Biology 1-2 Essential Questions: 1. How does the process of evolution drive the unity and diversity of life? 2. How do biological systems utilize free energy and molecular building blocks to grow, reproduce and maintain dynamic homeostasis? 3. How do living systems store, retrieve, transmit, and respond to information essential to life processes? 4. How do biological systems interact and how do they possess emergent properties? From Molecules to Organisms: Structures and Processes Anchor Standard 1: Students will synthesize the underlying emergent properties of life. HS-LS1-1: Students will 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. structure of DNA construct a model of structure of protein structure determines DNA. develop and use a model central dogma of biology function. explain that proteins to describe mutations. (DNA mrna determine cell structure predict traits of offspring Protein) and function. using Punnett Square. gene expression describe how a change in understand that cell specialization DNA can lead to a monomers make change in protein polymers. [from previous Vocabulary: structure and function point in year, not DNA (i.e. genetic disorders). expected to be taught in mrna MS] protein Board Adopted March 27, 2017 1
HS-LS1-2: Students will develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. multicellularity in organisms structure determines develop a model of use arguments based on tissues, organs, organ function. hierarchical organization evidence to support how systems, organism one system is made up of (i.e. cells make tissues ). systems work together in system interactions (e.g. numerous parts and is explain how multiple an organism. interconnection between itself a component of the systems interact. circulatory and respiratory systems or vascular tissue and nutrient uptake) next level. explain why different materials move across cell membranes. types of organelles and their functions methods of transport across cell membranes Vocabulary: tissues organs organ systems organism Board Adopted March 27, 2017 2
HS-LS1-3: Students will plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. feedback mechanisms (e.g. negative and plan and conduct an investigation. positive feedback loops) homeostasis Vocabulary: homeostasis negative feedback positive feedback stability and change are essential life processes. plan and conduct an investigation that provides evidence of feedback mechanisms. explain the role of homeostasis in organisms. HS-LS1-4: Students will construct an explanation to illustrate the role of cellular division (mitosis) and specialization in producing and maintaining complex organisms. development of construct a model of the organisms (specialization organisms grow and cell cycle (e.g. interphase conduct an investigation of tissues) develop. and cell division). using a microscope to specialization leads to explain how cell observe cells. Vocabulary: multicellular organisms. differentiation leads to develop and use models cell cycle the development of to show how cell parts mitosis organisms. work together. cell differentiation compare and contrast use arguments based on evidence to support how systems work together in an organism. cancer normal vs. cancerous cells. Board Adopted March 27, 2017 3
HS-LS1-5: Students will use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Prior Background Knowledge explain how energy flows in and out of organisms. cite evidence to communicate the scientific explanation of the change of matter and energy through photosynthesis. Students will know: types of energy chemical formula of photosynthesis structure of the chloroplast light-dependent and light-independent reactions Vocabulary: chloroplast and its structures chlorophyll energy changes from one form to another. construct a model of the inputs and outputs of photosynthesis. explain the inputs and outputs of photosynthesis (e.g. lightdependent reaction and light-independent reaction). Assessment Boundary: does not include the specific chemical steps. relate the structure of chloroplasts to the location of the steps in photosynthesis. Board Adopted March 27, 2017 4
HS-LS1-6: Students will construct an explanation based on evidence for how carbon, hydrogen, nitrogen, phosphorous, sulfur and oxygen combine with other elements to form organic macromolecules with different structures and functions. elements of life (e.g. explain the importance of carbon, hydrogen, atoms are rearranged in carbon chemistry in develop a model of an oxygen, nitrogen, chemical reactions. living things. atom. phosphorous, sulfur) explain how the explain how energy flows in and out of properties of water and its importance to life properties of water are important to life. organisms. atomic structure and demonstrate that atoms cite evidence to chemical bonding are rearranged in communicate the structure and function of chemical reactions. scientific explanation of the change of matter and energy through organic molecules Vocabulary: identify the specific monomers of proteins, carbohydrates, lipids, photosynthesis. monomers and polymers and nucleic acids. (e.g. proteins, carbohydrates, lipids, and nucleic acids amino acids make proteins). chemical reactions compare the structure and function of proteins, carbohydrates, lipids, and nucleic acids. formulate dietary revisions from their knowledge of carbohydrates, proteins and lipids. Board Adopted March 27, 2017 5
HS-LS1-7: Students will 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. Adenosine Triphosphate explain how the structure (ATP) energy changes from one of ATP provides energy explain how energy Adenosine Diphosphate form to another. for the cell. flows in and out of (ADP) atoms are rearranged in explain the relationship organisms. chemical formula of chemical reactions. between ATP and ADP. cite evidence to cellular respiration construct a model of the communicate the structure of the inputs and outputs of scientific explanation of mitochondria cellular respiration. the change of matter and glycolysis, Krebs cycle, Assessment Boundary: does energy through electron transport chain not include the specific photosynthesis. chemical processes. use evidence to Vocabulary: relate the structure of communicate the anaerobic and aerobic mitochondria to the scientific explanation of location of the steps in the change of matter and energy through cellular respiration. cellular respiration (e.g. citric acid cycle occurs in the matrix of the mitochondria). compare and contrast anaerobic and aerobic respiration. Board Adopted March 27, 2017 6
Ecosystems: Interactions, Energy, and Dynamics Anchor Standard 2: Students will explain how and why organisms interact with their environment and interpret the effects of those interactions. HS-LS2-1: Students will use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. ecological levels of organization collect data to determine carrying capacity. carrying capacity limiting factors interpret/analyze results. defend how limiting factors affect animal populations. collect and/or analyze qualitative/quantitative data about populations. use data to make further predictions. population growth models (e.g. logistic growth and exponential growth) stability and change affect populations. graph, analyze and explain population data. approximate carrying capacity. predict future population trends based on data. Board Adopted March 27, 2017 7
HS-LS2-2: Students will use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. birth rate and death rate mathematically analyze changes in ecosystems the effects of birth rate collect data to determine Vocabulary: affect biodiversity and death rate on carrying capacity. population size/density populations. interpret/analyze results. biodiversity analyze a real population collect and/or analyze invasive species of an endangered species qualitative/quantitative endangered species and propose a data about populations. management plan. extinction use data to make further describe factors that predictions. affect biodiversity. HS-LS2-3: Students will use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. nutrient cycles (water, construct a model of a N,P,O) matter cycles and energy food web and identify develop a model that food chains/webs flows. the feeding relationships. shows transfer of matter trophic levels cling connects the living explain why only 10% of and energy in an ecological pyramids and nonliving biosphere. energy is transferred to ecosystem. the next trophic level. compare and contrast the cycling of matter and the flow of energy within ecosystems. Board Adopted March 27, 2017 8
HS-LS2-4: Students will develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. carbon cycle explain the interplay matter is never created between photosynthesis explain how energy Vocabulary: nor destroyed. and cellular respiration. flows in and out of biosphere cycling connects the construct a model of the organisms. atmosphere living and nonliving carbon cycle. cite evidence to hydrosphere biosphere. communicate the geosphere scientific explanation of anaerobic and aerobic the change of matter and energy through photosynthesis. use evidence to communicate the scientific explanation of the change of matter and energy through cellular respiration. Board Adopted March 27, 2017 9
HS-LS2-5: Students will 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. Prior Background Knowledge N/A Students will know: succession (e.g. primary and secondary) ecosystem stability/disruption ecosystems are dynamic. predict what would happen to an ecosystem following a disruption. identify if the disruption would result in primary or secondary succession. *HS-LS2-6: Students will design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity, including American Indian stewardship, to maintain healthy relationships with environmental resources. (IEFA) Prior Background Knowledge N/A Students will know: human effects on the biosphere (e.g. climate change, ozone depletion, pollution, carbon emissions) humans play a crucial role in the biosphere. resources are finite. identify the different impacts that humans have on the biosphere. evaluate the evidence that indicates the changes within the biosphere (e.g. climate change, ozone depletion, pollution, carbon emissions). propose solutions for human effects on the biosphere. Board Adopted March 27, 2017 10
HS-LS2-7: Students will evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. group behavior identify outcomes of social behavior there is strength in group behavior. use oral or written altruism numbers. evaluate the benefits argument to prove that kinship group versus individual animal behaviors affect plant cooperation behavior. survival and to demonstrate that Vocabulary: specialized plant herd, flock, school structures increase survival rates. hunting, migrating, swarming Board Adopted March 27, 2017 11
Heredity: Inheritance and Variation of Traits Anchor Standard 3: Students will describe how the characteristics of one generation are passed to the next and explain how individuals of the same species and even siblings can have different characteristics. HS-LS3-1: Students will ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. chromosome structure chromosomal basis of parents pass genetic traits predict traits of offspring heredity on to their offspring. using Punnett Square. gene coding vs. non-coding DNA cell differentiation sexual reproduction (e.g. haploid, diploid, egg, sperm, fertilization) current genetic technology genetic ethics clarify the relationship between DNA and chromosomes by asking questions. create a model of an organism s life cycle emphasizing the importance of haploid and diploid cells. explain how differentiation of cells is regulated by coding and non-coding DNA. explore personal decisions regarding genetic ethics. Board Adopted March 27, 2017 12
HS-LS3-2: Students will 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. Prior Background Knowledge predict traits of offspring using Punnett Square. Students will know: chromosome number (e.g. diploid, haploid) DNA replication mutations (inherited, random and environmental) lead to variations (i.e. beneficial, harmful and neutral mutations) genetic variation through sexual reproduction (e.g. crossing over, independent assortment, random fusion of gametes) changes in DNA can lead to genetic diversity. describe how meiosis results in genetic variation of offspring. argue how changes in DNA lead to different traits. defend the claim that crossing over, independent assortment, and random fusion of gametes results in the diversity of organisms. relate mutation to genetic variation. Vocabulary: meiosis mutagens crossing over homologous chromosomes gametes independent assortment genetic variation diploid haploid Board Adopted March 27, 2017 13
HS-LS3-3: Students will apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Mendelian traits (dominant vs. recessive develop and use a model to describe mutations. predict traits of offspring using Punnett square. traits) non-mendelian inheritance patterns (i.e. polygenic, sex-linked, codominance, incomplete dominance) Punnett squares human genetics (including inheritable disorders) pedigree analysis allele/gene frequency genetic variability affects both individuals as well as populations. genetics is ruled by chance. genetic variation contributes to similarities and differences in a species. predict phenotypes and genotypes based on Punnett square analysis using both monohybrid and dihybrid crosses. analyze the Punnet square ratios within population to predict the incidence of a trait within a population. (i.e. Given that Cystic Fibrosis is a recessive trait and 1/20 people are a carrier for the disease, how many individuals will be afflicted with CF in a population of 100,000.) Assessment Boundary: Does not include Hardy Weinberg. Board Adopted March 27, 2017 14
Biological Evolution: Unity and Diversity Anchor Standard 4: Students will explain the reasoning for so many similarities among organisms yet so many different kinds of plants, animals, and microorganisms. HS-LS4-1: Students will communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Prior Background Knowledge analyze data from multiple sources to explain relationships between variables affecting natural selection. Students will know: Darwin s voyage impact evidence for the theory of evolution similarities in DNA sequences anatomical structures conservation of protein structure classification of life all organisms have common ancestry. compare the DNA sequences to infer common ancestry. explain how the multiple lines of evidence supports biological evolution. Board Adopted March 27, 2017 15
HS-LS4-2: Students will construct an explanation based on evidence that the process of evolution by natural selection primarily results 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. Prior Background Knowledge analyze data from multiple sources to explain relationships between variables affecting natural selection. Students will know: four factors that result in natural selection competitive exclusion principle Vocabulary natural selection adaptation fitness survival reproduction competition the traits that positively affect survival and reproduction are more likely to be passed on to offspring. demonstrate how the four factors provide evidence for natural selection. explain how biological evolution results from competition and adaptation. Board Adopted March 27, 2017 16
HS-LS4-3: Students will 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. convergent, divergent, interpret graphs to and stabilizing selection shifts happen. determine selection N/A distributions can change pressure. when conditions change predict how a population gene frequency will change due to a change in the environment. HS-LS4-4: Students will construct an explanation based on evidence for how natural selection leads to adaptation of populations over time. gene frequency use oral or written argument to prove that animal behaviors affect survival. use oral or written argument to demonstrate that specialized plant structures increase survival rates. biotic and abiotic factors affect populations evolution occurs in populations over a long period of time. explain how differential survival and reproduction leads to changes in fitness in a population. predict how differences in ecosystems (i.e. climate change, acidity, light, geographic barriers, other species) change gene frequency over time. Board Adopted March 27, 2017 17
*HS-LS4-5: Students will evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) changes in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species, including American Indian perspectives.(iefa) Prior Background Knowledge N/A Students will know: environmental change causes population change Vocabulary speciation extinction environmental change is both good and bad for species. compare and contrast environmental factors that lead to (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. evaluate the impact of species extinction. Board Adopted March 27, 2017 18