Grade 10 Biology Annual Curriculum Map Overview
[Pages:4]Grade 10 Biology
Annual Curriculum Map
Overview: Through the study of Biology, students will gain an understanding of organisms living in the world around them. Specifically, they will study a variety of organisms, microscopic
as well as macroscopic. They will compare and contrast similarities and differences of organisms. Students will learn the importance of classification and the diversity of living organisms.
The understanding of diversity will help students comprehend biological evolution and life's natural processes (cycles, reproduction, growth and development). The study of cellular structure
and function, the importance of DNA as the molecular basis of heredity, health, and disease are important aspects of the study of life. The study of life systems provides students with
important information about how humans can have a critical impact on other organisms. The content of Biology is arranged around the science standards. A variety of teaching/instructional
strategies will be employed, which will include laboratory investigations, class discussions, field trips, demonstrations, multimedia, guest speakers, and student presentations. Technology will
be employed to collect, analyze, share, and present data. Students will be assessed through a variety of means, including standard paper and pencil quizzes and tests, performance assessments,
laboratory projects, and student writings and presentations.
September-November November-January
January-March
March-June
July-August
(Term 1)
(Term 2)
(Term 3)
(Term 4)
(Term 5)
Major Skills/ Standards
-1.1 Recognize that biological organisms are composed of very few elements. -1.2 Describe the basic
-2.1 Relate cell parts/organelles to their functions. Explain the role of cell membranes as a highly selective barrier
-2.3 Use cellular evidence and modes of nutrition to describe six kingdoms. -2.7 Describe how the process
-2.2 Compare and contrast, at a cellular level, prokaryotes and eukaryotes (general structures and degrees of complexity).
-2.3 Use cellular evidence and modes of nutrition to describe six kingdoms. -2.4 Identify the reactants,
molecular structures and
(diffusion, osmosis, facilitated of meiosis results in the
-2.8 Compare and contrast a
products, and basic purposes of
primary functions of the four diffusion, and active transport) formation of haploid cells.
virus and a cell in terms of
photosynthesis and cellular
major categories of organic
-2.4 Identify the reactants,
Explain the importance of this genetic material and
respiration. Explain the
molecules.
products, and basic purposes of process in sexual reproduction, reproduction.
interrelated nature of
-1.3 Explain the role of
photosynthesis and cellular
and how gametes form diploid -4.1 Explain generally how the photosynthesis and cellular
enzymes as catalysts that
respiration. Explain the
zygotes in the process of
digestive system converts
respiration in the cells of
lower the activation energy of interrelated nature of
fertilization.
macromolecules from food into photosynthetic organisms.
biochemical reactions.
photosynthesis and cellular
-3.1 Describe the basic
smaller molecules that can be
Identify factors such as pH
respiration in the cells of
structure (double helix,
used by cells for energy and for
and temperature, which have photosynthetic organisms.
sugar/phosphate backbone,
repair and growth.
an effect on enzyme.
-2.5 Explain the important role linked by complementary
-4.2 Explain how the
-6.1 Explain how birth, death, that ATP serves in metabolism. nucleotide pairs) of DNA, and circulatory system transports
immigration, and emigration -2.6 Describe the cell cycle and describe its function in genetic nutrients and oxygen to cells
influence population size.
the process of mitosis. Explain inheritance.
and removes cell waste from
-6.2 Analyze changes in
the role of mitosis in the
-3.2 Describe the basic process the blood. Recognize that
population size and
formation of new cells, and its of DNA replication and how it kidneys remove nitrogenous
biodiversity (speciation and importance in maintaining
relates to the transmission and wastes, and the liver removes
extinction) that result from
chromosome number during
conservation of the genetic
many toxic compounds from
natural causes, changes in
sexual reproduction.
code. Explain the basic
blood.
climate, human activity, and
processes of transcription and -4.3 Explain how the
the introduction of invasive,
translation, and how they result respiratory system provides
non-native species.
in the expression of genes.
exchange of oxygen and carbon
-6.3 Use a food web to
Distinguish Among the end
dioxide.
identify and distinguish
products of replication,
-4.4 Explain how the nervous
producers, consumers, and
transcription, and translation. system mediates
decomposers, and explain the
-3.3 Explain how mutations in communication between
transfer of energy through
the DNA sequence of a gene different parts of the body and
trophic levels. Describe how
may or may not result in
the body's interaction with the
relationships among
phenotypic change in an
environment. Identify the basic
organisms and add to the
organism. Explain how
unit of the nervous system, the
complexity of biological
mutations in gametes may
neuron, and explain generally
communities.
result in phenotypic changes in how it works.
offspring.
1
September-November (Term 1)
-6.4 Explain how water, carbon and nitrogen cycle between abiotic resources and organic matter in an ecosystem and how oxygen cycles through photosynthesis and respiration.
Grade 10 Biology
Annual Curriculum Map
November-January
January-March
(Term 2)
(Term 3)
-3.4 Distinguish among
observed inheritance patterns
caused by several types of genetic traits. -3.5 Describe how Mendel's
laws of segregation and
independent assortment can be observed through patterns of inheritance (such as dihybrid
crosses).
-3.6 Use a Punnett Square to determine the probabilities for genotype and phenotype combinations in monohybrid
crosses. -5.1 Explain how evolution is demonstrated by evidence from the fossil record, comparative
anatomy, genetics, molecular
biology, and examples of natural selection. -5.2 Describe species as
reproductively distinct groups
of organisms. Recognize that species are further classified into hierarchical taxonomic
system (kingdom, phylum,
class, order, family, genus, species) based on morphological, behavioral, and
molecular similarities.
Describe the role that geographic isolation can play in speciation.
-5.3 Explain how evolution
through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity
from a population.
March-June (Term 4)
-4.5 Explain how the muscular/skeletal system works with other systems to support and allow for movement. Recognize that bones produce both red and white blood cells. -4.6 Recognize that the sexual reproductive system allows organisms to produce offspring that receive half of their genetic information from their mother and half from their father and that sexually produced offspring resemble, but are not identical to, either of their parents. -4.7 Recognize that communication between cells is required for coordination of body functions. The nerves communicate with electrochemical signals, hormones circulate through the blood, and some cells produce signals to communicate only with nearby cells. -4.8 Recognize that the body's systems interact to maintain homeostasis. Describe the basic function of a physiological feedback loop.
Technology/Engineering: Communication Technologies 6.3 Explain how the various components are source, encoder, transmitter, receiver, decoder, destination, storage, and retrieval.
Genre
Nature of Life
Cells
Composition
The Human Body
July-August (Term 5)
Plants and Animals
2
Major Projects
September-November (Term 1)
-Ecosystem Project -Evaluation Essay
Grade 10 Biology
Annual Curriculum Map
November-January
January-March
(Term 2)
(Term 3)
-Cell Project
-Research Project
-Descriptive Essay
-Perspective Essay
Materials
Prentice Hall Biology -Unit 1 *Chapter 1 The Science of
Biology -Unit 2 *Chapter 3 The Biosphere *Chapter 4 Ecosystems and
Communities *Chapter 5 Population *Chapter 6 Humans in
Biosphere
Prentice Hall Biology -Unit 3 *Chapter 7 Cell Structure and
Function *Chapter 8 Photosynthesis *Chapter 9 Cellular Respiration *Chapter 10 Cell Growth
and Division
Prentice Hall Biology -Unit 4 *Chapter 11 Intro. to
Genetics *Chapter 12 DNA and RNA *Chapter 13 Genetic
Engineering *Chapter 14 The Human
Genome -Unit 5 *Chapter 15 Darwin's
Theory *Chapter 16 Evolution of
Populations *Chapter 17 The History of
Life *Chapter 18 Classification
Assessment
-Performance Assessment -Lab and Activities -Writing Rubric -Performance Assessment Project -Teacher/Student Conference -Portfolio
-Performance Assessment -Lab and Activities -Writing Rubric -Performance Assessment Project -Teacher/Student Conference -Portfolio
-Performance Assessment -Lab and Activities -Writing Rubric -Performance Assessment Project -Teacher/Student Conference -Portfolio
March-June (Term 4)
-Technology Project -Reflective Essay -Compare and Contrast
Prentice Hall Biology -Unit 6 *Chapter 19 Bacteria and
Viruses *Chapter 20 Protists * Chapter 21 Fungi -Unit 10 *Chapter 35 Nervous
System *Chapter 36 Skeletal,
Muscular, and Integumentary Systems *Chapter 37 Circulatory and Respiratory System *Chapter 38 Digestive and Excretory System *Chapter 39 Endocrine and Reproductive System (Check Parent/Guardian permission) *Chapter 40 The Immune System
-Performance Assessment -Lab and Activities -Writing Rubric -Performance Assessment Project -Teacher/Student Conference -Portfolio
July-August (Term 5)
-Journal writing -Classification Project -Reflective Essay
Prentice Hall Biology -Unit 7 *Chapter 22 Plant Diversity *Chapter 23 Roots, Stems
and Leaves *Chapter 24 Reproduction
of Seed Plants *Chapter 25 Plant
Responses and Adaptation -Unit 8 * Chapter 26 Sponges and
Cnidarians *Chapter 27 Worms and
Mollusks *Chapter 28 Arthropods and
Echinoderms *Chapter 29 Comparing
Invertebrates -Unit 9 *Chapter 30 Nonvertebrate
Chordates, Fishes, and Amphibians *Chapter 31 Reptiles and Birds *Chapter 32 Mammals *Chapter 33 Comparing Chordates *Chapter 34 Animal Behavior
-Performance Assessment -Lab and Activities -Writing Rubric -Performance Assessment Project -Teacher/Student Conference -Portfolio
3
Grade 10 Biology Annual Curriculum Map
Scientific Inquiry Skills Standards: -SIS1 Make observations, raise questions, and formulate hypotheses -SIS2 Design and conduct scientific investigations -SIS3 Analyze and interpret results of scientific investigations -SIS4 Communicate and apply the results of scientific investigations Mathematical Skills: * Construct and use tables and graphs to interpret data sets * Solve simple algebraic expressions * Perform basic statistical procedures to analyze the center and spread of data * Measure accuracy and precision (length, volume, mass, temperature, time, etc.) * Convert within a unit (such as centimeters to meters) * Use common prefixes such as milli-, centi-, and kilo* Use scientific notation where appropriate * Use ratio and proportion * Determine percent error from experimental and accepted values * Use appropriate metric/standard international (SI) units of measurements for mass (kg); length (m); time (s); force (N); speed (m/s); acceleration (ms-?); and frequency (Hz) * Use Celsius and Kelvin scale
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