Unit 1 From Molecules to Organisms: Structures and Processes *For additional details, see NGSS and full curriculum map Big Idea Organisms live and grow Essential Questions 1. How does the structure of DNA determine the structure of proteins? 2. How do proteins carry out the essential functions of life? 3. How are complex organisms produced and maintained through cellular division and differentiation? 4. How does photosynthesis transform light energy into stored chemical energy? 5. How do carbon, hydrogen and oxygen from sugar molecules combine with other elements to form amino acids and/or other large carbon-based molecules? 6. How do feedback mechanisms maintain homeostasis? 7. What are the basic units of life? 8. How do systems of cells function together to support life s processes? 9. How do feedback mechanisms maintain homeostasis? ELD Standards NGSS Performance Task Sample Performance Tasks Lab Activities 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. in formal oral presentations on P.1.C.11 Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register. 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. Construct a physical model of DNA. Make a poster that explains how DNA determines the structure of proteins and that protein carry out essential life functions. Write a description of how the body is a system of multiple interacting subsystems that form a hierarchy from cells to the body. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 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. PowerPoint presentation on the difference between undifferentiated and specialized cells and the medical and/or ethical stigma that is associated with each. Structure of Proteins Lab Toothpickase An Enzyme Lab Building Sugar Molecules Lab Gummy Bear Osmosis Lab Building and Converting Macromolec ules Lab Lab 8: Why do cells divide? Lab 11: How long does each phase of the cell cycle take?
Unit 2 Matter and Energy in Organisms and Ecosystems For additional details, see NGSS and full curriculum map * Connects to Unit of Study: Ecosystems & Energy Flow* Big Idea Organisms obtain and use energy they need to live and grow. Matter and energy move through ecosystems. Essential Questions 1. How do organisms obtain and use energy they need to live and grow? 2. How do matter and energy move through ecosystems? 3. How can cellular respiration be represented in a model? 4. How does photosynthesis transform light energy into stored chemical energy? 5. What is the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere? ELD Standards NGSS Performance Task Sample Performance Task Lab Activities HS-LS1-5. Use a model to illustrate how Write a persuasive essay arguing the benefits photosynthesis transforms light energy into stored of reducing human impacts on biodiversity chemical energy. and the environment. HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and Make a poster or brochure that describes a human oxygen from sugar molecules may combine with activity that impacts an ecosystem and how other elements to form amino acids and/or other scientific principals can be used to mitigate the large carbon- based molecules. problem. HS-LS1-7. Use a model to illustrate Create a model (conceptual or physical) that that cellular respiration is a chemical process explains the cycling of matter and the flow of whereby the bonds of food molecules and oxygen energy through organisms in an ecosystem. molecules are broken and the bonds in new Research how humans have negatively impacted compounds are formed resulting in a net transfer the ocean environment and identify changes in of energy. how energy is transferred and how the interactions HS-LS2-3. Construct and revise an explanation based among the organisms help with the overall on evidence for the cycling of matter and flow of stability of the ecosystem. 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. Eloda Rate of Photosynthesis Lab Photosynthesis Lab using leafy green disc Carbon Cycle Model Lab Building Organic Compounds Lab Lab 10: What can affect the rate of photosynthesis? Lab 12: Green or yellow?
Unit 3 Interdependent Relationships in Ecosystems *For additional details, see NGSS and full curriculum map *Connects to Unit of Study: Ecosystems & Energy Flow Big Idea Organisms interact with the living and non-living environment to obtain matter and energy. Essential Questions 1. How can cellular respiration be represented in a model? 2. How does photosynthesis transform light energy into stored chemical energy? 3. What is the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere? ELD Standards NGSS Performance Task Sample Performance Task Lab Activities HS-LS2-1. Use mathematical and/or computational Develop a model to illustrate the role of representations to support explanations of factors photosynthesis and cellular respiration in the that affect carrying capacity of ecosystems at cycling of carbon among the biosphere, different scales. atmosphere, hydrosphere and geosphere. HS-LS2-2. Use mathematical representations to Create a model of the structures of carbon created support and revise explanations based on evidence and destroyed in photosynthesis and cellular about factors affecting biodiversity and populations respiration. in ecosystems of different scales. Create a comic strip or a popup book that traces the HS-LS2-6. Evaluate the claims, evidence, and path of a single carbon atom as it is cycled between reasoning that the complex interactions in the major spheres of the earth. Be specific about ecosystems maintain relatively consistent numbers the structure that carbon forms within each and types of organisms in stable conditions, but reservoir. changing conditions may result in a new ecosystem. HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts 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. Predator vs. Prey- Oh Deer lab Tidepool Go Fish Photosynthesis & Respiration Lab Models of Food web and food chain Population Sampling Lab Resource Competition Lab Lab 3: Do freshwater biomes respond differently to acid rain? Lab 4: How do we measure biodiversity?
Unit 4 Inheritance and Variation of Traits *For additional details, see NGSS and full curriculum map Big Idea The characteristics from one generation are related to the previous generation. Essential Questions 1. How are the characteristics from one generation related to the previous generation? 2. How can variation in a population be explained? 3. Why do individuals of the same species vary in how they look, function and behave? 4. How do concepts of statistics and probability explain the variation and distribution of expressed traits in a population? 5. What is the relationship between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring? 6. What evidence exist that inheritable genetic variation may result from new genetic combinations through meiosis? 7. What evidence exist that inheritable genetic variation may result from viable errors occurring during replication? 8. What evidence exist that inheritable genetic variation may result from mutations caused by environmental factors? 9. What is the role of cellular division and differentiation in producing and maintaining complex organisms? ELD Standards NGSS Performance Task NGSS Performance Task Lab Activities 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. Create a poster that clarifies the role of DNA and chromosomes in coding the instructions for traits passes from parents to offspring. Create a model that explains the variation and distribution of expressed traits in a population. Write an essay that uses evidence to defend a claim about the various sources of genetic variation. Research paper/poster on if certain extinct species (i.e. Mammoth, Tyrannosaurus Rex) should be cloned and how that might be accomplished. Yarn Mitosis Build DNA model Replication of DNA model Strawberry DNA Lab Blood Type Lab Dragon Genetics Lab Gummy Bear Genetics Lab Genetic Corn Lab Karyotype Lab Lab 14: What is DNA?
Unit 5 Natural Selection and Evolution SAUSD Biology Curriculum 2014-2015 *For additional details, see NGSS and full curriculum map Big Idea Different species are related. There are many similarities among plants, animals and microorganisms. Essential Questions 1. How can there be so many similarities among organisms yet so many different plants, animals, and microorganisms? 2. How does biodiversity affect humans? 3. What scientific information supports common ancestry and biological evolution? 4. What is the role of genetic variation in natural selection? 5. How does natural selection lead to adaptation of populations? 6. What are the four factors upon which the process of evolution is based? 7. How can the adverse impacts of human activity on biodiversity be mitigated? 8. What are the results of changes in environmental conditions over time? 9. How can statistics and probability be used to support the idea that organisms with advantageous heritable traits tend to increase in proportion to organisms lacking this trait? ELD Standards NGSS Performance Task Sample Performance Task Lab Activities HS-LS4-1. Communicate scientific information that common Create a poster that shows the empirical Bird Beak Adaptation Lab ancestry and biological evolution are supported by multiple evidence supporting common ancestry Peppered Moth Lab lines of empirical evidence. and biological evolution. Salamander Speciation Lab HS-LS4-2. Construct an explanation based on evidence that the Participate in a Save the Last Word for Evidence of Evolution Lab process of evolution primarily results from four factors: (1) Me small group discussion about the Comparative Skull Lab the potential for a species to increase in number, (2) the four factors that explain the process of Molecular Clock Lab heritable genetic variation of individuals in a species due to evolution. Radiometric Dating Lab mutation and sexual reproduction, (3) competition for limited Write an explanation based on evidence Mechanisms of Evolution resources, and (4) the proliferation of those organisms that are for how natural selection leads to Lab better able to survive and reproduce in the environment adaptation of populations. Lab 16: How do species HS-LS4-3. Apply concepts of statistics and probability to Create or revise a simulation to test a compare? support explanations that organisms with an advantageous solution to mitigate adverse impacts of heritable trait tend to increase in proportion to organisms Lab 17: Could you human activity on biodiversity. lacking this trait. beat natural Research paper on the history of HS-LS4-4. Construct an explanation based on evidence for how selection? eugenics and artificial selection and the natural selection leads to adaptation of populations. Lab 18: Does this possible implications of eugenics in HS-LS4-5. Evaluate the evidence supporting claims that changes animal walk on four future human populations. in environmental conditions may result in: (1) increases in the legs or two? number of individuals of some species, (2) the emergence of Lab 30: How have frogs new species over time, and (3) the extinction of other species. adapted to terrestrial and aquatic habitats?
Unit 6 HIV/STD Unit * Unit of Study Covers Entire Unit: HIV/STDs *For additional details, see NGSS and full curriculum map Big Idea Information enables you to make better informed decisions Essential Questions 1. What is the difference between a myth and a fact? 2. How does HIV affect a family and the community? 3. How does HIV affect the human body? 4. How is HIV transmitted in the population? 5. Which groups are affected by HIV? 6. How do the most common STD s affect the human body? 7. What can a person do to protect him/herself against HIV? 8. Where can I find community resources that are available for FREE HIV and STD testing? ELD Standards California EDUCATION CODE SECTION 51934 (HIV/AIDS Sample Performance Task Lab Activities 51934.(a) A school district shall ensure that all pupils in grades 7 to 12, inclusive, Evaluate the reasonableness of claims Body Fluids receive HIV/AIDS prevention education from instructors trained in the appropriate made in four articles. Lab courses. Each pupil shall receive this instruction at least once in high school. Discern patterns in data gathered Shall include the following: during the Body Fluid Activity. (1) Information on the nature of HIV/AIDS and its effects on the human body. Role play refusing to engage in (2) Information on the manner in which HIV is and is not transmitted, including unsafe behavior. information on activities that present the highest risk of HIV infection. Determine relevance by identifying Discussion of methods to reduce the risk of HIV infection. This instruction what is important in a variety of texts shall emphasize that sexual abstinence, monogamy, the avoidance of multiple and partner conversations. sexual partners, and abstinence from intravenous drug use are the most Participate effectively in effective means for HIV/AIDS prevention, but shall also include statistics collaborations with diverse partners based upon the latest medical information citing the success and failure rates of to develop empathy for all during the condoms and other contraceptives in preventing sexually transmitted HIV It s All Relative Activity. infection, as well as information on other methods that may reduce the risk of Compare and contrast popular HIV transmission from intravenous drug use. advertisements with facts. (4) Discussion of the public health issues associated with HIV/AIDS. Make a brochure or flyer that explains (5) Information on local resources for HIV testing and medical care. and illustrates one on the many issues (6) Development of refusal skills to assist pupils in overcoming peer pressure associated with HIV and STD s. and using effective decision making skills to avoid high-risk activities. Create a public service announcement (7) Discussion about societal views on HIV/AIDS, including stereotypes and highlighting important information myths regarding persons with HIV/AIDS. This instruction shall about either HIV or STD s. emphasize compassion for persons living with HIV/AIDS. For additional information see NGSS and Biology Curriculum Map (CCSS writing, & listening/speaking standards, Cross-content standard s)