Download Students will

Subject: _Biology____________
Dates
Course_________________
Teacher_O’Neill_________
Core Content
Program of Study
Essential
Question
SC-H-BC-S-6
Students will distinguish between a
scientific law, theory, hypothesis
and unsupported
supposition/claim
2.4
Students use the concept of
scale and scientific models to
explain the organization and
functioning of living and
nonliving things and predict
other characteristics that might
be observed.
What is Science?
Chapter 2
Topics
Chapter 1
Strategies/Activities
Vocabulary
Test
Science, observation, data, inference,
hypothesis, spontaneous generation,
controlled experiment, manipulated variable,
responding variable, theory
What is a living
organism?
Test
Cell, homeostasis, metabolism, stimulus,
compound light microscope
SC-HS-1.1.2 Students will understand
that the atom’s nucleus is composed of
protons and neutrons that are much
more massive than electrons. When an
element has atoms that differ in the
number of neutrons, these atoms are
called different isotopes of the element.
What is the basic
chemical makeup of matter?
Test
Chapter 2.1
SC-HS-1.1.7
Students will:

construct diagrams to
illustrate ionic or covalent
bonding;
What is the basic
structure of
atoms and how
do they bond?
Test
Atom, nucleus, electron, element, isotope,
compound, ionic bond, ion, covalent bond,
molecule
Ch. 2.2
SC-H-STM-S-11
Students will relate the structure of water
to its function as the universal solvent
What is the
structure of
water and how
does it affect
solutions?
test
Cohesion, adhesion, mixture, solution, solute,
solvent, suspension, pH scale, acid, base,
buffer
Chapter 1
SC-HS-4.6.4
Students will:
describe the components and
reservoirs involved in biogeochemical
cycles ( water
Notes, discussion,
worksheets, lab, handson activities for all
chapters.
Assessment
Subject: _Biology____________
Course_________________
Teacher_O’Neill_________
Chapter 2.3
SC-HS-4.6.5
Students will describe and explain the
role of carbon-containing molecules
and chemical reactions in energy
transfer in living systems.
What is the
structure and
function of each
group of organic
molecules?
Test
Monomer, polymer, carbohydrate, mono and
poly saccharide, lipid, nucleic acid, nucleotide,
RNA, DNA, protein, amino acid
Chapter 2.4
SC-HS-1.1.6
Students will:

identify variables that affect
reaction rates;

predict effects of changes in
variables (concentration,
temperature, properties of
reactants, surface area and
catalysts) based on
evidence/data from chemical
reactions.
Rates of chemical reactions vary.
Reaction rates depend on
concentration, temperature and
properties of reactants. Catalysts
speed up chemical reactions.
What are
chemical
reactions and
how do they
occur?
Test
Chemical reaction, reactant, product,
activation energy, catalyst, enzyme, substrate
Chapter 3.1
SC-HS-4.7.1
What is ecology
and the levels of
organization?
test
Ecology, biosphere, species, population,
community, ecosystem, biome
Students will:

analyze relationships and
interactions among
organisms in ecosystems;

predict the effects on other
organisms of changes to one
or more components of the
ecosystem.
Organisms both cooperate and
compete in ecosystems. Often changes
in one component of an ecosystem will
have effects on the entire system that
are difficult to predict. The
interrelationships and
interdependencies of these organisms
Project books:
Wild, Wet, Wild aquatic,
Learning Tree
Subject: _Biology____________
Course_________________
Teacher_O’Neill_________
may generate ecosystems that are
stable for hundreds or thousands of
years.
Chapter 3.2 and
3.3
SC-HS-4.6.4
Students will:

describe the components and
reservoirs involved in
biogeochemical cycles (
water, nitrogen, carbon
dioxide and oxygen);
How does energy
flow in an
ecosystem and
what are the
different cycles in
nature?
Project books:
Wild, Wet, Wild aquatic,
Learning Tree
Test
Autotroph, photosynthesis, chemosynthesis,
heterotrophy, herbivore, carnivore,
omnivore, detritivore, decomposer, food
chain and web, trophic level, pyramids,
biomass, water + carbon + nitrogen cycles
Chapter 4.1
SC-HS-4.6.9
Students will:
explain the cause and effect relationship
between global climate and weather
patterns and energy transfer
SC-HS-4.7.1
What is the role
of climate and
what climate is
where on Earth?
Project books:
Wild, Wet, Wild aquatic,
Learning Tree
Test
Weather, climate, greenhouse effect, polar
zone, temperate zone, tropical zone
What shapes an
ecosystem?
Project books:
Wild, Wet, Wild aquatic,
Learning Tree
test
Biotic + abiotic factors, habitat, niche,
resource, competitive exclusion principle,
predation, symbiotic relationships,
succession, pioneer species
Chapter 4.2
Students will:

analyze relationships and
interactions among
organisms in ecosystems;

predict the effects on other
organisms of changes to one
or more components of the
ecosystem.
Organisms both cooperate and
compete in ecosystems. Often changes
in one component of an ecosystem will
have effects on the entire system that
are difficult to predict. The
interrelationships and
interdependencies of these organisms
may generate ecosystems that are
stable for hundreds or thousands of
Subject: _Biology____________
Course_________________
Teacher_O’Neill_________
years.
Chapter 4.3
Chapter 5.1
SC-HS-4.6.9
Students will:

explain the cause and effect
relationship between global
climate and weather patterns
and energy transfer (cloud
cover, location of mountain
ranges, oceans);

predict the consequences of
changes to the global climate
and weather patterns.
Global climate is determined by energy
transfer from the Sun at and near
Earth’s surface. This energy transfer is
influenced by dynamic processes such
as cloud cover and the Earth’s rotation
and static conditions such as the
position of mountain ranges and
oceans.
SC-H-BC-S-3
Students will compare variations, tolerances
and adaptations (behavioral and
physiological) of plants and animals in
different biomes
SC-HS-4.7.5
Students will:
Living organisms have the capacity to
produce populations of infinite size.
However, behaviors, environments
and resources influence the size of
populations. Models (e.g.,
mathematical, physical, conceptual)
can be used to make predictions
about changes in the size or rate of
What are the
different types of
biomes and what
causes them to
be where they
are located?
Project books:
Wild, Wet, Wild aquatic,
Learning Tree
How do
populations grow
and what effects
their growth?
Project books:
Wild, Wet, Wild aquatic,
Learning Tree
test
Biome, tolerance, microclimate, canopy,
understory, deciduous, coniferous, humus,
taiga, permafrost
4.4- plankton, wetland, estuary, detritus,
marsh, swamp, photic and aphotic zone,
zonation, coastal ocean, kelp forest, coral
reef, benthos
test
Population density, immigration, emigration,
exponential growth, logistic growth, carrying
capacity
Subject: _Biology____________
Course_________________
Teacher_O’Neill_________
growth of a population.
SC-HS-4.7.5
Students will:

predict the consequences of
changes in resources to a
population;

select or defend solutions to
real-world problems of
population control.
Living organisms have the capacity to
produce populations of infinite size.
However, behaviors, environments
and resources influence the size of
populations. Models (e.g.,
mathematical, physical, conceptual)
can be used to make predictions
about changes in the size or rate of
growth of a population.
Chapter 5.2
SC-HS-4.7.1
Students will:

analyze relationships and
interactions among
organisms in ecosystems;

predict the effects on other
organisms of changes to one
or more components of the
ecosystem.
Organisms both cooperate and
compete in ecosystems. Often changes
in one component of an ecosystem will
have effects on the entire system that
are difficult to predict. The
interrelationships and
interdependencies of these organisms
What limits
growth in
populations?
Project books:
Wild, Wet, Wild aquatic,
Learning Tree
Test
Limiting factor, density and density
independent limiting factor, predator-prey
Subject: _Biology____________
Course_________________
Teacher_O’Neill_________
may generate ecosystems that are
stable for hundreds or thousands of
years.
Chapter 5.3
SC-HS-3.5.1
Students will:
predict the impact on species of changes to
1) the potential for a species to increase its
numbers,
Chapter 6
SC-HS-4.7.2
Students will:
How has human
population
changed over
time and why
does it differ in
different
countries?
How does human
activities affect
the biosphere?
Project books:
Wild, Wet, Wild aquatic,
Learning Tree
Test
Project books:
Wild, Wet, Wild aquatic,
Learning Tree
Test
Identify
renewable and
non-renewable
resources and
what human
activities affect
these resources?
Project books:
Wild, Wet, Wild aquatic,
Learning Tree
test
Demography, age-structure

Chapter 6
evaluate proposed solutions from
multiple perspectives to
environmental problems caused
by human interaction;

justify positions using
evidence/data.
Human beings live within the world's
ecosystems. Human activities can
deliberately or inadvertently alter the
dynamics in ecosystems. These
activities can threaten current and
future global stability and, if not
addressed, ecosystems can be
irreversibly affected
SC-HS-4.7.3
Students will:

predict the consequences of
changes to any component
(atmosphere, solid Earth, oceans,
living things) of the Earth System;

propose justifiable solutions to
global problems.
Interactions among the solid Earth,
the oceans, the atmosphere and living
things have resulted in the ongoing
Agriculture, monoculture, green revolution,
renewable + nonrenewable resource,
sustainable development, erosion,
desertification, aquaculture, smog, pollutant,
acid rain
Subject: _Biology____________
Course_________________
Teacher_O’Neill_________
development of a changing Earth
system.
Chapter 6.3
SC-HS-3.5.1
Students will:


Chapter 7
What is
biodiversity and
what is its role?
Project books:
Wild, Wet, Wild aquatic,
Learning Tree
Biodiversity,
Diversity: ecosystem, species, genetic
Extinction, endangered species, habitat
fragmentation, biological magnification,
invasive species, conservation
What is the cell
theory?
Cell Analogy, Microscope
labs
Cell, cell theory, nucleus, eukaryote,
prokaryote
predict the impact on species of
changes to 1) the potential for a
species to increase its numbers, (2) the
genetic variability of offspring due to
mutation and recombination of genes,
(3) a finite supply of the resources
required for life, or (4) natural
selection;
propose solutions to real-world
problems of endangered and extinct
species.
SC-HS-3.4.3
Students will:

describe cell regulation (enzyme
function, diffusion, osmosis,
homeostasis);

predict consequences of
internal/external environmental
change on cell
function/regulation.
Cell functions are regulated.
Regulation occurs both through
changes in the activity of the
functions performed by proteins and
through selective expression of
individual genes. This regulation
allows cells to respond to their
internal and external environments
and to control and coordinate cell
growth and division.
What is the
structure of
function of the
organelles?
What is the
function of the
cell membrane
and cell wall?
ALL ORGANELLES
Concentration, diffusion, equilibrium,
osmosis, isotonic, hypertonic, hypotonic,
facilitated diffusion, active transport,
endocytosis, phagocytosis, pinocytosis,
exocytosis
Tissue, organ, organ system
Subject: _Biology____________
Course_________________
Teacher_O’Neill_________
SC-H-UD-U-2
Students will understand that within every
cell are specialized parts for the transport of
materials, energy transfer, protein building,
waste disposal, information feedback and
even movement. In addition, most cells in
multi-cellular organisms perform specialized
functions that others do not.
Chapter 8
SC-HS-4.6.10
Students will:

identify the components and
mechanisms of energy stored
and released from food
molecules (photosynthesis
and respiration);

apply information to realworld situations.
Energy is released when the bonds of
food molecules are broken and new
compounds with lower energy bonds
are formed. Cells usually store this
energy temporarily in the phosphate
bonds of adenosine triphosphate
(ATP). During the process of cellular
respiration, some energy is lost as
heat.
Where do plants
get their energy
and how do they
produce it?
What is the
process of
photosynthesis?
test
ATP, photosynthesis, pigment, chlorophyll,
thylakoid, photosystem, stroma, NADP+,
Light-dependent reactions
ATP synthase
Calvin Cycle
Subject: _Biology____________
Chapter 9
Course_________________
SC-HS-4.6.10
Students will:
Energy is released when the bonds of
food molecules are broken and new
compounds with lower energy bonds
are formed. Cells usually store this
energy temporarily in the phosphate
bonds of adenosine triphosphate
(ATP). During the process of cellular
respiration, some energy is lost as
heat.
Chapter 10
SC-HS-3.4.3
Students will:

describe cell regulation (enzyme
function, diffusion, osmosis,
homeostasis);

predict consequences of
internal/external environmental
change on cell
function/regulation.
Cell functions are regulated.
Regulation occurs both through
changes in the activity of the
functions performed by proteins and
through selective expression of
individual genes. This regulation
allows cells to respond to their
internal and external environments
and to control and coordinate cell
growth and division.
Teacher_O’Neill_________
What is cellular
respiration and
what happens
during the
process?
What happens
during the Krebs
cycle and what is
electron
transport?
How does the cell
grow and how
does it divide?
What are the
main events of
the cell cycle?
Microscope activity with
the phases of the cell
cycle.
Test
Calorie, glycolysis, cellular respiration, NAD+,
fermentation, anaerobic, aerobic, Krebs Cycle,
electron transport chain
test
Cell division, mitosis, cytokinesis, phases of
mitosis
Cyclin, cancer
Subject: _Biology____________
Chapter 11.2 and
11.4
Chapter 12
Course_________________
Teacher_O’Neill_________
SC-HS-3.4.5
Students will:

explain the relationship
between sexual reproduction
(meiosis) and the
transmission of genetic
information;

draw conclusions/make
predictions based on
hereditary evidence/data
(pedigrees, punnet squares).
Multicellular organisms, including
humans, form from cells that contain
two copies of each chromosome. This
explains many features of heredity.
Transmission of genetic information
through sexual reproduction to
offspring occurs when male and
female gametes, that contain only one
representative from each
chromosome pair, unite.
How do
geneticists use
the principles of
probability in
studying
genetics?
SC-HS-3.4.1
What is the
structure and
function of DNA?
Students will explain the role of DNA
in protein synthesis.
Cells store and use information to
guide their functions. The genetic
information stored in DNA directs the
synthesis of the thousands of
proteins that each cell requires.
Errors that may occur during this
process may result in mutations that
may be harmful to the organism.
What are the
stages of meiosis
and what occurs
in each one?
Punnett squares with
monohybrid, dihybrid,
and trihybrid crosses.
Test
Independent assortment
Incomplete dominance
Codominance
Multiple alleles
Polygenic traits
Microscope slides with
phases of meiosis
Homologous, diploid, haploid, meiosis, tetrad,
crossing-over
What is a gene
map?
What are the
events of DNA
replication and
protein
synthesis?
Genetics, fertilization, true-breeding, trait,
hybrid, gene, allele, segregation, gamete,
probability, punnett square, homozygous,
heterozygous, phenotype, genotype
Lab for Protein Synthesis:
JUNK
Test
Transformation, bacteriophage, nucleotide
base pairing, chromatin, histone, replication,
DNA polymerase
Gene, mRNA, rRNA, tRNA, transcription, RNA
polymerase, promoter, intron, exon, codon,
translation, anticodon, mutation, point
mutation, frameshift mutation, polyploidy,
operon, operator, differentiation, hox gene
Subject: _Biology____________
Course_________________
Teacher_O’Neill_________
SC-HS-3.4.6
Students will understand that in all
organisms and viruses, the instructions
for specifying the characteristics are
carried in nucleic acids. The chemical
and structural properties of nucleic acids
determine how the genetic information
that underlies heredity is both encoded in
genes and replicated.
DOK 3
Chapter 12
SC-HS-3.5.1
test
Students will:

Chapter 13
Chapter 14
predict the impact on species of
changes to 1) the potential for a
species to increase its numbers, (2) the
genetic variability of offspring due to
mutation and recombination of genes,
(3) a finite supply of the resources
required for life, or (4) natural
selection;
SC-H-I-U-2
Students will understand that unique among
organisms, humans have the capability to
impact other species on a global scale both
directly (e.g. selective breeding, genetic
engineering, foreign species introductions)
and indirectly (e.g. habitat crowding,
pollution, climate change).
SC-HS-3.4.5
Students will:

draw conclusions/make
predictions based on
hereditary evidence/data
What is selective
breeding and
what are the
techniques used?
What is genetic
engineering?
What are
principles of
human heredity?
Human traits: personal
inventory of traits of
student and parents.
Test
Selective breeding, hybridization, inbreeding,
genetic engineering, restriction enzyme, gel
electrophoresis, recombinant DNA,
polymerase chain reaction, plasmid, genetic
marker, transgenic, clone
test
Karyotype, sex chromosome, autosome,
pedigree, sex-linked gene, nondisjunction,
DNA fingerprinting
Subject: _Biology____________
Course_________________
Teacher_O’Neill_________
(pedigrees, punnet squares).
Multicellular organisms, including
humans, form from cells that contain
two copies of each chromosome. This
explains many features of heredity.
Transmission of genetic information
through sexual reproduction to
offspring occurs when male and
female gametes, that contain only one
representative from each
chromosome pair, unite.
Chapter 14
SC-H-UD-S-3
Students will investigate the role of
genes/chromosomes in the passing of
information from one generation to
another (heredity)
Chapter 15 and 16
SC-HS-3.5.1
Species change over time. Biological
change over time is the consequence
of the interactions of (1) the potential
for a species to increase its numbers,
(2) the genetic variability of offspring
due to mutation and recombination of
genes, (3) a finite supply of the
resources required for life and (4)
natural selection. The consequences
of change over time provide a
scientific explanation for the fossil
record of ancient life forms and for
the striking molecular similarities
observed among the diverse species
of living organisms. Changes in DNA
(mutations) occur spontaneously at
low rates. Some of these changes
make no difference to the organism,
whereas others can change cells and
What are the
characteristics of
human
chromosomes?
Test
test
Chapter 15: Evolution, theory, fossil, artificial
selection, struggle for existence, fitness,
adaptation, survival of the fittest, natural
selection, descent with modification, common
descent, homologous structure, vestigial
organ
Chapter 16:gene pool, relative frequency,
single-gene trait, polygenic trait,
Selection- directional, stabilizing, disruptive
Genetic drift, founder effect,
Hardy-Weinberg principle, genetic
equilibrium, speciation,
Isolation-reproductive, behavioral,
geographic, temporal
Subject: _Biology____________
Course_________________
Teacher_O’Neill_________
organisms. Only mutations in germ
cells have the potential to create the
variation that changes an organism’s
future offspring.
Chapter 15 and 16
SC-HS-3.5.2
Students will:

predict the success of
patterns of adaptive
behaviors based on
evidence/data;

justify explanations of
organism survival based on
scientific understandings of
behavior.
The broad patterns of behavior
exhibited by organisms have changed
over time through natural selection to
ensure reproductive success.
Organisms often live in unpredictable
environments, so their behavioral
responses must be flexible enough to
deal with uncertainty and change.
Behaviors often have an adaptive
logic.
Chapter 17
SC-HS-3.5.1
Students will:. The consequences of
change over time provide a scientific
explanation for the fossil record of
ancient life forms and for the striking
molecular similarities observed
among the diverse species of living
organisms.
Chapter 15: What ideas
shaped Darwin’s thinking
on his theory of
evolution?
Test
What evidence did
Darwin have to back his
theory of evolution?
Chapter 16: What are the
ideas of evolution of a
population?
What are the divisions of
the geologic time scale?
What is the hypothesis of
how life arose on Earth?
test
Paleontologist, fossil record, extinct, relative
dating, index fossil, half-life, radioactive
dating, geologic time scale, era period,
proteinoid microsphere, microfossil,
endosymbiotic theory, mass extinction,
macroevolution, adaptive radiation,
convergent evolution, coevolution,
punctuated equilibrium
Subject: _Biology____________
Chapter 17
Course_________________
Teacher_O’Neill_________
SC-HS-2.3.6
Students will:

compare the limitations/benefits
of various techniques ( radioactive
dating, observing rock sequences
and comparing fossils) for
estimating geological time;

justify deductions about age of
geologic features.
Techniques used to estimate geological
time include using radioactive dating,
observing rock sequences and comparing
fossils to correlate the rock sequences at
various locations.
Chapter 17
SC-HS-2.3.2
Students will:

describe the current scientific
theory of the formation of the
universe (Big Bang) and its
evidence;

explain the role of gravity in the
formation of the universe and it’s
components.
The current and most widely accepted
scientific theory of the mechanism of
formation of the universe (Big Bang)
places the origin of the universe at a
time between 10 and 20 billion years
ago, when the universe began in a hot
dense state. According to this theory,
the universe has been expanding
since then. Early in the history of the
universe, the first atoms to form were
mainly hydrogen and helium. Over
time, these elements clump together
by gravitational attraction to form
test
Subject: _Biology____________
Course_________________
Teacher_O’Neill_________
trillions of stars.
Chapter 18
Chapter 19
Chapter 20
Chapter 21
Chapter 22
Chapter 23
Chapter 24
Chapter 25
Chapter 26
Chapter 27
Chapter 28
Chapter 29
Chapter 30
Chapter 31
Chapter 32
Chapter 33
Chapter 34
SC-HS-3.4.7
Students will:
Org classification.

classify organisms into
groups based on similarities;

infer relationships based on
internal and external
structures and chemical
processes.
Biological classifications are based
on how organisms are related.
Organisms are classified into a
hierarchy of groups and subgroups
based on similarities that reflect their
relationships. Species is the most
fundamental unit of classification.
Different species are classified by the
comparison and analysis of their
internal and external structures and
the similarity of their chemical
processes.
DOK 2
Chapter 25
Classification of
shoes
SC-HS-3.5.2
Students will:

predict the success of
patterns of adaptive
How they classify all
living organisms and the
divisions in the
kingdoms?
Test
What are the
characteristics of the
following kingdoms?
Bacteria/viruses
Protists
Fungi
Plants
What are the
characteristics of the
following groups of the
animal kingdom?
Sponges
Cnidarians
Worms
Mollusks
Arthropods
Echinoderms
Invertebrates
Nonvertebrate chordates
Fish
Amphibian
Reptiles
Birds
Mammals
Test
Chapter 18: taxonomy, binomial
nomenclature, genus, taxon, family, order,
class, phylum, kingdom, phylogeny,
evolutionary classification, derived character,
cladogram, molecular clock, domain
Subject: _Biology____________
Course_________________
Teacher_O’Neill_________
behaviors based on
evidence/data;

justify explanations of
organism survival based on
scientific understandings of
behavior.
The broad patterns of behavior
exhibited by organisms have changed
over time through natural selection to
ensure reproductive success.
Organisms often live in unpredictable
environments, so their behavioral
responses must be flexible enough to
deal with uncertainty and change.
Behaviors often have an adaptive
logic.
Chapter 34
SC-HS-3.5.2
Students will:


predict the success of
patterns of adaptive
behaviors based on
evidence/data;
justify explanations of
organism survival based on
scientific understandings of
behavior.
Test
Subject: _Biology____________
Course_________________
Teacher_O’Neill_________