CURRICULUM MAP - Neshaminy School District



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 |Assessment |

|I) There are different traditions in science about what | |I & II) Review the nature of science (scientific |I–IV) Cooperative Group Jigsaw Activity |

|is investigated and how, but they all have in common | |reasoning, controlled experimentation and scientific |I-IV) Qualitative Observations Lab |

|certain basic beliefs about the value of evidence, logic,| |theory/law) |Chapter Test |

|and good arguments. | |III & IV) Explain historical background leading to | |

|II) Hypotheses are widely used in science for choosing | |modern scientific theories (i.e. theory of evolution)| |

|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. | | | |

Unit: Evolution

Timeframe: 1-2 weeks

|National Benchmark Being Addressed |State Standard |Competencies/Skills |Assessment |

|I) Modern ideas about evolution and heredity provide a |I) 3.1.10.C1; 3.1.10C3 |I) Analyze the fossil record of the modern day horse.| |

|scientific explanation for the history of life on Earth |II) 3.1.10.C1 |II) Discuss the evolution of modern day man. | |

|as depicted in the fossil record and in the similarities |III) 3.1.10C1; 3.1.B.B5 |III) Interpret similarities and differences between |IV) Birds on an Island Lab; Predator-Prey Lab; |

|evident within the diversity of existing organisms. |IV) |Darwin’s finches and H.B. Kettlewell’s peppered |Adaptation of the Human Hand Lab |

|II) The basic idea of biological evolution is that the |V) 3.1.10.C3 |moths. |V) Chromosome Comparison Lab |

|earth's present-day species are descended from earlier, | |III) Compare and contrast natural and artificial |Chapter Test |

|distinctly different species. | |selection. | |

|III) Natural selection leads to organisms that are | |IV) Evaluate adaptations of various organisms. | |

|well-suited for survival in particular environments. | |V) Compare the amino acid sequences of a particular | |

|The continuing operation of natural selection on new | |protein in five organisms. | |

|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 | | | |

|characteristics may change. | | | |

|IV) Heritable characteristics can be observed at | | | |

|molecular and whole-organism 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. | | | |

Unit: Chemistry

Timeframe: 1 week

|National Benchmark Being Addressed |State Standard |Competencies/Skills |Assessment |

|I) Although neutrons have little effect on how an atom | |I-V) Review the structure of an atom |II-IV) Water lab |

|interacts with other atoms, the number of neutrons does | |I) Discuss the use of isotopes in medicine |Chapter Test |

|affect the mass and stability of the nucleus. Isotopes of| |II) Compare and contrast the types of bonds in | |

|the same element have the same number of protons (and | |compounds | |

|therefore of electrons) but differ in the number of | |II) Discuss properties and composition of water. | |

|neutrons. | |III) Discuss the ionization of water, creating acids | |

|II) An atom's electron configuration, particularity the | |and bases. | |

|outermost electrons, determines how the atom can interact| |IV) Analyze factors that affect the rate of | |

|with other atoms. Atoms form bonds to other atoms by | |reactions. | |

|transferring or sharing electrons. | | | |

|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. | | | |

Unit: Organic Chemistry

Timeframe: 1-2 weeks

|National Benchmark Being Addressed |State Standard |Competencies/Skills |Assessment |

|I) The configuration of atoms in a molecule determines | |I-IV) Describe protein structure (i.e. folding |I & V &VI) Carbohydrate Lab |

|the molecule’s properties. Shapes are particularly | |patterns) and how structure is directly related to |III & IV) Protein Lab |

|important in how large molecules interact with others. | |function. |Chapter Test |

|II) Some protein molecules assist in replicating genetic | |II) Review the six jobs of proteins. | |

|information, repairing cell structures, helping other | |V-VI) Identify three organic macromolecules that come| |

|molecules get in or out of the cell, and generally | |from food and their composition. | |

|catalyzing and regulating molecular interactions. | |VII) Discuss the function of lipids (i.e. formation | |

|III) The work of the cell is carried out by the many | |of cell membrane). | |

|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 well-defined molecules, or| | | |

|may be packed together in crystal patterns. Different | | | |

|arrangements of atoms into groups compose all substances | | | |

|and determine the characteristic properties of | | | |

|substances. | | | |

|VII) Every cell is covered by a membrane that controls | | | |

|what can enter and leave the cell. | | | |

Unit: Cell Structure

Timeframe: 1-2 weeks

|National Benchmark Being Addressed |State Standard |Competencies/Skills |Assessment |

|I) Within the cells are specialized parts for the | |I) Discuss the relationship between surface area and |I) Microscope Lab |

|transport of materials, energy capture and release, | |volume in cells. |II) Cell Structure Concept Map |

|protein building, waste disposal, passing information, | |I) Evaluate the function of all cell organelles |I & II) Diffusion Through Membranes Lab |

|and even movement. | |I) Analyze the relationship between cell organelles. |Chapter Test |

|II) Every cell is covered by a membrane that controls | |I & II) Differentiate between passive and active | |

|what can enter and leave the cell. | |forms of cell transport | |

|III) The cells in similar tissues and organs in other | |III) Compare prokaryotic and eukaryotic cells | |

|animals are similar to those in human beings but differ | | | |

|somewhat from cells found in plants. | | | |

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