2013-2014 biology honors

2013-2014 BIOLOGY HONORS COURSE CODE: 2000310S COURSE NAME: BIOLOGY HONORS

UNIT TITLE: Science As a Process (10 DAYS)

SEMESTER: 1ST GRADING PERIOD: 1ST

UNIT ESSENTIAL QUESTION/S:

CONCEPT CONCEPT CONCEPT

Course Introduction and syllabus

Scientific Method Observational Inferences Measurement: Dimensional Analysis Experimental Design

Safety Contract

Characteristics of Life Spontaneous generation vs. Biogenesis History (scientists) Cell Theory

EOC Predictive Test Nature of Science , Math and Language Art Standards will be addressed throughout this course

STANDARDS STANDARDS STANDARDS

NGSSS: SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:

Pose questions about the natural world.

Conduct systematic observation

Examine books and other sources of information to see what is already known

Common Core ELA: LA.910.2.2.3-The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping paraphrasing, summarizing, comparing, contrasting, or outlining).

Common Core MATHEMATICS:

MA.912.A.1.2-Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment. MA.912.S.3.2-Collect, organize, and analyze data sets, determine the best format for the data and present visual summaries from the following: bar graphs, line graphs, stem and leaf plots, circle

How can you use the same skills and strategies as a scientist to learn about your world?

2013-2014 BIOLOGY HONORS Review what is known in light of

empirical evidence

Plan investigations

Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs)

Pose answers, explanations, or descriptions of events

Generate explanations that explicate or describe natural phenomena (inferences)

Use appropriate evidence and reasoning to justify these explanations to others

Communicate results of scientific investigations

Evaluate the merits of the explanations produced by others.

SC.912.N.1.3-Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. (LOW) SC.912.N.1.4-Identify sources of information and assess their reliability according to the strict standards of scientific investigation. (HIGH)

LA.910.4.2.2-The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information. LACC.910.RST.1.1-Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LACC.910.RST.1.3-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. LACC.910.RST.3.7-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. LACC.910.WHST.1.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LACC.910.WHST.3.9-Draw evidence from informational texts to support analysis, reflection, and research.

graphs, histograms, box and whisker plots, scatter plots, and cumulative frequency graphs.

2013-2014 BIOLOGY HONORS SC.912.N.1.6-Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. (MODERATE) SC.912.N.2.1-Identify what is science, what clearly not science is, and what superficially resembles science (but fails to meet the criteria for science). (HIGH) SC.912.N.2.2-Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. (HIGH) SC.912.N.3.1-Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. (HIGH) SC.912.N.3.4-Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. (MODERATE) SC.912.L.16.10*-Evaluate the impact of biotechnology on the individual, society and

2013-2014 BIOLOGY HONORS the environment, including medical and ethical issues. (HIGH) SC.912.L.14.4-Compare and contrast structure and function of various types of microscopes. (MODERATE)

LESSON ESSENTIAL QUESTIONS



1. What is the importance of the major themes of biology? 2. What is the role of experimental design in biology? 3. What systematic procedures are necessary to investigate biological problems? 4. What are important tools used in the study of biology? 5. What are useful data types and how are they analyzed? 6. What important mathematical manipulations should be performed on qualitative data? 7. Why is the scientific method a logical process for observing the natural world 8. What is the difference between a hypothesis and a theory? 9. Why it is important to acknowledge that science is a human endeavor, not separate from society but a part of society? 10. In what ways do scientists make accommodations for differences in racial, social, and ethnic backgrounds among scientists? 11. What are some of the various roles that science plays in society, especially in the workforce?

VOCABULARY VOCABULARY

VOCABULARY

Observation inference hypothesis controlled experiments independent variable Dependent variable control group data theory bias stimulus homeostasis Metabolism sexual reproduction asexual reproduction

ACTIVITIES/RESOURCES ACTIVITIES/RESOURCES

ACTIVITIES/RESOURCES

Inquiry Lab that investigates Scientific Method steps

Scientific Method Lab- design experiment Examples:

Fun with Bubbles Lab (HOT Lab manual) Termite lab (Hansen) Little Red Fish (Dow)

2013-2014 BIOLOGY HONORS http://www.longwood.edu/cleanva/images/sec6.designexperiment.pdf

Interactive Scientific method

http://sunshine.chpc.utah.edu/labs/scientific_method/sci_method_main.html Growing Plants

http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=615 Intro to Microscope Lab Examples: “E” lab Cheek cell vs. elodea GIZMO

http://www.paec.org/biologypartnership/

http://www.biologycorner.com/APbiology/intro/notes_ch1_scimethod.html

http://www.biologycorner.com/worksheets/microscope_use.html

http://www.biologycorner.com/worksheets/scientific_method_plant_exp.html

ADDITIONAL INFORMATION

For Scientific Method, Tools and Technology: (Integrated into topics throughout the year) 1. Students will gather data (make observations) in investigations, using appropriate tools and proper measuring techniques in the metric system. 2. Students will organize data in the form of graphs and tables, where appropriate. 3. Students will generate inferences and explanations based on logical interpretation of their data. 4. Students will communicate findings both orally and in writing. 5. Identify reliable sources of information while conducting research into a scientific problem, phenomenon or concept. 6. Students will understand the nature of scientific theory as opposed to lay perception of the term “theory”.

Microscopes: 1. Students will identify parts of a compound light microscope and their functions. 2. Students will produce wet mount preparations of various specimens. 3. Students will demonstrate proper focusing methods to view specimens under the compound microscope. 4. Students will distinguish between light and electron microscopes. 5. Students will identify advantages and disadvantages in the use of both light and electron microscopes.

http://www.longwood.edu/cleanva/images/sec6.designexperiment.pdf

http://sunshine.chpc.utah.edu/labs/scientific_method/sci_method_main.html

http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=615


http://www.biologycorner.com/APbiology/intro/notes_ch1_scimethod.html

http://www.biologycorner.com/worksheets/microscope_use.html

http://www.biologycorner.com/worksheets/scientific_method_plant_exp.html

2013-2014 BIOLOGY HONORS Characteristics Of Life/ Levels of Organization: 1. Students will describe characteristics that all organisms have in common—cells, metabolism, irritability, homeostasis, reproduction, and that species are not static through time. 2. Students will identify, describe, or draw diagrams for examples of homeostasis. 3. Students will relate terms such as cell, tissue, organ, system, etc. to the hierarchical organization of the living world. 4. Students will distinguish between populations, communities, and ecosystems. 5. Given a food web, students will identify producers, consumers and decomposers. 6. Students will justify the reason for exponential energy loss from one trophic level to the next. (7. Honors only -- Students will identify examples of energy conversion within ecosystems – i.e. radiant to chemical (potential), chemical to radiant, chemical to kinetic, etc.)

Reference: Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.

2013-2014 BIOLOGY HONORS

UNIT TITLE: Cells – Cell Structure (15 DAYS)

SEMESTER: 1ST GRADING PERIOD: 1ST



The Cell and Its Environment Osmosis Diffusion Turgor and Plasmolysis Types of Solutions

Membranes: Homeostasis

Active vs Passive Transport

Cell Structure and Function Organelles Hooke, Leewenhock, Schleiden, Schwann

Microscope parts


NGSSS SC.912.L.14.1- Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. (MODERATE) SC.912.L.14.3*-Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. (MODERATE)

Common Core ELA: LACC.1112.RST.1.1-Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. LACC.1112.WHST.1.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical

Common Core Math: MACC.912.F-IF.3.7-Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. MACC.912.N-Q.1.1-Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and

How are cell structures adapted to their functions?

http://www.cpalms.org/Standards/PublicPreviewBenchmark6195.aspx










2013-2014 BIOLOGY HONORS SC.912.L.14.2*-Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). (MODERATE)

processes. a. Introduce a topic and organize complex

ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant 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 complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

data displays.






What is the cell theory?

How do microscopes work?

How are eukaryotic and prokaryotic cells different?

What is the role of cell nucleus?

Why is the cell membrane sometimes referred to as fluid mosaic?

What is passive transport? Active transport?

How do individual cells maintain homeostasis?

How do the cells of multi cellular organisms work together to maintain homeostasis?


VOCABULARY

Cell cell theory cell membrane nucleus eukaryote prokaryote cytoplasm organelle lysosome cytoskeleton centriole ribosome endoplasmic reticulum golgi apparatus chloroplast mitochondrion cell wall bilipid layer selectively permeable diffusion facilitated diffusion osmosis isotonic hypertonic hypotonic osmotic pressure tissue organ organ system receptor



Comparing Plant and animal cells lab Examples:

3-D Cell Model Project (HOT lab )

Elodea vs. cheek cell microscope lab Interactive Cell structure http://www.cellsalive.com/cells/cell_model.htm Cell Membrane lab Example:

http://www.cellsalive.com/cells/cell_model.htm

2013-2014 BIOLOGY HONORS Quick Lab: Modeling the Cell membrane p. 83 (15 min.) Osmosis Lab Example:

Inquiry Lab: Design Your own Investigation Diffusion Across a Membrane text p. 88

Rubber Egg lab

Diffusion and Osmosis (HOT lab) http://www.biologycorner.com http://www.paec.org/biologypartnership/


Cell Overview: 1. Students will relate the contributions of Hooke, Schleiden, Schwann, and Virchow to the development of cell theory and to scientific methods of inquiry. 2. Students will identify cell structures in cell diagrams and relate them to their functions. 3. Students will compare and contrast animal and plant cell structure. 4. Students will compare and contrast prokaryotic and eukaryotic cell structure. (5. Honors only - Students will describe the endosymbiont theory for the origin of eukaryotic cells and list at least three examples of evidence that support it.) Membranes and Transport: 1. Students will describe the overall structure of a biological membrane according to the fluid-mosaic model—a bilayer of phospholipids with embedded proteins. 2. Students will demonstrate that membranes are semipermeable and explain how this provides a barrier between the cell and its environment. 3. Students will distinguish between passive and active forms of transport, given examples of each. (4. Honors only-- Students will explain the role that proteins embedded in membranes play in transport, cell-to-cell recognition and reception.) (5. Honors only - Students will recognize the structure of phospholipid molecules and identify hydrophilic and hydrophobic regions of the molecule.)


http://www.biologycorner.com/


2013-2014 BIOLOGY HONORS UNIT TITLE: Photosynthesis and Cellular Respiration (12 DAYS)

SEMESTER: 1st GRADING PERIOD: 1st



Photosynthesis and Cellular Respiration

ATP

Cellular Fermentation

Aerobic respiration vs Anaerobic respiration


NGSSS: SC.912.L.18.10*-Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. (MODERATE) SC.912.L.18.7*-Identify the reactants, products, and basic functions of photosynthesis. (MODERATE) SC.912.L.14.7*-Relate the structure of each of the major plant organs and tissues to physiological processes. (MODERATE) SC.912.L.18.8*-Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. (HIGH)

Common Core ELA: LACC.1112.RST.1.1-Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. LACC.910.RST.1.3-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.

Common Core Math: MACC.912.N-Q.1.1-Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

How do plants and other organisms capture energy from the sun?

How do organisms obtain energy?

















2013-2014 BIOLOGY HONORS SC.912.L.18.9*-Explain the interrelated nature of photosynthesis and cellular respiration. (MODERATE)

LACC.910.RST.2.4-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. LACC.910.RST.3.7-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.




Why is ATP useful to cells?

What happens during the process of photosynthesis?

What are the reactants and products of photosynthesis?

What factors affect photosynthesis?

Why do most organisms undergo the process of cellular respiration?

How do cells release energy from food in the presence of oxygen? How do cells release energy from food without oxygen?


VOCABULARY

ATP heterotroph autotroph photosynthesis cellular respiration fermentation aerobic respiration anaerobic respiration chlorophyll pigment thylakoid stroma Calvin cycle Glycolysis Krebs’s cycle NAD+















Photosynthesis

Investigating the Effect of Light Intensity on Photosynthesis (HOT lab) Cellular Respiration

Cellular Respiration (HOT lab) The interrelated nature of photosynthesis and cellular respiration lab Virtual Lab: Carbon transfer through Snails and Elodea http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/virtual_labs/virtualLabs.html http://www.paec.org/biologypartnership/


Photosynthesis and Cellular Respiration: 1. Students will identify the basic reactions, products and function of photosynthesis. 2. Students will distinguish between the events of the light and dark reactions of photosynthesis. 3. Students will identify the basic reactions, products and function of aerobic and anaerobic respiration. 4. Students will connect the role of ATP to the energy transfer within a cell. (Honors only – Students will explain how “energy conversion” relates to photosynthesis, respiration and ATP.) (Honors only – Students will explain the role that carrier molecules play in energy/matter transfer – ATP, NAD+, FAD+, NADP+. Students will explain the role of electron transport in the production of ATP in both aerobic respiration and the light reactions of photosynthesis.) (Honors only - Students will explain the interrelated nature of photosynthesis and respiration.) (Honors only – Students will provide examples of the role of anaerobic respiration in human society.) (Honors only – Students will recognize structural formulas of glucose and ATP and relate them to their respective organic classes.)


http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/virtual_labs/virtualLabs.html



UNIT TITLE: Chemistry of Life (15 DAYS) SEMESTER: 1st

GRADING PERIOD: 2nd



Chemistry Atoms Bonding – Covalent and Ionic Solutions/Suspensions Acids, Basis, pH scale States of Matter Polar vs Non-polar Properties of water Biomolecules Properties of carbon Monomers and Polymers Carbohydrates Lipids and Steroids Proteins Structure of Amino Acids Enzymes Nucleic acids Functional groups and their properties

What are the basic chemical principles that affect living things?

2013-2014 BIOLOGY HONORS STANDARDS STANDARDS STANDARDS

NGSSS SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. (MODERATE) SC.912.L.18.12 Discuss the special properties of water that contribute to Earth’s suitability as an environment for life; cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. ( Moderate) SC.912.L.14.7* Relate the structure of each of the major plant organs and tissues to physiological processes. (MODERATE) SC.912.L.18.11* Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. (MODERATE)

Common Core ELA LACC.1112.RST.1.1-Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. LACC.1112.RST.1.3-Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LACC.910.RST.4.10-By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

Common Core MATHEMATICS MACC.912.N-Q.1-Reason quantitatively and use units to solve problems. MACC.912.N-Q.1.1-Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.




How does the structure of water contribute to its unique properties?

How does water’s polarity influence its properties as a solvent?

Why is it important for cells to buffer solutions against rapid change in pH?

What element does carbon bond with to make up life’s molecules?

What are the functions of each of the four groups of macromolecules?

What happens to chemical bonds during chemical reactions?

How do energy changes affect whether a chemical reaction will occur?

What role do enzymes play in living things and what affects their function?















http://www.cpalms.org/Standards/PublicPreviewIdea1509.aspx

http://www.cpalms.org/Standards/PublicPreviewIdea1509.aspx









VOCABULARY

Cohesion Adhesion Mixture Solution Solute Solvent Suspension Monomer Polymer Carbohydrate Monosaccharide Lipid Nucleic acids Nucleotide Protein Amino acid Chemical reaction Reactant Product Activation energy Catalyst Enzyme substrate



Water lab Ex.

Properties of Water Lab (HOT lab)

Penny lab, pepper lab, wax paper lab The Properties of Water Web Tutorial http://kisdwebs.katyisd.org/campuses/MRHS/teacherweb/hallk/Teacher%20Documents/AP%20Biology%20Materials/Chemistry%20of%20Life/The%20Properties%20of%20Water/02_A02s.swf Identifying Nutrients GIZMO http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=452 Enzymatic activity (how factors like temp. and pH affect activity) Ex.

Pineapple/ gelatin lab

Toothpick-ase- http://www.paec.org/biologypartnership/

http://kisdwebs.katyisd.org/campuses/MRHS/teacherweb/hallk/Teacher%20Documents/AP%20Biology%20Materials/Chemistry%20of%20Life/The%20Properties%20of%20Water/02_A02s.swf

http://kisdwebs.katyisd.org/campuses/MRHS/teacherweb/hallk/Teacher%20Documents/AP%20Biology%20Materials/Chemistry%20of%20Life/The%20Properties%20of%20Water/02_A02s.swf

http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=452


2013-2014 BIOLOGY HONORS ADDITIONAL INFORMATION

Biochemistry, Enzymes, and Properties of Water 1. Students will relate classes of biocompounds to their functions. 2. Students will identify generalized structures of biocompounds to their classes – simple sugars, polysaccharides, amino acids, fats. 3. Students will describe the importance of certain properties of water as they relate to living systems – moderation of temperature, cohesion, dissolving ability of ionic and polar substances, expansion on freezing. 4. Students will explain the role of enzymes as catalysts that lower the activation energy of metabolic reactions in terms of the lock-and-key model. 5. Students will identify factors such as pH and temperature that influence the behavior of enzymes. 6. Students will interpret an energy diagram illustrating the energy changes that occur in a reaction with, and in the absence of, an enzyme/catalyst.



UNIT TITLE: Mitosis and Meiosis (18 DAYS) SEMESTER: 2nd GRADING PERIOD: 3rd



Mitosis and Meiosis

Phases of mitosis and meiosis

Functions of organelles involved

Purpose of mitosis and meiosis


NGSSS SC.912.L.16.14-Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. (MODERATE) SC.912.L.16.8-Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. (MODERATE) SC.912.L.16.16-Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. (MODERATE)

Common Core ELA LACC.1112.RST.1.1 -Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. LACC.1112.RST.3.7- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Common Core Mathematics MACC.912.N.Q.1.2- Define appropriate quantities for the purpose of descriptive modeling.

How does a cell produce a new cell?














2013-2014 BIOLOGY HONORS SC.912.L.16.17* -Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. (HIGH) SC.912.L.15.15-Describe how mutation and genetic recombination increase genetic variation.(Moderate)

LACC.910.RST.2.4-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.




What are some of the difficulties a cell faces as it increases in size?

How do sexual and asexual reproduction compare?

What is the role of chromosomes in cell division?

What are the main events of the cell cycle?

What events occur during each of the four phases of mitosis?

How do daughter cells split apart after mitosis?

How is the cell regulated?

How do cancer cells differ from other cells?

How do cells become specialized for different functions?

What are stem cells?

What are some possible benefits and issues associated with stem cell research?


VOCABULARY

Cell division chromosome chromatin Cell cycle interphase mitosis cytokenesis prophase centromere chromatid centriole metaphase anaphase telophase cancer









Compare the stages of mitosis lab Examples: Teach with Technology : “Cell Division Supervisor” classzone.com Investigation: Mitosis in Onion Root Cells Virtual Onion tip lab (Katie) Jill’s Mitosis Dance Recombinant DNA activity Example: Engineering a Crop “Harvest of Fear GMO’s student interactive. http://www.pbs.org/wgbh/harvest/engineer/index.html (Dow write –up)


Mitosis and Meiosis 1. Students will identify or describe the various events occurring within a cell in the process of mitosis. 2. In a lab practical or through diagrams or drawings, students will identify stages of mitosis. 3. Students will explain how crossing over and reduction division associated with meiosis I are related to increased variation in sexual reproduction. 4. Students will compare and contrast mitosis and meiosis with respect to number of divisions to complete the process, the total number of cells produced the chromosome number of resultant cells, the genetic makeup of these cells compared to the parent cell and their respective roles in sexual and asexual reproduction. 5. Students will explain that the cause of cancer is ultimately mutation in genes controlling cell division. 6. Students will identify structures associated with human male and female reproductive systems and relate them to their functions.


http://www.pbs.org/wgbh/harvest/engineer/index.html

2013-2014 BIOLOGY HONORS UNIT TITLE: DNA and RNA Replication – Protein Synthesis (15 DAYS)

SEMESTER: 2nd GRADING PERIOD: 3rd



DNA and RNA Structure

DNA Replication

DNA transcription and translation

Protein Synthesis

Biotechnology / ethics (DNA fingerprinting, Genetic Engineering)


NGSSS: SC.912.L.16.9- Explain how and why the genetic code is universal and is common to almost all organisms. (MODERATE) SC.912.L.16.3*- Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. (HIGH) SC.912.L.16.5-Explain the basic processes of transcription and translation, and how they result in the expression of genes. (HIGH)

Common Core ELA LACC.1112.RST.1.3-Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LACC.1112.RST.3.7-Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LACC.1112.WHST.3.9- Draw evidence from informational texts to support analysis, reflection, and research.

Common Core Mathematics MACC.912.N-Q.1.3 -Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

What is the structure of DNA, and how does it function in genetic inheritance?

How does information flow from DNA to RNA to direct the synthesis of proteins?

















2013-2014 BIOLOGY HONORS SC.912.L.16.4-Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. (HIGH) SC.912.L.16.10* Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. (HIGH) SC.912.L.14.6 Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. (HIGH) SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. (HIGH)

LACC.910.RST.2.4-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.




How did scientists determine that DNA is responsible for storing, copying, and transmitting genetic information?

How was the basic structure of DNA discovered?

How do cells copy their DNA?

What is RNA?

How do cells make proteins?

What happens when cell’s DNA changes?

How do cells regulate gene expression?








VOCABULARY

Transformation bacteriophage replication Telomere DNA polymerase RNA transcription RNA polymerase genetic code poly peptide codon anticodon mutation point mutation mutagen



Building a DNA Model Project (HOT lab ) DNA Extraction (strawberry) Lab (Hot lab) Cheek cell DNA extraction Virtual DNA fingerprinting http://www.pbs.org/wgbh/nova/teachers/body/create-dna-fingerprint.html Impacts of Biotech

Cloning Movie

Stem Cell Research

Making Karyotypes (HOT lab )



1. Students will compare and contrast the structures and functions of DNA and RNA. 2. Students will explain how the semiconservative nature of replication relates to conservation of genetic information. 3. Students will apply base-pairing rules correctly to predict the complement of a DNA sequence, its RNA transcript and a corresponding tRNA sequence. 4. Students will use a genetic code table to determine the amino acid sequence from a given DNA or mRNA sequence. 5. Using examples, students will justify how mutation may or MAY NOT produce changes in phenotype. (Substitution vs. addition/deletion point mutations) and that in order for effects to be felt, they must occur in germline cells. 6. Students will compare and contrast transcription and replication and interpret a diagram of protein synthesis. 7. Students will complete a poster, project, or some other student-driven product that illustrates or explores the use of biotechnology on the treatment

http://www.pbs.org/wgbh/nova/teachers/body/create-dna-fingerprint.html


2013-2014 BIOLOGY HONORS of disease (genetic or otherwise), in agriculture or some other aspect of human society.


‘


UNIT TITLE: Genetics and Heredity (15 DAYS) SEMESTER: 2nd GRADING PERIOD: 3rd



Punnett Squares and Probability

Incomplete Dominance

Co-Dominance

Mendel’s Principles

Exceptions to Mendel’s Principles

Dominant and Recessive

Sex-linked

Cloning and other GMO’s/Transgenics

Bloods types

Genetic defects/Mutations

Karyotypes


NGSSS SC.912.L.16.1* Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. (HIGH) SC.912.L.16.2* Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. (HIGH)

Common Core ELA LACC.910.RST.1.1 Cite specific textual

evidence to support analysis of science and

technical texts, attending to the precise details of

explanations or descriptions.

LACC.910.RST.1.3 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.

Common Core Mathematics MACC.K12.MP.1: Make sense of problems and persevere in solving them. MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.]

How does biological information pass from one generation to another?

2013-2014 BIOLOGY HONORS SC.912.L.14.7* Relate the structure of each of the major plant organs and tissues to physiological processes. (MODERATE)

LACC.910.RST.3.7 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.

LACC.910.WHST.1.2 Write

informative/explanatory texts, including the

narration of historical events, scientific

procedures/ experiments, or technical processes.

LACC.910.WHST.3.9 Draw evidence from

informational texts to support analysis,

reflection, and research.

MACC.K12.MP.4: Model with mathematics. MACC.K12.MP.5: Use appropriate tools strategically. MACC.K12.MP.6: Attend to precision. MACC.K12.MP.7: Look for and make use of structure. MACC.K12.MP.8: Look for and express regularity in repeated reasoning.




How does an organism pass its characteristics on to its offspring?

How can you predict the outcome of genetic cross?

How can interactions between alleles, genes, and environment affect an organism’s trait?

How does a cell divide to create cells with exactly half of the original cell’s genetic information?


VOCABULARY

Genetics fertilization trait Hybrid gene allele principle of dominance segregation Gamete Probability Homozygous Heterozygous Phenotype Genotype Punnett square Independent assortment




Punnett Square Practice

Pedigree Chart Lab

Inheritance Patterns Ex. Investigating Inherited Traits (HOT lab) Genetic Disorders: Informational Poster and Presentation (HOT lab) Genetic Disorder Library http://learn.genetics.utah.edu/content/disorders/whataregd/ http://www.paec.org/biologypartnership/


1. Students will relate Mendel’s principles of segregation and independent assortment to events occurring in meiosis. 2. Students will construct Punnett squares for monohybrid crosses and predict genotypic and phenotypic ratios. 3. Students will predict the outcome of crosses involving traits inherited through simple dominance, codominance, sex-linkage, multiple alleles, and polygenic inheritance. 4. Given outcomes, i.e. genotypic and phenotypic ratios, students will determine the type of inheritance and the genotypes of parents. 5. Students will explain how gender in determined in humans. 6. Predict the possible ABO blood types of children, given their parental types. 7. Students will explain the effect of nondisjunction on chromosome number, and relate it to the occurrence of disorders such as Down and Klinefelter syndromes. 8. Students will research and produce a product, such as a poster, presentation or paper, on a genetic disorder of their choice to include effects, mode of inheritance and current research into treatment, etc.


http://learn.genetics.utah.edu/content/disorders/whataregd/



UNIT TITLE: Natural Selection and Adaptations (15 DAYS)

SEMESTER: 2nd GRADING PERIOD: 4th



Natural Selection and Adaptations

Fossils

Evolution


NGSSS: SC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. (MODERATE) SC.912.L.15.1* Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. (HIGH) SC.912.L.15.14* Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.

Common Core ELA

LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

LACC.910.RST.1.3 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.

LACC.910.RST.3.7 Translate quantitative or technical information expressed in words in a

Common Core Mathematics

MACC.K12.MP.1: Make sense of problems and persevere in solving them.

MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.] MACC.K12.MP.4: Model with mathematics. MACC.K12.MP.5: Use appropriate tools strategically. MACC.K12.MP.6: Attend to precision. MACC.K12.MP.7: Look for and make use of

What is natural selection?

How can populations evolve to form new species?

How do fossils help biologists understand the history of life on Earth?

2013-2014 BIOLOGY HONORS (MODERATE) SC.912.L.15.8 Describe the scientific explanations of the origin of life on Earth. (MODERATE) SC.912.L.15.10* Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. (MODERATE)

text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

LACC.910.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

structure. MACC.K12.MP.8: Look for and express regularity in repeated reasoning.




What patterns of biodiversity did Darwin observe while traveling aboard the Beagle?

What is Darwin’s theory of evolution by natural selection?

What are the main lines of scientific evidence that support Darwin’s theory of evolution by natural selection?

How do genes make evolution possible?

What can genes tell us about an organism’s evolutionary history?

How do scientists use fossils to study Earth’s history?

What are some patterns in which evolution has occurred?

What happened during Earth’s early history?


VOCABULARY

Evolution fossil adaptation Fitness natural selection biogeography homologous structure analogous structure vestigial structure gene pool gradualism punctuated equilibrium coevolution adaptive radiation convergent evolution




Natural selection Lab Examples:

Natural Selection (Beak lab) (HOT lab )

Moth lab

Wooly Worm lab (Dow)

Predator –Prey Pursuit Evidence for the Theory of Evolution (HOT lab) Virtual Lab Comparing Hominid Skulls http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/virtual_labs/virtualLabs.html


1. Students will describe or illustrate scientific views regarding the origin of life on Earth – Oparin’s hypothesis, Miller’s experiment, RNA World, etc. 2. Students will apply Darwin’s reasoning (Reproduction exceeds available food and space, struggle for existence, inherited variation, differential reproductive success) to describe an example of natural selection. 3. Students will distinguish between Darwinian and Lamarckian theories, and how they relate, or do not relate to findings of modern genetics. 4. Students will identify examples of homologous and analogous structures and distinguish between them. 5. Students will describe examples of evidence from the fossil record, comparative anatomy and embryology, biogeography, molecular biology and observed evolutionary change that support evolutionary theory. 6. Students will describe examples of evolutionary change through isolation, genetic drift and gene flow. 7. Students will distinguish divergent and convergent evolution, providing examples of each. 8. Students will identify trends in human evolution from early ancestors 6 mya – to include brain size, jaw size, language and manufacture of tools. (9. Honors only – Hardy-Weinberg Principle - Students will predict the frequency of genotypes in a population using observed phenotypes. Students will explain why conditions necessary for genetic equilibrium to occur in a population are not likely to occur in nature. ) (10. Honors only – Students will explain how molecular clocks are used to determine dates for divergence of groups. An associated timeline could be used here.) (11. Honors only – Students will discuss the opposing effects of speciation and extinction on biodiversity.) (Other possible topics to incorporate – coevolution, types of selection -including disruptive, directional, stabilizing and sexual - and, pre and post-zygotic isolation.)

http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/virtual_labs/virtualLabs.html

2013-2014 BIOLOGY HONORS UNIT TITLE: Classification/Kingdoms (15 DAYS) SEMESTER: 2nd GRADING PERIOD: 4th



Taxonomy

Binomial Nomenclature

Phylogenic Keys

Levels of Classification

Domains


NGSS SC.912.L.15.6* Discuss distinguishing characteristics of the domains and kingdoms of living organisms. (MODERATE) SC.912.L.15.4* Describe how and why organisms are hierarchically classified and based on evolutionary relationships. (HIGH) SC.912.L.15.5 Explain the reasons for changes in how organisms are classified. (HIGH)

Common Core ELA





MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.] MACC.K12.MP.6: Attend to precision. MACC.K12.MP.7: Look for and make use of structure.

What is the goal of biologists who classify living things?


LACC.910.RST.3.7 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.


LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

MACC.K12.MP.8: Look for and express regularity in repeated reasoning.




Why do scientists classify organisms?

How do evolutionary relationships affect the way scientists classify organisms?

What are the major groups within which organisms are currently classified?

What is the goal of evolutionary classification?

What is a cladogram?

How are DNA sequences used in classification?

What are the six kingdoms of life as they are now identified?

What does the tree of life show?



VOCABULARY

Binomial nomenclature genus systematic taxon family order class phylum kingdom phylogeny clade monophyletic group cladogram derived character domain bacteria archaea eukarya



Distinguish Characteristics of Six Kingdoms Example:

6-kingdom booklet (Dow) Dichotomous Key activity Example:

Shoe lab Using a Dichotomous Key for Invertebrate Phyla (HOT lab)


1. Given the appropriate dichotomous keys, students will determine the identity of biological specimens. 2. Given a set of objects, or biological specimens, students will construct a dichotomous key that can be effectively used to identify them. 3. Students will identify properly written scientific names. 4. Students will apply the hierarchical system of classification to one or more organisms. (humans, for example) 5. Students will justify the reasons for classification systems being based on genetic/evolutionary commonalities. 6. Students will distinguish the three domains and six kingdoms of the living world according to their characteristics, providing examples of members of each. (Study of a particular group or organism would fit here—classification of plants, or a specific species – maybe tie botany unit here, or use the leopard frog, with dissection, to exemplify classification, vertebrate characteristics, and specific features of Class Amphibia, Order Anura.)

2013-2014 BIOLOGY HONORS UNIT TITLE: Organization & Development of Living Organisms (10 DAYS)

SEMESTER: 2nd GRADING PERIOD: 4th



Cardiovascular System

Immune System

Reproductive System


NGSSS: SC.912.L.14.26 Identify the major parts of the brain on diagrams or models. (LOW) SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system. (MODERATE) HE.912.C.1.8 Analyze strategies for prevention, detection and treatment of communicable and chronic diseases. HE.912.C.1.4 Analyze how heredity and family history can impact personal health. SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. (MODERATE)

Common Core ELA





MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.] MACC.K12.MP.7: Look for and make use of structure. MACC.K12.MP.8: Look for and express regularity in repeated reasoning.

Where does processing of information occur in the nervous system?

How does the structures of the circulatory and respiratory systems allow for their close functional relationship?

How does the body fight against invading organisms that may disrupt homeostasis?

2013-2014 BIOLOGY HONORS SC.912.L.16.13* Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. (MODERATE)





What are the different parts of the brain?

What are the four lobes of the brain?

What are the functions of the circulatory system?

How does the heart pump blood through the body?

What are the three types of blood vessels?

What are the common circulatory diseases?

What are the main functions of the male reproductive system? Female reproductive system?

What important events occur during the later stages of human development?


VOCABULARY

Zygote blastocyst implantation Gastrulation neurolation placenta fetus puberty testis scrotum seminiferous tubules epididymis vas deferens semen ovary menstrual cycle ovulation myocardium atrium ventricle valve pulmonary circulation systemic circulation artery capillary vein cerebrum cerebral cortex brain stem parietal occipital temporal frontal



Stimuli Effects on Heart Rate: Sympathetic Stimuli and Coughing (HOT lab)

2013-2014 BIOLOGY HONORS Heart Dissection http://youtu.be/g4LafB-UUZw

Antibodies Virtual Lab - http://www.hhmi.org/biointeractive/vlabs/immunology/

Reproductive System Labeling


Immune System: 1. Students will identify functions of the various leucocytes involved in immunity. 2. Students will distinguish between specific and nonspecific immune response. 3. Students will describe how vaccines and antibiotics are used to treat/prevent disease. 4. Using specific diseases as examples, students describe various ways that disease is transmitted. 5. Students explore the impact of sanitation measures, public health services, etc. on the control of disease. Human Reproductive System: 6. Students will identify structures associated with human male and female reproductive systems and relate them to their functions. 7. Students will describe the major events of human development that occur in each trimester of pregnancy. (Honors only - Students will explain how mitotic cell division is related to binary fission and how it is not.)


http://youtu.be/g4LafB-UUZw

http://www.hhmi.org/biointeractive/vlabs/immunology/


UNIT TITLE: Ecology (20 DAYS) SEMESTER: 2nd GRADING PERIOD: 4th



Ecology

Succession

Producers vs Consumers

Food Pyramid

Energy Pyramid

Trophic levels

Food Webs and Chains

Global Patterns Weather Energy Flow-Currents Angle of Earth/Sun

Biomes

Tropical Rainforest

Savanna

Desert

Forest

Tundra

Aquatic o Ponds/Lakes o Estuaries o Coral o Oceans o Deep Sea Vents

Florida Biomes

How do Earth’s living and non living parts interact and affect the survival of organisms?

How do abiotic and biotic factors shape ecosystems?

What factors contribute to changes in populations?

How have human activities shaped local and global economy?

2013-2014 BIOLOGY HONORS STANDARDS STANDARDS STANDARDS

NGSSS SC.912.L.17.5* Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. (HIGH) SC.912.L.17.9* Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. (MODERATE) SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. (HIGH) SC.912.L.17.4* Describe changes in ecosystems resulting from seasonal variations, climate change and succession. (MODERATE) SC.912.L.17.2* Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. (HIGH) SC.912.L.17.8* Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. (HIGH) SC.912.L.17.11* Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. (HIGH)

SC.912.L.17.13* Discuss the need for adequate monitoring of environmental parameters when making policy decisions. (HIGH) SC.912.L.17.20* Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. (HIGH) Common Core ELA







MACC.K12.MP.2: Reason abstractly and quantitatively. MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.] MACC.K12.MP.4: Model with mathematics. MACC.K12.MP.5: Use appropriate tools strategically. MACC.K12.MP.6: Attend to precision. MACC.K12.MP.7: Look for and make use of structure. MACC.K12.MP.8: Look for and express regularity in repeated reasoning.





What is ecology?

What are biotic and abiotic factors?

What methods are used in ecological studies?

What are primary producers?

How do consumers obtain energy and nutrients?

How does energy flow through ecosystems?

What do the three types of ecological pyramids illustrate?

How does matter move through the biosphere?


VOCABULARY

Biosphere species community ecology ecosystem biome biotic factor abiotic factor autotroph primary producers photosynthesis chemosynthesis heterotroph consumer carnivore herbivore scavenger omnivore decomposer detritivore tolerance habitat niche resource competitive exclusion principle predation herbivory keystone species symbiosis mutualism parasitism commensalism ecological succession primary succession pioneer species secondary succession photic zone aphotic zone wetland estuary population density age structure immigration emigration exponential growth logistic growth carrying capacity limiting factors density dependent density independent demography




Limiting Factors (HOT Lab) Designing Food Chains and Food Webs (HOT lab) Dissolved O2 Lab: Dissolved O2 Titration kit or DO2 Sensor. Compare DO2 levels in water samples taken from sites with varying levels of light and/or temp. and compare. Human Impact – Effects of Acid Rain (HOT lab ) Acid Rain Tutorial (from Environmental Protection Agency): http://www.epa.gov/acidrain/education/site_students/acid_anim.html Species Diversity Index Study on Human Impacted areas of campus vs. areas less impacted. http://www.countrysideinfo.co.uk/simpsons.htm


1. Students will construct a food web for a biological community with at least 10 organisms occupying different niches in the community-producers, consumers and decomposers. 2. Students analyze the effects of biotic and abiotic limiting factors on population size. 3. Students use physical characteristics of an ecosystem, i.e. available light, temperature, etc., to predict the distribution of species within it. The benchmark addresses aquatic systems with parameters being water chemistry, salinity, depth and temperature. 4. Students will describe succession in a freshwater or forest ecosystem, and after a natural catastrophe, such as a volcanic eruption. 5. Students will interpret and draw diagrams of carbon and water cycles that illustrate the flow of matter and energy through an ecosystem. 6. Students will investigate specific examples of the effects on biodiversity due to invasion of nonnative species, catastrophic events, or human activity.


http://www.epa.gov/acidrain/education/site_students/acid_anim.html

http://www.countrysideinfo.co.uk/simpsons.htm