Goal 1: Learner will develop abilities necessary to do and understand scientific inquiry.
|
|
- Lesley Wheeler
- 5 years ago
- Views:
Transcription
1 Goal 1: Learner will develop abilities necessary to do and understand scientific inquiry. Objective Essential Questions/Extended Content Suggested Activities # Days What is the significance of scientific Research Design investigation? 1.01 Identify biological problems and questions that can be answered through scientific investigations Design and conduct scientific investigations to answer biological questions. Create testable hypotheses. Identify variables. Use a control or comparison group when appropriate. Select and use appropriate measurement tools. Collect and record data. Organize data into charts and graphs. Analyze and interpret data. Communicate findings Formulate and revise scientific explanations and models of biological phenomena using logic and evidence to: Explain observations. Make inferences and predictions. Explain the relationship between evidence and explanation. How does a scientist design and perform a scientific investigation considering controls, variables, and data analysis? What is the relationship between independent and dependent variables? What is a control in a scientific investigation? What types of biological investigations do not typically have controls? Which do have controls? When is it important to have a control? How do you distinguish between an observation and an inference? Design an Experiment for Farmer Cletus Embedded and Ongoing throughout the Semester Embedded and Ongoing throughout the Semester Embedded and Ongoing throughout the Semester
2 1.0 Apply safety procedures in the laboratory and in field studies: Recognize and avoid potential hazards. Safely manipulate materials and equipment needed for scientific investigations Analyze reports of scientific investigations from an informed scientifically literate viewpoint including considerations of: Appropriate sample. Adequacy of experimental controls. Replication of findings. Alternative interpretations of the data. What are some potential hazards that can occur in a lab? What is the difference between quantitative and qualitative data? When would you use one over another? Embedded and Ongoing throughout the Semester Embedded and Ongoing throughout the Semester
3 Goal 2: Learner will develop an understanding of the physical, chemical and cellular basis of life. Objective Essential Questions /Extended Content Suggested Activities How is protein differentiation (different functions in the context of the cell) significant? 2.01 Compare and contrast the structure and functions of the following organic molecules: Carbohydrates. Proteins. Lipids. Nucleic Acids. Hydrolysis and condensation reactions Structure and function of cellulose and phospholipids in organisms # Days Investigate and describe the structure and function of cells including: Cell organelles Cell specialization. How do the differing structures of cells relate to specialized functions? Making microscopic measurement Comparison of light vs. electron (SEM and TEM) microscopes Following scientists and their contribution to understanding of the cell as well as the development of a theory: Leeuvenhoek, Brown, Schleiden, Schwann, Virchow, Hooke, and Just. ER, Golgi, lysosomes, and cytoskeleton Connect cell communication with cell specialization 6
4 Communication among cells within an organism Investigate and analyze the cell as a living system including: Maintenance of homeostasis. Movement of materials into and out of cells. Energy use and release in biochemical reactions. How do organisms maintain homeostasis in changing conditions? How does the surface area to volume ratio of cells affect diffusion rates? Relate properties of water (studied in middle school) to cell membranes and functions. Regulation of osmotic pressure within the human body Demonstration Lab Osmosis and Diffusion Smooth Moves: The Jello Cell Family Story Investigate and describe the structure and function of enzymes and explain their importance in biological systems Investigate and analyze the bioenergetic reactions: Aerobic respiration Anaerobic respiration Photosynthesis Modern drug design based on genomics Glycolysis, Kreb s Cycle, and Electron Transport Chain Light dependent vs. light independent reactions
5 Goal 3: Learner will develop an understanding of the continuity of life and the changes of organisms over time. Objective Content Differentiation/ Essential Questions Suggested Activities # Days Analyze the molecular basis of heredity including: What are the ramifications to the organism if these processes (DNA replication, protein 6 synthesis, and gene regulation) go wrong? DNA Replication Chargaff s ratio Semi-conservative vs. Conservative model Protein Synthesis (transcription and translation) Contribution of Franklin and Wilkins in addition to Watson and Crick Gene Regulation How does gene regulation lead to cell specialization? Lac operon 3.02 Compare and contrast the characteristics of asexual and sexual reproduction Interpret and predict patterns of inheritance. Dominant, recessive and intermediate traits. How does one single cell with a set number of chromosomes become thousands of different types of cells in mature multi-cellular organism? How do genes and the environment interact to produce a phenotype? Interpretation of pea experiments that led to Mendel s Principles Using Chi Square with Genetics of Parenthood 7
6 Multiple alleles. Polygenic traits. Sex linked traits. Independent assortment. Test cross. Pedigrees. Punnett squares. Dihybid crosses Can we simulate a model illustrating the principle of independent assortment while supporting the probability of a dihybrid heterozygous cross? Dihybrid Crosses 3.0 Assess the impacts of genomics on individuals and society. Genetic testing: blood tests, ultrasound, amniocentesis, and chorionic villi sampling Research genetic diversity in human populations 5 Human genome project. Analysis of ancestry based on genetic patterns Applications of biotechnology. Reproductive cloning 3.05 Examine the development of the theory of evolution by natural selection including: Reading and using restriction maps Do allelic frequencies change over time in response to natural conditions? Fishy Frequencies (with Hardy- Weinberg) 6
7 Development of the theory. The origin and history of life. Fossil and biochemical evidence. Scientific controversy Endosymbiotic hypothesis Mechanisms of evolution. Applications (pesticide & antibiotic resistance). Gradual vs. punctuated equilibrium Reproductive isolation The rate of evolution How does pesticide and antibiotic resistance support the principle of natural selection?
8 Goal : Learner will develop an understanding of the unity and diversity of life. Objective Essential Questions/Extended Content Suggested Activities # Days 2.01 Analyze the classification of organisms according to their evolutionary relationships. How has modern technology allowed scientists to develop more sophisticated schemes for classification? 5 The historical development and changing nature of classification systems. Similarities and differences between eukaryotic and prokaryotic organisms. Explore the phylocode controversy (new system vs. Linnaeus) Similarities and differences among the eukaryotic kingdoms: Protists, Fungi, Plants, and Animals. What are the advantages and disadvantages of simplicity vs. complexity in cellular/organism structure and function? Classify organisms using keys. Creation of a dichotomous key.02 Analyze the processes by which organisms representative of the following groups accomplish essential life functions including: Unicellular protists, annelid worms, insects, amphibians, mammals, non-vascular plants, gymnosperms and angiosperms. How do various organisms accomplish essential life functions? Plant WebQuest 6 Transport, excretion, respiration, regulation, nutrition, synthesis, Plant tropisms
9 reproduction, and growth and development..03 Assess, describe and explain adaptations affecting survival and reproductive success. Structural adaptations in plants and animals (form to function). Disease-causing viruses and microorganisms. Co-evolution..0 Analyze and explain the interactive role of internal and external factors in health and disease: Genetics. Immune response Nutrition How is society affected by disease? What characteristics of viruses and microorganisms result in epidemic/pandemic outbreaks of diseases such as SARS and bird flu? Why do different populations respond differently to the same disease (e.g. cold virus in Europeans vs. South American tribes)? Disease transmission Epidemiology Types of viruses (how the type influences mutation rate and production of vaccines) Plague of 1918 How does the flu co-evolve with humans and other organisms (e.g. ducks)? The body is able to recognize self vs. non-self. What are the consequences of mistakes in recognition?
10 Parasites Toxins.05 Analyze the broad patterns of animal behavior as adaptations to the environment. Innate behavior. Learned behavior. How do pheromones allow for the social behaviors of colonial organisms to adapt to their environment? What are the advantages and disadvantages of using pheromones adaptations? Termite Behavior 5 Social behavior.
11 Goal 5: Learner will develop an understanding of the ecological relationships among organisms. Objective Essential Questions/Extended Content Suggested Activities # Days 1 Field Study on What tools do scientists use to study biodiversity? School Grounds Investigate and analyze the interrelationships among organisms, populations, communities and ecosystems Techniques of field ecology Abiotic and biotic factors Carrying capacity What factors influence biodiversity? How is carrying capacity different for two organisms living in the same environment? 5.02 Analyze the flow of energy and the cycling of matter in the ecosystem. Relationship of the carbon cycle to photosynthesis and respiration What roles do cellular respiration and photosynthesis play in the carbon cycle? Nitrogen cycle, Phosphorus cycle How do trophic levels determine how energy is transferred through ecosystems? Trophic levelsdirection and efficiency of energy transfer How are trophic levels related to food webs? What are the effects of biomagnification with respects to the food chain? Food Chains and Biological Magnification
12 5.03 Assess human population and its impact on local ecosystems and global environments: Historic and potential changes in population Factors associated with those changes. Climate Change. Resource use Sustainable practices/ stewardship. What factors influence the J and S-shaped population curves? How are they significant? How do human activities affect ecosystems?
13
COMPETENCY GOAL 1: The learner will develop abilities necessary to do and understand scientific inquiry.
North Carolina Draft Standard Course of Study and Grade Level Competencies, Biology BIOLOGY COMPETENCY GOAL 1: The learner will develop abilities necessary to do and understand scientific inquiry. 1.01
More informationText of objective. Investigate and describe the structure and functions of cells including: Cell organelles
This document is designed to help North Carolina educators teach the s (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers. Biology 2009-to-2004
More informationPrentice Hall Biology: Exploring Life 2004 Correlated to: North Carolina Standard Course of Study and Grade Level Competencies, Biology (Grades 9-12)
North Carolina Standard Course of Study and Grade Level Competencies, Biology LEVEL COMPETENCIES (REVISED, 2004) BIOLOGY (If submission is not a book, cite appropriate location(s)) COMPETENCY GOAL 1: The
More informationBiology Science Crosswalk
SB1. Students will analyze the nature of the relationships between structures and functions in living cells. a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including
More informationCurriculum Map. Biology, Quarter 1 Big Ideas: From Molecules to Organisms: Structures and Processes (BIO1.LS1)
1 Biology, Quarter 1 Big Ideas: From Molecules to Organisms: Structures and Processes (BIO1.LS1) Focus Standards BIO1.LS1.2 Evaluate comparative models of various cell types with a focus on organic molecules
More informationChetek-Weyerhaeuser Middle School
Chetek-Weyerhaeuser Middle School Science 7 Units and s Science 7A Unit 1 Nature of Science Scientific Explanations (12 days) s 1. I can make an informed decision using a scientific decision-making model
More informationBiology II : Embedded Inquiry
Biology II : Embedded Inquiry Conceptual Strand Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21 st century. Guiding Question What tools, skills,
More informationUnit # - Title Intro to Biology Unit 1 - Scientific Method Unit 2 - Chemistry
Intro to Biology Unit 1 - Scientific Method Unit 2 - Chemistry What is Biology? What is Science? What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry? How do the rules
More informationSTAAR Biology Assessment
STAAR Biology Assessment Reporting Category 1: Cell Structure and Function The student will demonstrate an understanding of biomolecules as building blocks of cells, and that cells are the basic unit of
More informationGRADE 7. Units of Study: Cell Structure and Function Energy and Life Cell Reproduction and Genetics Environmental Changes Through Time Classification
GRADE 7 Course Overview: In seventh grade, students are actively engaged in the inquiry process as they collaborate with others to understand complex scientific concepts. Students identify a question,
More informationTEST SUMMARY AND FRAMEWORK TEST SUMMARY
Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY BIOLOGY Copyright 2014 by the Washington Professional Educator Standards Board 1 Washington Educator Skills
More informationScience Online Instructional Materials Correlation to the 2010 Biology Standards of Learning and Curriculum Framework
and Curriculum Framework Provider York County School Divison Course Title Biology Last Updated 2010-11 Course Syllabus URL http://yorkcountyschools.org/virtuallearning/coursecatalog.aspx BIO.1 The student
More informationBiology Assessment. Eligible Texas Essential Knowledge and Skills
Biology Assessment Eligible Texas Essential Knowledge and Skills STAAR Biology Assessment Reporting Category 1: Cell Structure and Function The student will demonstrate an understanding of biomolecules
More informationI. Molecules & Cells. A. Unit One: The Nature of Science. B. Unit Two: The Chemistry of Life. C. Unit Three: The Biology of the Cell.
I. Molecules & Cells A. Unit One: The Nature of Science a. How is the scientific method used to solve problems? b. What is the importance of controls? c. How does Darwin s theory of evolution illustrate
More informationBiology Pacing Guide
Unit Dates Glencoe Chapters 0 8/10 N/A Biology Intro 8/12 1 Cells 8/15 9/30 6.4 6.2 7.1 18.2 7.3 6.3 7.2 7.4 Topic GPS Classroom Procedures, Introduction to Biology SCSh 1-7 Macromolecules (6 days) Monomer/
More informationBiology, Ongoing Expectations
2017.18 Biology, Ongoing Expectations Big Ideas/Key Concepts: Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21 st century. Society benefits
More informationBiology Curriculum Pacing Guide MONTGOMERY COUNTY PUBLIC SCHOOLS
MONTGOMERY COUNTY PUBLIC SCHOOLS Biology Curriculum Pacing Guide 1 st 9 Weeks SOL Objectives Vocabulary 7 Days 14 Days BIO.1 The student will demonstrate an understanding of scientific reasoning, logic,
More informationBiology Teaching & Learning Framework (Block) Unit 4. Unit 1 1 week. Evolution SB5
Biology Biology Standards The Cobb Teaching and Learning Standards of Excellence for Science are designed to provide foundational knowledge and skills for all students to develop proficiency in science.
More informationScience Textbook and Instructional Materials Correlation to the 2010 Biology Standards of Learning and Curriculum Framework. Publisher Information
Publisher Information Copyright date 2013 Contact Carol Kornfeind Phone# 847-486-2065 E-mail carol.kornfeind@pearson.com Biology 1 of 12 Virginia Department of Education Text Miller Levine Biology, Virginia
More informationArea of Focus: Biology. Learning Objective 1: Describe the structure and function of organs. Pre-Learning Evaluation: Teaching Methods and Process:
Area of Focus: Biology Learning Objective 1: Describe the structure and function of organs. Pre- Diagram and label the structure of the primary components of representative organs in plants and animals
More informationBasic Biology. Content Skills Learning Targets Assessment Resources & Technology
Teacher: Lynn Dahring Basic Biology August 2014 Basic Biology CEQ (tri 1) 1. What are the parts of the biological scientific process? 2. What are the essential molecules and elements in living organisms?
More informationField 045: Science Life Science Assessment Blueprint
Field 045: Science Life Science Assessment Blueprint Domain I Foundations of Science 0001 The Nature and Processes of Science (Standard 1) 0002 Central Concepts and Connections in Science (Standard 2)
More informationI. Molecules and Cells: Cells are the structural and functional units of life; cellular processes are based on physical and chemical changes.
I. Molecules and Cells: Cells are the structural and functional units of life; cellular processes are based on physical and chemical changes. A. Chemistry of Life B. Cells 1. Water How do the unique chemical
More informationSide-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Biology
Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Biology TEKS Comments Louisiana GLE (Bio.1) Scientific Processes. The
More informationOhio Tutorials are designed specifically for the Ohio Learning Standards to prepare students for the Ohio State Tests and end-ofcourse
Tutorial Outline Ohio Tutorials are designed specifically for the Ohio Learning Standards to prepare students for the Ohio State Tests and end-ofcourse exams. Biology Tutorials offer targeted instruction,
More informationMissouri Educator Gateway Assessments
Missouri Educator Gateway Assessments June 2014 Content Domain Range of Competencies Approximate Percentage of Test Score I. Science and Engineering Practices 0001 0003 21% II. Biochemistry and Cell Biology
More informationBiology EOC Review Study Questions
Biology EOC Review Study Questions Microscopes and Characteristics of Life 1. How do you calculate total magnification on a compound light microscope? 2. What is the basic building block of all living
More informationBIOLOGY EOC REVIEW. Concept/Question. How does energy flow in the ecosystem? How do cells maintain homeostasis of ph, salinity, temperature, etc?
BIOLOGY EOC REVIEW Concept/Question Notes How does energy flow in the ecosystem? How do cells maintain homeostasis of ph, salinity, temperature, etc? Bonds- What are bonds? What are the different types
More informationBundle at a Glance Biology 2015/16
Introduction: Scientific Investigation and Reasoning Skills (3 A/B days) Biology Process TEKS: 1A demonstrate safe practices during laboratory and field investigations. 1B demonstrate an understanding
More informationBIOLOGY YEAR AT A GLANCE RESOURCE ( ) REVISED FOR HURRICANE DAYS
BIOLOGY YEAR AT A GLANCE RESOURCE (2017-18) REVISED FOR HURRICANE DAYS DATES TOPIC/BENCHMARKS QUARTER 1 LAB/ACTIVITIES 8/21 8/24/17 I. Introduction to Biology A. What is Biology B. Science in the real
More informationRange of Competencies
BIOLOGY Content Domain Range of Competencies l. Nature of Science 0001 0003 20% ll. Biochemistry and Cell Biology 0004 0005 13% lll. Genetics and Evolution 0006 0009 27% lv. Biological Unity and Diversity
More informationMilford Public Schools Curriculum Department: Science Course Name: HIGH SCHOOL BIOLOGY
Milford Public Schools Curriculum Department: Science Course Name: HIGH SCHOOL BIOLOGY UNIT 1 Cell Structure and Function LEARNING GOALS Enduring Understanding(s): All life is made of cells, yet there
More informationVirginia Western Community College BIO 101 General Biology I
BIO 101 General Biology I Prerequisites Successful completion of MTE 1, 2, 3, 4, and 5; and a placement recommendation for ENG 111, co-enrollment in ENF 3/ENG 111, or successful completion of all developmental
More informationBiology regimented study plan
For each topic, write down notes, make it organized, always have a pencil and paper while studying. At the end of each section, test yourself (Answer past exam questions, practice Quizlet, watch Crash
More informationBIOLOGY YEAR AT A GLANCE RESOURCE ( )
BIOLOGY YEAR AT A GLANCE RESOURCE (2016-17) DATES TOPIC/BENCHMARKS QUARTER 1 LAB/ACTIVITIES 8/22 8/25/16 I. Introduction to Biology Lab 1: Seed Germination A. What is Biology B. Science in the real world
More informationFAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT - SCIENCE CURRICULUM. Prentice Hall Biology (Miller/Levine) 2010 MASTERY CORE OBJECTIVES HIGH SCHOOL
MASTERY CORE OBJECTIVES HIGH SCHOOL LIFE SCIENCE Overview: Life Science is a one-year course for students who learn best with extra time to approach the subject. The academic focus is to develop student
More informationSCOPE AND SEQUENCE COURSE TITLE: 10th Grade Biology (Trimester 1)
SCOPE AND SEQUENCE COURSE TITLE: 10th Grade Biology (Trimester 1) UNIT/T OPIC RESOURC ES/ CHAPTER S Essential Learning Outcomes/ I can Statements ACTIVITIES/ HOW ASSESS MENT Standards/ Benchmarks Technology
More information1. CHEMISTRY OF LIFE. Tutorial Outline
Tutorial Outline North Carolina Tutorials are designed specifically for the Common Core State Standards for English language arts, the North Carolina Standard Course of Study for Math, and the North Carolina
More informationGACE Biology Assessment Test I (026) Curriculum Crosswalk
Subarea I. Cell Biology: Cell Structure and Function (50%) Objective 1: Understands the basic biochemistry and metabolism of living organisms A. Understands the chemical structures and properties of biologically
More informationBiology. Topics or Context: (how the students will do it and where will it be taught) Experiments. Analyze data. Lecture Concept mapping
Intro & Metric Rev, Microscope, and Scientific Method Evaluate the data collected during an investigation, critique the data-collection procedures and results, and suggest ways to make any needed improvements
More informationMassachusetts Tests for Educator Licensure (MTEL )
Massachusetts Tests for Educator Licensure (MTEL ) FIELD 13: BIOLOGY TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. Nature of Science 01 04 10% II. Chemistry
More informationMiller & Levine Biology
A Correlation of To the Science Biology A Correlation of, 2014 to the, Table of Contents From Molecules to Organisms: Structures and Processes... 3 Ecosystems: Interactions, Energy, and Dynamics... 4 Heredity:
More informationCampbell Biology Concepts & Connections 2015
A Correlation of Concepts & Connections 2015 To the Science, , Science - Table of Contents From Molecules to Organisms: Structures and Processes... 3 Ecosystems: Interactions, Energy, and Dynamics... 5
More informationDescribe the structure and composition of the cell membrane. (make a sketch) What does the Theory of Endosymbiosis state?
Station 1. Analyze the nature of the relationships between structures and functions in living cells. a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell
More informationGeorgia Standards of Excellence Biology
A Correlation of Foundation Edition 2014 to the A Correlation of Miller & Levine 2014, Foundation Edition to the in Introduction This document demonstrates how Miller & Levine : Foundation Edition 2014
More informationRCPS Curriculum Pacing Guide Subject: Biology. Remembering, Understanding, Applying, Analyzing, Evaluating, Creating
RCPS Curriculum Pacing Guide 2013 2014 Subject: Biology Week of: SOL # Unit Bloom s Objectives Week 1 and throughout the semester #BIO1 Scientific reasoning, logic and the nature of science Chapter 1 Biology:
More informationContent Standards Learning and Performance Expectations Assessment of Learning
Thinking Skills - The student demonstrates: 1. Critical Thinking Skills include the ability to analyze, criticize, advocate ideas, reason inductively and deductively, and to reach factual and judgemental
More informationNorton City Schools Standards-Based Science Course of Study 2003
NINTH/TENTH GRADE BIOLOGY (USED AS A YEAR-LONG OR BLOCK-SCHEDULED COURSE) Life Sciences Standard (LS) 9-10 Benchmarks By the end of the 9-10 program, the student will: Grade Level Indicators and Sub-Objectives
More informationBibb County Science Pacing Guide for Biology Parts A and B*
2018-19 Bibb County Science Pacing Guide for Biology Parts A and B* Georgia Standards of Excellence: Biology *Always use along with the Georgia Standards of Excellence for Science Biology: Curriculum Map
More informationEOC Study Guide. CELLS SB1. Students will analyze the nature of the relationships between structures and functions in living cells.
EOC Study Guide CELLS SB. Students will analyze the nature of the relationships between structures and functions in living cells. Unit. What are the characteristics that all living things share?. What
More informationGrade 7 Science Curriculum Maps
Grade 7 Science Curriculum Maps Unit 1: Cells The Basic Unit of Life Unit 2: The Cell in Action Unit 3: Genes and DNA Unit 4: Heredity Unit 5: Evolution Unit 6: It s Alive! Or is it?! Unit 7: Bacteria
More informationCompare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic organisms.
Subject Area - 3: Science and Technology and Engineering Education Standard Area - 3.1: Biological Sciences Organizing Category - 3.1.A: Organisms and Cells Course - 3.1.B.A: BIOLOGY Standard - 3.1.B.A1:
More informationVCE BIOLOGY Relationship between the key knowledge and key skills of the Study Design and the Study Design
VCE BIOLOGY 2006 2014 Relationship between the key knowledge and key skills of the 2000 2005 Study Design and the 2006 2014 Study Design The following table provides a comparison of the key knowledge (and
More informationCalifornia Subject Examinations for Teachers
California Subject Examinations for Teachers TEST GUIDE SCIENCE SUBTEST II: LIFE SCIENCES Subtest Description This document contains the Life Sciences subject matter requirements arranged according to
More informationA Planned Course Statement for. Biology I, CP. Course # 401 Grade(s) 9, 10. Length of Period (mins.) 40 Total Clock Hours: 140
East Penn School District Secondary Curriculum A Planned Course Statement for Biology I, CP Course # 401 Grade(s) 9, 10 Department: Science ength of Period (mins.) 40 Total Clock Hours: 140 Periods per
More informationPeddie Summer Day School
Peddie Summer Day School Course Syllabus: BIOLOGY Teacher: Mr. Jeff Tuliszewski Text: Biology by Miller and Levine, Prentice Hall, 2010 edition ISBN 9780133669510 Guided Reading Workbook for Biology ISBN
More informationTotal
Student Performance by Question Biology (Multiple-Choice ONLY) Teacher: Core 1 / S-14 Scientific Investigation Life at the Molecular and Cellular Level Analysis of Performance by Question of each student
More informationFORMAT FOR CORRELATION TO THE GEORGIA PERFORMANCE STANDARDS. Subject Area: Science State-Funded Course: Biology
FORMAT FOR CORRELATION TO THE GEORGIA PERFORMANCE STANDARDS Subject Area: Science State-Funded Course: Biology Textbook Title: Biology, (Miller/Levine) 2010 Publisher: Pearson Education SCSh1 Co-Requisite
More informationSCOPE AND SEQUENCE COURSE TITLE: 10th Grade Honors Biology (Trimester 1)
SCOPE AND SEQUENCE COURSE TITLE: 10th Grade Honors Biology (Trimester 1) UNIT/ TOPIC RESOUR CES/ CHAPTER S Essential Learning Outcomes/ I can Statements ACTIVITIES/ HOW ASSESS MENT Standards/ Benchmarks
More informationFormative/Summative Assessments (Tests, Quizzes, reflective writing, Journals, Presentations)
Biology Curriculum Map 2017-18 2 Weeks- Introduction to Biology: Scientific method, lab safety, organizing and analyzing data, and psuedoscience. This unit establishes the fundamental nature of scientific
More information7 th Grade Life Science Teaching & Learning Framework
7 th Grade Science 7 th Grade Life Science Teaching & Learning Framework Quarter 1 Quarter 2 Quarter 3 Quarter 4 Unit 1 9 weeks Structure and Function of Cells S7L2. Obtain, evaluate, and describe how
More informationWest Windsor-Plainsboro Regional School District AP Biology Grades 11-12
West Windsor-Plainsboro Regional School District AP Biology Grades 11-12 Unit 1: Chemistry of Life Content Area: Science Course & Grade Level: AP Biology, 11 12 Summary and Rationale The structural levels
More informationGrade Level: Biology I Grading Period: 1 st 9 weeks
June 206 Grading Period: st 9 s Scientific Method and Parts of Experiment Chemical Bonding, Properties of Water, ph scale b- Formulate questions that can be answered through research and experimental design.
More informationEnd of Course Review. Review sheet
Review Tips: Review ALL vocabulary, notes, assignments and worksheets Holt Biology CP: Review Science Skills on pages 1050 1063 and Lab safety on pages xxiv xxvii Modern Biology H: Review Lab safety &
More informationPRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide
PRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide Grade Level: High School Subject: Biology Quarter/Semester 1/1 Core Text: Biology, Miller & Levine, 2006 Time Block Unit Content Skills Standards
More informationBiology Final Review Ch pg Biology is the study of
Biology Final Review Ch. 1 1-3 pg. 17-25 1. Biology is the study of Ch.2 2-3 pg. 45-49 2. All organic compounds contain. 3. Starch is an example of which type of organic compound? 4. What monomers make
More informationPerformance Indicators: Students who demonstrate this understanding can:
OVERVIEW The academic standards and performance indicators establish the practices and core content for all Biology courses in South Carolina high schools. The core ideas within the standards are not meant
More informationBiology Scope & Sequence
Process Standards: Tools to Know: B.1(A) demonstrate safe practices during laboratory and field investigations B.1(B) demonstrate an understanding of the use and conservation of resources and the proper
More informationBiology Massachusetts
Tutorial Outline Massachusetts Tutorials are designed specifically for the Learning Standards found in the Massachusetts Curriculum Frameworks to prepare students for the MCAS tests. Biology Tutorials
More informationCellular Genetics, Structure and Function of DNA in Cells, Genetic Mechanisms and Inheritance, Mutations, Modern genetics 6-7 weeks
Biology Curriculum Map Each unit is allocated an approximate number of weeks using a traditional period schedule. Teachers should adjust these timeframes as needed based on student mastery and formative
More informationFINAL VERSION_ Secondary Preservice Teacher Standards -- Life Science AFK12SE/NGSS Strand Disciplinary Core Idea
Secondary Preservice Teacher Standards -- Life Science AFK12SE/NGSS Strand Disciplinary Core Idea LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function How do the structures
More informationDeveloped in Consultation with Florida Educators
Developed in Consultation with Florida Educators Table of Contents Next Generation Sunshine State Standards Correlation Chart............................... 6 Benchmarks Chapter 1 The Nature of Science...............
More informationA Correlation of. to the. Georgia Standards of Excellence Biology
A Correlation of to the Introduction The following document demonstrates how Miller & Levine aligns to the Georgia Standards of Excellence in. Correlation references are to the Student Edition (SE) and
More informationGREENCASTLE ANTRIM SCHOOL DISTRICT Planned Course Board Approved February 16, 2012 Course Title: Biology Grade Level(s) 10 11th
GREENCASTLE ANTRIM SCHOOL DISTRICT Planned Course Board Approved February 16, 2012 Course Title: Biology Grade Level(s) 10 11th Course Materials: Primary Source(s) Supplemental Source(s) Course Materials:
More informationName Date Period Unit 1 Basic Biological Principles 1. What are the 7 characteristics of life?
Unit 1 Basic Biological Principles 1. What are the 7 characteristics of life? Eukaryotic cell parts you should be able a. to identify and label: Nucleus b. Nucleolus c. Rough/smooth ER Ribosomes d. Golgi
More informationSecond Semester Biology Study Guide
Second Semester Biology Study Guide All of the information on this review is fair game for the final Some information will be more prevalent on the test (Think about which topics we spent more time on
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT October 2017 This document is a working draft. The information in this document is subject to change, and any changes will
More informationLowndes County Biology II Pacing Guide Approximate
Lowndes County Biology II Pacing Guide 2009-2010 MS Frameworks Pacing Guide Worksheet Grade Level: Biology II Grading Period: 1 st 9 weeks Chapter/Unit Lesson Topic Objective Number 1 The Process of 1.
More informationKillingly Public Schools. Grade 10 Draft: March 2004
Killingly Public Schools Grade 10 Draft: March 2004 BIOLOGY Grade 10 Safety CONTENT STANDARD 10 B 1: The student will understand the critical role of safety in the science classroom setting. The student
More informationTutorials are designed specifically for the Virginia Standards of Learning to prepare students for the Standards of Learning tests.
Tutorial Outline Tutorials are designed specifically for the Virginia Standards of Learning to prepare students for the Standards of Learning tests. Biology Tutorials offer targeted instruction, practice,
More informationStandard Topics Labs & Literacy SPI s. Labs *Magazine Advertisements & Experimental Design
Biology I Honors Syllabus/Pacing Guide Course Description: Honors Biology is offered for highly motivated science students. Independent work and critical thinking are essential in an honors class. The
More informationGrade 7 Science Learning Standards
Grrade 7 Sciience Currrriicullum Overrviiew Middle School Science Hands-on, Minds-On, Science is the primary focus of the middle school science program, and includes content from Earth and Space Science,
More informationHampton High School Biology Competencies & Requisite Skills
Hampton High School Biology Competencies & Requisite Skills Competency 1: Scientific Inquiry A. Evaluate a question or hypothesis to develop an experimental design for a scientific investigation. B. Justify
More informationBIOLOGY STANDARDS BASED RUBRIC
BIOLOGY STANDARDS BASED RUBRIC STUDENTS WILL UNDERSTAND THAT THE FUNDAMENTAL PROCESSES OF ALL LIVING THINGS DEPEND ON A VARIETY OF SPECIALIZED CELL STRUCTURES AND CHEMICAL PROCESSES. First Semester Benchmarks:
More informationA A A A B B1
LEARNING OBJECTIVES FOR EACH BIG IDEA WITH ASSOCIATED SCIENCE PRACTICES AND ESSENTIAL KNOWLEDGE Learning Objectives will be the target for AP Biology exam questions Learning Objectives Sci Prac Es Knowl
More informationAP Curriculum Framework with Learning Objectives
Big Ideas Big Idea 1: The process of evolution drives the diversity and unity of life. AP Curriculum Framework with Learning Objectives Understanding 1.A: Change in the genetic makeup of a population over
More informationTotal Hrs Lecture Total Hrs Lab 0.00 Total Course Hrs Total Student Hrs
HSSCI 21 - LIFE SCIENCE 1- BIOLOGY Total Hrs Lecture 50.00 Total Hrs Lab 0.00 Total Course Hrs 50.00 Total Student Hrs 99.50 High School Credits 5.00 COURSE DESCRIPTION This introductory biology course
More informationPhilipsburg-Osceola Area School District Science Department. Standard(s )
Philipsburg-Osceola Area School District Science Department Course Name: Biology Grade Level: 10 Timelin e Big Ideas Essential Questions Content/ Concepts Skills/ Competencies Standard(s ) Eligible Content
More informationMiller Levine Biology
A Correlation of To the 2018 Mississippi College and Career-Readiness Standards for Biology A Correlation of to the Biology BIO.1 Cells as a System Conceptual Understanding: Biologists have determined
More informationCorrelation to New Jersey Core Curriculum Content Standards for Science CPO Science Life Science ( Middle School)
5.1.08.A.1 5-8 Science Practices Understand Scientific Explanations Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative
More informationTHINGS I NEED TO KNOW:
THINGS I NEED TO KNOW: 1. Prokaryotic and Eukaryotic Cells Prokaryotic cells do not have a true nucleus. In eukaryotic cells, the DNA is surrounded by a membrane. Both types of cells have ribosomes. Some
More informationPutnam County Public Schools Curriculum Map BIOLOGY Yearly Outlook First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks
Putnam County Public Schools Curriculum Map BIOLOGY Yearly Outlook 2017-2018 First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks Unit 1 Ecology* SC.912.L.17.2: Explain the general distribution
More informationIntroduction to Biology
Introduction to Biology Course Description Introduction to Biology is an introductory course in the biological sciences. Topics included are biological macromolecules, cell biology and metabolism, DNA
More informationPutnam County Public Schools Curriculum Map BIOLOGY Yearly Outlook First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks
Putnam County Public Schools Curriculum Map BIOLOGY Yearly Outlook 2018-2019 First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks Unit 1 Ecology* SC.912.L.17.2: Explain the general distribution
More informationBig Idea 1: The process of evolution drives the diversity and unity of life.
Big Idea 1: The process of evolution drives the diversity and unity of life. understanding 1.A: Change in the genetic makeup of a population over time is evolution. 1.A.1: Natural selection is a major
More informationEXAMgen Correlation to Texas Essential Knowledge and Skills (TEKS)
EXAMgen Correlation to Texas Essential Knowledge and Skills (TEKS) TEKS EXAMgen Biology 3rd Edition Outline 112.34 Biology *TEKS in red denote Readiness Standards ex: (B.4)(B)R *TEKS in green denote Supporting
More informationCollege- and Career-Readiness Standards for Science. Biology. Biology. BIO.1 Cells as a System
College- and Career-Readiness Mississippi 2017 STANDARDS BIO.1 Cells as a System Conceptual Understanding: Biologists have determined that organisms share unique characteristics that differentiate them
More informationSpring 2016 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1
Next Generation Sunshine State Standards () Form 1 SC.912.L.1.1 Cell theory; Evaluating scientific claims cell theory 2 SC.912.L.1. Cell wall; Comparing prokaryotic and eukaryotic cells 2 SC.912.L.16.
More informationBio 101 General Biology 1
Revised: Fall 2016 Bio 101 General Biology 1 COURSE OUTLINE Prerequisites: Prerequisite: Successful completion of MTE 1, 2, 3, 4, and 5, and a placement recommendation for ENG 111, co-enrollment in ENF
More informationBiology Scope and Sequence Student Outcomes (Objectives Skills/Verbs)
C-4 N.12.A 1-6 N.12.B.1-4 Scientific Literacy/ Nature of (embedded throughout course) Scientific Inquiry is the process by which humans systematically examine the natural world. Scientific inquiry is a
More information