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.

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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

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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

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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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