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Science Content Standards and Objectives 10th Grade Biology
Standard 1: Nature and Application of Science (SC.S.B.1)
Students will demonstrate an understanding of history and nature of science as a human endeavor encompassing the contributions of
diverse cultures and scientists. demonstrate the ability to use the inquiry process to solve problems. relate science-technology-societal issues while using a variety of sources to construct and defend their solutions.
Essential Important Compact
SC.O.B.1.1 implement safe procedures and practices when manipulating equipment, materials, organisms, and models.
X
SC.O.B.1.2 formulate scientific explanations based on historical observations and experimental evidence, accounting for variability in experimental results.
X
SC.O.B.1.3 conduct and/or design investigations that incorporate the skills and attitudes and/or values of scientific inquiry (e.g., established research protocol, accurate record keeping, replication of results and peer review, objectivity, openness, skepticism, fairness, or creativity and logic.).
X
SC.O.B.1.4 design, conduct, evaluate and revise experiments (e.g., compose a question to be investigated, design a controlled investigation that produces numeric data, evaluate the data in the context of scientific laws and principles, construct a conclusion based on findings, propose revisions to investigations based on manipulation of variables and/or analysis of error, or communicate and defend the results and conclusions).
X
SC.O.B.1.5 draw conclusions from a variety of data sources to analyze and interpret systems and models (e.g., use graphs and equations to measure and apply variables such as rate and scale, evaluate changes in trends and cycles, or predict the influence of external variances such as potential sources of error, or interpret maps).
X
SCO.B.1.6 investigate, compare and design scientific and technological solutions to address personaland societal problems.
X
SC.O.B.1.7 given current science-technology-societal issues, construct and defend potential solutions. X
SC.O.B.1.8 relate societal, cultural and economic issues to key scientific innovations.
X
SC.O.B.1.9 synthesize concepts across various science disciplines to better understand the natural world (e.g., form and function, systems, and change over time.
X
Standard 2: Content of Science SC.S.B.2
Students will demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories, and models as
delineated in the objectives; demonstrate an understanding of the interrelationships among physics, chemistry, biology and the earth and space sciences.
apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences.
Essential Important Compact
SC.O.B.2.1 investigate and correlate the properties of biological | molecules to their function in biochemical pathways.
X
SC.O.B.2.2 relate the structure of cellular organelles to their functions and interactions in eukaryotic cells.
X
SC.O.B.2.3 compare and contrast cell type: prokaryotic/eukaryotic, plant/animal, nerve/muscle, archaea/bacteria.
X
SC.O.B.2.4 relate the structure and function of individual body systems to the overall functioning of the organism.
X
SC.O.B.2.5 predict and assess responses of organisms to internal and environmental stimuli.
X
SC.O.B.2.6 analyze the chemistry and fluid mosaic model of the cell membrane as it relates to import and export of molecules necessary for life including
X
osmosis, diffusion, active and passive transport and dialysis.
SC.O.B.2.7 quantitatively analyze the flow of energy through cellular processes such as photosynthesis, cellular respiration and fermentation.
X
SC.O.B.2.8 differentiate the mechanisms of homeostasis in living systems (negative and positive feedback). X
SC.O.B.2.9 examine the processes of binary fission, mitosis, and meiosis relate them to the number of chromosomes and production of daughter cells, somatic cells, gametes, and variation or lack of variations within a species.
X
SC.O.B.2.10 use Punnett squares to predict genotypic and phenotypic ratios by applying Mendel’s Laws of Genetics in monohybrid and dihybrid crosses, complete and incomplete dominance, codominance, sex-linked, and
X
multiple alleles.
SC.O.B.2.11 analyze karyotypes and pedigrees as diagnostic tools.
X
SC.O.B.2.12 construct and use models of DNA to explain replication and
mutation. X
SC.O.B.2.13 differentiate the structure and function of messenger, transfer and ribosomal RNA in the process of transcription and translation.
X
SC.O.B.2.14 research and debate the application of DNA technology in the context of social, ethical and political issues.
X
SC.O.B.2.15 evaluate the evidence for natural selection including speciation, fossil record evidence, molecular similarities and homologous structures.
X
SC.O.B.2.16 evaluate the influence of the historical social context on the development of evolutionary theory.
X
SC.O.B.2.17 compare morphological, cladistic and other classification systems including domains, kingdoms and other taxa.
X
SC.O.B.2.18 justify the placement of viruses in the current classification systems
X
SC.O.B.2.19 examine the cycle of viruses and compare disease prevention, vaccination, vector control, and drug therapy.
X
SC.O.B.2.20 evaluate environmental factors that affect succession, populations and communities. X
SC.O.B.2.21 propose ecosystem models that incorporate interactions of biotic and abiotic environmental variables in
X
biogeochemical cycles.
SC.O.B.2.22 interpret changes in energy as it flows through an ecosystem to illustrate conservation of energy in the energy pyramid, food web, and food chain.
X
SC.O.B.2.23 analyze interrelationships of organisms within an ecosystem: competition, predation, symbiosis, mutualism, parasitism, commensalism.SC.O.B.2.24 analyze graphs, GIS data and traditional maps reflecting changes in population to predict limiting factors in ecosystems as they determine carrying capacity.
X
Fayette County SchoolsLearning Map
Content Area: BiologyGrade 10 First Nine Weeks
Scientific Procedures Unit
Key Learning/ Power Standards
Power Standard 11:The student will demonstrate sound scientific procedures by designing appropriate investigations, using safe data collection techniques, comparing the relationship between dependent and independent variables, and carefully analyzing data to draw conclusions or revise experiments.
Benchmark CSOs SC.O.B.1.1 - implement safe procedures and practices when manipulating equipment, materials, organisms, and models.
SC.O.B.1.4 - design, conduct, evaluate and revise experiments: compose a question to be investigated, design a controlled investigation that produces numeric data, evaluate the data in the context of scientific laws and principles, construct a conclusion based on findings, propose revisions to investigations based on manipulation of variables and/or analysis of error, or communicate and defend the results and conclusions.
SC.O.B.1.5 - draw conclusions from a variety of data sources to analyze and interpret systems and models: use graphs and equations to measure and apply variables such as rate and scale, evaluate changes in trends and cycles, or predict the influence of external variances such as potential sources of error, or interpret maps.
Unit EQ How do scientists do science?
Textbook Correlation
Prentice Hall Biology Chapter 1
Lab Activities/Resources 1. Lab Safety
a. http://www.hschem.org/Laboratory/labs.htm b. http://www.hschem.org/Resources/labsafety.htm c. http://mjksciteachingideas.com/safety.html d. http://www.sciencespot.net/Pages/classgen.html
2. Scientific Inquiry a. http://www.sciencespot.net/Pages/classgen.html#Anchor3 b. http://schools.utah.gov/curr/sci/GIST/Facinating%20Brine%20Shrimp.pdf c. http://www.teachersnetwork.org/ntol/howto/science/isopodlab.htm d. http://www.k12station.com/k12link_library.html?subject=NST&sub_cat=105323&final=105324 e. http://www.sciencespot.net/Pages/classgenlsn.html f. http://www.cloudnet.com/~edrbsass/edsci.htm
Lesson EQ’s 1. Why is it important to implement safe
1. How do scientists conduct scientific experimentation?
procedures and practices when manipulating equipment, materials, organisms, and models?
Unit Vocabulary
controlled experiment dependent variable independent variable data
Fayette County SchoolsLearning Map
Content Area: BiologyGrade 10 First Nine Weeks
Biochemical Pathways Unit
Key Learning/ Power Standards
Power Standard 3: As students analyze the chemistry and processes of the fluid mosaic model of the cell membrane, they will determine properties of biological molecules, relate the molecules to their functions in biochemical pathways, and determine their movements necessary for sustaining life.
Benchmark CSOs SC.O.B. 2.1 – investigate and correlate the properties of biological molecules to their function in biochemical pathways.
SC.O.B. 2.6 - analyze the chemistry and fluid mosaic model of the cell membrane as it relates to import and export of molecules necessary for life including osmosis, diffusion, active and passive transport and dialysis.
Unit EQ How are biological molecules essential to maintaining homeostasis in living things?
Textbook Correlation Prentice Hall Biology Chapter 2
Prentice Hall Biology Chapters 2 and 7
Lab Activities/Resources 1. Osmosis/Diffusiona. http://www.the-aps.org/education/k12curric/activities/pdfs/halverson.pdf b. http://www.biologycorner.com/worksheets/diffusionlab.html c. http://pslc.ws/macrog/kidsmac/activity/bear.htm d. http://www.ekcsk12.org/faculty/jbuckley/lelab/redonionosmosislab.html
Lesson EQ’s 1. How can biological molecules be distinguished as to function, structure, and formation?
2. What is the role of the biological molecules in maintaining living cells?
1. How does the structure of the cell membrane effect movement of molecules in and out of a cell?
2. How do biological molecules move across the cell membrane?
3. How do changes in levels of biological molecules in cells effect homeostasis in organisms?
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Unit Vocabulary
carbohydrate lipid protein nucleic acid organic glucosehomeostasis diffusion osmosis passive transport active transport enzymecatalyst
Fayette County SchoolsLearning Map
Content Area: BiologyGrade: 10 First Nine Weeks
Cells Alive Unit
Key Learning/ Power Standards
Power Standard 4: As students investigate various cell types and viruses, they will relate the structures to functions, research disease prevention, and evaluate classification systems.
Benchmark CSOs SC.O.B. 2.2 – relate the structure of cellular organelles to their functions and interactions in eukaryotic cells.
SC.O.B. 2.3 – compare and contrast cell types: prokaryotic/eukaryotic, plant/animal, nerve/muscle, archaea/bacteria, and various body cells.
SC.O.B. 2.18 – justify the placement of viruses in the current classification systems
SC.O.B. 2.19 – examine the cycle of viruses and compare disease prevention, vaccination, vector control, and drug therapy.
Unit EQ How do cells function in maintaining homeostasis in living organisms?
Textbook Correlation
Prentice Hall Biology Chapter 7
Prentice Hall Biology Chapters 7, 17, and 19
Prentice Hall Biology Chapter 19
Lab Activities/Resource
s
1. Cell Structure/Functiona. http://www.teach-nology.com/teachers/lesson_plans/science/biology/cell/ b. http://www.rlpage.com/labs/cell/cell_structure.pdf
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c. http://serendip.brynmawr.edu/sci_edu/biosites.html#5
Lesson EQ’s 1. How are cells specialized in structure related to their function?
2. How does the chemistry and structure of the cell membrane allow molecules to enter and exit the cell?
1. How are cell types distinguished from each other?
2. How does cell specialization occur?
1. How are viruses unique?
Unit Vocabularyspecialization organelle differentiate prokaryote eukaryotevirus phage classification taxonomy
Fayette County SchoolsLearning Map
Content Area: Biology Grade10 Second Nine Weeks
Genetics and Reproduction Unit
Key Learning/ Power Standards
Power Standard 7: After an introduction to mitosis and meiosis, students will apply Mendel’s Laws and other diagnostic tools to predict and analyze genetic variances; they will evaluate the influence that DNA has on inheritance as it relates to a body’s development and maintenance; and justify or dispute the ethical implications of genetic engineering as it applies to social and political issues.
Benchmark CSOs SC.O.B.2.9 – examine the processes of binary fission,
SC.O.B.2.10 – use Punnett squares to predict genotypic and
SC.O.B.2.11- analyze karyotypes and pedigrees as
SC.O.B.2.12 – construct and use models of DNA to explain
SC.O.B. 2.13 - differentiate the structure and function of
SC.O.B.2.14 - research and debate the application of
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mitosis, and meiosis and relate them to the number of chromosomes and production of daughter cells, somatic cells, gametes, and variations or lack of variations within a species.
phenotypic ratios by applying Mendel’s Laws of Genetics in monohybrid and dihybrid crosses, complete and incomplete dominance, co-dominance, sex-linked, and multiple alleles.
diagnostic tools.
replication and mutation.
messenger, transfer and ribosomal RNA in the process of transcription and translation.
DNA technology in the context of social, ethical and political issues.
Unit EQ How is heredity controlled?
Textbook Correlation
Prentice Hall Biology Chapters 10 and 11
Prentice Hall Biology Chapter 11
Prentice Hall Biology Chapter 12
Prentice Hall Biology Chapter 12
Prentice Hall BiologyChapters 13 and 14
techSteps Integration
Core Project: Human Genetics
Lab Activities/Resources 1. Genetics
a. http://serendip.brynmawr.edu/sci_edu/waldron/ b. http://www.biology.arizona.edu/human_bio/activities/karyotyping/karyotyping.html c. http://www.nlm.nih.gov/exhibition/harrypottersworld/pdf/teachersmonstergeneticslab.pdf d. http://www.lessonplanspage.com/ScienceLivingPunnetSquareMartianGeneticsLab812.htm
2. DNA a. http://www.nclark.net/DNAExtraction.html b. http://www.nclark.net/CrimeInvestigation.html c. http://www.nclark.net/DNA_RNA#Labs d. http://www.nature.ca/genome/05/051/0511/0511_m205_e.cfm e. http://teach.genetics.utah.edu/content/begin/traits/traitsrecipe.pdf f. http://www.middleschoolscience.com/life.htm
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1. How are new cells produced?
2. How does cell reproduction relate to the genetic continuity of an organism?
1. How are traits inherited?
1. How is DNA the genetic code for all life?
1. What role does RNA play in genetics?
1. How can DNA technology be useful in making personal and/or societal decisions?
Unit Vocabulary
meiosis mitosis cell cycle segregation allele incomplete dominancegamete gene genetics DNA RNA genetic engineeringdiploid haploid somatic cell transcription translation independent assortmentco-dominance crossing over sex-linked double helix
Fayette County SchoolsLearning Map
Content Area: BiologyGrade 10 Third Nine Weeks
Diversity Among Organisms
Key Learning/ Power Standards
Power Standard 8: Students will evaluate evidence for natural selection, incorporate this information as they compare various classifications systems, and determine historical social influences on the development of scientific theories.
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Benchmark CSOs SC.O.B.2.15 - evaluate the evidence for natural selection including speciation, fossil record evidence, molecular similarities and homologous structures.
SC.O.B.2.16 - evaluate the influence of the historical social context on the development of evolutionary theory.
SC.O.B.2.17 - compare morphological, cladistic and other classification systems including domains, kingdoms and other taxa.
Unit EQ How does natural selection relate to speciation and classification of organisms?
Textbook Correlation
Prentice Hall Biology Chapters 15, 16, and 17
Prentice Hall Biology
Chapter 18Lab
Activities/Resources
1. Natural Selectiona. http://www.nclark.net/Evolution b. http://www.biologycorner.com/worksheets/peppermoth_paper.html c. http://biologyinmotion.com/evol/index.html d. http://www.accessexcellence.org/AE/AEC/AEF/1995/wartski_natural.php e. http://www.pbs.org/wgbh/evolution/educators/teachstuds/pdf/bird_beak_hdt.pdf
2. Classificationa. http://www.pbs.org/wgbh/nova/teachers/activities/2905_link.html b. http://www.indiana.edu/~ensiweb/lessons/clad.bag.html c. http://jrscience.wcp.muohio.edu/lab/TaxonomyLab.html
Lesson EQ’s 1. How do speciation, fossil records, and molecular and homologous structures support natural selection?
1. How does societal environment influence the development of the theory of evolution?
1. How are organisms classified?
Unit Vocabulary
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natural selection speciation homologous structures taxonomy classification evolution adaptationvestigial Darwin binomial nomenclature cladogram
Fayette County SchoolsLearning Map
Content Area: BiologyGrade 10 Third Nine Weeks
Response Unit
Key Learning/ Power Standards
Power Standard 8: Students will theorize about the effects of internal and environmental stimuli on the structures and systems of living organisms (simple and complex), and they will investigate the tendency of organisms and ecosystems to maintain homeostasis.
Benchmark CSOs SC.O.B.2.8 – differentiate the mechanisms of homeostasis in living systems (negative and positive feedback).
SC.O.B.2.4 - relate the structure and function of individual body systems to the overall functioning of the organism.
SC.O.B.2.5 – predict and assess responses of organisms to internal and environmental stimuli.
Unit EQ How is homeostasis maintained?
Textbook Correlation
Prentice Hall BiologyChapters 34 and 35
Prentice Hall BiologyChapters 35 - 40
Prentice Hall BiologyChapters 1 and 34
Lab Activities/Resource
s
1. Response/Homeostasisa. http://www.the-aps.org/education/k12curric/activities/pdfs/lyon.pdf b. http://www.the-aps.org/education/k12curric/activities/pdfs/pittis-fish.PDF c. http://apps.caes.uga.edu/sbof/main/lessonPlan/earthWorm.pdf d. http://www.lz95.org/lzhs/science/jhawkins/anatomyh/fall/ch1homeostasisactivity.pdf e. http://www.isu.edu/biolearn/Lesson%20Plans/behavior/lessonplans/LessonAnimalBehavior.html f. http://www.lessonplansinc.com/science.php/biology/types/Experiment/P30/ g. http://www2.vernier.com/sample_labs/BWV-29-COMP-ventilation_heart_rate.pdf h. http://www2.vernier.com/sample_labs/BWV-28-COMP-monitoring_ekg.pdf
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Lesson EQ’s 1. How do organisms maintain homeostasis?
1. What must organisms do to stay alive?
1. How do organisms respond?
Unit Vocabularystimuli response homeostasis negative/positive feedbacktissues organs organ systems
Fayette County SchoolsLearning Map
Content Area: BiologyGrade 10 Fourth Nine Weeks
Cell Energy Unit
Key Learning/ Power Standards
Power Standard 5: Students will apply the conservation of energy theory as they calculate flow of matter and energy through a food web, apply the absorption spectrum of photosynthetic pigments to the action spectrum of photosynthesis, and estimate the efficiency cellular respiration and fermentation.
Benchmark CSOs SC.O.B.2.7 – quantitatively analyze the flow of energy through cellular processes such as photosynthesis, cellular respiration and fermentation.
SC.O.B.2.22 - interpret changes in energy as it flows through an ecosystem to illustrate conservation of energy in the energy pyramid, food web, food chain.
Unit EQ How is energy cycled through the environment?
Textbook Correlation Prentice Hall BiologyChapters 8 and 9
Prentice Hall BiologyChapter 3
Lab Activities/Resources1. Cell Energy
a. http://quest.arc.nasa.gov/smore/teachers/act10.html b. http://www.biologycorner.com/worksheets/photosynthesis_rate.html c. http://www.biologycorner.com/worksheets/photosynthesis_BTB.html d. http://www.umsl.edu/~microbes/pdf/Swell%20Lab.pdf
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e. http://www.bottlebiology.org/ f. http://www2.vernier.com/sample_labs/BWV-17-COMP-aerobic_respiration.pdf g. http://www2.vernier.com/sample_labs/BWV-01-COMP-energy_food.pdf h. http://www2.vernier.com/sample_labs/BWV-16B-COMP-temperature_fermentation.pdf i. http://www2.vernier.com/sample_labs/BWV-12B-COMP-sugar_fermentation.pdf
Lesson EQ’s 1. What is the role of ATP in cellular activity?2. How do plants produce energy?3. How do organisms release energy from food?
1. Where does the energy for life come from?2. How does energy flow through living systems?
Unit Vocabularyautotroph heterotroph ATP glycolysis cellular respirationKreb’s Cycle producer consumer decomposer trophic levelcarnivore herbivore omnivore food chain food webecosystem photosynthesis fermentation ecological pyramid
Fayette County SchoolsLearning Map
Content Area: BiologyGrade10 Fourth Nine Weeks
Ecology Unit
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Key Learning/ Power Standards
Power Standard 6:Students will propose models that incorporate interactions of biotic and abiotic variables in the best management practices that affect succession, populations, and communities as they consider the implications of the introduction of exotic species and human activities in the biosphere.
Power Standard 12:Students will use traditional tools and technology to analyze population changes and determine limiting factors as they assess complex interactions of organisms within ecosystems based interspecific and intraspecific variables.
Benchmark CSOs SC.O.B.2.20 - evaluate environmental factors that affect succession, populations and communities.
SC.O.B.2.21 - propose ecosystem models that incorporate interactions of biotic and abiotic environmental variables in biogeochemical cycles.
SC.O.B.2.23 - analyze interrelationships of organisms within an ecosystem : competition, predation, symbiosis, mutualism, parasitism, commensalism.
SC.O.B.2.24 - analyze graphs, GIS data and traditional maps reflecting changes in population to predict limiting factors in ecosystems as they determine carrying capacity.
Unit EQ How do ecosystems change over time?
Textbook Correlation
Prentice Hall Biology Chapters 3 through 6
Lab Activities/Resource
s
1. Ecosystemsa. http://www.bottlebiology.org/ b. http://www.biologycorner.com/worksheets/owlpellet.html c. http://www.lessonplansinc.com/science.php/biology/types/Experiment/P15/ d. http://www2.vernier.com/sample_labs/BWV-15-COMP-biodiversity_ecosystems.pdf e. http://www2.vernier.com/sample_labs/BWV-20-COMP-watershed_testing.pdf f. http://www2.vernier.com/sample_labs/BWV-14-COMP-interdependence_plants_animals.pdf g. http://www2.vernier.com/sample_labs/BWV-21-COMP-physical_profile_lake.pdf h. http://www2.vernier.com/sample_labs/BWV-18-COMP-acid_rain.pdf
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Lesson EQ’s 1. What interactions occur within communities?
1. How does matter move among the living and nonliving parts of an ecosystem?
2. How do biotic and abiotic factors influence an ecosystem?
1. What interactions occur within communities?2. How does population size change over time?
Unit Vocabulary
biotic abiotic habitat niche symbiosismutualism parasitism commensalism predator ecological successionbiome ecosystem carrying capacity biosphere successionpopulation
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Fayette County SchoolsLearning Map
Content Area: BiologyGrade 10 Ongoing Integration
Current Science and Technology Unit
Key Learning/ Power Standards
Power Standard 2:Given a current science-technology-societal issue and using advanced technology tools, students will collaborate to present experimental designs and construct and defend potential solutions.
Benchmark CSOs SC.O.B.1.7 - given current science-technology-societal issues, construct and defend potential solutions.
Unit EQ How can science and technology help predict solutions to problems?
Textbook Correlation
Prentice Hall BiologyChapter 1 and Technology and Society feature
21st Century Online Resources
Lesson EQ’s 1. What is the role of science and technology in the 21st Century?Unit Vocabulary
Fayette County Schools
Learning MapContent Area: Biology
Grade 10 Ongoing IntegrationScientific History Unit
Key Learning/ Power
Standards
Power Standard 10:The student will gain an understanding innovation, invention, models, and methodologies as they research historical and cultural contributions in science; an inquiry process will provide explanations of how these contributions have shaped the world we live in and lead to effective problem solving skills for the 21st century.
Benchmark CSOs
SC.O.B.1.2 - formulate scientific explanations based on historical observations and experimental evidence, accounting for variability in experimental results.
SC.O.B.1.8 - relate societal, cultural and economic issues to key scientific innovations.
SC.O.B.1.3 - conduct and/or design investigations that incorporate the skills and attitudes and/or values of scientific inquiry: established research protocol, accurate record keeping, replication of results and peer review, objectivity, openness, skepticism, fairness, or creativity and logic.
Unit EQ How have the history and culture of science shaped the world we live in and led to effective 21st Century problem solving skills?
Textbook Correlation
Prentice Hall BiologyBiology and History, Technology and Society, Problem Solving,
Analyzing Data, and Issues in Biology features21st Century
Online Resources
Lesson EQ’s 1. How does understanding the scientific past help prepare a 21st Century problem solver?Unit Vocabulary
Fayette County Schools
Learning MapContent Area: Biology
Grade 10 Ongoing IntegrationThe Job of Science Unit
Key Learning/ Power Standards
Power Standard 1:The student will explore various occupational opportunities in science, engineering and technology and synthesize concepts and across various science disciplines as they investigate, compare and design solutions to personal and societal problems.
Benchmark CSOs SC.O.B.1.9 - synthesize concepts across various science disciplines to better understand the natural world (e.g., form and function, systems, and change over time.
SC.O.B.1.6 - investigate, compare and design scientific and technological solutions to address personal and societal problems.
Unit EQ What is the goal of science?
Textbook Correlation
Prentice Hall BiologyChapter 1
Prentice Hall BiologyCareers in Biology feature
21st Century Online Resources
Lesson EQ’s 1. How are science and society related?Unit Vocabularyscience technology
Revised June 2010
