Biology - BHS Curriculum Map

Curriculum Map - Beverly High School - Science Department - Biology

Topic: Introduction to Biology

Stage 1 Desired Results
ESTABLISHED GOALS Biology as the scientific study of life Characteristics of life Review of scientific method Graphing, data tables
Standards
Students will be able to independently use their learning to… LS-Inquiry: Asking questions and defining problems. Developing and carrying out investigations. Analyzing and interpreting data. Communicating evidence.
Meaning

ESSENTIAL QUESTIONS What characteristics do all living organisms share? How is data collected and analyzed during a scientific investigation?
Acquisition

Students will be skilled at… Designing and conducting a scientific experiment Collecting and analyzing data Creating data tables and graphs Identifying characteristics that all living organisms share
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Summatives	PERFORMANCE TASK(S): Unit Test, Vocabulary Quizzes, Lab Report Conclusions
Formatives	OTHER EVIDENCE: Class labs/activities, online simulations, skill sheets, chapter reading guides, review sheets
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Lecture notes Modeling activities/demos Review of Scientific Method and lab safety procedures Review of making data tables and graphs Inquiry labs/activities: scientific method, characteristics of life activity

Topic: Taxonomy

Stage 1 Desired Results
ESTABLISHED GOALS Review of key cellular terms to describe the six kingdoms Hierarchical classification system Distinguish between viruses and bacteria
Standards
Students will be able to independently use their learning to… HS-LS4-4: Research and communicate information about key features of viruses and bacteria to explain their ability to adapt and reproduce in a wide variety of environments.
Meaning

ESSENTIAL QUESTIONS How are living organisms classified? How do you distinguish between the six kingdoms? How does the structure of virus differ from prokaryotic and eukaryotic organisms?
Acquisition

Students will be skilled at… Distinguishing between viruses, prokaryotes, and eukaryotes Identifying kingdoms based upon descriptive characteristics Discussing the reproductive rates of viruses and bacteria that result in high rates of mutation and rapid adaptation
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Summatives	PERFORMANCE TASK(S): Unit Test, Vocabulary Quizzes, Lab Report Conclusions
Formatives	OTHER EVIDENCE: Class labs/activities, online simulations, skill sheets, chapter reading guides, review sheets
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Lecture notes Modeling activities/demos Inquiry labs/activities: Kingdom classification, bacteria lab 6 kingdom graphic organizer

Topic: Biochemistry

Stage 1 Desired Results
ESTABLISHED GOALS Identification of the 6 most abundant elements in living things Structure and Function of the 4 major categories of organic molecules Role of enzymes (factors that affect enzymes: pH, temperature)
Standards
Students will be able to independently use their learning to… HS-LS1-6: Construct an explanation based on evidence that organic molecules are primarily composed of six elements, where carbon, hydrogen, and oxygen atoms may combine with nitrogen, sulfur, and phosphorus to form monomers that can further combine to form large carbon-based macromolecules
Meaning

ESSENTIAL QUESTIONS What are the structures and functions of the four major organic molecules and how are they metabolized by living organisms? What are the effect of pH and temperature on the structure and functions of enzymes?
Acquisition

Students will be skilled at… Identifying the 6 most abundant elements in living organisms Describing the structure and function of the four organic macromolecules in Biology (carbohydrates, lipids, proteins, and nucleic acids) Describing the structure and function of enzymes and the role that temperature and pH play in enzyme reactions
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Summatives	PERFORMANCE TASK(S): Unit Test, Vocabulary Quizzes, Lab Report Conclusions
Formatives	OTHER EVIDENCE: Class labs/activities, online simulations, skill sheets, chapter reading guides, review sheets
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Lecture notes Modeling activities/demos Inquiry labs/activities: Nutrition Lab, Enzyme Lab, pH Lab Concept maps

Cells & Cell Transport

Stage 1 Desired Results
ESTABLISHED GOALS Relate Cell parts and organelles to their function Compare prokaryotic and eukaryotic cells Distinguish between Passive and Active Transport across the cell membrane
Standards
Students will be able to independently use their learning to… HS-LS1-3: Provide evidence that homeostasis maintains internal body conditions through both body-wide feedback mechanisms and small-scale cellular processes. Cellular responses: passive and active transport; lysosomes
Meaning

ESSENTIAL QUESTIONS What are the structures and functions of both prokaryotic and eukaryotic cells and their organelles? What are the mechanisms that cells use to control the movement of substances across the membrane?
Acquisition

Students will be skilled at… Identifying cell structures and their functions in both prokaryotic and eukaryotic cells Describing the different modes of active and passive transport
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Summatives	PERFORMANCE TASK(S): Unit Test, Vocabulary Quizzes, Lab Report Conclusions
Formatives	OTHER EVIDENCE: Class labs/activities, online simulations, skill sheets, chapter reading guides, review sheets
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Lecture notes Modeling activities/demos Inquiry labs/activities: microscope lab, osmosis lab Concept maps

Topic: Photosynthesis & Cellular Respiration

Stage 1 Desired Results
ESTABLISHED GOALS What are the reactants and products of both photosynthesis and cellular respiration? How are these energy-conversion reactions related?
Standards
Students will be able to independently use their learning to… HS-LS1-5: Use a model to illustrate how photosynthesis uses light energy to transform water and carbon dioxide into oxygen and chemical energy stored in the bonds of sugars and other carbohydrates. HS-LS1-7: Use a model to illustrate that aerobic cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and new bonds form, resulting in new compounds and a net transfer of energy.
Meaning

ESSENTIAL QUESTIONS How do the processes of cellular respiration and photosynthesis relate to each other? What is the role of ATP in living organisms?
Acquisition

Students will be skilled at… Identifying the reactants and products of photosynthesis and cellular respiration Describing the relationship between photosynthesis and cellular respiration Discussing the role of ATP in these reactions
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Summatives	PERFORMANCE TASK(S): Unit Test, Vocabulary Quizzes, Lab Report Conclusions
Formatives	OTHER EVIDENCE: Class labs/activities, online simulations, skill sheets, chapter reading guides, review sheets
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Lecture notes Modeling activities/demos Inquiry labs/activities: Carbon dioxide lab, Cell Respiration in plants (boiled seeds); Photosynthesis labs: Gas Exchange (mealworms vs baby spinach); Concept maps

Topic: Cell Division

Stage 1 Desired Results
ESTABLISHED GOALS Describe the components of the cell cycle Explain how mitosis produces identical daughter cells Explain how meiosis produces genetically distinct daughter cells
Standards
Students will be able to independently use their learning to… HS-LS1-4: Construct an explanation using evidence for why the cell cycle is necessary for the growth, maintenance, and repair of multicellular organisms. Model the major events of the cell cycle, including (a) cell growth and DNA replication, (b) separation of chromosomes (mitosis), and (c) separation of cell contents. HS-LS3-1: Develop and use a model to show how DNA in the form of chromosomes is passed from parents to offspring through the processes of meiosis and fertilization in sexual reproduction. HS-LS3-2: Make and defend a claim based on evidence that genetic variations (alleles) may result from (a) new genetic combinations via the processes of crossing over and random segregation of chromosomes during meiosis, (b) mutations that occur during replication, and/or (c) mutations caused by environmental factors. Recognize that mutations that occur in gametes can be passed to offspring.
Meaning

ESSENTIAL QUESTIONS Why is the cell cycle necessary for growth and repair of multicellular organisms? How does mitosis produce two identical daughter cells? How does meiosis produce genetically unique daughter cells for sexual reproduction?
Acquisition

Students will be skilled at… Comparing and contrasting the purpose and the products of mitosis and meiosis
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Summatives	PERFORMANCE TASK(S): Unit Test, Vocabulary Quizzes, Lab Report Conclusions
Formatives	OTHER EVIDENCE: Class labs/activities, online simulations, skill sheets, chapter reading guides, review sheets
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Lecture notes Modeling activities/demos Inquiry labs/activities: microscopes/virtual onion cells; online animations; practice putting cells in order Concept maps

Topic: Molecular Genetics (DNA Replication & Protein Synthesis)

Stage 1 Desired Results
ESTABLISHED GOALS Describe the DNA structure and function Explain how DNA is replicated Explain the processes of transcription and translation as they relate to protein synthesis Model how changes in DNA results in genetic mutations
Standards
Students will be able to independently use their learning to… HS-LS1-1: Construct a model of transcription and translation to explain the roles of DNA and RNA that code for proteins that regulate and carry out essential functions of life. HS-LS1-4: Model DNA replication HS-LS3-2: Make and defend a claim based on evidence that mutations that occur during replication, and/or mutations caused by environmental factors.
Meaning

ESSENTIAL QUESTIONS What is the importance of complementary base pairing in the replication of DNA and protein synthesis?
Acquisition

Students will be skilled at… Base pairing DNA for replication Decoding DNA to mRNA to Polypeptide (including results of changes to the base pairs of DNA)
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Summatives	PERFORMANCE TASK(S): Unit Test, Vocabulary Quizzes, Lab Report Conclusions
Formatives	OTHER EVIDENCE: Class labs/activities, online simulations, skill sheets, chapter reading guides, review sheets
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Lecture notes Modeling activities/demos Inquiry labs/activities: DNA K’Nex, The Role of RNA, on board magnets; DNA extraction Concept maps

Topic: Genetics

Stage 1 Desired Results
ESTABLISHED GOALS Use Punnett Squares to demonstrate Mendelian inheritance patterns (dominance) Determine probabilities of genotypes and phenotypes Distinguish between various modes of inheritance (polygenic, multiple alleles, codominance,, incomplete dominance, sex-linked, environmental factors) Human heredity and genetic disorders Sickle-cell & Malaria
Standards
Students will be able to independently use their learning to… HS-LS3-2: Make and defend a claim based on evidence that genetic variations (alleles) may result from (a) new genetic combinations via the processes of crossing over and random segregation of chromosomes during meiosis, (b) mutations that occur during replication, and/or (c) mutations caused by environmental factors. Recognize that mutations that occur in gametes can be passed to offspring. HS-LS3-3: Apply concepts of probability to represent possible genotype and phenotype combinations in offspring caused by different types of Mendelian inheritance patterns. HS-LS3-4(MA): Use scientific information to illustrate that many traits of individuals, and the presence of specific alleles in a population, are due to interactions of genetic factors and environmental factors
Meaning

ESSENTIAL QUESTIONS How do the Mendelian laws relate to the principles of inheritance?
Acquisition

Students will be skilled at… Using Punnett Squares, to predict the outcomes of genetic crosses Identifying the patterns of genetic inheritance
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Summatives	PERFORMANCE TASK(S): Unit Test, Vocabulary Quizzes, Lab Report Conclusions
Formatives	OTHER EVIDENCE: Class labs/activities, online simulations, skill sheets, chapter reading guides, review sheets
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Lecture notes Modeling activities/demos Inquiry labs/activities: human traits activity, pedigrees, practice with Punnett Squares, karyotype analysis Concept maps

Topic: Evolution

Stage 1 Desired Results
ESTABLISHED GOALS Evolutionary Process Evidence for evolution Natural Selection and biodiversity Genetic basis for evolution
Standards
Students will be able to independently use their learning to… HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence, including molecular, anatomical, and developmental similarities inherited from a common ancestor (homologies), seen through fossils and laboratory and field observations. HS-LS4-2: Construct an explanation based on evidence that Darwin’s theory of evolution by natural selection occurs in a population when the following conditions are met: (a) more offspring are produced than can be supported by the environment, (b) there is heritable variation among individuals, and (c) some of these variations lead to differential fitness among individuals as some individuals are better able to compete for limited resources than others. HS-LS4-5:Evaluate models that demonstrate how changes in an environment may result in the evolution of a population of a given species, the emergence of new species over generations, or the extinction of other species due to the processes of genetic drift, gene flow, mutation, and natural selection.
Meaning

ESSENTIAL QUESTIONS How does natural selection lead to biodiversity?
Acquisition

Students will be skilled at… Explaining and analyzing evidence for the Theory of Evolution due to Natural Selection Discussing factors that lead to speciation and biodiversity (including genetic variations and adaptations) Explaining how the high rate of mutations in bacteria and viruses increases resistance
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Summatives	PERFORMANCE TASK(S): Unit Test, Vocabulary Quizzes, Lab Report Conclusions
Formatives	OTHER EVIDENCE: Class labs/activities, online simulations, skill sheets, chapter reading guides, review sheets
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Lecture notes Modeling activities/demos Inquiry labs/activities: Natural Selection online activities, thumbs up, evolve from water to land, evidence of evolution Concept maps

Topic: Ecology

Stage 1 Desired Results
ESTABLISHED GOALS Ecology Populations Biodiversity Food Webs and Chains and Energy Flow Nutrient Cycles Human Impacts on the Environment
Standards
Students will be able to independently use their learning to… HS-LS2-1:Analyze data sets to support explanations that biotic and abiotic factors affect ecosystem carrying capacity. HS-LS2-2: Use mathematical representations to support explanations that biotic and abiotic factors affect biodiversity, including genetic diversity within a population and species diversity within an ecosystem. HS-LS2-4: Use a mathematical model to describe the transfer of energy from one trophic level to another. Explain how the inefficiency of energy transfer between trophic levels affects the relative number of organisms that can be supported at each trophic level and necessitates a constant input of energy from sunlight or inorganic compounds from the environment. HS-LS2-5: Use a model that illustrates the roles of photosynthesis, cellular respiration, decomposition, and combustion to explain the cycling of carbon in its various forms among the biosphere, atmosphere, hydrosphere, and geosphere. HS-LS2-6: Analyze data to show ecosystems tend to maintain relatively consistent numbers and types of organisms even when small changes in conditions occur but that extreme fluctuations in conditions may result in a new ecosystem. Construct an argument supported by evidence that ecosystems with greater biodiversity tend to have greater resistance to change and resilience. HS-LS2-7: Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.
Meaning

ESSENTIAL QUESTIONS How does energy and matter flow through an ecosystem? What are the impacts of human activities on biodiversity?
Acquisition

Students will be skilled at… Modeling the flow of energy through an ecosystem Analyzing changes in populations due to interactions between organisms, the environment, and humans Identifying the effects of human activity on the Earth and strategize possible solutions
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Summatives	PERFORMANCE TASK(S): Unit Test, Vocabulary Quizzes, Lab Report Conclusions
Formatives	OTHER EVIDENCE: Class labs/activities, online simulations, skill sheets, chapter reading guides, review sheets
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Lecture notes Modeling activities/demos Inquiry labs/activities: food chains/webs/pyramids, Human Impact on the Environment Project; analyzing populations data and graphs, trophic cascades Concept maps

Topic: Human Body Systems

Stage 1 Desired Results
ESTABLISHED GOALS Anatomy and Physiology Nervous System Digestive System Blood and Circulatory System Respiratory System
Standards
Students will be able to independently use their learning to… HS-LS1-2: Develop and use a model to illustrate the key functions of animal body systems, including (a) food digestion, nutrient uptake, and transport through the body; (b) exchange of oxygen and carbon dioxide; (c) removal of wastes; and (d) regulation of body processes. HS-LS1-3: Provide evidence that homeostasis maintains internal body conditions through both body-wide feedback mechanisms and small-scale cellular processes.
Meaning

ESSENTIAL QUESTIONS How does the structure and function of organ systems allow for the maintenance of homeostasis?
Acquisition

Students will be skilled at… Identify and explain the functions of the major organ systems of the human body as they relate to homeostasis
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Summatives	PERFORMANCE TASK(S): Unit Test, Vocabulary Quizzes, Lab Report Conclusions
Formatives	OTHER EVIDENCE: Class labs/activities, online simulations, skill sheets, chapter reading guides, review sheets
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Lecture notes Modeling activities/demos Inquiry labs/activities: torsos, puzzles, coloring packets, iBooks, purpose games, digestion yarn lab, animations Concept maps