Course Name:  Biology R

Length of Course: 1Year

Credits:  1.0

Unit One:  An Introduction to Biology (15 - 20 Days)

Learning Targets:

• 1-1 Students will be able to understand the characteristics that define life.
• 1-2 Students will be able to identify the skills needed by scientists.
• 1-3 Students will be able to explain why biological molecules are significant to organisms.
• 0-1 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text.
• 0-2 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical content in biology.
• 0-3 Translate quantitative or technical information expressed in words in a text into visual form (table or chart) and translate information expressed visually or mathematically (in an equation) into words.
• 0-4 Write arguments focused on discipline-specific content.
• 0-5 Write informative/explanatory texts, including narration of historical events, scientific procedures/experiments, or technical processes.
• 0-6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link other information and to display information flexibly and dynamically.
• 0-7 Draw evidence from informational texts to support analysis, reflection and research.

 

Content Targets:

1.1 Scientific Process

1.1.1 Components of the Scientific Process

1.1.1.1 Making Observations

1.1.1.2 Asking Questions

1.1.1.3 Writing Hypotheses

1.1.1.4 Making Predictions

1.1.1.5 Conducting Experiments

1.1.1.6 Drawing Conclusions

1.1.1.7Developing Theories

1.1.2 Controlled Experiments

1.1.2.1Control Group vs. Experimental Group

1.1.2.2 Dependent Variables vs. Independent Variables

1.2 Characteristics of Life

1.2.1 Heredity

1.2.2 Metabolism

1.2.3 Reproduction

1.2.4 Cells

1.2.5 Homeostasis

1.3 Chemistry of Life -- Biochemistry

1.3.1 Carbohydrates

1.3.1.1 Monosaccharides

Examples: Glucose, Fructose

Function in Organisms

1.3.1.2 Disaccharides

Examples: Sucrose, Lactose

Function in Organisms

1.3.1.3 Polysaccharides

Examples: Starch, Cellulose

Building Blocks of Polysaccharides

Function in Organisms

1.3.2   Lipids

1.3.2.1 Example: Fats

1.3.2.2 Function in Organisms

1.3.3 Proteins

1.3.3.1 Building Blocks of Proteins

1.3.3.2 Function in Organisms

1.3.4 Nucleic Acids

1.3.4.1 Examples: DNA, RNA

1.3.4.1 Function in Organisms

1.3.5 Water

1.3.5.1   Properties of Water

1.3.5.2   Adhesion

1.3.5.3   Cohesion

1.3.5.3.1 Surface Tension

1.3.5.3.2 Water is a Diverse Solvent

1.3.5.3.3 Water Moderates Temperature

1.3.5.4 Significance of Properties to Life

Unit Two:  Cells and Cell Processes (40 - 45 Days)

Learning Targets:

• 2-1 Students will be able to explain how cell processes are relevant to human life.
• 2-2 Students will be able to identify cell structures and their functions.
• 2-3 Students will be able to identify the modes of cell transport and indicate how cell transport is significant in organisms.
• 2-4 Students will be able to describe the role of enzymes in chemical reactions.
• 2-5 Students will be able to indicate how enzyme activity is influenced by specific environmental factors.
• 2-6 Students will be able to discuss how the availability of oxygen alters an organism’s ability to produce ATP.
• 2-7 Students will be able to evaluate the effectiveness of a plan to use biofuels to replace fossils fuels as a source of energy.
• 2-8 Students will be able to explain the connection between the reactants and products of cellular respiration and photosynthesis.
• 2-9 Students will be able to explain why change in the wavelength of light an organism is exposed to causes the rate of photosynthesis to change.
• 2-10 Students will be able to identify the stages of the cell cycle.
• 2-11 Students will be able to indicate why genetic variation is significant within a population.
• 0-1 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text.
• 0-2 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical content in biology.
• 0-3 Translate quantitative or technical information expressed in words in a text into visual form (table or chart) and translate information expressed visually or mathematically (in an equation) into words.
• 0-4 Write arguments focused on discipline-specific content.
• 0-5 Write informative/explanatory texts, including narration of historical events, scientific procedures/experiments, or technical processes.
• 0-6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link other information and to display information flexibly and dynamically.
• 0-7 Draw evidence from informational texts to support analysis, reflection and research.

Content Targets:

2.1 Cells (15-20 days)

2.1.1 Microscopy

2.1.1.1 Light Microscope Structures

2.1.1.2 Proper Use of a Light Microscope

2.1.1.3 Benefits of Electron Microscopes vs. Benefits of Light Microscopes

2.1.2 Contrast Prokaryotic and Eukaryotic Cells

2.1.2.1 No Nucleus vs. Nucleus

                        2.1.2.2 No Membrane Bound Organelles vs. Membrane Bound Organelles

2.1.3 Contrast Plant and Animal Cells

2.1.3.1 Cell Wall, Chloroplasts, Large Central Vacuole vs. Centrioles, Lysosomes

2.1.4 Eukaryotic Cell Structures

2.1.4.1 Nucleus

2.1.4.2 Nuclear Envelope

2.1.4.3 Nuclear Pores

2.1.4.4 Nucleolus

2.1.4.5 Chromosomes

2.1.4.6 Centrioles

2.1.4.7 Ribosomes

2.1.4.8 Lysosomes

2.1.4.9 Rough ER

2.1.4.10 Smooth ER

2.1.4.11 Golgi Apparatus

2.1.4.12 Large Central Vacuole

2.1.4.13 Chloroplasts

2.1.4.14 Mitochondria

2.1.4.15 Cytoplasm

2.1.5.16 Cell Membrane and Cell Wall

2.2 Cell Membrane Structure and Function

2.2.1 Cell Membrane Structure - Fluid Mosaic Model

2.2.2 Passive Transport vs. Active Transport

2.2.3 Modes of Cell Transport

2.2.3.1 Diffusion

2.2.3.2 Osmosis

Hypertonic Solutions

Hypotonic Solutions

Isotonic Solutions

2.2.3.3 Facilitated Diffusion

2.2.3.4 Active Transport

2.2.3.5 Exocytosis

2.2.3.6 Endocytosis

2.3 Enzymes and Energy

2.3.1 Forms of Energy

2.3.1.1 Light

2.3.1.2 Chemical

2.3.1.3 Heat

2.3.2 ATP Structure and Function

2.3.3 Enzymes

2.3.3.1 Substrate and Active Site

2.3.3.2 Activation Energy

2.3.3.3 Induced Fit Model

2.3.3.4 How Do Temperature and pH Influence Enzyme Activity

2.4 Cell Respiration and Fermentation

2.4.1 Word Equation and Chemical Equation

2.4.2 Stages of Cellular Respiration: Glycolysis, Citric Acid Cycle, Electron Transport Chain

            2.4.2.1 Connect Oxygen, Carbon Dioxide, ATP, Water and Glucose to each stage

2.4.2.2 Alcohol Fermentation and Lactic Acid Fermentation

            2.4.2.3 # ATP Are Produced

            2.4.2.4 Oxygen Requirements

            2.4.2.5 Products

2.4.2.6 Significance of Product for Humans

2.5 Photosynthesis

            2.5.1 Word Equation and Chemical Equation

            2.5.2 Plant Pigments

                        2.5.2.1 Chlorophyll

                        2.5.2.2 Carotenoids

2.5.3 Visible Spectrum and Absorption Spectrum

2.5.4 Stages of Photosynthesis: Light Reactions, Dark Reactions

                        2.5.4.1 Reactants and Products of Each Stage

2.6 Cell Division

            2.6.1 Background Terminology

                        2.6.1.1 Chromosomes vs. Homologous Chromosomes

                        2.6.1.2 Haploid vs. Diploid

                        2.6.1.3 Somatic Cells vs. Gametes

                        2.6.1.4 Autosomes vs. Sex Chromosomes

                        2.6.1.5 Sexual Reproduction vs. Asexual Reproduction

2.6.2 Cell Cycle / Mitosis: Interphase, Prophase, Metaphase, Anaphase, Telophase, Cytokinesis

            2.6.2.1 Chromosomal Dynamics

            2.6.2.2 Purpose of the Process

2.6.3 Meiosis: Meiosis I (PI, MI, AI, TI), Meiosis II (PII, MII, AII, TII)

            2.6.3.1 Mechanisms of Genetic Variation

                        2.6.3.1.1 Crossing Over

                        2.6.3.1.2 Independent Assortment

                        2.6.3.1.3  Random Fertilization

            2.6.3.2 Purpose of the Process

2.6.4  Karyotype

Unit Three:  Genetics (40 - 45 Days)

Learning Targets:

• 3-1 Students will understand how genetics creates scientific, political, ethical and technological advancements.
• 3-2 Students will be able to predict the outcome of a monohybrid and dihybrid cross.
• 3-3 Students will understand and apply probability to genetic crosses.
• 3-4 Students will be able to analyze a pedigree and indicate the probability a couple will pass a genetic condition to their children.
• 3-5 Students will be able to use a template DNA strand to produce a complimentary DNA strand.
• 3-6 Students will be able to identify the “genetic code” in a DNA molecule.
• 3-7 Students will be able to use a template DNA strand to produce a complimentary mRNA strand.
• 3-8 Students will be able to determine the sequence of amino acids in a protein using DNA or mRNA as a template.
• 3-9 Students will understand the impact of genetic disorders on a population.
• 0-1 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text.
• 0-2 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical content in biology.
• 0-3 Translate quantitative or technical information expressed in words in a text into visual form (table or chart) and translate information expressed visually or mathematically (in an equation) into words.
• 0-4 Write arguments focused on discipline-specific content.
• 0-5 Write informative/explanatory texts, including narration of historical events, scientific procedures/experiments, or technical processes.
• 0-6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link other information and to display information flexibly and dynamically.
• 0-7 Draw evidence from informational texts to support analysis, reflection and research.

Content Standards:

3.1 Mendelian Genetics

            3.1.1 Genes / Alleles

            3.1.2 Dominant Alleles vs. Recessive Alleles

            3.1.3 Complete Dominance

            3.1.4 Homozygous / Purebred vs. Heterozygous / Hybrid

            3.1.5 Genotype vs. Phenotype

            3.1.6 Law of Segregation vs. Law of Independent Assortment

            3.1.7 Conducting Genetic Crosses

                        3.1.7.1 Punnett Square

                        3.1.7.2 Monohybrid Cross

                        3.1.7.3 Dihybrid Cross

                        3.1.7.4 Probability: Expressed as Ratios or Percentages

            3.1.8 Pedigree Analysis

                        3.1.8.1 Sex- Linked vs. Autosomal Conditions / Traits

                        3.1.8.2 Dominant vs. Recessive Conditions / Traits

            3.1.9 Alternate Modes of Inheritance

                        3.1.9.1 Incomplete Dominance

                        3.1.9.2 Codominance

                        3.1.9.3 Multiple Alleles

3.2 DNA and DNA Replication

3.2.1 DNA Structure

            3.2.1.1 Components of DNA Nucleotides

            3.2.1.2 Complimentary Base Pairing Rules

            3.2.1.3 Double Helix

3.2.2 DNA Replication

            3.2.2.1 Purpose

            3.2.2.2 When / Where Does the Processes Occur

            3.2.2.3 DNA Polymerase

            3.2.2.4 Transfer of the Genetic Code: Complimentary Base Pairing Rules

3.3 Gene Expression

3.3.1 RNA Structure

            3.3.1.1Components of RNA Nucleotides

3.3.2 Contrast Structure and Function of DNA and RNA

3.3.3 Transcription

            3.3.3.1 Purpose

3.3.3.2 RNA Polymerase

            3.3.3.3 Where Does the Process Occur?

3.3.3.4Transfer of the Genetic Code:  Base Pairing Rules between DNA and 3.5

3.3.4        mRNA

3.3.5 Translation / Protein Synthesis

3.3.5.1 Purpose

            3.3.5.2 Where Does the Process Occur?

            3.3.5.3 Role of Ribosome

3.3.5.3.1 Ribosomal RNA

3.3.5.4 Role of Messenger RNA

            3.3.5.4.1 Codons

            3.3.5.4 Role of Transfer RNA

                        3.3.5.4.1 Anticodons

3.3.5.5 Transfer of the Genetic Code: Base Pairing Rules Between mRNA and tRNA

            3.3.5.6 Transfer of the Genetic Code: Pairing Rules between mRNA and Amino 3.4 Acids

3.4.1 Mutations

            3.4.1.1How is Gene Expression Altered

3.5 Genetic Disorders

3.6 Biotechnology

            3.6.1 Steps of Genetic Engineering

                        3.6.1.1 Isolate DNA

                        3.6.1.2 Form Recombinant DNA

3.6.1.2.1 Restriction Enzymes

                                    3.6.1.2.2 Sticky Ends

                                    3.6.1.2.3 DNA Lipase

                        3.6.1.3 Insert Recombinant DNA into Bacteria

3.6.1.3.1 Vectors / Plasmids

                        3.6.1.4 Gene Cloning

                        3.6.1.5 Screening

3.6.2 Gel Electrophoresis and DNA Fingerprinting

            3.6.2.1 Purpose

            3.6.3 Human Genome Project

3.6.3.1 Purpose

3.6.4 Genetically Engineered Vaccines

            3.6.4.1 Purpose

            3.6.4.2 Benefit vs. Traditional Methods of Production

3.6.5 Genetically Modified Organisms

            3.6.5.1 GM Crops / Foods

            3.6.5.2 GM Animals

3.6.6 Stem Cell Research

            3.6.6.1 Embryonic Stem Cells

            3.6.6.2 Adult Stem Cells

Unit Four: Evolution (20 - 25 Days)

Learning Targets:

• 4-1 Students will be able to articulate why evolution is the backbone of modern Biology.
• 4-2 Students will be able to discuss the concept of natural selection as a mechanism for evolution.
• 4-3 Students will be able to identify supporting evidence for evolution.
• 4-4 Students will be able to identify the five principle evolutionary forces cited by Hardy – Weinberg.
• 4-5 Students will be able to identify and cite examples of reproductive barriers that isolate species.
• 0-1 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text.
• 0-2 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical content in biology.
• 0-3Translate quantitative or technical information expressed in words in a text into visual form (table or chart) and translate information expressed visually or mathematically (in an equation) into words.
• 0-4 Write arguments focused on discipline-specific content.
• 0-5 Write informative/explanatory texts, including narration of historical events, scientific procedures/experiments, or technical processes.
• 0-6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link other information and to display information flexibly and dynamically.
• 0-7 Draw evidence from informational texts to support analysis, reflection and research.

Content Targets:

 4.1 Darwinian Evolution and Evidence for Evolution

            4.1.1Evolution

            4.1.2Natural Selection

            4.1.3 Adaptations

            4.1.4 Key Ideas Made by Darwin in the Origin of Species by Means of Natural Selection

            4.1.5Evidence for Evolution

                        4.1.5.1 Fossil Record

                                    4.1.5.1.1 Transitional Fossils

                                    4.1.5.1.2 Analysis of Strata

                                    4.1.5.1.3 Extinction

                        4.1.5.2 Comparative Anatomy

                                    4.1.5.2.1 Homologous Structures vs. Analogous Structures

                                    4.1.5.2.2 Divergent Evolution vs. Convergent Evolution

                                    4.1.5.2.3 Vestigial Structures

                        4.1.5.3 Comparative Embryology

                        4.1.5.4 Molecular Biology

                                    4.1.5.4.1 DNA Analysis

                                    4.1.5.4.2 Protein Analysis

                        4.1.5.5 Biogeography

                                    4.1.5.5.1Continental Drift

                        4.1.5.6 Examples of Evolution

4.2 Microevolution

            4.2.1 Biological Species

            4.2.2 Population

            4.2.3 Hardy – Weinberg Principle: 5 Principle Evolutionary Forces

                        4.2.3.1 Genetic Drift

                        4.2.3.2 Gene Flow

                        4.2.3.3 Mutations

                        4.2.3.4 Nonrandom Mating

                        4.2.3.4 Natural Selection

4.3 Macroevolution

            4.3.1 Biological Species

            4.3.2 Reproductive Barriers

                        4.3.2.1 Temporal Isolation

                        4.3.2.2 Habitat Isolation

                        4.3.2.3 Mechanical Isolation

                        4.3.2.4 Behavioral Isolation

                        4.3.2.5 Gametic Isolation

                        4.3.2.6 Geographical Isolation

                        4.3.2.7 Hybrid Sterility

            4.3.3 Models for the Tempo of Speciation

                        4.3.3.1 Gradualism

                        4.3.3.2 Punctuated Equilibrium