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BIOLOGY Common Core Curriculum Map 2012-2013
Unit Number: 1
Common Core Unit Name: Ecology
Suggested Unit Pacing: 10-13 days
Enduring Understanding:
(2.1) Living organisms are interdependent within their environment.
(2.2) Human activities impact the environment.
Key Academic Vocabulary:
Abiotic
Decomposer/Decomposition
Autotroph
Deforestation
Bioaccumulation
Dynamic Equilibrium
Biosphere
Ecosystem
Biotic
Energy Pyramids
Birth Rate
Exponential Growth
Carrying Capacity
Food Chain
Cellular Respiration
Food Web
Chemical Energy
Greenhouse Effect
Community
Habitat
Competition
Heterotroph
Conservation
Limiting Factors
Consumer
Logistic Growth
Death Rate
Mutualism
Decomposer
Niche
Standard
Essential Questions
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2.1.1 Analyze the flow of
energy and cycling of matter
(water, carbon, nitrogen,
oxygen) through ecosystems
relating the significance of
each to maintaining the health
and sustainability of an
ecosystem.
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How does energy flow through an
ecosystem?
How does matter cycle through an
ecosystem?
What factors affect the health of the
environment?
Why do ecosystems require an
outside input of energy but not
matter?
Nitrogen Fixation
Nonnative Species
Parasitism
Photosynthesis
Pollution
Population
Population Density
Predator/Prey Relationships
Producer
Radiant Energy
Species
Stewardship
Symbiosis
Trophic Level
Suggested Activities
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Constructing food webs, food chains, trophic levels--Students will
construct examples of food webs, food chains and trophic
level using pictures provided by the teacher or students can
find an example of organisms in magazines.
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Construct replica cycles, explaining interrelationships--Students will
be able to fill in details of water, carbon, nitrogen cycles on
templates
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BIOLOGY Common Core Curriculum Map 2012-2013
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2.1.3 Explain various ways
organisms interact with each
other (including predation,
competition, parasitism,
mutualism) and with their
environments resulting in
stability within ecosystems.
Owl Pellet Dissection--Students dissect owl pellets. Afterwards,
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construct the food chain of the owl.
Symbiosis Tree Map--Students will classify examples of
symbiotic relationships as mutualism and parasitism.
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Abiotic/Biotic Factors T-Map, Double Bubble--Teacher can
question students about biotic and abiotic factors. Then
explain the interrelationship of these factors. Thinking maps
can be used to assess this information.
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2.1.4 Explain why ecosystems
can be relatively stable over
hundreds or thousands of
years, even though
populations may fluctuate
(emphasizing availability of
food, shelter, number of
predators, and disease).
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2.2.1 Infer how human
activities (including population
growth, pollution, global
warming, burning of fossil
fuels, habitat destruction,
introduction of nonnative
species) may impact the
environment.
2.2.2 Explain how the use,
protection, and conservation
of natural resources by
humans impact the
environment from one
generation to the next.
What ecological relationships help
maintain stable ecosystems?
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What factors affect population
growth?
How do human activities affect the
environment?
How do conservation methods and
sustainable practices impact the
environment over time?
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Analyze, compare and predict patterns in predator/prey graphs and
food webs.
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Limiting Factors Double Bubble—students compare and contrast
density independent and density dependent limiting factors.
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Cause and Effect Table--Students will complete a table with the
cause and effect of specific global concerns. Also, students
will be able to freely discuss environmental factors if called
upon to demonstrate their understanding
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Podcasts
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Paideia Seminar
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Read articles from newspaper regarding examples of conservation
and stewardship.
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Podcasts
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BIOLOGY Common Core Curriculum Map 2012-2013
Unit Number: 2
Common Core Unit Name: Biochemistry
Suggested Unit Pacing: 4-5 Days
Enduring Understanding:
(4.1) Biological molecules are essential to living organisms
Key Academic Vocabulary:
Activation Energy
Active Site
Amino Acids
Carbohydrate
Catalyst
Catalyst
Cellulose
DNA
Enzymes
Glucose
Glycogen
Hemoglobin
Hormones
Insulin
Lipids
Monomer
Monosaccharaides
Nucleic Acids
Nucleotides
Organic
Standard
Essential Questions
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4.1.1 Compare the structures
and functions of the major
biochemical molecules
(carbohydrates, proteins, lipids,
nucleic acids) as related to the
survival of living organisms.
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4.1.3 Explain how enzymes act
as catalysts for biological
reactions.
Organic Molecules
Phospholipids
Polymer
Polysaccharides
Protein
RNA
Starch
Steroids
Substrate
Why are biological molecules
important to the survival of living
organisms?
Why are biological molecules
important to the survival of living
organisms?
Suggested Activities
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Organic Molecules Structure and Function Table--Complete a table
listing the structure and functions of organic molecules.
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Macromolecules Lab-- Students test for the presence of sugars,
starches, proteins and fats in various food samples. There is also an
online lab at
http://www.occc.edu/biologylabs/Documents/Organic%20Compound
s/Organic%20Compounds.htm.
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Organic Molecules Tree Map-- Students create a tree map of organic
molecules (carbohydrates, lipids, proteins, nucleic acids). The
information to include on the tree map could be subunits, function
and examples of each organic compound.
Liver and Potato Enzyme Lab-- Students drop peroxide on samples
of liver and/or potato to indicate enzyme activity.
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BIOLOGY Common Core Curriculum Map 2012-2013
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pH Lab or Demo
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SAS VLab: Enzyme--This virtual lab allows students to alter the
factors that affect enzyme activity (exp. pH, temperature).
http://www.sascurriculumpathways.com
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BIOLOGY Common Core Curriculum Map 2012-2013
Unit Number: 3
Common Core Unit Name: Cell Structures/Organelles
Suggested Unit Pacing: 4-5 Days
Enduring Understanding:
(1.1, 1.2) The cell is a living system.
Key Academic Vocabulary:
Active Transport
Buffer
Cell Wall
Chloroplasts
Chromosomes
Diffusion
Eukaryote
Golgi Body (apparatus)
Homeostasis
Standard
Ribosomes
Rough Endoplasmic Reticulum
Scanning Electron Microscope
Smooth Endoplasmic Reticulum
Specialization
Stem Cells
Total Magnification
Transmission Electron Microscope
Vacuoles
Essential Questions
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1.1.1 Summarize the structure
and function of organelles in
eukaryotic cells and ways that
these organelles interact with
each other to perform the
function of the cell.
Light Microscope
Mitochondria
Nucleus
Organelles
Osmosis
Osmotic Pressure
pH
Plasma Membrane
Prokaryote
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How do cells function as living
systems?
How do the structures of cells relate
to their function?
How do living things maintain
homeostasis?
Suggested Activities
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Microscope Matching--Match the parts and functions on a diagram
of the light microscope.
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Organelle Bridge Map— Students will create bridge maps with
the relating factor being function.
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Organelles Foldable
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Cell City--Students create analogies of the cell organelles' functions
similar to a city (or student choice-school, club, country).
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Edible Cell Project--Students design and construct a cell out of
edible food items (legend/key table + one-on-one oral quiz of each
student/group).
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Organelle paths--Diagram or create a story detailing the path of a
protein/molecule in a cell (from recipe/DNA --> creation --> pack/ship
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BIOLOGY Common Core Curriculum Map 2012-2013
--> exit cell).
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1.1.2 Compare prokaryotic and
eukaryotic cells in terms of
their general structures and
degree of complexity.
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1.2.1 Explain how homeostasis
is maintained in the cell and
within an organism in various
environments (including
temperature and pH).
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4.2.2 Explain ways that
organisms use released
energy for maintaining
homeostasis (active
transport).
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Letter "e" lab to review use of the light microscope--Once
students learn the parts and function of microscope parts,
practice by preparing wet mount slides of a letter "e" from the
newspaper.
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Onion Lab to teach staining techniques--This lab teaches
basic staining techniques of staining with iodine.
How do cells function as living
systems?
How do the structures of cells relate
to their function?
How do living things maintain
homeostasis?
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Compare and Contrast Prokaryotes and Eukaryotes by using a
Double Bubble or Venn Diagram-- Students will be able to
How do cells function as living
systems?
How do the structures of cells relate
to their function?
How do living things maintain
homeostasis?
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Osmosis/Diffusion in Eggs--Demonstrate osmosis/diffusion with deshelled eggs (dissolved in Vinegar) in various solutions.
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Carrot Lab--Tie a string around baby carrots and place them into
saltwater and tap water for 24 hours. The string is to show students
if the cell shrinks or swells. You may choose to have students mass
the carrots before and after.
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Selectively Permeable Membranes Inquiry Lab--Students design an
experiment to demonstrate selective permeability of a membrane
(sandwich baggie + iodine & starch).
Transport Double Bubble-- Compare and contrast active and
How do cells function as living
systems?
How do the structures of cells relate
to their function?
How do living things maintain
homeostasis?
extemporaneously generate lists of characteristics of
prokaryotes and eukaryotes. You may also provide students
with a list of the characteristics and have them place them on
the appropriate section of a Venn diagram.
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passive transport
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BIOLOGY Common Core Curriculum Map 2012-2013
Unit Number: 4
Common Core Unit Name:
Suggested Unit Pacing:
Photosynthesis and Respiration
4-5 days
Enduring Understanding:
(4.2) Cells use a variety of biochemical processes and forms of energy
Key Academic Vocabulary:
ADP
Aerobic Respiration
Alcoholic Fermentation
Anaerobic Respiration
ATP
Standard
Chlorophyll
Chloroplast
Fermentation
Glucose
Lactic Acid Fermentation
Essential Questions
Mitochondria
Photosynthesis
Products
Reactants
Respiration
Suggested Activities
-Thinking Map: double bubble or flow map- Students will be able to construct
a thinking map that compares and contrasts photosynthesis and cell
respiration.
4.2.1 Analyze photosynthesis
and cellular respiration in terms
of how energy is stored,
released, and transferred within
and between these systems
How do cells store and utilize energy?
-Reaction Flash Cards- Students will place index cards that have carbon
dioxide, oxygen, glucose, water, etc., in the correct order as the teacher
verbally prompts students to construct each equation. (light, ATP, ADP, Pgroups, O2, CO2, sugar, H2O)
-Online Photosynthesis Lab or physical lab- Are several, including "Elodea measure the bubbles" (Light Intensity, Color, and CO2) and one showing the
Light Dependent Rx (only Light Intensity & Color --> ATP production)
http://www.saddleworth.oldham.sch.uk/science/simulations/waterweed.htm
-Demo of Cellular Respiration- Yeast in sugar solution with balloon over flask
to show gas production
-Chromatography demo (show plant pigments)- separate pigments - discuss
roles of different pigments in the leaves/plants
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BIOLOGY Common Core Curriculum Map 2012-2013
Unit Number: 5
Common Core Unit Name:
Suggested Unit Pacing:
Cell Division/Reproduction
4-5 days
Enduring Understanding: 1.1, 1.2 The cell is a living system
Key Academic Vocabulary:
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Anaphase
Asexual Reproduction
Cancer
Centrioles
Centromere
Chromatid
Chromosomes
Crossing Over
Cytokinesis
Diploid
Standard
1.1.3 Explain how instructions in
DNA lead to cell differentiation
and result in cells specialized to
perform specific functions in
multicellular organisms.
1.2.2 Analyze how cells grow
and reproduce in terms of
interphase, mitosis, and
cytokinesis
DNA
Fertilization
Gametes
Gene Mutation
Genes
Haploid
Homologous Chromosomes
Independent Assortment
Interphase
Meiosis
Essential Questions
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Metaphase
Mitosis
Nondisjunction
Prophase
Random Assortment
Replication of DNA
Sexual Reproduction
Spindle Fibers
Stem Cells
Telophase
Suggested Activities
How can you explain cell variation and
differentiation?
Why do cells divide?
-Students should be able to put pictures of cells in various stages of mitosis
in the correct order and be able to name the steps (using premade/student
made flash-cards, etc.)
- Microscope Activity- students will identify and draw cells in various stages
of mitosis using pre-stained slides.
- Mitosis flipbooks- create a flipbook that goes through all of the stages (pdf.
file with the blank flipbook & pages, also has a PowerPoint that steps
through the pages - for academic classes?)
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BIOLOGY Common Core Curriculum Map 2012-2013
3.2.1 Explain the role of meiosis
in sexual reproduction and
genetic variation
How does Meiosis provide for variation in
the genetic makeup of offspring?
-Thinking Map- Double Bubble- Compare and Contrast Mitosis and Meiosis
- Meiosis-Mitosis cutouts/comparison- cutout answers and paste them under
the proper question & type of cell division
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BIOLOGY Common Core Curriculum Map 2012-2013
Unit Number: 6
Common Core Unit Name:
Suggested Unit Pacing:
DNA & Protein Synthesis
5-6 days
Enduring Understanding: (3.1, 4.1) The structure and function of DNA determines the characteristics of life
Key Academic Vocabulary:
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amino acid
anticodon
codon
complementary bases (base pairs)
deoxyribose
DNA
enzyme
hydrogen bond
Standard
4.1.2 summarize the relationship
among DNA, proteins, and
amino acids, in carrying out the
work of cells and how this is
similar in all organism
3.1.1 Explain the doublestranded, complementary nature
of DNA as related to its function
in the cell
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messenger RNA (mRNA)
mutation
Nucleic Acid
nucleotide
nucleus
peptide bond
protein
Essential Questions
What is the chemical basis of life?
How do genes code for proteins?
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3.1.2 Explain how DNA and RNA
code for proteins and determine
traits
What is the chemical basis of life?
How do genes code for proteins?
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replication
ribose
ribosomal RNA (rRNA)
ribosome
transcription
transfer RNA (tRNA)
translation
Suggested Activities
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What is the chemical basis of life?
How do genes code for proteins?
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Constructing 2d, 3d models of DNA: construction of cardstock, PVC
models of DNA molecules
Practicing reading codons from a sequence of DNA; studying
electrophoresis results (restriction enzyme activities)
Constructing models of protein manufacture; physical and digital
representations
Discussions and study presentations on Human Genome Project;
literacy groups
Glogster
Extraction of DNA: strawberry or other plant material
Extraction of DNA: human tissue effort
Protein Synthesis with words
Codon Bingo
Gene Expression Lab
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BIOLOGY Common Core Curriculum Map 2012-2013
Unit Number: 7
Common Core Unit Name:
Suggested Unit Pacing:
Genetics
6-7 days
Enduring Understanding: (3.2) The environment and the interaction of alleles influences the expression of genetic traits
Key Academic Vocabulary:
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Allele
Autosome
Codominance
Cystic fibrosis
Diploid
Dominant
Egg
Gametes
Genotype
Haploid (monoploid)
Hemophilia
Standard
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Heterozygous
Homozygous
Huntington’s disease
Incomplete dominance
Independent assortment
Malaria
Mendel
Multiple allele
Oogenesis
Phenotype
Polygenic
Essential Questions
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Polyploidy
Punnett square
Recessive
Segregation
Sex cells
Sex chromosomes
Sex-linked
Sickle-cell anemia
Sperm
Spermatogenesis
Test cross
Suggested Activities
3.1.3 Explain how mutations in
DNA that result from
interactions with the
environment (i.e. radiation,
chemicals) or new
combinations in existing
genes lead to changes in
function and phenotype
How do inheritance patterns affect the
expression of genetic traits? How does the
environment affect the expression of
genetic traits?
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Discussions of what mutations are, typical causes
2d, 3d representations of what nondisjunction is, how it appears
3.2.2 Predict offspring ratios
based on a variety of
inheritance patterns (including
dominance, co-dominance,
incomplete dominance,
multiple alleles, and sex-linked
traits)
How do inheritance patterns affect the
expression of genetic traits? How does the
environment affect the expression of
genetic traits?
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Punnett squares
Personal survey among class: search for expression of simple traits
Research and presentations: relevance to all potential parents
Genetics of Parenthood Activity
Dragon Genetics activity
Reebop Meiosis
Bean Lab
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BIOLOGY Common Core Curriculum Map 2012-2013
3.2.3 Explain how the
environment can influence the
expression of genetic traits
How do inheritance patterns affect the
expression of genetic traits? How does the
environment affect the expression of
genetic traits?
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Research and presentations: relevance to all potential parents
1.2.3 Explain how specific cell
adaptations help cells survive
in particular environments,
focusing on unicellular
organisms
How do inheritance patterns affect the
expression of genetic traits? How does the
environment affect the expression of
genetic traits?
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Research and presentations: relevance to all potential parents
Dragon Genetics activity
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BIOLOGY Common Core Curriculum Map 2012-2013
Unit Number: 8
Common Core Unit Name:
Suggested Unit Pacing:
Biotechnology
6-7 days
Enduring Understanding: (3.3) DNA technology can be applied in the real world
Key Academic Vocabulary:
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biotechnology
Cystic fibrosis
DNA fingerprinting
Down’s syndrome
Gel electrophoresis
Gene therapy
Genetic engineering
Standard
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Human genome project
human growth hormone
insulin
Karyotype
Kleinfelter’s syndrome
Meiosis
Nondisjunction
Essential Questions
3.3.1 Interpret how DNA is
used for comparison and
identification of organisms
How does DNA technology impact
individuals and society?
3.3.2 Summarize how
transgenic organisms are
engineered to benefit society
How does DNA technology impact
individuals and society?
3.3.3 Evaluate some of the
ethical issues surrounding the
use of DNA technology
(including cloning, genetically
modified organisms, stem cell
research, and Human Genome
Project)
How does DNA technology impact
individuals and society?
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PCR (polymerase chain reaction)
plasmid
Restriction enzymes
Stem cells
transformation (bacterial)
Transgenic organisms
Turner’s syndrome
Suggested Activities
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Discussion of DNA analysis, forensic applications/television shows,
restriction enzyme activities
Electrophoresis simulations/activities
Karyotyping activities
Discussion/web search of biomechanical devices, possible site visit
by Biotechnology folks from Greenville, etc.
Socratic seminar/philosophical chairs
Position papers
Transgenic Articles
Discussion of DNA analysis, forensic applications/television shows,
restriction enzyme activities
Discussion/web search of biomechanical devices, possible site visit
by Biotechnology folks from Greenville, etc.
Socratic seminar/philosophical chairs
Position papers
Transgenic Articles
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BIOLOGY Common Core Curriculum Map 2012-2013
Unit Number: 09
Common Core Unit Name:
Suggested Unit Pacing:
Evolution
6-7 days
Enduring Understanding:
(3.4) Living things change over time
Key Academic Vocabulary:
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Active Immunity
Adaptive Radiation
Anaerobic
Anatomy
Antivirals
Artificial Selection
Biochemistry
Coevolution
Common Ancestor
competition
Convergent Evolution
Standard
3.4.1 Explain how fossil,
biochemical, and anatomical
evidence support the theory of
evolution
Descent with Modification
Divergent Evolution
Embryology
Evolution
Fossils
Genetic Recombination
Geographic Isolation
Homologous Structures
Mutations
Natural Selection
Passive Immunity
Essential Questions
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What evidence do we have that
evolution has occurred in the past?
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Is evolution occurring today?
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How can we determine how closely
two groups of organisms are
related?
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Reproductive Isolation
Resistance
Speciation
Survival of the fittest
Vaccines
Variation
Suggested Activities
 Horse & Whale evolution WkSht
 Tracking Mutations in a gene WkSht
 "Human Change Through Time (ch 34)" or other similar Lab/WkSht
 HHMI Evolution lecture video (Dr. Ken Miller lecture to a group of HS
students) or "Judgment Day" video on Dover, PA trial
 Comparing Chimpanzees and Humans activity from "Judgement Day"
video
 Caminicules activity (evolution activity with "created" species - live and
fossils]
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BIOLOGY Common Core Curriculum Map 2012-2013
 Combining Phyogenetic Tree & Classification/Taxa (tie classification into
evolutionary relationships)
 Early Earth Circle Map
 Overview of Early Cells (Miller-Urey exp. compounds, 1st cells & order of
evolution)
3.4.2 Explain how natural
selection influences the
changes in species over time
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Is evolution occurring today?
 Variation in Population Activity (i.e. Dutch Elm disease acting on a
population of Elm trees, antibiotics acting on population of bacteria)
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How do evolutionary adaptations
increase the efficiency and survival of
organisms?
 Natural Selection Game Lab (predator-prey)
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How does natural selection influence
the evolution of living things?
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What types of conditions tend to bring
about rapid changes and adaptation in
groups of living things?
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3.4.3 Explain how various
disease agents (bacteria,
viruses, chemical) can
influence natural selection
How does genetic variation tend to
bring about changes and adaptations in
groups of living things?
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Is evolution occurring today?
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What types of conditions tend to bring
about rapid changes and adaptation in
groups of living things?
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How does genetic variation tend to
bring about changes and adaptations in
groups of living things?
 HHMI Evolution lecture video (Dr. Ken Miller lecture to a group of HS
students) or "Judgment Day" video on Dover, PA trial
 Comparing Chimpanzees and Humans activity from "Judgement Day"
video
 Caminicules activity (evolution activity with "created" species - live and
fossils]
 Combining Phyogenetic Tree & Classification/Taxa (tie classification into
evolutionary relationships)
 Computer Simulation Games (Biomorphs, etc.) http://www.gsoftnet.us/GSoft.html (Selection, Biomorphs, Is It Chance,
Bugs) and other websites
 Variation in Population Activity (i.e. Dutch Elm disease acting on a
population of Elm trees, antibiotics acting on population of bacteria)
 HHMI Evolution lecture video (Dr. Ken Miller lecture to a group of HS
students) or "Judgment Day" video on Dover, PA trial
 Sickle-cell anemia (heterozygous genotype – resistant to malaria – more
common in regions with malaria)
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BIOLOGY Common Core Curriculum Map 2012-2013
Unit Number: 10
Common Core Unit Name:
Suggested Unit Pacing:
Taxonomy
4-5 days
Enduring Understanding:
(3.5) Classification systems help explain relationships between living things
Key Academic Vocabulary:
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Binomial Nomenclature
Cladogram
Classification
Classification
Dichotomous Key
Domain
Standard
3.5.1 Explain the historical
development and changing
nature of classification
systems
Family
Genus
Kingdom
Linneaus
Order
Phylogenic Tree
Essential Questions
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How and why do we categorize living
things?
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How and why has our classification
system changed over time?
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How do viruses compare to living
things?
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Phylum/Division
Scientific Name
Species
Taxon
Taxonomy
Suggested Activities
 Comparing Classification Systems
[oral discussion + thinking maps
(Tree Maps, ?Double Bubble?) Linnaeus original KPCOFGS w/2
kingdoms (Plants, Animals), recent 5 kingdom (Monera + 4 Eukaryotic),
and current 3 Domain/6 kingdom system.
 Make your own Taxa acronym/saying (DKPCOFGS) Introduce "Did King
Phillip Call Out For Good Soup" or your favorite, have them create their
own.
 More Inclusive/More Specific taxa
[oral discussion, examples] Guided
Table with Taxa, saying, and examples that steps through more specific
characteristics from D-->K-->P...-->G-->Sp (all Eukaryotes are in
Domain____, all Eukaryotes that are Multicell. Heterotr w/no cell wall
are in kingdom_____. All Animals with a backbone are in Phylum_____
...)
 Identify Domain & Kingdom WkSht
[oral discussion + identifications +
analysis questions] Given example organisms or description of cellular
structures/nutrition, identify possible D & K(s) and explain how the
answers were arrived upon (group similar descriptions together to make
comprehension of important differences easier)
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BIOLOGY Common Core Curriculum Map 2012-2013
 Identify proper scientific names (binomial nomenclature)
Selecting
scientific names instead of common names, selecting correctly written
scientific names (Genus species <--italicized) from among incorrectly
formatted names
 "Organizing Living Things" WkSht
Proper use of table data -- which
organisms are more closely related - given the KPCOFGS for 4-5
different organisms
3.5.2 Analyze the classification
of organisms according to
their evolutionary
relationships (including
dichotomous keys and
phylogenetic trees)
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How is evolutionary history reflected in
groupings of organisms?
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How and why has our classification
system changed over time?
 Combining Phyogenetic Tree & Classification/Taxa (tie classification into
evolutionary relationships) - Diagram with Phylogenetic Tree (with
speciation/common ancestor points labeled) & Taxa levels. Students
analyze to identify more closely related Taxa (Sp, G, F...) as well as
common ancestor of chosen groups/Taxa
 “Interpreting Graphics - Taxonomy" WkSht (Diagram/Flow Chart of Major
groups in Animal Kingdome) [oral discussion + questions] Which groups
belong to which Taxa, and which pairs are more closely related. Should
modify (or add) activity where students take 4-6 of the organisms and
convert the flow chart into a table of the organisms' KPCOFGS so they
can practice interpreting different visual presentations of the same
information.
 More Inclusive/More Specific taxa
[oral discussion, examples] Guided
Table with Taxa, saying, and examples that steps through more specific
characteristics from D-->K-->P...-->G-->Sp (all Eukaryotes are in
Domain____, all Eukaryotes that are Multicell. Heterotr w/no cell wall
are in kingdom_____. All Animals with a backbone are in Phylum_____
...)
 Identify Domain & Kingdom WkSht
[oral discussion + identifications +
analysis questions] Given example organisms or description of cellular
structures/nutrition, identify possible D & K(s) and explain how the
answers were arrived upon (group similar descriptions together to make
comprehension of important differences easier)
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BIOLOGY Common Core Curriculum Map 2012-2013
Unit Number: 11
Common Core Unit Name:
Suggested Unit Pacing:
Kingdoms of Life
9-10 days
Enduring Understanding:
(2.1) Living organisms are interdependent within their environments
Key Academic Vocabulary:
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Adaptation
Amniotic Egg
Asexual Reproduction
Autotroph
Cilia
Contractile Vacuoles
Development
Ectothermic (Exothermic)
Egg
Endothermic
Excretion
Standard
1.2.3 Explain how specific cell
adaptations help cells survive
in particular environments,
focusing on unicellular
organisms
2.1.2 Analyze the survival and
reproductive success of
organisms in terms of
behavioral, structural, and
reproductive adaptations
External Fertilization
Eyespots
Fertilization
Flagella
Growth
Heterotroph
Internal Fertilization
Nonvascular
Nutrition
Phloem
Placental
Essential Questions

How do living things accomplish the
processes of life?
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How do adaptations improve survival
in different environments?
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How do living things accomplish the
processes of life?
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How do adaptations improve survival
in different environments?
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Placentals
Pseudopods
Reproduction
Respiration
Seed
Sexual Reproduction
Spore
Stoma (stomata)
Transport (circulation)
Vascular
Xylem
Suggested Activities
 Bacterial cell shapes and structures Microscope Lab [microscope sketches &
labels + example images w/important structures labeled - including flagellum,
cilia]
 Protist shapes and structures Microscope Lab [microscope sketches & labels +
example images w/important structures labeled - including flagellum, cilia,
psuedopods, chloroplasts, contractile vacuoles...] Use structures to identify
as pro/eukaryote, hetero/autotroph, plant-like protist, animal like protist, etc...
 Mushroom dissection lab
[combined notes/discussion + stereoscopes for
dissecting, sketching/labeling an example fungi
 Convert Plants cladogram/phylogenetic tree into a flow chart/dichotomous key
[oral discussion, flow chart + dichotomous key] Build a flow chart that
starts with "All Plants (multicellular autotrophs w/cell walls of cellulose)" from
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BIOLOGY Common Core Curriculum Map 2012-2013
the basic cladogram/phylogenetic tree of Plants [green algae ancestor -->
vasular tissue, seeds, flowers] then convert that flow chart into a dichotomous
key.
 Roots, Stems & Leaves
[Diagrams and microscope slides of each] Basic
structures & functions of each.
 Flower & Leaf diagrams
Identify & describe function of various flower
structures (and male vs female structures) on diagram(s). Identify & Describe
important leaf structures on diagram(s). Can also do simpler versions with
"description/functions" on diagram --> just label each.
 Flower Dissection Lab - can use real flowers or artificial (= no actual
"dissecting"). Identify all as Angiosperms, differentiate between male and
female structures, differentiate between typical monocot and dicot features
 Identifying Plant behaviors- Phototropism, Gravitropism/Geotropism,
Thigmotropism
 Flashcards - Invertebrate Animal Phyla
flashcards contain Phylum
name, sketches, example organisms/groups, and basic characteristics/
structures (symmetry, segmented/non, endo/exoskeletons, etc.)
 Convert Invertebrate Phyla to flow chart/dichotomous key
From flashcard
info, build a flow chart (2 options/branches at each step) that can be
converted into a dichotomous key.
 Comparing Chordates Table/Wksht + textbook questions at increasing Bloom's
levels -can add grouping/diagraming activity to get a visual representation
of reproductive, respiratory, and other systems/structures"
 Identifying Animal behaviors [oral discussion + example pictures/video clips]
Phototaxis, Hibernation/Estivation, Migration, Courtship, Social... plus innate
vs learned behaviors
 Human Body Systems lab stations
[oral discussion + analysis questions +
products] basic functions and structures of body systems. comparision with
systems in other Chordates/Invertebrates
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BIOLOGY Common Core Curriculum Map 2012-2013
Unit Number: 12
Common Core Unit Name:
Suggested Unit Pacing:
Animal Behavior
3-4 days
Enduring Understanding:
(2.1) Living organisms are interdependent within their environment
Key Academic Vocabulary:
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Chemotaxis
Classical Conditioning
Competition
Courtship Behavior
Estivation
Habituation
Hibernation
Imprinting
Standard
2.1.2 Analyze the survival and
reproductive success of
organisms in terms of behavioral,
structural, and reproductive
adaptations
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Innate Behavior
Instincts
Migration
Pheromones
Phototaxis
Predator
Prey
Response
Essential Questions
How do behavioral adaptations help
accomplish the functions?
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Stimulus
Suckling
Taxis
Territorial Defense
Trial and Error
Tropism
Suggested Activities
-Identifying Animal behaviors: [oral discussion + example pictures/video
clips] Phototaxis, Hibernation/Estivation, Migration, Courtship, Social... plus
innate vs. learned behaviors
-Three Way Match- Students match the behavior with a definition and
example.
-Behavior Double Bubble- Compare and contrast innate and learned
behavior.
2.1.3 Explain various ways
organisms interact with each
other (inc. predation,
competition, parasitism,
mutualism) and with their
environments resulting in stability
within ecosystems
How do behavioral adaptations help
accomplish the functions?
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