COURSE OF STUDY GUIDE LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
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1 COURSE OF STUDY GUIDE LOWER CAPE MAY REGIONAL SCHOOL DISTRICT TITLE OF COURSE: College Bound Biology DATE REVISED: 7/15/2014 DEPARTMENT: Science GRADE: 10 I. COURSE ORGANIZATION Length: Full year Periods per week: 1 single period, 2 double periods Credits: 5 Weighted: College bound Prerequisite: Physical Science II. COURSE DESCRIPTION Lower Cape May s biology curriculum was aligned with other schools in Cape May County in 2010 in an effort to improve scores on the NJBCT, and in accordance with the revised NJCCCS from The design of the course separates the CPIs designated by the state of NJ into 9 subcategories: science practices, chemistry/ biochemistry, cell biology and cellular transport, photosynthesis, cellular respiration, cell reproduction, genetics, evolution and taxonomy, and ecology. III. COURSE MISSION To provide students with the content and lab experiences that will guide them to success on the NJBCT. IV. DEPARTMENT MISSION The primary goal of the Science Department of Lower Cape May Regional High School is to support and prepare students to lead successful lives by helping them to: Communicate effectively Think critically and creatively
2 Solve problems resourcefully Use technology effectively Work cooperatively Develop as self directed learners V. COURSE LEVEL AND BENCH MARKS Students should understand scientific practices and be able to generate scientific evidence through laboratory investigations Students should be able to recognize the relationships between matter and energy and the organization of living things Students should understand the organization of a living thing and that the cell is the basic unit of structure and function and that specialized cells perform specialized functions Students should understand the processes carried out by cells including cell reproduction and genetics Students should understand the processes of evolution and biodiversity and that they are ongoing processes in a constantly changing environment Students should understand how organisms interact within their environment Students will participate in classroom activities that include problem solving and group work Students will complete formal written laboratory reports VI. POSSIBLE ASSESSMENT TASKS WRITTEN Regular formal lab reports VISUAL Weekly experiments 3-d models of macromolecules
3 3-d model of the cell 3-d model of the DNA molecule Virtual frog dissection Frog dissection Dissection of chicken wing Videos and DVDs VII. CONTENT What is Science? The Scientific Method Scientists and their Experiments Characteristics of Living Things The Microscope Organization and relationships within the Biosphere The Nature of Matter Chemical Bonds Properties of Water Chemical Reactions Carbohydrates Lipids Proteins The Cell Theory Prokaryotes and Eukaryotes Eukaryotic Cell Structure CONTENT PACING GUIDE AND STANDARDS SCIENCE STANDARD RST/WHST PACING UNIT TITLE: THE SCIENCE OF BIOLOGY A1-3, B1-4 RST weeks 9 10 WHST 9-10 UNIT TITLE: CHEMISTRY A.2, B.1- RST , A.2,B RST ,2,3,4,5,7, Ongoing throughout the year 2 1/2 weeks 2 1/2 weeks UNIT TITLE: STRUCTURE AND FUNCTION OF THE CELL A.3,6,D.2 RST weeks
4 Cell Boundaries Passive Transport Diffusion Osmosis Active Transport Autotrophs and Heterotrophs Photosynthesis Light Reactions Dark Reactions Respiration Role of ATP Aerobic Respiration Anaerobic Respiration Structure of the DNA Molecule Replication RNA and Protein Synthesis Mutations The Cell Cycle Mitosis Meiosis Gregor Mendel Genetics Vocabulary Punnett Squares Genetic Engineering Human Heredity UNIT TITLE: CELL TRANSPORT A.3,6,D.2 RST.9-10 UNIT TITLE: PHOTOSYNTHESIS AND RESPIRATION b.3-5 RST.9-10 UNIT TITLE: PROTEIN SYNTHESIS A.4-6,D.1-3,E.2 RST UNIT TITLE: CELL REPRODUCTION A.4,D.2-3 UNIT TITLE: GENETICS A.4-6,D.1-3,E.2 RST ,2,3,4,5,6,7,8 RST.9-10 UNIT TITLE: EVOLUTION AND TAXONOMY 3 weeks 2 ½ weeks 3 weeks 2 weeks 4 weeks
5 Darwin s Voyage Darwin vs. Lamarck Evidence of Evolution Genes and Variation Patterns of Evolution Taxonomy Differences between viruses and bacteria Levels of Organization Energy flow Feeding Relationships Ecological Pyramids Cycles of Matter Community Interactions Ecosystems Populations Humans in the Biosphere D.3,E.1-4 RST.9-10 UNIT TITLE: ECOLOGY B.1-3,C.1 RST weeks 3 ½ weeks VIII. CONTENT OBJECTIVES / SUGGESTED INSTRUCTIONAL TIME QUARTER 1 THE NATURE OF SCIENCE What is science? What is Biology? The Scientific Method Francesco Redi s Experiment Spallanzani s Experiment Characteristics of Living Things The Microscope: Structure and Function, technique, types of microscopes Levels of organization in the biosphere Characteristics of Living Things Activity outside Microscope Lab
6 Pond Water Lab Set up Aquarium tanks CHEMISTRY Structure of atoms Elements, compounds, and mixtures Covalent bonds and Ionic bonds Capillarity Cohesion and Adhesion Differences between solutions, suspensions, and colloids Properties of acids and bases and the effect of ph on living systems Chemical reactions BIOCHEMISTRY Video: The Unknown World Mixture Lab Acid Base Lab Carbon compounds The relationship between monomers and polymers Dehydration Synthesis and hydrolysis Chemistry of carbohydrates Chemistry of lipids Chemistry of proteins The role of enzymes and enzyme activity Carbohydrate Lab Chemistry of Lipids Lab Chemistry of Proteins Lab Enzyme Lab
7 QUARTER 2 THE CELL STRUCTURE AND FUNCTION The Cell Theory Prokaryote vs. Eukaryote Cell organelles and their functions CELL TRANSPORT The Cell Lab 3-d model of the cell lab Cell Boundaries Diffusion Osmosis Hypertonic, hypotonic, and isotonic solutions Passive Transport vs. Active Transport Levels of organization within a multicellular organism PHOTOSYNTHESIS Autotrophs and heterotrophs Demonstration of diffusion using perfume, methylene blue, starlight candy Gummy bear lab Diffusion lab Demonstration of egg in vinegar, distilled water and corn syrup Plasmolysis lab Potato slice activity to observe effect of hypertonic, hypotonic, and isotonic solutions
8 Photosynthesis equation: What 3 things do plants need? What 2 things do they produce? Light reactions Dark reactions Role of Stomata RESPIRATION Photosynthesis Lab Stomata Lab Respiration equation: What 2 things do cells need? What 3 things do they produce? Aerobic respiration Anaerobic respiration Alcoholic fermentation Lactic acid fermentation Fermentation Lab Balloon demonstration (carbon dioxide and yeast production) QUARTER 3 DNA AND PROTEIN SYNTHESIS Structure of the DNA molecule DNA Replication RNA and Protein synthesis Transcription and Translation Mutations
9 CELL REPRODUCTION Cell growth The Cell Cycle The phases of Mitosis Meiosis Chromosome number Gamete formation GENETICS Molecular Model of DNA DNA Extraction from a strawberry or onion Mitosis Lab Video: Cracking Your Genetic Code The Work of Gregor Mendel Genetics vocabulary Solving Punnett Square problems: Single trait and double trait Incomplete dominance and Co dominance Genetic Engineering Human Genetics Mating Traits Lab Genetics problems QUARTER 4 EVOLUTION AND TAXONOMY
10 The Voyage of Charles Darwin Darwin vs. Lamarck Natural Selection Evidence of Evolution Genes and variation Patterns of Evolution Taxonomy Linneaus s System of Classification Characteristics of the 6 kingdoms Characteristics of viruses Differences between viruses and bacteria Dissection of the Chicken wing for the purpose of observing homologous structures Protist Lab DVD: What Darwin Never Knew ECOLOGY Levels of Organization within the Biosphere Energy Flow Feeding Relationships: Food Chain and Food Web Cycles of Matter: Water cycle, Carbon cycle, Nitrogen cycle What shapes an ecosystem? Ecological Succession Characteristics of populations Humans in the Biosphere Invertebrate Lab Virtual Frog Dissection Bull frog dissection VT Cold Blooded Animals
11 IX. MODIFICATIONS: INCLUSION TECHNIQUES/ ENRICHMENTS Daily class notes are reproduced and made available to absent students. These notes must be copied and returned in a timely fashion. A student may borrow a copy of the notes for reasons stated below: Being called out of class for something school related Early dismissal To use as a means of checking notes taken in class for accuracy In-class support is provided for special education students. This support may involve providing modification to class assessments or in the grading system. This support may involve pulling students out of class for the purpose of having tests read to them in an isolated setting. Students may receive extra support in the preparation of written formal lab reports. X. INTERDISCIPINARY CONNECTIONS/MULTICULTURAL MATERIALS Weekly lab reports that practice language skills: use of the third person, past tense Warm up activities that involve grammar and proof reading exercises XI. MATERIALS/ TECHNOLOGY TEXTBOOK: Biology Miller/Levine Prentice Hall 2008 Microscopes Lab supplies Aquarium tanks and supplies Computers Videos and DVDs
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