CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE BIOLOGY HONORS

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1 CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE BIOLOGY HONORS Course Number 5403 Department Science Suggested guidelines for enrollment B or better in 8 th grade Science Concurrent enrollment in English Honors Length of Course Two (2) semesters/one (1) Year Grade Level 9-12 Credit 5 units per semester/10 total credits - life science Repeatable Not repeatable for credit UC/CSU Meets d laboratory science requirement Board Approved January 10, 2002 / April 3, 2008 Description of Course - The student will master an understanding of the nature of living things, their environment, and their relationships with man. The student will know unity, interaction, continuity, and diversity of life. The major concepts that will be covered are cell biology, genetics, ecology, evolution, and physiology. Students will have access to up- to -date laboratory equipment, science equipment, and technology. This course is aligned to State adopted content standards in science. Rationale for Course - Biology Honors provides students with the foundations in biology necessary to advance to higher-level science courses. The course explores all areas addressed in the state content standards but attends to each area in greater depth and at an accelerated pace when compared to Biology. Additionally, students are presented assignments that encourage more critical thinking and higher order skills. Assessments incorporate multiple choice, fill-in the blank, short answer and essay questions. A research assignment is encouraged. Note: Performance indicators are provided as examples. Best practice strategies and supplemental instructional materials are encouraged. Standard 1 (Cell Biology) Students will understand that the fundamental life processes of plants and animals depend on a variety of chemical reactions. Specifically, that those reactions are carried out in specialized areas of the organism s cells. 1.1 Objective: Understand that cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings Performance Indicator: Given dialysis tubing to simulate a semipermeable membrane, students will complete a laboratory that demonstrates diffusion of different sized molecules within the cell or equivalent. Page 1 of 21 Biology Honors

2 1.1.2 Performance Indicator: Observe the permeability characteristics of a cell membrane (the effect of salt solution on plant cell membranes and/or the effect of a dye solution on a celery stalk) or equivalent. 1.2 Objective: Understand the uses and effectiveness of enzymes as catalysts in biochemical reactions Performance Indicator: Students will be able to discuss and recognize enzymes as biochemical substances that end in -ase. (For example: RNA polymerase) Performance Indicator: Students will conduct a lab to observe the effects of enzyme action during a chemical reaction. (For example: liver enzymes to decompose hydrogen peroxide.) 1.3 Objective: Be able to identify and discuss the similarities and differences in the structure and complexity of different cell types. (For example: prokaryotic/eukaryotic, viral/bacteria, and animal/plant.) Performance Indicator: Students will be able to identify and explain the structure and function of cellular organelles in various cell diagrams Performance Indicator: Students will be able to compare and contrast cell types, structures, and functions or equivalent Performance Indicator: Students will complete a lab activity in which they will have the opportunity to prepare, view and draw cells of different types (for example: cork cells, elodea cells, check cells, onion cells, and others) following correct laboratory procedures Performance Indicator: State the basic ideas of the cell theory Performance Indicator: Students will complete a lab to determine how cell size effects diffusion using potatoes cut to different sizes immersed in colored water or equivalent Performance Indicator: Students will explain how eukaryotic cells are given shape and internal organization by a cytoskeleton or cell wall or both Performance Indicator: Research current advances in cytology 1.4 Objective: Understand the process of transcription and translation of genetic material Performance Indicator: Sketch and label the basic structure of DNA and RNA. Page 2 of 21 Biology Honors

3 1.4.2 Performance Indicator: Describe DNA molecule replication Performance Indicator: Students will be able to organize a flow of information from an incorrect order into the correct sequence of events Performance Indicator: Students will construct an RNA/DNA model to show base pairing, replication, and transcription. 1.5 Objective: Be able to understand the role of the endoplasmic reticulum and the Golgi apparatus in the process of protein synthesis Performance Indicator: Students will be able to compare and contrast, in a written essay or test question, the structure and function of the endoplasmic reticulum and the Golgi apparatus. 1.6 Objective: Understand the process of photosynthesis Performance Indicator: Students will be able to write the photosynthesis equation and identify the raw materials, final product, and waste product Performance Indicator: Students will distinguish between the light and dark reactions of photosynthesis Performance Indicator: Students will write the net reaction of the light and dark reactions and determine the ATP molecules used as well as the total energy produced Performance Indicator: Students will be able to draw and label diagrams of chloroplast molecules and discuss the flow of energy through the photosynthetic membrane. 1.7 Objective: Understand the role of mitochondria in cellular energy production Performance Indicator: Students will diagram and discuss the role of all organelles and how they work together in the cell (for example: Golgi apparatus, mitochondria, nucleus) Performance Indicator: Students will be able to make a comparison between photosynthesis and respiration using a graphic organizer or equivalent Performance Indicator: Students will be able to explain how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production 1.8 Objective: Understand the processes of glycolysis and respiration. Page 3 of 21 Biology Honors

4 1.8.1 Performance Indicator: Students will describe the steps for each of the processes above Performance Indicator: Students will complete a lab to observe anaerobic respiration, for example, the fermentation of yeast cells or equivalent. Standard 2 (Genetics) Students will understand how mutation and sexual reproduction lead to genetic variation in a population. 2.1 Objective: Understand the role mitosis plays in cell reproduction and the transfer of genetic information from parent cells to daughter cells Performance Indicator: Students will understand and be able to draw the significance and order of each stage of mitosis and the cell cycle Performance Indicator: Students will be able to explain the structure and function of chromatids, centrioles, spindle formation, and homologous chromosomes Performance Indicator: Students will be able to explain the difference between diploid and haploid in relation to the number of chromosomes. 2.2 Objective: Understand the process of meiosis and the fact that the resulting cells have a haploid (n) chromosomal number. Additionally, that meiosis occurs in sex cells Performance Indicator: Students will be able to draw and label diagrams of all meiotic divisions in the correct sequence Performance Indicator: Students will be able to explain the formation and significance of the tetrad formation Performance Indicator: Students will be able to explain how mutations occur. For example, crossing-over and the meiotic phase in which it occurs. Students will also understand the types of mutations (frame-shift, point, etc.) and the effects of mutagenic substances Performance Indicator: Students will write an essay or equivalent that compares and contrasts the process of mitosis with meiosis. This will be followed by a laboratory that includes the preparation and/or examination of slides of onion root tips and whitefish blastula cells or equivalent Performance Indicator: Students will discuss in essay form how greater genetic variation is possible with sexual rather than asexual reproduction or equivalent Page 4 of 21 Biology Honors

5 2.2.6 Performance Indicator: Students will be able to use data on frequency of recombination at meiosis to estimate genetic distances between loci and to interpret genetic maps of chromosomes. 2.3 Objective: Understand the role of fertilization in sexual reproduction, specifically zygote formation through the fusion of female and male gametes Performance Indicator: Students will be able to explain that through the process of meiosis the chromosomal number is reduced by half so that when the gametes fuse, the zygote will have the correct number of chromosomes for survival Performance Indicator: Students will use references to find the number of chromosomes in various organisms Performance Indicator: Students will explore current scientific trends in reproductive biotechnology. 2.4 Objective: Understand the processes of inheritance, specifically that half of an individuals DNA sequence is derived from each parent Performance Indicator: Students will be able to explain the difference between autosomes and sex chromosomes Performance Indicator: Students will be able to explain the role of chromosomes in sex determination Performance Indicator: Students will be able to list some patterns of human inheritance and give examples of each Performance Indicator: Students will explore the scientific theory regarding why a species can only reproduce within itself. Standard 3 (Genetics) Students will understand that the development of a multicellular organism from a single zygote is established at fertilization and its phenotype depends on its genotype 3.1 Objective: Understand the genetic basis for Mendel s Law of Segregation and Independent Assortment Performance Indicator: Students will write an essay on Mendel or another geneticist, including his/her life, work, and important contributions to the field of genetics Performance Indicator: Students will be able to explain P, F1, F2 generations in genetic crosses. Page 5 of 21 Biology Honors

6 3.1.3 Performance Indicator: Students will be able to explain that chromosomes are separated in the formation of gametes (Mendel s Law of Segregation) Performance Indicator: Students will be able to discuss the Law of Independent Assortment and that factors for different characteristics are distributed to gametes independently. 3.2 Objective: Be able to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive) Performance Indicator: Students will understand the difference between dominant and recessive alleles Performance Indicator: Students will be able to explain homozygous alleles and heterozygous alleles Performance Indicator: Students will be able to follow the given steps to determine the possible gene combinations of an offspring by constructing and completing a Punnett square Performance Indicator: Using a Punnett square, students will be able to predict the probability of genotypic and phenotypic ratios of offspring Performance Indicator: Students will be able to compare expected and observed results to see that future outcomes are not effected by previous trials. (Example: If a family has a male child, then their next child will not necessarily be female) Performance Indicator: Students will complete a laboratory experiment with equal samples of two substances to observe the actual vs. expected outcomes Performance Indicator: Given a chart of inheritable traits, students will be able to complete an activity involving friends, family, and themselves, as it relates to a specific set of traits. They will be able to identify dominant/recessive and homozygous/heterozygous alleles and create a visual representation of the phenotypes Performance Indicator: Students will design an experiment to examine the fact that the more trials completed, the closer the expected ratio gets to the observed ratio Performance Indicator: Students will be able to construct Punnett squares for two factor crosses (for example: dihybrid-dihybrid cross) and extrapolate accompanying ratios. Page 6 of 21 Biology Honors

7 3.3 Objective: Be able to construct and interpret pedigree diagrams to indicate phenotypes Performance Indicator: Given examples of the genotypes of members of a family, students will be able to construct pedigrees to predict possible phenotypes/genotypes of offspring Performance Indicator: Students will select a genetic disorder, tell how it is controlled by genes, and how a genetic counselor could use a pedigree diagram to counsel families or equivalent. 3.4 Objective: Understand the difference between autosomal and sex chromosomes Performance Indicator: Students will understand that autosomes undergo mitosis and sex chromosomes undergo meiosis. Standard 4 (Genetics) Students will understand that genes are a set of instructions encoded in the DNA sequence of each organism, specifying the sequence of amino acids in protein characteristics of that organism. 4.1 Objective: Understand the structure and role of DNA in genetics Performance Indicator: Students will be able to identify that DNA is composed of 5 carbon sugars, nucleic acids, and phosphate groups Performance Indicator: Students will be able to explain/draw the structures of adenine, thymine, cytosine, and guanine Performance Indicator: Students will be able to explain that DNA is combined with base-pairing, held together with hydrogen bonding, into a double helical structure Performance Indicator: Students will understand the significant roles that James Watson, Francis Crick, and Rosalind Franklin played in discovering the structure of DNA Performance Indicator: Students will be able to explain the x-ray evidence and various experiments scientists conducted Performance Indicator: Students will be able to understand the process of protein synthesis and the role of ribosomes, trna, and mrna Performance Indicator: Students will be able to identify that proteins differ based upon the number and sequence of amino acids which also determines the shape and chemical properties. Page 7 of 21 Biology Honors

8 4.1.8 Performance Indicator: Students will be able to explain why proteins having different amino acid sequences typically have different shapes and chemical properties. Standard 5 (Genetics/Biotechnology) Students will understand that current advances in genetics have led to the alteration of cells. 5.1 Objective: Know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products Performance Indicator: Students will complete a research paper on genetic engineering or equivalent Performance Indicator: Students will explore current research and trends on cloning through current event papers or equivalent Performance Indicator: Students will research careers that could result from the application of new knowledge and/or technology Performance Indicator: Students demonstrate knowledge explaining how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, ligation, and transformation) is used to construct recombinant DNA molecules Performance Indicator: Students know how exogenous DNA can be inserted into bacterial cells to alter their genetic makeup and support expression of new protein products Standard 6 (Ecology) Students will understand that stability in an ecosystem is a balance between competing effects. 6.1 Objective: Understand biodiversity and the effects of alterations on habitat Performance Indicator: Students will able to define and give an example of a population, a community, an ecosystem, a biome, and define biosphere Performance Indicator: Students will be assigned one biome and write a short summary of the inhabitants, animal and plant, climate patterns, and any other significant or unique characteristics of the biome or equivalent. 6.2 Objective: Be able to examine how any change in an ecosystem effects the balance in that ecosystem Performance Indicator: Students will be able to explain how, for example, an increase in temperature might inhibit plant growth, a food supply for animals, which in turn lowers the animal population. Page 8 of 21 Biology Honors

9 6.2.2 Performance Indicator: Students, using current examples in the State of California, will explain how human activity impacts native wildlife and plant populations Performance Indicator: Students will examine, through a short (2-3 pages) essay, how a housing development affects animal populations and what developers have to do to help support the species or equivalent. 6.3 Objective: Understand the concept of population size and the effects on the community Performance Indicator: Students will be able to explain immigration and emigration, and how they effect population balances Performance Indicator: Students will examine the consequences of unchecked population growth. 6.4 Objective: Understand how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration Performance Indicator: Students will be able to define abiotic and biotic, organic and inorganic, photosynthesis and respiration or equivalent Performance Indicator: Students will draw diagrams of each cycle that show reactants and products as well as intermediate products Performance Indicator: Students will be able to explain, using a specific animal and diagrams, how all the above cycles are interrelated and connected or equivalent. 6.5 Objective: Understand the significant role of decomposers and producers as a vital part of an ecosystem Performance Indicator: Students will be able to give an example of a producer and a decomposer, and explain what they are as well as how they work Performance Indicator: Students will write an essay to explore how industry utilizes decomposers (for example: alcoholic beverage production, and to clean up sewage or oil spills) or equivalent. 6.6 Objective: Understand at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid. Page 9 of 21 Biology Honors

10 6.6.1 Performance Indicator: Students will understand the flow of energy through a food pyramid Performance Indicator: Students will be able to explain and give examples of predator and prey relationships Performance Indicator: Students will be able to explain and/or draw, through specific examples, the fact that a food web consists of several food chains Performance Indicator: Students will predict the results of introducing a living organism that preys on only one component of an ecosystem and has no predators there Performance Indicator: Students will be able to distinguish between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage of organisms through genetic change. 6.7 Objective: Understand that extinction, the dying out of a species, is a natural event Performance Indicator: Students will define endangered species, threatened species, and extinction Performance Indicator: Students will explore conservation efforts to preserve such species as the California condor, the kangaroo rat, the cheetah, the desert tortoises, red wolves, Siberian tigers, or pink dolphin or other threatened or endangered species. Standard 7- (Evolution) Students will understand the concept of evolution. 7.1 Objective: Understand the effects of genetic change on an individual organism and a lineage of organisms over time Performance Indicator: Students will provide an example and explain how an individual organism has adapted to it s environment over time (for example: finches in Hawaii) Standard 8 - (Evolution) Students will understand allele frequency in populations. 8.1 Objective: Be able to explain why natural selection acts on a phenotype rather than a genotype Performance Indicator: Students will give examples of natural selection (for example: the Peppered Moth survey). Page 10 of 21 Biology Honors

11 8.1.2 Performance Indicator: Students will be able to define artificial selection and natural selection Performance Indicator: Students will complete a laboratory activity that demonstrates the concepts of natural selection. 8.2 Objective: Understand genetic carriers in a gene pool Performance Indicator: Students will be able to give examples, of how lethal homozygous alleles carried in heterozygous individuals are maintained in a population. 8.3 Objective: Understand that new mutations are constantly being generated in a gene pool Performance Indicator: Students will understand the Hardy-Weinberg equation and how to solve it Performance Indicator: Students will be able to explain the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature Performance Indicator: Students will be able to solve the Hardy-Weinberg equation to predict the frequency of genotypes in a population, given the frequency of phenotypes. Standard 9 - (Evolution) Students will understand the processes that effect evolution. 9.1 Objective: Understand genetic drift in a population Performance Indicator: Students will be able to explain that allele frequency changes as a result of random events Performance Indicator: Students will be able to describe the difference between convergent and divergent evolution. 9.2 Objective: Understand that speciation is effected by reproductive and geographic isolation Performance Indicator: Students will be able to give examples of how species evolved independent of each other due to various types of isolation (for examples: those living on islands or separated by mountain ranges). 9.3 Objective: Be able to analyze how fossil evidence is used to explain biodiversity, episodic speciation, and mass extinction. Page 11 of 21 Biology Honors

12 9.3.1 Performance Indicator: Students will create their own example of a fossil (for example: film fossils) or equivalent Performance Indicator: Students will explain how homologous structures provide evidence about evolution Performance Indicator: Students will describe how different kinds of vertebrate embryos are similar to each other and will give examples of how they differ Performance Indicator: Students will trace the development of the modern horse based upon known fossil evidence obtained from selected references or equivalent Performance Indicator: Students will be able to explain, and give examples of why scientists believe certain events in the Earth s history were mass extinction Performance Indicator: Students will be able to compare, explain, and give uses and limitations of various examples of radiometric dating of fossils Performance Indicator: Students know how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram) that shows probably evolutionary relationships Performance Indicator: Students are able to explain how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another. Standard 10 (Physiology) Students will understand the physiology (for example: the functions of the organ systems) and homoeostatic nature of the human body Objective: Be able to explain the structure and function of the respiratory system Performance Indicator: Students will be able to describe the mechanics of respiration including identification of the respiratory parts Performance Indicator: Students will be able to explain the process of gas exchange in the lungs and how oxygen is carried to the body by arteries, and carbon dioxide rich blood is carried away from the body by the veins Performance Indicator: Students will perform a laboratory experiment or equivalent to observe the byproducts of respiration. Page 12 of 21 Biology Honors

13 Performance Indicator: Students will be able to explain why respiration is effected by altitude Objectives: Be able to describe the structure, function and coordination of the nervous system Performance Indicator: Students will be able to explain neurons, axons, dendrites, and synapses Performance Indicator: Students will be able to identify the different parts of the brain and what they control Performance Indicator: Students will be able to define and demonstrate the workings of reflexes Objective: Be able to explain the workings of the peripheral nervous system, including the sensory and motor divisions Performance Indicator: Students will be able to explain and then compare and contrast the somatic and autonomic nervous systems, as well as sympathetic and parasympathetic Objective: Be able to explain feedback loops involving the nervous and endocrine systems Performance Indicator: Students will be able to explain homeostasis Performance Indicator: Students will be able to explain the differences and give examples of positive and negative feedback Performance Indicator: Students will be able to explain and give examples of the role of hormones in the nervous system Performance Indicator: Students will participate in an activity addressing the structure and function of the endocrine system and potential pathologies Performance Indicator: Students are able to explain how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms 10.5 Objective: Be able to explain the roles and types of neurons in sensation, thought, and response. Page 13 of 21 Biology Honors

14 Performance Indicator: Students will be able to explain sensory neurons, their roles, and where they are located in the body Performance Indicator: Students will be able to compare and contrast sensory, motor, and interneurons Objective: Be able to describe the structure and function the digestive system Performance Indicator: Students will diagram the process of digestion, including the organs involved and the location of enzymes or equivalent Performance Indicator: Students will be able to explain the individual function and location of the digestive enzymes, stomach acid and bile salts Performance Indicator: Students demonstrate knowledge on the individual functions and sites of secretion of digestive enzymes (amylases, proteases, nucleases, lipases), stomach acids, and bile salts 10.7 Objective: Be able to explain the structure and function of the excretory system Performance Indicator: Students will be able to explain the role of the kidney in the removal of nitrogenous waste Performance Indicator: Students will compare and contrast the structure and function of the kidney with other excretory organs such as the lungs and skin or equivalent Performance Indicator: Students are able to explain the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance Objective: Be able to describe the structure and function of the muscular system Performance Indicator: Students will be able to identify the different muscles types for example draw the different muscle types (smooth, cardiac, and skeletal) and state where they are located or equivalent Performance Indicator: Students will understand the physiological processes of muscle contraction, including the role of myosin, actin, calcium and ATP Performance Indicator: Students will diagram the flow of calcium into and out of the muscle during contraction. Page 14 of 21 Biology Honors

15 Performance Indicator: Students will compare and contrast fast and slow twitch muscle fibers and explain where they are found in the body Performance Indicator: Students will define and explain the roles of actin and myosin Objective: Explain how the structural features of the organs in the circulatory system are related to the transport of materials Performance Indicator: Students will describe the structure and function of the circulatory system is made up of the heart and various types of blood vessels Performance Indicator: Students will list various parts of the heart and their functions (for example: aorta, ventricles, atrium, and valves) Performance Indicator: Students will explain the concepts and components of blood pressure, how it is caused, and how it can be controlled Performance Indicator: Students will describe the various functions and components of blood (for example: platelets, plasma, RBC s, WBC s and hemoglobin) Performance Indicator: Students will understand the concepts of blood typing, transfusions, Rh factor, antigens, and clotting Performance Indicator: Students will understand and be able to explain disorders of the blood such as sickle cell anemia and hemophilia Performance Indicator: Students will be able to complete a chart that lists the structures and functions of the components of the lymphatic system or equivalent. Standard 11 (Physiology) Students will understand the human immune system and how it is used to fight disease Objective: Understand the role the skin plays in disease prevention Performance Indicator: Students will be able to describe the various layers of the skin and mucous membranes Objective: Understand the role of antibodies in the body s response to infection. Page 15 of 21 Biology Honors

16 Performance Indicator: Students will be able to list the steps the body goes through to mount an immune response when an infection is introduced Objective: Understand the process and significance of vaccination in the reduction and prevention of disease Performance Indicator: Students will be able to explain what a vaccine is, how they are produced, and how they work in the body, and how they have helped to eradicate disease Objective: Understand the body s primary defenses against viruses and bacteria Performance Indicator: Students will compare and contrast bacteria and viruses with respect to their requirements for growth and reproduction Performance Indicator: Students will understand and be able to explain an immune response, how an antibody works, and how a body fights infection Objective: Understand how a compromised immune system limits a persons ability to fight otherwise mild diseases Performance Indicator: Students will be able to explain how an immune suppressed individual (AIDS or organ transplant) has a weakened immune system, making a person more susceptible to opportunistic infections Objective: Understand the roles of the components in the blood that comprise the immune system Performance Indicator: Students will identify and explain the functions and roles of phagocytes, b-lymphocytes, and t-lymphocytes in the immune system Performance Indicator: Students will be able to explain and describe the major organs of the immune system, their locations, and functions. Standard 12 (Physiology) Students will know that plants are essential to our survival because they produce virtually all of our food, a variety of products, and play a major role in the cycle of the Earth s water, oxygen, carbon dioxide, and minerals Objective: Understand that plants are essential to the survival of animals. Plants effect food production, medicine, clothing, paper, and many other products. Page 16 of 21 Biology Honors

17 Performance Indicator: Students will complete a chart that lists the diversity of plants, including subdivisions, numbers of species, reproduction, and genetic diversity Performance Indicator: Students will draw and label structures of flowering plants and leaves (for example: sepal, stamen, palisade layer, stoma) Performance Indicator: Student will understand the definition of tropism, the types of tropisms, and how they are controlled Performance Indicator: Students will understand the similarities and differences between the life cycles and importance of moss, ferns, and other plant species Performance Indicator: Students will be able to explain the vascular and non-vascular plant life cycles Performance Indicator: Students will be able to draw and label the structure of roots, stems, and leaves, and be able to describe their functions. Standard 13 (Taxonomy) Students will understand that biologists use the characteristics of organisms to group them with other organisms that have similar characteristics. Today, these methods reflect the evolutionary history of organisms Objective: Be introduced to the history of classification, including the works of Aristotle and Linnaeus Performance Indicator: Students understand that binomial nomenclature is a system of naming organisms that assigns a two word (genus and species) name to each organism Performance Indicator: Students will be able to explain the modern classification system including the, Domains, 6 kingdoms and all subdivisions (kingdom, phylum, class, order, family, genus, and species). Standard 14 - (Taxonomy) Students know how eukaryotic cells differ in complexity and general structure Objective: Understand that the kingdom protists contains a diverse collection of eukaryotic organisms, protozoa, algae, slime molds, and water molds. The students will also understand that protists are eukaryotic and lack tissue differentiation Performance Indicator: Students will be able to describe the structure of a protozoan cell. Page 17 of 21 Biology Honors

18 Performance Indicator: Students will be able to discuss the hypothesis for the origin of the protist Performance Indicator: Students will be able to complete a chart of all the plant-like and animal-like protists including respiration, energy production, reproduction, excretion, and other components necessary for life Performance Indicator: Students will be able to explain the ways that protists impact society Performance Indicator: Students will examine protists including amoeba, paramecium, and euglena under a microscope. Students will also label and draw pictures of what they see. Standard 15 - (Taxonomy) Student will know that plants are essential to our survival because they produce virtually all of our food, a variety of products, and play a major role in the cycle of the Earth s water, oxygen, carbon dioxide, and minerals Objective: Understand that plants are essential to the survival of animals. Plants effect food production, medicine, clothing, paper, and many other products Performance Indicator: Students will complete a chart or equivalent that describes the diversity of plants, including subdivisions, numbers of species, reproduction, and genetic diversity Performance Indicator: Students will describe general plant structure and function or equivalent (for example: draw and label structures of flowering plants and leaves including sepal, stamen, palisade layer, stoma) Performance Indicator: Student will be able to explain plant responses and adaptations to their environment including hormones, tropisms, photoperiodism, and how they are controlled Performance Indicator: Students will be able to describe the similarities and differences between the various plant life cycles including vascular, nonvascular, seedless, flowering, etc. Standard 16 (Bacteria/Viruses) Students know that there are important differences between bacteria and viruses with respect to their structure, their requirements for growth and replication, and their ability to cause illness and disease Objective: Understand that bacteria are the most numerous organisms on earth and that it is theorized that all other organisms evolved from bacteria. Page 18 of 21 Biology Honors

19 Performance Indicator: Students will be able to explain and complete a chart that lists the differences between eubacteria, archaebacteria, cyanobacteria, and spirochetes Performance Indicator: Students will be able to discuss the differences in shape of the types of bacteria and how shape aids in classification Performance Indicator: Students will complete an activity that examines bacterial growth and classification or equivalent. For example: culture bacteria collected from different locations on campus, examine and draw it daily for three days and then examine colony formation under the microscope, trying to classify each bacteria Performance Indicator: Students will be able to explain the spore formation as part of bacterial asexual reproduction Performance Indicator: Students will be able to discuss and complete a chart for bacteria energy production Objective: Understand that viruses are non-living particles composed of a nucleic acid and a protein coat Performance Indicator: Students will be able to explain the characteristics and structures of viruses Performance Indicator: Students will be able to describe the reproduction of viruses Performance Indicator: Students will be able to describe the ways viruses impact society Performance Indicator: Students will be able to explain the viral cycle and how viruses cause diseases in plant or animals by entering and killing large numbers of cells (for example, using diagrams, essays, etc. or equivalent) Investigation and Experimentation Objective: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. 1.a Performance Indicator: Students will be able to select and use appropriate tools and technology (such as computer linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships and display data. Page 19 of 21 Biology Honors

20 1.b Performance Indicator: Students will be able to identify and communicate sources of unavoidable experimental error. 1.c Performance Indicator: Students will be able to identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. 1.d Performance Indicator: Students will be able to formulate explanations by using logic and evidence. 1.e Performance Indicator: Students will be able to solve scientific problems by using equations and simple trigonometric, exponential, logarithmic functions. 1.f Performance Indicator: Students will be able to distinguish between hypothesis and theory as scientific terms. 1.g Performance Indicator: Students will be able to recognize the usefulness and limitations of models and theories as scientific representations of reality.\ 1.h Performance Indicator: Students will be able to read and interpret topographic and geologic maps. 1.i Performance Indicator: Students will be able to analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). 1.j Performance Indicator: Students will be able to recognize the issues of statistical variability and the need for controlled tests. 1.k Performance Indicator: Students will be able to recognize the cumulative nature of scientific evidence. 1.l Performance Indicator: Students will be able to analyze situations and solve problems that require combining and applying concepts from more than one area of science. 1.m Performance Indicator: Students will be able to investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include, but are not limited to, irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California. 1.n Performance Indicator: Students will be able to determine when an observation does not agree with an accepted scientific theory, if the observation is mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects), and if Page 20 of 21 Biology Honors

21 the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets) Page 21 of 21 Biology Honors