Download Biology Common Core Curriculum Standards

Grades 9-12 Science Curriculum
Grade Level/Subject: Biology
Timeline/Units
of Study
Focus Standards
Content Elaboration
FIRST QUARTER
SCIENCE INQUIRY
AND APPLICATION
(These skills will be
practiced
throughout the
course)
Learning Targets
Vocabulary
SCIENCE PROCESS SKILLS
 Students engage in
investigations to
understand and
explain the behavior of
living things in a
variety of scenarios
that incorporate
scientific reasoning,
analysis,
communication skills
and real-world
applications

The following scientific processes
will be used by students to
construct their knowledge and
understanding in all science
content areas:
o Indentify questions and
concepts that guide
scientific investigations
o Design and conduct
scientific investigations
o Use technology and
mathematics to improve
investigations and
communications
o Formulate and revise
explanations and models
using logic and evidence
(critical thinking)
o Recognize and analyze
explanations and models
o Communicate and support
a scientific argument
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Recognize and apply criteria that
scientists use to evaluate validity
of scientific claims and theories.
(CONPTT)
o Consistent
o Observable
o Natural
o Predictable
o Testable
o Tentative
Identify and clarify biological
research questions and design
experiments.
Identify independent and
dependent variables and
controls in experiments
Collect, organize, and analyze
data accurately and precisely
using scientific techniques and
mathematics in experiments
Use appropriate SI units for
length, mass, time, temperature,
quantity, area, volume, and
density.
Interpret results and draw
conclusions; revise hypotheses
as necessary
Write and speak effectively to
present and explain scientific
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Scientific
method
Hypothesis
Independent/
manipulated
variable
Dependent/re
sponding
variable
Controls
Scientific
Theory
Scientific Law
Lab
equipment/m
icroscope
parts
pertaining to
biology
Timeline/Units
of Study
Focus Standards
Content Elaboration
Learning Targets
Vocabulary
results, using appropriate
terminology and graphics.
 Identify lab equipment
 Demonstrate accurate use of
compound microscope and slide
preparation
 Safely use laboratory equipment
when conducting experiments.
ECOSYSTEMS: HOMEOSTASIS
CARRYING CAPACITY – EQUILIBRIUM AND DISEQUILIBRIUM
FIRST QUARTER
 Homeostasis in
DIVERSITY AND
populations
INTERDEPENDENCE
OF LIFE
 Population size is
affected by the number
of births, number of
deaths, and the number
of individuals entering or
leaving.
 Exponential growth
occurs under ideal
conditions and unlimited
resources.
 As resources are used up
and population growth
slows or stops, the
population exhibits
logistic growth.
 The characteristics of
populations along with
social and economic
factors, explain why
some countries have
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Carrying Capacity (K) - the population 
equilibrium sized when births and
deaths are equal; hence... dN/dt = 0.
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 Exponential Growth Model dN/dt=rN
 Populations grow exponentially until
resources become limited.
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Logistical Growth Model - dN/dt=rN
[(K-N)/K)
K= carrying capacity
N= population
t = unit time within the time
r = the per capita reproductive rate
which is = [(B-D)/N] where B=births,
D=deaths
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Logistic growth occurs once an
ecosystem's carrying capacity is
reached.
 Equilibrium and disequilibrium
 Hardy-Weinberg principle
 Limiting Factors to population
growth can be density dependent
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Explain how matter cycles through
ecosystems while energy flows in
one direction.
Using data about the starting
energy, mass, or number of
organisms in the primary producer
level of an ecological pyramid, I can
calculate the flow of energy, mass,
or numbers of organisms as it
travels up the ecological pyramid.
Describe conditions under which
exponential and logistic growth
occur.
Evaluate data to explain resource
availability and other environmental
factors that affect carrying capacity
of ecosystems.
Construct and use a model to
communicate how complex sets of
interactions in ecosystems maintain
relatively consistent numbers and
types of organisms for long periods
of time when conditions are stable.
Use evidence to construct
explanations and design solutions
for the impact of human activities
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Carrying
capacity
Exponential
growth (Jshaped curve)
Logistical
growth (Sshaped curve)
Population
density
Emigration,
immigration
HardyWeinberg
principle
Age-structure
diagrams
Demography
Density
dependent
factors
Density
independent
factors
Timeline/Units
of Study
Focus Standards
Content Elaboration
high population growth
rates while populations
of other countries grow
slowly or not at all.
 Organisms transform
energy (flow of energy)
and matter (cycles of
matter) as they survive
and reproduce.
 The cycling of matter and
flow of energy occurs at
all levels of biological
organization, from
molecules to
ecosystems.
 At the high school level,
the concept of energy
flow as unidirectional in
ecosystems is explored.
or density independent.
density dependent factorsdisease, predation, competition,
parasites - for example.
 density independent factors natural disasters, climate changes,
human disturbances - for example.
 Human population growth can be
studied using age-structure diagrams
 Organisms transform energy (flow of
energy) and matter (cycles of matter)
as they survive and reproduce.
 The cycling of matter and
unidirectional flow of energy occurs
at all levels of biological organization
from molecules to ecosystems.
 Humans in the biosphere:
sustainable development
 Biodiversity
 Biomagnification of
pollutants
 Global warming
 Ozone
 Invasive species
Learning Targets
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on the environment and ways to
sustain biodiversity and maintain
the planet's natural capital.
Explain how limiting factors (density
dependent and density
independent) regulate population
growth .
Analyze age-structure diagrams to
determine future population size of
a country.
Model the biomagnifications of a
pollutant, such as mercury, in Lake
Erie.
How is a pollutant magnified as it
works its way up the trophic levels?
Predict and explain consequences at
each trophic level as the
concentration increases.
How do organism numbers, matter
cycling, and energy transfer change
from one level to another?
Vocabulary
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Biomagnificatio
ns
Sustainable
development
Biodiversity
Global
warming
Ozone
Invasive
species
Timeline/Units
of Study
Focus Standards
SECOND
QUARTER
Content Elaboration
Learning Targets
Vocabulary
CELL STRUCTURE AND FUNCTION: STRUCTURE, FUNCTION AND INTERRELATEDNESS OF CELL
ORGANELLES
 Cell Structure
CELLS
Cells are:
• Composed of elements: carbon,
hydrogen, nitrogen, oxygen, phosphorus
and sulfur.
• Carbon is special - its small size and 4
valence electrons can:
o Join to other carbon atoms to
form chains and rings.
o Chains and rings can join to
form carbohydrates,
proteins, lipids and nucleic
acids.
o Enzymes: special group of
proteins which enable
chemical reactions to occur
within living systems.
Water and its amazing properties:
o Polar nature – adhesion,
cohesion
o Surface tension, capillary action
o Expands when frozen
o Universal solvent
 Cell function
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Introduce: cytoskeleton, golgi complex,
endoplasmic reticulum and their role in
cell specialization.
• Cells are covered by a membrane that
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controls what can enter and leave the cell
as well as provide protection and
support.
o Diffusion
o Osmosis
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Distinguish between organic and
inorganic molecules.
Use information learned about
elements and bonds to explain why
carbon is such a versatile element
and perfect for all Earth's carbonbased life forms.
Classify groups of organic
compounds by their structure and
function.
CARBOHYDRATES - main source of
energy and structural purposes.
MONOSACCHARIDE = building block
carbohydrates.
LIPIDS - used to store energy; parts
of biological membranes; steroids;
fats; oils
NUCLEIC ACIDS - store and transmit
hereditary, or genetic information. 2
kinds: DNA and RNA. NUCLEOTIDE =
building block contains sugar,
phosphate, and nitrogenous base.
PROTEINS - control rate of
reactions; regulate cell processes;
used to form bones and muscles;
transport substances into and out of
cells; fight disease. AMINO ACID
=building block of proteins.
Explain how ENZYMES are
important to living things. Include a
discussion on how enzymes work as
biological catalysts and help
maintain homeostasis.
Discuss the importance of the
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Organic
Inorganic
Carbohydrates
Monosaccharid
es
Lipids
Nucleic acids
Nucleotide
Protein
Amino acid
enzyme
cytoskeleton
Flagella
Cilia
Timeline/Units
of Study
Focus Standards
 Interrelatedness of cell
organelles
 Eukaryotic cells and
Prokaryotic cells
Content Elaboration
Hypertonic, hypotonic, isotonic,
osmotic pressure
o Active transport
o Facilitated diffusion
• Proteins in cells provide organization
and shape.
• Cells contain specialized parts for the
transport of materials
• Cells contain specialized parts for
energy transformation
o Chloroplasts – plants
o Mitochondria – plants and
animals
 Cells contain specialized parts for
protein building.
 Cells contain specialized parts for
waste disposal.
 Cells contain specialized parts for
information feedback – Feedback
Loops – Feedback inhibition
 Cells contain specialized parts for
movement.
 Most cells in multi-cellular organisms
perform some specific functions that
others do not.
 Eukaryotic cells vs prokaryotic cells
SECOND
QUARTER
CELLS
Learning Targets
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cytoskeleton to cellular movement
and support.
(protein filaments and tubules mitotic spindles, centrioles, flagella,
cilia
Describe the function of various
organelles in cells:
nucleus, cell membrane, nuclear
membrane, mitochondria,
chloroplasts, cell wall, ribosomes,
endoplasmic reticulum, vacuoles,
lysosomes, etc.
Explain how organelles work
together in cells to perform
essential functions of life (ex.
message sent to nucleus to make a
certain protein, DNA segment copied
into RNA, ribosome reads and makes
message, protein shuttled through
endoplasmic reticulum, golgi
complex packages and prepares
protein for destination).
Vocabulary
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Lipid bilayer
Diffusion
Osmosis
Hypotonic
Hypertonic
Isotonic
Active
transport
Ribosomes
Endoplasmic
reticulum
Golgi complex
Lysosomes
Distinguish between prokaryotic
and eukaryotic cells
CELL STRUCTURE AND FUNCTION: CELLULAR PROCESSES
 Characteristics of life
regulated by cellular
processes
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 Photosynthesis
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Chemosynthesis
Characteristics of life are regulated
by cellular processes:
Photosynthesis
o Using light energy from the
sun to produce food.
Chemosynthesis
o Using chemical energy to
produce carbohydrates
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Develop a model to explain the
process of photosynthesis. Be sure
to include the following ideas in
your model:
* reactants and products involved
* organelle(s) responsible
* the role of the sun in the process
* light reaction
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Homeostasis
Enzymes
Photosynthesis
= 6H20 + 6 CO2
+ sun’s energy
= C6H12O6 + 6O2
Chlorophyll
Pigments
Timeline/Units
of Study
Focus Standards
Content Elaboration
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 Cellular respiration
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 Cell division- Mitosis
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Cellular respiration
o Process which releases
energy in glucose in the
presence of oxygen
 Makes ATP
Cell functions are regulated.
o Na+/K+ pump (ex.)
o Role of ATP as energy source
for cell activities
Interactions among different kinds of
molecules in the cell cause distinct
cycles of activities. Such as:
o Growth – cell differentiation
– stem cells
o Division – mitosis
o Cell cycle regulators (10-3)
o Cancer cells and gene p53
Cell functions are regulated Homeostasis.
o Cells function within a
narrow range of temperature
and pH.
o High temperatures and/or pH
can irreversibly change the
structure of most protein
molecules.
o Small changes in pH can alter
how molecules interact.
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 Differentiation
Cells differentiate in order to
become specialized cells capable
of performing specific tasks in
order to maintain homeostasis.
Examples: blood cells, 3 types of
muscle cells, connective cells,
bone cells, nerve cells, dermal
cells
Learning Targets
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* dark reaction
Use my knowledge of
photosynthesis and cellular
respiration to describe the
relationship between the two in
how organisms gain and lose
biomass.
I can use a model to explain cellular
respiration. In my model, I will
include a description of how sugars
are broken down and rearranged
into new products and how the
energy is transferred by ATP
molecules.
Explain, using ratios of surface area
to volume and DNA “overload”,
why it is necessary for cells to divide
.
Use a model to explain MITOSIS in
cells. Include an illustration and
explanation of how mitosis results in
daughter cells with IDENTICAL
GENETIC INFORMATION which is
needed for maintaining cell growth
and repair.
Explain how specific genes activate
or inactivate cells to DIFFERENTIATE.
Explain how small changes in the
environment of a cell can cause cells
to differentiate.
I can explain how cancer cells are
the result of communication error in
cells.
I can use information gained
through research and in class to
predict how stem cell research will
impact the future of medicine.
Vocabulary
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chloroplast
Cellular
Respiration =
C6H12O6 + 6O2 =
6H20 + 6 CO2 + ATP
 Alcoholic
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fermentation
Lactic Acid
fermentation
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Mitosis
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Cell
specialization
(differentiation
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nervous system
integumentary
system
respiratory
system
digestive
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Timeline/Units
of Study
Focus Standards
Content Elaboration
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Levels of organization in
multicellular organisms include
cells, tissues, organs, and organ
systems.
Learning Targets
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Use my knowledge of control genes,
cell specialization, stem cells and cell
communication to describe how
cells throughout an organism can
develop in different ways to perform
different tasks.
Vocabulary
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THIRD QUARTER
system
excretory
system
skeletal system
muscular
system
circulatory
system
endocrine
system
reproductive
system
lymphatic/imm
une system
HEREDITY: CELLULAR GENETICS
 Cellular genetics
HEREDITY
Griffith – genetic info can be transferred
from one bacterium to another
Oswald Avery – nucleic acid DNA stores
and transmits the genetic information
from one generation to the next.
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bacteriophage
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Nucleotide
Base-pairing
Adenine
Guanine
Summarize the work of Griffith,
Avery, and Hershey-Chase.
Hershey-Chase experiments –
bacteriophages used – determined that
DNA , not protein, carried genes.
THIRD QUARTER
HEREDITY
HEREDITY: STRUCTURE AND FUNCTION OF DNA IN CELLS
 Structure and function
of DNA in cells
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DNA building blocks (nucleotides):
phosphate, nitrogen base, sugar =
nucleic acid
Code of life is in the nitrogen bases.
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Describe the main components of
the building blocks of DNA and
identify the portion that carries the
genetic information.
Timeline/Units
of Study
Focus Standards
Content Elaboration
Learning Targets
o
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 DNA Replication
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THIRD QUARTER
HEREDITY
Chargraff’s Rule and base
pairing
o X-Ray evidence which helped
in the determination of
DNA’s double helix shape–
Rosalind Franklin
o Watson and Crick
determined the double helix
configuration of DNA
DNA is double stranded, contains
deoxyribose sugar, adenine, guanine,
thymine, cytosine.
RNA is single-stranded and contains
ribose sugar and uracil in place of
DNA’s Thymine nitrogen base.
DNA Replication involves:
o DNA separates into two
strands
o Two new complementary
strands are formed
o Each strand is a template for
new strand (semiconservative replication)
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Discuss the main contributors to the
discovery of DNA’s structure and
replication mechanism.
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Compare the process of DNA
replication in prokaryotes and
eukaryotes. Include the location,
steps, and end products of the
process in each kind of cell.
Vocabulary
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Cytosine
Thymine
Double helix
Chromatin
DNA
polymerase
Chromosomes
HEREDITY: GENETIC MECHANISMS AND INHERITANCE
 Genetic mechanisms and
inheritance
o Meiosis
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The information passed from parents 
to offspring is coded in the DNA
molecules that form the
chromosomes. (a)
In sexual reproduction, chromosomes
can sometimes swap sections during
the process of meiosis (cell division),
thereby creating new genetic
combinations and thus more genetic
variation. (f)
In all organisms the genetic
instructions for forming species’
Compare and contrast mitosis and
meiosis in terms of types of cells
involved, purpose, stages of division
and resulting chromosome number.
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Meiosis I and II
Homologous
chromosomes
Tetrad
Crossing-over
Chromatids
Haploid cells
Diploid cells
Timeline/Units
of Study
Focus Standards
Content Elaboration
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o
Protein
Synthesis
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characteristics are carried in the
chromosomes. (f)
Each chromosome consists of a single
very long DNA molecule, and each
gene on the chromosome is a
particular segment of that DNA. The
instructions for forming species’
characteristics are carried in DNA. (a)
All cells in an organism have the
same genetic content, but the genes
used (expressed) by the cell may be
regulated in different ways.
Protein Synthesis involves:
o Transcription of mRNA in
nucleus
o Attaches to ribosome in
cytoplasm
o Translation (by
ribosome)begins with AUG
on mRNA strand
o tRNA brings amino acids
o ribosome assembles protein
until a “stop” codon is read.
The sequence of DNA bases on a
chromosome determines the
sequence of amino acids in a protein.
Proteins catalyze most chemical
reaction in cells.
Protein molecules are long, usually
folded chains made from
combinations of 20 amino-acid subunits found in the cell.
The function of each protein
molecule depends on its specific
sequence of amino acids and the
shape the chain takes as a result of
Learning Targets
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Diagram the process of protein
synthesis from DNA in the nucleus
to a protein in the cytoplasm.
Use an amino acid chart to decode
codons to their corresponding
amino acids.
Explain how cells determine which
genes will be expressed and which
will remain “silent” through a
description of groups of genes
known as operons (E . coli’s lac
operon, for example).
Describe how the shape of proteins
affects function of protein.
Vocabulary
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Protein
synthesis
Transcription
Translation
mRNA
tRNA
codons
anticodons
amino acids
polypeptide
Timeline/Units
of Study
Focus Standards
Content Elaboration

THIRD QUARTER
Vocabulary
the sequence.
Not all DNA codes for a protein;
some segments of DNA are involved
in regulatory or structural functions,
and some have no as-yet known
function. (c),(f),(g)
HEREDITY: MUTATIONS
 Mutations
HEREDITY
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THIRD QUARTER
HEREDITY
Learning Targets
 Modern genetics
 Mendel’s laws of
inheritance are
interwoven with current
knowledge of DNA and
chromosome structure
and function to build
toward basic knowledge
of modern genetics.
 Sorting and
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Mutations are changes in the genetic
material.
Although DNA replication is tightly
regulated and remarkably accurate,
errors do occur and result in
mutations, which are also a source of
genetic variation. Environmental
factors can also cause mutations in
genes, and viable mutations are
inherited. (f)
Environmental factors also affect
expression of traits, and hence affect
the probability of occurrences of
traits in a population. Thus the
variation and distribution of traits
observed depends on both genetic
and environmental factors. (g)
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Explain how mutations can occur.
Support your answer with examples
and diagrams.
HEREDITY: MODERN GENETICS
Based on information learned in this
unit, what is the solution to the
following riddle? Support your
answer with examples.
“I am the riddle of life, know me, and
you will know yourself? “
 Show the relationship among
alleles, genes, chromosomes,
DNA, nucleotides.
Genomes specify life and each
organism has a genome.
All biological information needed to
build AND maintain an organism is
contained in the genome.
Genomes are encoded in
deoxyribonucleic acid (DNA) in units
called GENES.
Genes are segments of DNA.
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Mutation
Point mutation
Frameshift
mutation
Polyploidy
Nondisjunction
of
chromosomes
and resulting
disorders
pedigrees
Alleles
Genes
Chromosomes
Heterozygous
Homozygous
Dominant
Recessive
Incomplete
dominance
Timeline/Units
of Study
Focus Standards
recombination of genes
in sexual reproduction
and meiosis specifically
result in a variance in
traits of the offspring of
any two parents and
explicitly connect the
knowledge to evolution.
Content Elaboration
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THIRD/FOURTH
QUARTER
EVOLUTION
The sequence of DNA bases in a
chromosome determines the
sequence of amino acids in a protein.
INCOMPLETE DOMINANCE
SEX-LINKED TRAITS
DIHYBRID crosses
PLEIOTROPY– Genes that affect more
than one trait.
EPISTASIS – traits affected by more
than one gene.
POLYGENIC TRAITS
Genes that modify or regulate the
expression of another gene.
Genetic Techniques – like cloning.
Historical and technological
developments leading to current
knowledge of
inheritance: Model of DNA structure
– many scientists involved in addition
to Watson and
Crick.
Goodness of fit test (Chi-square)
Learning Targets
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Solve genetics problems involving
incomplete dominance,
codominance, sex-linked traits,
dihybrid crosses, polygenic traits,
multiple alleles.
Create a time-line of the major
events and people involved in
discovering the role of DNA in
heredity.
Collect data on monohybrid and
dihybrid crosses and use
statistical analysis (Chi-square) to
determine fitness of results.
Vocabulary
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Codominance
Sex-linked
traits
Pleiotropy
Punnett square
Monohybrid
Dihybrid
Epistasis
Polygenic traits
MECHANISMS OF EVOLUTION: NATURAL SELECTION, MUTATION, GENETIC DRIFT, GENE FLOW,
SEXUAL SELECTION, HISTORY OF LIFE ON EARTH
 Natural Selection
Natural selection occurs only
if there are:
(1) variations in the genetic
information between
organisms in a population
and
(2) the variations in the
expression of that genetic
information—trait
variation— leads to
differences in performance
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Populations evolve over time
•Evolution is the consequence of the
interactions of :
(1) the potential for a species to
increase in number,
(2) the genetic variation of
individuals in a species due to
mutation and sexual reproduction
(gene shuffling).
(3) competition for an environment’s
limited supply of resources that
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Distinguish between fitness and
adaptation. Give an example of
each.
Describe how the process of
“survival of the fittest” is related to
a population’s environment.
Define “evolution “ in terms of allele
frequency in a population.
Explain how sexual reproduction is a
source of genetic variation
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Artificial
selection
Fitness
Adaptation
Survival of the
fittest
Natural
selection
Homologous
structures
Vestigial
structures
Timeline/Units
of Study
Focus Standards
Content Elaboration
among individuals. (a),(c)
 The traits that positively
affect survival are more
likely to be reproduced,
and thus are more
common in the
population. (b),(c),(d),(f)
individuals need in order to survive
and reproduce, and
(4) the ensuing proliferation of those
organisms that are better able to
survive and reproduce in that
environment due to specific
phenotypes. (a)
Learning Targets
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Describe how mutations supply
genetic variation.
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Use real-world examples of
organisms that have anatomical,
behavioral, and physiological,
temporal adaptations that make
them well suited to survive in their
environment.

• Natural selection leads to adaptationswhich leads to a population dominated
by organisms that are anatomically,
behaviorally, and physiologically well
suited to survive and reproduce in a
specific environment.


Individuals with traits that allow
them to survive better in their
environment will do so, resulting in
an increase in the proportion of
individuals in future generations that
have the trait and to a decrease in
the proportion of individuals that do
not. (b),(c),(f)

Give real world examples of
directional, stabilizing, and
disruptive selection within a
population of organisms.

Create a scenario where a species
becomes extinct. Describe the
causes leading to the extinction in
• Adaptation also means that the
distribution of traits in a population
can change when conditions change.
(d)
Natural Selection can affect
distribution of phenotypes:
Directional, stabilizing, disruptive
selection.
• Changes in the physical
environment, whether naturally
occurring or human induced, have
thus contributed to the expansion of
Vocabulary

Gene pool
Relative
frequency
Single-gene
traits
Polygenic traits
Timeline/Units
of Study
Focus Standards
Content Elaboration
Learning Targets
some species, the emergence of new
distinct species as populations
diverge under different conditions,
and the decline–and sometimes the
extinction–of some species. (d)
 Genetic Drift
• Species become extinct because
they can no longer survive and
reproduce in their altered
environment. If members cannot
adjust to change that is too fast or
drastic, the opportunity for the
species’ evolution is lost. (d)
 Genetic Drift- in small populations,
individuals that carry a particular
allele may leave more descendants
than other individuals, just by
chance.
 Founder Effect is when allele
frequencies change as a result of
migration of a small subgroup of a
population.
 Over time, a series of genetic drift
occurrences can cause alleles to
become common in a population.
 Hardy-Weinberg Principle – allele
frequencies in a population will
remain constant (genetic
equilibrium) unless one or more
factors cause those frequencies to
change. Conditions required for
genetic equilibrium:
o Random mating
o Large population
o No gene flow
o No mutations
o No natural selection
Vocabulary
terms of evolutionary mechanisms
and changes in a population’s allele
frequencies.



Describe a scenario in which genetic
drift might occur.
Describe how genetic drift leads to a
change in a population’s gene pool.



Explain how genetic equilibrium
cannot be upheld if genetic drift
occurs in a population.

Genetic drift
Founder effect
HardyWeinberg
principle
Genetic
equilibrium
Timeline/Units
of Study
Focus Standards
Content Elaboration
o
 Gene Flow

 Sexual Selection
Vocabulary
If conditions are not met,
genetic equilibrium will be
disrupted and the population
will evolve.
 Gene flow (gene migration) is the
transfer of alleles or genes from one
population to another.

Learning Targets
Migration into or out of a population
may be responsible for a change in
allele frequencies
Immigration may add new alleles to a
species’ or population’s gene pool.
 Maintained gene flow between two
populations can also lead to a
combination of the two gene pools,
reducing the genetic variation
between the two groups.
 Gene flow can act against speciation
by recombining the gene pools of the
groups.
 Sexual selection is a mode of natural
selection in which some individuals
reproduce more than others of a
population because they are better
at securing mates.

Illustrate a situation in which gene
flow results in a change in allele
frequencies and thus, a change in a
phenotype which ultimately results
in a new species over time.

illustrate a situation in which gene
flow results in a reduction of genetic
variation and hence, no variation
and no new species over time.

Explain how survival of the fittest
does not always mean survival of
the strongest or biggest. Research
Lava Lizards in the Galapagos Islands
for an example.



Gene flow
Migration
speciation
Timeline/Units
of Study
Focus Standards
 History of Life on Earth
Content Elaboration


 Origin of Eukaryotic
Cells
 Evolution of Multicellular Life



FOURTH QUARTER
The fossil record provides evidence
about the history of life on Earth.
The fossil record shows how different
groups of organisms have changed
over time.
4 billion to 2 billion years ago - only
simple, single-celled microorganisms
are found in the fossil record.
Once cells with nuclei developed,
increasingly complex multi-cellular
organisms arose.
After eukaryotic cells arose, they
began to reproduce sexually which
lead to greater numbers of gene
combinations which greatly increased
chances of evolutionary change due
to natural selection.
Learning Targets



Construct a possible scenario of the
first single-celled life forms based on
evidence found in the fossil
record. Included in the description:
o resemblance to bacteria
o photosynthetic
bacteria’s role in creating
oxygen-rich atmosphere
through photosynthesis.
o Oxygen collected in the
atmosphere making way for
aerobic cells while
causing many anaerobic
organisms to die.
Explain the origin of eukaryotic
cells using the ENDOSYMBIOTIC
THEORY which proposes eukaryotic
cells arose from living communities
formed by prokaryotic organisms.
Support your explanation using the
following pieces of evidence:
1. DNA evidence (mitochondrial and
chloroplast DNA resemble bacterial
DNA).
2. Ribosomes of mitochondria and
chloroplasts. (resemble those of
bacteria).
3. Mitochondria and chloroplast
division. (they divide by BINARY
FISSION when cells go through
mitosis).
EVOLUTION: DIVERSITY OF LIFE
Vocabulary















Relative dating
Index fossils
Radioactive
Dating
Half-life
Relative dating
Radioactive
dating
Prokaryote
Eukaryote
aerobic
respiration
anaerobic
respiration
endosymbiotic
theory
binary fission
mitochondria
chloroplast
ribosomes
Timeline/Units
of Study
EVOLUTION
Focus Standards
 Speciation based on
molecular evidence
Content Elaboration



 Variation of organisms
due to population
genetics and gene
frequency
FOURTH QUARTER
DIVERSITY AND
INTERDEPENDENCE
OF LIFE
If populations become
reproductively isolated from each
other, new species may evolve.
Similarities in DNA can be used to
help determine classification and
evolutionary relationships.
Speciation example:
Galapagos finches – founding a new
population; geographic isolation;
changes in population’s gene pool;
reproductive isolation; competition.
Learning Targets




Six important topics in
macroevolution are; extinctions,
adaptive radiation, convergent
evolution, co-evolution, punctuated
equilibrium, and changes in
developmental genes.

Given a set of derived
characteristics, construct a
cladogram to show evolutionary
relationships among a group of
organisms
.
Summarize important patterns of
macroevolution
Differentiate between co-evolution
and convergent evolution and give
examples of each
Describe the differences between
gradualism and punctuated
equilibrium as mechanisms of
macroevolution.
Vocabulary


Cladograms
Derived
characteristics
-Macroevolution
-Adaptive radiation
-Convergent
evolution
-Co-evolution
-Punctuated
equilibrium
DIVERSITY AND INTERDEPENDENCE OF LIFE: CLASSIFICATION SYSTEMS
 Frameworks created by
scientists for describing
the vast diversity of
organisms.


Classification systems are
frameworks created by scientists for
describing the vast diversity of
organisms indicating the degree of
relatedness between organisms.
Recent molecular-sequence data
generally support earlier hypotheses
regarding lineages of organisms
based upon morphological
comparisons.



What are the 6 Domains used by
scientists to classify organisms
Determine the relatedness of
organisms by comparing their
classification names.
Describe the role Cytochrome C and
molecular clocks play in determining
the classification of organisms.



6 Domains
Kingdoms,
phyla, class,
order, family,
genus, species
Cytochrome C
and molecular
clocks
Timeline/Units
of Study
Focus Standards
Content Elaboration


Both morphological comparisons
and molecular evidence are used to
describe biodiversity.
Cladograms are tools used to show
evolutionary relationships using
derived characteristics.
Learning Targets
Vocabulary