Instructional Guide Map Science Marine Biology
|
|
- Colleen Juliana Freeman
- 5 years ago
- Views:
Transcription
1 22-2 Instructional Guide Map Biology Note: Instructional Guide Maps are an overview of the Alliance Instructional Guides. They assist teachers with planning instructional units and effective strategies to teach California high priority standards throughout the year. Every standard will be assessed with -5 questions on the benchmark. Quarter Quarter 2 Instructional Days August 6 September 28 October 5 December 7 s October -5 December - Pupil Free / Teacher PD October 8 January 7 Re-teach Targeted Standards October 9-2 January 8- Standards Assessed on Benchmark a Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. c Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. f Students know usable energy is captured from sunlight by chloroplasts, and stored via the synthesis of sugar from carbon dioxide. g Students know the role of the mitochondria in making stored chemical bond energy available to cells by completing the breakdown of glucose to carbon dioxide. 2a Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type. 2b Students know only certain cells in a multicellular organism undergo meiosis. 2c Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete. 2d Students know new combinations of alleles may be generated in a zygote through fusion of male and female gametes (fertilization). 2e Students know why approximately half of an individual s D sequence comes from each parent. 2f Students know the role of chromosomes in determining an individual s sex. d Students know the central dogma of molecular biology outlines the flow of information from transcription of R in the nucleus to translation of proteins on ribosomes in the cytoplasm. a Students know the general pathway by which ribosomes synthesize proteins, using trs to translate genetic information in mr. b Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in R. d Students know how specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences in the genes themselves. 5a Students know the general structures and functions of D, R, and protein. 5b Students know how to apply base-pairing rules to explain precise copying of D during semiconservative replication and transcription from D into mr. 6a Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats 6b Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. 6d Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration. 6e Students know a vital part of an ecosystem is the stability of its producers and decomposers. * Only Quarters - have associated benchmark exams. Instruction continues with addressed standards until the end of the year. Map rev. 7/22 i
2 22-2 Instructional Guide Map Biology Note: Instructional Guide Maps are an overview of the Alliance Instructional Guides. They assist teachers with planning instructional units and effective strategies to teach California high priority standards throughout the year. Every standard will be assessed with -5 questions on the benchmark. Quarter Quarter Quarter * Instructional Days January - March 5 April 6 June 7 s March 8 22 Pupil Free / Teacher PD April Re-teach Targeted Standards April 2-5 Testing Window: April 22 May 2 Standards Assessed on Benchmark 2g Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents. a Students know!how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive). b Students know the genetic basis for Mendel s laws of segregation and independent assortment. c Students know how mutations in the D sequence of a gene may or may not affect the expression of a gene, or the sequence of amino acids in the encoded protein. 5c Students know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products. 7a Students know why natural selection acts on the phenotype rather than the genotype of an organism. 7b Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in the gene pool. 7d Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions. 8a Students know how natural selection determines the differential survival of groups of organisms. 8b Students know a great diversity of species increases the chances that at least some organisms survive major changes in the environment. 8e Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction. 9a Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 9b Students know how the nervous system mediates communication between different parts of the body and the body s interactions with the environment. 9c Students know how the feedback loops in the nervous and endocrine systems regulate conditions in the body. 9d Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses. a Students know the role of the skin in providing nonspecific defenses against infection. b Students know the role of antibodies in the body s response to infection. c Students know how vaccination protects an individual from infectious diseases. d Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body s primary defenses against bacterial and viral infections, and effective treatments of these infections. e Students know why an individual with a compromised immune system (for example, a person with AIDS), may be unable to fight off and survive infections by microorganisms that are usually benign. * Only Quarters - have associated benchmark exams. Instruction continues with addressed standards until the end of the year. Map rev. 7/22 ii
3 Biology Instructional Guide, 22-2 MARINE BIOLOGY, Grade Bio/Life Blueprint s and Instructional Pacing Guide 22-2 Instructional Guides are provided as resource for Alliance classroom teachers. They identify high priority grade-level standards to be taught during each quarter of instruction in the context of proposed units with a suggested amount of time. High priority standards are assessed on quarterly benchmark exams.. : Scientific Inquiry and Methods Summary This unit will focus on the components of scientific inquiry, including understanding the methods used by scientists to develop and test hypotheses. It will address the fact that scientific progress is based on systematic observations and experiments, and that scientific knowledge is refined as additional evidence is collected. Students should know how to select and use appropriate tools to collect and analyze data pertaining to the ocean and marine life. They should also recognize the importance of controlled experimental conditions and of using models to represent real-life phenomena. IEa Students know how to select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. IEb Students know how to identify and communicate sources of unavoidable experimental error. IEc Students know how to identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. IEd Students know how to formulate explanations using logic and evidence. IEf Students know how to distinguish between hypothesis and theory as scientific terms. IEg Students know how to recognize the usefulness of models and theories as scientific representations of reality. IEk Students know how to recognize the cumulative nature of scientific st Qtr IEj Students know how to recognize the issues of statistical variability and the need for controlled tests. 6 total IE a- n Scientific inquiry Scientific method Scientific hypothese s and theories Experime ntal design s Developmen t Group Sections.,.,.5,.8,., 2.,.2,.6 * Not Assessed on
4 Biology Instructional Guide, : Cell Biology Summary This unit will address the components of prokaryotic and eukaryotic cells. Students should recall that prokaryotic cells lack organelles, and they should be able to identify singlecelled marine organisms as prokaryotic or eukaryotic. Students should remember and review the basic structures and functions of cell organelles, including those involved in protein synthesis and secretion. Additionally, they should understand the role of the cell s plasma membrane in maintaining homeostasis. This might include expanding their familiarity of the processes of diffusion and active transport to include specializations unique to marine organisms that are needed to maintain proper electrolyte and water balance (e.g., contractile vacuoles). : Energy Production and Storage in Cells Summary This unit will focus on the processes of photosynthesis and cellular respiration. Students should be familiar evidence a Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. c Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. f Students know usable energy is captured from sunlight by chloroplasts, and stored via the synthesis of sugar from carbon dioxide. g Students know the role of the mitochondria in making 2 Bio st Qtr b Students know that enzymes are proteins and catalyze biochemical reactions without altering the reaction equilibrium. The activity of enzymes depends on the temperature, ionic conditions and ph of the surroundings. e Students know the role of the endoplasmic reticulum and Golgi apparatus in secretion of proteins. h Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors. j Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton and/or cell wall. i Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production. or 2 every other yr Difference s between prokaryoti c and eukaryotic cells Role of cell membran e in maintainin g homeosta sis Diffusion, osmosis, and active transport Photosynt hesis Cellular respiration s Developmen t Group pp. 5, -5 s Developmen t Group * Not Assessed on
5 Biology Instructional Guide, 22-2 with photosynthesis as a means by which plants capture light energy from the sun and convert it into chemical energy; they should recognize that the process is widespread among marine organisms that live in the photic zone, including plants, protists, and eubacteria. Students should also recall the processes in cellular respiration that free stored energy from the chemical bonds in ATP. They could expand their previous knowledge of respiration to include the different means by which marine organisms obtain the oxygen needed to carry out cellular respiration (e.g., how organisms obtain oxygen from the water). : Gamete Formation and Fertilization Summary This unit will focus on gamete formation and fertilization through sexual reproduction. Students should understand that meiosis is a process by which organisms produce haploid gametes from diploid parent cells. They should be familiar with chromosome segregation and know that a zygote receives half of its D from each parent. Additionally, students should stored chemical bond energy available to cells by completing the breakdown of glucose to carbon dioxide. 2a Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type. 2b Students know only certain cells in a multicellular organism undergo meiosis. 2c Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete. 2d Students know new st Qtr Meiosis Fertilizatio n pp. 7, Sections.,. s Developmen t Group pp. 8, 7-72, * Not Assessed on
6 Biology Instructional Guide, 22-2 know how gender is determined in sexually reproducing marine organisms. combinations of alleles may be generated in a zygote through fusion of male and female gametes (fertilization). 2e Students know why approximately half of an individual s D sequence comes from each parent. 2f Students know the role of chromosomes in determining an individual s sex. st Qtr * Not Assessed on
7 Biology Instructional Guide, : Nutrient Cycling in the Oceans Summary This unit will focus on the ocean s role in nutrient cycling. It will address how evaporation in the oceans is a principal component in the water cycle and how oxygen cycles through the ocean in the processes of photosynthesis and respiration. Students should understand the roles of photosynthesizing producers and decomposers in the carbon cycle and the possible effects on nutrient cycling when the stability of marine producers or consumers is compromised. They should also be familiar with the transfer of energy in food chains and webs, including the loss of energy as heat as it is transferred to higher trophic levels. 6d Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration. 6e Students know a vital part of an ecosystem is the stability of its producers and decomposers. 2 2 nd Qtr 6f Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid. Nutrient cycling in the ocean Ocean s role in water cycle food chains and food webs s Developme nt Group Sections.-. * Not Assessed on
8 Biology Instructional Guide, : Ecosystems Summary This unit will focus on marine ecosystems and factors that affect their stability. Students should be able to identify populations that comprise marine ecosystems. They should also be familiar with the factors that affect population size (e.g., birthrate, death rate, predation, immigration). This unit will address factors that affect the biodiversity and stability of marine organisms, including human activities such as pollution, introduction of nonnative species, and climate change. The students can expand their knowledge of marine ecosystems by investigating factors that incite changes and their possible negative consequences (e.g., water pollution and rising mercury levels in fish species frequently consumed by humans). 6a Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats 6b Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. 6c Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death. 6e Students know a vital part of an ecosystem is the stability of its producers and decomposers. IEe Students know how to solve scientific problems using quadratic equations and simple trigonometric, exponential, and logarithmic functions. IEm Students know how to investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include the irradiation of food, cloning of animals by somatic cell transfer, choice of energy sources, and land and water use decisions in California. 2 nd Qtr ecosystem s Factors that affect biodiversity Demograp hics of marine species Human impact on marine ecosystem s s Developme nt Group Sections 2.,.-.6 * Not Assessed on
9 Biology Instructional Guide, : Protein Synthesis Summary This unit will focus on protein synthesis in eukaryotic cells. Students should understand the basic structures of D and R. They should be familiar with the pathway by which an mr strand is produced and translated using trs. They should also know how genetic information is coded in discrete codons that dictate the sequence of amino acids that comprise different proteins. This unit will also address how cell specialization in multicellular marine organisms is largely due to differences in gene expression that affect the number and types of proteins synthesized, rather than to differences in the genetic make up of the cells. d Students know the central dogma of molecular biology outlines the flow of information from transcription of R in the nucleus to translation of proteins on ribosomes in the cytoplasm. a Students know the general pathway by which ribosomes synthesize proteins, using trs to translate genetic information in mr. b Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in R. d Students know how specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences in the genes themselves. 5a Students know the general structures and functions of D, R, and protein. 5b Students know how to apply base-pairing rules to explain precise copying of D during semiconservative replication and transcription from D into mr. Bio Bio Bio Bio Bio 2 nd Qtr e Students know proteins can differ from one another in the number and sequence of amino acids. Structure and function of D, R, and proteins Transcripti on and translation Gene expression and cell specializati on s Developme nt Group pp * Not Assessed on
10 Biology Instructional Guide, : Genetics and Biotechnology Summary This unit will focus on genetic inheritance. Students should be familiar with Mendelian genetics and should be able to use these principles to predict the phenotypes of the offspring of parents with known genotypes using Punnett squares. The unit will briefly address different modes of inheritance, including autosomal dominant and sex-linked. It will also include information on how biotechnology has been applied to marine ecosystems (e.g., genetic engineering s effect on the health of coral reefs). 2g Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents. a Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X- linked, dominant or recessive). b Students know the genetic basis for Mendel s laws of segregation and independent assortment. 5c Students know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products. IEm Students know how to investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include the irradiation of food, cloning of animals by somatic cell transfer, choice of energy sources, and land and water use decisions in California. Bio Bio Bio rd Qtr c Students know how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes. d Students know how to use data on frequency of recombination at meiosis to estimate genetic distances between loci, and to interpret genetic maps of chromosomes. * Mendelian genetics Punnett squares Modes of inheritance Effects of biotechnol ogy on marine resources University of s Developme nt Group Sections (nothing found) * Not Assessed on
11 Biology Instructional Guide, : Mutation, Genetic Variation, and Evolution Summary This unit will focus on genetic mutations and the processes involved in natural selection. Students should understand the relationship between resource stress and competition, knowing that genetic variation within a species may confer a reproductive advantage to certain individuals. They should also understand that selective advantages affect the gene frequency of a population. Students should be able to apply the principles of natural selection to practical examples that involve marine organisms. : Evolutionary Relationships Summary This unit will focus on environmental changes over the course of Earth s history and their relationship to natural selection, resulting in speciation events and extinctions. It will address the roles of the oceans and marine organisms in shaping evolutionary c Students know how mutations in the D sequence of a gene may or may not affect the expression of a gene, or the sequence of amino acids in the encoded protein. 7a Students know why natural selection acts on the phenotype rather than the genotype of an organism. 7b Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in the gene pool. 7d Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions. 8a Students know how natural selection determines the differential survival of groups of organisms. 8a Students know how natural selection determines the differential survival of groups of organisms. 8b Students know a great diversity of species increases the chances that at least some organisms survive major changes in the environment. 8e Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction. Bio () rd Qtr 5 7c Students know mutations are constantly being generated in a gene pool. 8c Students know the effects of genetic drift on the diversity of organisms within a population. 7e Students know the conditions for Hardy- Weinberg equilibrium in a population and why these conditions are not likely to appear in nature. 7f Students know how to solve the Hardy- Weinberg equation to predict the frequency of genotypes in a population, given the frequency of the phenotypes. 6g Students know how to distinguish between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage of organisms through genetic change. 8d Students know reproductive or geographic isolation affects speciation. 8f Students know how to use comparative Mutations Natural selection Natural selection Evolutionar y history of marine species Speciation University of s Developme nt Group Section.6 University of s Developme nt Group Section.6 * Not Assessed on
12 Biology Instructional Guide, 22-2 history. Students should understand how species diversity increases the likelihood that some species will survive dramatic changes in the environment and should be able to recognize evolutionary processes that occurred during different geological eras. IEi Students know how to analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). IEl Students know how to analyze a situation and solve problems that require combining and applying concepts from more than one area in science IEn Students know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets). rd Qtr embryology, D or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram) that shows probable evolutionary relationships. 8g Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another. * Not Assessed on
13 Biology Instructional Guide, 22-2 Instruction Continues After Q Inquiry methods and concrete laboratory experiences should be the vehicle for content as well as for science skills and processes to enrich our students learning science content as scientists wherever possible throughout the teaching of science. : Human Physiology Summary This unit should contain a brief review of human organ systems. This knowledge can be used in comparison with the organ systems of different phyla of marine organisms, including chordates and arthropods. This should include examining how different organisms have adapted to take in nutrients and remove wastes, as well as features that regulate internal conditions in the organism and that mediate between the organism and its outside environment (i.e., nervous system). 9a Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 9b Students know how the nervous system mediates communication between different parts of the body and the body s interactions with the environment. 9c Students know how the feedback loops in the nervous and endocrine systems regulate conditions in the body. 9d Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses. Bio 9e Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response. 9f Students know the individual functions and sites of secretion of digestive enzymes (amylases, proteases, nucleases, lipases), stomach acids, and bile salts. 9g Students know the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance. 9h Students know the cellular and molecular basis of muscle contraction, including the various roles of actin, myosin, Ca 2+, and ATP. 9i Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms. every yrs Human and comparative physiology Nervous system Endocrine system s Development Group Sections.6-.7, , * Not Assessed on
14 Biology Instructional Guide, : Immune System Summary This unit will focus on the functions of the immune system. It will address both nonspecific and specific defenses against pathogens. Students should understand the differences between bacterial and viral diseases, the role of vaccination in immunity, and the effects of compromised immunity on an individual s ability to fight off infection. a Students know the role of the skin in providing nonspecific defenses against infection. b Students know the role of antibodies in the body s response to infection. c Students know how vaccination protects an individual from infectious diseases. d Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body s primary defenses against bacterial and viral infections, and effective treatments of these infections. e Students know why an individual with a compromised immune system (for example, a person with AIDS), may be unable to fight off and survive infections by microorganisms that are usually benign. Bio Bio f Students know the roles of phagocytes, B- lymphocytes, and T- lymphocytes in the immune system. Immune response Viral and bacterial infections s Development Group (nothing found) * Not Assessed on
Bio/Life: Cell Biology
Bio/Life: Cell Biology 1a The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding
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 informationINTEGRATED SCIENCE 3
CALIFORNIA CONTENT STANDARDS: BIOLOGY/LIFE SCIENCES Cell Biology 4 6.7% 1. The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas
More informationIntroduction - Life Science
CALIFORNIA STANDARDS TEST G R A D E Released Test Questions Science 10 Introduction - Life Science The following released test questions are taken from the Life Science Standards Test. This test is one
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 informationINTEGRATED SCIENCE 2
CALIFORNIA CONTENT STANDARDS: BIOLOGY/LIFE SCIENCES Cell Biology 5 8.3% 1. The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas
More informationCST and FINAL EXAM REVIEW
Name Date Period CST and FINAL EXAM REVIEW Directions: Both your final exam and the CST (STAR) test are based on the California Standards. There are five major categories and they include: Investigation
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 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 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 informationMt. San Antonio College Course Outline*
Mt. San Antonio College Course Outline* Course Title: High School Biology BCSK HSBIO Primary Methodology: Lecture discussion Laboratory Establishment of Need: Community/Student Interest Required for the
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 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 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 informationINTEGRATED SCIENCE 1
CALIFORNIA CONTENT STANDARDS: BIOLOGY/LIFE SCIENCES Ecology 7 11.7% 6. Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept: a. Students know biodiversity
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 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 informationINTEGRATED SCIENCE 4
CALIFORNIA CONTENT STANDARDS: BIOLOGY/LIFE SCIENCES Genetics 2 3.3% 5. The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this
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 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 informationADVANCED PLACEMENT BIOLOGY
ADVANCED PLACEMENT BIOLOGY Description Advanced Placement Biology is designed to be the equivalent of a two-semester college introductory course for Biology majors. The course meets seven periods per week
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 (Miller/Levine) 2010 Correlated to: Massachusetts Learning Standards for Biology (High School)
I. CONTENT STANDARDS 1. The Chemistry of Life Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life. 1.1 Recognize that biological organisms are
More informationBiology 10 th Grade. Textbook: Biology, Miller and Levine, Pearson (2010) Prerequisite: None
Biology 10 th Grade SCI 401, 402 Biology 1 credit 5 days a week; 2 semesters Taught in English Biology - The Study of Life! This is a required course for all 10 th grade students in both the Mexican and/or
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 informationMiller & Levine Biology 2010
A Correlation of 2010 to the Pennsylvania Assessment Anchors Grades 9-12 INTRODUCTION This document demonstrates how 2010 meets the Pennsylvania Assessment Anchors, grades 9-12. Correlation page references
More informationValley Central School District 944 State Route 17K Montgomery, NY Telephone Number: (845) ext Fax Number: (845)
Valley Central School District 944 State Route 17K Montgomery, NY 12549 Telephone Number: (845)457-2400 ext. 18121 Fax Number: (845)457-4254 Advance Placement Biology Presented to the Board of Education
More informationThe Biology End-Of Course Exam will require students to apply scientific knowledge attained and described below in the NGSSS from middle grades
The Biology End-Of Course Exam will require students to apply scientific knowledge attained and described below in the NGSSS from middle grades SC.912.N.1.1 Define a problem based on a specific body of
More informationBiology Spring Final Exam Study Guide
Name: Hour: Basic Biology Skills Graphing Know the keys to creating a graph Know how to interpret a graph Independent variable Dependent variable Biology Spring Final Exam Study Guide Levels of Organization
More informationHonors Biology Midterm Exam Study Guide--January 2019
Objective Response Reflection 3 = I totally know this! :) 2 = I remember this somewhat 1 = I don't remember this at all Explain the difference between independent and dependent variables. Explain what
More informationContent Descriptions Based on the Georgia Performance Standards. Biology
Content Descriptions Based on the Georgia Performance Standards Biology Introduction The State Board of Education is required by Georgia law (A+ Educational Reform Act of 2000, O.C.G.A. 20-2-281) to adopt
More informationKeystone Exams: Biology Assessment Anchors and Eligible Content. Pennsylvania Department of Education
Assessment Anchors and Pennsylvania Department of Education www.education.state.pa.us 2010 PENNSYLVANIA DEPARTMENT OF EDUCATION General Introduction to the Keystone Exam Assessment Anchors Introduction
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 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 informationInstructional Guide Map Science Earth Science
-3 Instructional Guide Map Note: Instructional Guide Maps are an overview of Alliance Instructional Guides. They assist teachers with planning instructional units and effective strategies to teach California
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 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 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 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 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 information1. The Chemistry of Life Chapter 3 Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life.
Biology High School Standards Review Worksheet 1. The Chemistry of Life Chapter 3 Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life. 1.1 Recognize
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 informationEnduring understanding 1.A: Change in the genetic makeup of a population over time is evolution.
The AP Biology course is designed to enable you to develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting
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 informationWHITER UNION HIGH SCHOOL DISTRICT Whittier, California. May Board Approved: August 28, 2007 COURSE OF STUDY COURSE DESCRIPTION
WHITER UNION HIGH SCHOOL DISTRICT Whittier, California May 2008 Board Approved: August 28, 2007 COURSE OF STUDY Course Title: Department: BIOLOGY M Science Grade Levels: 9 12 COURSE DESCRIPTION M is a
More informationMap of AP-Aligned Bio-Rad Kits with Learning Objectives
Map of AP-Aligned Bio-Rad Kits with Learning Objectives Cover more than one AP Biology Big Idea with these AP-aligned Bio-Rad kits. Big Idea 1 Big Idea 2 Big Idea 3 Big Idea 4 ThINQ! pglo Transformation
More informationMiller & Levine Biology 2014
A Correlation of Miller & Levine Biology To the Essential Standards for Biology High School Introduction This document demonstrates how meets the North Carolina Essential Standards for Biology, grades
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 informationLife Science FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES
FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential
More informationBiology EOCT Review. Milton High School
Biology EOCT Review Milton High School Cell Organelles Nucleus holds DNA Cell membrane what comes in and goes out Mitochondria powerhouse of the cell Ribosomes protein synthesis Lysosomes digestion Cell
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 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 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 informationIntegrated/Coordinated Science 1 Earth Science and Physics
Integrated/Coordinated Science Earth Science and Physics CST BLUEPRINT FOR ICS EARTH SCIENCE Dynamic Earth Processes 9 5.0. Plate tectonics a. features of the ocean floor provide evidence of plate tectonics
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 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 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 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 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 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 informationBiology 1 EOC Study Guide
Name: Biology 1 EOC Study Guide Date: Standard 2: The student will demonstrate an understanding of the structure and function of cells and their organelles 1. What are three tenets of the cell theory?
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 informationAP Biology UNIT 1: CELL BIOLOGY. Advanced Placement
Advanced Placement AP Biology builds students' understanding of biology on both the micro and macro scales. After studying cell biology, students move on to understand how evolution drives the diversity
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 informationFind your notes, old notebook, and a pencil * On Thursday please bring a calculator!
Find your notes, old notebook, and a pencil * On Thursday please bring a calculator! Describe Photosynthesis: Inputs & outputs? Equation? Factors that impact it What types of organisms do Plants do it
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 informationA Correlation of. To the. New York High School Standards Life Science
A Correlation of 2017 To the New York High School Standards Life Science 9 12 High School Life Science (HS.SF) Structure and Function A Correlation of Miller & Levine Biology, 2017 to the (HS LS1 1) Construct
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 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 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 informationScope and Sequence. Course / Grade Title: Biology
Course / Grade Title: Biology Course / Grade Content: What will students be expected to know and do? Provide the core knowledge and skills (standards) that will be taught and assessed. Organize the essential
More informationBiology Unit Overview and Pacing Guide
This document provides teachers with an overview of each unit in the Biology curriculum. The Curriculum Engine provides additional information including knowledge and performance learning targets, key
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 informationSPRING GROVE AREA SCHOOL DISTRICT. Course Description. Instructional Strategies, Learning Practices, Activities, and Experiences.
SPRING GROVE AREA SCHOOL DISTRICT PLANNED COURSE OVERVIEW Course Title: Advanced Placement Biology Grade Level(s): 12 Units of Credit: 1.50 Classification: Elective Length of Course: 30 cycles Periods
More informationAP* Biology Prep Course
AP* Biology Prep Course SYLLABUS Welcome to the FlinnPREP AP* Biology Online Prep Course! Your enrollment in this course is your first step toward a 5 on the AP* Biology exam. FlinnPREP covers fundamental
More information1 of 13 8/11/2014 10:32 AM Units: Teacher: APBiology, CORE Course: APBiology Year: 2012-13 Chemistry of Life Chapters 1-4 Big Idea 1, 2 & 4 Change in the genetic population over time is feedback mechanisms
More informationOCR Biology Checklist
Topic 1. Cell level systems Video: Eukaryotic and prokaryotic cells Compare the structure of animal and plant cells. Label typical and atypical prokaryotic cells. Compare prokaryotic and eukaryotic cells.
More informationOCR Biology Checklist
Topic 1. Cell level systems Video: Eukaryotic and prokaryotic cells Compare the structure of animal and plant cells. Label typical and atypical prokaryotic cells. Compare prokaryotic and eukaryotic cells.
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 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 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 informationBiology Mid-Year Review Packet This packet will be collected on the day of the exam for 2 HOMEWORK GRADES.
Name: Period: Date: Biology Mid-Year Review Packet This packet will be collected on the day of the exam for 2 HOMEWORK GRADES. Topics: Observations & Inferences Making A Hypothesis Characteristics of Life
More informationconstruct a model of DNA. explain that proteins to describe mutations. (DNA mrna determine cell structure predict traits of offspring Protein)
Biology 1-2 Essential Questions: 1. How does the process of evolution drive the unity and diversity of life? 2. How do biological systems utilize free energy and molecular building blocks to grow, reproduce
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 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 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 informationTeaching Licensure: Biology
Teaching Licensure: Biology About the test Teacher qualification test in biology is a 2-hour computerized test that targets teachers who teach biology in cycle 3 schools in UAE. The content of this test
More informationHAWAII CONTENT AND PERFORMANCE STANDARDS BIOLOGICAL SCIENCE
HAWAII CONTENT AND PERFORMANCE STANDARDS BIOLOGICAL SCIENCE Correlated to BIOLOGY: CYCLES OF LIFE 2006 5910 Rice Creek Parkway, Suite 1000 Shoreview, Minnesota 55126 Telephone (800) 328-2560 www.agsglobe.com
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 informationMount Auburn International Academy SABIS School Network. Term 2 End of Term Revision Sheet Level J Science SABIS PHYSICAL EARTH / ISBN
Mount Auburn International Academy SABIS School Network Science Level J / Grade 8 Term 2 End of Term Revision Sheet Level J Science SABIS PHYSICAL EARTH / ISBN 41-14091-13 Ch. 2 Earthquakes and Volcanoes
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 informationName: Date: Period: Biology End of Course Vocabulary 1. This is an organism s unique role in the environment that includes the habitat, function, and
1. This is an organism s unique role in the environment that includes the habitat, function, and activities of the organism. a. Niche 2. This is a inter-species relationship in which one species benefits
More informationCELLULAR ORGANIZATION UNICELLULAR & MULTICELLULAR ORGANISMS
7.2 CELL STRUCTURE The student will investigate and understand that all living things are composed of cells. Key concepts include a. cell structure and organelles b. similarities and differences between
More informationCalifornia Subject Examinations for Teachers
CSET California Subject Examinations for Teachers TEST GUIDE SCIENCE SUBTEST III: BIOLOGY/LIFE SCIENCE Subtest Description This document contains the Biology/Life Science subject matter requirements arranged
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 informationWhich row in the chart correctly identifies the functions of structures A, B, and C? A) 1 B) 2 C) 3 D) 4
1. What is a similarity between all bacteria and plants? A) They both have a nucleus B) They are both composed of cells C) They both have chloroplasts D) They both lack a cell wall 2. Which statement is
More informationBiology I Fall Semester Exam Review 2014
Biology I Fall Semester Exam Review 2014 Biomolecules and Enzymes (Chapter 2) 8 questions Macromolecules, Biomolecules, Organic Compunds Elements *From the Periodic Table of Elements Subunits Monomers,
More informationBiology New Jersey 1. NATURE OF LIFE 2. THE CHEMISTRY OF LIFE. Tutorial Outline
Tutorial Outline New Jersey Tutorials are designed specifically for the New Jersey Core Curriculum Content Standards to prepare students for the PARCC assessments, the New Jersey Biology Competency Test
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 informationNumber of questions TEK (Learning Target) Biomolecules & Enzymes
Unit Biomolecules & Enzymes Number of questions TEK (Learning Target) on Exam 8 questions 9A I can compare and contrast the structure and function of biomolecules. 9C I know the role of enzymes and how
More information