Biology is the study of life and the Living Environment is the study of how all living organisms are related to one another, how they interact in their environments and how their interactions or actions impact the environment and the organisms in it. There are a few overarching ideas or themes of Biology, starting with the building blocks of life and cells. There are four major classes of biological macromolecules (carbohydrates, lipids, proteins, and nucleic acids). Each is an important component of the cell and performs a wide range of functions. Combined, these molecules make up the majority of a cell’s mass. Biological macromolecules are organic.
All living organisms are made of cells, cells are the basic units of structure and function of all living organisms, and all cells come from pre-existing cells. The other themes include levels of organization, flow of energy, growth and reproduction, genetics and heredity, regulation, evolution, and homeostasis. We design each unit of study around these themes of biology. The lessons within each unit are designed to teach the specifics of each theme and help the students uncover and discover the importance of tying all of the themes together to reach the “big idea.”
How do scientists pose questions, seek answers, and develop solutions?
How strong is the scientific evidence?
How do scientists use tools and lab equipment to make accurate observations?
What is the goal of science?
What does science study or not study?
How do scientists test hypotheses?
How does a scientific theory develop?
What problem might arise if a researcher fails to control the relevant variables in an experiment?
What are the characteristics of living things?
How can life be studied at different levels?
How is homeostasis maintained?
What tools are used by biologists as separation techniques?
What are the differences between a compound light microscope and a stereoscope?
What is proper microscope usage?
What is the difference between magnification and resolution?
Why is the cover slip lowered onto a slide at a 45 degree angle?
How is a stain properly applied to a wet mount slide?
How does the diameter of the field of view differ between low and high power?
Prentice Hall Biology, Copyright 2003, Chapter 1
Students will learn about the historical development of scientific concepts or about individuals who have contributed to scientific knowledge and provide a better understanding of scientific inquiry and the relationship between science and society.
Students will understand that science provides knowledge, but values are also essential to making effective and ethical decisions about the application of scientific knowledge.
Interpret data to lead to the development of additional hypotheses, the formulation of generalizations, or explanations of natural phenomena.
Apply statistical analysis, when appropriate to test if chance alone explains the results.
Assess information between the predicted result contained in the hypothesis and actual result. They will reach a conclusion as to whether the hypothesis is supported or refuted.
Inquire - involving asking questions and locating, interpreting, and processing information from a variety of sources.
Inquire by making judgments about the reliability of the source and relevance of information.
Scientific explanations are accepted when they are consistent with experimental and observational evidence and when they lead to accurate predictions.
All scientific explanations are subject to change or improvement. This leads to increased knowledge of how things work in the living world. Hypotheses are valuable, even if they turn out not to be supported, because they may lead to further investigation
Design and carry out a controlled experiment.
Claims should be questioned if the data is collected from a small sample size, is biased, or collected from a poorly designed experiment (not a controlled experiment).
Identify differences between scientific theories and laws.
Organize and analyze data through graphs and tables.
Identify and use various types of lab equipment.
Follow safety rules in the laboratory.
Identify the parts of a compound light microscope and learn how to use the microscope properly.
Measure the length of microscopic organisms.
Make a wet mount slide and how to add stain to their slides.
Organisms maintain a dynamic equilibrium that sustains life.
All standards, used throughout the course of the school year and embedded into other units.
Why are chemical elements, compounds, and reactions important to living things?
What is the main difference between an organic and inorganic compound?
What are the properties of water that make it important to life?
What are the four classifications and functions of organic molecules?
How do enzymes work and why are they important?
What are the subatomic particles that make up an atom?
What are the 2 main types of chemical bonds?
Why are water molecules polar?
What are acidic solutions/basic solutions?
What is the difference between solutions and suspensions?
What does pH measure?
How do the functions of organic molecules allow for the maintenance of homeostasis?
How do chemical reactions affect chemical bonds?
What are enzymes and how are they important for living things?
How can a change in temperature or pH affect the functioning of an enzyme?
Prentice Hall Biology, Copyright 2003, Chapter 2
Students will understand that life is dependent on availability of an energy source and raw materials that are used in the basic enzyme-controlled biochemical processes of living organisms. These biochemical processes occur within a narrow range of conditions
Identify the Properties of Water
Polarity
Hydrogen bond
Solution
Solvent
Solute
Acid
Base
Adhesion
Cohesion
Identify the structure and functions of Organic Compounds
Organic molecule
Monomer
Polymer
Polymerization
Dehydration synthesis
Hydrolysis
Carbohydrate
Lipid
Protein
Nucleic acid
Interpret Chemical Reactions
Metabolism
Chemical Reaction
Reactants
Products
Energy
Catalyst
Activation Energy
Enzyme
Substrate
Enzyme-substrate Complex
HS-PS1-2, HS-PS1-4, HS-PS1-7, HS-LS1-1, HS-LS1-2, HS-LS1-6
These standards are embedded within other units. Biochemistry extends into units such as Genetics, Heredity, Photosynthesis and Respiration, Flow of Matter and Energy, Cells and Cell Transport.
What is a cell?
What are the statements of the Cell Theory?
How is a single-celled organism similar to and different from a multicellular organism?
What are the different cell types and how do they differ?
What are the functional units of cells?
How do cells maintain homeostasis?
How was the cell first discovered?
What are the exceptions to the cell theory?
What role does/did technology play in the study of and discovery of cells?
What is a plasma membrane composed of?
What is the structure and function of the plasma membrane?
How does intercellular transport maintain homeostasis?
What are the differences between plant and animal cells?
How can cells identify and communicate with other cells?
Prentice Hall Biology, Copyright 2003, Chapter 7
Video Clips showing diffusion through a membrane
Living things are similar in that they rely on many of the same processes to stay alive, but are different in the ways that these processes are carried out.
Nonliving things lack certain features of living organisms; the ability to maintain cellular organization, carry out metabolic processes while maintaining internal stability (homeostasis), and pass on hereditary information through reproduction.
Different organisms have different ways to regulate their functions to maintain the level of organization necessary for life.
Living things are both similar to and different from each other and from nonliving things.
The continuity of life is sustained through reproduction and development.
Organisms maintain a dynamic equilibrium that sustains life.
Outline components of the Cell Theory including researchers, discoveries and major points.
Examine the characteristics of unicellular organisms.
Compare and contrast eukaryotic and prokaryotic cells.
Relate organelle structures to the functions of cells of different organisms and differentiate between plant and animal cells.
Correlate how the structures of cell walls and cell membranes maintain cellular homeostasis.
Identify indicators that are used to test for the presence of specific substances.
HS-LS-1, HS-LS1-2, LS1.A
How do Photosynthesis and Respiration provide the energy for all life functions for all organisms?
How is light energy converted into chemical energy?
How is chemical energy released from the bonds of organic molecules?
What is photosynthesis (process)?
Where does photosynthesis take place in a cell?
How does the structure of a leaf relate to its function?
What are the roles of pigments in photosynthesis?
What is cellular respiration?
Where does cellular respiration take place?
What are the differences between anaerobic and aerobic respiration?
How does exercise affect cellular respiration?
Prentice Hall Biology, Copyright 2003, Chapters 8 and 9
Identify where glycolysis occurs in the cell and the reactants and products
Understand two types of fermentation where they occur the reactants and products
Understand how muscle fatigue affects muscle performance (oxygen debt)
Explain how high energy electrons are used by the electron transport chain
Identify reactants and products of both types of respiration.
Identify the stages of the Krebs cycle where it occurs and the products
Identify where each type of cellular respiration occurs
HS-LS1-3, HS-LS1-5, HS-LS1-6, HS-LS1-7, HS-LS2-3, HS-LS2-4, HS-LS2-5, LS1.C, LS2.B
How do biotic and abiotic factors influence one another?
Why is it important to preserve all components of an ecosystem?
How do we determine the effects of biotic and abiotic factors on an ecosystem?
How do we analyze the different levels of ecological organization in a biome?
How do the interactions of various organisms affect an ecosystem?
How is carrying capacity modified by a change in limiting factors?
How can you demonstrate the flow of energy through an ecosystem?
Where does the energy for life processes come from?
How efficient is the energy transfer among organisms in an ecosystem?
How does matter move within and among ecosystems?
How do the cycles of matter affect environmental conditions?
How do living organisms affect one another in their environments (symbiosis)?
How can you create a new community after an abrupt change through ecological succession?
How has the size of the human population changed over time?
What types of human activities can affect the biosphere?
What effects do human activities have on natural resources?
How are environmental resources classified?
What is the value of biodiversity?
What are the current threats to biodiversity?
What is the goal of conservation biology?
How does the greenhouse effect maintain the biosphere’s temperature range?
How have humans impacted the environment/biosphere?
How can humans slow or stop the damage that has occurred to the biosphere as a result of human activity (this will be specific to the type of activity and the damage it caused)?
Prentice Hall Biology, Copyright 2003, Chapters 3-6
Documentary: “Before the Flood”
Various video clips from documentaries on Invasive Species
Use mathematical representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Use scientific knowledge to generate and design solutions
a. design a solution that involves reducing the negative effects of human activities on the environment and biodiversity, and that relies on scientific knowledge of the factors affecting changes and stability in biodiversity.
Ex. of factors include but are not limited to:
i. Overpopulation
ii. Overhunting
iii. Habitat destruction
iv. Pollution
v. Introduction of invasive species
vi. Changes in climate
b. Describe the ways the proposed solution decreases the negative effects of human activity on the environment and biodiversity along with the tradeoff of the solution.
Evaluate the proposed solution for its impact on overall environmental stability and changes.
Evaluate the cost, safety, and reliability, as well as social, cultural, and environmental impacts, of the proposed solution for a select human activity that is harmful to an ecosystem.
LS2.A, LS2.B, LS2.C, LS2.D, LS4.D, ETS1.B, HS-LS2-1, HS-LS2-2, HS-LS2-3, HS-LS2-4, HS-LS2-5, HS-LS2-6, HS-LS2-7, HS-LS2-8
How do cells grow and reproduce?
How does meiosis result in the formation of gametes?
How does DNA control growth and function of cells?
What is the importance of Mitosis and Meiosis?
How do the stages of mitosis and meiosis compare and differ?
How do errors in DNA replication affect the number of chromosomes in each new daughter cell?
Prentice Hall Biology, Copyright 2003, Chapters 10 and 11
Compare the following terms and how they apply to mitosis and meiosis:
Synapsis and crossing over tetrad and disjunction
Describe the function cytokinesis
Differentiate between diploid haploid polyploid number of chromosomes
Differentiate among the different stages of meiosis
Distinguish chromatin and chromosome
Distinguish between mitosis and cytokinesis in plant cells and animal cells
Distinguish between the 5 stages of mitosis
Explain the functions of spindle fibers, centromeres, nuclear envelope during mitosis
Explain why the daughter cells produced by mitosis has the same chromosome number of the parent
Differentiate between gametogenesis in males and familes
Explain why offspring produced by meiosis have half the number of chromosomes as the parent
Define the following term in terms of genetics contrasting traits parent generation filial first generation second filial generation
HS-LS1-4, HS-LS3-1, HS-LS3-2, LS1.B
How do male and female reproductive systems compare?
What role do reproductive hormones play in the human body?
How do embryos develop?
What is differentiation?
What effects do estrogen and testosterone have on the female and male reproductive systems?
What takes place during fertilization and the early stages of human development?
Prentice Hall Biology, Copyright 2003, Chapter 39
Identify the difference between sexual and asexual reproduction
Describe the types of asexual reproduction
Recognize the agricultural use of propagation
Identify the male and female reproductive structures and their functions
Identify where gametogenesis occurs and how it is different between males and females
Identify the hormones that maintain the sexual development of males and females
Identify the stages of fertilization, development, gestation, and differentiation
Identify the layers of an embryo and what grows and develops from the cell layers
Students will be able to identify and understand the functions of the following structures: testes, vas deferens, prostate, seminal vesicle, cowper's gland, penis, ovaries, fallopian tubes, uterus, placenta, umbilical, cord, cervix, vagina.
Identify genetic disorder detection techniques.
HS-LS3-2, HS-LS3-3, HS-LS1-4, HS-LS1-8, HS-LS3-1, LS1.A LS1.B LS3.A LS3.B
What is the role of DNA in heredity?
What are the sources of genetic variation?
How are genes regulated?
What are the pros/cons of genetic engineering?
How did Mendel’s Principles contribute to our current knowledge of inheritance?
What are the patterns of inheritance?
How does Meiosis increase genetic diversity?
What are Genes?
What is the structure of DNA/RNA?
How does DNA replicate?
How are proteins made?
What are genetic mutations? What causes them/ Result?
How is genetic code read?
What is genetic expression and how is it regulated?
Prentice Hall Biology, Copyright 2003, Chapters 11-14
Recognize that all cells contain genetic information in the form of DNA and genes are regions of DNA with the code for forming species’ characteristics.
Identify that genes can be regulated in different ways
Clarify the role of DNA and chromosomes in coding the instructions for characteristics passed onto offspring.
Identify patterns of inheritance
Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population
Compare and contrast DNA and RNA
Model DNA replication
Model how DNA is transcribed and translated into proteins.
Make and defend a claim based on evidence that genetic variations result from: recombination, errors during replication, mutations by environmental factors and genetic engineering.
Recognize examples of how environmental factors can play a role in gene expression
Be able to interpret a karyotype
Model DNA recombination and understand how it is used in the medical field
Identify examples of how genetic engineering can benefit agriculture and industry
HS-LS1-1, HS-LS3-2, HS-LS3-3, HS-LS1-8, HS-LS3-1, HS-LS3.A, LS3.B
Why is it important for scientists to use a universal system of naming organisms?
What role does the classification of organisms play in the study of the earth’s diverse life forms?
What taxa make up the classification system developed by Linnaeus?
How do scientists classify organisms?
What are the major taxonomic groups?
How is a dichotomous key interpreted?
Prentice Hall Biology, Chapter 18
Videos: Amoeba Sisters Classification
Understanding the functions of classification systems like Binomial Nomenclature and Dichotomous Keys
Identifying characteristics of the 6 Kingdoms
LS4.A
What is meant by evolution?
Are certain types of evidence stronger than others?
What is meant by survival of the fittest?
How do genetic mutations and recombination of genes enable evolution to occur?
How can there be so many similarities among organisms yet so many different plants, animals, and microorganisms?
How does biodiversity affect humans?
What scientific information supports common ancestry and biological evolution?
What is the role of genetic variation in natural selection?
How does natural selection lead to adaptation of populations?
What are the four factors upon which the process of evolution is based?
How can the adverse impacts of human activity on biodiversity be mitigated?
What are the results of changes in environmental conditions over time?
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?
Prentice Hall Biology, Chapters 13-17
Videos:
HHMI Natural Selection Beaks of Finches
HHMI Origin of a Species Making of a Theory
Identify conditions for a new species to evolve.
Describe the process of speciation.
Identify conditions needed to maintain equilibrium of individuals in a population.
Describe the sources of variations within a population.
Explain how natural selection affects inheritance.
HS-LS4-1, HS-LS4-2, HS-LS4-3., HS-LS4-4, HS-LS4-5., LS4.A, LS4.B, LS4.C
If all cells in an organism have the same DNA, why do cells have different functions?
How do different body systems interact to provide specific functions within an organism?
How do feedback mechanisms control what is going on in an organism?
How is disease a failure of homeostasis?
What interaction is there between the skeletal and muscular systems?
How are human body systems organized?
How do negative and positive feedback mechanisms maintain homeostasis?
Prentice Hall Biology, Chapters 35-40
Videos:
Human Body: Pushing the Limits
Bozeman Science, individual videos on systems as needed
Observe the structure of living things from the role of DNA to the structure of organ systems to infer that structure dictates function.
Understand that components of a system interact, but systems also interact with each other.
Research how cells and organ systems maintain dynamic equilibrium.
HS-LS1-1, HS-LS1-2, HS-LS1-3, LS1.A