Accelerated Biology II Science

Transcription

1 Scope And Sequence Timeframe Unit Instructional Topics 4 Week(s) 4 Week(s) 4 Week(s) 1 Week(s) Course The course that addresses the biological principles and methods applied to selected groups of living organisms and their environment. It will emphasize inquiry-based learning of essential concepts to develop reasoning skills necessary to engage in science practices today. The four big ideas from the AP Biology Course are emphasized throughout the course. Topics of study include, biodiversity, plant physiology, animal physiology, and ecology. Students enrolled in this course will complete the first half of the AP Biology curriculum. 5 Week(s) Ongoing Course Rationale The scientific and technological issues that dominate today's society directly affect our lives. Accelerated Biology II (APBio - part I) is equivalent to the Introduction to Biology college level. The process of drives the diversity and unity of life. Biological systems utilize energy and molecular building blocks to grow, to reproduce, and to maintain homeostasis. Living systems store, retrieve, transmit, and respond to information essential to life processes. Biological systems interact, and these interactions possess complex properties. Board Approval Date Board Approved 6/26/2014 Natural Selection Biological Diversity Plant Physiology Ecology Unit: Natural Selection Animal Physiology English Language Arts within and Technology Content 1. Scientific Investigation 2. Mechanisms of Evolution 3. Evolution of Populations 4. Structural, Physiological, and Behavioral Adaptations 1. Origin of Cells 2. Cellular Reproduction 3. Origin of Prokaryotes 4. Eukaryotic Diversity 1. Structural, physiological, and behavioral adaptations - plants 2. Fermentation and Cellular Respiration 3. Photosynthesis 1. Distribution of organisms and global issues 2. Communities and Ecosystems 1. Structural, physiological, and behavioral adaptations - animals 2. Response to environment - animals Course Details 1. English Language Arts within and Technology Content The genetic makeup of a population continues to change due to natural processes in response to an ever-changing environment. Duration: 4 Week(s) EU1A - Change in the genetic makeup of a population over time is. EU1B - Organisms are linked by lines of descent from common ancestry. EU1C - Life continues to evolve within a changing environment. EU1D - The origin of living systems is explained by natural processes. How does the change in the genetic makeup of a population over time result in? How are organisms linked by lines of descent from common ancestry? Why does a changing environment encourage life to continue to evolve? How is the origin of living systems explained by natural processes? Example Assessment Items Lab: Evidence for Evolution Investigation 1: Artificial Selection Investigation 2: Mathematical Modeling: Hardy-Weinberg Investigation 12: Fruit Fly Behavior Topic: Scientific Investigation Duration: 5 Day(s) This topic should teach students the scientific process through guided inquiry, allowing them to ask their own questions, design their own experiments with controls, analyze their results, and present their conclusions. Page 1

2 The student will work through the scientific method utilizing the inquiry model of investigation. The student will design controlled experiments that accurately test hypotheses. The student will design testable experimental and null hypotheses. Mechanisms of Evolution In The Origin of Species, Darwin proposed that species change through natural selection. The student is able to evaluate data-based evidence that describes ary changes in the genetic makeup of a population over time. The student will construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaption in different environments. The student will analyze data related to questions of speciation and extinction throughout the Earth's history. The student will analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to in different environments. The student will analyze data to support the claim that responses to information and communication of information affect natural selection. The student will connect differences in the environment with the of homeostatic mechanisms. The student will connect ary changes in a population over time to change in the environment. The student will connect scientific evidence from many scientific disciplines to support the modern concept of. The student will construct and/or justify mathematical models, diagrams or simulations that represent processes of biological. The student will create a phylogenetic tree or simple cladogram that correctly represents ary history and speciation from a provided data set. The student will describe a model that represents within a population. The student will describe a scientific hypothesis about the origin of life on earth. The student will describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms. The student will describe the reasons for revisions of scientific hypotheses of the origin of life on earth. The student will design a plan for collecting data to investgate the scientific claim that speciation and extinction have occured throughout the Earth's history. The student will design a plan for collecting data to investigate the scientific claim that speciation and extinction have occurred throughout the Earth's history. The student will design a plan to answer scientific questions regarding how regarding how organisms have changed over time using information from morphology, biochemistry and geology. The student will evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determin ary history and speciation. The student will evaluate evidence provided by data fro many scientific disciplines that support biological The student will evaluate given data sets that illustrate as an ongoing process. The student will evaluate scientific hypotheses about the origin of life on Earth. The student will evaluate scientific questions based on hypotheses about the origin of life on Earth. The student will evaluate the accuracy and legitimacy of data to answer scientific questions about the origin of life on Earth. The student will explain how the distribution of ecosystems changes over time by identifying large-scale events that have resulted in these changes in the past. The student will justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. The student will justify the selection of geological, physical, and chemical data that reveal early Earth conditions. Page 2

3 The student will pose scientific questions about a group of organisms whose relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the ary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree. The student will pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth. The student will refine evidence based on data from many scientific disciplines that support biological. Evolution of Populations Population genetics provides a foundation for studying The student is able to evaluate data-based evidence that describes ary changes in the genetic makeup of a population over time. The student will analyze data related to questions of speciation and extinction throughout the Earth's history. The student will analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to in different environments. The student will analyze data to support the claim that responses to information and communication of information affect natural selection. The student will apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future. The student will apply mathematical routines to quantities that describe communities composed of populations of organisms that interact in complex ways. The student will compare and contrast processes by which genetic variation is produced and maintained in organisms from multiple domains. The student will connect differences in the environment with the of homeostatic mechanisms. The student will connect ary changes in a population over time to change in the environment. The student will construct an explanation of the multiple processes that increase variation within a population. The student will covert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time and to apply mathematical methods and conceptual understand to investigate the cause(s) and effect(s) of this change. The student will describe a model that represents within a population. The student will describe speciation in an isolated population ad connect it to change in gene frequency, change in environment, natural selection and/or genetic drift. The student will describe the connection between the regulation of gene expression and observed differences between individuals in a population. The student will design a plan for collecting data to investgate the scientific claim that speciation and extinction have occured throughout the Earth's history. The student will explain the connection between genetic variations in organisms and phenotypic variations in populations. The student will justify the selection of data that address questions related to reproductive isolation and speciation. The student will justify the selection of the kind of data needed to answer scientific questions about the interaction of populations within communities. The student will use data analysis to refine observations and measurements regarding the effect of poplulation interactions on patterns of species distribution and abundance. The student will use data from a real or simulated poplulation(s), based on graphs or models of types of selectio, to predict what will happen to the population in the future. The student will use data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and reflects of selection in the of specific populations. The student will evidence to justify a claim that a variety of phenotypic responses to a single environmental factor can result from different genotypes within the population. The student will use theories and models to make scientific claims and/or predictions about the effects of variation within populations on survival and fitness. Page 3

4 Topic: Structural, Physiological, and Behavioral Adaptations Duration: 5 Day(s) The genetic components of behavior, like all aspects of phenotype, evolve through natural selection for traits that enhance survival and reproductive success in a population. Two of the most direct ways a behavior can affect fitness are through its influences on foraging and mate choice behavior The student will be able to distinguish between proximate and ultimate causes of behavior The student will explain how the environment, interacting with an animal s genetic makeup, influences the development of behaviors The student will explain how the concept of inclusive fitness can account for most altruistic social behavior The student will analyze data that indicate how organisms exchnage information in response to internal changes and external cues, and which can change behavior. The student will analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems). The student will analyze data to support the claim that responses to information and communication of information affect natural selection. The student will connect concepts in and across domain(s) to predict how environmental factors affect responses to information and change behavior. The student will connect differences in the environment with the of homeostatic mechanisms. The student will construct an explanation, based on scientific theories and models, about how nervous systems detect external and internal signals, transmit and integrate information, and produce responses. The student will create a representation that describes how organisms exchange information in response to internal changes and external cues, and which can result in changes in behavior. The student will create a visual representation of complex nervous systems to describe/explain how these systems detect external and internal signals, transmit and integrate information, and produce responses. The student will create a visual representation to describe how nervous systems detect external and internal signals. The student will create a visual representation to describe how nervous systems transmit information. The student will create a visual representation to describe how the vertebrate brain integrates information to produce a response. The student will describe how nervous systems detect external and internal signals. The student will describe how nervous systems transmit information. The student will describe how organisms exchange information in response to internal changes or environmental cues. The student will describe how the vertebrate brain integrates information to produce a response. Unit: Biological Diversity Duration: 4 Week(s) Page 4

5 All biological systems from the molecular level to the ecosystem level exhibit properties of biocomplexity and diversity. All biological systems are composed of parts that interact with one another and the environment, and these interactions result in characteristics not found in the individual parts alone. The structure and function of cell organelles interact in key biological processes. EU1B - Organisms are linked by lines of descent from common ancestry. EU4A - Interactions within biological systems lead to complex properties. EU4B - Competition and cooperation are important aspects of biological systems. EU2B: Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments. EU3C: The processing of genetic information is imperfect and is a source of genetic variation. SP3: Scientific questioning extends thinking and guides investigations within context. EK4a2: How does the structure and function of subcellular components, and their interactions, provide essential cellular processes? EK2b1: How does the structure and funciton of cell membranes lead to selective permeability? EK3c3: How does viral replication and infection introduce genetic variation? SP3: How do scientists pose, refine and evaluate scientific questions about natural phenomena and investigate answers?how are organisms are linked by lines of descent from common ancestry? How do interactions within biological systems lead to complex properties? Why are competition and cooperation important aspects of biological systems? Example Assessment Items Lab: Kingdom Scavenger Hunt Lab: Molecules and Cells Investigation #4: Diffusion and Osmosis Investigation #8 - Biotechnology: Bacterial Transformation Investigation 3: Comparing DNA Sequences to Understand Evolutionary Relationships with BLAST Lab: Where Do Microbes Come From (Pastuer)? Lab: How Are Microbes Identified (Gram Staining)? Lab: How Are Microbes Transmitted (Koch's Postulates)? Lab: How Are Microbes Destroyed (Zone of Inhibition)? Abstract Bioethics Research: The Hot Zone, or The Ghost Map Lab: Sea Urchin Fertilization and Embryology Lab: Bacteriology Lab: Protozoan Lab: Mycology Topic: Origin of Cells Duration: 5 Day(s) Scientific evidence is accumulating that chemical and physical processes on early Earth, aided by the emerging force of selection, produced very simple cells through a sequence of four main stages: (1) the abiotic (nonliving) synthesis of small organic molecules, such as amino acids and nucleotides; (2) the joining of these small molecules (monomers) into polymers, including proteins and nucleic acids; (3) the packaging of these molecules into "protobionts," droplets with membranes that maintained an internal chemistry different from that of their surroundings; and (4) the origin of self-replicating molecules that eventually made inheritance possible. The student is able to evaluate data-based evidence that describes ary changes in the genetic makeup of a population over time. Discuss the five major types of differentiated cells The student will explain how cells synthesize and breakdown macromolecules. The student will demonstrate how enzymes regulate the rate of chemical reactions. The student will demonstrate how the activity of an enzyme is regulated. The student will explain how the specificity of an enzyme depends on its structure. The student will identify the unique chemical and physical properties of water that make life on earth possible. The student will explain the role of carbon in the molecular diversity of life. Cellular Reproduction Page 5

6 The many aspects of organismal form and function can be viewed, in the broadest context, as adaptations contributing to reproductive success. Individuals are transient. A population transcends finite life spans only by reproduction, the creation of new individuals from existing ones The student is able to evaluate data-based evidence that describes ary changes in the genetic makeup of a population over time. Discuss the five major types of differentiated cells Meristems generate cells for new organs The student will explain how cells synthesize and breakdown macromolecules. Discuss the process of alternation of generations in plants Origin of Prokaryotes Structural, functional, and genetic adaptations contribute to prokaryotic success The student is able to evaluate data-based evidence that describes ary changes in the genetic makeup of a population over time. The student will compare and contrast the great diversity of nutritional and metabolic adaptations that have evolved in prokaryotes Eukaryotic Diversity How did the more complex organization of the eukaryotic cell evolve from the simpler prokaryotic condition? The student is able to evaluate data-based evidence that describes ary changes in the genetic makeup of a population over time. Unit: Plant Physiology Duration: 4 Week(s) Page 6

7 There are several key ary adaptations that are necessary for plants to invade terrestrial habitats, including the specialized metabolic process of photosynthesis. EU2A - Growth, reproduction and maintenance of the organization of living systems require free energy and matter. EU2D - Growth and dynamic homeostasis of a biological system are influenced by changes in the system's environment. EU3D- Cells communicate by generating, transmitting and receiving chemical signals. EU4B - Competition and cooperation are important aspects of biological systems. EU4C - Naturally occurring diversity among and between components within biological systems affects interactions with the environment. How is the growth, reproduction and maintenance of plants sustained by free energy and matter? How is the growth and dynamic homeostasis of a plant influenced by changes in the plant's environment? How do plant cells communicate by chemical signals? Why are competition and cooperation important aspects of biological systems? How does naturally occurring diversity among and between components within biological systems affect interactions with the environment? Example Assessment Items Lab: Plant Tropism Lab: Plant Anatomy Investigation 11: Transpiration Investigation 6 : Cell Respiration Investigation 5: Photosynthesis Topic: Structural, physiological, and behavioral adaptations - plants Duration: 5 Day(s) The plant body has a hierarchy of organs, tissues, and cells Plants, like multicellular animals, have organs composed of different tissues, and these tissues are composed of cells. A tissue is a group of cells with a common function, structure, or both. An organ consists of several types of tissues that together carry out particular functions. Role of passive transport, active transport, and cotransport in plants The student will explain how the laws of Thermodynamics relate to the biochemical processes that provide energy for living systems. Compare/contrast the major characteristics in bryophytes, seedless vascular plants, and seed plants. Discuss some advantages/disadvantages of plant life on land. Discuss the features of the angiosperm life cycle Discuss the five major types of differentiated cells Discuss the various stimuli that plants respond to. Plant hormones help coordinate growth, development, and responses to stimuli. Plants have a hierarchy of organs, tissues, and cells Discuss the process of alternation of generations in plants Meristems generate cells for new organs Plants reproduce sexually, asexually, or both. The student will explain how cells synthesize and breakdown macromolecules. The student will explain the role of carbon in the molecular diversity of life. Fermentation and Cellular Respiration Organic compounds store energy in their arrangement of atoms. With the help of enzymes, a cell systematically degrades complex organic molecules that are rich in potential energy to simpler waste products that have less energy. Some of the energy taken out of chemical storage can be used to do work; the rest is dissipated as heat. Role of passive transport, active transport, and cotransport in plants The student will explain how the laws of Thermodynamics relate to the biochemical processes that provide energy for living systems. Page 7

8 The student will explain how cells synthesize and breakdown macromolecules. The student will demonstrate how enzymes regulate the rate of chemical reactions. The student will demonstrate how the activity of an enzyme is regulated. The student will explain how the specificity of an enzyme depends on its structure. The student will identify the unique chemical and physical properties of water that make life on earth possible. The student will explain the role of carbon in the molecular diversity of life. Photosynthesis Plants and other autotrophs are the producers of the biosphere. Photoautotrophs use the energy of sunlight to make organic molecules from CO2 and H2O. Heterotrophs consume organic molecules from other organisms for energy and carbon Stomata help regulate the rate of transpiration Role of passive transport, active transport, and cotransport in plants The student will explain how the laws of Thermodynamics relate to the biochemical processes that provide energy for living systems. Discuss the various stimuli that plants respond to. Plant hormones help coordinate growth, development, and responses to stimuli. Describe the process of translocation of sugars in plants The student will demonstrate how enzymes regulate the rate of chemical reactions. The student will demonstrate how the activity of an enzyme is regulated. The student will explain how the specificity of an enzyme depends on its structure. The student will explain the role of carbon in the molecular diversity of life. Unit: Ecology Our planet is comprised of different biomes, each experiencing unique interactions of the living organisms within them. Duration: 1 Week(s) EU4A - Interactions within biological systems lead to complex properties. EU4B - Competition and cooperation are important aspects of biological systems. EU4C - Naturally occurring diversity among and between components within biological systems affects interactions with the environment. Why do interactiosn within biological systems lead to complex properties? How are competition and cooperation important aspects of biological systems? How does naturally occuring diversity among and between components within biological systems affect interactions with the environment? Example Assessment Items Population Dynamics Lab Investigation 10: Energy Dynamics Topic: Distribution of organisms and global issues Duration: 2 Day(s) Interactions between organisms and the environment limit the distribution of species The student will explain how the laws of Thermodynamics relate to the biochemical processes that provide energy for living systems. Compare/contrast the major characteristics in bryophytes, seedless vascular plants, and seed plants. Discuss some advantages/disadvantages of plant life on land. Page 8

9 Discuss the features of the angiosperm life cycle Discuss the process of alternation of generations in plants Plants reproduce sexually, asexually, or both. Role of passive transport, active transport, and cotransport in plants Topic: Duration: 3 Day(s) Communities and Ecosystems In general, a small number of the species in a community exert strong control on that community's structure, particularly on the composition, relative abundance, and diversity of its species The student is able to evaluate data-based evidence that describes ary changes in the genetic makeup of a population over time. Role of passive transport, active transport, and cotransport in plants Compare/contrast the major characteristics in bryophytes, seedless vascular plants, and seed plants. Unit: Animal Physiology Duration: 5 Week(s) Animals survive in differing environments due to unique structural, physiological and behavioral adaptations and their ability to respond to an ever-changing environment. EU2C Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic processes. EU2D Growth and dynamic homeostasis of a biological system are influenced by changes in the system's environment. EU2E Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. EU3D Cells communicate by generating, transmitting and receiving chewmical signals. EU3E Transmission of information results in changes within and between biological systems. How do organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic processes? How are growth and dynamic homeostasis of a biological system influenced by changes in the system's environment? Why do many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination? How do cells communicate by generating, transmitting and receiving chewmical signals? How does transmission of information result in changes within and between biological systems? Example Assessment Items Lab: Animal Diversity I dissection Porifera & Cnideria Lab: Animal Diversity II - dissection Lower Invertebrates Lab: Animal Diversity III dissection Phylum Chordata Lab: Physiology of the Circulatory System Topic: Structural, physiological, and behavioral adaptations - animals Duration: 15 Day(s) Animals are multicellular, heterotrophic eukaryotes with tissues that develop from embryonic layer The student is able to evaluate data-based evidence that describes ary changes in the genetic makeup of a population over time. The student will explain how zoologists categorize the diversity of animals is according to general features of morphology and development Topic: Duration: 10 Day(s) Response to environment - animals Page 9

10 Hormones and other chemical signals bind to target cell receptors, initiating pathways that culminate in specific cell responses The student will explain how Invertebrate regulatory systems also involve endocrine and nervous system interactions The student will create representations and models to describe immune responses. The student will create representations and models to describe nonspecific immune defenses in plants and animals. Unit: English Language Arts within and Technology Content Duration: Ongoing The following unit is aligned with Common Core and focused on the importance of reading and writing in the content areas. This unit is specifically focused on science and technology. Reading scientific pieces include various elements that are different than in other contents. Writing scientific pieces has various elements that are different than in other contents. How do reading scientific texts vary from other content areas? How to you express your idea and knowledge differently in scientific writings? Topic: English Language Arts within and Technology Content Duration: Ongoing The student will cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. The student will write arguments focused on discipline-specific content. - Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. - Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns. - Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. - Provide a concluding statement or section that follows from or supports the argument presented. The student will write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. - Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. - Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. - Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. - Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. - Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). The student will write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. The student will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. The student will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. The student will use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. Page 10

11 The student will conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. The student will gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Page 11