Consensus Map Grade Level



BiologyThis is a challenging biology course designed for ninth grade students who are planning to major in a non-science related field in college. It includes lectures, class discussions and weekly hands-on laboratory inquires, which will develop observation, reasoning and critical thinking skills. Students will explore such topics as: biological principles, the chemical basis of life, cell structures and processes, bioenergetics, homeostasis and transport, cell growth and reproduction, genetics, evolutionary theories, and ecology.Course Information:Frequency & Duration: Daily for 42 minutes; 6 periods per week (includes 1 lab period)Text: Biology. Austin TX: Holt, Rhinehart and Winston, 2004. Print.Content: Characteristics of LifeDuration: Aug./ Sept. (2 weeks) Essential Question:How do you differentiate living from non-living things?Skills: Describe and explain the characteristics of life common to all pare and contrast the cellular structures and degrees of complexityExplain how organisms maintain homeostasis (e.g., thermoregulation, water regulation, oxygen regulationCompare cellular structures and their functions in prokaryotic and eukaryotic cellsIdentify the advantages of multi-cellularity in organisms.Describe and interpret relationships between structure and function at various levels of biological organization (i.e., organelles, cells, tissues, organs, organ systems, and multicellular organisms).Recognize that systems within cells and multicellular organisms interact to maintain homeostasisExplain how organisms maintain homeostasis (e.g., thermoregulation, water regulation, oxygen regulation).Distinguish between the scientific terms: hypothesis, inference, law, theory, principle, fact, and observationAssessment:Students will be able to describe and explain the common characteristics of life common to all organisms Given prokaryotic and eukaryotic organisms compare and contrast the cellular structures and complexity. Students will be able to explain how organisms maintain homeostasis (e.g., thermoregulation, water regulation, oxygen regulationStudents will be able to compare cellular structures and their functions in prokaryotic and eukaryotic cells.Students will be able to describe and interpret relationships between structure and function at various levels of biological organization (i.e., organelles, cells, tissues, organs, organ systems, and multicellular organisms).Students will be able to explain how organisms maintain homeostasis (e.g., thermoregulation, water regulation, oxygen regulationStudents will be able to distinguish between the scientific terms: hypothesis, inference, law, theory, principle, fact, and observationResources / Activities:Pages: 4-14Lab: Characteristics of Living ThingsStandards:BIO.A.4.2.1 Explain how organisms maintain homeostasis (e.g., thermoregulation, water regulation, oxygen regulation).BIO.A.1.2.1. Compare cellular structures and their functions in prokaryotic and eukaryotic cells.BIO.A.1.2.2. Describe and interpret relationships between structure and function at various levels of biological organization (i.e., organelles, cells, tissues, organs, organ systems, and multicellular organisms).BIO.B.3.3.1 Distinguish between the scientific terms: hypothesis, inference, law, theory, principle, fact, and observation.Vocabulary:Cell- a usually microscopic structure containing nuclear and cytoplasmic material enclosed by a semipermeable membrane and, in plants, a cell wall; the basic structural unit of all organisms; Eukaryotic Cells- a cell with a true nucleus; a cell with a nuclear membrane and organelles; Homeostasis- the tendency of a system, especially the physiological system of higher animals, to maintain internal stability, owing to the coordinated response of its parts to any situation or stimulus that would tend to disturb its normal condition or function; Hypothesis- a proposition, or set of propositions, set forth as an explanation for the occurrence of some specified group of phenomena, either asserted merely as a provisional conjecture to guide investigation (working hypothesis) or accepted as highly probable in the light of established facts; Multicellular organisms- composed of several or many cells; Prokaryotic Cells- a cell lacking a true membrane-bound nucleus; Theory- a coherent group of tested general propositions, commonly regarded as correct, that can be used as principles of explanation and predictionComments:Content: Biochemistry Duration: September (3 weeks) Essential Question:How does life result from chemical structure and function?Skills: Explain cell processes in terms of chemical reactions and energy changes.Identify the initial reactants, final products, and general purposes of photosynthesis and cellular respiration.Given a cell process, explain the chemical reactions and energy changes that occur Students will be able to identify the initial reactants, final products, and general purposes of photosynthesis and cellular respiration.Explain why many biological macromolecules such as ATP and lipids contain high energy bondsExplain the importance of enzymes as catalysts in cell reactions.Identify how factors such as pH and temperature may affect enzyme function.Describe the role of an enzyme as a catalyst in regulating a specific biochemical reaction.Explain the role of water in cell metabolismDescribe the relationship between the structure of organic molecules and the function they serve in living organismsAnalyze the importance of carbon to the structure of biological macromoleculesCompare and contrast the functions and structures of proteins, lipids, carbohydrates, and nucleic acids.Explain the consequences of extreme changes in pH and temperature on cell proteins. Explain how carbon is uniquely suited to form biological macromolecules.Explain how factors such as pH, temperature, and concentration levels can affect enzyme functionIllustrate the formation of carbohydrates, lipids, proteins, and nucleic acidsDescribe how biological macromolecules form from monomersCompare the structure and function of carbohydrates, lipids, proteins, and nucleic acids in organisms.Demonstrate the repeating patterns that occur in biological polymers.Describe how the unique properties of water support life.Describe the unique properties of water and how these properties support life on Earth (e.g., freezing point, high specific heat, cohesion).Use models to demonstrate patterns in biomacromolecules.Assessment:Students will be able to explain the chemistry of metabolismStudents will be able to describe the role of ATP in biochemical reactionsGiven a chemical reactions and describe how a change in energy will change will affect the reaction rateStudents will be able to explain why many biological macromolecules such as ATP and lipids contain high energy bondsStudents will be able to explain the importance of enzymes as catalysts in cell reactions.Given several factors such as pH and temperature, identify the effect on enzyme functionStudent will be able to describe the role of an enzyme as a catalyst in regulating a specific biochemical reactionStudents will be able to explain the role of water in cell metabolismStudents will be able to describe the relationship between the structure of organic molecules and the function they serve in living organismsStudents will be able to analyze the importance of carbon to the structure of biological macromoleculesStudents will be able to compare and contrast the functions and structures of proteins, lipids, carbohydrates, and nucleic acids.Students will be able to explain the consequences of extreme changes in pH and temperature on cell proteins. Students will be able to explain how carbon is uniquely suited to form biological macromoleculesStudents will be able to explain how factors such as pH, temperature, and concentration levels can affect enzyme functionStudents will be able to illustrate the formation of carbohydrates, lipids, proteins, and nucleic acidsStudents will be able to describe how biological macromolecules form from monomersStudents will be able to compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids in organismsStudents will be able to demonstrate the repeating patterns that occur in biological polymers.Students will be able to describe how the unique properties of water support life.Students will be able to describe the unique properties of water and how these properties support life on Earth (e.g., freezing point, high specific heat, cohesion).Students will be able to use models to demonstrate patterns in biomacromoleculesResources / Activities:Pages: 26-38Labs: Biochemistry LabEnzyme LabStandards:BIO.A.3.2.2 Describe the role of ATP in biochemical reactionsBIO.A.2.3.1 Describe the role of an enzyme as a catalyst in regulating a specific biochemical reactionExplain the role of water in cell metabolismDescribe the relationship between the structure of organic molecules and the function they serve in living organismsBIO.A.2.2.1 Explain how carbon is uniquely suited to form biological macromolecules.BIO.A.2.3.2 Explain how factors such as pH, temperature, and concentration levels can affect enzyme function.BIO.A.2.2.2 Describe how biological macromolecules form from monomers.BIO.A.2.2.3 Compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids in organismsBIO.A.2.1.1. Describe the unique properties of water and how these properties support life on Earth (e.g., freezing point, high specific heat, cohesionBIO.A.2.2.3 BIO.A.2.2.2Vocabulary:ATP- serving as a source of energy for physiological reactions; Carbohydrates- form the supporting tissues of plants and are important food for animals and people; Carbon- element that forms organic compounds in combination with hydrogen, oxygen, etc; Catalyst- a substance that causes or accelerates a chemical reaction without itself being affected; Enzymes- any of various proteins, as pepsin, originating from living cells and capable of producing certain chemical changes in organic substances by catalytic action, as in digestion; Lipids- comprise the fats and other esters with analogous properties and constitute, with proteins and carbohydrates, the chief structural components of living cells; Metabolism- the sum of the physical and chemical processes in an organism by which its material substance is produced, maintained, and destroyed, and by which energy is made available; Nucleic Acids- any of a group of long, linear macromolecules, either DNA or various types of RNA, that carry genetic information directing all cellular functions: composed of linked nucleotides; pH- the symbol for the logarithm of the reciprocal of hydrogen ion concentration in gram atoms per liter, used to express the acidity or alkalinity of a solution on a scale of 0 to 14, where less than 7 represents acidity, 7 neutrality, and more than 7 alkalinity; Products- a substance obtained from another substance through chemical change; Proteins -composed of 20 or more amino acids linked in a genetically controlled linear sequence into one or more long polypeptide chains; Reactants- any substance that undergoes a chemical change in a given reaction; Reaction rates- speed of reaction for a reactant or product in a particular reaction is intuitively defined as how fast or slow a reaction takes placeComments:Content: The CellDuration: October (2 weeks) Essential Question:How do we know if something is alive?Skills: Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy transformations.Describe how the structure of the plasma membrane allows it to function as a regulatory structure and/or protective barrier for a cell.Relate the structure of cell organelles to their function (energy capture and release, transport, waste removal, protein synthesis, movement, etcDescribe how membrane-bound cellular organelles (e.g., endoplasmic reticulum, Golgi apparatus) facilitate the transport of materials within a cellExplain how cells store and use information to guide their functionsDescribe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the production of specific types of proteins.Assessment:Students will be able to Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy transformationsStudents will be able to describe how the structure of the plasma membrane allows it to function as a regulatory structure and/or protective barrier for a cell.Students will be able to relate the structure of cell organelles to their function (energy capture and release, transport, waste removal, protein synthesis, movement, etc).Given a membrane bound organelle, Students will be able to describe the transport of materials within a cell Students will be able to Explain how cells store and use information to guide their functionsStudents will be able to Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the production of specific types of proteins.Resources / Activities:Pages: 48-62Lab: Cell Structure LabStandards:BIO.A.3.1.1 Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy transformationsBIO.A.4.1.1 Describe how the structure of the plasma membrane allows it to function as a regulatory structure and/or protective barrier for a cell.BIO.A.4.1.3 Describe how membrane-bound cellular organelles (e.g., endoplasmic reticulum, Golgi apparatus) facilitate the transport of materials within a cell.BIO.B.2.2.2Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the production of specific types of proteinsVocabulary:Chloroplast- a plastid containing chlorophyll and other pigments, occurring in plants and algae that carry out photosynthesis; Endoplasmic reticulum- a network of tubular membranes within the cytoplasm of the cell, occurring either with a smooth surface (smooth endoplasmic reticulum) or studded with ribosomes (rough endoplasmic reticulum) involved in the transport of materials; Golgi Apparatus- an organelle, consisting of layers of flattened sacs, that takes up and processes secretory and synthetic products from the endoplasmic reticulum and then either releases the finished products into various parts of the cell cytoplasm or secretes them to the outside of the cell; Mitochondria- an organelle in the cytoplasm of cells that functions in energy production; Nucleus- a specialized, usually spherical mass of protoplasm encased in a double membrane, and found in most living eukaryotic cells, directing their growth, metabolism, and reproduction, and functioning in the transmission of genic characters; Plasma Membrane- the semipermeable membrane enclosing the cytoplasm of a cell; Plastids- a small, double-membraned organelle of plant cells and certain protists, occurring in several varieties, as the chloroplast, and containing ribosomes, prokaryotic DNA, and, often, pigment; Ribosomes- a tiny, somewhat mitten-shaped organelle occurring in great numbers in the cell cytoplasm either freely, in small clusters, or attached to the outer surfaces of endoplasmic reticula, and functioning as the site of protein manufactureComments:Content: Membrane TransportDuration: October (2 weeks) Essential Question:How do organisms maintain a biological balance between their internal and external environment?Skills: Explain the important role of ATP in cell metabolismExplain how the cell membrane functions as a regulatory structure and protective barrier for the cellDescribe transport mechanisms across the plasma pare the mechanisms that transport materials across the plasma membrane (i.e., passive transport—diffusion, osmosis, facilitated diffusion; and active transport—pumps, endocytosis, exocytosis).Assessment:Students will be about to explain the role of ATP in cell metabolismStudents will be able to explain how the cell membrane functions as a regulatory structure and protective barrier for the cellStudents will be able describe transport mechanisms across the plasma membraneStudents will be able to Compare the mechanisms that transport materials across the plasma membrane (i.e., passive transport—diffusion, osmosis, facilitated diffusion; and active transport—pumps, endocytosis, exocytosis).Resources / Activities:Pages: 72-81Lab: Osmosis/Diffusion LabStandards:BIO A4.11.E Explain the important role of ATP in cell metabolism. Explain how the cell membrane functions as a regulatory structure and protective barrier for the cellDescribe transport mechanisms across the plasma membrane. Vocabulary:Active Transport the movement of ions or molecules across a cellular membrane from a lower to a higher concentration, requiring the consumption of energy; Diffusion the movement of molecules from an area of higher concentration to lower concentration; Endocytosis the transport of solid matter or liquid into a cell by means of a coated vacuole or vesicle; Exocytosis the transport of material out of a cell by means of a sac or vesicle that first engulfs the material and then is extruded through an opening in the cell membrane; Facilitated Diffusion- process by which substances are transported across cell membranes by means of protein carrier molecules; Passive Transport- is the cellular process of moving molecules and other substances across membranes; does not require energy; Osmosis the tendency of a fluid, usually water, to pass through a semipermeable membrane into a solution where the solvent concentration is higher, thus equalizing the concentrations of materials on either side of the membraneComments:Content: Photosynthesis and Cell RespirationDuration: November (4 weeks) Essential Question:How do different organisms obtain and use energy to survive in their environment? Skills: Describe the relationship between photosynthesis and cellular respiration in photosynthetic organisms. Compare the basic transformation of energy during photosynthesis and cellular respirationDescribe the relationship between photosynthesis and cellular respiration in photosynthetic organisms. Assessment:Students will be able to describe the relationship between photosynthesis and cellular respiration in photosynthetic organisms. Student will be able to compare the basic transformation of energy during photosynthesis and cellular respiration.Resources / Activities:Page: 93-103Lab: Photosynthesis Lab (Light Reactions)Page: 104-110Lab: Cellular Respiration LabStandards:BIO.A.3.2.1 Compare the basic transformation of energy during photosynthesis and cellular respiration.Describe the relationship between photosynthesis and cellular respiration in photosynthetic organisms. Vocabulary:Cellular Respiration the oxidation of organic compounds that occurs within cells, producing energy for cellular processes; Photosynthesis the complex process by which carbon dioxide, water, and certain inorganic salts are converted into carbohydrates by green plants, algae, and certain bacteria, using energy from the sun and chlorophyllComments:Content: Mitosis and Meiosis Duration: Dec./ Jan. (4.5 weeks) Essential Question:How do organisms grow and reproduce?Skills: Explain how all organisms begin their life cycles as a single cell and that in multicellular organisms, successive generations of embryonic cells form by cell division.Describe the cell cycle and the process and significance of mitosis.Examine how interactions among the different molecules in the cell cause the distinct stages of the cell cycle which can also be influenced by other signaling moleculesExamine how interactions among the different molecules in the cell cause the distinct stages of the cell cycle which can also be influenced by other signaling moleculesExplain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction.Explain the process of meiosis resulting in the formation of gametes.Describe how the process of meiosis results in the formation of haploid gametes and analyze the importance of meiosis in sexual pare and contrast the function of mitosis and meiosis.Describe processes that can alter composition or number of chromosomes(i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion).Compare the processes and outcomes of mitotic and meiotic nuclear divisions.Describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis or meiosis), cytokinesisCompare and contrast a virus and a cell. Relate the stages of viral cycles to the cell cycle.Assessment:Students will be able to explain how all organisms begin their life cycles as a single cell and that in multicellular organisms, successive generations of embryonic cells form by cell division.Students will be able to describe the cell cycle and the process and significance of mitosis.Students will be able to summarize the stages of the cell cycleStudents will be able to examine how interactions among the different molecules in the cell cause the distinct stages of the cell cycle which can also be influenced by other signaling moleculesStudents will be able to explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction.Students will be able to explain the process of meiosis resulting in the formation of gametes.Students will be able to describe how the process of meiosis results in the formation of haploid gametes and analyze the importance of meiosis in sexual reproduction.Students will be able to compare and contrast the function of mitosis and meiosis.Students will be able to describe processes that can alter composition or number of chromosomes(i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion).Students will be able to compare the processes and outcomes of mitotic and meiotic nuclear divisions.Students will be able to describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis or meiosis), cytokinesisGiven a virus and a cell, students will be able to compare and contrast a virus and a cell. Relate the stages of viral cycles to the cell cycle.Resources / Activities:Pages: Mitosis 116-128/ Meiosis 142-150Page: 433-441Lab: Mitosis/Meiosis Microscope LabStandards:BIO.B.2.1.2 Describe processes that can alter composition or number of chromosomes (i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion).BIO.B.1.1.2 Compare the processes and outcomes of mitotic and meiotic nuclear divisions.BIO.B.1.1.1 Describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis or m eiosis), cytokinesisCompare and contrast a virus and a cell. Relate the stages of viral cycles to the cell cycle. Vocabulary:Asexual Reproduction -reproduction, as budding, fission, or spore formation, not involving the union of gametes; Cell Division- the division of a cell in reproduction or growth; Chromosome- any of several threadlike bodies, consisting of chromatin, that carry the genes in a linear order: the human species has 23 pairs, designated 1 to 22 in order of decreasing size and X and Y for the female and male sex chromosomes respectively; Cytokinesis- the division of the cell cytoplasm that usually follows mitotic or meiotic division of the nucleus; Embryo- the young of a viviparous animal, especially of a mammal, in the early stages of development within the womb, in humans up to the end of the second month; Gametes- a mature sexual reproductive cell, as a sperm or egg, that unites with another cell to form a new organism; Haploid- an organism or cell having only one complete set of chromosomes, ordinarily half the normal diploid number; Interphase- the period of the cell cycle during which the nucleus is not undergoing division, typically occurring between mitotic or meiotic divisions; Meiosis - part of the process of gamete formation, consisting of chromosome conjugation and two cell divisions, in the course of which the diploid chromosome number becomes reduced to the haploid; Mitosis- the usual method of cell division, characterized typically by the resolving of the chromatin of the nucleus into a threadlike form, which condenses into chromosomes, each of which separates longitudinally into two parts, one part of each chromosome being retained in each of two new cells resulting from the original cell; Sexual reproduction- reproduction involving the union of gametesComments:Content: DNA ReplicationDuration: January (2 weeks) Essential Question:Why is DNA called the blueprint of life?Skills: Explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules. Explain the basic process of DNA replication. Explain how mutations can alter genetic information and the possible consequences on resultant cellsDescribe the structure of the DNA and RNA moleculesDescribe the basic structure of DNA, including the role of hydrogen bonding.Assessment:Students will be able to Explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules. Students will be able to Explain the basic process of DNA replication. Students will be able to Explain how mutations can alter genetic information and the possible consequences on resultant cellsStudents will be able to Describe the structure of the DNA and RNA moleculesStudents will be able to Describe the basic structure of DNA, including the role of hydrogen bonding.Resources / Activities:Pages: 188-198Lab: DNA LabStandards:BIO.B.1.2.1 Describe how the process of DNA replication results in the transmission and/or conservation of genetic information.Vocabulary:Crossing over- the interchange of corresponding chromatid segments of homologous chromosomes with their linked genes; Deletion- a type of chromosomal aberration in which a segment of the chromosome is removed or lost; DNA- deoxyribonucleic acid: an extremely long macromolecule that is the main component of chromosomes and is the material that transfers genetic characteristics in all life forms; DNA replication- the process of producing two identical replicas from one original DNA molecule; Duplication- a type of chromosomal aberration in which a region of the chromosome is repeated; Gene- the basic physical unit of heredity; a linear sequence of nucleotides along a segment of DNA that provides the coded instructions for synthesis of RNA, which, when translated into protein, leads to the expression of hereditary character; Genetic code -the biochemical instructions that translate the genetic information present as a linear sequence of nucleotide triplets in messenger RNA into the correct linear sequence of amino acids for the synthesis of a particular peptide chain or protein; Genetic variation- describes the variation in alleles of genes in a gene pool; Hydrogen bond- a type of chemical bond in which a hydrogen atom that has a covalent link with one of the electronegative atoms (F, N, O) forms an electrostatic link with another electronegative atom in the same or another molecule; Jumping genes-a fragment of nucleic acid, such as a plasmid or a transposon, that can become incorporated into the DNA of a cell; Mutations- a sudden departure from the parent type in one or more heritable characteristics, caused by a change in a gene or a chromosome; RNA- ribonucleic acid: any of a class of single-stranded molecules transcribed from DNA in the cell nucleus or in the mitochondrion or chloroplastComments:Content: How Proteins are Made Transcription/ TranslationDuration: February (2 weeks) Essential Question:How are proteins synthesized?Skills: Describe the basic processes of transcription and translationDescribe how the processes of transcription and translation are similar in all organismsDescribe the role of DNA in protein synthesis as it relates to gene expressionDescribe how transcription and translation result in gene expression.Differentiate among the end products of replication, transcription, and translationExplain how the processes of replication, transcription, and translation are similar in all organisms.Explain how gene actions, patterns of heredity, and reproduction of cells and organisms account for the continuity of life.Explain how genetic mutations may result in genotypic and phenotypic variations within a populationDescribe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g., silent, nonsense, frame-shift). Assessment:Students will be able to Describe the basic processes of transcription and translationStudents will be able to Describe how the processes of transcription and translation are similar in all organisms.Students will be able to Describe the role of DNA in protein synthesis as it relates to gene expression.Students will be able to Describe how transcription and translation result in gene expression.Students will be able to Differentiate among the end products of replication, transcription, and translationStudents will be able to Explain how the processes of replication, transcription, and translation are similar in all organisms.Students will be able to Explain how genetic mutations may result in genotypic and phenotypic variations within a population.Students will be able to Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g., silentResources / Activities:Pages: 206-215Lab: Protein Synthesis LabStandards:BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all organisms.BIO.B.3.1.3 Explain how genetic mutations may result in genotypic and phenotypic variations within a population.BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g., silent, nonsense, frame-shift).Vocabulary:Genotypic variations- the genetic makeup of an organism or group of organisms with reference to a single trait, set of traits, or an entire complex of traits; Phenotypic variations- the observable constitution of an organism; Transcription- the process by which genetic information on a strand of DNA is used to synthesize a strand of complementary RNA; Translation- the process by which a messenger RNA molecule specifies the linear sequence of amino acids on a ribosome for protein synthesisComments:Content: GeneticsDuration: Feb./ March (3 weeks) Essential Question:How are traits passed from one generation to the next?Skills: Describe how genetic information is inherited and expressedExplain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules. Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles).Describe how Mendel’s laws of segregation and independent assortment can be observed through patterns of inheritance.Distinguish among observed inheritance patterns caused by several types of genetic traits (dominant, recessive, codominant, sex-linked, polygenic, incomplete dominance, multiple alleles) Assessment:Students will be able to Describe how genetic information is inherited and expressedStudents will be able to Explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules. Students will be able to Explain the functional relationships between DNA, genes, alleles, and chromosomes and their roles in inheritance.Students will be able to Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple allelesResources / Activities:Pages: 160-177Sex Linked Traits LabPassing Genes Lab Standards:BIO.B.1.2.2 Explain the functional relationships between DNA, genes, alleles, and chromosomes and their roles in inheritance.BIO.B.2.1.1 Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles)Vocabulary:Alleles- any of several forms of a gene, usually arising through mutation, that are responsible for hereditary variation; Codominant- of or relating to two different alleles that are fully expressed in a heterozygous individual; Dominant- the trait or character determined by such an allele; Incomplete dominance- the appearance in a heterozygote of a trait that is intermediate between either of the trait's homozygous phenotypes; Genotypic Variations- the genetic makeup of an organism or group of organisms with reference to a single trait, set of traits, or an entire complex of traits; Independent Assortment the principle, originated by Gregor Mendel, stating that when two or more characteristics are inherited, individual hereditary factors assort independently during gamete production, giving different traits an equal opportunity of occurring together; Law of Segregation the principle, originated by Gregor Mendel, stating that during the production of gametes the two copies of each hereditary factor segregate so that offspring acquire one factor from each parent; Multiple alleles- a series of three or more alternative or allelic forms of a gene, only two of which can exist in any normal, diploid individual; Phenotypic Variations- the observable constitution of an organism; Polygenetic- one of a group of nonallelic genes that together control a quantitative characteristic in an organism; Recessive- that one of a pair of alternative alleles whose effect is masked by the activity of the second when both are present in the same cell or organism; Sex Linked- determined by a gene located in a sex chromosomeComments:Content: Gene TechnologyDuration: March (2 weeks) Essential Question:How can DNA technology be used to improve society?Skills: Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g., selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy).Assessment:Students will be able to Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g., selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy).Resources / Activities:Pages: 226-238Lab: DNA Fingerprinting LabStandards:BIO.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g., selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy).Vocabulary:Agriculture- the science, art, or occupation concerned with cultivating land, raising crops, and feeding, breeding, and raising livestock; farming; Forensics- forensics, (used with a singular or plural verb) the art or study of argumentation and formal debate; Genetic engineering the development and application of scientific methods, procedures, and technologies that permit direct manipulation of genetic material in order to alter the hereditary traits of a cell, organism, or population; Gene recombination - s the production of offspring with combinations of traits that differ from those found in either parent; Medicine- any substance or substances used in treating disease or illness; medicament; remedyComments:Content: EvolutionDuration: March/ April (3 weeks) Essential Question:What theories and evidence support the origin of life?Skills: Explain that some structures in eukaryotic cells developed from early prokaryotic cells(e.g., mitochondria, chloroplasts)Explain the mechanisms of biological evolution.Describe species as reproductively distinct groups of organisms.Analyze the role that geographic isolation can play in speciation. Explain how evolution through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity within a population. Describe the factors that can contribute to the development of new species (e.g., isolating mechanisms, genetic drift, founder effect, migration).Describe the relationship between environmental changes and changes in the gene pool of a population. Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical, physiological, embryological, biochemical, and universal genetic code).Assessment:Students will be able to Explain the mechanisms of biological evolution.Students will be able to Describe species as reproductively distinct groups of organisms.Students will be able to Analyze the role that geographic isolation can play in speciation. Students will be able to Explain how evolution through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity within a population. Students will be able to Explain how natural selection can impact allele frequencies of a population.Students will be able to Describe the factors that can contribute to the development of new species (e.g., isolating mechanisms, genetic drift, founder effect, migrationStudents will be able to Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical, physiological, embryological, biochemical, and universal genetic code).Resources / Activities:Pages: 250-274Lab: Spotted Moth LabAmino Acid Sequencing LabStandards:BIO.B.3.1.1 Explain how natural selection can impact allele frequencies of a populationBIO.B.3.1.2 Describe the factors that can contribute to the development of new species (e.g., isolating mechanisms, genetic drift, founder effect, migration).BIO.B.3.2.1 Interpret evidence supporting the theory of evolution (ie., fossil, anatomical, physiological, embryological, biochemical, and universal code). Vocabulary:Anatomy- the structure of an animal or plant, or of any of its parts; Diversity- the state or fact of being diverse; difference; unlikeness; Evolution- change in the gene pool of a population from generation to generation by such processes as mutation, natural selection, and genetic drift; Founder effect- the accumulation of random genetic changes in an isolated population as a result of its proliferation from only a few parent colonizers; Fossil records- A term used by paleontologists to refer to the total number of fossils that have been discovered, as well as to the information derived from them; Genetic drift- random changes in the frequency of alleles in a gene pool, usually of small populations; Gene pool- the total genetic information in the gametes of all the individuals in a population; Migration- a number or body of persons or animals migrating together; Natural selection- the process by which forms of life having traits that better enable them to adapt to specific environmental pressures, as predators, changes in climate, or competition for food or mates, will tend to survive and reproduce in greater numbers than others of their kind, thus ensuring the perpetuation of those favorable traits in succeeding generations; Physiology- the organic processes or functions in an organism or in any of its parts; Population- the assemblage of a specific type of organism living in a given area; all the individuals of one species in a given area; Species- the major subdivision of a genus or subgenus, regarded as the basic category of biological classification, composed of related individuals that resemble one another, are able to breed among themselves, but are not able to breed with members of another speciesComments:Content: EcologyDuration: April/ May (5 weeks) Essential Question:How do organisms interact and depend on each other in their environment for their survival? Skills: Examine how human interactions impact wetlands and their surrounding environments.Describe how land use decisions affect wetlands Examine the interactions between abiotic and biotic factors within a watershed.Describe how topography influences the flow of water in a watershed. Describe how vegetation affects water runoff. Investigate and analyze the effects of land use on the quality of water in a watershedExplain the relationship between water quality and the diversity of life in a freshwater ecosystem.Explain how limiting factors affect the growth and reproduction of freshwater organisms. Evaluate the advantages and disadvantages of using renewable and nonrenewable resources.Explain how consumption rate affects the sustainability of resource use. Evaluate the advantages and disadvantages of using renewable resources such as solar power, wind power, and biofuels.Describe ecological levels of organizationDescribe characteristic biotic and abiotic components of aquatic and terrestrial ecosystemsDescribe how energy flows through an ecosystemDescribe biotic interactions in an ecosystemDescribe how matter recycles through an ecosystemDescribe how ecosystems change in response to natural and human disturbancesDescribe the effects of limiting factors on population dynamics and potential species extinction.Assessment:Students will be able to examine how human interactions impact wetlands and their surrounding environments.Students will be able to describe how land use decisions affect wetlands Students will be able to examine the interactions between abiotic and biotic factors within a watershed.Students will be able to describe how topography influences the flow of water in a watershed. Students will be able to describe how vegetation affects water runoff. Students will be able to explain the relationship between water quality and the diversity of life in a freshwater ecosystem.Students will be able to explain how limiting factors affect the growth and reproduction of freshwater organismsStudents will be able to evaluate the advantages and disadvantages of using renewable and nonrenewable resources.Students will be able to explain how consumption rate affects the sustainability of resource use. Students will be able to evaluate the advantages and disadvantages of using renewable resources such as solar power, wind power, and biofuels.Students will be able to identify the ecological levels of organization (i.e, organism, population, community, ecosystem, biome, and biosphere) Students will be able to describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystemsStudents will be able to describe how energy flows through an ecosystem (i.e., food chains, food webs, energy pyramids.)Student will be able to describe biotic interactions in an ecosystem (i.e., competition, predation, symbiosis)Students will be able to describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, and nitrogen cycle.)Students will be able to describe how ecosystems change in response to natural and human disturbances (i.e., climate changes, introduction of nonnative species, pollution, fires.)Students will be able to describe the effects of limiting factors on population dynamics and potential species extinction.Resources / Activities:Page: 318-371 Lab: Biotic and Abiotic Factors LabStandards:4.2.10.B. Examine how human interactions impact wetlands and their surrounding environments. 4.2.10.A. Examine the interactions between abiotic and biotic factors within a watershed. 4.2.10.C. Explain the relationship between water quality and the diversity of life in a freshwater ecosystem. 4.3.12.A. Evaluate the advantages and disadvantages of using renewable and nonrenewable resources BIO: B.4.1.1 Describe ecological levels of organization (i.e, organism, population, community, ecosystem, biome, and biosphere) BIO.B.4.1.2 Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystemsBIO.B.4.2.1 Describe how energy flows through an ecosystem (i.e., food chains, food webs, energy pyramids.)BIO.B.4.2.2. Describe biotic interactions in an ecosystem (i.e., competition, predation, symbiosis)BIO. B.4.2.3 Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, and nitrogen cycle.)BIO.B.4.2.4. Describe how ecosystems change in response to natural and human disturbances (i.e., climate changes, introduction of nonnative species, pollution, fires.)BIO.B.4.2.5 Describe the effects of limiting factors on population dynamics and potential species extinction.Vocabulary:Abiotic- nonliving factors; Biosphere- the thin volume of Earth and its atmosphere that supports life; Biotic- Living components of the environment; Carrying Capacity- the number of individuals the environment can support over a long period of time; Commensalism- an interaction in which one species benefits and the other is not affected; Community- all the interacting organisms living in the area; Ecosystem- includes all of the organisms and the nonliving environment found in a particular place; Emigration- the movement of individuals out of a population; Immigration- the movement of individuals into a population; Limiting Factor- a factor that restrains the growth of a population; Mutualism- a cooperative relationship in which both species derive some benefit; Population- includes all the members of a species that live in one place at one time; Population Dynamics- populations change in size and composition over time; Succession- the gradual sequential regrowth of species in an area; Topography- the detailed mapping or charting of the features of a relatively small area, district, or locality; Vegetation- all the plants or plant life of a place, taken as a whole; Watershed- the region or area drained by a river, stream, etc.; drainage area; Wetlands- land that has a wet and spongy soil, as a marsh, swamp, or bogComments: ................
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