Download Keystone Bio Curriculum - Steelton

STEELTON-HIGHSPIRE JR./SR. HIGH SCHOOL
BIOLOGY CURRICULUM MAP
Description: Curriuclum Map for biology reflects the concepts and competencies identified from the Biology Keystone
Assessment Anchors and Eligible Content. The most essential content is documented in this map. Teachers are encouraged to
add lessons that will enhance the learner’s enduring understanding on the content. Units 1-4 and 9-10 use the corresponding
Keystone Assessment Anchors as their unit title. Units 5-8 reflect concepts and competencies identified from Keystone
Anchors B.1 and B.2.
Table of Contents:
Unit 1: Basic Biological Principles............................................page 2
Unit 2: The Chemical Basis of Life...........................................page 3-4
Unit 3: Bioenergetics.................................................................. page 5
Unit 4: Homeostasis and Transport..........................................page 6
Unit 5: DNA, RNA and Protein Synthesis................................page 7-8
Unit 6: Cell Growth and Reproduction....................................page 9-10
Unit 7: Patterns of Inheritance..................................................page 11
Unit 8: Biotechnologies...............................................................page 12
Unit 9: Theory of Evolution.......................................................page 13-14
Unit 10: Ecology...........................................................................page 15-16
Steelton-Highspire Jr./Sr. High School
Biology Curriculum
1
Unit Title/Skill Set: 1. Basic Biological
Principles
Suggested Percentage of Course Time
August
Unit Essential Question(s): How do we know if something is alive?
How is structure related to function at the various levels of cellular
organization?
Standards
3.1.B.A1
3.1.B.A5
3.2.B.A8
3.1.B.A9
Keystone
Assessment
Anchors &
Eligible
Content
BIO.A.1.1.1
BIO.A.1.2.1
BIO.A.1.2.2
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Keystone Exam:
5%
Overview: This unit examines the nature of life, the common
characteristics of living things, and the relationship between structure
and function from the organelle to the multicellular organism.
Unit Concepts
Unit Competencies
*What students need to know
* What students need to
be able to do (skills)
Common characteristics of life:
o composed of one or more units called cells
o obtain and use matter and energy to carry out
their life processes
o reproduce and pass their genetic material on to
the next generation
o maintain homeostasis
o grow, develop and eventually die
o detect and respond to stimuli
o adapt and evolve at the population level
Similarities and differences in structure between
prokaryotic and eukaryotic cells
Common features/functions of cell structures in both
prokaryotic and eukaryotic cells
Levels of biological organization from organelle to
multicellular organism
o Organelle
o Cell
o Tissue
o Organ
o Organ System
o Multicellular Organism
Relationship between form and function
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Describe the
common
characteristics
exhibited by all
living things – both
prokaryotic and
eukaryotic.
Compare cellular
structures and their
functions in
prokaryotic and
eukaryotic cells.
Describe and
interpret
relationships
between structure
and function at the
organelle, cell,
tissue, organ, organ
system and
multicellular
organism level of
organization
Vocabulary
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adapt
cell
eukaryotic
evolve
multicellular
organism
organ
organ
system
organelle
population
prokaryotic
stimuli
tissue
unicellular
Sample
Materials &
Resources
Sample
Assessmen
ts
See online bio
curriculum at
www.pearsons
uccessnet.com
For each
of the
chapters
referenced
below see
online
activities,
questions,
quizzes,
and lesson
assessmen
ts that are
provided
with each
chapter
and
section.
Online
chapters
1,2,&7
Steelton-Highspire Jr./Sr. High School
Biology Curriculum
2
Unit Title/Skill Set: 2. The Chemical Basis of Life
Suggested Percentage of Course Time: Sept
Unit Essential Question(s): How is life a product of the organization
and interaction of matter?
Standards
3.1.B.A2
3.1.B.A5
3.1.B.A7
3.1.B.A8
3.1.B.A9
3.1.C.A7
Keystone
Assessment
Anchors &
Eligible
Content
BIO.A.2.1.1
BIO.A.2.2.1
BIO.A.2.2.2
BIO.A.2.2.3
BIO.A.2.3.1
BIO.A.2.3.2
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Keystone Exam:
12%
Overview: This unit includes the emergent properties of water and
organic compounds and how they are essential for life on earth.
Unit Concept
Unit
Competencies
*What students need to know
* What students need
to be able to do
(skills)
Chemical structure of water
Polarity of water/hydrogen bonding and related
properties
o Adhesion and cohesion
 Surface tension
 Capillary action
o High specific heat
o Versatile solvent
o Density of ice
Examples of how the properties of water make life on
earth on possible
o Temperature moderation
o Solid water less dense than liquid water
o Water cycle
o Metabolism requires an aqueous
environment
o Transpiration
o Buffering properties of water
Levels of biochemical organization (atoms,
molecules, macromolecules)
Chemical properties of carbon atoms
o Form 4 covalent bonds
Structural shapes of carbon molecules (straight
chains, branched chains, rings)
Monomers vs. polymers
Monomer that forms carbohydrates, proteins and
nucleic acids (monosaccharide, amino acid,
nucleotide)
o Idea of no common monomer for lipids
Dehydration synthesis (condensation) and hydrolysis
reactions
Basic structure of the four major classes of biological
macromolecules
o Common chemical components
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Describe the
unique properties
of water.
Explain how the
unique properties
of water make
life on earth
possible.
Describe the
structure of a
carbon atom.
Explain how
carbon atoms
bond to form
biological
macromolecules.
Describe how
biological
macromolecules
form from
monomers.
Compare the
structure and
function of
carbohydrates,
lipids, proteins,
and nucleic acids
in organisms.
Explain how
enzymes act as
catalysts to
regulate
biochemical
reactions.
Vocabulary
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activation
energy
active site
adhesion
allosteric
amino acid
buffer
capillary action
carbohydrates
catalyst
cohesion
competitive
inhibitor
concentration
dehydration
synthesis
(condensation)
enzyme
evaporative
cooling
hydrogen bond
hydrolysis
induced fit
lipids
macromolecule
monomer
monosaccharide
noncompetitive
inhibitor
nucleic acids
nucleotide
pH
polarity
Sample
Materials
&
Resources
Sample
Assessments
Online
chapter on 2
Online
chapter 2
3
o
o
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Examples of monomers from each class
Examples of polymers constructed of
the monomers
Importance and use of each macromolecule for
biological functions
Enzymes as proteins
Enzyme and substrate specificity/interactions
o Lock and key model
o Induced fit
Effect of enzymes on activation energy and reaction
rates
Reusable nature of enzymes
Examples of enzyme controlled reactions in living
things
Enzyme activity as a function of specific conditions
Effects of environmental factors (pH, temperature,
concentration) on enzyme function
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Explain how
environmental
factors affect the
function and
reaction rate of
the enzyme.
Interpret graphs
to analyze
enzyme
catalyzed
reactions.
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polymer
properties
(scientific)
proteins
reaction rates
specific heat
substrate
surface tension
transpiration
versatile solvent
Steelton-Highspire Jr./Sr. High School
Biology Curriculum
Unit Title/Skill Set: 3. Bioenergetics
Suggested Percentage of Course Time: Oct
Keystone Exam:
10%
4
Unit Essential Question(s): How do organisms obtain and use energy to
carry out their life processes?
Standards
3.1.B.A1
3.1.B.A2
3.1.B.A5
3.1.B.A7
3.1.B.A9
3.1.C.A1
4.1.10.C
(2009)
4.3.10.A
(2010)
Keystone
Assessment
Anchors &
Eligible
Content
BIO.A.3.1.1.
BIO.A.3.2.1
BIO.A.3.2.2
Unit Concepts
*What students need to know
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Double membrane structure of
mitochondria and chloroplasts
Roles of mitochondria and chloroplasts
in energy transformations
Catabolic vs. anabolic chemical
reactions as related to metabolism
Overall (summary) chemical equations
for photosynthesis and cellular
respiration
Basic energy transformations during
photosynthesis and cellular respiration
Relationship between photosynthesis
and cellular respiration
Molecular structure of ATP
ATP-ADP cycle
Importance of ATP as the energy
currency (fuel) for cell processes
Overview: This unit examines the basic processes of photosynthesis and
cellular respiration and the associated cell structures.
Competencies
* What students need to be able
to do (skills)
Tier 3 Vocabulary
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Describe the structure of
mitochondria and
chloroplasts in eukaryotic
cells.
Describe the fundamental
roles of plastids (e.g.,
chloroplasts) and
mitochondria in energy
transformations.
Compare the basic
transformations of energy
during photosynthesis and
cellular respiration.
Describe the structure of
ATP.
Describe the role of ATP in
biochemical reactions.
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adenosine
diphosphate
(ADP)
adenosine
triphosphate
(ATP)
anabolic
reaction
catabolic
reaction
cellular
respiration
chemical
energy
electromagnetic
energy
chloroplasts
energy
transformation
metabolism
mitochondria
photosynthesis
plastids
Sample
Materials
& Resources
Sample
Assessments
Online
chapters 8 & 9
Steelton-Highspire Jr./Sr. High School
Biology Curriculum
Unit Title/Skill Set: 4. Homeostasis and Transport
Suggested Percentage of Course Time: Nov Keystone Exam:
8%
Unit Essential Question(s): How do organisms maintain a biological
Overview: This unit examines the structures and mechanisms involved in the
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balance between their internal and external environments?
Standards
3.1.B.A5
3.1.B.A7
3.1.B.A8
3.1.B.A9
Keystone
Assessment
Anchors &
Eligible
Content
BIO.A.4.1.1
BIO.A.4.1.2
BIO.A.4.1.3
BIO.A.4.2.1
transport of materials across membranes and resulting effects on homeostasis
in living things.
Unit Concept
*What students need to know
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Chemical structure of the plasma membrane
(Phospholipid bilayer)
Fluid mosaic model
Functions of the plasma membrane
Passive transport mechanisms
o Diffusion
o Osmosis
o Facilitated diffusion
Active transport mechanisms
o Pumps
o Endocytosis
o Exocytosis
Endoplasmic reticulum
o Rough ER
 Synthesis/transport of proteins
o Smooth ER
 Synthesis/transport of lipids
 Synthesis/transport of carbohydrates
Golgi apparatus -- processes and packages for intra
and extra-cellular transport
Examples of Mechanisms
o Thermoregulation
o Water regulation
o Oxygen regulation
o Chemical regulation
 pH/Buffers
 Hormone
 Electrolyte
Unit Competencies
* What students need
to be able to do (skills)
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Describe how the
structure of the
plasma membrane
allows it to function
as a regulatory
structure and/or
protective barrier
for a cell.
Compare and
contrast active vs.
passive transport
mechanisms.
Describe how
membrane-bound
cellular organelles
facilitate
intracellular
transport of
materials.
Explain
mechanisms
organism use to
maintain
homeostasis.
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Vocabulary
Sample
Materials &
Resources
active transport
carrier/transport
protein
concentration
gradient
diffusion
endocytosis
endoplasmic
reticulum
equilibrium
exocytosis
facilitated
diffusion
fluid mosaic
model
Golgi apparatus
homeostasis
intracellular
transport
osmosis
passive transport
phospholipid
bilayer
plasma
membrane
pumps
selectively/semipermeable
vesicles
Online
chapter 7
Sample
Assessments
Steelton-Highspire Jr./Sr. High School
Biology Curriculum
Unit Title/Skill Set: 5. DNA, RNA and Protein Synthesis
Suggested Percentage of Course Time: Dec
Keystone Exam:
10 %
6
Unit Essential Question(s): How do organisms use DNA and RNA to make
Overview: This unit examines the role of nucleic acids and cellular organelles
proteins? What factors affect gene expression?
in the production of proteins and the resultant expression of phenotype.
Standards
3.1.B.A5
3.1.B.A8
3.1.B.B1
3.1.B.B3
3.1.B.B5
3.1.B.B6
Keystone
Assessment
Anchors &
Eligible
Content
BIO.B.1.2.1
BIO.B.1.2.2
BIO.B.2.2.1
BIO.B.2.2.2
BIO.B.2.3.1
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Unit Concepts
Unit Competencies
*What students need to know
* What students need to
be able to do (skills)
Structure of DNA
o Components of a nucleotide
o Base-pair rule (Chargaff’s
Rule)
Semi-conservative/DNA replication process
Structure of eukaryotic chromosomes
Similarities and differences between DNA
and RNA
Types of RNA
Transcription uses DNA to make RNA
Translation uses RNA to make a protein
Role of ribosomes, endoplasmic reticulum
and Golgi apparatus in assembling,
transporting, packaging and modifying
different proteins
Phenotype as a function of gene expression
(DNA to protein to phenotype)
Different types of gene mutations
Possible effect of mutation (change in the
DNA sequence) on phenotype
Environmental influences on phenotype
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Describe how DNA
replication results
in the transmission
and/or conservation
of the genetic
information.
Explain the
structural
relationships
between DNA,
genes, and
chromosomes.
Explain the unified
process of protein
synthesis.
Describe the role of
the nucleus,
ribosomes, ER, and
Golgi apparatus in
the production and
processing of
proteins.
Describe how
genetic mutations
alter DNA sequence
and may or may not
affect phenotype.
Vocabulary
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adenine
amino acids
anticodon
Chargaff’s Rule
chromosomes
codon
complimentary
strand
cytosine
deletion
deoxyribonucleic
acid (DNA)
deoxyribose
DNA replication
double helix
endoplasmic
reticulum
enzymes
frameshift
mutation
gene mutation
genes
Golgi apparatus
guanine
hydrogen bond
insertion
missense
nonsense
nucleotide
nucleus
parent strand
phenotype
phosphate group
point mutation
Sample
Materials &
Resources
Sample
Assessments
Online
chapters 12
& 13
7
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polypeptides
proteins
ribonucleic acid
(RNA)
ribosomes
semiconservative
model
silent
thymine
transcription
translation
triplet
uracil
Steelton-Highspire Jr./Sr. High School
Biology Curriculum
Unit Title/Skill Set: 6. Cell Growth and
Suggested Percentage of Course Time: Jan
Keystone Exam: 10 %
Reproduction
Unit Essential Question(s): How do new cells arise from the division of preOverview: This unit examines the processes of mitosis and meiosis and their
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existing cells?
Standards
3.1.B.A3
3.1.B.A4
3.1.B.B2
3.1.B.B3
3.1.B.B6
3.1.B.C2
3.1.C.C2
roles in growth and reproduction.
Keystone
Assessment
Anchors &
Eligible
Content
BIO.B.1.1.1
BIO.B.1.1.2
BIO.B.2.1.2
Unit Concepts
Unit
Competencies
*What students need to know
Vocabulary
* What students need
to be able to do
(skills)
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Cell cycle in a non-reproductive, eukaryotic cell
o Interphase
 G1
 S
 G2
o Nuclear division
 Mitosis
o Cytokinesis
 Plant vs. animal cell
Phases of mitosis: prophase, metaphase, anaphase,
telophase
Phases of meiosis in diploid, germ-line stem cells
Importance of mitosis and meiosis
Outcomes of mitosis and meiosis
Importance of chromosome composition and
number in controlling phenotype
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Describe the
events that occur
during the cell
cycle.
Compare and
contrast the
processes and
outcomes of
mitotic and
meiotic nuclear
divisions.
Describe
processes that
can alter
composition or
number of
chromosomes
(chromosomal
mutations).
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anaphase
asexual
cell cycle
cell plate
centrioles
chromatin
chromatid
chromosomal
mutation
chromosome
cleavage furrow
crossing over
cytokinesis
daughter cells
deletion
diploid
duplication
gametes
germ-line cells
haploid
homologous
chromosomes
independent
assortment
insertion
interphase
inversion
meiosis
metaphase
mitosis
nondisjunction
prophase
sexual
somatic cells
spindle (fiber)
Sample
Materials
&
Resources
Sample
Assessments
Online
chapters
10 & 13,
9
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telophase
tetrad
translocation
zygote
Steelton-Highspire Jr./Sr. High School
Biology Curriculum
Unit Title/Skill Set: 7. Patterns of Inheritance
Suggested Percentage of Course Time: Feb
Keystone Exam: 10 %
Unit Essential Question(s): How can observed patterns of inheritance be used Overview: This unit examines the functional relationships between DNA,
to predict genotypes and phenotypes of offspring?
genes, alleles and chromosomes and how observed patterns of inheritance and
mathematical probability can be used to predict genotypes and phenotypes.
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Standards
3.1.B.B1
3.1.B.B2
3.1.B.B5
3.1.B.B6
3.1.B.C2
3.1.C.C2
Keystone
Assessment
Anchors &
Eligible
Content
BIO.B.1.2.2
BIO.B.2.1.1
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Unit Concepts
Unit Competencies
*What students need to know
* What students need to be
able to do (skills)
Common patterns of inheritance
Tools for predicting patterns of
inheritance
o Punnett square
o Pedigree
o Mathematics of
probability
Relationship between genotype and
phenotype
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Explain the functional
relationships between
DNA, genes, alleles, and
chromosomes and their
roles in inheritance.
Describe and/or predict
observed patterns of
inheritance.
Vocabulary
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alleles
chromosomes
codominance
dominant
DNA
genes
genetics
genotype
heterozygous/hybrid
homozygous/pure
incomplete
dominance
multiple alleles
pedigree
phenoytpe
polygenic
probability
Punnett square
recessive
sex-linked
testcross
Sample
Materials
&
Resources
Sample
Assessments
Online
chapters
11,13, &14
Steelton-Highspire Jr./Sr. High School
Biology Curriculum
Unit Title/Skill Set: 8. Biotechnologies
Suggested Percentage of Course Time: Mar
Keystone Exam: 5 %
Unit Essential Question(s): How do biotechnologies impact the fields of
Overview: This unit explores various tools and applications of biotechnology
medicine, forensics and agriculture?
that impact the fields of medicine, forensics and agriculture.
Standards
Keystone
Unit Concepts
Unit Competencies
Vocabulary
Sample
Sample
11
*What students need to know
Assessment
Anchors &
Eligible
Content
3.1.B.B4
3.1.B.B6
4.4.10.D
4.4.10.E
4.5.12.D
BIO.B.2.4.1
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Tools of genetic engineering
o Gel electrophoresis
o PCR
o Restriction enzymes
o Bacterial and viral plasmids
o Recombinant DNA
o Gene splicing
o Selective breeding
o Cloning
o DNA Sequencing
Applications of genetic engineering
o DNA fingerprinting
o Genetically modified organisms
in medicine and agriculture
o Gene Therapy
o Stem cell therapy
o Human Genome Project
* What students need to
be able to do (skills)
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Describe tools used
in genetic
engineering.
Describe applications
of genetic
engineering.
Explain how genetic
engineering has
impacted the fields
of medicine,
forensics, and
agriculture.
Materials &
Resources
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biotechnology
cloning
DNA
fingerprinting
DNA sequencing
electrophoresis
gene splicing
gene therapy
genetic
engineering
genetically
modified
organisms (GMO)
plasmids
polymerase chain
reaction (PCR)
recombinant DNA
restriction
enzymes
Assessments
Online chapters
14 & 15
selective breeding
stem cell
transgenic
organism
Steelton-Highspire Jr./Sr. High School
Biology Curriculum
Unit Title/Skill Set:
9. Theory of Evolution
Suggested Percentage of Course Time: April
Unit Essential Question(s): How do natural processes as described by
the theory of evolution effect change in a population over time?
Keystone Exam: 10 %
Overview: This unit examines the natural processes described by the
theory of evolution.
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Standards
3.1.B.B1
3.1.B.B3
3.1.B.B5
3.1.B.C1
3.1.B.C2
3.1.B.C3
3.1.B.C4
Keystone
Assessment
Anchors &
Eligible
Content
BIO.B.3.1.1
BIO.B.3.1.2
BIO.B.3.1.3
BIO.B.3.2.1
BIO.B.3.3.1
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Unit Concepts
Unit Competencies
*What students need to know
* What students need to
be able to do (skills)
Principles of inheritance as they relate to
evolution
Fundamental principles of natural selection
Types of natural selection
o Directional
o Stabilizing
o Diversifying/disruptive
Factors that contribute to speciation
o Isolating mechanisms
o Genetic drift
o Founder effect
o Migration
Types of genetic mutations and their impact on
genotype and phenotype
Examples of variation in populations
Evidences of evolution
o Fossil
o Anatomical
o Physiological
o Embryological
o Biochemical
o Universal Genetic Code
Scientific terms
o Hypothesis and prediction
o Inference and observation
o Principle
o Theory
o Law
o Fact and opinion
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Explain how natural
selection can
impact allele
frequencies of a
population.
Describe the factors
that can contribute
to the development
of a new species.
Explain how
genetic mutations
may result in
genotypic and
phenotypic
variations within a
population.
Interpret evidence
supporting the
theory of evolution.
Use scientific terms
properly in written
and oral form.
Vocabulary
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adaptation
allele
frequency
analogous
structures
anatomical
behavioral
isolation
biochemical
convergent
evolution
directional
selection
divergent
evolution
diversifying/
disruptive
selection
embryological
evolution
fact
fitness
fossil
fossil record
founder effect
genetic drift
genotype
geographic
isolation
homologous
structures
hypothesis
inference
isolating
mechanisms
law
migration
Sample
Materials &
Resources
Sample
Assessments
Online
chapters 16,
17, 18, and
chapter 1
,
13
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mutation
natural
selection
observation
opinion
phenotype
physiological
populations
prediction
principle
reproductive
isolation
speciation
species
stabilizing
selection
temporal
isolation
theory
universal
genetic code
variation
vestigial
structures
Steelton-Highspire Jr./Sr. High School
Biology Curriculum
Unit Title/Skill Set: 10. Ecology
Suggested Percentage of Course Time: May- June
Keystone Exam:
20%
Unit Essential Question(s): How do organisms interact with and depend on
Overview: This unit examines the interactions of organisms with one another
each other in an ecosystem? How are organisms impacted by the the nonliving and their interrelationship with the environment.
components of an ecosystem?
14
Standards
3.1.B.A2
3.1.B.C1
4.1.10 A
4.1.12.A
4.1.10.B
4.1.10.C
4.1.10.D
4.1.10.E
4.1.10.F
4.2.10.A
4.2.10.B
4.2.10.C
4.2.10.D
4.5.12.D
Keystone
Assessment
Anchors &
Eligible
Content
BIO.B.4.1.1
BIO.B.4.1.2
BIO.B.4.2.1
BIO.B.4.2.2
BIO.B.4.2.3
BIO.B.4.2.4
BIO.B.4.2.5
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Unit Concepts
Unit Competencies
*What students need to know
* What students need to be
able to do (skills)
The levels of ecological organization
o Organism
o Population
o Community
o Ecosystem
o Biome
o Biosphere
Abiotic components of an ecosystem
Biotic components of an ecosystem
Characteristic abiotic and biotic components
of earth’s aquatic and terrestrial ecosystems.
The ultimate energy source is the sun.
o Other initial sources of energy
 Chemicals
 Heat
Photosynthesis and cellular respiration
Structure and components of a food chain or
food web.
Implications of the 10% rule/law (energy
pyramids)
Habitat and niche (fundamental and realized)
Symbiotic interactions within an ecosystem
Biogeochemical cycles
o Water cycle
o Carbon cycle
o Oxygen cycle
o Nitrogen cycle
Examples of natural disturbances affecting
ecosystems
o Ecological succession
o Natural disasters
Examples of human disturbances affecting
ecosystems
o Human overpopulation
o Climate changes
o Introduction of nonnative species
o Pollution
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Describe and
differentiate between the
levels of ecological
organization.
Describe characteristic
biotic and abiotic
components of terrestrial
and aquatic ecosystems.
Describe how energy
flows through an
ecosystem.
Describe biotic
interactions within an
ecosystem.
Describe the niche of an
organism.
Describe how matter
recycles in an ecosystem.
Describe how ecosystems
change in response to
natural and human
disturbances.
Describe the effects of
limiting factors on
population dynamics and
potential species
extinction.
Tier 3
Vocabulary
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10% rule/law
abiotic
aquatic
ecosystem
autotroph
biodiversity
biome
biosphere
biotic
biotic potential
carbon cycle
carnivore
carrying
capacity
chemosynthesis
commensalism
community
competition
consumer
decomposer
density
dependent
density
independent
ecological
pyramid
ecosystem
energy
evolution
extinction
food chain
food web
fundamental
niche
herbivore
heterotroph
limiting factors
mutualism
Sample
Materials &
Resources
Sample
Assessments
Online
chapters
3,4,5,& 6
15
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o Fires
Effects of human and natural disturbances on
ecosystems
o Loss of biodiversity
o Loss of habitat
o Increased rate of extinction
o Disruption of natural biological
cycles
Carrying capacity
Limiting factors
o Density dependent
o Density independent
Effects of limiting factors on population
dynamics
o Biotic potential
o Environmental resistance
o Increase/decreased/ stabilized
population growth
o Extinction
o Increased/decreased/
stabilized biodiversity
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nitrogen cycle
nonnative
species
omnivore
organism
oxygen cycle
parasitism
photosynthesis
population
predation
producer
realized niche
succession
symbiosis
terrestrial
ecosystem
trophic level
water cycle
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