Course title
N/APre-requisite
N/ACourse description
Biology is a laboratory science course designed for students who wish to pursue a more challenging and quantitative approach to biology. This course provides students with opportunities to think like biologists as they use scientific inquiry to study living systems. Students will explore; in depth; concepts related to cellular processes; interdependence of organisms and the environmental system; genetics and the molecular basis of heredity.
Notes
Students should keep an updated and detailed collection of notes in their InfoBooks. These notes will be a combination of in-class items and out-of-class notes.
• Out-of-Class Notes: Students are welcome to take notes from the class textbook readings to supplement their learning These are optional. Students can also catch up on missing notes using the class website where PowerPoints will be uploaded.
• In-Class Notes: Students should bring their InfoBooks to class prepared to take notes. During class; they should take notes; highlight key information; draw diagrams; etc. to make sure they successfully understand the material These are mandatory.
• What if I forget to bring my notebook? = Use the back of your worksheet to take notes.
Notebooks for Class
InfoBook: This is a notebook for your main study materials. It includes:
• Notes
• Do Nows
• Push Questions
• Essential Questions
• IBRT
• Labs
• Free Response Questions
• Project Work
• Claim; Evidence; Reasoning – Arguments (CERs)
Class Website: Schoology
This class will be able to access PowerPoints; notes; other documents at Schoology.com. A later document will provide more details.
You will need to access www.schoology.com and then create a username and password. The access code for the Biology course is
Studying
In order to succeed in Biology; it is going to be necessary to study each evening and especially before assessments. You may complete all homework; perform well on quizzes; work hard to get labs done; and complete coursework; but if you do not study; it will be difficult to achieve a high score in Biology.
Quizzes and Unit Tests
Quizzes will be given every week on Wednesday to test material from the week before. At the end of every unit; a larger unit test will be given covering topics from the unit. Finally; each semester end will be capped with a semester exam that will cover all topics from the semester.
To perform well on these assessments; keep class notes; worksheets; and labs to use as resources to study and prepare.
Core Quiz Level of Difficulty: Medium – Difficult
Unit Test Level of Difficulty: Difficult
Remastery of Standards
• 1 week for Quizzes - Remaster on standards you did poorly on.
• 1 week for Unit Tests - Remaster on standards you did poorly on.
• No remastery on semester tests and labs.
Formal and Informal Labs
You will need to complete both formal and informal labs throughout the year.
Informal Labs
Informal labs are typically turned in for a grade in lab notebooks. They focus on specific components of the scientific method and reflection questions for the lab. You will perform several informal labs a quarter.
Formal Labs
Formal labs also need information and data to be collected in the lab notebook. However; they focus on the entire scientific process and will be turned in for a significant grade. They are typed; include background research; and show your thought and mastery on the subject.
Students will complete 1 formal lab a quarter.
Scientific Argumentation Projects
College courses and AP courses require extensive writing. As well; writing is an essential skill for many jobs. Finally; people make claims all the time in the world…and never are able to back them up well. Being able to write a true argument for a given claim makes you a more critical thinker.
In class; we will be completing many informal and formal labs that use an argumentative structure:
1. Claim
2. Evidence
3. Justification/Reasoning
The claim is where you will state an answer to a point of inquiry or questions. Evidence is where you list concrete data that helps to back your claim. Finally; justification explains how each piece of evidence independently supports the claim.
Science – Biology
Curriculum Map 2017-2018
Timeline
Quarter Cycle
Unit
BSCS Biology: A Human Approach – Chapter Correlations
Weeks (Q1 = 10; Q2 = 9; Q3 = 9; Q4 = 10)
1
Unit 1: Evolution - Humans and Change Across Time
1; 2
6
Unit 2: Products of Evolution - Unity and Diversity
3
3
Unit 3: Cellular and Body Homeostasis
4; 5
1
2
Unit 3: Cellular and Body Homeostasis
4; 5
5
Unit 4: Health and Disease
6
2 (Remove?)
Unit 5: Energy and Matter in Organisms
7; 8
4
3
Unit 6: Energy and Matter in Ecosystems
9
2
Unit 7: Genetic Expression
11
3
Unit 8: Inheritance
12
3
Unit 9: Development: Growth and Differentiation
13; 14
1
4
Unit 9: Development: Growth and Differentiation
13; 14
4
Unit 10: Ecology
15
3
Unit 11: Humans and the Environment
16
3
Standards
Unit
Science and Engineering Practices (SEPs)
Disciplinary Core Ideas (DCIs)
NGSS Performance Expectations
Unit 1: Evolution - Humans and Change Across Time
• SEP 1: Asking Questions
• SEP 4: Analyzing and Interpreting Data
• SEP 5: Using Mathematics and Computational Thinking
• SEP 8: Obtaining; Evaluating; and Communicating Information
HS-LS4 Biological Evolution: Unity and Diversity
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number; (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction; (3) competitions for limited resources; and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
HS-LS4-3: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
Unit 2: Products of Evolution - Unity and Diversity
• SEP 2: Developing and Using Models
• SEP 4: Analyzing and Interpreting Data
• SEP 8: Obtaining; Evaluating; and Communicating Information
HS-LS4 Biological Evolution: Unity and Diversity
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
• HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
•
HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species; (2) the emergence of new species over time; and (3) the extinction of other species.
Unit 3: Cellular and Body Homeostasis
• SEP 1: Asking Questions and Defining Problems
• SEP 2: Developing and Using Models
• SEP 3: Planning and Carrying Out Investigations and
• SEP 6: Constructing Explanations and Designing Solutions
• SEP 8: Obtaining; Evaluating; and Communicating Information
HS-LS1 From Molecules to Organisms: Structures and Processes
HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Unit 4: Health and Disease
• SEP 4: Analyzing and Interpreting Data;
• SEP 7: Engaging in Argument from Evidence; and
• SEP 8: Obtaining; Evaluating; and Communicating Information.
HS-LS1 From Molecules to Organisms: Structures and Processes
HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interactive systems that provide specific functions within multicellular organisms.
Unit 5: Energy and Matter in Organisms
• SEP 2: Developing and Using Models
• SEP 3: Planning and Carrying Out Investigations
• SEP 6: Constructing Explanations and Designing Solutions
• SEP 8: Obtaining; Evaluating; and Communicating Information
HS-LS1 From Molecules to Organisms: Structures and Processes
HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS1-6: Construct and revise an explanation based on evidence for how carbon; hydrogen; and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
Unit 6: Energy and Matter in Ecosystems
• SEP 2: Developing and Using Models
• SEP 4: Analyzing and Interpreting Data
• SEP 8: Obtaining; Evaluating; and Communicating Information
HS-LS2 Ecosystems: Interactions; Energy; and Dynamics
HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
• HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
• HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere; atmosphere; hydrosphere; and geosphere.
Unit 7: Genetic Expression
• SEP 2: Developing and Using Models
• SEP 8: Obtaining; Evaluating; and Communicating Information.
HS-LS1 From Molecules to Organisms: Structures and Processes
HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS-LS3 Heredity: Inheritance and Variation of Traits
HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
Unit 8: Inheritance
• SEP 2: Developing and Using Models and
• SEP 8: Obtaining; Evaluating; and Communicating Information.
HS-LS3 Heredity: Inheritance and Variation of Traits
HS-LS3-2: Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis; (2) viable errors occurring during replication; and/or (3) mutations caused by environmental factors.
• HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
Unit 9: Development: Growth and Differentiation
• SEP 1: Asking Questions and Defining Problems
• SEP 8: Obtaining; Evaluating; and Communicating Information
HS-LS1 From Molecules to Organisms: Structures and Processes
HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Unit 10: Ecology
• SEP 2: Developing and Using Models
• SEP 4: Analyzing and Interpreting Data
• SEP 8: Obtaining; Evaluating; and Communicating Information.
HS-LS2 Ecosystems: Interactions; Energy; and Dynamics
HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
• HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
•
HS-LS2-6: Evaluate claims; evidence; and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions; but changing conditions may result in a new ecosystem.
• HS-LS2-8: Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
Unit 11: Humans and the Environment
• SEP 1: Asking Questions and Defining Problems
• SEP 3: Planning and Carrying Out Investigations
• SEP 6: Constructing Explanations and Designing Solutions
• SEP 7: Engaging in Argument from Evidence
• SEP 8: Obtaining; Evaluating; and Communicating Information.
HS-LS2 Ecosystems: Interactions; Energy; and Dynamics
HS-LS2-6: Evaluate the claims; evidence; and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions; but changing conditions may result in a new ecosystem.
• HS-LS2-7: Design; evaluate; and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-LS4 Biological Evolution: Unity and Diversity
HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
CCSS
English Language Arts Standards » Science & Technical Subjects » Grade 11-12
CCSS.ELA-LITERACY.RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts; attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
CCSS.ELA-LITERACY.RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts; processes; or information presented in a text by paraphrasing them in simpler but still accurate terms.
CCSS.ELA-LITERACY.RST.11-12.3: Follow precisely a complex multistep procedure when carrying out experiments; taking measurements; or performing technical tasks; analyze the specific results based on explanations in the text.
English Language Arts Standards » Writing » Grade 11-12
CCSS.ELA-LITERACY.WHST.11-12.1.A
Introduce precise; knowledgeable claim(s); establish the significance of the claim(s); distinguish the claim(s) from alternate or opposing claims; and create an organization that logically sequences the claim(s); counterclaims; reasons; and evidence.
CCSS.ELA-LITERACY.WHST.11-12.1.B
Develop claim(s) and counterclaims fairly and thoroughly; supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level; concerns; values; and possible biases.
Formal and Informal Labs
• Scientific Argumentation in Biology (SAB)
Quarter Cycle
Unit
Formal Labs
Informal Labs
1
Unit 1: Evolution - Humans and Change Across Time
• Color Variation in Venezuelan Guppies (Mechanisms of Evolution) (SAB)
• Desert Snakes (Mechanics of Evolution) (SAB)
• Characteristics of Viruses (Characteristics of Life) (SAB)
• Spontaneous Generation (Cell Theory) (SAB)
Unit 2: Products of Evolution - Unity and Diversity
• Classifying Birds in the United States (SAB)
• Evolutionary Relationships in Mammals (Genetics and Evolution) (SAB)
• History of Life on Earth (Trends in Evolution) (SAB)
• Hominid Evolution (Macroevolution) (SAB)
Unit 3: Cellular and Body Homeostasis
• Cell Size and Diffusion (Diffusion) (SAB)
2
Unit 3: Cellular and Body Homeostasis
• Movement of Molecules In or Out of Cells (Osmosis and Diffusion) (SAB)
Unit 4: Health and Disease
Unit 5: Energy and Matter in Organisms
• Liver and Hydrogen Peroxide (Chemical Reactions and Catalysts) (SAB)
• Plant Biomass (Photosynthesis) (SAB)
• Plants and Energy (SAB)
3
Unit 6: Energy and Matter in Ecosystems
•
• Surviving Winter in the Dust Bowl (Food Chains and Trophic Levels) (SAB)
Unit 7: Genetic Expression
• DNA Family Relationship Analysis (Genetics) (SAB)
• Environmental Influence on Genotypes and Phenotypes (Genetics) (SAB)
Unit 8: Inheritance
• Fruit Fly Traits (Genetics) (SAB)
Unit 9: Development: Growth and Differentiation
4
Unit 9: Development: Growth and Differentiation
Unit 10: Ecology
• Termite Trails (Animal Behavior) (SAB)
Unit 11: Humans and the Environment
• Decline in Saltwater Fish Populations (Ecology and Human Impact on the Environment) (SAB)
POGIL Activities
• POGIL Activities for High School Biology
Quarter Cycle
Unit
POGIL Activity Name
1
Unit 1: Evolution - Humans and Change Across Time
• Safety First
• Scientific Inquiry
• Evolution and Selection
Unit 2: Products of Evolution - Unity and Diversity
• Experimental Variables
• Analyzing and Interpreting Scientific Data
• Evidence for Evolution
• Biological Classification
Unit 3: Cellular and Body Homeostasis
• Prokaryotic and Eukaryotic Cells
2
Unit 3: Cellular and Body Homeostasis
• Properties of Water
• Biological Molecules
• Cell Size
• Membrane Structure and Function
• Transport in Cells
• The Circulatory System
Unit 4: Health and Disease
• The Spread of Pathogens
Unit 5: Energy and Matter in Organisms
• Organelles in Eukaryotic Cells
• Photosynthesis: What’s in a Leaf?
• Cellular Respiration
• Photosynthesis and Respiration
3
Unit 6: Energy and Matter in Ecosystems
• Nutrient Cycles
• Energy Transfer in Living Organisms
• Ecological Pyramids
Unit 7: Genetic Expression
• DNA Structure and Replication
Unit 8: Inheritance
• Meiosis
• Human Blood Cell Typing
Unit 9: Development: Growth and Differentiation
4
Unit 9: Development: Growth and Differentiation
• The Cell Cycle
• Mitosis
Unit 10: Ecology
• Ecological Relationships
• Biomes of North America
• Succession
• Population Distribution
• Population Growth
Unit 11: Humans and the Environment
School country
United StatesSchool state
ArizonaSchool city
PhoenixHigh school
Phoenix Collegeegiate Academy HighSchool / district Address
4445 S. 12th St.School zip code
85040Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LBIO
- Biology