Course title

LSC Bio

Pre-requisite

N/A

Course description

Biology is an inquiry-based course that studies how life is organized into systems and cycles. Topics include: life processes; cells; genetics; evolution and ecology. This course satisfies the science lab requirement for state universities.

Course Sequence: (in chart form)
IU 1 Energy; Matter; and Organization: Relationships in Living Systems
IU Organic and Inorganic Chemicals
IU 3 Homeostasis: Equilibrium in Living Systems
IU 4 Continuity: Genetic Basis of Variation
IU 5 Continuity: Reproduction and Inheritance of Living Systems
IU 6 Evolution: Patterns and Productions of Change in Living Systems

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 0-13-085390-9

Syllabus:

Course Description:
Biology is an inquiry-based course that studies how life is organized into systems and cycles. Topics include: life processes; cells; genetics; evolution and ecology. This course satisfies the science lab requirement for state universities.

Units: Concepts:
1. Energy; Matter; and Organization: Relationships in Living Systems Energy flows / Populations / Sustainability
2. Organic & Inorganic Chemicals
3. Homeostasis: Equilibrium in Living Systems Elements & Molecules/ Photosynthesis/ Cellular Respiration
Cell organelles / Homeostasis / Osmosis
4. Continuity: Genetic Basis of Variation DNA / Technology / Mitosis
5. Continuity: Reproduction and Inheritance of Living Systems Inheritance patterns / Mutations / Meiosis
6. Evolution: Patterns & Productions of Change in Living Systems Natural Selection / Adaptations / Fossils

COURSE GRADING: COURSE BREAKDOWN:
A = 90% - 100% 50% Aligned Checks – Quizzes; bellwork; homework;
worksheets; lab activities; etc.
B = 80% - 89% 30% Major Assessments / Projects – Culminating Lab Activity/Project
C = 70% - 79% 20% Course Assessment
D = 60% - 69%
F = 0% - 59%
*You must receive 70% or better for this course to get your lab science credit.

Grading Rules:
Aligned Checks: A majority of the tasks for this course are graded under the category called aligned checks in the grade book. This category comprises 50% of the students overall grade. In this category; you will find quizzes; lab activities; and homework/classwork.
- Quizzes: Quizzes are worth between 10 – 30 points depending on the complexity of the quiz. Quizzes will be given periodically to make sure you are keeping up with the material.
- Homework and Class work: Homework and class work are worth between 5 – 30 points depending on the complexity of the assignment. Keep completed homework as a section in your class notebook.
Tests; Major Projects; Formal Labs: This is part of aligned checks.
- Exams are worth 100 points and will be given at the end of each unit; as a mid-term in the middle of the semester; and at the end of the semester. Exams will be given at the beginning of the class period and you will have as much time as needed to complete the exam.
- Unit Labs: Unit labs are worth between 20 – 50 points depending on the complexity of the lab. We will be doing one to two labs per unit. If a report is incomplete then it may be returned for correction before it is graded. During lab; safety is paramount. I will go into detail on lab safety and provide a safety agreement.
- Each unit will have an assigned unit project worth up to 50 points depending on the complexity of the project.
Culminating Lab Activity/Major Project: By the end of the course; you will have a culminating lab activity that is worth 30% of the total grade.
Course Assessment: At the end of the course; you will have a comprehensive final that is worth 20% of the total course grade. As with just about every other class on this campus; there will be a course assessment for this class. The course assessment will test that you have grasped the key concepts of this class.
Make – Up Work:
Work missed due to absences or tardies may be made up as follows:
ÔÇß You have one day for every day absent to make-up your work
ÔÇß See teacher for dates and times to make-up tests or quizzes
ÔÇß Upon returning to class it is your responsibility to find out what you have missed.
Late Work:
The grading; make-up work; and late work policies listed follow the PUSD guidelines. If you are struggling in any way; please see me immediately. Do not lag behind because you are confused. I am here to facilitate learning and want you to let me know if you have a question or concern.

Guidelines for Success: All actions and work must be school appropriate. In order to achieve our goals we need to work together; students are expected to…
1. Come to class ON TIME; sit in assigned seat and be prepared to with a pencil and paper. Late students (not in their seat when the final bell rings) will be sent to SWEEP.
2. Keep hands; feet; and objects to yourself. Physical contact can escalate into more serious behavior.
3. Respect room; self; supplies and others. Positive references to peers; teachers and work.
4. Follow directions; use time wisely; and be prepared to share.
5. Use only supplies for which you have permission and return them to their proper place.
6. Clean up all work and work spaces at the end of each class.
7. Follow ALL school rules (attendance; tardiness; dress code; electronic devices). The School Handbook is the guide for ALL school policies; practices and procedures.
8. No food or drink (except water) in the classroom.
9. All hats must be removed when entering the classroom.
10. Safety rules will be introduced throughout the course.
If a student CHOOSES to behave inappropriately; consequences may be administered in the following order; depending on the severity of the behavior.
1. Verbal warning
2. Moving student to another area to work quietly
3. Lunch detention
4. Student sent to the office with Administrative referral and phone call home to parents

Academic Honesty and Integrity:
In academics; cheating of any kind is strongly forbidden. You are responsible for doing all of your own work unless I specifically say that an assignment can be done with a partner or a group. Cheating will be dealt with on a case-to-case basis; but you can be assured that if you are caught cheating there will be a penalty.
Along the same lines; plagiarism is strongly forbidden. If you use information from an outside source; such as a magazine; the Internet; a book; etc.; you will be required to cite the source. Again; cheating and plagiarism of any type will not be tolerated in this classroom and will be dealt with in a very serious manner.
Cell Phones:
Cell phones; upon entering the classroom; will be turned off and put in a specified location. There they will remain until instruction is done for the day. During class time; students cannot take their cellphones to the restroom or any other location on campus unless directed to by another teacher or administrator. Students found using their cellphones for any reason during class will immediately have their phones confiscated for the remainder of the class period. If there is a second offense in the semester; their cellphone will be confiscated and turned over to the front office where students can pick it up at the end of the day.
The following is the Governing Board Policy on the use of electronic devices at school:
Student Personal Electronic/Communication Devices
Unless authorized by staff for a specific school activity; students’ personal electronic/communication devices such as radios; recorder/players; CD/DVD players; IPod; MP3 players; laser pointers; pagers and cellular telephones are to remain off and concealed inside school buildings and during the students’ instructional time. Student misuse of such devices; or if use of such devices disrupts the educational environment; may result in loss of this privilege and/or disciplinary action. Disciplinary action will be taken against anyone who violates this policy from a minimum of conference/confiscation to a maximum of long-term suspension. The school is not responsible for the loss/theft of any electronic devices. Students will bring these items to school at their own risk. (Governing Board Policy 12.4.3)
Expectations for Communication:

It can be expected that I will communicate with both the student and parents regarding grades that are falling and unusual student behavior. I will e-mail progress reports once a week. I will respond to all communication within 2 school days to assure prompt changes when necessary. The students can expect that I will communicate all assignments’ due dates and requirements clearly and be willing to repeat when necessary.
I expect the student and parent to communicate with me any changes that will alter attendance or performance so that I can provide a better education. The student is expected to inform me of their confusion or misunderstanding so that I can assist them in their learning process. It is the student’s responsibility to keep up with the class and do the best at all time.
I will always be available for communication; please do not hesitate to contact me.

Instructional Unit 1: Energy; Matter and Organization: Relationships in living systems

Priority Standard Learning Target Criteria for Success
PO 4. S4C5PO4 Diagram the energy flow in an ecosystem through a food chain.
I can diagram the energy through an ecosystem

ÔÇæ I can describe the levels of organization of living things from cells; through tissues; organs; organ systems; organisms; populations; and communities to ecosystems. ÔÇæ Students will create a model demonstrating the relationships of energy and matter within an ecosystem

ÔÇæ Students will be able to differentiate the levels of organization within an organisms
S4C5 PO3 Diagram the following biogeochemical cycles in an ecosystem
Water
Carbon
Nitrogen
I can explain how energy is stored; released; and transferred in every interaction in the system
• I can explain the process and transfer of energy in photosynthesis and respiration.

Students will explain how energy can be stored within a system.
ÔÇæ Students will explain how energy can be released within a system
ÔÇæ Students will explain how energy can be transferred within a system.
ÔÇæ I can explain the relationship between each biogeochemical cycles
ÔÇæ Students can explain the process of photosynthesis and how light energy drives that process
ÔÇæ Students will explain the process of cellular respiration including the products and reactants.
Support Standards:

S4C5PO1
Compare the processes of photosynthesis and cellular respiration in terms of energy flow; reactants; and products.
S4C5PO5: Describe the levels of organization of living things from cells; through tissues; organs; organ systems; organisms; populations; and communities to ecosystems.

Instructional Strategies:
Task Analysis
• Track energy through an ecosystem
• That there is energy in matter
• How is energy released and or transferred
• How do the molecules move throughout living systems?
• What is a model/diagram- what is the criteria
• All living things need a constant supply of energy and matter (BIG IDEA)
• Energy and matter cannot be created or destroyed but can be transformed or transferred.
• All living things are dependent upon the geochemical cycles.
• What is photosynthesis
• What is cellular respiration
• That light is a form of energy
• Consumers energy is in the form of ATP
• Producers energy is in the form of glucose.
• Photosynthesis and respiration are dependent on each other

Instructional Unit 2: Organic and Inorganic Chemicals

Standard Learning Target Criteria for Success

PO2S4C5PO2:
Describe the role of organic and inorganic chemicals (e.g.; carbohydrates; proteins; lipids; nucleic acids; water; ATP) important to living things.
I can identify which molecules organic vs inorganic are based on make-up

ÔÇæ Students will compare and contrast the different characteristics of organic compounds used by living things.
ÔÇæ Students will differentiate the structure and function of carbohydrates lipids; nucleic acid; and proteins
ÔÇæ Students will compare and contrast organic compounds and how they are utilized and stored by living things.

Instructional Strategies:
Task Analysis
• Organic compounds contain carbon
• Water is the most important inorganic compound
• Photosynthesis and respiration are part of the carbon cycle
• carbohydrates lipids; nucleic acid; and proteins have different structures and functions
• What molecules are needed for living things•
Instructional Unit 3: Homeostasis: Equilibrium in living systems

Priority Standard Learning Target Criteria for success

PO
S4C1PO4:
Analyze mechanisms of transport of materials (e.g.; water; ions; macromolecules) into and out of cells:
• Passive transport
• Active transport

-I can explain diffusion and identify a solute and a solution.

-I can explain osmosis and the 3 osmotic conditions

-I can explain the differences between active and passive and analyze mechanisms of transport of materials into and out of cells: passive transport and active transport. Students will recognize and analyze the effects of different solute concentrations on diffusion.

 Students will predict the outcomes of 3 different osmotic environments.

 Use a lab as a means for predicting mass change; based on the given environment.

 Students will differentiate between passive and active transport.

 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).

S4C1PO1:
Describe the role of energy in cellular growth; development; and repair. *** Please make this a support standard
S4C1PO2:
Compare the form and function of prokaryotic and eukaryotic cells and their cellular components.
I can compare and contrast prokaryotic and eukaryotic cells and their components.
• I can compare and contrast plant and animal cell structures and functions
Students will compare and contrast prokaryotic and eukaryotic cells and components.
 Students will classify and distinguish between plant and animal cells.
S4C1PO3:
Explain the importance of water to cells.
- I can explain the importance of water to cells.
 Students will explain the characteristics of water as it relates to life.
 Students will infer the movement of water in relation to a cell's environment as it maintains homeostasis.

S4C1PO5:
Describe the purposes and processes of cellular reproduction.

Instructional Strategies:
Task analysis
• Differentiate between the 2 types of cells: prokaryotic and eukaryotic
• Plant cells have cell wall; chloroplasts; rectangular shape and large central vacuole.
• Animal cells have centrioles and a circular shape.
• Identify the structures that differentiate plants from animal cells.
• 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).
• Diffusion is the passive movement of molecules from a high to low concentration.
• Passive transport within cell uses no energy from the cell and moves along the concentration gradient (high to low).
• Cell’s environment determines this movement and that the cell cannot control it.
• Benefits and disadvantages of this type of transport and how it relates/effects homeostasis for the cell.
• 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.)
• Osmosis is a type of passive transport that only refers to the movement of water.
• 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).
• 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.
• What is semi-permeability and how the eggs and/or potato cells act in the same manner cells do in an attempt to maintain homeostasis.
• Active transport requires energy for transport.
• Active transport occurs for the cells to move relatively large molecules that the cell needs.
• This type of transport requires the cell to expend energy.
• There are advantages and disadvantages of active transport for the cell.
• This type of transport is not effected by the concentration gradient and can move material against it.
• Understand the function of cell membrane.

Instructional Unit 4: Continuity: Reproduction and inheritance in living systems

Standard Task Analysis Learning Target Criteria for Success
S4C2PO1:
Analyze the relationships among nucleic acids (DNA; RNA); genes; and chromosomes.
• Structure & Function of DNA
• Structure & Function of RNA
• Compare & Contrast DNA & RNA
• Process of Transcription & Translation
• Changes made in the sequence can cause mutations
• Structure & Function of Genes
• Structure & Function of Chromosomes • I can diagram and describe the parts of DNA
• I can diagram and describe the parts of RNA
• I can simulate the process of Transcription & Translation in a cell
• I can compare & Contrast DNA & RNA
• I can describe the structure; function & relationship of genes & chromosomes • Student will describe the structure of DNA and create a model of DNA (double helix; nucleotides; phosphate; sugar; base pairs)
• Students will differentiate the structure and function of RNA from DNA
• Students will simulate the process of transcription & translation so that they can draw conclusions about the sequences of the process and consequences if things go wrong (I.e. cancer; mutations)
• Students will explain that DNA is a code of genes that create proteins through protein synthesis
S4C2PO2:
Describe the molecular basis of heredity; in viruses and living things; including DNA replication and protein synthesis.

S4C2PO3:
Explain how genetic variation occurs and results in phenotypic diversity. • Meiosis is a process for making reproductive cells
• Reproductive cells have ½ the chromosomes of the parent cells
• Genetic variation is promoted through meiosis
• Define alleles; phenotype; genotype; dominant; recessive
• Determine phenotype and genotype using a Punnett square
• Use a Punnett square to determine probabilities of parental crosses
• 4 different types of inheritance (Dominant/Recessive; Co-Dominance; Incomplete Dominance; Sex-Linked)
•I can describe the purpose of meiosis
• I can explain how genotypic variation occurs and results in phenotypic diversity
• S4.C2.PO3 Students will predict phenotypic outcomes based on genotypes.
S4.C2.PO4 Students will describe the process; purpose and end results of meiosis.
• S4.C2.PO4 Students will predict the probable genetic outcomes using Punnett Squares.
• S4.C2.PO4 Students will evaluate the inheritance pattern of a particular trait.
• S4.C2.PO3 Students will predict phenotypic outcomes based on genotypes.
- S4C2PO4: Describe how meiosis and fertilization maintain genetic variation

Instructional Unit 5 Evolution: Patterns and Productions of Change in Living Systems
Standard Task Analysis Learning Target Criteria for Success
S4C4PO3: (priority)
Describe how the continuing operation of natural selection underlies a population’s ability to adapt to changes in the environment and leads to biodiversity and the origin of new species.
• Evolution is the process of change in a species over time.
• Natural selection is basically the survival of the fittest.
• Identify the mechanisms for natural selection/evolution (mutation; genetic recombination; availability of resources; migration; environmental changes)
• Analyze patterns of change over time
• Speciation is the creation of a new species
• A populations abilities to adapt to changes in an environment leads to biodiversity and the origin of new species
• How scientists differentiate & categorize species
I can explain evidence that supports the theory of evolution and the process of natural selection.
I can simulate and predict how the process of natural selection leads to changes in a population over time.
S4.C4.PO3 - I can describe how the continuing operation of natural selection
underlies a population's ability to adapt to changes in the environment and leads
to biodiversity and the origin of new species.
Students will evaluate and understand evidence available to support the theory of evolution.
Students will identify the four key points of natural selection.
Students will predict how environmental factors can affect populations selecting for or against particular traits.
Students will identify the sources of variations in a population.
Student will explain five examples of evidence of natural selection/evolution.
Students will simulate the process of natural selection and explain how it leads to changes in a population.
Students will diagram and explain evolutionary pathways (cladistics).
S2C2PO1:
Specify the requirements of a valid scientific explanation (theory); including that it be:
Logical
Subject to peer review
Public
Respectful of rules of evidence • Define a theory
• List and explain evidence (fossil record; nuclear chemistry; molecular biology; geographic distribution and geology)
• I can specify the requirements of a valid scientific explanation (theory) including that it be:
Logical
Subject to peer review
Public
Respectful of rules of evidence
Students will analyze how various types of evidence support a theory.

Examine patterns in evidence to support the theory of evolution through natural selection and the resulting present day biodiversity.

S4C4PO1:
Identify the following components of natural selection; which can lead to speciation:
• Genetic variability and inheritance of offspring due to mutation and recombination of genes
• Finite supply of resources required for life
• Selection by the environment of those offspring better able to survive and produce offspring

S4C4PO2:
Explain how genotypic and phenotypic variation can result in adaptations that influence an organism’s success in an environment.

S4C4PO4:
Predict how a change in an environmental factor (e.g.; rainfall; habitat loss; non-native species) can affect the number and diversity of species in an ecosystem.

S4C4PO6:
Analyze using a biological classification system (cladistics only); the degree of relatedness among various species.
Instructional Unit 6 Ecology: Interactions and Interdependence in living systems
Learning Target Criteria for Success
S4C3PO1:
Identify the relationships among organisms within populations; communities; ecosystems; and biomes.
- I can define ecology
- I can give examples for each level of organization and diagram the relationships between organisms; populations; communities; ecosystems; and biomes
- I can describe the niche and habitat of given organisms.
- I can identity the kind of symbiotic relationship that exists between identify which one is being described from a given scenario.
- I can diagram how matter cycles within an ecosystem.-
- Students will develop a definition of ecology using their own words
- Students will evaluate different scenarios and categorize which level of ecology it would fall into.
- Students will identify the niche and habitat for different organisms.

- Students will look at different relationships within different ecosystems and determine the type of symbiosis occurring and explain why they chose that relationship.
S4C5PO4:
Diagram the energy flow in an ecosystem.
 Construct and read an energy pyramid  Students will construct and read an energy pyramid.
S4C3PO2:
Describe how organisms are influenced by a particular combination of biotic and abiotic factors in an environment.
- I can explain how biotic and abiotic factors influence an environment. - Given a scenario; identify the biotic or abiotic and how they impact populations and their environment.

S4C3PO3:
Assess how the size and the rate of growth of a population are determined by birth rate; death rate; immigration; emigration; and carrying capacity of the environment.
Task Analysis

• Understand that ecology is the study of the interactions between populations and their environment.
• Understand that ecology is evaluated at different levels starting at the smallest level (organism); to population; community; ecosystem; biome and the largest level (the biosphere).
• Understand the each organism’s:
a. Niche
b. Habitat
• Understand what biotic and abiotic factors are and how they affect population in an environment
• Understand the many kinds of relationships between organisms; populations; and a community.
• Predation
ÔÇß Students should understand that predation is about a predator/prey relationship; where a predator kills a prey species
• Competition
ÔÇß Understand that there are types of competition occurring between organisms with the same species and different species of organisms.
• Symbiosis
ÔÇß Understand the 3 different types of symbiotic relationships
• Mutualism
ÔÇß Understand that mutualism occurs between 2 different organisms where both benefit (mutually) from their relationship with one another.
• Commensalism
ÔÇß Understand that commensalism occurs between 2 different organisms where one benefits from the relationship while the other one is neither helped nor harmed (not affected).
• Parasitism
ÔÇß Understand that parasitism occurs between 2 different organisms where one benefits from the relationship and the other one is harmed (loses a survival benefit).
 Understand that parasitism differs from predation in that a parasite should not kill their host. The goal of a “good” parasite is to insure that they have a consistent host from which they can benefit from. However; parasites can cause the death of their host.

• Understand the importance of these interactions and how each population can affect each other (for good or bad).
• Understand carrying capacities can be characterized as the average number of organisms; of a particular species; that can be supported in a specific time and place.
• Understand that there are carrying capacities for each population that can be different due to environmental factors (both biotic and abiotic).
• Understand that the carrying capacity is determined as a balance between the biotic potential of a population and the environmental resistance (resistors) that the population experiences.
• Understand the transfer of energy in a food chain; food web; and energy pyramid.
• Understand know the rule of 10% of energy lost from each level as you move up through each level of an energy pyramid.
• Understand that toxins enter ecosystems at the producer level while some toxins accumulate at each level of an ecosystem and concentrate at the higher trophic levels (biological magnification).
• Understand how matter cycles through systems and affects all living things

School Country

United States

School state

Arizona

School city

Glendale

School Address

6330 W. Thunderbird Rd.

School zip code

85306

Date submitted

09/11/2017

Approved

Yes

Approved competency code

• LBIO
• Biology

Approved date

10/5/2017

Online / Virtual

No