Course title
BIOPre-requisite
N/ACourse description
Biology is an inquiry-based course that studies how life is organized into systems and cycles. Topics include: life processes; cell genetics; natural selection and ecology. This course satisfies a science lab requirement for state universities.
Unit One – Scientific Inquiry/ Nature of Life
Scientific inquiry is essential to the understanding the nature of living things
Unit Two – The Cell and its Environment
Exploring the cell; as the basic unit of an organism; and how they interact with their environment to maintain homeostasis.
Unit Three – Cellular Energy & Processes
Investigating the cellular respiration and photosynthesis processes to understand how energy flows through cellular systems.
Unit Four – Molecular Basis of Heredity
Exploring the structure and function of DNA to understand how it controls essential life processes (DNA-> RNA->Protein) and how abnormal functions can lead to disorders or cancer.
Unit Five – Reproduction; Variation & Inheritance
Investigating inheritance of chromosome and how meiosis leads to genetic variation
Unit Six – Natural Selection
Exploring the natural selection concept and how the process drives evolution; creates biodiversity and changes populations over time.
Assessments
Quizzes
Teacher observation
Self reflection
Unit exams
Labs
Major projects
Final Course Assessment
Textbooks/Resources
Biology the Study of Life
Schraer; William D.; and Stoltze; Herbert J. (1993). Biology: The Study of Life. (5th Edition). Prentice Hall ISBN 0-13-085390-9Schraer; William D.; and Stoltze; Herbert J. (1993). Biology: The Study of Life. (5th Edition). Prentice Hall ISBN 0-13-085390-9
Sample Syllabus
Course Outcomes
By the end of this course; students will be able to design; analyze; and communicate findings of scientific investigations related to biology. In addition; students will apply knowledge of biological principals to analyze problems and propose solutions.
Format and Procedures
We will be conducting several lab and group activities in this course; along with reading articles and discussing material in class. You will be expected to take notes during our discussions. In addition; due to the safety issues in biology; you will only be allowed to participate in labs and group activities if all rules and teacher directives are followed.
Course Requirements
1. Use positive references to peers; teacher; and all class work. (Have a Positive Attitude)
2. Be in assigned seat at the beginning of class; (before bell rings).
3. Respect other people’s property as well as your own.
Tentative Topics to be covered
Traits of Living Things
Cells and Cell Processes
Molecular Genetics
Mendelian Genetics
Natural Selection
Ecology
What you will need
1. 1. 3 ring binder; ruled notebook paper- This will be used to hold/take notes; labs; homework and review sheets. (Spiral Paper will not be accepted.)
2. Pencils and Pens- All drawings MUST be done in pencil. (Blue or Black ink only)
Not Required; but helpful….
Colored pencils Metric Ruler
Glue and Scissors Graph Paper
Calculator
***Come prepared every day! Extra Materials will NOT be provided for free!!!***
(Pencils/Pens $0.25 each)
Grading Policy
(for individual assignments)
100-90% A
80-89% B
70-79% C
60-69% D
0-59% F
Make-Up Work ; Assignments + Academic Integrity
The policy established by the Peoria Unified School District Governing Board will be followed.
Late Work will begin at 50% of the value of the assignment. For example; if you were a day late in turning an assignment and had all of the answers correct; you would receive a 50 on that assignment. If you had 80% of the answers correct; you would receive a 40 on the assignment; and so on. If you are absent; it is your responsibility to get your work. A student will have one day for every day absent to make up work.
***any copied work will receive a grade of zero for everyone involved. If you work with a lab partner; make sure your individual responses are in your own words. ***
Plagiarism is NOT tolerated and materials turned in that have been plagiarized will receive a grade of “0” with no ability to redo the assignment!
Homework
Homework will be assigned on a day-to-day basis; depending on what is covered in class each day. Completion of nightly homework is a grade level expectation as well as imperative for your learning of the material presented in class. Homework will consist of long-term projects and work not completed in class. In addition; it is an expectation that students spend time reviewing their notes from class.
General Behavior
All students should behave in a manner that respects the learning; safety; and well-being of others. Student Expectations include (but are not limited to) the following:
1. To sit quietly in assigned seat when bell rings.
2. To listen when the teacher is talking.
3. To put name; date; and class period on all papers.
4. To stay on task during class time.
5. To come prepared to participate.
6. Cell phones are to be put in the charging station at the beginning of every class for attendance.
Synergy Grade book
As we have moved over to Synergy grade online; all parents and students have immediate access to their most current grade in the class. Please use this venue to ensure that your grade is where you want it to be. I will do everything in my power to send weekly emails to those emails that are listed in Synergy. If you are unclear on how this works; please see our front office to answer any questions.
Other
My office hours are Monday – Thursday from 2:20 – 2:50 pm. If you have concerns or questions; please come in and see me for explanations; help with assignments; or to finish up labs. I am here to help you understand the material; so feel free to ask! I typically check my email every evening between 8 and 9 p.m. Students and parents are welcome to use this venue for having questions answered after school hours
BIO-01: Nature of Life
Content
Big Ideas
• All living things have common traits/characteristics. Living things are diverse; but all living things share common physical; genetic; and molecular characteristics; all of which are evidence of common ancestry.
• There are appropriate methods and tools (including laboratory materials; equipment; technology; and electronic resources) to conduct scientific investigations.
• Science involves a particular way of knowing and understand common themes among scientific disciplines.
• There are basic elements and molecules that are required for life.
________________________________________
Essential Questions
• What are the characteristics of life and why are each of these necessary?
• What are proper laboratory practices and how do we remain safe in the laboratory?
• What are some reasons to follow appropriate procedure in a science lab and how does that relate to life or for use outside of the laboratory?
• What are some tools that scientists use and how do they function?
• What are common themes in science and how do scientists investigate and experiment to learn about life?
• What elements and molecules do all living things require and how are they obtained; made; and utilized?
Learning Targets
Learning Target Criteria for Success DOK
S1.C2.PO1
I can demonstrate safe and ethical procedures and behavior in the science laboratory.
• S1.C2.PO1 - Students will effectively determine; demonstrate and follow protocol.
• S1.C2.PO1 - Students will recognize unsafe procedures and avoid accidents in the laboratory
2
S4.C5.PO5
I can describe the levels of organization of living things from cells; through tissues; organs; organ systems; organisms; populations; and communities to ecosystems.
•S4.C5.PO5- Students will be able to differentiate the levels of organization within an organism.
2
S4.C5.PO2
I can describe the role of organic and inorganic molecules and understand why they are important to living things.
•S4.C4.PO2- Students will compare and contrast the different characteristics of organic compounds used by living things
•S4.C4.PO2- Students will differentiate the primary functions of organic molecules in living things.
2
________________________________________
Supporting Standards
Priority Standard Pre-Requisite / Supporting Standard
S2C2PO2 Explain the process by which accepted ideas are challenged or extended by innovation.
________________________________________
Key Vocabulary
Amino Acid; ATP; Carbohydrates; Cell; Energy; Growth; Homeostasis; Inorganic; Lipids; Matter; Metabolism; Microscope; Molecules; Nucleic Acid; Organ; Organ System; Organelle; Organic; Organism; Organization; Proteins; Reproduction; Response; Safety; Stimulus; Tissue; Water
________________________________________
Instructional Strategies/Suggestions
1. Lab Safety Lesson and Quiz
a. Teachers can teach any safety lesson they would like; as long as the quiz and safety contract are current from the PUSD portal.
i. The information from the portal will cover all lab scenarios. The information that should be covered should be focused on the relevant aspects of the particular labs that students will be covering in the course.
b. Students are required to receive a 100% on the safety quiz prior to being able to sit for any future labs in class.
i. There should be signature sheets and quizzes; on file; that demonstrate that students have covered the information and are proficient in the information. By reviewing the informatioN/Answers for the quiz; students will be insured to score 100%.
2. Purpose of required Lab: Pond Water Lab OR You be the Farmer
a. The purpose of this lab is for students to build on the understanding of following experimental protocols and to learn how to use microscopes. In addition; they will relate the information they have learned about the traits of life back to the life they observe in the pond water. They will be able to determine where life comes from with this lab and understand the variables and constants involved in this lab. They will also be able to observe micro- and macrobiotic organisms. The observations in this lab can also be related back to the organization of life.
3. Levels of organization
a. Atom – molecules – organelles – cells – tissue – organ – organ system - organisms (population) – community – ecosystem – biome – biosphere
i. Students should be able identify the different levels of organization of life (specifically; molecules to organism) and be able to classify different scenarios into the appropriate level. Students should also be able to relate this concept to the traits of life and that all living things have levels of organization.
4. Organic Molecules: Molecule of Living Things
a. Build and draw carbohydrates; Lipids; Proteins; Nucleic Acids
i. Students should understand the basic chemical structures of the 4 molecules of living things and how they are differentiated from one another.
b. Identify the basic building blocks and functions of each in life
i. Students should understand the basic uses of each of the 4 organic molecules and understand how they relate to the living things. They should understand the basic uses of each molecule by living things (i.e. carbohydrates are primarily used as an energy source) and why it’s important for living things to get each of these nutrients (i.e. proteins are necessary for building tissue).
5. Traits of life
a. made of cells; grow and develop; reproduce with own energy; respond to stimuli; metabolism (chemical)
i. Students should know the five characteristics of living things (of life). They should also be able to classify different scenarios using the appropriate traits of life. Students should also understand that; to be considered a living thing; organisms must possess all five traits (i.e. understanding that viruses are not considered living because they don’t possess all five traits).
b. Traits of Life Activity – required activity for students
i. Students will use this activity to apply their understanding of the traits of life. They will also use this activity to reinforce their understanding of observations and inferences. They will make detailed observations and infer the appropriate trait(s) of life/living things that are being displayed by the specimens from the lab.
6. Tools of the Scientist (microscopes)
a. Microscope parts and use.
i. Students will be able to effectively use a microscope and understand the basic working parts. Students should also be able to make a wet slide.
b. Electronic balance if available
i. Students should be able to effectively use an electronic balance and understand how to “zero out” the balance. They should also understand that this is the appropriate tool for determining the mass of an object.
7. Practice Process Skills
a. Conduct lab for a review of the science process skills
i. Students will complete each of the activities in the unit to apply deductive reasoning using process skills to use the information from this unit developing appropriate conclusions with justifications within their learning.
b. Use Pond Water Lab or You be the Farmer (one of the two is required).
c. This lab will reinforce appropriate lab techniques for students to build upon in subsequent units of study.
Student Possible Misconceptions
• Some students don't understand the hierarchy of life in that organs are made up of different tissues. Under that classification system; organs don't have to be within the organism but rather made up of more than one tissue.
• Students believe that protein is used for energy and not carbohydrates as the primary energy source.
• Students believe that living things are determined by having only one or a few traits of life rather than mandating having all 5 traits of life.
• Students believe that viruses are alive but they are not since they are not made of cells and they do not use their own energy; but they use the hosts energy instead.
Aligned Standards
Arizona State Science Standards
• 1: Inquiry Process
o 1.2: Design and conduct controlled investigations.
ÔÇß 1.2.PO 1: Demonstrate safe and ethical procedures (e.g.; use and care of technology; materials; organisms) and behavior in all science inquiry.
• 4: Life Science
o 4.5: (Including Human Systems) Understand the organization of living systems; and the role of energy within those systems.
ÔÇß 4.5.PO 2: Describe the role of organic and inorganic chemicals (e.g.; carbohydrates; proteins; lipids; nucleic acids; water; ATP) important to living things.
ÔÇß 4.5.PO 5: Describe the levels of organization of living things from cells; through tissues; organs; organ systems; organisms; populations; and communities to ecosystems.
BIO-02: The Cell and Its Environment
Content
Big Ideas
• The cell is the basic unit of structure and function for life.
• Growth; reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments.
• Water is essential for life.
Essential Questions
• What is a cell and how do the organelle structures relate to life functions of the cell?
• What is homeostasis and its purpose and how do living things maintain it?
• What is the importance of water and how do organisms use water to maintain life?
Learning Targets
Learning Target Criteria for Success DOK
S4.C1.PO2
I can compare prokaryotic and eukaryotic cells and their cellular components. · S4.C1.PO2 Students will compare and contrast prokaryotic and eukaryotic cells and components.
· S4.C1.PO2 Students will classify and distinguish between plant and animal cells. 2
S4.C1.PO3
I can explain the importance of water to cells.
· S4.C1.PO3 Students will explain the characteristics of water as it relates to life.
· S4.C1.PO3 Students will infer the movement of water in relation to a cell's environment as it maintains homeostasis 3
S4.C1.PO4
I can analyze mechanisms of transport of materials into and out of cells: passive transport and active transport.
· S4.C1.PO4 Students will differentiate between passive and active transport.
· S4.C1.PO4 Students will predict the outcomes of different osmotic environments.
· S4.C1.PO4 Students will recognize and analyze the effects of different solute concentrations on diffusion. 3
________________________________________
Supporting Standards
Priority Standard Pre-Requisite / Supporting Standard
S4C5 PO2 Describe the role of organic and inorganic chemial (eg. carbohydrates; proteins; lipids; nueleic acids; water; ATP) important to living things.
________________________________________
Key Vocabulary
Active Transport; Animal; Cell; Cell Membrane; Cell Wall; Centrioles; Chloroplast; Concentration Gradient; Cytoplasm; Diffusion; DNA; Endoplasmic Reticulum; Equilibrium; Eukaryotic; Golgi Apparatus (Bodies); Homeostasis; Hypertonic; Hypotonic; Isotonic; Lysosome; Mitochondria; Nuclear Membrane; Nuclear Pore; Nucleolus; Nucleus; Organelle; Osmosis; Passive Transport; Plant; Prokaryotic; Ribosome; Solute; Solution; Solvent; Vacuole
________________________________________
Instructional Strategies/Suggestions
1. Prokaryotic and Eukaryotic
a. Prokaryotic cells do not have a nucleus or membrane bound organelles. Whereas; eukaryotic cells do. Both have DNA.
i. Students will be able to differentiate between the 2 types of cells and understand the types of cells plants and animals have. Students will also understand how the complexity of the eukaryotic cells relates to the evolution of living things.
2. Plant and Animal Differences
a. Plant cells have cell wall; chloroplasts; rectangular shape and large central vacuole. Animal cells have centrioles and a circular shape.
i. Students should be able to distinguish between plant and animal cells based on either the shape and/or structure. Students should be able to identify the structures that differentiate plants from animal cells. Students will understand how these differences relate to the lifestyles of these living things (i.e. plants have cell walls because they don’t have any sort of skeletal system for support).
3. Organelle structure and function
a. Nucleus; cell membrane; cell wall; centrioles; mitochondria; endoplasmic reticulum; golgi apparatus; lysosome; nuclear membrane; nuclear pore; chloroplast; nucleolus; ribosomes
b. Students should be able to identify the organelles; their names and functions. Students should also understand how these organelles relate to each other and how they work together to maintain homeostasis within the cell.
4. Passive and Active Transport
a. Diffusion is the passive movement of molecules from a high to low concentration.
i. Students should understand that passive transport within cell uses no energy from the cell and moves along the concentration gradient (high to low). Students should also know that the cell’s environment determines this movement and that the cell cannot control it. As a result; student should be aware of the benefits and disadvantages of this type of transport and how it relates/affects homeostasis for the cell. Students should also understand that the type of transport that occurs with the cell normally relates to the size of the molecule that is being moved (i.e. diffusion occurs with small molecules like water; oxygen; carbon dioxide; etc.)
b. Osmosis (diffusion of water): hypertonic; hypotonic and isotonic. Diffusion Through a Membrane lab.
i. Students should understand that osmosis is a type of passive transport that only refers to the movement of water. Students should also understand that the different osmotic environments are determined by the amount of solutes outside of the cell and will affect the movement of water (in or out of the cell). Students should also be able to identify the kind of osmotic environment a cell is in; based off the solute concentration (tonicity) and predict how the mass of the cell will be affected. Students should also understand that the water within the cell is the major determination of a cell’s mass.
1. Egg Lab or Potato lab (Osmosis and the Shipwrecked Sailor)
a. Students will use either lab as a means for predicting mass change; based on the given environment. Students will understand the concept of semi-permeability and how the eggs and/or potato cells act in the same manner cells do in an attempt to maintain homeostasis. Students will also be able to use the mass changes that occur in each lab to predict to solute concentration with each “cell” (i.e. if a given solute concentration has no mass change; the solute concentration in and out of the “cell” are balanced).
c. Active requires energy for transport.
d. Student need to understand that the active transport occurs for the cells to move relatively large molecules that the cell needs. Students need to know that this type of transport requires the cell to expend energy. As a result; there are given advantages and disadvantages of active transport for the cell. Students should understand the basic mode (transport proteins) that facilitate this type of transport for the cell. Student will understand that this type of transport is not affected by the concentration gradient and can move material against it (moving from low to high).
Student Possible Misconceptions
• Students believe that eukaryotic cells are animal cells and prokaryotic cells are plant cells rather than knowing that both plant and animal cells are eukaryotic.
• Students believe that only eukaryotic cells contain DNA rather than understanding that both eukaryotic and prokaryotic cells contain DNA.
• Students believe that tonicity is about the water movement rather than the solute concentration.
Aligned Standards
Arizona State Science Standards
• 4: Life Science
o 4.1: Understand the role of the cell and cellular processes.
ÔÇß 4.1.PO 2: Compare the form and function of prokaryotic and eukaryotic cells and their cellular components.
ÔÇß 4.1.PO 3: Explain the importance of water to cells.
ÔÇß 4.1.PO 4: Analyze mechanisms of transport of materials (e.g.; water; ions; macromolecules) into and out of cells:
ÔÇß 4.1.PO 4.a: passive transport
ÔÇß 4.1.PO 4.b: active transport
BIO-03: Cellular Energy and Processes
Content
Big Ideas
• Photosynthesis and cellular respiration are the biochemical processes by which most organisms obtain and use energy.
Essential Questions
• Where does the energy for life come from and how is this energy transferred?
• How do all living things release energy; from organic molecules; for cellular functions?
Learning Targets
Learning Target Criteria for Success DOK
S4.C5.PO1
I can compare the processes of photosynthesis and cellular respiration in terms of energy flow; reactants; and products. · S4.C5.PO1 Students will compare photosynthesis and cellular
respiration.
· S4.C5.PO1 Students will explain energy flow.
· S4.C5.PO1 Students will predict the outcomes when availability of
reactants changes.
· S4.C5.PO1 Students will attribute the interdependence between
photosynthesis and respiration to the reactants and products. Level 3
S4.C1.PO1 I can describe the role of energy in cellular growth. · S4.C1.PO1 Students will explain the need for ATP and where it comes
from. Level 2
S4C1PO3 Explain the importance of water to cells.
S4C5PO3 Diagram the following biogeochemical cycles in an ecosystem: water; carbon; and nitrogen
________________________________________
Key Vocabulary
ADP; Aerobic; Anaerobic; ATP; Carbon Dioxide; Chlorophyll; Chloroplast; Enzyme; Glucose; Lactic Acid; Mitochondria; Oxygen; Photosynthesis; Product; Radiant Energy; Reactant; Respiration; Water; Fermentation
________________________________________
Instructional Strategies/Suggestions
1. Photosynthesis
a. Students should understand that photosynthesis occurs in the leaves of plants (and other green photosynthetic organisms). It requires water and carbon dioxide and makes sugar (glucose) and oxygen. They should also understand that the process requires a source of radiant energy and that; ultimately; all living things rely on the sun for this process to occur.
i. Reactants/Products
1. Students should know the reactants and products for the reaction to occur. They should know the chemical equation for the reaction (not balanced) and the necessary conditions for the reaction to occur. They should understand that the reaction occurs with chlorophyll in the chloroplasts of photosynthetic organisms.
2. Cellular Respiration
a. Reactants/Products
i. Students should know the reactants and products for the reaction to occur. They should know the chemical equation for the reaction (not balanced) and the necessary conditions for the reaction to occur. They should understand that the reaction occurs within the mitochondria of plants and animals. They should also know the purpose of the reaction and that all living things perform some form of cellular respirations.
ii. Factors Affecting
1. Students should understand that the process is limited by the amount of glucose and other reactants (depending on the type of respiration). Students should also be aware of the necessary conditions for the different forms of respiration that can limit the amount of ATP produced (i.e. enzymes; temperature).
2. Cellular Respiration Lab
a. Students will be able to manipulate different factors to adjust the amount of energy (ATP) that is produced. Students should be able to predict the outcomes of their investigation (i.e. activity increases the heart rate which increases the amount of oxygen provided to the cell to create ATP through the reaction).
b. Aerobic/Anaerobic
i. Students should understand the major differences between aerobic and anaerobic respiration. Students should know the reactants and products of the different versions of anaerobic respiration and that all versions break down glucose to create ATP. They should be able to identify what organisms utilize the different modalities and when they would use them (i.e. humans perform anaerobically during oxygen deprivation). They should understand the advantages and disadvantages of the different modes and that organisms don’t choose either one. Rather; it is part of the adaptive nature of different organisms.
3. When developing a model of the biochemical pathway between Photosynthesis and Respiration focus on the relationship of the products and reactants.
a. Students should understand how the products and reactants of the 2 reactions compare to each other and realize the cycling of carbon that occurs between them. They should also understand that the sun (ultimately) drives the system by storing its radiant energy in the form of stored chemical energy (glucose) to be used by living things.
Student Possible Misconceptions
• Students believe that plants only go through photosynthesis and not both photosynthesis and cellular respiration.
• Students believe that glucose is only broken aerobically and don't understand that all forms of respiration break down glucose.
• Students believe that all ATP production takes place in the mitochondria rather than understanding that ATP production occurs in the mitochondria as well as the cytoplasm.
Aligned Standards
Arizona State Science Standards
• 4: Life Science
o 4.1: Understand the role of the cell and cellular processes.
ÔÇß 4.1.PO 1: Describe the role of energy in cellular growth; development; and repair.
o 4.5: (Including Human Systems) Understand the organization of living systems; and the role of energy within those systems.
ÔÇß 4.5.PO 1: Compare the processes of photosynthesis and cellular respiration in terms of energy flow; reactants; and products.
BIO-04: Molecular Basis of Heredity
Content
Big Ideas
• All living things have mechanisms by which they grow; develop; repair and reproduce.
• Cancer results from abnormal cell division.
• Living systems store; retrieve; transmit and respond to information essential to life processes.
• DNA -> RNA -> Proteins.
Essential Questions
• What is the purpose; process and result of cellular division (mitosis)? Why do organisms need to undergo cellular division?
• What are causes of mutations during cellular division? Why is the cell so susceptible to environmental mutagens during the cell cycle? What causes cancer and why
School Country
United StatesSchool state
ArizonaSchool city
GlendaleSchool Address
6330 West Thunderbird RoadSchool zip code
85306Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LBIO
- Biology