Unit 1: BioChemistry - Sampson County



Biology Pacing GuideSampson County SchoolsAdopted 2020-2021NCDPI Science Google Site Biology StandardsUnpacking Document Assessment ExamplesTest Specifications2015 Released Items2019 Released ItemsBiology LiveBinderUnits for BiologyNumber of Days SemesterUnit 1: BioChemistry9 - 11Unit 2: Cells9 – 11 Unit 3: Cellular Processes12 - 14Unit 4: Cell Division7 - 9 Unit 5: DNA9 –11 Unit 6: Genetics12 - 14 Unit 7: Evolution & Classification8 - 10Unit 8: Ecology9 – 11 Total (allowing for flex days)Fall - 75 + 5 flex + 5 testing = 85Spring – 75 + 20 flex + 5 testing = 100Pre-Assessment Window – First 10 days of semesterUnit 1: BioChemistry Estimated Days: 9-11StandardsLearning Intentions 4.1 Understand how biological molecules are essential to the survival of living organisms.4.1.1 Compare the structures and functions of the major biological molecules (carbohydrates, proteins, lipids, and nucleic acids) as related to the survival of living organisms.I can identify the nutrients found in food.I can differentiate between proteins and nucleic acids.I can differentiate between carbohydrates and lipids.I can identify the structures of the four organic molecules and their functions in living anic Compounds4.1.3 Explain how enzymes act as catalysts for biological reactions.Enzyme InteractiveUnit 1: Foundational Standards8.L.5: Understand the composition of various substances as it relatesto their ability to serve as a source of energy and building materials for growth and repair of organisms.Unit 1: Honors ExtensionsAP Bio SYI-1- Living systems are organized in a hierarchy of structural levels that interact. SYI-1.B Describe the properties of the monomers and the type of bonds that connect the monomers in biological macromolecules. SYI-1.B.1 Hydrolysis and dehydration synthesis are used to cleave and form covalent bonds between monomers. SYI 1.B.2 Structure and function of polymers are derived from the way their monomers are assembled, d. Lipids, I can describe the hydrolysis of lipids and their health impacts on living things.Unit 2: Cells Estimated Days: 9 - 11StandardsLearning Intentions 1.1 Understand the relationship between the structures and functions of cells and their organelle1.1.1 Summarize the structure and function of organelles in eukaryotic cells (including the nucleus, plasma membrane, cell wall, mitochondria, vacuoles, chloroplasts, and ribosomes) and ways that these organelles interact with each other to perform the function of the cell.I can differentiate between the organelles and functions of plant and animal cells.I can differentiate between functions of the organelles.I can differentiate differences between mitochondria and chloroplasts as well as the cell wall and cell membrane.Cells Alive1.1.2 Compare prokaryotic and eukaryotic cells in terms of their general structures (plasma membrane and genetic material) and degree of complexity.I can differentiate between structures and complexity of prokaryotes and eukaryotes.1.1.3 Explain how instructions in DNA lead to cell differentiation and result in cells specialized to perform specific functions in multicellular organisms. I can explain how cells specialize through differentiation by altering gene expression.Unit 2: Foundational Standards5.L.1 Understand how structures and systems of organisms (to include the human body) perform functions necessary for life.7.L.1 Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic functions of life.Unit 2: Honors ExtensionsAP Bio AP Bio SYI-1- Living systems are organized in a hierarchy of structural levels that interact.SYI-1.D- Describe the structure and/ or function of subcellular components and organelles.SYI-1.D.3- Endoplasmic reticulum (ER) occurs in two forms—smooth and rough. Rough ER is associated with membrane-bound ribosomes— a. Rough ER compartmentalizes the cell. b. Smooth ER functions include detoxification and lipid synthesis. SYI-1.D.4-The Golgi complex is a membrane-bound structure that consists of a series of flattened membrane sacs a.-Golgi Apparatus, c. Lysosomes. I can describe the structure and function of the rough/smooth ER, Golgi Apparatus and Lysosomes in a cell.AP Bio AP Bio SYI-1- Living systems are organized in a hierarchy of structural levels that interact.SYI-1.F Describe the structural features of a cell that allow organisms to capture, store, and use energySYI-1.F.2 Within the chloroplast are thylakoids and the stroma. SYI-1.F.3 The thylakoids are organized in stacks, called grana. SYI-1.F.4 Membranes contain chlorophyll pigments and electron transport proteins that comprise the photosystems. SYI-1.F.5 The light-dependent reactions of photosynthesis occur in the grana. SYI-1.F.6 The stroma is the fluid within the inner chloroplast membrane and outside of the thylakoid. SYI-1.F.7 The carbon fixation (Calvin-Benson cycle) reactions of photosynthesis occur in the stroma. SYI-1.F.8 The Krebs cycle (citric acid cycle) reactions occur in the matrix of the mitochondria. SYI-1.F.9 Electron transport and ATP synthesis occur on the inner mitochondrial membrane. I can describe the structural features within the cell that allow organisms to capture, store and use energy (Calvin Cycle, Glycolysis, Kreb’s Cycle, and Electron Transport Chain)Lives of a Cell - Socratic SeminarLives of a Cell - QuestionsUnit 3: Cellular Processes Estimated Days: 12 - 14StandardsLearning Intentions 1.2 Analyze the cell as a living system4.2 Analyze the relationships between biochemical processes and energy use in the cell.1.2.1 Explain how homeostasis is maintained in the cell and within and organism in various environments (including temperature and pH).I can defend the importance of a cells ability to respond to different environmental concentrations.I can describe how cells use buffers in the regulation of pH.Homeostasis Amoeba SistersTPT Handout for video1.2.3 Explain how specific cell adaptations help cells survive in particular environments (focus on unicellular organisms).4.2.1 Analyze photosynthesis and cellular respiration in terms of how energy is stored, released, and transferred within and between these systemsI can compare the reactants and products of photosynthesis and cellular respiration and defend their importance to the cell.I can differentiate between photosynthesis and cellular respiration in terms of ATP formation, types of organisms using these processes, and the organelles involved.Study Jams PhotosynthesisCell Respiration Virtual Lab4.2.2 Explain ways that organisms use released energy for maintaining homeostasis (active transport).I can substantiate that energy production by organisms is vital for maintaining homeostasis and is necessary for life. I can differentiate between active and passive transport.HMH Chapter 3, Multimedia Labs and Activities, Virtual Investigations “Transport Across Cell Membrane” text linkUnit 3: Foundational Standards8.L.3 Understand how organisms interact with and respond to the biotic and abiotic components of their environment. 8.L.3.3 Explain how the flow of energy within food webs is interconnected with the cycling of matter (including water, nitrogen, carbon dioxide, and oxygen).8.L.5 Understand the composition of various substances as it relates to their ability to serve as a source of energy and building materials for growth and repair of organisms. 8.L.5.1 Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (to include plants)EEn.2.6 Analyze patterns of global climate change over time. EEn.2.6.3 Analyze the impacts that human activities have on global climate change (such as burning hydrocarbons, greenhouse effect, and deforestation).Unit 3: Honors ExtensionsAP Bio ENE-1 The highly complex organization of living systems requires constant input of energy and the exchange of macromolecules.ENE-1.I Describe the photosynthetic processes that allow organisms to capture and store energy.ENE-1.J Explain how cells capture energy from light and transfer it to biological molecules for storage and useENE-1.K Describe the processes that allow organisms to use energy stored in biological macromolecules.ENE-1.L Explain how cells obtain energy from biological macromolecules in order to power cellular functions.I can describe the processes within the cell that allow organisms to capture, store and use energy (Calvin Cycle, Glycolysis, Kreb’s Cycle, and Electron Transport Chain)Benchmark WindowUnit 4: Cell Division Estimated Days: 7 – 9 StandardsLearning Intentions 1.2 Analyze the cell as a living system1.2.2 Analyze how cells grow and reproduce in terms of interphase, mitosis and cytokinesis.I can outline the cell cycle-Growth 1, Synthesis, Growth 2, Mitosis and Cytokinesis.I can identify mitosis as asexual reproduction and meiosis as sexual.I can differentiate characteristics between mitosis and meiosis.I can organize diagrams and explain each phase of mitosis.Mitosis Flip BookMitosis AnimationOnion Root TipUnit 4: Foundational Standards7.L.2 Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to potential variation among offspring.Unit 4: Honors ExtensionsAP Bio IST-1 Heritable information provides for continuity of life.IST-1.E Describe the effects of disruptions to the cell cycle on the cell or organism.IST-1.E.1 Disruptions to the cell cycle may result in cancer and/or programmed cell death (apoptosis).I can describe how disruptions in the cell cycle can lead to cancers within an organism (focus on skin cancer and UV radiation).Unit 5: DNA Estimated Days: 9 – 11 StandardsLearning Intentions 4.1 Understand how biological molecules are essential to the survival of living organisms.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 organisms.I can create a protein if given a segment of DNA.I can differentiate between transcription and translation.I can interpret a karyotype for gender and chromosomal abnormalities.KaryotypingDNA InteractiveDNA WorkshopDNA Double Helix GameUnit 5: Foundational Standards8.L.2 Understand how biotechnology is used to affect living organisms.Unit 5: Honors ExtensionsIncrease DOK of questions.Unit 6: Genetics Estimated Days: 12 – 14 StandardsLearning Intentions 3.1.13.1.23.1.33.2.13.2.23.2.33.3.13.3.23.3.33.1.1 Explain the double-stranded, complementary nature of DNA as related to its function in the cell. 3.1.2 Explain how DNA and RNA code for proteins and determine traits.3.1.3 Explain how mutations in DNA that result from interactions with the environment (i.e. radiation and chemicals) or new combinations in existing genes lead to changes in function and phenotype.3.2.1 Explain the role of meiosis in sexual reproduction and genetic variation 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).I can use a Punnett square to predict outcomes of monohybrid crosses.I can compare codominant and incomplete dominant patterns of inheritance.I can use a Punnett square to predict outcomes of blood type crosses using IA, IB, IAIB, iiI can compare inheritance of sex-linked traits to autosomal traits.I can identify outcomes of polygenic inheritance.I can interpret pedigrees to identify genotypes and type of inheritance.I can describe the genetic manifestations of PKU, sickle cell anemia, cystic fibrosis, Huntingtons disease, colorblindness and hemophilia.3.2.3 Explain how the environment can influence the expression of genetic traits 3.3.1 Interpret how DNA is used for comparison and identification of organismsI can create a flow map of the process of gel electrophoresis.I can read a gel for identifying individuals, paternity, evolutionary relationships, identifying and cataloging endangered species, and isolating DNA for genetic engineering.3.3.2 Summarize how transgenic organisms are engineered to benefit 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).I can discuss the applications and implications of biotechnology as a result of the Human Genome Project.Resources: Notebooks: DNA booklet and Genetics bookletYouTube Videos:Amoeba Sisters - Alleles and Genes Sisters – An Intro into Heredity Sisters – Monohybrid Crosses Sisters – Mutations Sisters – Pedigrees Sisters – Sex-Linked Traits Sisters – Non-Mendelian Traits 6: Foundational Standards5.L.3 Understand why organisms differ from or are similar to their parents based on the characteristics of the organism.7.L.2.1 Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring that result from asexual reproduction (budding and mitosis)7.L.2.2 Infer patterns of heredity using information from Punnett squares and pedigree analysis.7.L.2.3 Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival. 8.L.2 Understand how biotechnology is used to affect living organisms Unit 6: Honors ExtensionsAP Bio IST-1 Heritable information provides for continuity of life.IST-1.I Explain the inheritance of genes and traits as described by Mendel’s laws.IST-1.I.2 Fertilization involves the fusion of two haploid gametes, restoring the diploid number of chromosomes and increasing genetic variation in populations by creating new combinations of alleles in the zygote—b. The pattern of inheritance (monohybrid, dihybrid, sex-linked, and genetically linked genes) can often be predicted from data, including pedigree, that give the parent genotype/phenotype and the offspring genotypes/phenotypes.I can predict patterns of inheritance in offspring using dihybrid crossesAP Bio SYI-3 Naturally occurring diversity among and between components within biological systems affects interactions with the environment.SYI-3.B Explain how the same genotype can result in multiple phenotypes under different environmental conditions. SYI-3.B.1 Environmental factors influence gene expression and can lead to phenotypic plasticity. Phenotypic plasticity occurs when individuals with the same genotype exhibit different phenotypes in different environments. I can describe phenotypic plasticity and its importance to the survival of organisms within their environments.Unit 7: Evolution & Classification Estimated Days: 8 – 10 Standard3.4Explain the theory of evolution by natural selection as a mechanism for how species change over time.3.5Analyze how classification systems are developed based upon speciationLearning Intentions 3.4.1 Explain how fossil, biochemical, and anatomical evidence support the theory of evolution.I can discuss how fossil evidence, biochemistry and shared anatomical similarities provide evidence for evolution.I can describe the value of genetic variation in natural selection.I can describe the genetic basis of evolution, leading to speciation.Learned notebooks: Can Share Unit Organizer and Daily bell ringers from Teacher Power Point; Student power point and pages: pages 12 & 13.3.4.2 Explain how natural selection influences the changes in species over time.I can explain the cause and effect of natural selection on evolving populations.LearnEd notebooks: pages 6, most of 7 & 8. 3.4.3 Explain how various disease agents (bacteria, viruses, chemicals) can influence natural selection.I can discuss evolution in terms of antibiotic and pesticide resistance.I can describe the role malaria had on the evolutionary selection of the sickle cell trait.LearnEd notebooks page 9. Reinforcement Evolution Study guide Concept Map with word bank Crossword quiz on Evolution of Evolution Bird Beak Lab:Learned notebook p. 10 or & Classification(overview, powerpoint with animations and a video included)3.5.1 Explain the historical development and changing nature of classification systems.I can describe the outcomes of the Miller and Urey experiment and how life first evolved.I can discuss the history of the classification system and the use of evolutionary relationships in determining relatedness.LearnEdnotebooks: bottom of page 7, pages 14 &15 Practice with Taxonomy & Classification: Analysis Analyze the classification of organisms according to their evolutionary relationships (including dichotomous keys and phylogenetic trees).I can describe the complexity differences and mode of nutrition among the six Kingdoms.I can use a dichotomous key to classify organisms.Learned notebooks pages 16, 17 Grouping organismsLearnednotebooks pages 18 & 19 Dichotomous KeysDichotomous Keys Norns Creatures*** The Unit Review and Written Assignment on page 22 of the LearnEd notebook can be used as a cumulative activity. Also, the extra Notes pages could be used for video clips or notes from Khan or other resources.* - Evolution & Classification booklet(contains overview, powerpoint with various videos embedded)Or Khan Academy ( notes, videos, lectures, practice) 7: Foundational Standards4.E.2 Understand the use of fossils and changes in the surface of theearth as evidence of Earth and its changing life of the history forms.8.L.1 Understand the hazards caused by agents of diseases that effectliving organisms.8.L.4 Understand the evolution of organisms and landforms based on evidence, theories and processes that impact the Earth over time.EEn.2.1 Explain how processes and forces affect the lithosphere.EEn.2.2 Understand how human influences impact the lithosphere.EEn.2.7 Explain how the lithosphere, hydrosphere, and atmosphere individually and collectivelyaffect the biosphere.Unit 7: Honors ExtensionsAP Bio EVO-1 Evolution is characterized by a change in the genetic makeup of a population over time and is supported by multiple lines of evidence. EVO-1.K Describe the conditions under which allele and genotype frequencies will change in populations. EVO-1.K.1 Hardy-Weinberg is a model for describing and predicting allele frequencies in a nonevolving population. Conditions for a population or an allele to be in Hardy-Weinberg equilibrium are—(1) a large population size, (2) absence of migration, (3) no net mutations, (4) random mating, and (5) absence of selection. These conditions are seldom met, but they provide a valuable null hypothesis. EVO-1.K.2 Allele frequencies in a population can be calculated from genotype frequencies.I can predict allele frequencies in a population using the Hardy Weinberg Equation.Developing an Explanation for Mouse Fur Color (HHMI) Lizards and Temperature CER Investigation: Protein Sequences: Are Bats Birds? Inner Fish Video HHMI with questions 8: Ecology Estimated Days: 9 – 11 StandardsLink for Digital learning Packet: ** was used for remote learning** Intentions 2.1 Analyze the interdependence of living organisms within their environments.2.1.1 Analyze the flow of energy and cycling of matter (water, carbon, nitrogen and oxygen) through ecosystems relating the significance of each to maintaining the health and sustainability of an ecosystem2.1.3 Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems.2.1 Analyze the interdependence of living organisms within their environments.2.2 Understand the impact of human activities on the environment (one generation affects the next).I can differentiate between mutualism and parasitism (including nitrogen fixing bacteria). Learned notebooks: Can Share Unit Organizer and Daily bell ringers from Teacher Power Point; Student power point and pages: pages (6-8 portions to review); p.12 on Interrelationships, p. 10 CyclesAmoeba Sisters: Food C'hains and Food WebsBiogeochemical Cycles/BozemanEcological Relationships Amoeba Sisters2.1.4 Explain why ecosystems can be relatively stable over hundreds or thousands of years, even though populations may fluctuate (emphasizing availability of food, availability of shelter, number of predators and disease).I can differentiate between logistic and exponential growth/density dependent and independent factors that affect a population. pages 13 & 14 on Interrelationships & Population EcologyInteractive Rabbits & WolvesIntrepreting Ecological DataKhan Academy: Exponential & Logistic Growth2.2 Understand the impact of human activities on the environment (one generation affects the next).2.2.1 Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction and introduction of nonnative species) may impact the environment2.2.2 Explain how the use, protection and conservation of natural resources by humans impact the environment from one generation to the nextI can analyze the impact humans have on NC ecosystems (acid rain in mountains, beach erosion, urban development, waste lagoons on hog farms, kudzu as an invasive plant). (pages 19 & 20)Amoeba Sisters Biomagnification & Trouble withToxinsSmog City Virtual Activity2.1.2 Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptationsI can differentiate between active and passive immunity.CK-12 ImmunityTyphoid MaryTyphoid Mary questions/discussionVaccines: Calling the Shots video & ?'sI can describe cause and effect relationships between environmental factors and expression of a particular genetic trait.CK12 Effects of the Environment on Gene ExpressionI can analyze life functions-transport and excretion, respiration, nutrition, reproduction and development- of various organisms (including unicellular organisms, vascular and nonvascular plants. (pages 16 & 17 Adaptations)Types of AdaptationsVirtual Plants Webquest & Information*foldable on organisms & life functions of eachI can analyze behavioral adaptations of animals including pheromone usage and courtship behaviors. (page 18)Notes/power point on Animal BehaviorStudy guide/webquest on Animal BehaviorInvestigation Habitat Selection ( may have to search )Can Animals Tell TimeThe Bower Bird's Grand PerformanceLearned notebook Unit Review on 22 can be used as a review.*Most items have come from the following:Sampson County Schools Bio live binderUnit 8: Foundational Standards3.L.2: Understand how plants survive in their environments.4.L.1: Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats.5.L.2: Understand the interdependence of plants and animals with their ecosystem.6.L.1: Understand the structures, processes and behaviors of plants that enable them to survive and reproduce.6.L.2: Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment.8.L.3: Understand how organisms interact with and respond to the biotic and abiotic components of their environment.Unit 8: Honors ExtensionsAP Bio ENE-3 Timing and coordination of biological mechanisms involved in growth, reproduction, and homeostasis depend on organisms responding to environmental cues.ENE-3.D Explain how the behavioral and/or physiological response of an organism is related to changes in internal or external environment. ENE-3.D.1 Organisms respond to changes in their environment through behavioral and physiological mechanisms. I can describe the biological mechanisms of phototropism and photoperiodism. ................
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