Killingly Public Schools Grade 10 Draft: March 2004
BIOLOGY Grade 10 Safety CONTENT STANDARD 10 B 1: The student will understand the critical role of safety in the science classroom setting. The student understands that there are specific 10B 1.1 procedures to follow in order to ensure safety in the science classroom/lab. 1.1.1 -knows the location and proper use of appropriate safety equipment. 1.1.2 -knows the proper behavior and procedures to following the event of a fire/emergency. 1.1.3 -recognizes and explains the rules and procedures for the safe use of lab equipment. (Assessment: Lab Safety Quiz) What is Life? CONTENT STANDARD 10 B 2: The student will understand that all living things have cellular organization. The student understands that all living things are 10B 2.1 composed of cells. 2.1.1 -differentiates between living and non-living things. 2.1.2 -identifies an organism as unicellular or multi-cellular. 2.1.3 -compares and contrasts animal and plant cells based on their structures. 2.1.4 -uses a microscope and knows how to prepare a wet mount. Assessment-Observation of microscopic living and non-living specimens 1
The student understands that each cellular structure 10B 2.2 plays a role in the survival of the cell. 2.2.1 -describes the role played by the following cell structures: nucleus, cell membrane, ER, mitochondria, ribosome, vacuole, chloroplast and cell wall. Assessment: Project: Cell Brochure The student understands that cells communicate with each 10B 2.3 other and their environment in order to maintain homeostasis. 2.3.1 -characterizes a cell membrane as being composed of lipids and proteins. 2.3.2 -describes how chemicals find their target cells. 2.3.3 -determines how a cell responds to a changed environment. (diffusion) 2.3.4 -explains several ways a cell maintains homeostasis. Assessments: Essays: Membrane structure and diffusion. Demo with Essay: Cell response to a changed environment CONTENT STANDARD 10 B 3: The student will understand that all living things require a continual supply of energy. The student understands that energy for living cells is 10B 3.1 captured in photosynthesis and released in cellular respiration. 3.1.1 -explains the role of enzymes in chemical reactions of cells and can predict changes that occur in different environments. 3.1.2 -describes the relationship between photosynthesis and cellular respiration. 3.1.3 -writes a word equation indicating the reactants and products of both processes. 3.1.4 -compares and contrasts the processes of aerobic and anaerobic respiration. Assessments: Lab: Tiny Bubbles Essays: Photosynthesis and aerobic and anaerobic respiration 2
Heredity CONTENT STANDARD 10 B 4: The student will understand that characteristics of all organisms are controlled by its genes and are passed from generation to generation. The student understands the processes that enable 10B 4.1 cells and organisms to reproduce. 4.1.1 -describes the process of mitosis. 4.1.2 -describes the process of meiosis and the resulting gametes. Assessment: Activity: Comparison of mitosis and meiosis The student understands that cells are able to produce 10B 4.2 proteins based on the genetic code in their DNA. 4.2.1 -describes the complementary double helical structure of DNA. 4.2.2 -identifies specific amino acids based on codons. 4.2.3 -describes the function of DNA as the blueprint for the assembly of proteins. Assessment: Transcription and translation worksheet The student understands that the traits are passed on from 10B 4.3 generation to generation in a predictable ratio based on Mendel s laws of inheritance. 4.3.1 -describes Mendel s laws of inheritance. 4.3.2 -constructs and interprets a Punnett square. 4.3.3 -constructs and interprets a pedigree. 4.3.4 -explains how heritable characteristics can result from new combinations of existing genes or from mutations in reproductive cells. 4.3.5 -describes some genetic disorders and their inheritance pattern. Assessments: Short Answer: Punnett Square and Pedigree Analysis Project: Genetic Disorder Brochure 3
10B 4.4 The student understands that genes can be manipulated. 4.4.1 -understands the process of genetic engineering. 4.4.2 -analyzes the consequences and effects of genetic engineering. 4.4.3 -describes how knowledge of molecular genetics aids scientists in the analysis and treatment of certain diseases. 4.4.4 -describes the process, applications and ethical considerations involved. Assessments: Article: ethical questions Evolution and Natural Selection CONTENT STANDARD 10 B 5: The student will understand that organisms have changed over time through natural selection as their environments have changed. The student understands that evidence for evolution is 10B 5.1 found throughout the world. 5.1.1 -explains that fossil records can trace evolution of modern organisms through time. 5.1.2 -compares the homologous organs of different life forms to show evidence of evolution. 5.1.3 -identifies similarities in embryological development among increasingly modern organisms as evidence of evolution. Assessment: Activity- investigating common descent The student understands that the filter of natural 10B 5.2 selection allows well suited organisms to survive and reproduce in abundance. 5.2.1 -recognizes that all populations show a diversity of traits. 5.2.2 -understands that organisms compete to survive and reproduce. 5.2.3 -describes that organisms best suited to the environment will survive and reproduce. 5.2.4 -demonstrates that organisms that survive will pass their traits on to their offspring. 5.2.5 -recognizes that populations will change over time as a result of this environmental pressure. 4
Ecosystems and Biomes CONTENT STANDARD 10 B 6: The student will understand how energy flows through the organisms in an ecosystem. The student understands that energy in most 10B 6.1 ecosystems originates from the sun. 6.1.1 -characterizes the role of producers to capture and convert energy from sunlight into chemical energy. (photosynthesis) 6.1.2 -describes how consumers obtain energy by eating either producers or other consumers. (cellular respiration) The student understands that there is a hierarchical 10B 6.2 structure of energy transfer between organisms in an ecosystem. 6.2.1 -describes the relationship between producers and consumers. 6.2.2 -demonstrates how a food web can be used to identify the relationships between organisms within an ecosystem. (interdependence) 6.2.3 -explains the use of energy pyramids to demonstrate the dissipation of energy through increasing levels of the pyramid. (10% rule) 6.2.4 -recognizes that there are specialized relationships between types of consumers. Assessments: Diagram and Essay: Food web relationships 5
CONTENT STANDARD 10 B 7: The student will understand how nutrients flow through the organisms and the environment of an ecosystem. The student understands that specific nutrients flow 10B 7.1 through the organisms and the environment of an ecosystem. 7.1.1 -recognizes that nutrients are limited. 7.1.2 -describes the water cycle. 7.1.3 -describes the carbon cycle. 7.1.4 -explains how human actions can influence the nutrient cycles. Assessments: Diagram and Essay: Nutrient cycles CONTENT STANDARD 10 B 8: The student will understand that organisms within a biome are unique based on the geography and climate of the biome. The student understands that biomes are similar to 10B 8.1 ecosystems but on a global scale. 8.1.1 -compares biome to ecosystems. 8.1.2 -identifies and describes the major biomes of the world. 8.1.3 -recognizes that the geography, climate and subsequent vegetation determines the biomes classification. 8.1.4 -describes the organisms that live within specific biomes. 8.1.5 -explains how human actions can influence biomes. Assessment: Biome Research Project The student understands that organisms have developed 10B 8.2 specialized adaptations that enable them to survive in specific biomes. 8.2.1 -recognizes that the unique condition of each biome results in different needs of the organisms that are found there. 8.2.2 -describes adaptations that organisms exhibit allowing them to survive within a specific biome. Assessment: Problem Solving PGR- Biomes 6