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High School Biology Curriculum Guide West Contra Costa Unified School District

Common Core Standards included following content standards: Reading Standards for Literacy in Science for Grades 9-10. Writing Standards for Literacy in Science for Grades 9-10.

Textbook: McDougal Littell. California. Biology. © 2008. Each unit includes flexibility in days for Review and Assessment.

Unit Standard Suggested Lessons Activities/Resources

Introduction to Biology

3 weeks

Standards for the Teaching Profession:

Standard 2.6

Procedures (3 days) o Classroom expectations o Organizational skills o Culture-building

Class syllabus People bingo

Investigation and Experimentation

Scientific Method (10 days) o Steps in method o Developing a hypothesis o Designing an experiment o Collecting and analyzing data o Writing conclusions based on data

Penny Lab Egg drop p. 13-18

Graphing Skills (3 days) o Dependent vs. independent variable o Identifying trends o Plotting data

Human Population Graphs

High School Biology



Cells

6 weeks

Standard 1. The fundamental life

processes of plants and animals depend on a

variety of chemical reactions that

occur in specialized areas of the organism’s

cells.

1c. Students know how

prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure.

Prokaryotic vs. Eukaryotic (3 days) o Define and distinguish between prokaryotic cells,

eukaryotic cells, and viruses o Identify plant and animal cells according to structure

and organelles o Compare and contrast plant and animal cells

Cell book p. 70-72

1e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins.

Cell organelles (4 days) o Describe the structure and function of important

cellular organelles o Evaluate and identify particular cellular organelles

via microscope o Relate the structure of an organelle to its function

Cell microscope lab (p. 92) p.73-80

1a. Students know cells are

enclosed within semipermeable membranes that regulate their interaction with their surroundings.

Cell membrane (4 days) o Describe the structure and function of the cell

membrane o Describe types of transport across the cell membrane

Soap inquiry Paper models p.81-91

1f. Students know usable energy

is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.

1g. Students know the role of the

mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide.

Cellular processes (5 days) o Explain the parts of a chemical reaction and write a

chemical equation o Describe the process of cellular respiration o Observe and answer questions about cellular

respiration o Describe the process of photosynthesis o Mitosis

Cellular respiration lab (p. 126) p. 103-150



Cells

6 weeks


processes of plants and animals depend on a

variety of chemical reactions that

occur in specialized areas of the organism’s

cells.

1h. Students know most

macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors.

Macromolecules (4 days) o Define and describe the structure and function of

carbohydrates, proteins, lipids, and nucleic acids o Apply their knowledge of macromolecules through

writing

Macromolecule story

1b. Students know enzymes are

proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings.

Enzymes (5 days)

Liver lab Enzyme building specificity activity Love letter

1a-g

Review & Assessment (3 days)



Genetics

4 weeks


processes of plants and animals

depend on a variety of chemical

reactions that occur in specialized areas

of the organism’s cells.

Standard 3. A multicellular

organism develops from a single

zygote, and its phenotype depends

on its genotype, which is

established at fertilization.

2a. Students know meiosis is an

early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type.

2b. Students know only certain

cells in a multicellular organism undergo meiosis.

2e. Students know why

approximately half of an individual’s DNA sequence comes from each parent.

Meiosis (8 days)

o Describe the purpose of and explain the steps of meiosis

o Relate the process of mitosis and meiosis to their function.

o Describe the purpose of and explain the steps of meiosis

Genetics Disease/Chromosome Abnormality Project p. 168-176,

2c. Students know how random

chromosome segregation explains the probability that a particular allele will be in a gamete.

2d. Students know new

combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization).

2g. Students know how to

predict possible combinations of alleles in a zygote from the genetic makeup of the parents.

Genetic Variation (2 days)

o Explain how chromosomes separate randomly to create genetic variation

o Explain the prevalence of genetic variation within a population

p. 189-192



Genetics

4 weeks


processes of plants and animals

depend on a variety of chemical

reactions that occur in specialized areas

of the organism’s cells.

Standard 3. A multicellular

organism develops from a single

zygote, and its phenotype depends

on its genotype, which is

established at fertilization.

3a. Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).

Mendel & Punnett Square (6 days)

o Use a Punnett square to predict the

probability that offspring will inherit a single-gene characteristic (& di-hybrid)

o Use a Punnett square to predict the probability that offspring will inherit a sex-linked trait

o Predict the genotype of the parents of a single-gene genetic cross given information about their offspring

Make a Baby lab Maury letter p. 183-188, 200-217

2a-g 3a




DNA

4 weeks

Standard 4. Genes are a set of

instructions encoded in the DNA

sequence of each organism that

specify the sequence of amino

acids in proteins characteristic of that organism.

Standard 5. The genetic

composition of cells can be altered by incorporation of exogenous DNA

into the cells.

5a. Students know the general

structures and functions of DNA, RNA, and protein.

5b. Students know how to apply

base-pairing rules to explain precise copying of DNA during semiconservative replication and transcription of information from DNA into mRNA.

Structure (3 days) o Identify the key structural components of

DNA o generate a complementary DNA sequence

given a DNA sequence

DNA paper model p. 226-234

Replication (2 days) o Explain precise copying of DNA during

semiconservative replication Transcription (2 days) o Apply base-pairing rules to explain

transcription of DNA into mRNA

p. 235-242

4a. Students know the general

pathway by which ribosomes synthesize proteins, using tRNAs to translate genetic information in mRNA.

Translation (3 days) o Explain how ribosomes synthesize proteins,

using tRNA to translate genetic information.

Central dogma practice (name protein activity) p. 243-247

4c. Students know how mutations

in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein.

Mutations (2 days) o Explain how mutations in a sequence of

DNA may or may not affect a gene/ sequence of amino acids.

p. 252-255



DNA

4 weeks

Standard 4. Genes are a set of

instructions encoded in the DNA

sequence of each organism that

specify the sequence of amino

acids in proteins characteristic of that organism.

Standard 5. The genetic

composition of cells can be altered by incorporation of exogenous DNA

into the cells.

4d. Students know specialization

of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences of the genes themselves.

Gene expression (1 day) o Explain how cells are specialized due to

different patterns of gene expression rather that to differences in genes themselves.

p. 248-251

5c. Students know how genetic

engineering (biotechnology) is used to produce novel biomedical and agricultural products.

Genetic engineering (1 day) o Explain how genetic engineering is used to

produce novel biomedical/ agricultural products

p. 264-285

4a, c, d 5a-c




Evolution

3 weeks

Standard 7. The frequency of an

allele in a gene pool of a population

depends on many factors and may be stable or unstable

over time.

Standard 8. Evolution is the result of genetic

changes that occur in constantly

changing environments.

7a. Students know why natural

selection acts on the phenotype rather than the genotype of an organism.

7d. Students know variation

within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.

8b. Students know a great

diversity of species increases the chance that at least some organisms survive major changes in the environment.

8d. Students know reproductive

or geographic isolation affects speciation.

Natural selection (5 days)

o Explain how natural selection determines differential survival

o Natural selection act on the genotype or phenotype?

o Genetic variation

Fossil gallery walk p. 299-314 Natural selection book p. 328-333 Moth activity

8c. Students know the effects of genetic drift on the diversity of organisms in a population.

Genetic drift (2 days)

o Explain the effects of genetic drift on

diversity

M&M lab p. 335-338

8d. Students know reproductive or geographic isolation affects speciation.

Speciation (2 days)

o How reproductive and geographic isolation

affects speciation

Marshmanimals p. 344-351



Evolution

3 weeks

Standard 7. The frequency of an

allele in a gene pool of a population

depends on many factors and may be stable or unstable

over time.

Standard 8. Evolution is the result of genetic

changes that occur in constantly

changing environments.

7b. Students know why alleles

that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.

7c. Students know new mutations

are constantly being generated in a gene pool.

Mutation Mechanism of Evolution (2 days)

o Lethal alleles

8e. Students know how to

analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.

Fossil Record (2 days)

o Explain fossil evidence including biological

diversity, episodic speciation and mass extinction

Fossil record activity p. 360-364

7a-d 8b-e




Physiology/ Human Biology

3 weeks

Standard 9. As a result of the coordinated

structures and functions of organ

systems, the internal

environment of the human body

remains relatively stable

(homeostatic) despite changes in

the outside environment.

Standard 10. Organisms have a

variety of mechanisms to combat disease.

9a. Students know how the

complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.

9g. Students know the

homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance.

9i. Students know how hormones

(including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms.

Homeostasis (4 days)

o Explain how the body systems work together to provide cells with oxygen and nutrients and remove waste (CO2)

o Respiratory system o Circulatory system

Gallery walk p. 852-865 Heart rate lab p. 910-931




3 weeks










9b. Students know how the

nervous system mediates communication between different parts of the body and the body’s interactions with the environment.

9d. Students know the functions

of the nervous system and the role of neurons in transmitting electrochemical impulses.

9e. Students know the roles of

sensory neurons, interneurons, and motor neurons in sensation, thought, and response.

Nervous system (4 days) o Explain how the nervous system

communicates with different parts of the body

o Neurons

Reflex lab Scenarios matching Neuron story p. 874-895




3 weeks










10a. Students know the role of the

skin in providing nonspecific defenses against infection.

10b. Students know the role of

antibodies in the body’s response to infection.


vaccination protects an individual from infectious diseases.

10d. Students know there are

important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primary defenses against bacterial and viral infections, and effective treatments of these infections.

10e. Students know why an

individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign.

Immune system (5 days)

o Skin & non-specific defense o Specific immune response

HIV lab Immune system cartoon p. 945-963




3 weeks










9a. Students know how the

complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.

Reproductive system (number of days varies depending on program)

o Taught by outside agency

p. 1024-1043

9a, b, d, e, g 10 a-e Review & Assessment (3 days)



Ecology

2 weeks

Standard 6. Stability in an ecosystem is a

balance between competing effects

6f. Students know at each link in

a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid.

Food webs & Energy pyramids (3 days)

Yarn activity p. 408-411

6d. Students know how water,

carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration.

Cycles (2 days)

p. 417-419


fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death.

6e. Students know a vital part of

an ecosystem is the stability of its producers and decomposers.

Population (2 days) Chocolate chip lab p. 436-444

6c-f



Reading Standards for Literacy in Science for Grades 9-10

Key Ideas and Details: 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or

descriptions. 2. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or

concept; provide an accurate summary of the text. 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks,

attending to special cases or exceptions defined in the text.

Craft and Structure: 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or

technical context relevant to grades 9-10 texts and topics. 5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction,

reaction force, energy). 6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the

question the author seeks to address.

Integration of Knowledge and Ideas: 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate

information expressed visually or mathematically (e.g., in an equation) into words. 8. Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific

or technical problem. 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the

findings support or contradict previous explanations or accounts.

Range of Reading and Level of Text Complexity: 10. By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and

proficiently.


Writing Standards for Literacy in Science for Grades 9-10

Text Types and Purposes: 1. Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical

processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include

formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other

information and examples appropriate to the audience's knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships

among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the

discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which

they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,

articulating implications or the significance of the topic).

Production and Distribution of Writing: 3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 4. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing

what is most significant for a specific purpose and audience. 5. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of

technology's capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge: 6. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a

problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


7. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

8. Draw evidence from informational texts to support analysis, reflection, and research.

Range of Writing: 9. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two)

for a range of discipline-specific tasks, purposes, and audiences.

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