ths_general biology_curriculum guide_v1516

Lee M. Thurston High SchoolGeneral Biology Curriculum Guide

2015-2016 Version (Adjusted to NGSS Standards)

Content Page Number

General Course Pacing ……………………………………………………………………………………………. 2Unit 1 Breakdown: ………………………………………………………………………………………………….Unit 1 PacingUnit 1 Standards, Big Ideas & VocabularyUnit 2 Breakdown: ………………………………………………………………………………………………….Unit 2 PacingUnit 2 Standards, Big Ideas & VocabularyUnit 3 Breakdown: ………………………………………………………………………………………………….Unit 3 PacingUnit 3 Standards, Big Ideas & VocabularyUnit 4 Breakdown: ………………………………………………………………………………………………….Unit 4 PacingUnit 4 Standards, Big Ideas & Vocabulary

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General Course Pacing

Quarter Unit NGSS Standards Time1 Unit 1: Our

EnvironmentHS-LS2: Ecosystems—Interactions, Energy & Dynamics(HS-LS2-1 , HS-LS2-2 , HS-LS2-3 , HS-LS2-4 , HS-LS2-5 , HS-LS2-6 , HS-LS2-7 , HS-LS2-8 , HS-LS1-5 , HS-LS1-7)

10 weeks

2 Unit 2: Our Bodies HS-LS1: From Molecules to Organisms—Structures & Processes(HS-LS1-2 , HS-LS1-3 , HS-LS1-4 , , HS-LS1-6 ,)

5 weeks

3 Unit 3: Our Genetic Code

HS-LS3: Heredity—Inheritance & Variation of Traits(HS-LS1-1 , HS-LS3-1 M, HS-LS3-2 , HS-LS3-4)

7 weeks

4 Unit 4: Change Over Time due to Our

Environment, Structure & Genetic Code

HS-LS4: Biological Evolution—Unity & Diversity(HS-LS4-1 , HS-LS4-2 , HS-LS4-3 , HS-LS4-4 , HS-LS4-5 , HS-LS4-6)

8 weeks

All Units All Units The following standards are applied throughout all units.HS-ETS1: Engineering Design(HS-ETS1-1 , HS-ETS1-2 , HS-ETS1-3 , HS-ETS1-4)

NA

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Unit 1: Our Environment

Unit Pacing

Week Standards & Topics Leading Questions Pacing per Day1 HS-LS2-5 , HS-LS2-3 , HS-LS1-4 , HS-LS1-1 , HS-LS1-7

Photosynthesis and Cellular RespirationWhere do living things on Earth get

the energy they need to live?3 Days = Activity1 Day = Summary / Conclusion Notes1 Day = Practice & Application1 Day = Review1 Day = Assessment (Quiz)3 Days = Activity1 Day = Summary / Conclusion Notes2 Day = Practice & Application1 Day = Review1 Day = Assessment (Quiz)

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4 HS-LS2-4Energy Flow Through Ecosystem Levels

How is energy and matter passed through an ecosystem?

5 Days = Activity1 Day = Summary / Conclusion Notes2 Day = Practice & Application1 Day = Assessment (Quiz)

5

6 HS-LS2-1 , HS-LS2-6 , HS-LS2-2 , HS-LS2-8Carrying Capacity, Limiting Factors, Biodiversity & Stability

What happens to an ecosystem and its living things when there are

changes to its energy and matter resources?

5 Days = Activity Part 1 Day = Summary / Conclusion Notes2 Day = Practice & Application1 Day = Assessment

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8 HS-LS2-7Human Activity / Impact & Climate Change

What role do humans play in altering organisms’ energy and

matter resources?

5 Days = Activity1 Day = Summary / Conclusion Notes2 Days = Practice & Application1 Day = Assessment (Quiz)

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10 Unit Assessment NA 3 Days = Review & Unit Conclusion1 Day = Assessment (Exam)

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Standard HS-LS2-3 , HS-LS2-5 , HS-LS1-4 , HS-LS1-6Description

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. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine

with other elements to form amino acids and/or other large carbon-based molecules.*Students do NOT have to learn about specific biochemical reactions (i.e. hydrolysis/dehydration synthesis) or the identification of macromolecules.

Big Ideas Photosynthesis and cellular respiration provide most of the energy for life processes. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars

plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen (their hydrocarbon backbones are used to make other

molecules in living systems). As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new

compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the

surrounding environment. The main way that solar energy is captured and stored on Earth is through complex chemical processes such as photosynthesis.

Vocabulary Matter Energy Photosynthesis Cellular Respiration Aerobic Anaerobic

Ideas for Lessons / Activities

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Standard HS-LS2-4 Description

Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere,

atmosphere, hydrosphere, and geosphere.

Big Ideas Photosynthesis and cellular respiration provide most of the energy for life processes. As matter and energy flow through the organizational levels of living systems, chemical elements are recombined in different ways

to form different products. Energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new

compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the

surrounding environment. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce

growth and release energy in cellular respiration at the higher level. There are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is lost/discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and

soil, and they are combined and recombined in different ways. At each link/level in an ecosystem, matter and energy are conserved.

Vocabulary Matter Energy Cycle / Flow Organism Ecosystem Food Web / Chain / Pyramid Biomass


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Standard HS-LS2-1 , Standard HS-LS2-2 , Standard HS-LS2-6 , Standard HS-LS2-8Description

Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and

populations in ecosystems of different scales. Evaluate 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. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

Big Ideas Biodiversity is increased by the formation of new species, and decreased by the loss of species. A complex set of interactions within an ecosystem can keep its numbers and types of organisms constant over long periods of time

(under stable conditions). If a small biological disturbance, or physical disturbance, to an ecosystem occurs, it may remain in its original status/stability. Extreme changes to conditions can drastically change the functioning of the ecosystem, its resources, habitat availability, and the

numbers/types of organisms that it can support. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

Vocabulary Affect Biodiversity Disturbance Ecosystem Extinction Factor Organism Resources Speciation Species Stability


Standard HS-LS2-7Description

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Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Big Ideas Human activity has huge impacts on biodiversity through things like overpopulation, overexploitation, habitat destruction, pollution,

introduction of invasive species, and climate change. Sustaining biodiversity aids humanity by preserving landscapes and resources. When evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability, and aesthetics

and to consider social-cultural-and environmental impacts.

Vocabulary Anthropogenic Biodiversity Climate Change Exploit Habitat Invasive Species Overpopulation Pollution Resources


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Unit 2: Our Bodies

Unit Pacing

Week Standards & Topics Leading Questions Pacing per Day1 HS-LS1-4

Cell Division, Differentiation & GrowthHow do we grow into complex

organisms made of many cells and body parts?

5 Days = Activity1 Day = Summary / Conclusion Notes2 Days = Practice & Application1 Day = Review1 Day = Assessment (Quiz)

2

3 HS-LS1-2 , HS-LS1-3Homeostasis & Multicellular Organization

How do our bodies keep us healthy?What happens when there are changes inside / outside of our

bodies?


4


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Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. *Students do NOT have to learn about the specific steps of mitosis.

Big Ideas In multicellular organisms individual cells grow and then divide via a process called mitosis. Mitosis allows complex organisms to grow. The organism begins as a single cell (a fertilized egg) that divides successively to produce many cells, with each parent cell passing

identical genetic material (two variants of each chromosome pair) to both daughter cells. Cell division and differentiation produce and maintain a complex organism, composed of tissues and organs that work together to

meet the needs of the whole organism. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that

DNA.

Vocabulary “Daughter” Cells “Parent” Cells Cancer Cell Cycle Cell Division Cells Checkpoints Chromosomes Differentiation DNA Replication Egg Genetic Information Growth Mitosis Somatic / Non-Sex Cells Sperm Zygote / Fertilized Egg


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Standard HS-LS1-2 , HS-LS1-3Description

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.Big Ideas

Systems of specialized cells within organisms help them perform the essential functions of life. Living things must be able to uptake nutrients, transfer water, move and respond to stimuli, reproduce, and expel waste. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is

itself and component of the next level. Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to

remain alive and functional (even as external conditions change). Feedback mechanisms can encourage (positive feedback) or discourage (negative feedback) what is going on inside the living

system.

Vocabulary Cells Expel Feedback Mechanism Hierarchy Homeostasis Levels of Living Organization Life Functions Multicellular Organism Negative Feedback Nutrients Organ Systems Organism Organs Positive Feedback Reproduce Stimuli Structure and Function Tissues Waste Water

Ideas for Lessons /

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Activities

Unit 3: Our Genetic Code

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Week Standards & Topics Leading Questions Pacing per Day1 HS-LS3-3 , HS-LS3-1

HeredityWhy do you look the way that you

do?What are the chances of you

passing on your traits to future kids?


2

3 HS-LS1-1 The Genetic Code & Protein Synthesis

Where do our cells get the instructions to make us look and

function the way that we do?


4

5 HS-LS3-2Genetic Error

What happens when there is a mistake in our cell’s instructions?


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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.

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Big Ideas DNA is a biomolecule, which means it is a molecule found in living organisms. All cells contain genetic information in the form of DNA molecules. DNA is made of phosphate, sugar, and nitrogenous bases. The “genetic code” is stored within the sequence of the nitrogenous bases within DNA. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out the most of the

work of cells. Cells copy the nitrogenous base sequence from DNA onto a different type of nucleic acid (called RNA), so that the code can safely

leave the nucleus. Cells then translate the nucleic acid code, into a protein by placing amino acids in a specific sequence. The unique order of the genetic code, and the amino acids, determines the unique types of proteins made.

All cells in an organism have the same genetic content, but the genes used (or expressed) by the cell may be regulated in different ways.

Not all DNA codes for a protein, some segments of DNA are involved in regulatory or structural functions and have no yet-known function.

*Students do NOT have to learn about the biochemistry of protein synthesis.

Vocabulary Amino Acids DNA Genetic Code Molecule Nitrogenous Bases Nucleic Acid Protein Protein Protein Synthesis / Synthesis RNA Structure Translate


Standard HS-LS3-1 , HS-LS3-3Description

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Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring

Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Big Ideas DNA is a biomolecule, which means it is a molecule found in living organisms. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out the most of the

work of cells. The instructions for forming specie’s characteristics are carried in DNA. Genes come in different variations, called alleles. There are at least 2 variations, or alleles, for every gene in an organism’s genetic code. An organism must have 2 alleles for each of its genes. An organism inherits 1 allele from the male-parent, and 1 allele from the female-parent. Alleles can come in dominant or recessive variations. Once scientists know which types of alleles an organism contains for a gene, they can make predictions as to the probability of it

producing certain traits in their offspring. The resulting appearance is not a literal blending, or “in-between” of the traits from the parents. Some traits are inherited in more complex manners than just dominant and recessive.

Vocabulary DNA Chromosome Traits / Genes Alleles Variation Offspring Parent/s Gene Expression Dominant Allele Recessive Allele Probability


Standard HS-LS3-2 14 | P a g e

Description 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.

Big Ideas For reproduction in multicellular organisms, the organisms must make more of their sex cells (gametes). The male sex-cells are sperm. The female sex-cells are eggs. Organisms use a process called Meiosis in order to produce more sex cells/gametes.

*Students do NOT have to learn about the details/steps of Meiosis. During the separation of the genetic information in Meiosis, errors can occur, leading the daughter cells to have the wrong amount

of genetic information. If sperm/egg cells with genetic errors are used to produce offspring, the offspring can develop disorders/defects as a result. A mutation is a change in the genetic code within an organism. Mutations can be caused by random error, or environmental factors. Mutations do not always have a negative effect on the organism, but when they do, they often lead to the development of disorders

and diseases. A mutation to an organism’s DNA will lead to a change in the types of amino acids sequenced, and the types of proteins that are

produced.

Vocabulary DNA Meiosis Gametes Sperm Egg Genetic Error Karyotype Mutation Protein


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Unit 4: Change Over Time Due To Our Environment, Structure & Genetic Code

Unit Pacing

Week Standards & Topics Leading Questions Pacing per Day1 HS-LS4-2 , HS-LS4-3 , HS-LS4-4 , HS-LS4-5

Natural Selection & Changes to PopulationsHow can changes to an

environment cause a group of 5 Days = Activity1 Day = Summary / Conclusion Notes2

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organisms to change over time?

How can an organism’s body structures make it better suited for

an environment?

Why is our genetic code important to the change in a population over

time?

5 Days = Practice & Application1 Day = Review1 Day = Assessment (Quiz)

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4 HS-LS4-1Evidence for Evolution

What is biological evolution?What evidence supports biological

evolution?


5

6 HS-LS4-6Human Impact on Evolution

Are humans evolving?How does human activity drive other populations to evolve?


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Standard HS-LS4-2 , HS-LS4-3 , HS-LS4-4 , HS-LS4-5Description

Construct an explanation based on evidence that the process of evolution 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.

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.

Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (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.

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Big Ideas Evolution is the change in the allele frequency of a population over time. Natural selection occurs only if there is both variation in the genetic information between organisms in a population, and, variation

in the expression of that genetic information (which leads to differences in performance among individuals). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic

variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment.

Natural selection leads to adaptation that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment.

The differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.

Adaptation also means that the distribution of traits in a population can change when conditions change. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of

some species, the emergence of new distinct species as populations diverge under different conditions, and the decline-and sometimes extinction-of some species.

Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost.

Vocabulary Adapt / Adaptation Allele Frequency Evolution Extinction Genetic Variation / Diversity Natural Selection Population Species / Speciation Successful Survival


Evolution of Birds of Clipland Activity (Bird Beaks + Resources + Natural Selection)

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Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

Big Ideas Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps. The ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different

organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence.

Vocabulary Evidence DNA Embryo / Embryology Fossil Anatomy Homologous Trait Vestigial Trait Analogous Trait Common Ancestor Descent Phylogenetic Tree


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Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Big Ideas Humans depend on the living world for the resources and other benefits provided y biodiversity. Human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction,

pollution, introduction of invasive species, and climate change. When evaluating solutions for the effects of human activity on the environment, it is important to take into account the range of

constraints, including cost, safety, reliability, and aesthetics, and to consider social-cultural-and environmental impacts.

Vocabulary Anthropogenic Natural Selection Artificial Selection Climate Change

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