west contra costa unified school district school … contra costa unified school district ... o...
Post on 11-May-2018
218 Views
Preview:
TRANSCRIPT
Page 1 of 17 WCCUSD 12/1/14
High School Biology Curriculum Guide West Contra Costa Unified School District
Common Core Standards included following content standards: Reading Standards for Literacy in Science for Grades 9-10. Writing Standards for Literacy in Science for Grades 9-10.
Textbook: McDougal Littell. California. Biology. © 2008. Each unit includes flexibility in days for Review and Assessment.
Unit Standard Suggested Lessons Activities/Resources
Introduction to Biology
3 weeks
Standards for the Teaching Profession:
Standard 2.6
Procedures (3 days) o Classroom expectations o Organizational skills o Culture-building
Class syllabus People bingo
Investigation and Experimentation
Scientific Method (10 days) o Steps in method o Developing a hypothesis o Designing an experiment o Collecting and analyzing data o Writing conclusions based on data
Penny Lab Egg drop p. 13-18
Graphing Skills (3 days) o Dependent vs. independent variable o Identifying trends o Plotting data
Human Population Graphs
High School Biology
Page 2 of 17 WCCUSD 12/1/14
Unit Standard Suggested Lessons Activities/Resources
Cells
6 weeks
Standard 1. The fundamental life
processes of plants and animals depend on a
variety of chemical reactions that
occur in specialized areas of the organism’s
cells.
1c. Students know how
prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure.
Prokaryotic vs. Eukaryotic (3 days) o Define and distinguish between prokaryotic cells,
eukaryotic cells, and viruses o Identify plant and animal cells according to structure
and organelles o Compare and contrast plant and animal cells
Cell book p. 70-72
1e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins.
Cell organelles (4 days) o Describe the structure and function of important
cellular organelles o Evaluate and identify particular cellular organelles
via microscope o Relate the structure of an organelle to its function
Cell microscope lab (p. 92) p.73-80
1a. Students know cells are
enclosed within semipermeable membranes that regulate their interaction with their surroundings.
Cell membrane (4 days) o Describe the structure and function of the cell
membrane o Describe types of transport across the cell membrane
Soap inquiry Paper models p.81-91
1f. Students know usable energy
is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.
1g. Students know the role of the
mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide.
Cellular processes (5 days) o Explain the parts of a chemical reaction and write a
chemical equation o Describe the process of cellular respiration o Observe and answer questions about cellular
respiration o Describe the process of photosynthesis o Mitosis
Cellular respiration lab (p. 126) p. 103-150
Page 3 of 17 WCCUSD 12/1/14
Unit Standard Suggested Lessons Activities/Resources
Cells
6 weeks
Standard 1. The fundamental life
processes of plants and animals depend on a
variety of chemical reactions that
occur in specialized areas of the organism’s
cells.
1h. Students know most
macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors.
Macromolecules (4 days) o Define and describe the structure and function of
carbohydrates, proteins, lipids, and nucleic acids o Apply their knowledge of macromolecules through
writing
Macromolecule story
1b. Students know enzymes are
proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings.
Enzymes (5 days)
Liver lab Enzyme building specificity activity Love letter
1a-g
Review & Assessment (3 days)
Page 4 of 17 WCCUSD 12/1/14
Unit Standard Suggested Lessons Activities/Resources
Genetics
4 weeks
Standard 2. The fundamental life
processes of plants and animals
depend on a variety of chemical
reactions that occur in specialized areas
of the organism’s cells.
Standard 3. A multicellular
organism develops from a single
zygote, and its phenotype depends
on its genotype, which is
established at fertilization.
2a. Students know meiosis is an
early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type.
2b. Students know only certain
cells in a multicellular organism undergo meiosis.
2e. Students know why
approximately half of an individual’s DNA sequence comes from each parent.
Meiosis (8 days)
o Describe the purpose of and explain the steps of meiosis
o Relate the process of mitosis and meiosis to their function.
o Describe the purpose of and explain the steps of meiosis
Genetics Disease/Chromosome Abnormality Project p. 168-176,
2c. Students know how random
chromosome segregation explains the probability that a particular allele will be in a gamete.
2d. Students know new
combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization).
2g. Students know how to
predict possible combinations of alleles in a zygote from the genetic makeup of the parents.
Genetic Variation (2 days)
o Explain how chromosomes separate randomly to create genetic variation
o Explain the prevalence of genetic variation within a population
p. 189-192
Page 5 of 17 WCCUSD 12/1/14
Unit Standard Suggested Lessons Activities/Resources
Genetics
4 weeks
Standard 2. The fundamental life
processes of plants and animals
depend on a variety of chemical
reactions that occur in specialized areas
of the organism’s cells.
Standard 3. A multicellular
organism develops from a single
zygote, and its phenotype depends
on its genotype, which is
established at fertilization.
3a. Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).
Mendel & Punnett Square (6 days)
o Use a Punnett square to predict the
probability that offspring will inherit a single-gene characteristic (& di-hybrid)
o Use a Punnett square to predict the probability that offspring will inherit a sex-linked trait
o Predict the genotype of the parents of a single-gene genetic cross given information about their offspring
Make a Baby lab Maury letter p. 183-188, 200-217
2a-g 3a
Review & Assessment (3 days)
Page 6 of 17 WCCUSD 12/1/14
Unit Standard Suggested Lessons Activities/Resources
DNA
4 weeks
Standard 4. Genes are a set of
instructions encoded in the DNA
sequence of each organism that
specify the sequence of amino
acids in proteins characteristic of that organism.
Standard 5. The genetic
composition of cells can be altered by incorporation of exogenous DNA
into the cells.
5a. Students know the general
structures and functions of DNA, RNA, and protein.
5b. Students know how to apply
base-pairing rules to explain precise copying of DNA during semiconservative replication and transcription of information from DNA into mRNA.
Structure (3 days) o Identify the key structural components of
DNA o generate a complementary DNA sequence
given a DNA sequence
DNA paper model p. 226-234
Replication (2 days) o Explain precise copying of DNA during
semiconservative replication Transcription (2 days) o Apply base-pairing rules to explain
transcription of DNA into mRNA
p. 235-242
4a. Students know the general
pathway by which ribosomes synthesize proteins, using tRNAs to translate genetic information in mRNA.
Translation (3 days) o Explain how ribosomes synthesize proteins,
using tRNA to translate genetic information.
Central dogma practice (name protein activity) p. 243-247
4c. Students know how mutations
in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein.
Mutations (2 days) o Explain how mutations in a sequence of
DNA may or may not affect a gene/ sequence of amino acids.
p. 252-255
Page 7 of 17 WCCUSD 12/1/14
Unit Standard Suggested Lessons Activities/Resources
DNA
4 weeks
Standard 4. Genes are a set of
instructions encoded in the DNA
sequence of each organism that
specify the sequence of amino
acids in proteins characteristic of that organism.
Standard 5. The genetic
composition of cells can be altered by incorporation of exogenous DNA
into the cells.
4d. Students know specialization
of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences of the genes themselves.
Gene expression (1 day) o Explain how cells are specialized due to
different patterns of gene expression rather that to differences in genes themselves.
p. 248-251
5c. Students know how genetic
engineering (biotechnology) is used to produce novel biomedical and agricultural products.
Genetic engineering (1 day) o Explain how genetic engineering is used to
produce novel biomedical/ agricultural products
p. 264-285
4a, c, d 5a-c
Review & Assessment (3 days)
Page 8 of 17 WCCUSD 12/1/14
Unit Standard Suggested Lessons Activities/Resources
Evolution
3 weeks
Standard 7. The frequency of an
allele in a gene pool of a population
depends on many factors and may be stable or unstable
over time.
Standard 8. Evolution is the result of genetic
changes that occur in constantly
changing environments.
7a. Students know why natural
selection acts on the phenotype rather than the genotype of an organism.
7d. Students know variation
within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.
8b. Students know a great
diversity of species increases the chance that at least some organisms survive major changes in the environment.
8d. Students know reproductive
or geographic isolation affects speciation.
Natural selection (5 days)
o Explain how natural selection determines differential survival
o Natural selection act on the genotype or phenotype?
o Genetic variation
Fossil gallery walk p. 299-314 Natural selection book p. 328-333 Moth activity
8c. Students know the effects of genetic drift on the diversity of organisms in a population.
Genetic drift (2 days)
o Explain the effects of genetic drift on
diversity
M&M lab p. 335-338
8d. Students know reproductive or geographic isolation affects speciation.
Speciation (2 days)
o How reproductive and geographic isolation
affects speciation
Marshmanimals p. 344-351
Page 9 of 17 WCCUSD 12/1/14
Unit Standard Suggested Lessons Activities/Resources
Evolution
3 weeks
Standard 7. The frequency of an
allele in a gene pool of a population
depends on many factors and may be stable or unstable
over time.
Standard 8. Evolution is the result of genetic
changes that occur in constantly
changing environments.
7b. Students know why alleles
that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.
7c. Students know new mutations
are constantly being generated in a gene pool.
Mutation Mechanism of Evolution (2 days)
o Lethal alleles
8e. Students know how to
analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.
Fossil Record (2 days)
o Explain fossil evidence including biological
diversity, episodic speciation and mass extinction
Fossil record activity p. 360-364
7a-d 8b-e
Review & Assessment (3 days)
Page 10 of 17 WCCUSD 12/1/14
Unit Standard Suggested Lessons Activities/Resources
Physiology/ Human Biology
3 weeks
Standard 9. As a result of the coordinated
structures and functions of organ
systems, the internal
environment of the human body
remains relatively stable
(homeostatic) despite changes in
the outside environment.
Standard 10. Organisms have a
variety of mechanisms to combat disease.
9a. Students know how the
complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.
9g. Students know the
homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance.
9i. Students know how hormones
(including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms.
Homeostasis (4 days)
o Explain how the body systems work together to provide cells with oxygen and nutrients and remove waste (CO2)
o Respiratory system o Circulatory system
Gallery walk p. 852-865 Heart rate lab p. 910-931
Page 11 of 17 WCCUSD 12/1/14
Unit Standard Suggested Lessons Activities/Resources
Physiology/ Human Biology
3 weeks
Standard 9. As a result of the coordinated
structures and functions of organ
systems, the internal
environment of the human body
remains relatively stable
(homeostatic) despite changes in
the outside environment.
Standard 10. Organisms have a
variety of mechanisms to combat disease.
9b. Students know how the
nervous system mediates communication between different parts of the body and the body’s interactions with the environment.
9d. Students know the functions
of the nervous system and the role of neurons in transmitting electrochemical impulses.
9e. Students know the roles of
sensory neurons, interneurons, and motor neurons in sensation, thought, and response.
Nervous system (4 days) o Explain how the nervous system
communicates with different parts of the body
o Neurons
Reflex lab Scenarios matching Neuron story p. 874-895
Page 12 of 17 WCCUSD 12/1/14
Unit Standard Suggested Lessons Activities/Resources
Physiology/ Human Biology
3 weeks
Standard 9. As a result of the coordinated
structures and functions of organ
systems, the internal
environment of the human body
remains relatively stable
(homeostatic) despite changes in
the outside environment.
Standard 10. Organisms have a
variety of mechanisms to combat disease.
10a. Students know the role of the
skin in providing nonspecific defenses against infection.
10b. Students know the role of
antibodies in the body’s response to infection.
10c. Students know how
vaccination protects an individual from infectious diseases.
10d. Students know there are
important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primary defenses against bacterial and viral infections, and effective treatments of these infections.
10e. Students know why an
individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign.
Immune system (5 days)
o Skin & non-specific defense o Specific immune response
HIV lab Immune system cartoon p. 945-963
Page 13 of 17 WCCUSD 12/1/14
Unit Standard Suggested Lessons Activities/Resources
Physiology/ Human Biology
3 weeks
Standard 9. As a result of the coordinated
structures and functions of organ
systems, the internal
environment of the human body
remains relatively stable
(homeostatic) despite changes in
the outside environment.
Standard 10. Organisms have a
variety of mechanisms to combat disease.
9a. Students know how the
complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.
Reproductive system (number of days varies depending on program)
o Taught by outside agency
p. 1024-1043
9a, b, d, e, g 10 a-e Review & Assessment (3 days)
Page 14 of 17 WCCUSD 12/1/14
Unit Standard Suggested Lessons Activities/Resources
Ecology
2 weeks
Standard 6. Stability in an ecosystem is a
balance between competing effects
6f. Students know at each link in
a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid.
Food webs & Energy pyramids (3 days)
Yarn activity p. 408-411
6d. Students know how water,
carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration.
Cycles (2 days)
p. 417-419
6c. Students know how
fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death.
6e. Students know a vital part of
an ecosystem is the stability of its producers and decomposers.
Population (2 days) Chocolate chip lab p. 436-444
6c-f
Review & Assessment (3 days)
Page 15 of 17 WCCUSD 12/1/14
Reading Standards for Literacy in Science for Grades 9-10
Key Ideas and Details: 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or
descriptions. 2. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or
concept; provide an accurate summary of the text. 3. 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.
Craft and Structure: 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 9-10 texts and topics. 5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction,
reaction force, energy). 6. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the
question the author seeks to address.
Integration of Knowledge and Ideas: 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. 8. Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific
or technical problem. 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the
findings support or contradict previous explanations or accounts.
Range of Reading and Level of Text Complexity: 10. By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and
proficiently.
Page 16 of 17 WCCUSD 12/1/14
Writing Standards for Literacy in Science for Grades 9-10
Text Types and Purposes: 1. Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience's knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships
among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the
discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which
they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
Production and Distribution of Writing: 3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 4. 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. 5. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge: 6. 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.
Page 17 of 17 WCCUSD 12/1/14
7. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
8. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing: 9. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
top related