A Planned Course Statement for. Biology I, CP. Course # 401 Grade(s) 9, 10. Length of Period (mins.) 40 Total Clock Hours: 140

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1 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 Cycle: 7 ength of Course (yrs.) 1 Type of Offering: required elective Credit: 1.2 Adopted: 5/10/04 Developed by: Steve Baier Keith Butler enee oberts Pat Waller

2 Description of Course Course Title: Biology I, College Preparatory - # 401 Description: This course is designed for college preparatory students. Students will study the interrelationships between the living and non-living world. The topics will include cells (structure, function, reproduction, and interactions with environment) and ecology. The unity and diversity of organisms and development of species will be studied within the context of classification, based on heredity and molecular genetics. Goals: Students will be able to identify the interdependencies among living things and their environment. This understanding will be built through learning the basic characteristics shared by all organisms: cells, cell processes, energy relationships, and genetics. Students will use fundamental genetic concepts to identify the factors that contribute to the changes in organisms that have occurred over long periods of time. Students will leave this course with an appreciation of the living world and their significant place in it. equirements: Passing grade in 8 th Grade Science and/or Integrated Science. Text: Campbell, Williamson, and Heyden, Biology Exploring ife, 1 st edition, Pearson/ Prentice Hall, 2004 Key to evels of Achievement (isted with each learning objective) Awareness (A): earning (): nderstanding (): einforcement (): Students are introduced to concepts, forms, and patterns. Students are involved in a sequence of steps and practice activities which involved further development and allow evaluation of process. Students demonstrate ability to apply acquired concepts and skills to individual assignments and projects on an independent level. Students maintain and broaden understanding of concepts and skills to accomplish tasks at a greater level of sophistication.

3 Course Objectives Science Biology I, CP Page 1 nit Num Objective evel Content Evaluation Standard Scientific Methodology 1 Students will demonstrate the use if SI (metric system) in collecting data. 2 Students will organize data in graphical formats, and interpret graphs. 3 Students will perform experiments. 4 Students will demonstrate all proper safety procedures when conducting experiments. Ecology 5 Students will compare and contrast the interactions of abiotic and biotic factors in an ecosystem. 6 Students will explain energy flow in a food chain and web. 7 Students will describe trophic levels. 8 Students will explain the concept of conservation of matter and energy. ab activities throughout the year zes ab activities throughout the year zes Problem-solving activity Data collection using various methodologies Demonstrate all proper safety procedures when conducting experiments Basic safety rules to be discussed throughout the year Discuss water, air, minerals, ph, climate, habitat, niche, community, and population Activity Food Web includes producer (autotroph) consumer (heterotroph), omnivore, carnivore, and herbivore Producers to higher levels of consumers Discuss the relationship of matter energy zes zes D E D A B C D A A

4 Course Objectives Science Biology I, CP Page 2 nit Num Objective evel Content Evaluation Standard 9 Students will explain the significance of bonding in organic versus inorganic compounds. 10 Students will explain the interdependency of photosynthesis and respiration. 11 Students will describe the water, carbon, and nitrogen cycles. 12 Students will explain the consequences of disrupting natural cycles. 13 Students will explain the effect of limiting factors on carrying capacity. 14 Students will interpret possible causes of population fluctuations. elate to life processes Compare/contrast the two overall equations abs photosynthesis and cellular respiration Explain the relationship of food and ATP Interpret the diagrams of material cycles Internet research Activity involved in relating data to carrying capacity Activity data analysis to demonstrate population changes B A

5 Course Objectives Science Biology I, CP Page 3 nit Num Objective evel Content Evaluation Standard 15 Students will discuss ecosystem stability and biodiversity. 16 Students will explain the significance of abiotic factors to the diversity of different biomes. 17 Students will identify and explain the causes and the succession stages. Cytology 18 Students will identify parts and use of the microscope. 19 Students will contrast types of microscopes. 20 Students will state and explain the components of the cell theory. 21 Students will identify organelles and describe their structure and function. Internet research Climatograph se of multimedia images Compare primary and secondary causes of succession ab identify the parts of the compound light microscope ab demonstrate competence in using the microscope Compare/contrast various types of microscopes regarding resolution, magnification, and relate magnification to scale s s s of plant, animal, and prokaryotic cells with organelles ab observing cells s C C A C C B B C A

6 Course Objectives Science Biology I, CP Page 4 nit Num Objective evel Content Evaluation Standard 22 Students will compare and contrast plant and animal cells. 23 Students will distinguish between prokaryotic and eukaryotic cells. 24 Students will describe the characteristics of lipids and proteins. 25 Students will explain the structure and properties of plasma membranes. 26 Students will explain the processes involved in membrane transport. Continuity of ife 27 Students will explain the relationship among DNA, genes, and chromosomes. Internet research for cell images s se of multi-media images s s se of multi-media images s ab diffusion, osmosis Discussion of active transport Identify the contribution of Watson and Crick in the development of the DNA model Identify the components of the DNA molecule Explain base pairing s

7 Course Objectives Science Biology I, CP Page 5 nit Num Objective evel Content Evaluation Standard Describe DNA replication Modeling DNA structure and protein synthesis 28 Students will describe the role of DNA and NA in protein synthesis s it relates to gene expression. 29 Students will describe mutations effects on gene expression. 30 Students will compare and contrast the function of meiosis and mitosis. 31 Students will distinguish different reproductive patterns both sexual and asexual. 32 Students will sequence the early stages of plant and animal development. Genetics 33 Students will explain the relationship between traits, gene expression, DNA, and chromosomes. Compare and contrast DNA and NA Compare and contrast transcription and translation Discussion on the relationship between changes in DNA and mutations ab mitosis Comparison chart of meiosis and mitosis Model use Activity comparing various types of reproduction (e.g., budding, spore formation, vegetative propagation, and fisson.) Apply the terms: monoploid (haploid) and diploid relating to gametes and zygotes se of multi-media images of the relationship

8 Course Objectives Science Biology I, CP Page 6 nit Num Objective evel Content Evaluation Standard 34 Students will explain different types of inheritance. 35 Students will discuss specific examples that reflect the impact of biotechnology on agriculture, medical science, and environmental issues. Evolution 36 Students will describe natural selection as the mechanism for evolutionary change including the origins of life. 37 Students will cite evidence that supports evolutionary change has occurred over time. 38 Students will describe the factors affecting gene frequency in a population over time and their consequences. 39 Students will describe the changes that illustrate the major changes in earth s development based on a time line. Classification 40 Students will describe organizing schemes of classification keys. 41 Students will describe recurring patterns that form the basis of biological classification. A Problems using Punnett squares, Mendelian and non-mendelian genetics Internet research - demonstrate genome, transgenic, gene therapy, and cloning Discuss natural selection and include: overpopulation, variations, adaptations, and survival of the fittest. Analyze fossil records and fossil dating, similarities in anatomy and physiology, embryological studies and DNA studies that are relevant to the theory of evolution Activity biochemical relationships Discuss factors affecting gene frequency: mutations, gene recombination, isolation, genetic drift, and differential reproduction Apply the concept of natural selection to illustrate and account for a species survival, extinction or change over time Construct a time line for speciation and extinction Explain innaeus s use of binomial nomenclature Construct and use a dichotomous key ist the classification categories from general to specific Student designed key Worksheet A B D A D B

9 Course Objectives Science Biology I, CP Page 7 nit Num Objective evel Content Evaluation Standard 42 Students will identify and Internet research characterize major life forms Identify the major characteristics according to their placement in used for grouping organisms phylogenetic groupings. Microorganisms 43 Students will describe viral structure and cycles of viral infection. 44 Students will describe the structure and diversity of prokaryotes. 45 Students will describe the roles of bacteria in natures. 46 Students will discuss the use of microorganisms in biotechnology. 47 Students will discuss methods of controlling microbial populations. 48 Students will describe the diversity and roles of protests in nature. Macro organisms 49 Students will describe the structure and diversity of fungi. Identify the stages of a viral life cycle ab observe prokaryotes Discuss prokaryote classification Discuss the importance of bacteria in the environment Internet research ab antibiotics and bacteria ab protozoa and algae Discuss mushrooms, mold, and yeast A A

10 Course Objectives Science Biology I, CP Page 8 nit Num Objective evel Content Evaluation Standard 50 Students will describe the roles of fungi in nature. 51 Students will describe the structure and diversity of plants. 52 Students will describe plant adaptations resulting from changes in the environment over time. 53 Students will describe the structure and diversity of animals. 54 Students will describe animal adaptations resulting from changes in the environment over time. ab/demo yeast se multimedia images Discuss the characteristics of mosses, ferns, gymnosperms, and angiosperms Internet research Discuss vascular vs. non-vascular plants ab plant structures abs hydra, planaria, earthworm, grasshopper, and crayfish Internet research Dissection vertebrate Student developed chart comparing systems of animals studied in the lab evisit evolutionary time line B C A B C A B

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