west orange-stark high school biology curriculum guide - 2010 scope and sequence concepts all all...

West Orange-Stark High School BIOLOGY Curriculum Guide - 2010

Scope and SequenceCONCEPTS

ALL ALL YEAR

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TEKS AND STUDENT EXPECTATIONS ASSESSMENT VOCABULARY RESOURCES/ ACTIVITIES

NATURE

OF

SCIENCE

1A – demonstrate (1) safe practices during laboratory and field investigations1B – demonstrate (1) an understanding of the use and conservation of resources and the proper disposal or recycling of materials2A – know (1) the definition of science and understand that it has limitations2B – know (1) that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories2C – know (1) scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers…scientific theories are well-established and highly reliable explanations, but subject to change as new technologies are developed2D – distinguish (4) between scientific hypotheses and scientific theories2E – plan and implement (4) descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology2F – collect and organize (5) qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting robes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures2G – analyze, evaluate, make inferences, and predict (6) trends from data2H – communicate (1) valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports

IN ALL LABS AND ASSESSMENTS

Hypothesesscientific theoriesqualitative and quantitativeprepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lensesCelsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators,analyze, evaluate, make inferences, and predictlab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports

Beans Lab

Safety Video/Contract

Microscope Activity

WBC Graphing Activity

Activity Cards- Measurement and Safety Review



ALL YEAR

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NATURE

OF

SCIENCE

3A – in all fields of science, analyze, evaluate, and critique (6) scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

3B – communicate and apply (3) scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials

3C – draw (4) inferences based on data related to promotional materials for products and services

3D – evaluate (6) the impact of scientific research on society and the environment

3E – evaluate (6) models according to their limitations in representing biological objects or events

3F – research and describe (6) the history of biology and contributions of scientists

IN ALL LABS AND ASSESSMENTS

analyze, evaluate, and critique

empirical evidence, logical reasoning

inferences

Scientists

Portfolio

Current Science

Timeline



1ST SIX WEEKS

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ECO-SYSTEMS

11A – describe (1) the role of internal feedback mechanisms in the maintenance of homeostasis

homeostasis

CHS 3, 4, 5

11B – investigate (5) and analyze how organisms, populations, and communities respond to external factors

Populations

communities

11C – summarize (4) the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems

ecosystems Comparing Ecosystems

11D – describe (1) how events and processes that occur during ecological succession can change populations and species diversity

TEST ECOSYSTEMS

Succession

species diversity

RELATION-SHIPS

CH. 3,4, 5

12A – interpret (4) relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms

predation, parasitism, commensalism, mutualism, competition

Predator/

Prey

12B – compare (4) variations and adaptations of organisms in different ecosystems

TEST RELATIONSHIPS

variations and adaptations

Symbiosis Activity



1ST SIX WEEKS

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TROPHIC

LEVELS AND CYCLES

12C – analyze (4) the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids

trophic levels

food chains, food webs, ecological pyramids

Trophic Level Project

CH. 3, 4, 5 12D – recognize (1) that long-term survival of species is dependent on changing resource bases that are limited

resource bases

12E – describe (1) the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles

carbon and nitrogen cycles

12F – describe (1) how environmental change can impact ecosystem stability

TEST

TROPHIC LEVELS AND CYCLES

ecosystem stability



2nd SIX WEEKS

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BIO-CHEMISTRY

CH 2, 8, 9

9A – compare (4) the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids

biomolecules, carbohydrates, lipids, proteins, nucleic acids

Model of Atom

Activity

MatchingBiomolecules

9B – compare (4) the reactants and products of photosynthesis and cellular respiration in terms of energy and matter

photosynthesis cellular respiration

9C – identify and investigate (4) the role of enzymes enzymes

9D – analyze and evaluate (6) the evidence regarding formation of simple organic molecules and their organization into long complex molecules having information such as the DNA molecule for self -replicating

TEST

BIO-CHEMISTRY

organic molecules DNA

CELLS

CH. 10

4A – compare and contrast (4) prokaryotic and eukaryotic cells

prokaryotic eukaryotic

Cell Puzzle

Microscope Slides

Cell Model

4B – investigate and explain (4) cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules

TEST CELLS homeostasis, energy conversions, transport of molecules, synthesis



2nd SIX WEEKS

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CELL CYCLE

5A – describe (1) the stages of the cell cycle, including DNA replication and mitosis, and the importance of the cell cycle to the growth of organisms

DNA replication mitosis

cell cycle

CH. 10, 12 5B – examine (4) specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium

specialized cells

5C – describe (1) the roles of DNA, RNA, and environmental factors in cell differentiation

cell differentiation

5D – recognize (1) that disruptions of the cell cycle lead to diseases such as cancer

TEST CELL CYCLE

disruptions



3rd SIX WEEKS

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GENEEXPRESSION

6A – identify (1) components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA

Components

traits

Replication Activity

CH. 11, 13, 14

6B – recognize (1) that components that make up the genetic code are common to all organisms

genetic code Construct Chromosomes

6C – explain (2) the purpose and process of transcription and translation using models of DNA and RNA

transcription translation

RNA

6D – recognize (1) that gene expression is regulated process

gene expression

6E – identify (1) and illustrate changes in DNA and evaluate the significance of these changes

TEST GENE EXPRESSION

Cows’ Karyotype

GENETICS 6F – predict (2) possible outcomes of various genetic combinations such a monohybrid crosses, dihybrid crosses and non-Mendelian inheritance

monohybrid crosses, dihybrid crosses non-Mendelian inheritance

Nucleotide Model/

DNA Ladder

Coin Genetics

CH. 11, 13, 14

6G – recognize (1) the significance of meiosis to sexual reproduction

meiosis Dominant Fly

Christmas Punnett Squares

6H – describe (1) how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used to study the genomes of organisms

TEST GENETICS

fingerprinting, genetic modifications, and chromosomal analysis



3rd SIX WEEKS

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VIRUSES

CH. 194C – compare (4) the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as HIV and influenza

TEST VIRUSES

Viruses

HIV

influenza

Venn

Diagram

Bacteria vs. Virus

Construct

a Virus



4th SIX WEEKS

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TAXONOMY 8A – define (1) taxonomy and recognize the importance of a standardized taxonomic system to the scientific community

taxonomy Classification Discovery Lab

Classifiction Activity

CH. 18, 20, 21, 26, 27, 28

8B – categorize (4) organisms using a hierarchical classification system based on similarities and differences shared among groups

hierarchical classification

Dichotomous Key

8C – compare (4) characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals

TEST

TAXONOMYarchaea, bacteria, protists, fungi, plants, animals

Plant Adaptation Cards

Plant and Animal Activity

BODY SYSTEMS

10A – describe (1) the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals

absorption, reproduction, defense

Microscope Slides

Structure and Function of Living Systems

CH. 36, 37, 38, 39, 40

10B – describe (1) the interactions that occur among systems that perform the functions of transport, reproduction, and response in plants

transport, reproduction, response

10C – analyze (4) the levels of organization in biological systems and relate the levels to each other and to the whole system

TEST BODY SYSTEMS

Body Systems Cards

Systems Foldable

Human Body Quest



5th SIX WEEKS

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NATURAL SELECTION

7A – analyze and evaluate (6) how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental

fossil record, biogeography, and homologies, including anatomical, molecular, and developmental

Teddy Graham Natural Selection

CH. 15, 16, 17

7B – analyze and evaluate (6) scientific explanations concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record

stasis Evolution Booklet

Making Fossils

Population Genetics

7C – analyze and evaluate (6) how natural selection produces change in populations, not individuals

natural selection

7D – analyze and evaluate (6) how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success

TEST NATURAL SELECTION

inherited variation

differential reproductive success

ADAP-TATION

7E – analyze and evaluate (6) the relationship of natural selection to adaptation and to the development of diversity in and among species

adaptation

CH. 22, 25 7F – analyze and evaluate (6) the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination

genetic drift, gene flow, mutation, recombination

7G – analyze and evaluate (6) scientific explanations concerning the complexity of the cell

TEST ADAPTATION



6th SIX WEEKS

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PROJECTS

DESSEC-TIONS

1A – demonstrate (1) safe practices during laboratory and field investigations1B – demonstrate (1) an understanding of the use and conservation of resources and the proper disposal or recycling of materials2A – know (1) the definition of science and understand that it has limitations2B – know (1) that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories2C – know (1) scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers…scientific theories are well-established and highly reliable explanations, but subject to change as new technologies are developed2D – distinguish (4) between scientific hypotheses and scientific theories2E – plan and implement (4) descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology2F – collect and organize (5) qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting robes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures2G – analyze, evaluate, make inferences, and predict (6) trends from data2H – communicate (1) valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports

TEST DESSECTIONS

Hypothesesscientific theoriesqualitative and quantitativeprepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lensesCelsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators,analyze, evaluate, make inferences, and predictlab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports

LAB DISSECTIONS



6th SIX WEEKS

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PROJECTS

DESSEC-TIONS

3A – in all fields of science, analyze, evaluate, and critique (6) scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

3B – communicate and apply (3) scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials

3C – draw (4) inferences based on data related to promotional materials for products and services

3D – evaluate (6) the impact of scientific research on society and the environment

3E – evaluate (6) models according to their limitations in representing biological objects or events

3F – research and describe (6) the history of biology and contributions of scientists

TEST DESSECTIONS

analyze, evaluate, and critique

empirical evidence, logical reasoning

inferences

LABDISSECTIONS

west orange-stark high school biology curriculum guide - 2010 scope and sequence concepts all all...

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