Science 10 Biology Syllabus/Online Course Plan. Stage One Desired Results

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1 Science 10 Biology Syllabus/Online Course Plan Stage One Desired Results Course Title/Grade Level: Science 10 Credit: one semester (.5) X two semesters (1) Estimate of hours per week engaged in learning activities Students will typically commit a minimum of 5 hours of class work per week. Prerequisites and/or recommended preparation: Successful completion of prior science and math courses. Course Overview: This course is designed to prepare students for success in their future through the exploration of different Science disciplines. Emphasis will be given to equip students with the skills and understandings required for success on the WASL. At the same time this course will cover topics, hands on experiments and simulations in Biology giving students a background that will assist them in future Science courses. Enduring Understandings for Course: Life on Earth exhibits extensive biological diversity, and yet there are underlying similarities among all organisms at the molecular level. Genetic composition gives rise to both the uniqueness of species and diversity among them. It is this genetic composition and the resulting traits of populations on which natural selection operates to create the biological diversity observed in nature. In what ways are living organisms the same or different from one another? What is the code of life, and how does it operate? What mechanisms ensure genetic continuity within species? What are the mechanisms of natural selection, and how do they operate? How does the evolutionary process contribute to the biological diversity found in nature? List external resources and include cost for each.

2 SASinSchool (provided by SVL) United Streaming (provided by SVL) Kitchen materials and equipment for simple labs Establish Goals: (Grade Level Expectations) (PS2F, LS1A) (LS1B, LS1C, LS1D, LS1F) (LS1H, LS1I)(LS1E, LS1G)(LS3A-E) (ES3- C)(LS2A)(LS2B, LS2C, LS2D)(LS2E, LS2F, LS1B, ES2A-D, ES3D)(ES1A)(ES1B) Grading Policy A B C D 64-Below F Make-up Exam Policy Although most timelines for work in this course will be flexible, there will be deadlines for some items. When an assignment or test is due by a certain time, there may be extenuating circumstances that will require an extension. Such extensions must be requested in writing. Make-up exams and assignments need to be arranged through communication between the student and teacher. Academic Integrity: It is the responsibility of the student to uphold the highest in academic integrity. Students in this course will be expected to comply with the official Spokane District 81 Policy regarding Academic Integrity. It is the assumption of the instructor that all work is done by the student. District Computer/Network Usage: Careful and ethical use of computing resources is the responsibility of every user. Students will be held to a stand of accountability for how they use computers. The official District Acceptable Use Policy is found here (PDF). Cells Cells are the basic structural 1. Structure of cells Cells are composed of organelles, each with a unique structure and function essential to the survival of the cell. 2. Similarities/Differences of Plant and Animal

3 and functional units of life How does each organelle contribute to the survival of a cell? Cells 3. Organelles involved in energy transfer Photosynthesis occurs in chloroplasts. Respiration occurs in mitochondria. In what ways are plant and animal cells alike and in what ways do they differ? Cellular E nergy (photosynthesis, r espir ation) How are chloroplasts and mitochondria involved in the transfer of energy within a cell? In a living system, matter takes the form of proteins, fats, carbohydrates and nucleic acids. Photosynthesis is the process by which plants convert solar energy, carbon dioxide, and water into carbohydrates and oxygen. Respiration is the process by which plants and animals convert carbohydrates and oxygen into chemical energy and heat, carbon dioxide and water. How is energy transformed from solar energy to heat in living systems? Cell cycle, Mitosis and Meiosis How is a sex cell different from a normal body cell? What is the biological significance of this difference? Cell Division o Relevant Organelles o Types Mitosis Meiosis o Process o Biological Importance DNA, Genetics, Heredity, & Inheritance 1. DNA carries the code that determines the characteristics/traits of an organism In what ways are living organisms the same or different

4 from one another? What is the code of life, and how does it operate? What mechanisms ensure genetic continuity within species? What are the mechanisms of natural selection, and how do they operate? How does the evolutionary process contribute to the biological diversity found in nature? What is the reason offspring tend to share traits with their parents? How do offspring end up with some traits that are different than their parents? To what extent are all organisms on Earth genetically similar? Different? Evolution and Natural Selection In what ways have organisms changed over time? What are the scientific explanations for these changes? How does natural selection operate? What is the scientific evidence for biological evolution? M atter and E ner gy C ycles 2. The diversity of organisms on Earth is a direct result of biological evolution. Natural selection is the mechanism that results in differential survival of organism due to heritable variations in populations. Characteristics and processes distinguish living organisms from non-living objects. Energy and matter interact to sustain life. The carbon cycle describes how carbon is cycled throughout the biosphere in organic and inorganic forms. The earth is a system in which energy flows and matter is continually cycled in order to sustain life. What are the basic requirements

5 needed to sustain life? What kinds of matter are essential for life on earth to exist How does matter cycle through the earth system? Populations Describe the factors that affect population growth. E cology What are the reasons that the transfer of solar energy through the ecosystem is important to all living beings (producers, consumers, decomposers)? C osmology What types of energy and matter transformations occur in stars? What types of events occur in the life cycle of stars? How did the universe begin? What is currently happening in the universe? Be able to describe at least three kinds of interactions that can occur between populations of different kinds of organisms. Carrying capacity and limiting factors affect population growth. Food webs and trophic levels are a representation of how matter and energy are transferred through an ecosystem. Organisms within an ecosystem are interdependent the process of star formation involves the coalescing due to gravitational attraction of interstellar gas and dust the key factor that accounts for the differences in the life cycle of different stars is to the mass of the star the Big Bang theory is the current scientific explanation that accounts for the origin of the universe and the events that occurred shortly after it occurred following the Big Bang, evidence indicates the universe is expanding (cosmic background radiation; Hubble Law), and that dynamic changes are occurring and causing it to evolve Students will know and be able to: Life Science/ Biology - How DNA replicates -How DNA codes for proteins -How proteins serve several functions in organisms -How genes, chromosomes and DNA relate -How characteristics are passed from parents to offspring -How to determine possible offspring characteristics -How to define natural selection and the evidence that supports Darwin s theory -How humans have played a role in the selection of species -Analyze the relationship among organisms based on their shared physical, biochemical, genetic, and cellular characteristics and functional processes. -Understand cellular structures, their functions, and how specific genes regulate these functions.

6 -Understand how organisms, including cells, use matter and energy to sustain life and that these processes are complex, integrated, and regulated. -Analyze the living and nonliving factors that affect organisms in ecosystems. C osmology -Understand that the Solar System is in a galaxy in a universe composed of an immense number of stars and other celestial bodies. -Understand how stars, solar systems, galaxies, and the universe were formed and how these systems continue to evolve. Stage Two Evidence of Assessment What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.] Performance Tasks: Project Based Learning Lessons Interactive Web based learning Hands on lab experiences Discussion Boards Other Evidence (self-assessments, observations, work samples, quizzes, tests and so on): Flash cards Formative Assessments Summative Assessments Stage Three Learning Plan Learning Activities: Learning activities will be provided in such a way to target all types of learners. Instruction will be given in a variety of formats including readings, video, and powerpoint presentations. Students will have opportunities to

7 show their learning in many ways such as model building, research projects, lab activities, and discussion boards. The nature of the course allows students to have flexibility in their learning. Indicate from the table below all applicable learning strategies that may be used in the course. Direct Instruction _X Structured Overview X Mini presentation _X Drill & Practice Demonstrations Indirect Instruction X Problembased Case Studies _X Inquiry X Reflective Practice X Project _X Paper _X Concept Mapping Experiential Learning Virt. Field Trip _X Experiments X Simulations X Games Field Observ. Role-playing _X Model Bldg. Surveys Independent Study _X Essays _X Self-paced computer X Journals Learning Logs _X Reports _X Directed Study X Research Projects Interactive Instruction _X Discussion Debates Role Playing Panels Peer Partner Learning Project team Laboratory Groups X Think, Pair, Share Cooperative Learning Tutorial Groups Interviewing X Conferencing Scope and Sequence: Scope, Sequence and Pacing 1 st Semester Biology I: Flow of genetic information in systems Over view of biological hierarchy/biological systems Carbon-based life (requirements for life, biomolecules: sugars and fats) Cells (parts and functions, how cells interact) a. Cells (energy use: photosynthesis, respiration) b. Cell cycle, Mitosis and Meiosis 1 week 2 week Genetics (Mendel, DNA, 7

8 2 nd Semester Biology II: Cycles of matter and energy in systems protein synthesis, mutations) a. Genetics (protein synthesis, mutations) 2 Evolution (classification, age of Earth, effect of life on the planet) Matter and energy cycles (carbon and nitrogen cycles) Populations (more on natural selection) Ecology (planetary thinking, human impact, climate change, biodiversity, natural resources, sustainability) Cosmology (2-3 ) Stars and stellar evolution Big Bang 4 1 week 4 Weeks 4 Adapted from Understanding by Design Template available online and the Understanding by Design: Professional Development Workbook. References: Wiggins, G., & McTighe, J. (n.d.). Understanding by Design Exchange. Retrieved November 2, 2004 from Wiggins, G., & McTighe, J. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and Curriculum Development.)