Quarter: 1 (introduced), 2 ( mastery ) Duration: 18 days

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1 Biology I Honors Objective BIO1HON-1-A Quarter: 1 (introduced), 2 ( mastery ) Duration: 18 days 1. The Cell Cells are the fundamental unit of life, composed of a variety of structures that perform functions necessary to maintain life. A. Cells are composed of a variety of structures such as the nucleus, cell membrane, cell wall, cytoplasm, ribosomes, mitochondria, and chloroplasts. Biology I: 1.1 Cell membrane composition Organelles and functions Draw plant and animal cells; functions; differences Tissues form from similar cell groups Core Lab 7: Osmosis I Core Lab 8: Osmosis II Plant and Animal Cell Lab Computer lab: Virtual Cell Tour Cell Structure and Function videos (library) State End-of-Instruction Test Guidelines & Sample Questions Content: Know the function and structure of the nucleus, cell membrane, cell wall, cytoplasm, ribosomes, mitochondria, and chloroplasts. Assessment: The assessable structures are limited to the nucleus, cell membrane, cell wall, cytoplasm, ribosomes, mitochondria, and chloroplasts. Cell parts tested may include both the structures and general functions. However, specific functions of the cell membrane will include osmosis, diffusion, and ratio of surface area to volume in cells. The terms hypotonic, hypertonic, and isotonic will not be tested. Classify cells as plant, animal, or bacterial, based on assessable structures listed. Process Standard 1. Observe and Measure Objective 2. Use appropriate tools (e.g., microscope, pipette, metric ruler, graduated cylinder, thermometer, balances, stopwatches, etc.) when measuring cells, organisms, populations, and ecosystems. Which of these methods should a scientist use to view the site of photosynthesis in a plant cell? A use a magnifying glass to view the chloroplasts B use a magnifying glass to view the mitochondria C use a microscope to view the chloroplasts D use a microscope to view the mitochondria Process Standard 2. Classify Objective 1. Using observable properties, place cells, organisms, and/or events into a biological classification system. The table below shows the presence of cell structures in an organism. According to the table, how should this organism be classified? Structure Present or Absent? Cell wall Absent Chloroplasts Absent DNA Present Mitochondria Present Nucleus Present A bacteria B plant C animal D virus Science Curriculum: July, 2007 Objectives: Page 1 of 26 Biology I HONORS

2 Biology I Honors Objective BIO1HON-1-B Quarter: 1 (introduced), 2 ( mastery ) Duration: 5 days 1. The Cell Cells are the fundamental unit of life, composed of a variety of structures that perform functions necessary to maintain life. B. Cells can differentiate and may develop into complex multicellular organisms (i.e., cells, tissues, organs, organ systems, organisms). Biology I: 1.2 Discuss tissue formation from cells Nerve, muscle, cardiac, smooth, striated, skeletal Cells of roots, stems, and leaves State End-of-Instruction Test Guidelines & Sample Questions Content: Multiple levels of organization exist in organisms. Complexity of structure and function increases at each successive level. All levels work together for the survival of the organism. Assessment: Items will include general concepts of levels of organization. Describe in general terms of structure or function how organisms are organized and classified at the cellular, tissue, organ, and organ system levels. The cell is the basic unit of life. Process Standard 2. Objective 1. Classify Using observable properties, place cells, organisms, and/or events into a biological classification system. The picture at right shows a cross-section of a living structure. There are many different types of plant cells in the structure. Some cells are involved in photosynthesis and others are involved in the transport of materials. Which of these is the correct classification for the living structure? A tissue B organ system C organ D organism Science Curriculum: July, 2007 Objectives: Page 2 of 26 Biology I HONORS

3 Biology I Honors Quarter: 2 Objective BIO1HON-2-A Duration: 7 days 2. The Molecular Basis of Heredity DNA determines the characteristics of organisms. A. Cells function according to the information contained in the master code of DNA (i.e., cell cycle, DNA to DNA, and DNA to RNA). Transfer RNA and protein synthesis will be taught in life science courses with rigor greater than Biology I. Biology I: 2.1 DNA alignment and structure Transcription Replication Mitosis Protein synthesis Core Lab 6: DNA Model DVD: DNA Blueprint of Life VHS: DNA and genes Models State End-of-Instruction Test Guidelines & Sample Questions Content: DNA regulates all cellular functions, processes, and heredity. Assessment: Test items may include a general description that chromosomes contain the genetic information in the form of DNA, base pair matching and cell cycle. The basic processes of replication (DNA to DNA) and transcription (DNA to RNA) will be assessed; however the terms replication and translation will not be assessed. Students may be required to describe in general how a mutation changes the DNA sequence and describe the resulting change in protein formation, however the specific processes and terminology of translation (protein synthesis) will not be tested. The general concept that the proteins are involved in expressing the traits coded in DNA is testable. The basic concepts of the processes and results of mitosis are testable (nucleus divides, two identical daughter cells produced, compare results of mitosis and meiosis). However, the events of each stage of mitosis and the correct sequence of the stages are not tested. Process Standard 1. Observe and Measure Objective 1. Identify qualitative and quantitative changes in cells, organisms, populations, and ecosystems given conditions (e.g., temperature, mass, volume, time, position, length, quantity, etc.) before, during, and after an event. The diagram below shows a segment of a gene before and after a process. Which of these is a result of the process in the diagram? A An identical DNA sequence that will code for an identical protein. B A shorter RNA sequence that will code for a shorter protein. C A substituted base in the DNA molecule that could change the structure of a protein. D An added base in the RNA molecule that could change the structure of a protein. Science Curriculum: July, 2007 Objectives: Page 3 of 26 Biology I HONORS

4 Biology I Honors Quarter: 2 Objective BIO1HON-2-B Duration: 15 days 2. The Molecular Basis of Heredity DNA determines the characteristics of organisms. B. A sorting and recombination of genes in reproduction results in a great variety of possible gene combinations from the offspring of any two parents (i.e., Punnett squares and pedigrees). Students will understand the following concepts in a single trait cross: alleles, dominant trait, recessive trait, phenotype, genotype, homozygous, and heterozygous. Biology I: 2.2 Discuss Mendel s Laws Punnett Squares Monohybrids Dihybrids Probability Discuss crossing over, deletions, insertions, inversions, nondisjunction Karyotypes Genetic disorders Abnormal cell division tumors, cancer, treatments Genetic engineering Core Lab 9: Dragon Genetics Core Lab 10: Human Genetic Disorder Project VHS: Cracking the Code of Life (first 27 minutes) VHS: Mitosis and Meoisos Karyotype lab Science Curriculum: July, 2007 Objectives: Page 4 of 26 Biology I HONORS

5 Biology I Honors Quarter: 2 Objective BIO1HON-2-B (continued) Duration: 15 days 2. The Molecular Basis of Heredity DNA determines the characteristics of organisms. B. A sorting and recombination of genes in reproduction results in a great variety of possible gene combinations from the offspring of any two parents (i.e., Punnett squares and pedigrees). Students will understand the following concepts in a single trait cross: alleles, dominant trait, recessive trait, phenotype, genotype, homozygous, and heterozygous. Biology I: 2.2 State End-of-Instruction Test Guidelines & Sample Questions Content: A great variety of gene combinations result from sexual reproduction. Assessment: Evaluate the significance of meiosis to genetic continuity and genetic diversity. Interpret, analyze, evaluate data, and make predictions from a given genetic cross. The basic concepts of the processes and results of meiosis are testable (nucleus divides; four haploid gametes produced). However, the events of each stage of meiosis and the correct sequence of the stages are not tested. Crossing over, synopsis, tetrads, and non disjunction are not tested. Pedigrees are also within the content limits, but a legend will be provided that indicates the meaning of all symbols used in the pedigree. Items may include sex linked traits and incomplete dominance, multiple alleles but not polygenic traits. Process Standard 3. Experiment Objective 3. Use mathematics to show relationships within a given set of observations (e.g., population studies, biomass, probability, etc.). 1. A certain disease in humans is a recessive trait (n) while the normal condition is dominant (N). The Punnett square at right shows the genotypes for a couple that wants to have a child. What is the probability that the couple s child will inherit the disease? A 0% B 25% C 50% D 100% 2. In a certain group of lab mice black fur is dominant and brown fur is recessive. If two heterozygous mice mate and produce 16 offspring, how many of the offspring will probably have brown fur? A 0 B 4 C 8 D 12 Science Curriculum: July, 2007 Objectives: Page 5 of 26 Biology I HONORS

6 Biology I Honors Objective BIO1HON-3-A Quarter: 3 (introduced), 4 ( mastery ) Duration: 12 days 3. Biological Diversity Diversity of species is developed through gradual processes over many generations. A. Different species might look dissimilar, but the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry (e.g., homologous and analogous structures). Biology I: 3.1 Discuss homologous structures in various species Compare different organs in different organisms that function similarly Core Lab 5: Insect Collection Core Lab 12: Introduction to Adaptation Insect identification sheets Insect Key State End-of-Instruction Test Guidelines & Sample Questions Content: The study of the relatedness among species. Assessment: Evaluate the relatedness of organisms given information regarding internal structures, chemical processes, and/or other evidence of their ancestry. Differentiate between appropriate and inappropriate information for determining species relatedness. Process Standard 2. Objective Classify Using observable properties, place cells, organisms, and/or events into a biological classification system. According to the information in this table, which two types of organisms are most closely related? A horses and goats B giraffes and elephants C giraffes and goats D horses and elephants Science Curriculum: July, 2007 Objectives: Page 6 of 26 Biology I HONORS

7 Biology I Honors Objective BIO1HON-3-A (continued) Quarter: 3 (introduced), 4 ( mastery ) Duration: 12 days 3. Biological Diversity Diversity of species is developed through gradual processes over many generations. A. Different species might look dissimilar, but the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry (e.g., homologous and analogous structures). Biology I: 3.1 State End-of-Instruction Test Guidelines & Sample Questions (continued) Process Standard 2. Classify Objective 2. Identify the properties by which a biological classification system is based. 2. Scientists have classified the reticulated giraffe and the mountain goat as the most closely related animals in the table. What two properties best support the classification of the reticulated giraffe and the mountain goat? A B C D the number of neck vertebrae and the number of bony horns the number of toes and the number of bony horns the time they are most active and the native range the number of neck vertebrae and the number of toes Science Curriculum: July, 2007 Objectives: Page 7 of 26 Biology I HONORS

8 Biology I Honors Quarter: 3 Objective BIO1HON-3-B Duration: 20 days 3. Biological Diversity Diversity of species is developed through gradual processes over many generations. B. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology, which may enhance or limit the survival and reproductive success in a particular environment. Biology I: 3.2 Natural Selection Populations Convergent Evolution Divergent Evolution Migration Isolation Barriers Core Lab 1: The Grasshopper Core Lab 5: Insect Collection Core Lab 11: Plier Birds Core Lab 12: Introduction to Adaptation Core Lab 15: Earthworm Adaptations Dichotomous Key Insects VHS: Dogs and more Dogs (NOVA) VHS: Darwin and the Galapagos (Scientific American Frontiers) Science Curriculum: July, 2007 Objectives: Page 8 of 26 Biology I HONORS

9 Biology I Honors Quarter: 3 Objective BIO1HON-3-B (continued) Duration: 20 days 3. Biological Diversity Diversity of species is developed through gradual processes over many generations. B. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology, which may enhance or limit the survival and reproductive success in a particular environment. Biology I: 3.2 State End-of-Instruction Test Guidelines & Sample Questions Content: Populations of organisms adapt over time through natural selection. Biological adaptations are genetically determined. Assessment: Items may include variations within and between populations (including niches) and the process of natural selection. Interpret, analyze, and/or evaluate information to determine how biological adaptations (such as changes in structures, behaviors, physiology, etc.) enhance or deter survival and reproductive success in a particular environment. Short term adjustments of individual organisms during their lifetime are not passed on to offspring. Responses of individuals to stimuli in the environment is assessed under Standard 6. Process Standard 4. Interpret and Communicate Objective 5. Evaluate experimental data to draw the most logical conclusion. 1. A scientist is studying three bird species that live on three different islands. Island 1 is much larger than Island 2 or Island 3. For each island, he records which species are present and the range of beak sizes for each species. Birds with larger beaks are able to eat larger seeds. His data are shown in the tables at right. Which of these statements is supported by the data in the tables? A The three species on Island 1 all originated from Species Z. B Competition will soon cause Species Z to become extinct on Island 1. C Predators of the bird species on Island 1 led to the different beak sizes. D Competition between the bird species on Island 1 led to different feeding specializations. Science Curriculum: July, 2007 Objectives: Page 9 of 26 Biology I HONORS

10 Biology I Honors Quarter: 3 Objective BIO1HON-3-B (continued) Duration: 20 days 3. Biological Diversity Diversity of species is developed through gradual processes over many generations. B. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology, which may enhance or limit the survival and reproductive success in a particular environment. Biology I: 3.2 State End-of-Instruction Test Guidelines & Sample Questions (continued) Process Standard 4. Interpret and Communicate Objective 1. Select appropriate predictions based on previously observed patterns of evidence. 2. Jethro has been studying a species of butterfly that can live in only one type of habitat. The graphs below show how the size of this butterfly population and the amount of its habitat have changed during the last century. In 2001 ecologists began restoring areas of the butterfly s habitat that had been converted to farmland during the last century. If this trend of restoring the butterfly s habitat continues, which of these will most likely happen to the butterfly population? A The butterfly population will become extinct. B The butterfly population will increase in size. C The butterfly population will become a new species. D The butterfly population will adapt to a different type of habitat. Process Standard 4. Interpret and Communicate Objective 4. Accept or reject hypotheses when given results of a biological investigation. 3. A biologist is studying a species of crab. He hypothesized that if a crab has large pincer claws, then it will have greater reproductive success. He placed 50 crabs with small pincers and 50 crabs with large pincers together in an isolated area that closely resembled their natural environment. He observed several generations of the crabs over the next ten years. If his hypothesis is correct, which of these results would he most likely observe? A The percent of crabs with large pincers would increase. B The percent of crabs with small pincers would increase. C The DNA in crabs with small pincers would mutate in order to produce larger pincers. D Crabs born with small pincers would develop larger pincers and pass this trait to their offspring. Science Curriculum: July, 2007 Objectives: Page 10 of 26 Biology I HONORS

11 Biology I Honors Objective BIO1HON-4-A Quarter: 2 (introduced), 4 ( mastery ) Duration: 15 days 4. The Interdependence of Organisms Interrelationships and interactions between and among organisms in an environment is the interdependence of organisms. A. Matter on the earth cycles among the living and nonliving components of the biosphere. Biology I: 4.1 Carbon cycle Water cycle Food chain Decomposition Photosynthesis Respiration Core Lab 2: TerrAqua Column Computer lab: Food Chain State End-of-Instruction Test Guidelines & Sample Questions Content: All matter is conserved and cycles repeatedly between the biotic and abiotic systems within the biosphere. Assessment: Items may include biogeochemical processes, function of decomposers, and cycling of nutrients. Identify and understand processes involved in the movement of matter between the living and nonliving components of the biosphere. Understand the interrelationships between biotic and abiotic factors. Assessable terms include decomposition, abiotic, biotic, and recycling. Process Standard 5. Objective 1. Model Interpret a biological model which explains a given set of observations. The diagram below shows the movement of matter from the soil to mountain lions in an ecosystem. What type of organism is primarily responsible for recycling matter from mountain lions bodies back to the soil? A herbivores B omnivores C producers D decomposers Science Curriculum: July, 2007 Objectives: Page 11 of 26 Biology I HONORS

12 Biology I Honors Quarter: 4 Objective BIO1HON-4-B Duration: 5 days 4. The Interdependence of Organisms Interrelationships and interactions between and among organisms in an environment is the interdependence of organisms. B. Organisms both cooperate and compete in ecosystems (i.e., parasitism and symbiosis). Biology I: 4.2 Symbiosis Interdependence of organisms with environment: habitat, food DVD: The Private Life of Plants (symbiotic relationships) State End-of-Instruction Test Guidelines & Sample Questions Content: Identify, analyze, or evaluate interactions within a species and between species. Assessment: Items may include symbiosis, parasitism, competition, and predator prey relationships. The concepts of commensalism and mutualism are assessable. Process Standard 4. Objective 8. Interpret and Communicate Identify and/or create an appropriate graph or chart from collected data, tables, or written description (e.g., population studies, plant growth, heart rate, etc.). 1. Fishermen introduced into a lake a species of fish that is very good to eat. The lake already contained a native fish species. The two species had similar life cycles and competed for the same resources. The native species was more successful at using the available resources. Which of these graphs best shows what probably happened to the two species of fish? D Science Curriculum: July, 2007 Objectives: Page 12 of 26 Biology I HONORS

13 Biology I Honors Quarter: 4 Objective BIO1HON-4-B (continued) Duration: 5 days 4. The Interdependence of Organisms Interrelationships and interactions between and among organisms in an environment is the interdependence of organisms. B. Organisms both cooperate and compete in ecosystems (i.e., parasitism and symbiosis). Biology I: 4.2 State End-of-Instruction Test Guidelines & Sample Questions (continued) Process Standard 2. Objective 1. Classify Using observable properties, place cells, organisms, and/or events into a biological classification system. 2. A student is researching the following three examples of animal relationships: Worms that live in a sheep s liver feed on the sheep s tissue and products of the sheep s digestion. A type of wasp lays its eggs on caterpillars so the wasp larvae can feed on the caterpillar. Small cleaning shrimp eat parasites off the bodies of fish. The table below shows the classification system that the student uses to classify these examples of animal relationships. Which of these tables accurately classifies the three examples of animal relationships using the student s classification system? D Science Curriculum: July, 2007 Objectives: Page 13 of 26 Biology I HONORS

14 Biology I Honors Quarter: 4 Objective BIO1HON-4-B (continued) Duration: 5 days 4. The Interdependence of Organisms Interrelationships and interactions between and among organisms in an environment is the interdependence of organisms. B. Organisms both cooperate and compete in ecosystems (i.e., parasitism and symbiosis). Biology I: 4.2 State End-of-Instruction Test Guidelines & Sample Questions (continued) Process Standard 3. Experiment Objective 1. Evaluate the design of a biology laboratory investigation. 3. A biology class is studying the effect of competition between two species of insects, Species A and Species B. For their experiment, they have placed individuals of Species A and Species B in three different aquariums. Species A and B eat the same type of food. The experimental design is summarized in the table below. Which of these would be the best way to set up the fourth aquarium to test the effect of competition on Species A? A Place in it 10 individuals of Species A and 10 individuals of Species B, and provide them with 1 gram of food per day. B Place in it 5 individuals of Species A and 5 individuals of Species B, and provide them with 2 grams of food per day. C Place in it 20 individuals of Species A and provide them with 2 grams of food per day. D Place in it 20 individuals of Species B and provide them with 1 gram of food per day. Process Standard 4. Interpret and Communicate Objective 5. Evaluate experimental data to draw the most logical conclusion. 4. A student wanted to determine the relationship between two types of sea star, Pisaster and Leptasterias. She set up a large aquarium that closely resembled the natural habitat of the sea stars and added several individuals of each type. She recorded the weight of each Leptasterias sea star over 2 weeks. She then added more Pisaster sea stars to the aquarium and recorded the weight of the Leptasterias sea stars over 2 more weeks. Next she removed all the Pisaster sea stars from the aquarium and recorded the weight of the Leptasterias sea stars over the final 2 weeks. The results of the experiment are shown at right. Which of these is the best conclusion about the relationship between Pisaster and Leptasterias based on the student s experiment? A Pisaster is a predator of Leptasterias. B Leptasterias is a parasite of Pisaster. C Leptasterias is not affected by the presence of Pisaster. D Pisaster and Leptasterias compete for the same resources. Science Curriculum: July, 2007 Objectives: Page 14 of 26 Biology I HONORS

15 Biology I Honors Quarter: 4 Objective BIO1HON-4-C Duration: 3 days 4. The Interdependence of Organisms Interrelationships and interactions between and among organisms in an environment is the interdependence of organisms. C. Living organisms have the capacity to produce populations of infinite size, but environments and resources limit population size (i.e., carrying capacity and limiting factors). Biology I: 4.3 Interdependence of Organisms Survival Large number of reproduced organisms to contribute to species survival Limiting factors of populations Population Study Lab (Human and Reindeer Population Growth) State End-of-Instruction Test Guidelines & Sample Questions Content: Identify, analyze, and evaluate factors affecting population size. Predict possible changes in populations. Assessment: Items may include limiting factors such as predation, food supply, and habitat. Assessable concepts include biotic potential, carrying capacity, natality, mortality, immigration, emigration, colonization, and population density. Interpret the population dynamics resulting in J shaped and S shaped growth curves. Process Standard 3. Experiment Objective 3. Use mathematics to show relationships within a given set of observations (e.g., population studies, biomass, probability, etc.). 1. The producers in a biome can support a rabbit population of about 1,600 individuals. However, the rabbit population has been kept around 100 individuals by its primary predator, the coyote. When the coyote population declined due to disease, the rabbit population experienced growth of 150% each month. How many months probably passed before the rabbit population started running out of food? A 3 months B 4 months C 6 months D 7 months Process Standard 1. Observe and Measure Objective 1. Identify qualitative and quantitative changes in cells, organisms, populations, and ecosystems given conditions (e.g., temperature, mass, volume, time, position, length, quantity, etc.) before, during, and after an event. 2. Scientists studied a rattlesnake population from 1972 until No snakes moved into or out of the population during this time. Which of these most likely happened between 1992 and 2002? A B C D The birth rate was greater than the death rate. The birth rate was less than the death rate. The death rate was equal to the birth rate. The death rate and birth rate remained constant. Science Curriculum: July, 2007 Objectives: Page 15 of 26 Biology I HONORS

16 Biology I Honors Objective BIO1HON-5-A Quarter: 2 (introduced), 4 ( mastery ) Duration: 15 days 5. Matter, Energy, and Organization in Living Systems Living systems require a continuous input of energy to maintain their chemical and physical organizations. A. The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism (i.e., photosynthesis and cellular respiration). Biology I: 5.1 Respiration Digestion Excretion Enzymes and actions Core Lab 2: TerrAqua Column VHS: Photosynthesis and Respiration DVD: Energy In Energy Out State End-of-Instruction Test Guidelines & Sample Questions Content: The basic processes of photosynthesis and respiration and the relationship between the two processes. Assessment: Items will focus on photosynthesis and cellular respiration the need to make food and release energy from food and the basic steps in these processes. Photosynthesis requires light, carbon dioxide (CO2), chlorophyll, and water (H2O), and produces oxygen (O2) and food. Respiration requires food and oxygen (O2) and produces carbon dioxide (CO2), water (H2O), and releases energy. Factors, such as temperature, wavelength, concentration of gasses, etc., that affect these processes may also be assessed. Process Standard 1. Observe and Measure Objective 3. Use appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro, milli, centi, and kilo ) when measuring cells, organisms, populations, and ecosystems. 1. A scientist wants to measure how much gas is released by a plant to estimate how fast it is photosynthesizing. Which of these should the scientist measure? A meters of carbon dioxide B milliliters of oxygen C grams of carbon dioxide D centimeters of oxygen Science Curriculum: July, 2007 Objectives: Page 16 of 26 Biology I HONORS

17 Biology I Honors Objective BIO1HON-5-A (continued) Quarter: 2 (introduced), 4 ( mastery ) Duration: 15 days 5. Matter, Energy, and Organization in Living Systems Living systems require a continuous input of energy to maintain their chemical and physical organizations. A. The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism (i.e., photosynthesis and cellular respiration). Biology I: 5.1 State End-of-Instruction Test Guidelines & Sample Questions (continued) Process Standard 3. Experiment Objective 2. Identify the independent variables, dependent variables, and control in an experiment. 3. A scientist wanted to determine the best level of light intensity for photosynthesis in an aquatic plant. He varied the light intensity and measured the amount of a gas produced by the plant at each level of light intensity. Which of these is the dependent variable in this experiment? A the type of plant B the light intensity C the amount of oxygen produced D the amount of carbon dioxide produced Process Standard 3. Experiment Objective 4. Identify a hypothesis for a given problem in biology investigations. 4. Jody performed an experiment on four equal-sized tomato plants. She placed each tomato plant in a separate container. Jody gave each plant the same amount of light and nutrients, different amounts of water, and frequently measured the amount of oxygen produced by each tomato plant. Which of these is the hypothesis Jody was most likely studying in this experiment? A B C D If the amount of light is increased, then the rate of photosynthesis will increase. If the amount of nutrients is increased, then the rate of cellular respiration will increase. If the amount of water is increased, then the rate of photosynthesis will increase. If the amount of water is increased, then the rate of cellular respiration will increase. Science Curriculum: July, 2007 Objectives: Page 17 of 26 Biology I HONORS

18 Biology I Honors Objective BIO1HON-5-B Quarter: 2 (introduced), 4 ( mastery ) Duration: 20 days 5. Matter, Energy, and Organization in Living Systems Living systems require a continuous input of energy to maintain their chemical and physical organizations. B. As matter and energy flow through different levels of organization of living systems and between living systems and the physical environment, chemical elements are recombined in different ways by different structures. Matter and energy are conserved in each change (i.e., water cycle, carbon cycle, nitrogen cycle, food webs, and energy pyramids). Biology I: 5.2 Cells; Tissues; Organs; Systems; Organisms Ecology Carbon and Water cycle Food chains and Energy Transfer Relationships Carbohydrates; Proteins; Lipids Core Lab 2: TerrAqua Column Core Lab 3: Chemical Reactions Within Cells Core Lab 4: Organic Compounds State End-of-Instruction Test Guidelines & Sample Questions Content: Energy and matter are conserved as they are transferred from one component of the biosphere to another. Assessment: Identify the amount of energy available at a given component of the biosphere, including nonliving components and trophic levels. Items may include herbivore, carnivore, omnivore, and decomposer roles; pyramids showing energy (10% rule), biomass, or number of organisms; food webs; the role of photosynthesis and respiration in conservation, and cycling of matter and energy. Interpret given models of the following cycles: carbon, nitrogen, and water. Process Standard 5. Model Objective 2. Select predictions based on models such as pedigrees, life cycles, energy pyramids, etc. 1. An energy pyramid for an ecosystem is shown at right. The producers in the ecosystem produce 25,000,000 kilocalories per year. How much energy is most likely available to the organisms in Level 2 of the pyramid? A 250,000 kilocalories per year B 2,500,000 kilocalories per year C 25,000,000 kilocalories per year D 250,000,000 kilocalories per year Science Curriculum: July, 2007 Objectives: Page 18 of 26 Biology I HONORS

19 Biology I Honors Objective BIO1HON-5-B (continued) Quarter: 2 (introduced), 4 ( mastery ) Duration: 20 days 5. Matter, Energy, and Organization in Living Systems Living systems require a continuous input of energy to maintain their chemical and physical organizations. B. As matter and energy flow through different levels of organization of living systems and between living systems and the physical environment, chemical elements are recombined in different ways by different structures. Matter and energy are conserved in each change (i.e., water cycle, carbon cycle, nitrogen cycle, food webs, and energy pyramids). Biology I: 5.2 State End-of-Instruction Test Guidelines & Sample Questions (continued) Process Standard 5. Model Objective 1. Interpret a biological model which explains a given set of observations. 2. The model below shows how one substance is recycled in ecosystems. What is the substance that is being recycled in this model? A carbon B nitrogen C oxygen D water Science Curriculum: July, 2007 Objectives: Page 19 of 26 Biology I HONORS

20 Biology I Honors Objective BIO1HON-5-B (continued) Quarter: 2 (introduced), 4 ( mastery ) Duration: 20 days 5. Matter, Energy, and Organization in Living Systems Living systems require a continuous input of energy to maintain their chemical and physical organizations. B. As matter and energy flow through different levels of organization of living systems and between living systems and the physical environment, chemical elements are recombined in different ways by different structures. Matter and energy are conserved in each change (i.e., water cycle, carbon cycle, nitrogen cycle, food webs, and energy pyramids). Biology I: 5.2 State End-of-Instruction Test Guidelines & Sample Questions (continued) Process Standard 5. Model Objective 1. Interpret a biological model which explains a given set of observations. The model below shows how carbon is recycled in ecosystems. 2. Which of these best explains how plants contribute to this cycle? A Plants combine carbon dioxide and water to make food. B Plants obtain their food energy directly from the soil. C Plants convert carbon dioxide into chlorophyll. D Plants combine carbon dioxide and oxygen to make food. 3. If a change in climate caused a large number of trees and plants to die, how would soil microbes most likely be affected? A Soil microbes would convert more carbon dioxide into food. B Soil microbes would convert less carbon dioxide into food. C Soil microbes would release more carbon dioxide into the atmosphere. D Soil microbes would release less carbon dioxide into the atmosphere. Science Curriculum: July, 2007 Objectives: Page 20 of 26 Biology I HONORS

21 Biology I Honors Objective BIO1HON-6-A Quarter: 3(introduced), 4 ( mastery ) Duration: 15 days 6. The Behavior of Organisms Organisms have behavioral responses to internal changes and to external stimuli. A. Specialized cells enable organisms to monitor what is going on in the world around them (e.g., detect light, sound, specific chemicals, gravity, plant tropism, sense organs, homeostasis). Biology I: 6.1 Tropisms Plants Natural Selection Metamorphosis Core Lab 13: Protists Core Lab 15: Earthworm Adaptations Hydra and Daphnia Lab VHS: Protists Threshold of Life State End-of-Instruction Test Guidelines & Sample Questions Content: Organisms respond physiologically to changes in the environment in order to survive. Assessment: Items may include physiological responses to stimuli. Interpret given models of homeostasis, geotropism, chemotaxis, phototaxis, feedback loops, and the role of sensory cells. Understand the relationship between stimulus and response. Process Standard 4. Interpret and Communicate Objective 8. Identify and/or create an appropriate graph or chart from collected data, tables, or written description (e.g., population studies, plant growth, heart rate, etc.). 1. When a pencil eraser is pressed against the skin, there is an increase in the activity level of the sensory receptors closest to that area of skin. Sensory receptors farther away from the eraser are less active. Which of these graphs best illustrates the activity level of sensory receptors in and around an area of skin that is pressed by an eraser? B Science Curriculum: July, 2007 Objectives: Page 21 of 26 Biology I HONORS

22 Biology I Honors Objective BIO1HON-6-A (continued) Quarter: 3 (introduced), 4 ( mastery ) Duration: 15 days 6. The Behavior of Organisms Organisms have behavioral responses to internal changes and to external stimuli. A. Specialized cells enable organisms to monitor what is going on in the world around them (e.g., detect light, sound, specific chemicals, gravity, plant tropism, sense organs, homeostasis). Biology I: 6.1 State End-of-Instruction Test Guidelines & Sample Questions (continued) Process Standard 4. Interpret and Communicate Objective 8. Identify and/or create an appropriate graph or chart from collected data, tables, or written description (e.g., population studies, plant growth, heart rate, etc.). 2. Doctors are studying the effectiveness of a medicine when given at certain doses. This medicine increases the sensitivity of neurons to stimuli. Above which dose does the medicine immediately begin to decrease the activity of the neurons? A B C D 0.5 mg/dose 1.0 mg/dose 2.5 mg/dose 3.0 mg/dose Science Curriculum: July, 2007 Objectives: Page 22 of 26 Biology I HONORS

23 Biology I Honors Objective BIO1HON-6-B Quarter: 3 (introduced), 4 ( mastery ) Duration: 15 days 6. The Behavior of Organisms Organisms have behavioral responses to internal changes and to external stimuli. B. Responses to external stimuli can result from interactions with the organism s own species and others, as well as environmental changes; these responses either can be innate or learned. Broad patterns of behavior exhibited by animals have changed over time to ensure reproductive success. Biology I: 6.2 Survival of the Fittest Natural Selection Large numbers of offspring Territorial displays Innate, Learned VHS: Incredible Suckers VHS: Among the Wild Chimpanzees State End-of-Instruction Test Guidelines & Sample Question Content: Species display complex behaviors that ensure reproductive success. Assessment: Evaluate the types of complex behavioral adaptations displayed by species to ensure reproductive success. Complex behaviors may include migration, hibernation, schooling, territoriality, mating rituals, feeding, etc. Concepts include innate and learned behavior, and how specific behaviors affect reproductive success. Process Standard 2. Classify Objective 2. Identify the properties by which a biological classification system is based. Joshua is studying the mating behavior of hanging flies. Female hanging flies typically require their male mates to bring them a gift, such as a moth to eat. Joshua raised a group of female and male hanging fly larvae in isolation from adult hanging flies. When these larvae became adults, the females also required a gift from their mates. Which of these is the best explanation for this behavior? A The behavior is acquired randomly. B The behavior is learned through imprinting. C The behavior is learned through experience. D The behavior is inherited through genes. Science Curriculum: July, 2007 Objectives: Page 23 of 26 Biology I HONORS

24 Biology I Honors Quarter: 4 Objective BIO1HON-7 Duration: 20 days 7. The Animal Kingdom Classification Comparative Anatomy/Physiology Grasshopper Earthworm Starfish Clam Fish Frog Crayfish Core Lab 1: The Grasshopper Core Lab 5: Insect Collection Core Lab 15: Earthworm Adaptations Core Lab 16: Frog Dissection Hydra and Daphnia Lab VHS: Incredible Suckers Crayfish Dissection VHS: Among the Wild Chimpanzees Use preserved specimens to demonstrate characteristics Drawings Science Curriculum: July, 2007 Objectives: Page 24 of 26 Biology I HONORS

25 Biology I Honors Quarter: 3 Objective BIO1HON-8 Duration: 8 days 8. The Plant Kingdom Bryophyta Discuss monocot and dicot comparisons Compare vascular and nonvascular structures in stems and roots Relate the vascular structures in stems and roots Discuss how plants are adapted to land environments Identify foods and medicines produced by various plants Cover the leaf structure and function VHS: The Private Life of Plants Wildflower Collections Video Roots Stems Leaves Angiosperms Plants Plant Life Seed Dispersion Science Curriculum: July, 2007 Objectives: Page 25 of 26 Biology I HONORS

26 Biology I Honors Quarter:? Objective BIO1HON-9 Duration:? 9. HIV AIDS This unit is now focused in 10 th Grade Honors Chemistry I (or Physical Science) to meet the state requirement that the AIDS curriculum be offered in grades 9 12 as well as 6 8. There is an approved vocabulary list shown in the science curriculum guide for that course. When dealing with AIDS, bear in the mind the following: Any curriculum and materials developed for use must be approved for medical accuracy by the State Department of Health. All handouts, videos, and other materials to be used must be made available for inspection by the parents and guardians of the students involved. At least one month prior to teaching the curriculum, the appropriate school sites will conduct for the parents and guardians of the students involved, during weekend/evening hours (for example, at Parent Night), at least one presentation concerning the curriculum and materials. It will be made clear to all concerned that no student shall be required to participate in AIDS prevention education if a parent or guardian of the student objects in writing to such participation. In accordance with state law, the curriculum shall specifically teach students that: 1. engaging in homosexual activity, promiscuous sexual activity, intravenous drug use or contact with contaminated blood products is now known to be primarily responsible for contact with the AIDS virus; 2. avoiding the activities specified in paragraph 1 is the only method of preventing the spread of the virus; 3. sexual intercourse, with or without condoms, with any person testing positive for human immunodeficiency virus (HIV) antibodies, or any other person infected with HIV, places that individual in a high risk category for developing AIDS; 4. abstinence from sexual activity is the only certain means for the prevention of the spread or contraction of the AIDS virus through sexual contact; 5. artificial means of birth control are not a certain means of preventing the spread of the AIDS virus and reliance on such methods puts a person at risk for exposure to the disease. Note that some or all of these resources may instead be dedicated to the 10 th Grade AIDS curriculum. Nurse presentation Role playing, ways to say no Sharing fluids activity (envelope game or transmission trap) Transmission Trail Vocabulary List Risky Business Science Curriculum: July, 2007 Objectives: Page 26 of 26 Biology I HONORS