RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE HONORS BIOLOGY
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1 RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE HONORS BIOLOGY I. INTRODUCTION Honors Biology is the first course in the honors science sequence. Students in this course are introduced to the study of living things, including ecology, biochemistry, genetics, evolution, and classification, emphasizing the molecular approach to this branch of science. The goal of this course is to instill in students the belief that biology is an exciting, relevant, human activity that can be enjoyable to study. Extensive use of laboratory experimentation, demonstrations, and other hands-on activities are an integral part of the course. II. OBJECTIVES A. SKILLS The student will be able to: 1. Use correctly the instruments, apparatus, and technology of biology and demonstrate procedures of biology in a safe prescribed manner. 2. Identify ways in which the study of biology serves as a foundation for many career opportunities in science and technology. 3. Defend the need to care for, respect, and protect living things and their habitats. 4. Utilize the scientific method in solving biological problems and use mathematical operations where appropriate for solving these problems. 5. 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. 2. 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.
3 q. Naming renewable and nonrenewable natural resources. r. Investigating conservation methods. s. Explaining the causes and effects of water and air pollution. 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 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 Honors Biology is the first course in the high school honors sequence. Students who meet the placement criteria in eighth grade are placed in this course.
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 Honors Biology is a homogeneously grouped course at the ninth grade level. VI. ARTICULATION/SCOPE The length of the course is one year. VII. RESOURCES A. Text Biology, Pearson Education, Inc., B. Resources Biology: The Study of Life, Prentice-Hall, Biology, Prentice-Hall, Biology, McGraw-Hill, Biology: The Dynamics of Life, Glencoe/McGraw Hill, VIII. METHODOLOGIES A. Direct teacher instruction B. Demonstrations C. Computer-assisted instruction D. Videos and video clips with appropriate activities E. Problem and question & answer sessions ( A.2, A.2, A.1, A.4, F.2)
6 IX. SUGGESTED ACTIVITIES A. Laboratory experiments B. Mini-activities (e.g., simulations) C. Projects and presentations D. Cooperative learning-problem solving E. Library research F. Homework X. INTERDISCIPLINARY CONNECTIONS Connections are made to mathematics by means of collaborative projects involving data analysis and the study of mathematical series and 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 projects and oral presentations make use of skills learned in language arts literacy courses. ( B.4, D.4, A.2, C.3, F.6) 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
7 Inquiry-based instruction 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.
8 XIII. CURRICULUM MAP Month Topic Suggested Activities September October November December January February March April May June Scientific Method Life Processes Ecology Ecology Human Ecology Atomic Structure Basic Chemistry Basic Chemistry Biochemistry Metric System Biological Tools Cells Cells Homeostasis Cellular Respiration Cellular Respiration Photosynthesis DNA DNA Mitosis Asexual Reproduction Meiosis Genetics Genetics Human Heredity Genetic Disorders Evolution Evolution Taxonomy Mystery Lab Black Box Activity Scientific Method Lab Computer Research Biomes Project Lab- Succession Lab- Population Growth Lab- Biodegradable Wastes Demonstrations: Chemical Changes Endo and Exothermic Reactions Burning Sugar Mixtures vs. solutions Lab- ph Demo- capillary action Lab- Molecular Models Lab- Identifying Organic Compounds Lab- Holiday Plants Lab- Metric System Lab- Microscope Lab- Protista Computer Cells Alive Lab- Cells Lab- Osmosis in the Egg Cell Potato Demonstration Lab- Selectively Permeable Membranes Lab- Cell Energy Lab- Compare the effect of Sweeteners on Yeast Respiration Lab- ATP Lab- DNA Replication Lab- Protein Synthesis Project- DNA Model Lab- Mitosis in Plants Lab- Mitosis in Animals Lab- Genotypes & Phenotypes Using One Trait Lab- Geno & Pheno Using Two Traits Lab- Sex Linked Traits Lab- Human Heredity Design a Lab Lab- Shark Key Revised 2015
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