RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE BIOLOGY

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1 RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE BIOLOGY I. INTRODUCTION Biology is the course intended to introduce students to the study of living things. It is not a subject to be learned primarily from books or computers. An understanding of biology means being personally in touch with the biosphere, observing living organisms and discovering for oneself how they function. Through a variety of laboratory and hands-on activities, students will investigate areas of biological science including ecology, biochemistry, genetics, evolution, and classification. The goal of the course is to instill in students the belief that biology is an exciting, relevant, human activity that can be enjoyable to study. II. OBJECTIVES A. SKILLS The student will be able to: Use correctly the instruments, apparatus, and technology of biology and demonstrate procedures of biology in a safe prescribed manner. Identify ways in which the study of biology serves as a foundation for many career opportunities in science and technology. Defend the need to care for, respect, and protect living things and their habitats. Utilize the scientific method in solving biological problems and use mathematical operations where appropriate for solving these problems. Evaluate information about current biological issues.

2 B. CONTENT The student will be able to: 1. Appreciate biology as a science by: a. Defining biology. b. Explaining the steps of the scientific method. c. Explaining experimental factor and control. d. Differentiating between pure and applied science. e. Comparing and contrasting light microscopes and electron microscopes and defining magnification and resolution. f. Distinguishing between living and nonliving things. g. Listing the characteristics of living things. h. Naming the five stages in the development of an organism. i. Comparing the theories of biogenesis and spontaneous generation. j. Explaining the role of scientific investigation in disproving the existence of abiogenesis. k. Describing Pasteur s experiment that proved the theory of biogenesis. Evaluate the effects of humans on the state of the biosphere by: a. Defining ecology. b. Explaining interactions in the biosphere. c. Identifying interactions between living things and their physical environment. d. Naming and defining the major biomes. e. Defining the term ecosystem and giving examples. f. Explaining the function of trophic levels in an ecosystem. g. Describing three types of ecological pyramids. h. Describing the factors that give structure to the biotic community. i. Identifying patterns within a biotic community. j. Explaining how biotic communities develop through succession. k. Defining population and primary succession. l. Describing a population growth curve. m. Defining the carrying capacity of an ecosystem. n. Describing density-dependent and density-independent factors. o. Discussing human growth. p. Describing the impact of human population growth on our natural resources. q. Naming renewable and nonrenewable natural resources. r. Investigating conservation methods. s. Explaining the causes and effects of water and air pollution.

3 3. Identify the connection between biology and chemistry by: a. Describing the structure of the atom. b. Distinguishing between elements and compounds. c. Differentiating between covalent and ionic bonding. d. Describing the three states of matter. e. Describing several types of mixtures. f. Comparing acids and bases. g. Distinguishing between inorganic and organic compounds. h. Describing the biosynthesis of three macromolecules i. Appreciating the importance of enzymes in living things. j. Naming the different kinds of energy. k. Utilizing the Metric system. 4. Explain the meaning of cell theory by: a. Listing the processes of a living cell. b. Describing the parts of a cell and their functions. c. Comparing and contrasting prokaryotes and eukaryotes. d. Naming and explaining the functions of cell organelles. e. Differentiating cell types. f. Describing the cellular organization in a multicellular organism. g. Defining homeostasis. h. Distinguishing between a permeable and a selectively permeable membrane. i. Defining and relating osmosis and diffusion. j. Defining turgor, cytolysis and plasmolysis. k. Differentiating between active and passive transport. l. Comparing and contrasting endocytosis and exocytosis. m. Differentiating between autotrophs and heterotrophs. n. Explaining the importance of ATP. o. Comparing aerobic respiration to anaerobic respiration. p. Comparing similarities and differences between photosynthesis and respiration and analyzing these processes in terms of energy exchanges in living systems. q. Describing the process of cell division.

4 5. Explain how traits are expressed and transmitted from parent to offspring by: a. Describing how the chromosome theory explains Mendel s conclusions. b. Discussing genes in terms of DNA, alleles, incomplete dominance, and gene control. c. Describing Mendel s contributions to an understanding of the principles of heredity. d. Distinguishing between genotype and phenotype. e. Demonstrating the use of Punett squares to find genotypes and phenotypes of offspring. f. Distinguishing between multiple alleles and polygenes. g. Determining sex linked and sex influenced traits. h. Investigating problems involved in studying human genetics, particularly those related to the environment, chromosome mutations and abnormalities, and genetic diseases. 6. Investigate the theories of the origin of life by: a. Describing Oparin s hypothesis. b. Explaining how fossils are formed and their relation to the history of life. c. Comparing Lamarck s and Darwin s theories of the mechanisms of evolution. d. Discussing the theories of the origin of life and evolution. e. Stating the Hardy-Weinberg principle and its significance to evolution. f. Comparing adaptive radiation and convergent evolution. 7. Establish the criteria for classifying organisms by: a. Determining the need to classify organisms. b. Appreciating the contributions of Carolus Linnaeus to naming and classifying organisms. c. Using a taxonomic key to identify selected organisms. d. Recognizing why it is difficult to classify living things. III. PROFICIENCY LEVELS Biology is appropriate for all students in Grade 9. Students entering this course usually have completed Earth Science in Grade 8.

5 IV. METHODS OF ASSESSMENT The teacher will provide a variety of assessments including homework, class participation, tests and quizzes, laboratory reports, research reports, projects, and final exam. V. GROUPING Biology is appropriate for heterogeneously grouped freshman students. VI. ARTICULATION/SCOPE The length of the course is one year. VII. RESOURCES A. Text Modern Biology, Holt McDougal, B. Resources Biology: Cycles of Life, AGS Globe, 2006, Modern Biology, Holt, Rinehart and Winston, Biology, Thomson Learning, Inc Biology Principles and Explorations, Holt, Rinehart and Winston, Biology: The Web of Life, Addison Wesley Longman, Inc VIII. METHODOLOGIES A. Direct teacher instruction B. Demonstrations C. Computer-assisted instruction D. Video and video clips with appropriate activities E. Problem and question & answer sessions ( B.4, C.5)

6 IX. SUGGESTED ACTIVITIES A. Laboratory experiments B. Mini-activities (e.g., simulations) C. Cooperative learning-problem solving D. Library research E. Homework X. INTERDISCIPLINARY CONNECTIONS Connections are made to mathematics, particularly geometry, by means of collaborative projects involving taxonomic classification of vertebrates and of geometric figures as well as the study of Fibonacci numbers in nature. Discussions as to the historical significance and background of scientific experiments and discoveries strengthen the connection to history. The significance of particular biomes to various cultures around the world also connects biology to world studies. Writing assignments in the form of laboratory reports make use of skills learned in language arts literacy. XI. DIFFERENTIATING INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDS: STUDENTS WITH DISABILITIES, ENGLISH LANGUAGE LEARNERS, AND GIFTED & TALENTED STUDENTS Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students. Examples of Strategies and Practices that Support: Students with Disabilities Use of visual and multi-sensory formats Use of assisted technology Use of prompts Modification of content and student products Testing accommodations Authentic assessments Gifted & Talented Students Adjusting the pace of lessons Curriculum compacting Inquiry-based instruction

7 Independent study Higher-order thinking skills Interest-based content Student-driven Real-world problems and scenarios English Language Learners Pre-teaching of vocabulary and concepts Visual learning, including graphic organizers Use of cognates to increase comprehension Teacher modeling Pairing students with beginning English language skills with students who have more advanced English language skills Scaffolding word walls sentence frames think-pair-share cooperative learning groups teacher think-alouds XII. PROFESSIONAL DEVELOPMENT Teachers shall continue to improve their expertise by participating in a variety of professional development opportunities made available by the Board of Education and other organizations. XIII. CURRICULUM MAP Workbook Order Correlation to Modern Biology Science Practices Chapter 1 Cell Specialization & Organization Chapters 4, 5 Feedback Mechanisms BZ/HumanBiology Energy in Living Systems Chapters 6, 7 Growth and Development Chapter 8 Inheritance Traits Chapters 9, 11 Variation of Traits Chapters9,11,8,12 Evidence for Evolution Chapters 14, 15 Natural Selection, Adaptation, and Evolution Chapters 14,15,16 Interdependence in Ecosystems Chapters 18-22

8 Energy Flow and Nutrient Cycles Chapters Dynamic Ecosystems Chapters September Chapters Covered Introduction to Biology BZ: Science Practices Chapter 2: Chemistry of Life Material Progression Scientific method, independent/dependent variables System of measurements, intro to conversions Introduction to graphing Ch 2: 42-44: Basics of solutions, properties of water, ph Introduction to the light microscope, identification, microscope drawings, wet mount slides Mystery lab Twenty Questions lab Perfect People lab from HOT Science Labs ph test lab Microscope Lab (stations lab) LS1.A, HS-LS1-2

9 October Chapters Covered Cell Structure Chapter 3: Macromolecules BZ: Cell Specialization and Organization Chapter 4: Cell Structure and Function Material Progression History of Cell Biology (Important scientists/cell Theory) Prokaryotic vs Eukaryotic Plant vs Animal cells Membranes Ch 3: pg 53, and 4 major macromolecules ONLY. Organelles Facebook Page - Scientists important to cell discovery Macromolecules Virtual Lab Nutrition Labels Lab Organelles lift a flap activity Walking Cell Cell Lab (Stations: Cork/Elodea/Cheek Cell) LS1.1, LS1.2, HS-LS1-4, HS-LS3-1 November Chapters Covered Chemistry of Life Ch 4: Cell Structure and Functions (Organelles) BZ: Activity 27 BZ: Chapter 2: Section 1 and 2 Material Progression Complete study of all organelles Properties of Water Diffusion and Osmosis Passive and Active Transport Matter, Elements, Atoms, and types of bonds Organelles lab (microscope investigation?) Gummy bear lab States of Matter (Ping Pong Balls Demo) States of Matter lab (slime lab) Diffusion bags Elodea diffusion Atom building Toothpickase Lab (Enzyme function)

10 December Agar Cube Size Lab (SA:Vol) LS1.A, HS-LS1-2 Chapters Covered Body Regulations BZ: Feedback Mechanisms Material Progression Homeostasis Positive and Negative Feedback Thermoregulation and Heart rate Homeostasis in plants and transpiration Homeostasis exercise lab (jumping jacks lab) Maintaining Homeostasis lab (ice lab) Homeostasis: A Balancing Act Keeping a Balance: Homeostasis and Negative Feedback LS1.A, HS-LS1-3, HS-LS1-2 January Energy in Living Systems Chapters Covered BZ: Ch 6 & 7 Chapter 10 section 1 Material Progression ATP Photosynthesis Cellular Respiration DNA history and structure (BZ 36-40) Modeling of Photosynthesis/Cellular Respiration by students Cellular Respiration Lab ATP Building Lab DNA History Boxes (research) Chromatography of Plant Pigments LS1.C, PS3.D, HS-LS1-5, HS-LS1-6, HS-LS1-7, HS-LS2-3, HS- LS2-4, HS-LS2-5, HS-LS3-1

11 February Inheritance and Variation on Traits Chapters Covered Ch 9 and 12 BZ: Material Progression Chromosomes Transcription and Translation History of Mendel Traits, Alleles, Genetic Variation Revisit DNA Mendel project: Research foldable Probability and Genetics Lab DNA Extraction Lab Sex Determination Lab (coin probability) (alien baby online lab) Dragon Genetics lab (?) LS3.A, LS3.B, HS-LS1-4, HS-LS3-1, HS-LS3-2, HS-LS3-3 March Growth and Development Chapters Covered BZ: BZ: Material Progression Mitosis and Meiosis Variation Mutations Environment and Variation Traits and Punnett Squares Pedigrees Modeling Mitosis/Meiosis by students Around the World Mitosis/Meiosis Harry Potter Pedigree Make a Baby Lab Karyotyping Baby lab Mitosis Lab (Onion Cell Microscopy) Sex Linked Inheritance Lab (coin lab)

12 LS3.A, LS3.B, HS-LS1-4, HS.LS3-1. HS.LS3-2, HS.LS3-3 April Chapters Covered Evolution BZ: Evidence for Evolution BZ: Natural Selection, Adaptation, and Evolution Ch. 14 and 15 Material Progression Embryology, Analogous and Homologous features The fossil record Lamarck vs Darwin Life on the Beagle - History of Darwin Artificial Selection Biodiversity leads to Natural Selection 4 factors of natural selection Speciation Journal: Darwin s Finches Evolution: Dog Breeding Online Lab (Artificial Selection) Natural Selection M&M Lab LS1.A, LS1.B, LS2.A, LS2.C, LS3.A, LA3.B, LS4.A, LS4.B, HS-LS4 1, HS-LS4-2, HS-LS4-3, HS-LS4-4, HS-LS4-5 May Ecology and Interdependence in Ecosystems (and Energy Flow) Chapters Covered BZ: Interdependence in Ecosystems (portions) BZ: Energy Flow and Nutrient Cycles (portions) Ch (portions) Material Progression Habitats and Niches (86/87) Biomes Competition (91-92) Producers, Consumers, and Food Webs Trophic Levels( ) Biodiversity and Environmental Issues Biome project (Travel Agency) Ecology Book

13 Carbon Transfer Through Snails and Elodea (virtual lab) Mark and Recapture Lab Carrying Capacity Lab LS2.A, LS2.C, LS2.D, LS4.C, LS4.D, ETS1.B, HS.LS2, HS-LS2-4, HS-LS2-1, HS-LS2-2, HS-LS2-6, HS-LS2-7, HS-LS2-8, HS-LS4-6 June: Finish Biome projects, Creation of student RSTs. Revised 2015

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