Download Honors Biology II

CURRICULUM MAP
COURSE/SUBJECT: Honors Biology 2
GRADE: 11/12
TEACHER(S): Royds
UNIT: NATURE OF SCIENCE
TIMEFRAME: 1 WEEK
NATIONAL BENCHMARK BEING
ADDRESSED
STATE STANDARD
COMPETENCIES/SKILLS
I) There are different traditions in
science about what is investigated
and how, but they all have in
common certain basic beliefs about
the value of evidence, logic, and
good arguments.
I & II) Review the nature of science
(scientific reasoning, controlled
experimentation and scientific
theory/law)
III & IV) Explain historical
background leading to modern
scientific theories (i.e. theory of
evolution)
II) Hypotheses are widely used in
science for choosing what data to
pay attention to and what additional
data to seek, and for guiding the
interpretation of the data (both new
and previously available).
III) Insist that the key assumptions
and reasoning in any argument -whether one's own or that of others -be made explicit; analyze the
arguments for flawed assumptions,
flawed reasoning, or both; and be
critical of the claims if any flaws in the
argument are found.
IV) Sometimes, scientists can control
conditions in order to obtain
evidence. When that is not possible
for practical or ethical reasons, they
try to observe as wide a range of
natural occurrences as possible to be
able to discern patterns.
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ASSESSMENT
I–IV) Cooperative Group Jigsaw
Activity
I-IV) Qualitative Observations Lab
Chapter Test
UNIT: EVOLUTION
TIMEFRAME: 1-2 WEEKS
NATIONAL BENCHMARK BEING
ADDRESSED
I) Modern ideas about evolution and
heredity provide a scientific
explanation for the history of life on
Earth as depicted in the fossil record
and in the similarities evident within
the diversity of existing organisms.
II) The basic idea of biological
evolution is that the earth's presentday species are descended from
earlier, distinctly different species.
STATE STANDARD
COMPETENCIES/SKILLS
I) 3.1.10.C1; 3.1.10C3
I) Analyze the fossil record of the
modern day horse.
II) 3.1.10.C1
II) Discuss the evolution of modern
day man.
III) 3.1.10C1; 3.1.B.B5
IV)
III) Interpret similarities and
differences between Darwin’s
finches and H.B. Kettlewell’s
peppered moths.
V) 3.1.10.C3
III) Compare and contrast natural
and artificial selection.
III) Natural selection leads to
organisms that are well-suited for
survival in particular environments.

The continuing operation of
natural selection on new
characteristics and in
changing environments, over
and over again for millions of
years, has produced a
succession of diverse new
species.

Offspring of advantaged
individuals, in turn, are more
likely than others to survive
and reproduce in that
environment. The proportion
of individuals that have
advantageous characteristics
will increase.

When an environment,
including other organisms that
inhabit it changes, the survival
value of inherited
ASSESSMENT
IV) Evaluate adaptations of various
organisms.
V) Compare the amino acid
sequences of a particular protein in
five organisms.
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IV) Birds on an Island Lab;
Predator-Prey Lab; Adaptation of
the Human Hand Lab
V) Chromosome Comparison Lab
Chapter Test
characteristics may change.
IV) Heritable characteristics can be
observed at molecular and wholeorganism levels--in structure,
chemistry, or behavior. These
characteristics strongly influence
what capabilities an organism will
have and how it will react, and
therefore influence how likely it is to
survive and reproduce.

New heritable characteristics
can result from new
combinations of existing
genes or from mutations of
genes in reproductive cells.
V) Molecular evidence substantiates
the anatomical evidence for evolution
and provides additional detail about
the sequence in which various lines
of descent branched off from one
another.

The genetic information
encoded in DNA molecules is
virtually the same for all life
forms.

The degree of relatedness
between organisms or
species can be estimated
from the similarity of their
DNA sequences, which often
closely match their
classification based on
anatomical similarities.
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UNIT: CHEMISTRY
TIMEFRAME: 1 WEEK
NATIONAL BENCHMARK BEING
ADDRESSED
STATE STANDARD
COMPETENCIES/SKILLS
I) Although neutrons have little effect
on how an atom interacts with other
atoms, the number of neutrons does
affect the mass and stability of the
nucleus. Isotopes of the same
element have the same number of
protons (and therefore of electrons)
but differ in the number of neutrons.
I-V) Review the structure of an
atom
I) Discuss the use of isotopes in
medicine
II) Compare and contrast the types
of bonds in compounds
II) Discuss properties and
composition of water.
II) An atom's electron configuration,
particularity the outermost electrons,
determines how the atom can interact
with other atoms. Atoms form bonds
to other atoms by transferring or
sharing electrons.
III) Discuss the ionization of water,
creating acids and bases.
IV) Analyze factors that affect the
rate of reactions.
III) Most cells function best within a
narrow range of temperature and
acidity. At very low temperatures,
reaction rates are too slow. High
temperatures and/or extremes of
acidity can irreversibly change the
structure of most protein molecules.
Even small changes in acidity can
alter the molecules and how they
interact.
IV) The rate of reactions among
atoms and molecules depends on
how often they encounter one
another, which is affected by the
concentration, pressure, and
temperature of the reacting materials.
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ASSESSMENT
II-IV) Water lab
Chapter Test
UNIT: ORGANIC CHEMISTRY
TIMEFRAME: 1-2 WEEKS
NATIONAL BENCHMARK BEING
ADDRESSED
STATE STANDARD
COMPETENCIES/SKILLS
I) The configuration of atoms in a
molecule determines the molecule’s
properties. Shapes are particularly
important in how large molecules
interact with others.
I-IV) Describe protein structure (i.e.
folding patterns) and how structure
is directly related to function.
II) Review the six jobs of proteins.
V-VI) Identify three organic
macromolecules that come from
food and their composition.
II) Some protein molecules assist in
replicating genetic information,
repairing cell structures, helping other
molecules get in or out of the cell,
and generally catalyzing and
regulating molecular interactions.
VII) Discuss the function of lipids
(i.e. formation of cell membrane).
III) The work of the cell is carried out
by the many different types of
molecules it assembles, mostly
proteins. Protein molecules are long,
usually folded chains made from 20
different kinds of amino acid
molecules.
IV) The function of each protein
molecule depends on its specific
sequence of amino acids and its
shape. The shape of the chain is a
consequence of attractions between
its parts.
V) Food provides molecules that
serve as fuel and building material for
all organisms.
VI) Atoms may link together in welldefined molecules, or may be packed
together in crystal patterns. Different
arrangements of atoms into groups
compose all substances and
determine the characteristic
5
ASSESSMENT
I & V &VI) Carbohydrate Lab
III & IV) Protein Lab
Chapter Test
properties of substances.
VII) Every cell is covered by a
membrane that controls what can
enter and leave the cell.
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UNIT: CELL STRUCTURE
TIMEFRAME: 1-2 WEEKS
NATIONAL BENCHMARK BEING
ADDRESSED
STATE STANDARD
COMPETENCIES/SKILLS
I) Within the cells are specialized
parts for the transport of materials,
energy capture and release, protein
building, waste disposal, passing
information, and even movement.
I) Discuss the relationship between
surface area and volume in cells.
I) Evaluate the function of all cell
organelles
I) Analyze the relationship between
cell organelles.
II) Every cell is covered by a
membrane that controls what can
enter and leave the cell.
I & II) Differentiate between
passive and active forms of cell
transport
III) The cells in similar tissues and
organs in other animals are similar to
those in human beings but differ
somewhat from cells found in plants.
III) Compare prokaryotic and
eukaryotic cells
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ASSESSMENT
I) Microscope Lab
II) Cell Structure Concept Map
I & II) Diffusion Through
Membranes Lab
Chapter Test