Biology Course Description Biology is a lab-based course that provides students with an introduction to the scientific processes involved in the study of living organisms. Emphasis is placed on the development of writing skills as well as the use of the scientific method of problem solving. This course is designed for the student that is seeking to improve his/her skills and to prepare for enrollment in a two or four year college program. Students will gain a basic understanding of cell structure and function, energy production through photosynthesis, the food web and the ecological pyramid. Students will be presented with an overview of taxonomic classification, genetics and heredity, evolution, the nature of DNA, and the role of bacteria and viruses. Course Map Next Generation Science Standards HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. HS-LS2-4. Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. [ HS-LS2-7. Design, evaluate, and refine a solution for reducing the impact s of human activities on the environment and biodiversity. HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and /or (3) mutations caused by environmental factors. HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily result s from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. New Jersey Core Content Curriculum Science Standards (2009) Standard 5.3 Life Science - Life science principles are powerful conceptual tools for making sense of the complexity, diversity and interconnectedness of life on earth. Order in natural systems arises in accordance with rules that govern the physical world, and can be modeled and predicted through the use of mathematics.
o 5.3.12 A.1 Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models. o 5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment. o 5.3.12.A.3 Predict a cell s response in a given set of environmental conditions. o 5.3.12.A.4 Distinguish between the processes of cellular growth (cell division) and development (differentiation). o 5.3.12.A.5 Describe modern applications of the regulation of cell differentiation and analyze the benefits and risks (e.g. stem cells, sex determination). o 5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ and cell and relate to possible treatment interventions (e.g. diabetes, CF, lactose intolerance). o 5.3.12.B.1 Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. o 5.3.12.B.2 Use mathematical formulas to justify the concept of an efficient diet. o 5.3.12.B.3 Predict what would happen to an ecosystem if an energy source was removed. o 5.3.12.B.4 Explain how environmental factors such as temperature, light intensity, and the amount of water available can affect photosynthesis as an energy storing process. o 5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and the flow of energy) between photosynthesis and cellular respiration. o 5.3.12.B.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels. o 5.3.12.C.1 Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem. o 5.3.12.C.2 Model how natural and human-made changes in the environment will affect individual organisms, and the dynamics of populations. o 5.3.12.D.1 Explain the value and potential applications of genome projects. o 5.3.12.D.2 Predict the potential impact on an organism (no impact, significant impact) given a change in a specific DNA code, and provide specific real world examples of conditions caused by mutations. o 5.3.12.D.3 Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization). o 5.3.12.E.1 Account for the appearance of a novel trait that arose in a given population. o 5.3.12.E.2 Estimate how closely related species are based on scientific evidence (e.g. anatomical similarities, similarities of DNA base and/or amino acid sequence).
o 5.3.12.E.3 Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g. fossil record, DNA, protein structures, etc.). o 5.3.12.E.4 Account for the evolution of a species by citing specific evidence of biological mechanisms. Standard 5.1 Science Practices - Science is both a body of knowledge and an evidencebased model building enterprise that continually extends, refines, and revises knowledge. o 5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence among central scientific explanations. o 5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories. o 5.1.12.A.3 Use scientific principles and theories to build and refine Standards for data collection, posing controls, and presenting evidence. o 5.1.12.B.1 Design investigations, collect evidence and analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. o 5.1.12.B.2 Build, refine and represent evidence based models using mathematical, physical and computational tools. o 5.1.12.B.3 Revise predictions and explanations using evidence; and connect explanations/arguments to established scientific knowledge, models and theories. o 5.1.12.B.4 Use quality controls to examine data sets and evidence to generate and review explanations. o 5.1.12.C.1 Reflect on and revise understandings as new evidence emerges. o 5.1.12.C.2 Use data representations and new models to revise predictions and explanations. o 5.1.12.C.3 Consider alternative theories to interpret and evaluate evidencebased arguments. o 5.1.12.D.1 Engage in multiple forms of discussions in order to process, make sense of, and learn from others ideas, observations, and experiences. o 5.1.12.D.2 Represent ideas using literal representations such as graphs, tables, journals, concept maps, and diagrams. o 5.1.12.D.4 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for the safety and welfare. Common Core ELA Standards RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. RST.1 1-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
WHST.9-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.9-12.7. 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. WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. WHST.9-12.9. Draw evidence from informational texts to support analysis, reflection, and research. RS.1 1-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.9-12.5. 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. SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Common Core Mathematics Standards MP.2. Reason abstractly and quantitatively. MP.4. Model with mathematics. HSN-Q.A.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2. Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. HAS-SSE.A.1. Interpret expressions that represent a quantity in terms of its context. HSA-SSE.B.3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. HSA-CED.A.1. Create equations and inequalities in one variable and use them to solve problems. HSA -CED.A.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. HSA-CED.A.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. HSS-ID.A.1. Represent data with plots on the real number line (dot plots, histograms, and box plots). Course Units Unit 1 - Biochemistry Unit 2 Energy & Matter Unit 3 DNA & RNA Unit 4 - Genetics Unit 5 Evolution & Interdependent Relationships Honors Level Modifications Summative Assessments Assessments will reflect more higher-order-thinking, including, but not limited to analysis, synthesis, evaluation, and reflection on respective topics of study. Assigned tasks will require that students apply critical thinking and problem-solving skills. Emphasis will be placed on quality, logical presentation, and originality of writing when answering open-ended questions. Proficiency will be measured by assessments and/or performance tasks that demand students not only have a thorough understanding of the content, but also an ability to extrapolate information, rather than simply memorizing or restating material. Projects, Investigations, Inquiries, & Independent Study All honors courses will include a component from the above choices that invites a deeper engagement that is defined by independence of study and/or choice. Student choices, approved by faculty, will yield a product that reflects the high cognitive demand associated with honors level work. The following items are as follows: Students will be expected to be familiar with laboratory safety procedures and equipment in order to initiate lab experiments with minimal written and verbal instructions. Students will be required to explore, research, and extrapolate information within and outside of laboratory experiments to support their final conclusions. Students will be required to independently submit written lab reports, unless otherwise instructed, documenting their findings and conclusions that include detailed and accurate responses to analysis questions referencing data collected and displayed when appropriate as charts and graphs.
Students will be required to maintain lab stations and set ups in clean working conditions with little oversight prior to and after performing laboratory procedure. Depth of Study Honors courses will generally require students to take a deeper dive into the curriculum, extending well beyond understanding. The following topics are as follows: Laboratory exercises will include in-class experiments following short and long-term multi-step procedures requiring the use of technology to execute/record data and/or analyze results of an experiment. Specific topics and laboratory exercises will require the application of problem-solving skills that demand advanced mathematical computations using experimental data. All submitted work must be completed accurately and independently with correct grammar and spelling and proper citations, where necessary. Study of biochemistry will necessitate a greater degree of understanding and visualization of how elements are used to build complex compounds. Chemical equations will be presented with emphasis on transformation and transference of energy. Three-dimensional models will be used to demonstrate the structure and function of DNA and RNA and to clarify the role of chromosomal DNA in coding for the traits in living organisms. Patterns of inheritance will need to be applied with at least three specific causes to make or defend a claim concerning possible inheritable genetic variations. The evolution of a species related to its environment will be evaluated based upon inherited traits and variability.