Topic outline

  • Introduction to Biology and Scientific Method

    Essential Questions:

    1. What is Biology?
    2. What is an organism?
    3. What are the characteristics of Living things?
    4. What are the steps of the scientific method?
    5. How do you use a microscope?
  • Unit 2: Chemistry of Life

    Unit 2:  Chemistry of Life

    Time Frame:  1.5-2.5 weeks

    Essential Questions:  Which elements compose living cells?  What are the four types of organic molecules?  What is the structure and function of enzymes?

    Standard 1:  SCI-10.1.1  Explain how models can be used to illustrate  scientific principles.

    SCI-HS.LS1.06 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

    Student learning targets...
    Knowledge Targets
    I can describe various models that are used to illustrate scientific principles.
    I can understand the parts and functions of a scientific model.
    Reasoning Targets
    I can analyze a model to explain a scientific concept.
    I can evaluate a model as to how it works similarly to the real working components.
    Skills (Performance) Targets
    I can use appropriate models to explain scientific concepts.
    Product Targets
    I can produce and explain a model to illustrate correct scientific principles (e.g. cell model, diffusion model, mitosis & meiosis simulations, molecular models like DNA.).
     
    Vocabulary:
    - Hypothesis
    - Experiment
    - Independent Variable
    - Dependent Varable
    - Controls
    - System
     

    SCI 10.1.4  Describe the relationship between form and function.

    Student learning targets...
    Knowledge Targets
    I can understand that a structure's form is related to its function.
    Reasoning Targets
    I can rationalize why features need to be different shapes and sizes to best meet their function (cell types & sizes, bone structure, beak shapes, etc.).
    I can draw conclusions on the function of a structure by analyzing its form.
    Skills (Performance) Targets
    I can investigate how form and function are related by analyzing anatomy (dissections).
    Product Targets
    I can produce a model to describe functions of biological structures.  For example, drawings & diagrams, tests, written descriptions. 

    Activities & Assignments: Study guides, Book questions, vocabulary

    Possible Labs:  Enzyme Lab

    Resources:

  • Topic 3

    • Unit 3: Cells: Transport & Function, Cellular Respiration

      Unit 3:  Cells: Transport & Function, Cellular Respiration

      Time Frame:  3-4 weeks

      Essential Questions: 

      What is the cell theory?  How do eukaryotic and prokaryotic cells compare?  What are the functions of cell organelles?  What is cellular respiration?  How do cells transport?

      Standard 4:  SCI-10.4.1 Relate cell function to cell structure.

      SCI-HS.LS1.02 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

      SCI-HS.LS1.07 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

      Student Learning Targets:
      Knowledge Targets

      I can identify the cell stuctures and their functions.

      Reasoning Targets

      I can relate cell function to cell structure (i.e., cell wall, cell membrane, nucleus, mitochondria, chloroplast)

      Skills (Performance) Targets

      I can observe and identify cell structures using a microscope or diagrams.

      Product Targets

                 I can draw a cell with appropriate structures or create a model of a cell.

      SCI-10.4.2  Relate the functions of cells in multi-cellular organisms to their cell type.

      SCI-HS.LS1.03 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

      Student Learning Targets:
      Knowledge Targets

      I can identify different cell types from multicellular organisms.

      Reasoning Targets

      I can relate the functions of cells in multi-cellular organisms to their cell type (e.g., nerve cells, blood cells, guard cells)

      Skills (Performance) Targets

      I can identify and state function of different cells using a microscope, diagram or model.

      Product Targets

      I can create a model that relates cell type and their functions.

      Activities & Assignments:

      Cell model, cell analogy, diffusion lab

       Possible Labs:  Plant and Animal Cells

      Resources:

    • Unit 4: Cell Cycle/Mitosis & Meiosis

      Unit 4:  Cell Cycle/Mitosis & Meiosis

      Time Frame:  2.5-3.5 weeks

      Essential Questions:  What is the structure of chromosomes?  What are the steps of the cell cycle? How do mitosis and meiosis compare?  What is cell regulation?  How do asexual and sexual reprodution compare?  What are karyotypes?

      Standard 1:  SCI-10.1.1  Explain how models can be used to illustrate scientific principles.

      SCI-HS.LS1.04 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

      Student Learning Targets:
      Knowledge Targets

      I can describe various models that are used to illustrate scientific principles.
      I can understand the parts and functions of a scientific model.

      Reasoning Targets

      I can analyze a model to explain a scientific concept.
      I can evaluate a model as to how it works similarly to the real working components.

      Skills (Performance) Targets

      I can use appropriate models to explain scientific concepts.

      Product Targets

      I can produce and explain a model to illustrate correct scientific principles (e.g. cell model, diffusion model, mitosis & meiosis simulations, molecular models like DNA.).

      Standard 4:  SCI-10.4.4  Relate DNA, genes, and chromosomes.

      Student Learning Targets:
      Knowledge Targets

      I can understand that chromosomes are made up of DNA.
      I can understand that genes are segments of DNA.
      I can describe how traits are coded within a DNA molecule.

      Reasoning Targets

      I can compare and contrast DNA, RNA, genes, and chromosomes.
      I can interpret the process of DNA replication.
      I can interpret the process of transcription.
      I can explain the process of translation.

      Skills (Performance) Targets

      I can collect samples of DNA.
      I can model protein synthesis.
      I can decipher the genetic code using the mRNA codon chart.

      Product Targets

      I can model DNA as a double helix.

      Activities & Assignments:

      Possible Labs:  Mitosis Lab, Meiosis Lab: examples:  Create a "Flip Book"; Beads

      Resources:

       

    • Unit 5: Genetics

      Unit 5:  Genetics

      Time Frame: 2-3 weeks

      Essential Questions: 

      Who is Gregor Mendel?  What are Punnett Squares and Pedigree Charts?  What are the different forms of inheritance?  What are some genetic disorders?

      Standard 4:  SCI-10.4.4  Relate DNA, genes, and chromosomes.

      Student Learning Targets:
      Knowledge Targets

      I can understand that chromosomes are made up of DNA.
      I can understand that genes are segments of DNA.
      I can describe how traits are coded within a DNA molecule.

      Reasoning Targets

      I can compare and contrast DNA, RNA, genes, and chromosomes.
      I can interpret the process of DNA replication.
      I can interpret the process of transcription.
      I can explain the process of translation.

      Skills (Performance) Targets

      I can collect samples of DNA.
      I can model protein synthesis.
      I can decipher the genetic code using the mRNA codon chart.

      Product Targets

      I can model DNA as a double helix.

      Standard 6:  SCI-10.6.3  Explain how emerging technologies may impact society and the environment.

      Student Learning Targets:
      Knowledge Targets

      I can identify different ways in which technology may affect our lives (genetic engineering - disease, food, medicine, fuel development, use of resources).
      I can describe how technology can impact our lives (how genes can be manipulated, how resources can be used sustainably).

      Reasoning Targets

      I can explain how emerging technologies (e.g., genetic manipulation, biofuels, and hydrogen fuels) may impact society and the environment.

      Skills (Performance) Targets

      I can use genetic technology (electrophoresis) to conduct an investigation.

      Product Targets

      I can produce a model to show the effects of biotechnology (genetic engineering, cloning, climate change, etc.).

      Standard 8:  Explain how views and attitudes have influenced the development of science.

      Student Learning Targets:
      Knowledge Targets

      I can understand that their are a variety of opinions and influences that have both stymied and encouraged new discoveries.

      Reasoning Targets

      I can explain how views and attitudes have influenced the development of science (e.g., religion, previous knowledge, cultural tradition, superstition, folklore, legends).

      Skills (Performance) Targets

      I can demonstrate and model the contributions made by scientific icons.
      I can identify important people and events involved in the discovery of DNA.
      I can present these contributions to my classmates. (ex. power point, verbal speech).

      Product Targets

      I can develope a time line that relates the acceptance of science concepts as they became better understood.

      Activities & Assignments:

      Punnett Squares

      Pedigrees

      Genetics Problems

      Create a Face:  Genetic babies

      Possible Labs:  Human Genetics Lab

      Resources:

       

    • Unit 6: DNA

      Unit 6:  DNA

      Time Frame:  2.5-3.5 weeks

      Essential Questions:  What is the history of DNA?  What is the structure and function of DNA and RNA?  What is protein synthesis?  What are mutations?  What is genetic engineering? 

      Standard 4:  SCI-10.4.4  Relate DNA, genes, and chromosomes.

      SCI-HS.LS1.01 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

      Student Learning Targets:
      Knowledge Targets

      I can understand that chromosomes are made up of DNA.
      I can understand that genes are segments of DNA.
      I can describe how traits are coded within a DNA molecule.

      Reasoning Targets

      I can compare and contrast DNA, RNA, genes, and chromosomes.
      I can interpret the process of DNA replication.
      I can interpret the process of transcription.
      I can explain the process of translation.

      Skills (Performance) Targets

      I can collect samples of DNA.
      I can model protein synthesis.
      I can decipher the genetic code using the mRNA codon chart.

      Product Targets

      I can model DNA as a double helix.

      Standard 6:  SCI-10.6.3  Explain how emerging technologies may impact society and the environment.

      Student Learning Targets:
      Knowledge Targets

      I can identify different ways in which technology may affect our lives (genetic engineering - disease, food, medicine, fuel development, use of resources).
      I can describe how technology can impact our lives (how genes can be manipulated, how resources can be used sustainably).

      Reasoning Targets

      I can explain how emerging technologies (e.g., genetic manipulation, biofuels, and hydrogen fuels) may impact society and the environment.

      Skills (Performance) Targets

      I can use genetic technology (electrophoresis) to conduct an investigation.

      Product Targets

      I can produce a model to show the effects of biotechnology (genetic engineering, cloning, climate change, etc.).

      Standard 8:  Explain how views and attitudes have influenced the development of science.

      Student Learning Targets:
      Knowledge Targets

      I can understand that their are a variety of opinions and influences that have both stymied and encouraged new discoveries.

      Reasoning Targets

      I can explain how views and attitudes have influenced the development of science (e.g., religion, previous knowledge, cultural tradition, superstition, folklore, legends).

      Skills (Performance) Targets

      I can demonstrate and model the contributions made by scientific icons.
      I can identify important people and events involved in the discovery of DNA.
      I can present these contributions to my classmates. (ex. power point, verbal speech).

      Product Targets

      I can develope a time line that relates the acceptance of science concepts as they became better understood.

      Activities & Assignments:

      Build a DNA model, Protein Synthesis Lab

      Possible Labs:  DNA Extraction Lab, DNA Electrophoresis Lab

      Resources:

       

       

    • Topic 8

      • Topic 9