high school ap biology curriculum · high school ap biology curriculum . course description: a...

High School AP Biology Curriculum Course Description: A college level biology course with a strong laboratory emphasis. College exams and laboratories are used. Topics of study include molecular genetics, microbiology, ecology and plant physiology/anatomy. Scope and Sequence:

Timeframe Unit Instructional Topics

3 weeks The Evolutionary History of Life

Topic 1: Early Earth Topic 2: Phylogenetics Topic 3: Animal Behavior

4 weeks The Energy of Life Topic 1: Enzymes and Energy Topic 2: Cellular Respiration Topic 3: Photosynthesis

4 weeks Animal Form and Function Topic 1: Cell to Cell Communication Topic 2: Nervous System Topic 3: Endocrine System Topic 4: Immune System

2.5 weeks Ecology Topic 1: Populations Topic 2: Communities Topic 3: Ecosystems Topic 4: Biomes

Board Approved: February 8, 2018 2 | P a g e

Unit 6: The Evolutionary History of Life Subject: AP Biology Grade: 10-12 Name of Unit: The Evolutionary History of Life Length of Unit: 3 weeks Overview of Unit: Students will explore the history of life on earth by studying early Earth’s atmospheric conditions, basic building blocks and will have the chance to recreate these conditions in lab. Students will study the major mass extinction events and discover how events like the availability of free oxygen affected the variety of life on Earth. Students will discover the role of genetics in common ancestors by creating phylogenetic trees and use them as hypotheses of relatedness. Finally, students will study how animal behavior is determined from genetics or learned throughout lifetimes. Priority Standards for unit:

● 1.14 The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth

● 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms.

● 1.16 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.

● 1.17 The student is able to pose scientific questions about a group of organisms whose relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree.

● 1.18 The student is able to evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation.

● 1.19 The student is able create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation from a provided data set.

● 1.20 The student is able to analyze data related to questions of speciation and extinction throughout the Earth’s history.


● 1.27 The student is able to describe a scientific hypothesis about the origin of life on Earth


● 1.28 The student is able to evaluate scientific questions based on hypotheses about the origin of life on Earth

● 1.29 The student is able to describe the reasons for revisions of scientific hypotheses of the origin of life on Earth.

● 1.30 The student is able to evaluate scientific hypotheses about the origin of life on Earth. ● 1.31 The student is able to evaluate the accuracy and legitimacy of data to answer

scientific questions about the origin of life on Earth. ● 1.32 The student is able to justify the selection of geological, physical, and chemical data

that reveal early Earth conditions. ● 2.35 The student is able to design a plan for collecting data to support the scientific claim

that the timing and coordination of physiological events involve regulation ● 2.39 The student is able to justify scientific claims, using evidence, to describe how

timing and coordination of behavioral events in organisms are regulated by several mechanisms.

● 2.40 The student is able to connect concepts in and across domain(s) to predict how environmental factors affect responses to information and change behavior

● 3.40 The student is able to analyze data that indicate how organisms exchange information in response to internal changes and external cues, and which can change behavior.

● 3.41 The student is able to create a representation that describes how organisms exchange information in response to internal changes and external cues, and which can result in changes in behavior

Supporting Standards for unit:

● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Essential Questions:

1. How do conserved traits suggest common ancestry? 2. How can evolutionary history be graphically represented? 3. How has life on Earth changed throughout history? 4. How can scientific evidence support hypotheses of the origin of life on Earth? 5. How do different disciplines support models of the origin of life? 6. How is timing and coordination of physiological events are regulated? 7. Why is the timing and coordination of behavior important to natural selection? 8. How do individuals communicate with others?


Enduring Understanding/Big Ideas: 1. 1.B.1: Organisms share many conserved core processes and features that evolved and are

widely distributed among organisms today. 2. 1.B.2: Phylogenetic trees and cladograms are graphical representations (models) of

evolutionary history that can be tested. 3. 1.C.1: Speciation and extinction have occurred throughout the Earth’s history. 4. 1.D.1: There are several hypotheses about the natural origin of life on Earth, each with

supporting scientific evidence. 5. 1.D.2: Scientific evidence from many different disciplines supports models of the origin

of life. 6. 2.E.2: Timing and coordination of physiological events are regulated by multiple

mechanisms. 7. 2.E.3: Timing and coordination of behavior are regulated by various mechanisms and are

important in natural selection. 8. 3.E.1: Individuals can act on information and communicate it to others.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

1. Abiogenesis 2. Reducing atmosphere 3. Protobionts 4. RNA hypothesis 5. Ribozymes 6. Fossil 7. Radioactive Dating 8. cyanobacteria 9. Endosymbiosis 10. Cambrian explosion 11. Continental drift 12. Extinction 13. Homeotic Genes (Hox genes) 14. Phylogeny 15. Taxonomy 16. Phylogenetic tree 17. Cladogram 18. Node 19. Common ancestor 20. Branch length 21. Monophyletic grouping


22. Paraphyletic grouping 23. Polyphyletic grouping 24. Homology 25. Divergent Evolution 26. Analogy 27. Convergent Evolution 28. Domain 29. Bacteria 30. Archaea 31. Eucarya 32. Behavior 33. Proximate Causation 34. Ultimate Causation 35. Fixed Action Patterns 36. Sign Stimulus 37. Kinesis 38. Taxis 39. Migration 40. Pheromones 41. Innate behavior 42. Learning 43. Habituation 44. Imprinting 45. Associative learning 46. Classical conditioning 47. Operant conditioning 48. Cognition 49. Promiscuous 50. Monogamous 51. Polygyny 52. Polyandry 53. Game theory 54. Altruism 55. Inclusive Fitness 56. Social learning 57. Culture


Topic 1: Early Earth Engaging Experience 1 Title: Early Earth Suggested Length of Time: 1 week Standards Addressed Priority:

● 1.14 The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth



● 1.27 The student is able to describe a scientific hypothesis about the origin of life on Earth

● 1.28 The student is able to evaluate scientific questions based on hypotheses about the origin of life on Earth

● 1.29 The student is able to describe the reasons for revisions of scientific hypotheses of the origin of life on Earth.

● 1.30 The student is able to evaluate scientific hypotheses about the origin of life on Earth.

● 1.31 The student is able to evaluate the accuracy and legitimacy of data to answer scientific questions about the origin of life on Earth.

● 1.32 The student is able to justify the selection of geological, physical, and chemical data that reveal early Earth conditions.

Supporting: ● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of

resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Detailed Description/Instructions: Students will use predicted conditions on early earth to form hypotheses on the origin of macromolecules. Students will predict the major environmental changes that may have resulted in the mass extinction events seen in the fossil record. Students will build a history of life on earth using major divergence events including the rise of eukaryotic cells, aerobic respiration, multicellularity, land habitats and others. Suggested activities include the coacervates lab, Mass Extinctions POGIL, History of Life on Earth Timeline Bloom’s Levels: create Webb’s DOK: 3


Topic 2: Phylogenetics Engaging Experience 1 Title: Phylogenetics Suggested Length of Time: 1 week Standards Addressed Priority:

● 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms.

● 1.16 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.

● 1.17 The student is able to pose scientific questions about a group of organisms whose relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree.

● 1.18 The student is able to evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation.

● 1.19 The student is able create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation from a provided data set.



Detailed Description/Instructions: Students will create phylogenetic trees based on multiple sources of data to include morphology, biogeography and molecular evidence. Students will use phylogenetic trees to defend hypotheses of relatedness and shared common ancestry. Suggested activities include the ratite flightless birds phylogeny activity and BLAST lab. Bloom’s Levels: Create Webb’s DOK: 4


Topic 3: Animal Behavior Engaging Experience 1 Title: Animal Behavior Suggested Length of Time: 1 week Standards Addressed Priority:

● 2.35 The student is able to design a plan for collecting data to support the scientific claim that the timing and coordination of physiological events involve regulation.

● 2.39 The student is able to justify scientific claims, using evidence, to describe how timing and coordination of behavioral events in organisms are regulated by several mechanisms.

● 2.40 The student is able to connect concepts in and across domain(s) to predict how environmental factors affect responses to information and change behavior

● 3.40 The student is able to analyze data that indicate how organisms exchange information in response to internal changes and external cues, and which can change behavior.

● 3.41 The student is able to create a representation that describes how organisms exchange information in response to internal changes and external cues, and which can result in changes in behavior.



Detailed Description/Instructions: Students will explore the role of genetics and environmental factors on behaviors that influence an organism's ability to survive and reproduce. Behaviors explored should include communication, annual cycles, circadian rhythms, altruism, and mating choice with resulting sexual selection trends. Suggested activities include the pillbug choice chamber lab or fruit fly behavior lab. Bloom’s Levels: Evaluate Webb’s DOK: 4


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Expanded BLAST lab or Bats are Bugs activity - comparison of proteins among different organisms


Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience

Title

Description Suggested Length of

Time

Early Earth Early Earth

Students will use predicted conditions on early earth to form hypotheses on the origin of macromolecules. Students will predict the major environmental changes that may have resulted in the mass extinction events seen in the fossil record. Students will build a history of life on earth using major divergence events including the rise of eukaryotic cells, aerobic respiration, multicellularity, land habitats and

others. Suggested activities include the coacervates lab, Mass Extinctions POGIL,

History of Life on Earth Timeline

1 week

Phylogenetics Phylogenetics

Students will create phylogenetic trees based on multiple sources of data to include

morphology, biogeography and molecular evidence. Students will use phylogenetic

trees to defend hypotheses of relatedness and shared common ancestry. Suggested activities

include the ratite flightless birds phylogeny activity and BLAST lab.

1 week

Animal Behavior

Animal Behavior

Students will explore the role of genetics and environmental factors on behaviors that

influence an organism's ability to survive and reproduce. Behaviors explored should include

communication, annual cycles, circadian rhythms, altruism, and mating choice with resulting sexual selection trends. Suggested activities include the pillbug choice chamber

lab or fruit fly behavior lab.

1 week


Unit 7: The Energy of Life Subject: AP Biology Grade: 10-12 Name of Unit: The Energy of Life Length of Unit: 4 weeks Overview of Unit: Students will describe enzymatic reactions using cellular respiration to illustrate catabolic reactions and photosynthesis to illustrate anabolic reactions. Students will evaluate the similarities and differences between these two metabolic processes. Students will understand the importance of both metabolic processes in the symbiosis of living organisms. Priority Standards for unit:

● 2.1 The student is able to explain how biological systems use free energy based on empirical data that all organisms require constant energy input to maintain organization, to grow and to reproduce

● 2.2 The student is able to justify a scientific claim that free energy is required for living systems to maintain organization, to grow or to reproduce, but that multiple strategies exist in different living systems

● 2.4 The student is able to predict how changes in free energy availability affect organisms, populations and ecosystems.

● 2.5 The student is able to construct explanations of the mechanisms and structural features of cells that allow organisms to capture, store or use free energy.

● 4.17 The student is able to analyze data to identify how molecular interactions affect structure and function.

● 4.18 The student is able to use representations and models to analyze how cooperative interactions within organisms promote efficiency in the use of energy and matter


• ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.


1. Why do living systems require a constant input of free energy? 2. Why do organisms capture and store free energy? 3. Why do organisms exchange matter with the environment? 4. How is energy efficiency promoted within organisms?


Enduring Understanding/Big Ideas: 1. 2.A.1: All living systems require constant input of free energy. 2. 2.A.2: Organisms capture and store free energy for use in biological processes. 3. 2.A.3: Organisms must exchange matter with the environment to grow, reproduce and

maintain organization. 4. 4.B.2: Cooperative interactions within organisms promote efficiency in the use of energy

and matter. Unit Vocabulary:


1. Metabolism 2. Catabolic pathway 3. Anabolic pathway 4. Kinetic Energy 5. Potential Energy 6. Activation Energy 7. Entropy 8. - G 9. + G 10. Exergonic 11. Endergonic 12. ATP 13. Enzyme 14. Substrate 15. Active Site 16. Lock and Key Model 17. Induced Fit Model 18. Cofactors 19. Coenzymes 20. Competitive Inhibition 21. Noncompetitive Inhibition 22. Allosteric Sites 23. Feedback Inhibition 24. Enzyme Structural Order 25. Cellular Respiration 26. Phosphorylation 27. Glycolysis 28. Electron carrier compounds 29. Krebs Cycle (aka citric acid cycle or

tricarboxylic acid cycle) 30. Electron Transport Chain 31. Cytochromes 32. Chemiosmotic Hypothesis 33. ATP synthase


34. Aerobic Respiration 35. Anaerobic Respiration (Fermentation) 36. Photosynthesis 37. Action Spectrum 38. Chlorophylls 39. Stroma (in chloroplast) 40. Thylakoid membranes 41. Light-Dependent Reactions (Photosystems) 42. Cyclic photophosphorylation 43. Chemiosmosis model 44. Light-independent (calvin cycle) 45. Rubisco 46. Photorespiration 47. C4 Photosynthesis 48. CAM Photosynthesis 49. PEP Carboxylase 50. Photosynthesis : Cellular Respiration Ratio


Topic 1: Enzymes and Energy Engaging Experience 1 Title: Enzymatic Reactions Suggested Length of Time: 1 week Standards Addressed Priority:

● 4.17 The student is able to analyze data to identify how molecular interactions affect structure and function.

● 4.18 The student is able to use representations and models to analyze how cooperative interactions within organisms promote efficiency in the use of energy and matter



Detailed Description/Instructions: Students will graph anabolic and catabolic to describe the change in free energy available to do work in the biological system. Students will hypothesize the role of enzymes in lowering activation energy and facilitating reactions to happen more quickly. Students will use their knowledge of the macromolecule ATP to show how energy cycles in living organisms. Suggested activities include the catalase lab, the apple quinone lab, Enzymes and Cellular regulation and Free Energy POGILs. Bloom’s Levels: analyze Webb’s DOK: 3


Topic 2: Cellular Respiration Engaging Experience 1 Title: Cellular Respiration Suggested Length of Time: 1.5 weeks Standards Addressed Priority:







Detailed Description/Instructions: Students will explore the function of mitochondria in the creation of ATP for use in coupling anabolic reactions throughout the cell. Students will justify the need for each of the three steps of cellular respiration including glycolysis, citric acid cycle and the electron transport chain with chemiosmosis. Students will predict the result of anaerobic glycolysis-only respiration. Suggested activities include the pea respirometer lab. Bloom’s Levels: analyze Webb’s DOK: 4


Topic 3: Photosynthesis Engaging Experience 1 Title: Photosynthesis Suggested Length of Time: 1.5 weeks Standards Addressed Priority:







Detailed Description/Instructions: Students will understand the structure of plants including their leaves and the chloroplast organelle. Students will apply this knowledge to the process of photosynthesis including the light-dependent and light-independent reactions. Students will use their understanding of anabolic reactions to show the building of a saccharide macromolecule. Students will use their understanding of evolution to explore evolutionary adaptations for different environmental pressures including C4 and CAM plants. Suggested activities include the transpiration lab, the leaf disk photosynthesis lab, and the plant pigment lab. Bloom’s Levels: evaluate Webb’s DOK: 3


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) BioRad Algae beads experiment - Students will design inquiry experiments to test the ratio of photosynthesis and cellular respiration in algae (plant) cells. Students will design tests to influence the beads to favor respiration and/or photosynthesis. Students will report their results to the class in either a formal lab report or class presentation.




Title


Time

Enzymes and Energy

Enzymatic Reactions

Students will graph anabolic and catabolic to describe the change in free energy available to do

work in the biological system. Students will hypothesize the role of enzymes in lowering activation energy and facilitating reactions to happen more quickly. Students will use their

knowledge of the macromolecule ATP to show how energy cycles in living organisms. Suggested

activities include the catalase lab, the apple quinone lab, Enzymes and Cellular regulation and

Free Energy POGILs.

1 week

Cellular Respiration

Cellular Respiration

Students will explore the function of mitochondria in the creation of ATP for use in coupling anabolic reactions throughout the cell.

Students will justify the need for each of the three steps of cellular respiration including glycolysis, citric acid cycle and the electron transport chain

with chemiosmosis. Students will predict the result of anaerobic glycolysis-only respiration.

Suggested activities include the pea respirometer lab.

1.5 weeks

Photo-synthesis

Photosynthesis

Students will understand the structure of plants including their leaves and the chloroplast

organelle. Students will apply this knowledge to the process of photosynthesis including the light-

dependent and light-independent reactions. Students will use their understanding of anabolic

reactions to show the building of a saccharide macromolecule. Students will use their understanding of evolution to explore evolutionary adaptations for different

environmental pressures including C4 and CAM plants. Suggested activities include the

transpiration lab, the leaf disk photosynthesis lab, and the plant pigment lab.

1.5 weeks


Unit 8: Animal Form and Function

Subject: AP Biology Grade: 10-12 Name of Unit: Animal Form and Function Length of Unit: 4 weeks Overview of Unit: Cell to cell communication the process by which many of our body systems communicated over short and long ranges. Students will learn the basic mechanisms of cell communication through reception of a signal, transduction of that signal and the body’s response to the signal. This unit will use three of the body’s systems, Nervous, Endocrine and Immune to illustrate cell communication within the human body. Priority Standards for unit:

• 2.15 The student can justify a claim made about the effect(s) on a biological system at the molecular, physiological or organismal level when given a scenario in which one or more components within a negative regulatory system is altered.

• 2.16 The student is able to connect how organisms use negative feedback to maintain their internal environments

• 2.17 The student is able to evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms

• 2.18 The student can make predictions about how organisms use negative feedback mechanisms to maintain their internal environments

• 2.19 The student is able to make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models.

• 2.20 The student is able to justify that positive feedback mechanisms amplify responses in organisms

• 2.25 The student can construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments.

• 2.26 The student is able to analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to evolution in different environments

• 2.27 The student is able to connect differences in the environment with the evolution of homeostatic mechanisms

• 2.28 The student is able to use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems

• 2.29 The student can create representations and models to describe immune responses. • 2.30 The student can create representations or models to describe nonspecific immune

defenses in plants and animals.


• 2.32 The student is able to use a graph or diagram to analyze situations or solve problems (quantitatively or qualitatively) that involve timing and coordination of events necessary for normal development in an organism

• 2.33 The student is able to justify scientific claims with scientific evidence to show that timing and coordination of several events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms

• 2.34 The student is able to describe the role of programmed cell death in development and differentiation, the reuse of molecules, and the maintenance of dynamic homeostasis.

• 2.36 The student is able to justify scientific claims with evidence to show how timing and coordination of physiological events involve regulation

• 2.38 The student is able to analyze data to support the claim that responses to information and communication of information affect natural selection

• 3.22 The student is able to explain how signal pathways mediate gene expression, including how this process can affect protein production.

• 3.31 The student is able to describe basic chemical processes for cell communication shared across evolutionary lines of descent


• 3.33 The student is able to use representation(s) and appropriate models to describe features of a cell signaling pathway

• 3.34 The student is able to construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling

• 3.35 The student is able to create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling.

• 3.36 The student is able to describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response

• 3.37 The student is able to justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular response

• 3.38 The student is able to describe a model that expresses key elements to show how change in signal transduction can alter cellular response.

• 3.39 The student is able to construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways

• 3.43 The student is able to construct an explanation, based on scientific theories and models, about how nervous systems detect external and internal signals, transmit and integrate information, and produce responses

• 3.44 The student is able to describe how nervous systems detect external and internal signals

• 3.45 The student is able to describe how nervous systems transmit information. • 3.46 The student is able to describe how the vertebrate brain integrates information to

produce a response


• 3.47 The student is able to create a visual representation of complex nervous systems to describe/explain how these systems detect external and internal signals, transmit and integrate information, and produce responses.

• 3.48 The student is able to create a visual representation to describe how nervous systems detect external and internal signals.

• 3.49 The student is able to create a visual representation to describe how nervous systems transmit information

• 3.50 The student is able to create a visual representation to describe how the vertebrate brain integrates information to produce a response

• 4.9 The student is able to predict the effects of a change in a component(s) of a biological system on the functionality of an organism(s).

• 4.10 The student is able to refine representations and models to illustrate biocomplexity due to interactions of the constituent parts.



• ISTE - COMPUTATIONAL THINKER.5: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions


1. How do organisms maintain their internal environments and respond to external environmental changes?

2. How can organisms respond to changes in their external environments? 3. How do disruptions affect biology systems? 4. How do plants and animals defend infections? 5. How do cellular communication processes provide evidence of common ancestry? 6. How do cells communicate with each other? 7. How is signal reception and cellular response linked? 8. Why do changes in signal transduction alter cellular response? 9. How do animal nervous systems respond to stimuli? 10. How do interactions between constituent parts result in complex properties of organisms?

Enduring Understanding/Big Ideas:

1. 2.C.1: Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes.

2. 2.C.2: Organisms respond to changes in their external environments. 3. 2.D.3: Biological systems are affected by disruptions to their dynamic homeostasis.


4. 2.D.4: Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis.

5. 3.D.1: Cell communication processes share common features that reflect a shared evolutionary history.

6. 3.D.2: Cells communicate with each other through direct contact with other cells or from a distance via chemical signaling.

7. 3.D.3: Signal transduction pathways link signal reception with cellular response. 8. 3.D.4: Changes in signal transduction pathways can alter cellular response. 9. 3.E.2: Animals have nervous systems that detect external and internal signals, transmit

and integrate information, and produce responses. 10. 4.A.4: Organisms exhibit complex properties due to interactions between their constituent

parts.

Unit Vocabulary:


1. Paracrine signaling 2. Synaptic signaling 3. Long distance (hormonal) signaling 4. Reception 5. Transduction 6. Response 7. Direct Contact 8. Signal Molecules 9. Ligands 10. Receptor molecule 11. G-protein linked receptors 12. Tyrosine-kinase receptors 13. Ion channels 14. Intracellular receptors 15. Signal-Transduction Pathway 16. Protein Kinase 17. Protein Phosphorylation 18. Amplification 19. Secondary messengers 20. Cytoplasmic Regulation 21. Transcription Regulation 22. Scaffolding Proteins 23. Apoptosis 24. Neurons 25. Ganglia


26. Brain 27. Sensory neurons 28. Interneurons 29. Motor neurons 30. Central nervous system 31. Peripheral nervous system 32. Cell body 33. Dendrites 34. Axon 35. Axon hillock 36. Synapse 37. Neurotransmitters 38. Presynaptic cell 39. Postsynaptic cell 40. Glial cells 41. Hyperpolarization 42. Depolarization 43. Threshold 44. Resting potential 45. Refractory period 46. Zone of depolarization 47. Myelin sheath 48. Schwann cells 49. Nodes of Ranvier 50. Saltatory conduction 51. Synaptic vesicles 52. Endocrine gland 53. Exocrine gland 54. Paracrine signals 55. Autocrine signals 56. Pheromones 57. Hormone 58. Negative feedback loop 59. Antagonistic hormone pairs 60. Innate Immunity 61. Acquired Immunity 62. Complement system 63. T cells 64. B cells 65. Antigen 66. Plasma cells 67. Antibodies 68. Major Histocompatibility Complexes


69. Cytotoxic T cells 70. Helper T cells 71. Clonal selection (expansion) 72. Memory cells 73. Primary Immune Response 74. Secondary Immune Response 75. Humoral Immune Response 76. Cell-Mediated immune response 77. Neutralization 78. Opsonization 79. Active Immunity 80. Passive Immunity 81. Acquired Immunodeficiency Syndrome


Topic 1: Cell to Cell Communication

Engaging Experience 1 Title: Cell to Cell Communication Suggested Length of Time: 1 week Standards Addressed Priority:

• 2.34 The student is able to describe the role of programmed cell death in development and differentiation, the reuse of molecules, and the maintenance of dynamic homeostasis.



• 3.33 The student is able to use representation(s) and appropriate models to describe features of a cell signaling pathway

• 3.34 The student is able to construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling

• 3.35 The student is able to create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling.

• 3.36 The student is able to describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response

• 3.37 The student is able to justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular response

• 3.38 The student is able to describe a model that expresses key elements to show how change in signal transduction can alter cellular response.

• 3.39 The student is able to construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways

Supporting: • ISTE - COMPUTATIONAL THINKER.5: Students develop and employ

strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.


Detailed Description/Instructions: Students will apply the model of reception, transduction and cellular response to explain cell communication. Students will predict the reception site (extra or intracellular) based on their knowledge of basic chemistry and predict the resulting effect within the cell. Students will explain G-protein linked receptors, tyrosine kinase receptors and intracellular receptors as examples of the first reception step of communication. Students will explore the chemical signals cells may receive to indicate that cell should not divide and instead be marked for apoptosis. Suggested activities include: Signal Transduction Pathways POGIL, Modeling cell communication activity and Cell signaling analogies Bloom’s Levels: analyze Webb’s DOK: 4


Topic 2: Nervous System

Engaging Experience 1 Title: Nervous System Suggested Length of Time: 1 week Standards Addressed Priority:

• 3.43 The student is able to construct an explanation, based on scientific theories and models, about how nervous systems detect external and internal signals, transmit and integrate information, and produce responses

• 3.44 The student is able to describe how nervous systems detect external and internal signals

• 3.45 The student is able to describe how nervous systems transmit information. • 3.46 The student is able to describe how the vertebrate brain integrates

information to produce a response • 3.47 The student is able to create a visual representation of complex nervous

systems to describe/explain how these systems detect external and internal signals, transmit and integrate information, and produce responses.

• 3.48 The student is able to create a visual representation to describe how nervous systems detect external and internal signals.

• 3.49 The student is able to create a visual representation to describe how nervous systems transmit information

• 3.50 The student is able to create a visual representation to describe how the vertebrate brain integrates information to produce a response

Supporting: • ISTE - COMPUTATIONAL THINKER.5: Students develop and employ

strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

Detailed Description/Instructions: Students will describe the structure of neurons and their supporting cells as part of the greater nervous system and their role in reception of stimulus, integration and response to stimulus. Students will use their understanding of cell membranes and transport of molecules to describe how a cell maintains membrane potential and takes advantage of that mount an action potential. Students will predict the result of neurotransmitter release into a synapse. Suggested activities include the testing the human nervous system lab, Neuron Phet, Nerve Impulse Transmission Model and Mouse Party on Learn Genetics. Bloom’s Levels: analyze Webb’s DOK: 3


Topic 3: Endocrine System

Engaging Experience 1 Title: Endocrine System Suggested Length of Time: 1 week Standards Addressed Priority:

• 2.15 The student can justify a claim made about the effect(s) on a biological system at the molecular, physiological or organismal level when given a scenario in which one or more components within a negative regulatory system is altered.

• 2.16 The student is able to connect how organisms use negative feedback to maintain their internal environments

• 2.17 The student is able to evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms

• 2.18 The student can make predictions about how organisms use negative feedback mechanisms to maintain their internal environments

• 2.19 The student is able to make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models.

• 2.20 The student is able to justify that positive feedback mechanisms amplify responses in organisms

• 2.25 The student can construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments.

• 2.26 The student is able to analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to evolution in different environments

• 2.27 The student is able to connect differences in the environment with the evolution of homeostatic mechanisms

• 2.28 The student is able to use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems

• 2.29 The student can create representations and models to describe immune responses.

• 2.30 The student can create representations or models to describe nonspecific immune defenses in plants and animals.

• 2.36 The student is able to justify scientific claims with evidence to show how timing and coordination of physiological events involve regulation


Detailed Description/Instructions: Students will use the endocrine system organs and hormone products as illustrative examples to explore positive and negative feedback loops. Students will predict the effect of antagonistic hormone pairs. Suggested activities include Hormonal Control Case Study Bloom’s Levels: Apply Webb’s DOK: 3


Topic 4: Immune System

Engaging Experience 1 Title: Immune System Suggested Length of Time: 1 week Standards Addressed Priority:

• 2.29 The student can create representations and models to describe immune responses.

• 2.30 The student can create representations or models to describe nonspecific immune defenses in plants and animals.

Detailed Description/Instructions: Students will predict the activation of different lines of the immune system based on different pathogens and antigens. Students will detail the activation of innate and adaptive immunities. Within adaptive immunities, students will differentiate between humoral and cell-mediated responses. Within the humoral response, students will differentiate between active and passive immunities. Students will describe the role of immune system in plant defenses. Suggested activities include: concept mapping and disease transmission simulation Bloom’s Levels: create Webb’s DOK: 4


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Cell communication research project/mini-poster - diseases, drugs, cell types




Title


Time

Cell to Cell Communication

Cell to Cell Communication

Students will apply the model of reception, transduction and cellular

response to explain cell communication. Students will predict the reception site (extra or intracellular) based on their

knowledge of basic chemistry and predict the resulting effect within the cell.

Students will explain G-protein linked receptors, tyrosine kinase receptors and

intracellular receptors as examples of the first reception step of communication.

Students will explore the chemical signals cells may receive to indicate that cell

should not divide and instead be marked for apoptosis. Suggested activities

include: Signal Transduction Pathways POGIL, Modeling cell communication activity and Cell signaling analogies

1 week

Nervous System Nervous System

Students will describe the structure of neurons and their supporting cells as part of the greater nervous system and their

role in reception of stimulus, integration and response to stimulus. Students will

use their understanding of cell membranes and transport of molecules to describe

how a cell maintains membrane potential and takes advantage of that mount an

action potential. Students will predict the result of neurotransmitter release into a

synapse. Suggested activities include the testing the human nervous system lab,

1 week


Neuron Phet, Nerve Impulse Transmission Model and Mouse Party on

Learn Genetics.

Endocrine System

Endocrine System

Students will use the endocrine system organs and hormone products as

illustrative examples to explore positive and negative feedback loops. Students will predict the effect of antagonistic hormone pairs. Suggested activities

include Hormonal Control Case Study

1 week

Immune System Immune System Students will predict the activation of different lines of the immune system

based on different pathogens and antigens. Students will detail the activation of innate and adaptive

immunities. Within adaptive immunities, students will differentiate between

humoral and cell-mediated responses. Within the humoral response, students will differentiate between active and

passive immunities. Students will describe the role of immune system in

plant defenses. Suggested activities include: concept mapping and disease

transmission simulation

1 week


Unit 9: Ecology

Subject: AP Biology Grade: 10-12 Name of Unit: Ecology Length of Unit: 2.5 weeks Overview of Unit: Students will examine ecology on the level of populations, communities, ecosystems and biomes. The stability of this ecological homeostasis is maintained by abiotic and biotic factors interacting in complex ways. Students will predict factors necessary for this homeostasis as well as results when this balance is interrupted. Priority Standards for unit:

• 2.3 The student is able to predict how changes in free energy availability affect organisms, populations and ecosystems.

• 2.21 The student is able to justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment.

• 2.22 The student is able to refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems

• 2.23 The student is able to design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities and ecosystems) are affected by complex biotic and abiotic interactions.

• 2.24 The student is able to analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems

• 4.11 The student is able to justify the selection of the kind of data needed to answer scientific questions about the interaction of populations within communities.

• 4.12 The student is able to apply mathematical routines to quantities that describe communities composed of populations of organisms that interact in complex ways.

• 4.13 The student is able to predict the effects of a change in the community’s populations on the community.

• 4.14 The student is able to apply mathematical routines to quantities that describe interactions among living systems and their environment, which result in the movement of matter and energy.

• 4.15 The student is able to use visual representations to analyze situations or solve problems qualitatively to illustrate how interactions among living systems and with their environment result in the movement of matter and energy

• 4.16 The student is able to predict the effects of a change of matter or energy availability on communities


• 4.19 The student is able to use data analysis to refine observations and measurements regarding the effect of population interactions on patterns of species distribution and abundance.

• 4.20 The student is able to explain how the distribution of ecosystems changes over time by identifying large-scale events that have resulted in these changes in the past.

• 4.21 The student is able to predict consequences of human actions on both local and global ecosystems

• 4.27 The student is able to make scientific claims and predictions about how species diversity within an ecosystem influences ecosystem stability.




1. How are biological systems affected by biotic and abiotic interactions? 2. How do disruptions in dynamic homeostasis affect biological systems? 3. How do populations interact within their communities? 4. How do interactions among living systems and their environment result in movement of

matter and energy? 5. How can interactions between populations influence species distribution and abundance? 6. How does the distribution of local and global ecosystems change over time? 7. How does the diversity of species influence the stability of the ecosystem?

Enduring Understanding/Big Ideas:

1. 2.D.1: All biological systems from cells and organisms to populations, communities and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy.

2. 2.D.3: Biological systems are affected by disruptions to their dynamic homeostasis. 3. 4.A.5: Communities are composed of populations of organisms that interact in complex

ways. 4. 4.A.6: Interactions among living systems and with their environment result in the

movement of matter and energy. 5. 4.B.3: Interactions between and within populations influence patterns of species

distribution and abundance. 6. 4.B.4: Distribution of local and global ecosystems changes over time. 7. 4.C.4: The diversity of species within an ecosystem may influence the stability of the

ecosystem.


Unit Vocabulary:


1. Density 2. Dispersion 3. Survivorship Curves 4. r-Strategist 5. k-Strategist 6. Exponential Growth 7. Logistic Growth 8. Carrying Capacity (k) 9. Density-Dependent Factors 10. Density-Independent Factors 11. Coevolution 12. Predation 13. Herbivory 14. Cryptic coloration 15. Aposematic Coloration 16. Batesian Mimicry 17. Mullerian Mimicry 18. Competitive Exclusion Principle 19. Fundamental Niche 20. Realized Niche 21. Resource Partitioning 22. Symbiosis 23. Parasitism 24. Commensalism 25. Mutualism 26. Dominant Species 27. Keystone Species 28. Foundation Species 29. Succession 30. Sere Stage 31. Climax Stage 32. Primary succession 33. Secondary succession 34. Autogenic factors 35. Allogenic factors 36. Biogeography 37. Ecosystem 38. Trophic Levels 39. Primary Producers 40. Primary Consumers


41. Secondary Consumers 42. Detritivores 43. Food Chain 44. Food web 45. Gross Primary Productivity 46. Net Primary Productivity 47. Limiting factors 48. Biomass 49. Biogeochemical cycles 50. Biological magnification 51. Greenhouse effect 52. Ecology 53. Abiotic Factors 54. Biotic Factors 55. Salinity 56. Climate 57. Biomes 58. Freshwater Biomes 59. Marine Biomes 60. Photic Light Zone 61. Aphotic Light Zones 62. Tropical Forest 63. Savanna 64. Desert 65. Chaparral 66. Temperate Grasslands 67. Temperate Forests 68. Taiga 69. Tundra


Topic 1: Populations

Engaging Experience 1 Title: Populations Suggested Length of Time: 3 days Standards Addressed Priority:


• 4.19 The student is able to use data analysis to refine observations and measurements regarding the effect of population interactions on patterns of species distribution and abundance.

Detailed Description/Instructions: Students will describe population growth in natural populations of k-strategists showing logistic growth and r-strategists showing exponential growth. Students will predict the role of density dependent and density-independent limiting factors on determining a carrying capacity. Students will analyze survivorship curves and relate this back to their knowledge of evolutionary fitness (survival and reproduction strategies). Suggested activities include the goldfish hardy weinberg activity, survivorship curves and population growth model graphing activities, population growth and population dynamics POGILs Bloom’s Levels: create Webb’s DOK: 2


Topic 2: Communities

Engaging Experience 1 Title: Communities Suggested Length of Time: 3 days Standards Addressed Priority:

• 4.11 The student is able to justify the selection of the kind of data needed to answer scientific questions about the interaction of populations within communities.


• 4.13 The student is able to predict the effects of a change in the community’s populations on the community.

Detailed Description/Instructions: Students will predict the influence of biotic populations on other biological organisms in shared niches. Students will classify these interactions as symbiotic or based on their feeding relationship (predator/prey, herbivore, carnivore, etc). Students will predict interactions of several organisms within food chains and larger food webs. Students will predict the succession of living organisms in a changing environment. Suggested activities include the POGILs Succession and Ecological Relationships. Bloom’s Levels: evaluate Webb’s DOK: 4


Topic 3: Ecosystems

Engaging Experience 1 Title: Ecosystem Suggested Length of Time: 3 days Standards Addressed Priority:

• 2.3 The student is able to predict how changes in free energy availability affect organisms, populations and ecosystems.

• 2.21 The student is able to justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment.

• 2.22 The student is able to refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems

• 2.23 The student is able to design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities and ecosystems) are affected by complex biotic and abiotic interactions.

• 2.24 The student is able to analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems


• 4.21 The student is able to predict consequences of human actions on both local and global ecosystems

• 4.27 The student is able to make scientific claims and predictions about how species diversity within an ecosystem influences ecosystem stability.

Detailed Description/Instructions: Students will add abiotic factors to their understanding of biotic populations. Students will organize organisms into trophic levels and predict the transfer of energy up each level. Students will show the cycling of abiotic factors such as water, nitrogen, and carbon in biogeochemical cycles. Students will also show human interaction within those biogeochemical cycles. Suggested activities include constructing food webs. Bloom’s Levels: analyze Webb’s DOK: 4


Topic 4: Biomes

Engaging Experience 1 Title: Biomes Suggested Length of Time: 3 days Standards Addressed Priority:


• 4.21 The student is able to predict consequences of human actions on both local and global ecosystems.

Detailed Description/Instructions: Students will explore the major aquatic and terrestrial biomes on our planet and classify them based on climate and location. Students will use their understanding of biotic and abiotic factors to describe the adaptations of organisms necessary to be evolutionarily successful (survive and reproduce) within those biomes. Suggested activities include the POGIL Biomes of North America. Bloom’s Levels: create Webb’s DOK: 2


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) The Human Ecosystem activity on learn.genetics.utah. Students will use the human body as an example of a complex ecosystem. They will test the effect of different biotic and abiotic factors on the populations of symbiotic bacteria present. Students will present their findings in a mini poster or oral presentation.




Title


Time

Populations Populations Students will describe population growth in natural populations of k-strategists showing

logistic growth and r-strategists showing exponential growth. Students will predict the

role of density dependent and density-independent limiting factors on determining a

carrying capacity. Students will analyze survivorship curves and relate this back to their knowledge of evolutionary fitness (survival and

reproduction strategies). Suggested activities include the goldfish hardy weinberg activity, survivorship curves and population growth

model graphing activities, population growth and population dynamics POGILs

3 days

Communities Communities Students will predict the influence of biotic populations on other biological organisms in

shared niches. Students will classify these interactions as symbiotic or based on their

feeding relationship (predator/prey, herbivore, carnivore, etc). Students will predict

interactions of several organisms within food chains and larger food webs. Students will

predict the succession of living organisms in a changing environment. Suggested activities

include the POGILs Succession and Ecological Relationships.

3 days

Ecosystem Ecosystem Students will add abiotic factors to their understanding of biotic populations. Students

will organize organisms into trophic levels and predict the transfer of energy up each level.

Students will show the cycling of abiotic

3 days


factors such as water, nitrogen, and carbon in biogeochemical cycles. Students will also show human interaction within those biogeochemical

cycles. Suggested activities include constructing food webs.

Biomes Biomes Students will explore the major aquatic and terrestrial biomes on our planet and classify

them based on climate and location. Students will use their understanding of biotic and

abiotic factors to describe the adaptations of organisms necessary to be evolutionarily

successful (survive and reproduce) within those biomes. Suggested activities include the

POGIL Biomes of North America.

3 days


Unit of Study Terminology Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System. Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.

high school ap biology curriculum · high school ap biology curriculum . course description: a...

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