scope and sequence report

Scope and Sequence Report

District: Susquenita School District, School: Susquenita High School, Year: 2019-2020, Grade Level: 10, Subject: Science,

Unit Name Start/End Unit Description / Overview Stage 1: Desired Results:Understandings: (Big Ideas)

Stage 1: Desired Results: EssentialQuestions

Standards

Science -Keystone Biology- Unit #1

Unit 1: Introduction/Characteristics of livingthings: Students will use the tools andtechniques for scientific inquiry to study thecharacteristics of life as well as the levels oforganization of living things.

How do scientists study the characteristics oflife through the use of scientific inquiry?

What are the characteristics of living things?What tools and techniques are used forscientific inquiry?

BIO.A.1.1. Explain the characteristicscommon to all organisms.BIO.A.1.2.2. Describe and interpretrelationships between structure and functionat various levels of biological organization(i.e., organelles, cells, tissues, organs, organsystems, and multicellular organisms).CC.3.5.9-10.C. Follow precisely a complexmultistep procedure when carrying outexperiments, taking measurements, orperforming technical tasks, attending tospecial cases or exceptions defined in thetext.CC.3.6.9-10.A.1. Introduce precise claim(s),distinguish the claim(s) from alternate oropposing claims, and create an organizationthat establishes clear relationships amongthe claim(s), counterclaims, reasons, andevidence.CC.3.6.9-10.B.4. Use precise language anddomain-specific vocabulary to manage thecomplexity of the topic and convey a styleappropriate to the discipline and context aswell as to the expertise of likely readers.


Unit 2: Ecology: Students will discuss howenergy flows through an ecosystem throughlearning about food chains, food webs,nutrient cycles, community interactions, andpopulation ecology.

Describe how energy flows throughecosystems?

How does energy flow through ecosystems? BIO.B.4. MODULE B�Continuity andUnity of Life: EcologyBIO.B.4.1.1. Describe the levels ofecological organization (i.e., organism,population, community, ecosystem, biome,and biosphere).BIO.B.4.1.2. Describe characteristic bioticand abiotic components of aquatic andterrestrial ecosystems.BIO.B.4.2.1. Describe how energy flo

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ws through an ecosystem (e.g., food chains,food webs, energy pyramids).BIO.B.4.2.2. Describe biotic interactions inan ecosystem (e.g., competition, predation,symbiosis).BIO.B.4.2.3. Describe how matter recyclesthrough an ecosystem (i.e., water cycle,carbon cycle, oxygen cycle, and nitrogencycle).BIO.B.4.2.4. Describe how ecosystemschange in response to natural and humandisturbances (e.g., climate changes,introduction of nonnative species, pollution,fires).BIO.B.4.2.5. Describe the effects of limitingfactors on population dynamics and potentialspecies extinction.


Unit 3: Biochemistry: Students will learnhow to explain the nature of the carbonatom, and how the chemistry of organicmolecules is important to organisms. Theywill learn about the characteristics of atoms,and molecules; properties of carbon, howmolecules form from carbon chains, theorganic molecules important to livingsystems; as well as enzyme structure andfunction.

Explain the nature of the carbon atom andhow organic molecules are important toorganisms.

How is chemistry involved in life processes? BIO.A.2.1.1. Describe the unique propertiesof water and how these properties supportlife on Earth (e.g., freezing point, highspecific heat, cohesion).BIO.A.2.2.1. Explain how carbon isuniquely suited to form biologicalmacromolecules.BIO.A.2.2.2. Describe how biologicalmacromolecules form from monomers.BIO.A.2.2.3. Compare the structure andfunction of carbohydrates, lipids, proteins,and nucleic acids in organisms.BIO.A.2.3.1. Describe the role of an enzymeas a catalyst in regulating a specificbiochemical reaction.BIO.A.2.3.2. Explain how factors such aspH, temperature, and concentration levelscan affect enzyme function.


Unit 4: Cell Structure, Function andTransport. Students will learn howProkaryotes differ from Eukaryotes, thefunction of eukaryotic cell organelles, thestructure of the cell membrane and how cellorganelles facilitate the transport ofmolecules in and out of a cell.

Explain how the organelles of a cell worktogether for cell survival

How does cell structure relate to itsfunction?

BIO.A.1.2.1. Compare cellular structuresand their functions in prokaryotic andeukaryotic cells.BIO.A.4.1.1. Describe how the structure ofthe plasma membrane allows it to functionas a regulatory structure and/or protectivebarrier for a cell.BIO.A.4.1.2. Compare the mechanisms thattransport materials across the plasmamembrane (i.e., pass







ive transport�diffusion, osmosis, facilitateddiffusion; and active transport�pumps,endocytosis, exocytosis).BIO.A.4.1.3. Describe howmembrane-bound cellular organelles (e.g.,endoplasmic reticulum, Golgi apparatus)facilitate the transport of materials within acell.BIO.A.4.2.1. Explain how organismsmaintain homeostasis (e.g.,thermoregulation, water regulation, oxygenregulation).


Unit 5: Bioenergetics Students will learnabout how photosynthesis and respirationare related as will as the organelles involvedin the chemical reactions.

Explain how the organelles of a cell worktogether for cell survival

How does cell structure relate to itsfunction?

BIO.A.3.1.1. Describe the fundamental rolesof plastids (e.g., chloroplasts) andmitochondria in energy transformations.BIO.A.3.2.1. Compare the basictransformation of energy duringphotosynthesis and cellular respiration.BIO.A.3.2.2. Describe the role of ATP inbiochemical reactions.


Unit 6: DNA Structure, Replication, andProtein Synthesis Students will learn aboutthe structure of DNA, how DNA isreplicated, and how DNA directs thesynthesis of proteins.

Explain how the organelles of a cell worktogether for cell survival.

How does DNA direct cell processes BIO.B.1.2.1. Describe how the process ofDNA replication results in the transmissionand/or conservation of genetic information.BIO.B.1.2.2. Explain the functionalrelationships between DNA, genes, alleles,and chromosomes and their roles ininheritance.BIO.B.2.2.1. Describe how the processes oftranscription and translation are similar in allorganisms.BIO.B.2.2.2. Describe the role of ribosomes,endoplasmic reticulum, Golgi apparatus, andthe nucleus in the production of specifictypes of proteins.BIO.B.2.3.1. Describe how geneticmutations alter the DNA sequence and mayor may not affect phenotype (e.g., silent,nonsense, frame-shift).


Unit 7: Cell Division Students will discusswhy cells divide, as well as learn about thestages and events of mitosis and meiosis.The students will discuss how mitosis andmeiosis compare, in addition to what canoccur if mitosis and meiosis fail to occurcorrectly.

Explain how the organelles of a cell worktogether for cell survival.

How does biological information pass fromone generation to another?

BIO.B.1.1. Describe the three stages of thecell cycle: interphase, nuclear division,cytokinesis.BIO.B.1.1.1. Describe the events that occurduring the cell cycle: interphase, nucleardivision (i.e., mitosis or meiosis),cytokinesis.BIO.B.1.1.2. Compare the processes andoutcomes of mitotic and meiotic nucleardivisions.











Unit 8: Genetics Students will learn andapply Mendelian and Non-Mendelianpatterns of inheritance. Additionally,students will apply scientific thinking,processes, and technologies to explain howgenetic engineering has impacted multiplefields of study.

Explain how the organelles of a cell worktogether for cell survival?

How does DNA direct cell processes? Howdoes biological information pass from onegeneration to another?

BIO.B.2.1.1. Describe and/or predictobserved patterns of inheritance (i.e.,dominant, recessive, co-dominance,incomplete dominance, sex-linked,polygenic, and multiple alleles).BIO.B.2.1.2. Describe processes that canalter composition or number ofchromosomes (i.e., crossing-over,nondisjunction, duplication, translocation,deletion, insertion, and inversion).BIO.B.2.4.1. Explain how geneticengineering has impacted the fields ofmedicine, forensics, and agriculture (e.g.,selective breeding, gene splicing, cloning,genetically modified organisms, genetherapy).


Unit 9: Evolution Students will explain themechanisms of evolution and analyzevarious sources/pieces of evidence toexplain the theory of evolution.

Analyze biological sources of evidence andapply scientific thinking in order to explainthe mechanisms of evolution.

How are evolution and Taxonomy related? BIO.B.3.1.1. Explain how natural selectioncan impact allele frequencies of apopulation.BIO.B.3.1.2. Describe the factors that cancontribute to the development of newspecies (e.g., isolating mechanisms, geneticdrift, founder effect, migration).BIO.B.3.2.1. Interpret evidence supportingthe theory of evolution (i.e., fossil,anatomical, physiological, embryological,biochemical, and universal genetic code).BIO.B.3.3.1. Distinguish between thescientific terms: hypothesis, inference, law,theory, principle, fact, and observation.







scope and sequence report

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