Chetek-Weyerhaeuser High School Unit 1 The Science of Biology (5 days) Biology I Units and s Biology I A s 1. I can design a scientific experiment that includes a control group, experimental group, constants, independent variable and dependent variable. I can design a scientific experiment that includes a control group, experimental group, constants, independent variable and dependent variable. 4 Proficient I can design a scientific experiment that includes a control group, constants, independent variable and dependent variable. 3 Developing I can make predictions based on the evidence provided from a scientific experiment. 2 Basic I can interpret data from a scientific experiment. 1 Minimal I can identify the parts of a scientific experiment. Unit 2 The Biosphere (8 days) s 1. I can compare and contrast how abiotic and biotic factors interact in an ecosystem. I can compare and contrast abiotic and biotic factors in an ecosystem. 4 Proficient I can compare and contrast how abiotic and biotic factors interact in an ecosystem. 3 Developing I can differentiate between abiotic and biotic factors in an ecosystem using examples. 2 Basic I can distinguish between abiotic and biotic factors in an ecosystem. 1 Minimal I can identify abiotic and biotic factors in an ecosystem. 2. I can diagram the parts of the ecosystem and how they interact. I can diagram parts of the ecosystem and how they interact (species, population, community, biome, biosphere). Mrs. Gregorich 11/17/17 1
4 Proficient I can diagram the parts of the ecosystem and how they interact. 3 Developing I can determine how the parts of the ecosystem support each other. 2 Basic I can sequence the parts of the ecosystem. 1 Minimal I can define vocabulary related to the parts of the ecosystem. 3. I can interpret an ecological pyramid showing energy transfer in an ecosystem. I can interpret an ecological pyramid showing energy transfer in an ecosystem. 4 Proficient I can interpret an ecological pyramid showing energy transfer in an ecosystem. 3 Developing I can differentiate between energy transfer through levels. 2 Basic I can explain the structure of the trophic levels. 1 Minimal I can identify vocabulary related to an ecological pyramid. 4. I can create a food web based on a specific ecosystem. I can create a food web based on a specific ecosystem. 4 Proficient I can create a food web based on a specific ecosystem. 3 Developing I can sequence how energy and nutrients flow through an ecosystem (autotroph, heterotroph, decomposer, detritivore). 2 Basic I can explain the difference between a food web and food chain. 1 Minimal I can identify vocabulary related to a food web. Unit 3 Ecosystems, Communities and Populations (8 days) s 1. I can analyze information to explain how competition, predation and herbivory shape communities. I can analyze information to explain how competition, predation and herbivory shape communities. 4 Proficient I can analyze information to explain how competition, predation and herbivory shape communities. Mrs. Gregorich 11/17/17 2
3 Developing I can relate personal experience to the concepts of competition, predation and herbivory. 2 Basic I can categorize scenarios as competition, predation and herbivory. 1 Minimal I can define competition, predation and herbivory. 2. I can create a scenario showcasing the three types of symbiotic relationships in nature (commensalism, parasitism and mutualism). I can create a scenario showcasing the three types of symbiotic relationships in nature (commensalism, parasitism and mutualism). 4 Proficient I can create a scenario showcasing the three types of symbiotic relationships in nature (commensalism, parasitism and mutualism). 3 Developing I can showcase one type of symbiotic relationship in nature. 2 Basic I can recognize events that demonstrate different relationships in nature. 1 Minimal I can define vocabulary associated with commensalism, parasitism and mutualism. Unit 4 The Chemistry of Life (10 days) s 1. I can diagram a water molecule and the bonds that occur in water. I can diagram a water molecule and the bonds that occur in water. 4 Proficient I can diagram a water molecule and the bonds that occur in water. 3 Developing I can summarize the relationship between chemical bonds and the physical representation of water. 2 Basic I can understand the relationship between chemical bonds and the physical representation of water. 1 Minimal I can define vocabulary associated with the molecular structure of water. 2. I can assess the importance of the physical properties of water. Mrs. Gregorich 11/17/17 3
I can assess the importance of the physical properties of water. 4 Proficient I can assess the importance of the physical properties of water. 3 Developing I can internalize the importance of the physical properties of water. 2 Basic I can experiment with the physical properties of water. 1 Minimal I can define vocabulary associated with the physical properties of water. 3. I can compare and contrast the four groups of macromolecules. I can compare and contrast the four groups of macromolecules. 4 Proficient I can compare and contrast the four groups of macromolecules. 3 Developing I can model the four groups of macromolecules. 2 Basic I can research & relate the importance of macromolecules to biological functions. 1 Minimal I can define vocabulary associated macromolecules 4. I can interpret an enzymes function based on structure. I can interpret an enzymes function based on structure. 4 Proficient I can interpret an enzymes function based on structure. 3 Developing I can analyze a graph of the activation of an enzyme. 2 Basic I can explain how an enzymes form follows function. 1 Minimal I can define vocabulary associated with enzymes. Unit 5 Cell Structure and Function (12 days) s 1. I can defend how technology has affected the timeline of the cell theory I can defend how technology has affected the timeline of the cell theory. Mrs. Gregorich 11/17/17 4
4 Proficient I can defend how technology has affected the timeline of the cell theory 3 Developing I can use the cell theory to tell the difference between living and non-living things. 2 Basic I can recognize pioneers of the cell theory. 1 Minimal I can identify the parts of the cell theory. 2. I can compare and contrast prokaryotic and eukaryotic cells. I can compare and contrast prokaryotic and eukaryotic cells. 4 Proficient I can compare and contrast prokaryotic and eukaryotic cells. 3 Developing I can categorize prokaryotic and eukaryotic cells. 2 Basic I can determine the differences between prokaryotic and eukaryotic cells. 1 Minimal I can define vocabulary associated with cell types. 3. I can create a model that shows understanding of basic cell structure. I can create a model that shows understanding of basic cell structure. 4 Proficient I can create a model that shows understanding of basic cell structure. 3 Developing I can communicate the importance of each part of the cell and how they work together. 2 Basic I can determine the function of organelles within a cell. 1 Minimal I can define vocabulary associated with cell structure. 4. I can defend the importance and basis of diffusion and osmosis. I can defend the importance and basis of diffusion and osmosis. 4 Proficient I can defend the importance and basis of diffusion and osmosis. 3 Developing I can run an experiment that highlights diffusion vs. osmosis. 2 Basic I can determine the difference and importance of diffusion vs. osmosis. Mrs. Gregorich 11/17/17 5
1 Minimal I can define vocabulary associated with diffusion and osmosis. 5. I can classify forms of transport within a cell. I can classify forms of transport within a cell. 4 Proficient I can classify forms of transport within a cell. 3 Developing I can recognize types of cellular transport and their importance. 2 Basic I can determine the difference between active and passive transport. 1 Minimal I can define vocabulary associated cellular transport. Biology I B Unit 1 Photosynthesis and Cellular Respiration s 1. I can develop and use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. I can develop and use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 4 Proficient I can develop and use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 3 Developing I can develop an experiment that interrupts an input in the cycle of photosynthesis. 2 Basic I can diagram where and how photosynthesis is occurring in the chloroplast. 1 Minimal I can identify organisms that do and do not perform photosynthesis and define terminology associated with it. 2. I can use a model to illustrate how cellular respiration is used resulting in a net transfer of energy. I can use a model to illustrate how cellular respiration is used resulting in a net transfer of energy. Mrs. Gregorich 11/17/17 6
4 Proficient I can use a model to illustrate how cellular respiration is used resulting in a net transfer of energy. 3 Developing I can diagram where cellular respiration is occurring in the mitochondria. 2 Basic I can explain the reactants and products of cellular respiration. 1 Minimal I can identify organisms that do and do not perform cellular respiration and define terminology associated with it. 3. I can demonstrate understanding of the cyclical nature of photosynthesis and cellular respiration. I can demonstrate understanding of the cyclical nature of photosynthesis and cellular respiration. 4 Proficient I can demonstrate understanding of the cyclical nature of photosynthesis and cellular respiration. 3 Developing I can diagram the cyclical nature of photosynthesis and cellular respiration. 2 Basic I can explain the cyclical nature of photosynthesis and cellular respiration. 1 Minimal I can identify the cyclical nature of photosynthesis and cellular respiration. Unit 2 Cell Growth and Division s 1. I can model mitosis and discuss its importance in cell growth and development. I can model mitosis and discuss its importance in cell growth and development. 4 Proficient I can model mitosis and discuss its importance in cell growth and development. 3 Developing I can discover how cancer cells are different than other cells (cell cycle regulation). 2 Basic I can outline the main events of the cell cycle and the four phases of mitosis. 1 Minimal I can describe the structure and function of chromosomes. Mrs. Gregorich 11/17/17 7
2. I can differentiate between possible benefits and issues associated with stem cell research. I can differentiate between possible benefits and issues associated with stem cell research. 4 Proficient I can differentiate between possible benefits and issues associated with stem cell research. 3 Developing I can determine the importance of stem cells when considering drug therapies. 2 Basic I can research current studies associated with ips, hes, and stem cells. 1 Minimal I can define terms associated with stem cells. 3. I can compare and contrast mitosis and meiosis. I can compare and contrast mitosis and meiosis. 4 Proficient I can compare and contrast mitosis and meiosis. 3 Developing I can differentiate between mitosis and meiosis. 2 Basic I can sequence the steps associated with meiosis. 1 Minimal I can define terminology associated with meiosis. Unit 3 Genetics and Human Heredity s 1. I can create Punnett squares that illustrate how genotypes and phenotypes are related. I can create Punnett squares that illustrate how genotypes and phenotypes are related. 4 Proficient I can create Punnett squares that illustrate how genotypes and phenotypes are related. 3 Developing I can differentiate between genotypes and phenotypes. 2 Basic I can explain different patterns of inheritance. 1 Minimal I can define terminology associated with genetics. Mrs. Gregorich 11/17/17 8
2. I can decipher the information communicated through a karyotype. I can decipher the information communicated through a karyotype. 4 Proficient I can decipher the information communicated through a karyotype. 3 Developing I can determine the information communicated through a karyotype. 2 Basic I can sequence homologous pairs. 1 Minimal I can define vocabulary related to karyotypes. 3. I can use a pedigree to demonstrate the patterns of inheritance human traits follow I can use a pedigree to demonstrate the patterns of inheritance human traits follow Unit 4 DNA 4 Proficient I can use a pedigree to demonstrate the patterns of inheritance human traits follow. 3 Developing I can calculate probabilities of the transmission of a genetic trait. 2 Basic I can understand the transmission of sex-linked traits. 1 Minimal I can identify symbols associated with pedigrees. s 1. I can model and explain the process of DNA replication. I can model and explain the process of DNA replication. 4 Proficient I can model and explain the process of DNA replication. 3 Developing I can decipher a diagram of DNA replication. 2 Basic I can identify proteins required for DNA replication. 1 Minimal I can define vocabulary associated with DNA replication. 2. I can illustrate how proteins are synthesized. Mrs. Gregorich 11/17/17 9
I can illustrate how proteins are synthesized. 4 Proficient I can illustrate how proteins are synthesized. 3 Developing I can compare the structure of RNA and DNA. 2 Basic I can recognize different types of RNA and RNA synthesis. 1 Minimal I can define terminology associated with protein synthesis. 3. I can predict the effect of mutations on DNA. I can predict the effect of mutations on DNA. 4 Proficient I can predict the effects of mutations on DNA. 3 Developing I can compare different types of mutations. 2 Basic I can describe different types of mutations. 1 Minimal I can define vocabulary associated with mutations. Unit 5 Evolution s 1. I can analyze the evidence for evolution. I can analyze the evidence for evolution. 4 Proficient I can analyze the evidence for evolution. 3 Developing I can distinguish between historical accounts that significantly shaped the Theory of Modern Evolution. 2 Basic I can research ideas that shaped the Theory of Modern Evolution. 1 Minimal I can outline ideas that shaped the Theory of Modern Evolution. Mrs. Gregorich 11/17/17 10