GREENWOOD PUBLIC SCHOOL DISTRICT Genetics Pacing Guide FIRST NINE WEEKS Semester 1
|
|
- Jonas Jacobs
- 5 years ago
- Views:
Transcription
1 FIRST NINE WEEKS Semester 1 1 Aug. 4 1 Introduction to Course Aug Aug Overarching Science Engineering Practices (SEPs) These concepts and skills should be continuously embedded during instruction, as well as through laboratory experiences, throughout the course/year. Added 2010 Objective Cells Classroom Expectations/Syllabus/Overview of Course Requirements/Administer Learning Styles Inventories Overview of Plan and conduct controlled scientific investigations to produce data to answer questions, test hypotheses and predictions, and develop explanations or evaluate design solutions, which require the following: Select and use appropriate tools or instruments to collect data, and represent data in an appropriate form. ADD: safety symbols/procedures SI measurement. Identify dependent and independent variables and appropriate controls. Analyze and interpret various types of data sets, using appropriate mathematics, in order to verify or refute the hypothesis or determine an optimal design solution. Graphing Construct an explanation of observed relationships between variables. Communicate scientific and/or technical information in various formats. Cite evidence to illustrate how the structure and function of cells are involved in the maintenance of life. (The Cell Theory, Prokaryotic/Eukaryotic Cells, Cell Organelles, and of the Nucleus) 3 Aug Gen. 5.1 GEN. 1a.1 Cell Reproduction Model the inheritance of chromosomes through meiotic cell division and demonstrate how meiosis and sexual reproduction lead to genetic variation in populations. NOTE: (Cell Cycle, Mitosis, and Meiosis, Crossing Over) Model the biochemical structure, either 3-D or computerbased, of based on the experimental evidence available to Watson and Crick (Chargaff, 1950; Franklin, 1951). 4 Aug. 28 Sept. 1 5 GEN. 1a.2 GEN. 1a.3 GEN. 1a.4 GEN. 1a.6 GEN. 1a.5 1 st Nine s Continues on the Next Page Explain the importance of the historical experiments that determined that is the heritable material of the cell (Griffith, 1928; Avery, McCarty MacLeod, 1944; Hershey Chase, 1952). Relate the structure of to its specific functions within the cell. Conduct a standard extraction protocol using salt, detergent, and ethanol from various cell types (e.g., plant, animal, fungus). Compare and contrast the consistency and quantity of extracted from various cell types. Investigate the structural differences between the genomes (i.e., circular/linear chromosomes and plasmids) found in prokaryotes and eukaryotes. Enrichment: Use an engineering design process to refine the methodology to optimize the -extraction process for various cell types.*
2 FIRST NINE WEEKS Semester 1 GEN. 1b.1 Compare and contrast various proposed models of replication (i.e., conservative, semi-conservative, and disruptive). 5 Sept. 5 8 (Sept.4 Labor Day) 4 GEN. 1b. 2 GEN. 1b.3 Replication Evaluate the evidence used to determine the mechanism of replication. Develop and use models to illustrate the mechanics of replication. Microscopically observe and analyze the stages of the cell cycle (G1-S-G2-M) to describe the phenomenon, and identify methods at different cell cycle checkpoints through which the integrity of the code is maintained. 6 Sept Sept GEN. 2a.1 GEN. 2a.2 GEN. 2a.3 GEN. 2a.4 GEN. 2a.5 Transcription Translation Compare and contrast the structure of RNA to and relate this structure to the different function of each molecule. Describe and model how the process of transcription produces RNA from a template in both prokaryotes and eukaryotes. Develop a model to show the relationship between the components involved in the mechanics of translation at the ribosome. Analyze the multiple roles of RNA in translation. Compare the structure and function of trna, rrna, mrna, and snrna. NOTE: (mrna Codon Charts) Enrichment: Evaluate Beadle and Tatum s One Gene-One Enzyme Hypothesis (1941) in the development of the central dogma ( RNA Protein). 8 Sept Oct GEN. 2b.1 GEN. 2b.2 GEN. 2b.3 GEN. 2b.4 Mutations Explain how new discoveries, such as alternate splicing of introns, have led to the revision of the central dogma. Identify factors that cause mutations (e.g., environmental, errors in replication, and viral infections). Explain how these mutations may result in changes in protein structure and function. (Gene Chromosomal) NOTE: (Gene insertion, deletion, substitution, point, frameshift) NOTE: (Chromosomal deletion, duplication, inversion translocation; nondisjunction) NOTE: Occurrence and significance of genetic disorders such as sickle cell anemia, Tay-Sachs disorder, cystic fibrosis, Down Syndrome, Klinefelter s, Turner Syndrome, etc. NOTE: (Karyotypes) Describe cellular mechanisms that can help to minimize mutations (e.g., cell cycle checkpoints, polymerase proofreading, and repair enzymes). Investigate the role of mutations and the loss of cell cycle regulation in the development of cancers. 1 st Nine s Exam
3 SECOND NINE WEEKS Semester 1 1 Oct (Oct. 11-Parent Conf.) (Oct Fall Break.) GEN. 4.1 Demonstrate Mendel s law of dominance and segregation using mathematics to predict phenotypic and genotypic ratios. NOTE: (Punnett Squares and Monohybrid Crosses) 2 Oct Oct GEN. 4.2 GEN. 4.3 GEN. 4.4 Mendelian Illustrate Mendel s law of independent assortment by analyzing multi-trait cross data sets for patterns and trends. NOTE: (Dihybrid and Trihybrid Crosses, etc.) Investigate traits that follow non-mendelian inheritance patterns (e.g., incomplete dominance, codominance, multiple alleles, autosomal linkage, sex-linkage, polygenic, and epistasis) Construct pedigrees from observed phenotypes. 4 Oct. 30 Nov Nov Nov Nov. 27 Dec Dec Dec Dec (Dec. 21, 60% Day) 4 GEN. 4.5 GEN.3.1 GEN.3.2 GEN.5.2 GEN.5.3 GEN.5.4 GEN.3.3 GEN.3.4 GEN.5.5 GEN.5.6 GEN.5.7 Analyze and interpret data to determine patterns of inheritance and disease risk. Enrichment: Construct maps of genes on a chromosome based on data obtained from 2-and/or 3-point crosses or from recombination frequencies. Explain and demonstrate the use of various tools and techniques of manipulation and their applications in Forensics (e.g., paternity and victim/suspect identification), Agriculture (e.g., pesticide or herbicide resistance, improved yields, and improved nutritional value) Personalized medicine (e.g., targeted therapies, cancer treatment, production of insulin and human growth hormone, and engineering insect vectors of human parasites) Experimentally demonstrate genetic transformation, protein purification, and/or gel electrophoresis. Explain how natural selection acts upon genetic variability within a population and may lead to changes in allelic frequencies over time and evolutionary changes in populations Describe processes that cause changes in allelic frequencies (e.g., nonrandom mating, small population size, immigration and emigration, genetic drift, and mutation). Apply the Hardy-Weinberg formula to analyze changes in allelic frequencies due to natural selection in a population. Relate these changes to the environmental fitness of the phenotypes. Enrichment: Use an engineering design process to refine methodology and optimize the process of genetic transformation, protein purification, and/or gel electrophoresis.* Enrichment: Develop logical arguments based on scientific evidence for and against ethical concerns regarding biotechnology/bioengineering. Enrichment: Analyze computer simulations of the effects of natural selection on allelic frequencies in a population. Enrichment: Apply the concept of natural selection to analyze differences in human populations (e.g., skin color, lactose persistence, sickle cell anemia, and malaria). Enrichment: Use genomic databases for sequence analysis and apply the information to species comparisons, evolutionary relationships, and/or determine the molecular basis of inherited disorders. Final Exam
4 THIRD NINE WEEKS Semester 2 1 Jan Jan (Jan. 15, MLK) 3 Jan Introduction to Course Overarching Science Engineering Practices (SEPs) These concepts and skills should be continuously embedded during instruction, as well as through laboratory experiences, throughout the course/year. Added 2010 Objective Gen. 5.1 GEN. 1a.1 Cells Cell Reproduction Classroom Expectations/Syllabus/Overview of Course Requirements/Administer Learning Styles Inventories Overview of Plan and conduct controlled scientific investigations to produce data to answer questions, test hypotheses and predictions, and develop explanations or evaluate design solutions, which require the following: Select and use appropriate tools or instruments to collect data, and represent data in an appropriate form. ADD: safety symbols/procedures SI measurement. Identify dependent and independent variables and appropriate controls. Analyze and interpret various types of data sets, using appropriate mathematics, in order to verify or refute the hypothesis or determine an optimal design solution. Graphing Construct an explanation of observed relationships between variables. Communicate scientific and/or technical information in various formats. Cite evidence to illustrate how the structure and function of cells are involved in the maintenance of life. (The Cell Theory, Prokaryotic/Eukaryotic Cells, Cell Organelles, and of the Nucleus) Model the inheritance of chromosomes through meiotic cell division and demonstrate how meiosis and sexual reproduction lead to genetic variation in populations. NOTE: (Cell Cycle, Mitosis, and Meiosis, Crossing Over) Model the biochemical structure, either 3-D or computerbased, of based on the experimental evidence available to Watson and Crick (Chargaff, 1950; Franklin, 1951). 4 Jan. 29 Feb GEN. 1a.2 GEN. 1a.3 GEN. 1a.4 GEN. 1a.6 GEN. 1a.5 3 rd Nine s Continues on the Next Page Explain the importance of the historical experiments that determined that is the heritable material of the cell (Griffith, 1928; Avery, McCarty MacLeod, 1944; Hershey Chase, 1952). Relate the structure of to its specific functions within the cell. Conduct a standard extraction protocol using salt, detergent, and ethanol from various cell types (e.g., plant, animal, fungus). Compare and contrast the consistency and quantity of extracted from various cell types. Investigate the structural differences between the genomes (i.e., circular/linear chromosomes and plasmids) found in prokaryotes and eukaryotes. Enrichment: Use an engineering design process to refine the methodology to optimize the -extraction process for various cell types.*
5 THIRD NINE WEEKS Semester 2 5 Feb GEN. 1b.1 GEN. 1b. 2 GEN. 1b.3 Replication Compare and contrast various proposed models of replication (i.e., conservative, semi-conservative, and disruptive). Evaluate the evidence used to determine the mechanism of replication. Develop and use models to illustrate the mechanics of replication. Microscopically observe and analyze the stages of the cell cycle (G1-S-G2-M) to describe the phenomenon, and identify methods at different cell cycle checkpoints through which the integrity of the code is maintained. 6 Feb Feb (Feb. 19, Pres. Day) 9 GEN. 2a.1 GEN. 2a.2 GEN. 2a.3 GEN. 2a.4 GEN. 2a.5 Transcription Translation Compare and contrast the structure of RNA to and relate this structure to the different function of each molecule. Describe and model how the process of transcription produces RNA from a template in both prokaryotes and eukaryotes. Develop a model to show the relationship between the components involved in the mechanics of translation at the ribosome. Analyze the multiple roles of RNA in translation. Compare the structure and function of trna, rrna, mrna, and snrna. NOTE: (mrna Codon Charts) Enrichment: Evaluate Beadle and Tatum s One Gene-One Enzyme Hypothesis (1941) in the development of the central dogma ( RNA Protein). 8 Feb. 26 Mar Mar GEN. 2b.1 GEN. 2b.2 GEN. 2b.3 GEN. 2b.4 Mutations Explain how new discoveries, such as alternate splicing of introns, have led to the revision of the central dogma. Identify factors that cause mutations (e.g., environmental, errors in replication, and viral infections). Explain how these mutations may result in changes in protein structure and function. (Gene Chromosomal) NOTE: (Gene insertion, deletion, substitution, point, frameshift) NOTE: (Chromosomal deletion, duplication, inversion translocation; nondisjunction) NOTE: Occurrence and significance of genetic disorders such as sickle cell anemia, Tay-Sachs disorder, cystic fibrosis, Down Syndrome, Klinefelter s, Turner Syndrome, etc. NOTE: (Karyotypes) Describe cellular mechanisms that can help to minimize mutations (e.g., cell cycle checkpoints, polymerase proofreading, and repair enzymes). Investigate the role of mutations and the loss of cell cycle regulation in the development of cancers. 3 rd Nine s Exam
6 FOURTH NINE WEEKS Semester 2 1 Mar GEN. 4.1 Demonstrate Mendel s law of dominance and segregation using mathematics to predict phenotypic and genotypic ratios. NOTE: (Punnett Squares and Monohybrid Crosses) 2 Mar (Mar. 30, Good Friday) 3 Apr. 3 6 (Apr. 2, Easter Monday) 13 GEN. 4.2 GEN. 4.3 GEN. 4.4 Mendelian Illustrate Mendel s law of independent assortment by analyzing multi-trait cross data sets for patterns and trends. NOTE: (Dihybrid and Trihybrid Crosses, etc.) Investigate traits that follow non-mendelian inheritance patterns (e.g., incomplete dominance, codominance, multiple alleles, autosomal linkage, sex-linkage, polygenic, and epistasis) Construct pedigrees from observed phenotypes. 4 Apr Apr Apr Apr. 30 May 4 5 GEN. 4.5 GEN.3.1 GEN.3.2 GEN.5.2 GEN.5.3 GEN.5.4 Analyze and interpret data to determine patterns of inheritance and disease risk. Enrichment: Construct maps of genes on a chromosome based on data obtained from 2-and/or 3-point crosses or from recombination frequencies. Explain and demonstrate the use of various tools and techniques of manipulation and their applications in Forensics (e.g., paternity and victim/suspect identification), Agriculture (e.g., pesticide or herbicide resistance, improved yields, and improved nutritional value) Personalized medicine (e.g., targeted therapies, cancer treatment, production of insulin and human growth hormone, and engineering insect vectors of human parasites) Experimentally demonstrate genetic transformation, protein purification, and/or gel electrophoresis. Explain how natural selection acts upon genetic variability within a population and may lead to changes in allelic frequencies over time and evolutionary changes in populations Describe processes that cause changes in allelic frequencies (e.g., nonrandom mating, small population size, immigration and emigration, genetic drift, and mutation). Apply the Hardy-Weinberg formula to analyze changes in allelic frequencies due to natural selection in a population. Relate these changes to the environmental fitness of the phenotypes 8 May May May GEN.3.3 GEN.3.4 GEN.5.5 GEN.5.6 GEN.5.7 Enrichment: Use an engineering design process to refine methodology and optimize the process of genetic transformation, protein purification, and/or gel electrophoresis.* Enrichment: Develop logical arguments based on scientific evidence for and against ethical concerns regarding biotechnology/bioengineering. Enrichment: Analyze computer simulations of the effects of natural selection on allelic frequencies in a population. Enrichment: Apply the concept of natural selection to analyze differences in human populations (e.g., skin color, lactose persistence, sickle cell anemia, and malaria). Enrichment: Use genomic databases for sequence analysis and apply the information to species comparisons, evolutionary relationships, and/or determine the molecular basis of inherited disorders. Final Exam
7 MS College and Career-Readiness Standards for Science 2018 NOTE: It is recommended that students should actively engage in inquiry activities, laboratory experiences, and scientific research (projects) for a minimum of 30% of class time. Objectives identified by Enrichment: are considered enrichment material that may be expanded upon as time permits. Engineering standards are represented in some performance objectives with specific wording that will prompt students to approach learning and exploration using the engineering process. These performance objectives are marked with an * at the end of the statement.
GREENWOOD PUBLIC SCHOOL DISTRICT Foundations of Biology Pacing Guide FIRST NINE WEEKS
FIRST NINE WEEKS 1 Aug. 6 1 Aug. 7 2 Aug. 13 17 5 3 Aug. 20 2 5 Aug. 27 31 5 5 Sept. 7 (Sept.3 Labor Day) 6 Sept. 1 5 7 Sept. 17 21 5 8 Sept. 2 28 5 9 Oct. 1 5 5 Introduction to Course Added Characteristics
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 informationGREENWOOD PUBLIC SCHOOL DISTRICT Biology I Pacing Guide FIRST NINE WEEKS
Week GREENWOOD PUBLIC SCHOOL DISTRICT Aug. 1 FIRST NINE WEEKS Introduction to Course Classroom Expectations/Syllabus Biology EOY Pass/Fail Requirements, Science Fair Administer Learning Styles Inventories
More informationBiology Fall Final Review 2005/2006 Mrs. Nuño
Biology Fall Final Review 2005/2006 Mrs. Nuño Unit 1: The Nature of Science (Chapter 1) 7 characteristics of life. 7 major themes of biology, including the definitions of science terms describing those
More informationGREENWOOD PUBLIC SCHOOL DISTRICT Biology I Pacing Guide FIRST NINE WEEKS
Week GREENWOOD PUBLIC SCHOOL DISTRICT Aug. 6 1 FIRST NINE WEEKS Introduction to Course 2018 Science Standards Classroom Expectations/Syllabus Biology EOY Pass/Fail Requirements, Science Fair Administer
More informationCell Division: the process of copying and dividing entire cells The cell grows, prepares for division, and then divides to form new daughter cells.
Mitosis & Meiosis SC.912.L.16.17 Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. 1. Students will describe
More informationCampbell Biology Concepts & Connections 2015
A Correlation of Concepts & Connections 2015 To the Science, , Science - Table of Contents From Molecules to Organisms: Structures and Processes... 3 Ecosystems: Interactions, Energy, and Dynamics... 5
More informationNatural Selection. Population Dynamics. The Origins of Genetic Variation. The Origins of Genetic Variation. Intergenerational Mutation Rate
Natural Selection Population Dynamics Humans, Sickle-cell Disease, and Malaria How does a population of humans become resistant to malaria? Overproduction Environmental pressure/competition Pre-existing
More informationMiller & Levine Biology
A Correlation of To the Science Biology A Correlation of, 2014 to the, Table of Contents From Molecules to Organisms: Structures and Processes... 3 Ecosystems: Interactions, Energy, and Dynamics... 4 Heredity:
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 information2. What was the Avery-MacLeod-McCarty experiment and why was it significant? 3. What was the Hershey-Chase experiment and why was it significant?
Name Date Period AP Exam Review Part 6: Molecular Genetics I. DNA and RNA Basics A. History of finding out what DNA really is 1. What was Griffith s experiment and why was it significant? 1 2. What was
More informationTeacher: Cheely/ Harbuck Course: Biology Period(s): All Day Week of: 1/12/15 EOCEP Lesson Plan/5E s
EOCEP Lesson Plan/5E s Day of the Week Monday Curriculum 2005 SDE Support Doc Standard:: B-4: The student will demonstrate an understanding of the molecular basis of heredity. Indicator: B-4.5 Goals (Objectives
More informationPrinciples of Genetics
Principles of Genetics Snustad, D ISBN-13: 9780470903599 Table of Contents C H A P T E R 1 The Science of Genetics 1 An Invitation 2 Three Great Milestones in Genetics 2 DNA as the Genetic Material 6 Genetics
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 informationName: Date: Period: Final Exam Schedule: May 28 May 29 May 30 Wednesday Thursday Friday Bell Schedule 8:30 a.m. - 10:00 a.m
Name: Date: Period: Final Exam Schedule: May 28 May 29 May 30 Wednesday Thursday Friday Bell Schedule 8:30 a.m. - 10:00 a.m. 1 2 3 10:15 a.m. - 11:45 a.m. 7 8 6 12:00 p.m. - 1:30 p.m. 4 5 Make-up Cell
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 informationCOMPETENCY GOAL 1: The learner will develop abilities necessary to do and understand scientific inquiry.
North Carolina Draft Standard Course of Study and Grade Level Competencies, Biology BIOLOGY COMPETENCY GOAL 1: The learner will develop abilities necessary to do and understand scientific inquiry. 1.01
More informationGrade Level: Biology I Grading Period: 1 st 9 weeks
June 206 Grading Period: st 9 s Scientific Method and Parts of Experiment Chemical Bonding, Properties of Water, ph scale b- Formulate questions that can be answered through research and experimental design.
More information1. Draw, label and describe the structure of DNA and RNA including bonding mechanisms.
Practicing Biology BIG IDEA 3.A 1. Draw, label and describe the structure of DNA and RNA including bonding mechanisms. 2. Using at least 2 well-known experiments, describe which features of DNA and RNA
More informationScience Department-High School
Science Department-High School Course Description SUBJECT: Biology Course Title: HEREDITY Grade Level: 12 Course Number: Bio II NUMBER OF CREDITS: 1 Reference Book and online resources: Holt McDougal MICHIGAN
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 informationgenome a specific characteristic that varies from one individual to another gene the passing of traits from one generation to the next
genetics the study of heredity heredity sequence of DNA that codes for a protein and thus determines a trait genome a specific characteristic that varies from one individual to another gene trait the passing
More informationItawamba County School District Biology I Pacing Guide
2010-2011 Itawamba County School District Pacing Guide The teacher will administer a pre-test to determine prior knowledge of competencies to be taught. This test will be given 3 times during the year
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 informationBibb County Science Pacing Guide for Biology Parts A and B*
2018-19 Bibb County Science Pacing Guide for Biology Parts A and B* Georgia Standards of Excellence: Biology *Always use along with the Georgia Standards of Excellence for Science Biology: Curriculum Map
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 informationHEREDITY & PHYSIOLOGY Nadia Iskandarani
Course Title: Head of Department: Cycle/Division: Biology II: HEREDITY & PHYSIOLOGY Nadia Iskandarani High School Grade Level: Grade 12 Credit Unit: 1 Duration: 2 semesters / 5 periods per week Department
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 informationContent Standards Learning and Performance Expectations Assessment of Learning
Thinking Skills - The student demonstrates: 1. Critical Thinking Skills include the ability to analyze, criticize, advocate ideas, reason inductively and deductively, and to reach factual and judgemental
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 informationEOC Review Packet. Nearly all of the cells of a multicellular organism have exactly the same and.
EOC Review Packet Bio.1.1 Understand the relationship between the structures and functions of cells and their organelles. Bio.1.1.1 Summarize the structure and function of organelles in eukaryotic cells
More informationR.S. Kittrell Biology Wk 10. Date Skill Plan
Day of Wee k Date Skill Plan M 11/10/14 Unit 3:DNA, Protein Synthesis, Genetics and Biotechnology ALL Obj. #= 3.2.2 Unit? = # 1,3, 'I will' = # 6,7 Obj = Individual Focus Opening: Discuss Ghost in your
More informationTotal Hrs Lecture Total Hrs Lab 0.00 Total Course Hrs Total Student Hrs
HSSCI 21 - LIFE SCIENCE 1- BIOLOGY Total Hrs Lecture 50.00 Total Hrs Lab 0.00 Total Course Hrs 50.00 Total Student Hrs 99.50 High School Credits 5.00 COURSE DESCRIPTION This introductory biology course
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 informationChapters 12&13 Notes: DNA, RNA & Protein Synthesis
Chapters 12&13 Notes: DNA, RNA & Protein Synthesis Name Period Words to Know: nucleotides, DNA, complementary base pairing, replication, genes, proteins, mrna, rrna, trna, transcription, translation, codon,
More informationHonors Biology Final Exam Highlights First Semester Final Review, 200 Multiple Choice Questions, 200 Points
Honors Biology Final Exam Highlights Name First Semester Final Review, 200 Multiple Choice Questions, 200 Points Chapter 1 the Science of Life Characteristics of life Levels of organization Themes of biology-homeostasis,
More informationBossier Parish Community College Master Syllabus. Course Prefix and Number: BLGY 101 Credit Hours: 3
Bossier Parish Community College Master Syllabus Course Prefix and Number: BLGY 101 Credit Hours: 3 Course Title: General Biology I Course Prerequisites: None Textbooks: Mader, S. and M. Windelspecht;
More informationName: Period: EOC Review Part F Outline
Name: Period: EOC Review Part F Outline Mitosis and Meiosis SC.912.L.16.17 Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences
More informationHigh School. Prentice Hall. Biology.com 2010, (Miller/Levine) Correlation to the Mississippi Curriculum Frameworks - Biology I (High School)
Prentice Hall High School C O R R E L A T E D T O Correlation to the Mississippi Curriculum Frameworks - Biology I (High School) CONTENT STRANDS: Inquiry Physical Science Life Science 1. INQUIRY - Apply
More informationBiology Scope & Sequence
Process Standards: Tools to Know: B.1(A) demonstrate safe practices during laboratory and field investigations B.1(B) demonstrate an understanding of the use and conservation of resources and the proper
More informationStandard Topics Labs & Literacy SPI s. Labs *Magazine Advertisements & Experimental Design
Biology I Honors Syllabus/Pacing Guide Course Description: Honors Biology is offered for highly motivated science students. Independent work and critical thinking are essential in an honors class. The
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 informationName Block Date Final Exam Study Guide
Name Block Date Final Exam Study Guide Unit 7: DNA & Protein Synthesis List the 3 building blocks of DNA (sugar, phosphate, base) Use base-pairing rules to replicate a strand of DNA (A-T, C-G). Transcribe
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: Enhanced Biology Grade Level(s): 12 Units of Credit: 0.25 Classification: Graduation Requirement Length of Course: 7.5 cycles Periods
More informationBiology I Level - 2nd Semester Final Review
Biology I Level - 2nd Semester Final Review The 2 nd Semester Final encompasses all material that was discussed during second semester. It s important that you review ALL notes and worksheets from the
More informationPrentice Hall. Biology: Foundations Series 2010, (Miller/Levine) High School
Prentice Hall Biology: Foundations Series 2010, (Miller/Levine) High School C O R R E L A T E D T O Correlation to the Mississippi Curriculum Frameworks - Biology I (High School) CONTENT STRANDS: Inquiry
More informationUNIT 8 BIOLOGY: Meiosis and Heredity Page 148
UNIT 8 BIOLOGY: Meiosis and Heredity Page 148 CP: CHAPTER 6, Sections 1-6; CHAPTER 7, Sections 1-4; HN: CHAPTER 11, Section 1-5 Standard B-4: The student will demonstrate an understanding of the molecular
More information1. Contains the sugar ribose instead of deoxyribose. 2. Single-stranded instead of double stranded. 3. Contains uracil in place of thymine.
Protein Synthesis & Mutations RNA 1. Contains the sugar ribose instead of deoxyribose. 2. Single-stranded instead of double stranded. 3. Contains uracil in place of thymine. RNA Contains: 1. Adenine 2.
More informationBIOLOGY FINAL EXAM REVIEW SHEET Chapters 10-15, 17-30
Name Hour Due Date: BIOLOGY FINAL EXAM REVIEW SHEET Chapters 10-15, 17-30 The exam was prepared by the Biology teachers in the science departments of CVHS and DHS. 1. What is a Punnett Square? 2. Cross
More informationMiller Levine Biology
A Correlation of To the 2018 Mississippi College and Career-Readiness Standards for Biology A Correlation of to the Biology BIO.1 Cells as a System Conceptual Understanding: Biologists have determined
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 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 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 informationREVIEW FOR 2 ND SEMESTER
REVIEW FOR 2 ND SEMESTER IMPORTANT: The final exam covers material from the entire year. This review sheet only covers material since the midterm exam. These questions are meant to help you review the
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 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 informationA Correlation of. to the. Georgia Standards of Excellence Biology
A Correlation of to the Introduction The following document demonstrates how Miller & Levine aligns to the Georgia Standards of Excellence in. Correlation references are to the Student Edition (SE) and
More informationSTAAR Biology Assessment
STAAR Biology Assessment Reporting Category 1: Cell Structure and Function The student will demonstrate an understanding of biomolecules as building blocks of cells, and that cells are the basic unit of
More informationGSBHSRSBRSRRk IZTI/^Q. LlML. I Iv^O IV I I I FROM GENES TO GENOMES ^^^H*" ^^^^J*^ ill! BQPIP. illt. goidbkc. itip31. li4»twlil FIFTH EDITION
FIFTH EDITION IV I ^HHk ^ttm IZTI/^Q i I II MPHBBMWBBIHB '-llwmpbi^hbwm^^pfc ' GSBHSRSBRSRRk LlML I I \l 1MB ^HP'^^MMMP" jflp^^^^^^^^st I Iv^O FROM GENES TO GENOMES %^MiM^PM^^MWi99Mi$9i0^^ ^^^^^^^^^^^^^V^^^fii^^t^i^^^^^
More informationAdministrative - Master Syllabus COVER SHEET
Administrative - Master Syllabus COVER SHEET Purpose: It is the intention of this to provide a general description of the course, outline the required elements of the course and to lay the foundation for
More informationFull file at CHAPTER 2 Genetics
CHAPTER 2 Genetics MULTIPLE CHOICE 1. Chromosomes are a. small linear bodies. b. contained in cells. c. replicated during cell division. 2. A cross between true-breeding plants bearing yellow seeds produces
More informationGuided Notes Unit 6: Classical Genetics
Name: Date: Block: Chapter 6: Meiosis and Mendel I. Concept 6.1: Chromosomes and Meiosis Guided Notes Unit 6: Classical Genetics a. Meiosis: i. (In animals, meiosis occurs in the sex organs the testes
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 informationCAPE Biology Unit 1 Scheme of Work
CAPE Biology Unit 1 Scheme of Work 2011-2012 Term 1 DATE SYLLABUS OBJECTIVES TEXT PAGES ASSIGNMENTS COMMENTS Orientation Introduction to CAPE Biology syllabus content and structure of the exam Week 05-09
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 informationGoal 1: Learner will develop abilities necessary to do and understand scientific inquiry.
Goal 1: Learner will develop abilities necessary to do and understand scientific inquiry. Objective Essential Questions/Extended Content Suggested Activities # Days What is the significance of scientific
More informationCollege- and Career-Readiness Standards for Science. Biology. Biology. BIO.1 Cells as a System
College- and Career-Readiness Mississippi 2017 STANDARDS BIO.1 Cells as a System Conceptual Understanding: Biologists have determined that organisms share unique characteristics that differentiate them
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 informationTHE WORK OF GREGOR MENDEL
GENETICS NOTES THE WORK OF GREGOR MENDEL Genetics-. - Austrian monk- the father of genetics- carried out his work on. Pea flowers are naturally, which means that sperm cells fertilize the egg cells in
More informationBiology Assessment. Eligible Texas Essential Knowledge and Skills
Biology Assessment Eligible Texas Essential Knowledge and Skills STAAR Biology Assessment Reporting Category 1: Cell Structure and Function The student will demonstrate an understanding of biomolecules
More informationUnit 6 Reading Guide: PART I Biology Part I Due: Monday/Tuesday, February 5 th /6 th
Name: Date: Block: Chapter 6 Meiosis and Mendel Section 6.1 Chromosomes and Meiosis 1. How do gametes differ from somatic cells? Unit 6 Reading Guide: PART I Biology Part I Due: Monday/Tuesday, February
More informationTIPS TO PREPARE FOR THE BIOLOGY 2 nd SEMESTER FINAL EXAM:
TIPS TO PREPARE FOR THE BIOLOGY 2 nd SEMESTER FINAL EXAM: FINAL EXAM DETAILS: 80 questions Multiple choice Will assess your mastery of the biological concepts covered in Units 3 and 4 Will assess your
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 informationBio/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 informationUnit 4 Review - Genetics. UNIT 4 Vocabulary topics: Cell Reproduction, Cell Cycle, Cell Division, Genetics
Unit 4 Review - Genetics Sexual vs. Asexual Reproduction Mendel s Laws of Heredity Patterns of Inheritance Meiosis and Genetic Variation Non-Mendelian Patterns of Inheritance Cell Reproduction/Cell Cycle/
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 informationBiol. 303 EXAM I 9/22/08 Name
Biol. 303 EXAM I 9/22/08 Name -------------------------------------------------------------------------------------------------------------- This exam consists of 40 multiple choice questions worth 2.5
More informationVirginia Western Community College BIO 101 General Biology I
BIO 101 General Biology I Prerequisites Successful completion of MTE 1, 2, 3, 4, and 5; and a placement recommendation for ENG 111, co-enrollment in ENF 3/ENG 111, or successful completion of all developmental
More informationObjective 3.01 (DNA, RNA and Protein Synthesis)
Objective 3.01 (DNA, RNA and Protein Synthesis) DNA Structure o Discovered by Watson and Crick o Double-stranded o Shape is a double helix (twisted ladder) o Made of chains of nucleotides: o Has four types
More informationBig Idea 3: Living systems store, retrieve, transmit, and respond to information essential to life processes.
Big Idea 3: Living systems store, retrieve, transmit, and respond to information essential to life processes. Enduring understanding 3.A: Heritable information provides for continuity of life. Essential
More informationTexas Biology Standards Review. Houghton Mifflin Harcourt Publishing Company 26 A T
2.B.6. 1 Which of the following statements best describes the structure of DN? wo strands of proteins are held together by sugar molecules, nitrogen bases, and phosphate groups. B wo strands composed of
More informationDistrict Office Pacing Calendar Biology September 2017 Monday Tuesday Wednesday Thursday Friday 1
September 7 4 Labor day- No School Professional Development Getting to know you and establish procedures 7 Getting to know you and establish procedures Getting to know you and establish procedures,,4 Introduce
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 informationCenterville Sr. High School Curriculum Mapping Biology I (submitted by Matt Osborne) 1 st Nine Weeks
Centerville Sr. High School Curriculum Mapping Biology I (submitted by Matt Osborne) 1 st Nine Weeks 1 Days Unit 1, Unit 1, Unit 1, Unit 1, Unit 1, Unit 2, Unit 2, Indiana Standard(s) B.2.1 B.1.2 B.2.1
More informationBiology Scope and Sequence
Cell Structure and Function & Biological Processes and Systems First Grading Period (24 days) Readiness: B4.B The student knows that cells are the basic structures of all living things with specialized
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 211 (1) Exam 4! Chapter 12!
Biology 211 (1) Exam 4 Chapter 12 1. Why does replication occurs in an uncondensed state? 1. 2. A is a single strand of DNA. When DNA is added to associated protein molecules, it is referred to as. 3.
More informationBIOLOGY LTF DIAGNOSTIC TEST MEIOSIS & MENDELIAN GENETICS
016064 BIOLOGY LTF DIAGNOSTIC TEST MEIOSIS & MENDELIAN GENETICS TEST CODE: 016064 Directions: Each of the questions or incomplete statements below is followed by five suggested answers or completions.
More informationCellular Genetics, Structure and Function of DNA in Cells, Genetic Mechanisms and Inheritance, Mutations, Modern genetics 6-7 weeks
Biology Curriculum Map Each unit is allocated an approximate number of weeks using a traditional period schedule. Teachers should adjust these timeframes as needed based on student mastery and formative
More information8. Use the following terms: interphase, prophase, metaphase, anaphase, telophase, chromosome, spindle fibers, centrioles.
Midterm Exam Study Guide: 2nd Quarter Concepts Cell Division 1. The cell spends the majority of its life in INTERPHASE. This phase is divided up into the G 1, S, and G 2 phases. During this stage, the
More informationLIFE SCIENCE CHAPTER 5 & 6 FLASHCARDS
LIFE SCIENCE CHAPTER 5 & 6 FLASHCARDS Why were ratios important in Mendel s work? A. They showed that heredity does not follow a set pattern. B. They showed that some traits are never passed on. C. They
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 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 informationSummary The Work of Gregor Mendel Probability and Punnett Squares. Name Class Date
Chapter 11 Summary Introduction to Genetics 11 1 The Work of Gregor Mendel The scientific study of heredity is called genetics. Gregor Mendel used purebred pea plants in a series of experiments to understand
More informationName Period. 2. Name the 3 parts of interphase AND briefly explain what happens in each:
Name Period GENERAL BIOLOGY Second Semester Study Guide Chapters 3, 4, 5, 6, 11, 10, 13, 14, 15, 16, and 17. SEXUAL REPRODUCTION AND MEIOSIS 1. The cell cycle consists of a growth stage and a division
More informationExam 5 Review Questions and Topics
Exam 5 Review Questions and Topics 1. In your own words, define Methodological Naturalism and what it can and cannot test: 2. Fill out the following table: Discovery Science What it does? Hypothesis-based
More informationCombined Science Biology Academic Overview
Combined Science Biology Academic Overview 2018-19 Science Term 1.1 Term 1.2 Term 2.1 Term 2.2 Term 3.1 Term 3.1 Year 9 Key Concepts in Biology Key Concepts in Biology cont. Cells & Control Cells & Control
More informationUNIT 5. Protein Synthesis 11/22/16
UNIT 5 Protein Synthesis IV. Transcription (8.4) A. RNA carries DNA s instruction 1. Francis Crick defined the central dogma of molecular biology a. Replication copies DNA b. Transcription converts DNA
More informationLassen Community College Course Outline
Lassen Community College Course Outline BIOL-1 Principles of Molecular and Cellular Biology 4.0 Units I. Catalog Description A course in principles of biology, with special emphasis given to molecular
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 information