture, past 4 Agua Fria Union High School District Biology Curriculum Map and present, have made important contributions to scientific innovations. 03 Analyze how specific changes in science have affected society. SCHS-S3C2 Science & Technology in Society 02 Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology 03 Support a position on a science or technology issue 5 Agua Fria Union High School District Biology Curriculum Map Dates Essential Questions Content Standards Skills Assessment 2 Weeks What accounts for the variation in organisms and how do these variations occur? SCHS - S4C2 Molecular Basis of Heredity 03 Explain how genotypic variation occurs and results in phenotypic diversity. 04 Describe how meiosis and fertilization maintain genetic variation. How can you predict how a trait will be inherited? How are traits passed from one generation to the next? Meiosis Mendel Laws of Heredity Genetic Issues (cloning, disorders, stem cells, genetic engineering) Mutations McClintock SCHS - S1C1 Observations, Questions, & Hypothesis 01 Evaluate scientific information for relevance to a given problem 04 Predict the outcome of an investigation, probability, and/or modeling SCHS - S2C1 History of Science as a Human Endeavor 01 Describe how human curiosity and needs have influenced science, impacting the quality of the life worldwide. 02 Describe how diverse people and/or culture, past and present, have made important contributions to scientific innovations 04 Analyze how specific cultural and/or societal issues promote or hinder scientific advancements SCHS - S2C2 Nature of Scientific Knowledge 03 Distinguish between pure and applied science 04 Describe how scientists continue to investigate and critically analyze aspects of theories SCHS - S3C2 Science and Technology in Society 03 Support a position on a science or technology issue Summarize the events that occur during meiosis Compare haploid and diploid cells Summarize Gregor Mendel’s gardenpea experiment (pure & applied science) Compare Mendel’s laws of heredity Describe how Barbara McClintock's work our understanding of genetics Relate crossing-over and random fertilization to genetic variation Evaluate genetic and evolutionary advantages & disadvantages of asexual & sexual reproduction Describe the terms homozygous, heterozygous, genotype, and phenotype Predict genotypes using a testcross Predict results of monohybrid genetic crosses by using Punnett squares Predict results of incomplete dominant and codominant traits Evaluate a simple pedigree to predict heredity Describe how chromosomal mutations can cause genetic disorders Analyze & support a position on a genetic issue Design a Species Unit Exam Note: Assessments may vary based on instructor. District Summative End of Course Assessment 6 Agua Fria Union High School District Biology Curriculum Map Dates Essential Questions Content Standards Skills Assessment 3 Weeks What evidence supports the theory of evolution? What is the process of evolution and how does it lead to biodiversity? SCHS - S4C4 Biological Evolution 01 Identify the following components of natural selection, which can lead to speciation: (Darwin's four tenet's) •potential for a species to increase its numbers •genetic variability and inheritance of offspring due to mutation and recombination of genes •finite supply of resources required for life •selection by the environment of those offspring better able to survive and produce offspring 02 Explain how genotypic and phenotypic variation can result in adaptations that influence an organism’s success in an environment. 03 Describe how the continuing operation of natural selection underlies a population’s ability to adapt to changes in the environment and leads to biodiversity and the origin of new species. 04 Predict how a change in an environmental factor (e.g., rainfall, habitat loss, non-native species) can affect the number and diversity of species in an ecosystem. 05 Analyze how patterns in the fossil record, nuclear chemistry, geology, molecular biology, and geographical distribution give support to the theory of organic evolution through natural selection over billions of years and the resulting present day biodiversity. 06 Analyze Using a Biological Classification System (ex: Cladistics, Phylogeny, Morphology and DNA Analysis), the degree relatedness among various species. SCHS - S1C1 Observations, Questions, and Hypotheses 03 Formulate a testable hypothesis 04 Predict the outcome of an investigation based on Darwin Natural selection Speciation/ biodiversity Evidence (fossil record, homologous structures, DNA, biogeography. Etc...) cladogram/ phylogeny Identify several observations that led Darwin to conclude that species evolve (Galapagos species (finches, etc...)) Relate the process of natural selection to its outcome Summarize the main points of Darwin’s theory of evolution by natural selection as it is stated today (4 tenet's) Explain how genotypic & phenotypic variation can result in adaptation (peppered moth & finches) Summarize the process of speciation and the resulting biodiversity Predict how a change in an environmental factor (e.g., rainfall, habitat loss, non-native species) can affect the number and diversity of species in an ecosystem (changes in biodiversity & extinction) Analyze how classification systems (cladistics, phylogeny, DNA analysis, morphology...) determine evolutionary histories Describe patterns of evolution (bottleneck, coevolution, divergent, convergent, etc...) Analyze how patterns in the fossil record, nuclear chemistry, geology, molecular biology & geographical distribution give support to the theory of organic evolution through natural selection over billions of years Natural selection model/sim ulations Unit Exam Note: Assessments may vary based on instructor. District Summative End of Course Assessment 7 Agua Fria Union High School District Biology Curriculum Map prior evidence, probability, and/or modeling SCHS - S1C2 Scientific Testing 05 Record observations, notes, sketches, questions, and ideas using tools such journals, charts, graphs, and computers SCHS- S1C3. Analysis, Conclusions, & Refinements 01 Interpret data that show a variety of possible relationships between variables 02 Evaluate whether investigational data support or do not support the proposed hypothesis 03 Critique reports of scientific studies SCHS - S1C4: Communication 01 For a specific investigation, choose an appropriate method for communicating the results 02 Produce graphs that communicate data 03 Communicate results clearly and logically 04 Support conclusions with logical scientific arguments SCHS - S2C1 History of Science as a Human Endeavor 01 Describe how human curiosity and needs have influenced science, impacting the quality of life worldwide 03Analyze how specific changes in science have affected society 04 Analyze how specific cultural and/or societal issues promote or hinder scientific advancements SCHS - S2C2 Nature of Scientific Knowledge 01 Specify the requirements of a valid, scientific explanation (theory), including that it be: logical, subject to peer review, public, & respectful of rules of evidence 02 Explain the process by which accepted ideas are challenged or extended by scientific innovation 03 Distinguish between pure and applied science 04 Describe how scientists continue to investigate and critically analyze aspects of theories and result in today’s biodiversity Using models, analyze the mechanisms and results of natural selection Critique a case study Analyze why evolution is a controversial subject to teach Describe how evolution has improved our foods & medicine Describe how the theory of evolution meets the requirements of a scientific theory Describe how the theory of evolution has changed over time (ex. gradualism & punctuated equilibrium, etc...) 8 Agua Fria Union High School District Biology Curriculum Map Dates Essential Questions Content Standards Skills Assessment 3 Weeks What are the characteristics of population and what causes populations to change? SCHS - S4C3 Interdependence of Organisms 01 Identify the relationships among organisms within populations, communities, ecosystems, and biomes. 02. Describe how organisms are influenced by a particular combination of biotic (living) and abiotic (nonliving) factors in an environment 03 Assess how the size and the rate of growth of a population are determined by birth rate, death rate, immigration, emigration, and carrying capacity of the environment SCHS - S4C5 Matter, Energy, & Organization of Living Systems 03 Diagram the following biogeochemical cycles in an ecosystem: • water • carbon • nitrogen 04 Diagram the energy flow in an ecosystem through a food chain. 05 Describe the levels of organization of living things from cells, through tissues, organs, organ systems, organisms, populations, and communities to ecosystems. • Contrast exponential growth and logistic growth • Distinguish the relationships among organisms within populations, communities, ecosystems and biomes • Discuss trophic levels in terms of energy flow (including 10% rule) and biomass • Analyze food webs (relationships, biomagnification) • Diagram and relate the role of biogeochemical cycles on ecosystems • Identify the distinguishing features of symbiotic relationships • Identify relationships between organisms using the concept of ecological niche • Describe how competitive exclusion results in the succession of a community • Evaluate the effects of management techniques (preservation/conservation) on biodiversity • Describe how abiotic & biotic factors determine the major biomes ~Graph & assess how the size and rate of growth of a population are determined based on data ~Evaluate how the processes of natural ecosystems affect, and are affected by, humans, (clear cutting, global climate change, etc...) as well as natural disasters (fires, earthquake, flooding, drought, etc...) ~Analyze the costs, benefits, and risks of various ways of dealing with environmental issues (alternative energy, Case Study Unit Exam Note: Assessments may vary based on instructor. District Summative End of Course Assessment Where does energy come from in an ecosystem and where does it go? How do biotic & abiotic factors affect ecosystems? What positive/negative relationships exist between humans and their environment? Populations Ecosystems Communities Niches Symbiosis Biodiversity Food Webs & Trophic levels Biochemical Cycles Biomes Interactions between humans & their environment Rachel Carson & DDT Conservation & Preservation techniques Renewable & Nonrewable resources Abiotic & biotic SCHS-S1C1 Observations, Questions, & Hypotheses 04 Predict the outcome of an investigation based on proper evidence, probability, and/or modeling SCHS-S1C2 Scientific Testing 05 Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers SCHS- S1C3. Analysis, Conclusions, & Refinements 01 Interpret data that show a variety of possible relationships between variables, including: positive, negative or no relationship 04 Evaluate the design of an investigation to identify possible sources of procedural error, including: 9 Agua Fria Union High School District Biology Curriculum Map sample size, trials, controls, analyses 05 Design models (conceptual or physical) of the following to represent "real world" scenarios 06 Use descriptive statistics to analyze data, including: mean, frequency & range SCHS-S1C4 Communication 01 For a specific investigation, choose an appropriate method for communicating the results 02 Produce graphs that communicate data 03 Communicate results clearly and logically 04 Support conclusions with logical scientific arguments pollution, etc...) ~Analyze the use of renewable and nonrenewable resources in Arizona and their impacts on the environment (water, land, soil, minerals, air) ~Analyze & predict factors that affect human populations (social factors, biotic & abiotic) ~Describe the contributions of Rachel Carson SCHS - S2C1 History & Nature of Science 01 Describe how human curiosity and needs have influenced science, impacting the quality of life worldwide 03 Analyze how specific changes in science have affected society 04 Analyze how specific cultural and/or societal issues promote or hinder scientific advancements SCHS -S2C2 Nature of Scientific Knowledge 02 Explain the process by which accepted ideas are challenged or extended by scientific innovation 03 Distinguish between pure and applied science SCHS - S3C1 Changes in Environments 01 Evaluate how the processes of natural ecosystems affect, and are affected by, humans. 02 Describe the environmental effects of the following natural and/or human-caused hazards 03 Assess how human activities can affect the potential for hazards 04 Evaluate the following factors that affect the quality of the environment: urban development, smoke, volcanic dust 05 Evaluate the effectiveness of conservation 10 Agua Fria Union High School District Biology Curriculum Map practices and preservation techniques on environmental quality and biodiversity SCHS - S3C2 Science & Technology in Society 01 Analyze the cost, benefits, and risks of various ways of dealing with the following needs or problems 04 Analyze the use of renewable and nonrenewable resources in Arizona: water, land, soil, minerals, and air 05 Evaluate methods used to manage natural resources (e.g. reintroduction of wildlife, fire ecology) SCHS - S3C3 Human Population Characterisitcs 01 Analyze social factors that limit the growth of a human population , including: affluence, education, access to health care, cultural influences 02 Describe biotic (living) and abiotic (nonliving) factors that affect human populations 03 Predict the effect of a change in a specific factor on a human population 11