Bundle at a Glance Biology 2015/16

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1 Introduction: Scientific Investigation and Reasoning Skills (3 A/B days) Biology Process TEKS: 1A demonstrate safe practices during laboratory and field investigations. 1B demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. 2A know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. 2B know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. 2C know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed. 2D distinguish between scientific hypotheses and scientific theories. 2E plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology. 2F collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, datacollecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures. 2G analyze, evaluate, make inferences, and predict trends from data. 2H communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports. 3A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 3B communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. 3C draw inferences based on data related to promotional materials for products and services. 3D evaluate the impact of research on society, and the environment. 3E evaluate models according to their limitations in representing biological objects or events. 3F research and describe the history of biology and contributions of scientists.

2 Bundle 1 - Ecology 11 A/B Days Finish Sept 23 Introduction: Scientific Investigation and Reasoning Skills (3 A/B days) Section 1: Interactions in Environmental Systems (4 A/B days) Process TEKS: B.2EFGH (See Introduction for the TEKS) Flow of Matter and Energy (B.12C) Variations and Adaptations (B.12B) Symbiosis (B.12A) Limiting Factors in Ecosystems (B.12CDEF) Biogeochemical Cycles (B.12E) B.12A B.12B interpret {relationships}, including predation, parasitism, commensalism, mutualism, and competition among organisms. compare {variations and adaptations} of organisms in different ecosystems. B.12C analyze the {flow of matter and energy} through trophic levels using various models, including food chains, food webs, and ecological pyramids. B.12D B.12E B.12F recognize that long-term {survival of species is dependent} on changing resource bases that are limited. describe the {flow of matter} through the carbon and nitrogen cycles and explain the {consequences} of disrupting these cycles. describe how {environmental change} can impact ecosystem stability. Section 2: Maintaining Balance in Biological Systems (4 A/B days) Process TEKS: B.1B; B.2EFGH (See Introduction for the TEKS) Homeostasis () Responding to External Factors (B.11B) Role of Microorganisms (B.11C) Ecological Succession (B.11D) B.11B B.11C B.11D investigate and analyze {how organisms, populations, and communities respond} to external factors. summarize the {role of microorganisms} in both maintaining and disrupting the health of both organisms and ecosystems. describe how {events and processes} that occur during ecological succession can change populations and species diversity.

3 Bundle 2 - Biochemistry 12 A/B Days Finish Oct 27 Section 1: Structure and Function of Biomolecules (8 A/B days) Process TEKS: B.1AB; B.2EFGH; B.3EF (See Introduction for the TEKS) Carbohydrates, Lipids, Proteins, and Nucleic Acids Formation of Simple to Complex Organic Molecules (B.9A) (B.9D) B.9A B.9D compare the {structures and functions} of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids. analyze and evaluate the {evidence} regarding formation of simple organic molecules and their organization into long complex molecules having information such as the DNA molecule for self-replicating life. Section 2: Role of Enzymes (4 A/B days) Process TEKS: B.1A; B.2EFGH; B.3E (See Introduction for the TEKS) Role of Enzymes (B.9C) Feedback Mechanisms () B.9C identify and investigate the {role of enzymes}.

4 Bundle 3 - Cells and Cell Processes 22 A/B Days Finish Jan 21 Section 1: Cell Cycle and Cellular Processes (12 A/B days) Process TEKS: B.1AB; B.2EFGH; B.3EF (See Introduction for the TEKS) Prokaryotic and Eukaryotic Cells Cellular Processes (B.4B) Stages of the Cell Cycle (B.5A) Specialized Cells (B.5B) B.4A B.4B B.5A B.5B (B.4A) compare and contrast {prokaryotic and eukaryotic cells}. investigate and explain {cellular processes}, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules. describe the {stages of the cell cycle}, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms. examine {specialized cells}, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium. Section 2: Photosynthesis and Cellular Respiration (6 A/B days) Process TEKS: B.1A; B.2EFGH; B.3E (See Introduction for the TEKS) Reactants and Products Feedback Mechanisms B.9B (B.9B) () compare the {reactants and products} of photosynthesis and cellular respiration in terms of energy and matter. Section 3: Viruses and Cell Cycle Disruption (4 A/B days) Process TEKS: B.1A; B.2EFGH; B.3E (See Introduction for the TEKS) Viruses (B.4C) Disruptions of the Cell Cycle B.4C B.5D (B.5D) compare the {structures of viruses} to cells, describe {viral reproduction}, and describe the {role of viruses in causing diseases} such as human immunodeficiency virus (HIV) and influenza. recognize that {disruptions of the cell cycle} lead to diseases such as cancer.

5 Bundle 4 - Genetics 14 A/B Days Finish Mar 2 Section 1: Deoxyribonucleic Acid (DNA) (5 A/B days) Process TEKS: B.2EH; B.3EF (See Introduction for the TEKS) Cell Cycle and Differentiation Components of DNA (B.6A) Genetic Code (B.6B) B.5A B.5C B.6A B.6B (B.5AC) describe the {stages of the cell cycle}, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms. describe the {roles of DNA}, ribonucleic acid (RNA), and environmental factors in cell differentiation. identify {components of DNA}, and describe how {information} for specifying the traits of an organism {is carried} in the DNA. recognize that {components} that make up the genetic code are common to all organisms. Section 2: Transcription and Translation (5 A/B days) Process TEKS: B.2FGH; B.3EF (See Introduction for the TEKS) Transcription and Translation (B.6C) Gene Expression (B.6D) Changes in DNA (B. 6E; ) B.6C explain the {purpose and process of transcription and translation} using {models} of DNA and RNA. B.6D recognize that {gene expression} is a regulated process. B.6E identify and illustrate {changes in DNA} and evaluate the {significance} of these changes. Section 3: Genetic Outcomes (4 A/B days) Process TEKS B.2FGH; B.3EF (See Introduction for the TEKS) Outcomes of Genetic Combinations Significance of Meiosis (B.6G) Techniques Used to Study Genomes B.6F B.6G B.6H (B.6F) (B.6H) predict possible {outcomes of various genetic combinations} such as monohybrid crosses, dihybrid crosses and non-mendelian inheritance. recognize the {significance of meiosis} to sexual reproduction. describe how {techniques} such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used to study the genomes of organisms.

6 Bundle 5 - The Unity and Diversity of Life 14 A/B Days Finish Apr 19 Section 1: Classification and the Theory of Evolution (8 A/B days) Process TEKS: B.2CEFH; B.3AEF (See Introduction for the TEKS) Fossil Record Data (B.7AB) Natural Selection (B.7CDE) Evolutionary Mechanisms (B.7FG) Taxonomy (B.8ABC) B.7A B.7B B.7C B.7D B.7E B.7F B.7G B.8A B.8B B.8C analyze and evaluate how {evidence of common ancestry} among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental. analyze and evaluate {scientific explanations} concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record. analyze and evaluate {how natural selection produces change} in populations, not individuals. analyze and evaluate how the {elements of natural selection}, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success. analyze and evaluate the {relationship of natural selection} to adaptation and to the development of diversity in and among species. analyze and evaluate the {effects of other evolutionary mechanisms}, including genetic drift, gene flow, mutation, and recombination. analyze and evaluate {scientific explanations} concerning the complexity of the cell. define {taxonomy} and recognize the {importance of a standardized taxonomic system} to the scientific community. categorize organisms using a {hierarchical classification system} based on similarities and differences shared among groups. compare {characteristics of taxonomic groups}, including archaea, bacteria, protists, fungi, plants, and animals. Section 2: Comparative Anatomy (6 A/B days) Process TEKS: B.1AB; B.2EFH; B.3E (See Introduction for the TEKS) Interactions That Occur Among Systems (B.10AB; ) Levels of Organization in Biological Systems (B.10C) B.10A B.10B B.10C describe the {interactions that occur among systems} that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals. describe the {interactions that occur among systems} that perform the functions of transport, reproduction, and response in plants. analyze the {levels of organization in biological systems} and relate the {levels} to each other and to the whole system.

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