Download High School Math Objectives G10

BIOLOGY SYLLABUS GRADE 10
Course Description
The Biology curriculum is designed to continue student investigations of the life
sciences that began in grades K-8 and provide students the necessary skills to be
proficient in biology. This curriculum includes more abstract concepts such as the
interdependence of organisms, the relationship of matter, energy, and organization
in living systems, the behavior of organisms, and biological evolution. Students
investigate biological concepts through experience in laboratories and field work
using the processes of inquiry.
Curricular Content
The course has been developed taking into consideration the standards used by the
National Academies of Science, science as inquiry, physical science, life science,
earth and space science, science and technology, personal and social perspectives,
history and nature of science. (Appendix A). The standards and benchmarks reflect
the influence of the 2008 Florida State Science Standards Department of Defense
Science Standards, the Indiana Department of Education Standards for Science, and
the New York State Science Learning Standards and Core Curriculum. (Appendix B).
Each Quarter students are required to complete 2 portfolio assignments. Secondary
Assessment policy is found in Appendix C. Essential questions for each section can
be found in Appendix D.
QUARTER ONE
 Introduction to Biology
 Introduction to principles of Ecology
 The Cell
QUARTER TWO
 Genetics
 History of Biological diversity
END OF SEMESTER REVIEW
QUARTER THREE
 Bacteria, Viruses, Protists, and Fungi
 Plants
 Invertebrates
 Vertebrates
QUARTER FOUR
 Human Body
REVIEW FOR END OF SEMESTER EXAMS
RELATED TEXTBOOK: Glencoe Science – Biology
The students will take part in a minimum of 2 labs per Quarter.
Quarter 1
INTRODUCTION TO BIOLOGY (1)
 Relate the eight properties of life to a living organism – characteristics of
living organisms. Identify the tiny structures that make up all living
organisms.
 What biologists do.
 Science in everyday life.
 Understand differences between reproduction and heredity and between
metabolism and homeostasis.
 Describe the stages common to scientific investigations.
 Distinguish between forming a hypothesis and making a prediction.
 Define the words hypothesis and theory as used by a scientist.
 Differentiate between scientific inquiry and the scientific method.
INTRODUCTION TO THE PRINCIPLES OF ECOLOGY (2-5)
 Organisms and their relationships
 Flow of Energy in an Ecosystem
 Cycling of Matter
 Community Ecology
 Terrestrial Biomes
 Aquatic Ecosystems
 Biodiversity and Conservation
THE CELL
CHEMISTRY IN BIOLOGY (6)
 Describe the difference between atoms, elements and compounds.
 Distinguish between covalent bonds, hydrogen bonds, and ionic bonds.
 Evaluate the importance of energy to living things.
 Relate energy and chemical reactions.
 Describe the role of enzymes in chemical reactions.
 Analyze the properties of water.
 Describe how water dissolves substances.
 Determine why water is a good solvent.
 Distinguish between acids and bases.
 Summarize the characteristics of organic compounds.
 Compare the structures and function of different types of biomolecules.
 Describe the components of DNA and RNA.
CELL STRUCTURE AND FUNCTION (7)
 Describe the scientific theory of cells (cell theory) and relate the history of its
discovery to the process of science.
 Relate magnification and resolution in the use of microscopes.
















Understand how the plasma membrane helps to maintain a cell’s
homeostasis.
Determine why cells must be relatively small (surface area to volume ratio)
Compare the structure of prokaryotic cells with that of eukaryotic cells.
Explain the evidence supporting the scientific theory of the origin of
eukaryotic cells (endosymbiosis).
Describe the structure of cell membranes and relate it to cellular transport.
Compare and contrast the general structures of plant and animal cells.
Describe the structure and function of organelles found in animal and plant
cells.
Identify the structures in plant cells that are absent from animal cells.
Cellular transport - relate concentration gradients, diffusion, and equilibrium
- osmosis.
Predict the direction of water movement into and out of cells.
Describe the importance of ion channels in passive transport.
Active transport - identify the role of carrier proteins in facilitated diffusion.
Compare active transport with passive transport.
Describe the importance of the sodium-potassium pump.
Distinguish between endocytosis and exocytosis.
Identify three ways that receptor proteins can change the activity of a cell.
CELLULAR ENERGY (8)
 Analyze the flow of energy through living systems.
 Compare the metabolism of autotrophs with that of heterotrophs.
 Explain the two laws of thermodynamics.
 Describe the role of ATP in metabolism.
 Describe how energy is released from ATP.







Photosynthesis - summarize how energy is captured from sunlight in the first
stage of photosynthesis.
Analyze the function of electron transport chains in the second stage of
photosynthesis.
Relate the Calvin cycle to carbon dioxide fixation in the third stage of
photosynthesis.
Respiration - summarize how glucose is broken down in the first stage of
cellular respiration.
Describe how ATP is made in the second stage of cellular respiration.
Know about Pyruvate
Evaluate the importance of oxygen in aerobic respiration. 2 versus 36 ATP
CELLULAR REPRODUCTION (9)
 identify the major events that characterize each of the five phases of the cell
cycle.
 Describe the structure and function of the spindle during mitosis.
 Summarize the events of the five stages of mitosis.




Brief discussion on how changes in chromosome number of structure can
affect development.
Awareness of the role of the cell cycle to the onset of cancer.
Brief discussion on the cell cycle related to apoptosis.
Describe what stem cells are and the types of stem cells.
Quarter 2
SEXUAL REPRODUCTION AND GENETICS
MEIOSIS (10)
 Advantages and disadvantages of sexual and asexual reproduction.
 Differentiate between a gene, a DNA molecule, a chromosome, and a
chromatid.
 Differentiate between homologous chromosomes, and sex chromosomes.
 Compare haploid and diploid cells.
 Summarize the events that occur during meiosis.
 Evaluate the relative genetic and evolutionary advantages and disadvantages
of asexual and sexual reproduction.
 Identify the investigator whose studies formed the basis of modern genetics.
 List characteristics that make the garden pea a good subject for genetic
study.
 Relate crossing-over, independent assortment, and random fertilization to
genetic variation.
 Summarize the three major steps of Gregor Mendel’s garden pea experiment.
 Relate the ratios that Mendel observed in his crosses to his data.
 Describe the two main hypotheses Mendel developed. Compare Mendel’s two
laws of heredity.
 Define the terms homozygous, heterozygous, genotype, and phenotype.
 Predict the results of monohybrid genetic crosses by using Punnett squares.
 Apply a test cross to determine the genotype of an organism with a dominant
phenotype.
 Predict the results of monohybrid genetic crosses by using probabilities.
 Analyze a simple pedigree.
 Briefly describe how mutations can cause genetic disorders and what are the
benefits of genetic counseling.
MOLECULAR GENETICS (12)
 Evaluate the results of the Hershey and Chase experiment.













Describe the three components of a nucleotide.
Understand the structure of a DNA molecule and the Watson and Crick
double-helix structure of DNA.
Relate the role of the base-pairing rules to the structure of DNA.
Summarize the process of DNA replication.
Briefly describe how errors are corrected during DNA replication.
Compare the structure of RNA with that of DNA.
Summarize the process of transcription.
Relate the role of codons to the sequence of amino acids that results after
translation.
Outline the major steps of translation.
Awareness of the evolutionary significance of the genetic code.
One gene – 1 polypeptide hypothesis
Summarize the role of transcription factors in regulating eukaryotic gene
expression.
Evaluate three ways that point mutations can alter genetic material with
some examples.
HISTORY OF BIODIVERSITY
EVOLUTION (15)
 Evolution – the theory of natural selection explains evolution and the
diversity of live.
 Evidence of Evolution
ORGANIZING LIFE’S DIVERSITY (17)
 History of classification – summarize the categories used in biological
classification.
 Domains and Kingdoms – biological classification system with six kingdoms
within three domains.
REVIEW FOR END OF SEMESTER EXAM
Quarter 3
BACTERIA, VIRUSES, PROTISTS, AND FUNGI (18-20)
 Understand the diversity of Prokaryotes and Prokaryotes structure.
 Illustrate the general structure of viruses and prions.
 Understand the different types of protists, based on their method of
obtaining nutrition.
 Understand the characteristics and diversity of fungi.
INTRODUCTION TO PLANTS (21-23)
 Evolution of plants and their adaptations to environmental changes on Earth.





Understand different plant types, nonvascular, seedless vascular and
vascular seed plants.
Plant Structure and function, different types of plant cells and their functions.
Plant hormones and responses to its environment.
Reproduction in plants, summarize forms of vegetative reproduction.
Identify parts of a flower and their function, and understand the sequence of
the life cycle of flowering plants.
INVERTEBRATES (24-27)
 Understand the characteristics of Animals and their body plans.
 Understand the developments and adaptations of sponges, worms and
mollusks, arthropods, echinoderms and invertebrate chordates.
VERTEBRATES (28-30)
 Identify the characteristics of vertebrates.
 Summarize how the characteristics of fish are adapted to aquatic life.
 Identify the characteristics of reptiles.
 Summarize the characteristics of birds.
 Identify the characteristics of mammals.
 Describe how mammals maintain a constant temperature to achieve
homeostasis.
SCIENCE FAIR PROJECT
Quarter 4
HUMAN BODY
INTEGUMENTARY, SKELETAL AND MUSCULAR SYSTEM (32)
 List the four tissue types that are found in the integumentary system.
 Describe the structure of the skin.
 Summarize the structure and functions of the skeletal system.
 Describe the three types of muscle tissue.
 Distinguish between slow-twitch and fast-twitch muscle fibres.
NERVOUS SYSTEM (33)
 Understand the structure of the nervous system.
 Identify the major parts of a neuron and describe the function of each.
 Identify different sensory structures and what each is able to detect.
CIRCULATORY, RESPIRATORY, AND EXCRETORY SYSTEMS (34)
 Identify the main functions of the circulatory system.
 Summarize the path of air through the respiratory system.
 Summarize the function of the excretory system.
DIGESTIVE AND ENDOCRINE SYSTEMS (35)
 Summarize the three main functions of the digestive system.
 Describe the process of chemical digestion.
 Identify and describe the function of glands and hormones.
HUMAN REPRODUCTION AND DEVELOPMENT (36)
 Summarize the structures of the reproductive systems.
 Discuss the development that takes place during the first week following
fertilization.
 Describe the stages of human development from infancy to adulthood.
IMMUNE SYSTEM (37)
 Understanding the spread of disease.
 Summarize the structure and function of the lymphatic system.
 Describe five categories of noninfectious diseases.
REVIEW FOR END OF SEMESTER EXAMS
GRADING POLICY
Student thinking, writing, reading, listening, and speaking are at the center of class
activity therefore student grades are viewed in this context. The teacher
continuously assesses student performance and progress, as evidenced by in-class
task commitment, finished written pieces, on-demand writing, homework, tests and
quizzes, threaded discussion responses, class notes, and daily preparation. Appendix
C contains more information on the ISS Assessment Policy.
Evaluation System:
 Effort: Participation and Behavior
 Formative: Classwork and Quizzes
 Summative: Major Projects and Tests
 Homework
10%
40%
40%
10%
Semester grades are developed based upon the following formula:
 Quarterly Grades
(average)
80%
 Exam Grade or Semester Project 20%
APPENDIX A
Science Standards, 9-12
Standard 1- Science as Inquiry
As a result of activities in grades 9-12, all students should develop


Abilities necessary to do scientific inquiry
Understandings about scientific inquiry
Standard 2- Physical Science
As a result of their activities in grades 9-12, all students should develop an
understanding of






Structure of atoms
Structure and properties of matter
Chemical reactions
Motions and forces
Conservation of energy and increase in disorder
Interactions of energy and matter
Standard 3- Life Science
As a result of their activities in grades 9-12, all students should develop
understanding of






The cell
Molecular basis of heredity
Biological evolution
Interdependence of organisms
Matter, energy, and organization in living systems
Behavior of organisms
Standard 4- Earth and Space Science
As a result of their activities in grades 9-12, all students should develop an
understanding of




Energy in the earth system
Geochemical cycles
Origin and evolution of the earth system
Origin and evolution of the universe
Standard 5- Science and Technology
As a result of activities in grades 9-12, all students should develop



Abilities of technological design
Understandings about science and technology
Standard 6- Personal and Social Perspectives
As a result of activities in grades 9-12, all students should develop
understanding of






Personal and community health
Population growth
Natural resources
Environmental quality
Natural and human-induced hazards
Science and technology in local, national, and global challenges
Standard 7- History and Nature of Science
As a result of activities in grades 9-12, all students should develop
understanding of


Science as a human endeavor
Nature of scientific knowledge
Historical perspectives
APPENDIX B
STANDARDS FOR GRADE 10
Standard 1. Science as
Inquiry
Standard 3- Life
Science- Biology
Standard 6-Personal
and Social
Perspectives
Standard 7- History
and Nature of Science
1.
2.
Constructs questions that initiate and guide scientific investigations
Designs and conducts scientific investigations using established
procedures
3. Uses technology and mathematics to systematically gather and
interpret data
4. Formulates and revises scientific conclusions, explanations based on
scientific knowledge, logic, and evidence
5. Recognizes, analyzes and evaluates alternative explanations and
models
6. Evaluates and defends scientific arguments, acknowledging references
and contributions of others
7. Communicates the scientific inquiry process
1. Compares structure, function, and organization of various cells
2. Communicates understanding of biochemistry of life
3. Describes behavior of organisms
4. Elaborates on principles of genetics
5. Relates theories of biological evolution to geologic time
6. Examines ecology as interrelationships of biotic and abiotic factors
1. Employs the tenets of personal and community health, safety and
resource conservation
2. Identifies, accesses and uses data to construct explanations
3. Assesses potential danger and risk of natural and human-induced
hazards
4. Analyzes the relationships among technological, social, political, and
economic changes and the impact on humans and the environment
1. Describes how the work of scientists is influenced by their ethical
standards and how scientists use the habits of mind
2. Compares and contrasts the difference between science and other
ways of knowing
3. Assesses the work of scientists showing that all scientific ideas depend
on experimental and observational confirmation
4. Describes the contributions of diverse cultures to scientific knowledge
5. Describes the changes to scientific thinking that evolve over time
APPENDIX C: Secondary Assessment Policy
Assessment monitors the progress of student learning and produces feedback for
students, teachers, parents and external institutions. The following policy outlines
the general assessment procedures for the school. Teachers are responsible for
communicating their individual assessment policies to the students and parents at
the beginning of the school year.
Teachers are expected to communicate assessment expectations and criteria,
including major assignments and projects clearly to students prior to a chunk of
learning. Assessment should take into account the ISS diverse group of learners
and learning styles. Feedback on assignments should be positive, constructive and
prompt. Teachers should provide a wide variety of different assessment
opportunities which are relevant and motivational to students. Formative
assessments assist student in building understanding, knowledge and skills and
summative assessments assess students’ acquired understanding, knowledge and
skills.
External
Definition External
assessments are
assessments
which are
designed and
marked
externally
Primary
To measure
Purpose
growth and
progress, to
inform teaching,
to identify needs,
to collect data, to
determine level
of
understanding,
to determine
reading or math
levels against
national norms,
assessing
student learning,
providing a
qualification for
university or
Summative
Summative
assessments are
those assessments
given within a class at
the end of a chunk of
learning (such as a
unit).
To inform teaching, to
identify needs, to
determine level of
understanding, to
measure progress, to
communicate with
parents
Formative
Formative assessments are
those given regularly and
continuously throughout
the school year.
To determine prior
knowledge, to determine
student interest, to modify
teacher practice, measure
understanding, ensuring
short-term knowledge and
understanding objectives
and targets are being met, to
ensure students are
progressing
Policies
Practices
college entry.
Some external
assessments are
taken twice a
year, some are
once and some
are on-going.
STAR Math,
NWEA,
Accelerated
Math, PSAT, SAT,
AP
Assessments are
aligned to curriculum,
teachers model in
advance, authentic
assessments,
differentiated if
necessary.
Essays, projects, test,
RAFTS, portfolio,
investigations, realworld examples,
exams, oral
presentation, reports,
reflections, midtrimester reports,
mid-quarter reports
Assessments are aligned to
curriculum, differentiated if
necessary.
Observation, journal, quiz,
exit cards, peer assessment
or self-assessment (not
graded on Gradequick), role
play, conferencing, small
group discussion, debate,
create/present, note-taking,
reflection, homework,
classwork, effort, behavior,
participation, Gradequick
reporting,
Teachers will be asked to implement IEP's/ILP's in their classroom should it contain
students receiving necessary support. Teachers will be provided with the
document, as well as support in how to effectively implement the modifications in
order to ensure student success. We strongly suggest that teachers consult with the
learning specialist or principal during the design and implementation of all
summative evaluations for students with IEPs.
APPENDIX D
ESSENTIAL QUESTIONS
INTRO TO BIOLOGY
What are the eight properties of life?
What are the tiny structures that make up all living organisms?
What impact does scientific research have on the environment and society?
How does scientific inquiry differ from scientific method?
Why is a controlled experiment important?
THE CELL
How are atoms, elements, and compounds related?
How are chemical bonds formed?
What are chemical reactions?
How can you tell if a chemical reaction has occurred?
Why are enzymes important in biological processes?
How can you distinguish an acid from a base?
What are the four biomolecules?
How are the four biomolecules related to biological systems?
CELL STRUCTURE AND FUNCTION
What do scientists use to visualize cells?
How were cells discovered?
What are the three parts of the cell theory?
What are cell membranes composed of?
What role does a nucleus play in cellular activities?
How does passive transport differ from active transport?
How is cellular transport related to the cell membrane?
CELLULAR ENERGY
How does the metabolism of autotrophs compare with that of heterotrophs?
What role does ATP play in metabolism?
What three environmental factors can affect the rate of photosynthesis?
What is thermodynamics?
What is the function of the chloroplast as it relates to photosynthesis?
What is the function of the mitochondrion as it relates to cellular respiration?
What are the phases of photosynthesis?
What are the phases of cellular respiration?
How are photosynthesis and cellular respiration related?
CELL REPRODUCTION
What are the five phases of the cell cycle?
What are the four stages of mitosis?
What are the stages of meiosis?
How is the cell cycle regulated?
SEXUAL REPRODUCTION AND GENETICS
What is the difference between a gene, a DNA molecule, a chromosome, and a
chromatid?
How do haploid and diploid cells differ?
What are the stages of meiosis?
What is the difference between asexual and sexual reproduction?
INHERITANCE AND HUMAN HEREDITY
Who is the father of heredity?
Why is a garden pea a good subject for genetic study?
What is the difference between a Punnett square and a test cross?
What five factors influence patterns of heredity?
Why do mutations cause genetic disorders?
What are some examples of genetic disorders?
GENETIC MATERIAL
What is the basic building block of DNA?
What three components make up a nucleotide?
How does DNA replicate?
ANIMAL STRUCTURE
What features do animals have in common?
What are the different body systems?
What are the body’s major organ systems?
What are the functions of our skeletal and muscular systems?
What is the primary purpose of skin, hair, and nails?