Download Unit 1 •From Molecules to Organisms: Structures and Processes

SAUSD Biology Curriculum 2014-2015
Unit 1 •From Molecules to Organisms: Structures and Processes *For additional details, see NGSS and full curriculum map
Big Idea
Essential Questions
Common Core
Language Standards
ELD Standards
P.1.C.9: Expressing
information and ideas in
formal oral presentations
on academic topics
P.1.C.10 Writing literary
and informational texts to
present, describe, and
explain ideas and
information.
P.1.C.11 Justify
opinions or persuade
others by making
connections and
distinctions between
ideas and texts and
articulating sufficient,
detailed, and relevant
textual evidence or
background knowledge,
using appropriate
register.
Organisms live and grow
1. How does the structure of DNA determine the structure of proteins?
2. How do proteins carry out the essential functions of life?
3. How are complex organisms produced and maintained through cellular division and differentiation?
4. How does photosynthesis transform light energy into stored chemical energy?
5. How do carbon, hydrogen and oxygen from sugar molecules combine with other elements to form amino acids and/or other large carbon-based
molecules?
6. How do feedback mechanisms maintain homeostasis?
7. What are the basic units of life?
8. How do systems of cells function together to support life’s processes?
9. How do feedback mechanisms maintain homeostasis?
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
NGSS Performance Task
Sample Performance Tasks
Lab Activities
HS-LS1-1. Construct an explanation based on
• Construct a physical model of DNA.
• Structure of Proteins Lab
evidence for how the structure of DNA determines
• Make a poster that explains how DNA
• “Toothpickase” An
the structure of proteins which carry out the essential
determines the structure of proteins and that
Enzyme Lab
functions of life through systems of specialized cells.
protein carry out essential life functions.
• Building Sugar Molecules
• Write a description of how the body is a system of
Lab
HS-LS1-2. Develop and use a model to illustrate the
multiple interacting subsystems that form a
• Gummy Bear Osmosis Lab
hierarchical organization of interacting systems that
hierarchy from cells to the body.
• Building and
provide specific functions within multicellular
• Plan and conduct an investigation to
Converting
organisms.
provide evidence that feedback mechanisms
Macromolec
maintain homeostasis.
ules Lab
HS-LS1-3. Plan and conduct an investigation to provide • Use a model to illustrate how photosynthesis
• Lab 8: Why do cells
evidence that feedback mechanisms maintain
transforms light energy into stored chemical energy.
divide?
homeostasis.
• Use a model to illustrate that cellular respiration is a
• Lab 11: How long does
chemical process whereby the bonds of food
each phase of the cell cycle
molecules and oxygen molecules are broken and the
take?
bonds in new compounds are formed resulting in a
net transfer of energy.
• PowerPoint presentation on the difference between
undifferentiated and specialized cells and the medical
and/or ethical stigma that is associated with each.
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 5/14/14
SAUSD Biology Curriculum 2014-2015
Unit 2 • Matter and Energy in Organisms and Ecosystems
For additional details, see NGSS and full curriculum map
* Connects to Unit of Study: Ecosystems & Energy Flow*
Big Idea
Essential Questions
Common Core
Language Standards
ELD Standards
P.1.C.9: Expressing
information and ideas
in formal oral
presentations on
academic topics
P.1.C.10 Writing literary
and informational texts to
present, describe, and
explain ideas and
information.
P.1.C.11 Justify opinions
or persuade others by
making connections and
distinctions between ideas
and texts and articulating
sufficient, detailed, and
relevant textual evidence
or background knowledge,
using appropriate register.
Organisms obtain and use energy they need to live and grow. Matter and energy move through ecosystems.
1. How do organisms obtain and use energy they need to live and grow?
2. How do matter and energy move through ecosystems?
3. How can cellular respiration be represented in a model?
4. How does photosynthesis transform light energy into stored chemical energy?
5. What is the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and
geosphere?
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
NGSS Performance Task
Sample Performance Task
Lab Activities
HS-LS1-5. Use a model to illustrate how
•
Eloda
Rate of
• Write a persuasive essay arguing the benefits
photosynthesis transforms light energy into stored
Photosynthesis
Lab
of reducing human impacts on biodiversity
chemical energy.
•
Photosynthesis
Lab
and the environment.
HS-LS1-6. Construct and revise an explanation
using leafy green
•
Make
a poster or brochure that describes a human
based on evidence for how carbon, hydrogen, and
disc
activity that impacts an ecosystem and how
oxygen from sugar molecules may combine with
•
Carbon
Cycle Model Lab
scientific principals can be used to mitigate the
other elements to form amino acids and/or other
•
Building
Organic
problem.
large carbon- based molecules.
Compounds Lab
• Create a model (conceptual or physical) that
HS-LS1-7. Use a model to illustrate
• Lab 10: What can affect
explains the cycling of matter and the flow of
that cellular respiration is a chemical process
the rate of
energy through organisms in an ecosystem.
whereby the bonds of food molecules and oxygen
photosynthesis?
• Research how humans have negatively impacted
molecules are broken and the bonds in new
• Lab 12: Green or yellow?
the ocean environment and identify changes in
compounds are formed resulting in a net transfer
how energy is transferred and how the interactions
of energy.
among the organisms help with the overall
HS-LS2-3. Construct and revise an explanation based
stability of the ecosystem.
on evidence for the cycling of matter and flow of
•
energy in aerobic and anaerobic conditions.
HS-LS2-4. Use a mathematical representation to
support claims for the cycling of matter and flow
of energy among organisms in an ecosystem.
HS-LS2-5. Develop a model to illustrate the role of
photosynthesis and cellular respiration in the
cycling of carbon among the
biosphere, atmosphere, hydrosphere, and geosphere.
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 5/14/14
SAUSD Biology Curriculum 2014-2015
Unit 3 • Interdependent Relationships in Ecosystems
*For additional details, see NGSS and full curriculum map
*Connects to Unit of Study: Ecosystems & Energy Flow
Big Idea
Essential Questions
Common Core
Language Standards
ELD Standards
P.1.C.9: Expressing
information and ideas
in formal oral
presentations on
academic topics
P.1.C.10 Writing literary
and informational texts to
present, describe, and
explain ideas and
information.
P.1.C.11 Justify opinions
or persuade others by
making connections and
distinctions between ideas
and texts and articulating
sufficient, detailed, and
relevant textual evidence
or background knowledge,
using appropriate register.
Organisms interact with the living and non-living environment to obtain matter and energy.
1. How can cellular respiration be represented in a model?
2. How does photosynthesis transform light energy into stored chemical energy?
3. What is the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and
geosphere?
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
NGSS Performance Task
Sample Performance Task
Lab Activities
HS-LS2-1. Use mathematical and/or computational
•
Predator
vs. Prey- “Oh
• Develop a model to illustrate the role of
representations to support explanations of factors
Deer”
lab
photosynthesis and cellular respiration in the
that affect carrying capacity of ecosystems at
• Tidepool Go Fish
cycling of carbon among the biosphere,
different scales.
• Photosynthesis &
atmosphere, hydrosphere and geosphere.
HS-LS2-2. Use mathematical representations to
Respiration Lab
• Create a model of the structures of carbon created
support and revise explanations based on evidence
•
Models
of Food web and
and destroyed in photosynthesis and cellular
about factors affecting biodiversity and populations
food
chain
respiration.
in ecosystems of different scales.
• Create a comic strip or a popup book that traces the • Population Sampling Lab
HS-LS2-6. Evaluate the claims, evidence, and
path of a single carbon atom as it is cycled between • Resource Competition Lab
reasoning that the complex interactions in
• Lab 3: Do freshwater
the major spheres of the earth. Be specific about
ecosystems maintain relatively consistent numbers
biomes respond
the structure that carbon forms within each
and types of organisms in stable conditions, but
differently to acid
reservoir.
changing conditions may result in a new
rain?
ecosystem.
• Lab 4: How do we measure
HS-LS2-7. Design, evaluate, and refine a solution for
biodiversity?
reducing the impacts of human activities on the
environment and biodiversity.
HS-LS2-8. Evaluate the evidence for the role of
group behavior on individual and species’ chances
to survive and reproduce.
HS-LS4-6. Create or revise a simulation to test a
solution to mitigate adverse impacts of human
activity on biodiversity.
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 5/14/14
SAUSD Biology Curriculum 2014-2015
Unit 4 • Inheritance and Variation of Traits *For additional details, see NGSS and full curriculum map
Big Idea
Essential Questions
Common Core
Language Standards
ELD Standards
P.1.C.9: Expressing
information and ideas
in formal oral
presentations on
academic topics
P.1.C.10 Writing literary
and informational texts to
present, describe, and
explain ideas and
information.
P.1.C.11 Justify opinions
or persuade others by
making connections and
distinctions between ideas
and texts and articulating
sufficient, detailed, and
relevant textual evidence
or background knowledge,
using appropriate register.
The characteristics from one generation are related to the previous generation.
1. How are the characteristics from one generation related to the previous generation?
2. How can variation in a population be explained?
3. Why do individuals of the same species vary in how they look, function and behave?
4. How do concepts of statistics and probability explain the variation and distribution of expressed traits in a population?
5. What is the relationship between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to
offspring?
6. What evidence exist that inheritable genetic variation may result from new genetic combinations through meiosis?
7. What evidence exist that inheritable genetic variation may result from viable errors occurring during replication?
8. What evidence exist that inheritable genetic variation may result from mutations caused by environmental factors?
9. What is the role of cellular division and differentiation in producing and maintaining complex organisms?
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
NGSS Performance Task
NGSS Performance Task
Lab Activities
HS-LS1-4. Use a model to illustrate the role of
• Create a poster that clarifies the role of DNA and
• Yarn Mitosis
cellular division (mitosis) and differentiation in
chromosomes in coding the instructions for traits
• Build DNA model
producing and maintaining complex organisms.
passes from parents to offspring.
• Replication of DNA model
HS-LS3-1. Ask questions to clarify relationships
• Create a model that explains the variation and
• Strawberry DNA Lab
about the role of DNA and chromosomes in coding
distribution of expressed traits in a population.
• Blood Type Lab
the instructions for characteristic traits passed from
• Write an essay that uses evidence to defend a
• Dragon Genetics Lab
parents to offspring.
claim about the various sources of genetic
• Gummy Bear Genetics Lab
HS-LS3-2. Make and defend a claim based on
variation.
• Genetic Corn Lab
evidence that inheritable genetic variations may
• Research paper/poster on if certain extinct species
• Karyotype Lab
result from:
(i.e. Mammoth, Tyrannosaurus Rex) should be
• Lab 14: What is DNA?
(1) new genetic combinations through meiosis, (2)
cloned and how that might be accomplished.
viable errors occurring during replication, and/or
(3) mutations caused by environmental factors.
HS-LS3-3. Apply concepts of statistics and probability
to explain the variation and distribution of expressed
traits in a population.
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 5/14/14
SAUSD Biology Curriculum 2014-2015
Unit 5• Natural Selection and Evolution
Big Idea
Essential Questions
Common Core
Language Standards
ELD Standards
P.1.C.9: Expressing
information and ideas
in formal oral
presentations on
academic topics
P.1.C.10 Writing literary
and informational texts to
present, describe, and
explain ideas and
information.
P.1.C.11 Justify opinions
or persuade others by
making connections and
distinctions between ideas
and texts and articulating
sufficient, detailed, and
relevant textual evidence
or background knowledge,
using appropriate register.
*For additional details, see NGSS and full curriculum map
Different species are related. There are many similarities among plants, animals and microorganisms.
1. How can there be so many similarities among organisms yet so many different plants, animals, and microorganisms?
2. How does biodiversity affect humans?
3. What scientific information supports common ancestry and biological evolution?
4. What is the role of genetic variation in natural selection?
5. How does natural selection lead to adaptation of populations?
6. What are the four factors upon which the process of evolution is based?
7. How can the adverse impacts of human activity on biodiversity be mitigated?
8. What are the results of changes in environmental conditions over time?
9. How can statistics and probability be used to support the idea that organisms with advantageous heritable traits tend to increase in proportion to
organisms lacking this trait?
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
NGSS Performance Task
Sample Performance Task
Lab Activities
HS-LS4-1. Communicate scientific information that common
• Create a poster that shows the empirical
• Bird Beak Adaptation Lab
ancestry and biological evolution are supported by multiple
evidence supporting common ancestry
• Peppered Moth Lab
lines of empirical evidence.
and biological evolution.
• Salamander Speciation Lab
HS-LS4-2. Construct an explanation based on evidence that the
• Participate in a “Save the Last Word for
• Evidence of Evolution Lab
process of evolution primarily results from four factors: (1)
Me” small group discussion about the
• Comparative Skull Lab
the potential for a species to increase in number, (2) the
four factors that explain the process of
• Molecular Clock Lab
heritable genetic variation of individuals in a species due to
evolution.
• Radiometric Dating Lab
mutation and sexual reproduction, (3) competition for limited
• Write an explanation based on evidence
• Mechanisms of Evolution
resources, and (4) the proliferation of those organisms that are
for how natural selection leads to
Lab
better able to survive and reproduce in the environment
adaptation of populations.
• Lab 16: How do species
HS-LS4-3. Apply concepts of statistics and probability to
• Create or revise a simulation to test a
compare?
support explanations that organisms with an advantageous
solution to mitigate adverse impacts of
•
Lab
17: Could you
heritable trait tend to increase in proportion to organisms
human activity on biodiversity.
beat
natural
lacking this trait.
• Research paper on the history of
selection?
HS-LS4-4. Construct an explanation based on evidence for how
eugenics and artificial selection and the
• Lab 18: Does this
natural selection leads to adaptation of populations.
possible implications of eugenics in
animal walk on four
HS-LS4-5. Evaluate the evidence supporting claims that changes
future human populations.
legs or two?
in environmental conditions may result in: (1) increases in the
•
Lab 30: How have frogs
number of individuals of some species, (2) the emergence of
adapted to terrestrial
new species over time, and (3) the extinction of other species.
and aquatic habitats?
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 5/14/14
SAUSD Biology Curriculum 2014-2015
Unit 6 • HIV/STD Unit * Unit of Study Covers Entire Unit: HIV/STDs
*For additional details, see NGSS and full curriculum map
Big Idea
Essential Questions
Common Core
Language Standards
ELD Standards
P.1.C.9: Expressing
information and ideas
in formal oral
presentations on
academic topics
P.1.C.10 Writing literary
and informational texts to
present, describe, and
explain ideas and
information.
P.1.C.11 Justify opinions
or persuade others by
making connections and
distinctions between ideas
and texts and articulating
sufficient, detailed, and
relevant textual evidence
or background knowledge,
using appropriate register.
Information enables you to make better informed decisions
1. What is the difference between a myth and a fact?
2. How does HIV affect a family and the community?
3. How does HIV affect the human body?
4. How is HIV transmitted in the population?
5. Which groups are affected by HIV?
6. How do the most common STD’s affect the human body?
7. What can a person do to protect him/herself against HIV?
8. Where can I find community resources that are available for FREE HIV and STD testing?
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
Sample Performance Task
Lab Activities
California EDUCATION CODE SECTION 51934 (HIV/AIDS
51934.(a) A school district shall ensure that all pupils in grades 7 to 12, inclusive,
• Evaluate the reasonableness of claims • Body Fluids
receive HIV/AIDS prevention education from instructors trained in the appropriate
made in four articles.
Lab
courses. Each pupil shall receive this instruction at least once in high school.
• Discern patterns in data gathered
Shall include the following:
during the Body Fluid Activity.
(1) Information on the nature of HIV/AIDS and its effects on the human body.
• Role play “refusing to engage in
(2) Information on the manner in which HIV is and is not transmitted, including
unsafe behavior”.
information on activities that present the highest risk of HIV infection.
• Determine relevance by identifying
Discussion of methods to reduce the risk of HIV infection. This instruction
what is important in a variety of texts
shall emphasize that sexual abstinence, monogamy, the avoidance of multiple
and partner conversations.
sexual partners, and abstinence from intravenous drug use are the most
• Participate effectively in
effective means for HIV/AIDS prevention, but shall also include statistics
collaborations with diverse partners
based upon the latest medical information citing the success and failure rates of
to develop empathy for all during the
condoms and other contraceptives in preventing sexually transmitted HIV
“It’s All Relative Activity.”
infection, as well as information on other methods that may reduce the risk of
• Compare and contrast popular
HIV transmission from intravenous drug use.
advertisements with facts.
(4) Discussion of the public health issues associated with HIV/AIDS.
• Make a brochure or flyer that explains
(5) Information on local resources for HIV testing and medical care.
and illustrates one on the many issues
(6) Development of refusal skills to assist pupils in overcoming peer pressure
associated with HIV and STD’s.
and using effective decision making skills to avoid high-risk activities.
• Create a public service announcement
highlighting important information
(7) Discussion about societal views on HIV/AIDS, including stereotypes and
myths regarding persons with HIV/AIDS. This instruction shall
about either HIV or STD’s.
emphasize compassion for persons living with HIV/AIDS.
For additional information see NGSS and Biology Curriculum Map (CCSS writing, & listening/speaking standards, Cross-content standard’s)
Textbooks: Holt Literature and Language Arts, Introductory Course. Holt, Rinehart and Winston, 2003.
Holt Handbook, Introductory Course. Holt, Rinehart and Winston, 2003.
Educational Services Revised 5/14/14