KCKPS Science Course SyllabusBiology

(Note: This syllabus has been correlated to the current text Biology Principles and Explorations, Holt, Rinehart, and Winston, 2001. The material fulfills the national, state and local standards.)

Overarching Course-level Essential Question:

When do we know something in science? What is the evidence and how reliable is it? What makes something alive? When and why is the definition important? What is growth and “natural” development in living things? What factors most influence

healthy growth and development in living things? Why am I the way I am? How can individuals help solve world problems? What is wasteful and how do you know?

Course Description: This course is a laboratory-oriented course designed to introduce students in grades ten through twelve to the diversity of living organisms, the scientific inquiry process and important concepts surrounding living things. The course is organized into two parts, principles and explorations. The principles covered are those of cell biology, genetics, evolution, and ecology. The exploration part includes the kingdoms of life, plants, invertebrates, vertebrates, and human biology.

Power Standards—State and Local Assessed Standards Addressed by this Course:

Biology

Standard 1 – Science as InquiryFormulate research questions, conduct experimental investigations, analyze data, use appropriate technology, communicate results, defend conclusions, and propose further investigations.

_.1.1 Biology Research Benchmark: Upon completion of Biology, all students will demonstrate the abilities necessary to do scientific inquiry.

_.1.1.1 Develop questions and formulate testable hypotheses based upon previous experience and knowledge. (Good hypotheses are predictions based on assumptions with conditions related to the developed question. For example; an “If ___ then ___ because ___” format is used.)_.1.1.3 Design an experimental procedure to test hypotheses and conduct scientific investigations._.1.1.5 Analyze, summarize and communicate scientific findings using technology and mathematics. Use the SI system of measurement in the recording and interpretation of results.

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Standard 2 – Physical Science Analyze (quantitatively and qualitatively) the structures, properties, forms, and patterns in matter and energy, predict changes and interactions, and evaluate theories and structures using knowledge of chemistry and physics.

_.2.1 Students will understand the structures of the atom.2.1.3 Understand that the nucleus of an atom is composed of protons and neutrons, which determine the mass of the atom. 2.1.4 Understand that the dense nucleus of an atom is in the center of an electron cloud and the electron cloud determines the size of the atom.

_ 2.2 The students will understand the states and properties of matter.2.2.2 Understand that elements are arranged according to increasing atomic number on the periodic table.2.2.4 Understand that chemical bonds result when electrons are transferred or shared between atoms.

Standard 3 – Life ScienceAnalyze the characteristics, structure, and processes of living systems (e.g., molecular, cellular, organism, populations) and describe how living systems interact with each other and their environment.

_.3.1 Students will demonstrate an understanding of the structure and function of the cell.

_.3.1.1 Understand that cells are composed of a variety of specialized structures that carry out specific functions._.3.1.3 Understand that cells function and replicate as a result of information stored in DNA and RNA molecules.

_.3.2 Students will demonstrate an understanding of chromosomes, genes, and the molecular basis of heredity.

_.3.2.1 Understand hereditary information is contained in genes, located in the chromosomes of each cell. Each gene carries a single unit of information. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait._.3.2.2 Understand experiments have shown that all known living organisms contain DNA or RNA as their genetic material._.3.2.3 Understand DNA (or RNA) provides the instructions that specify the characteristics of organisms.

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_.3.3 Students will understand the major concepts of the theory of biological evolution._.3.3.2 Understand that biologists use evolution theory to explain the earth’s present day biodiversity—the number, variety and variability of organisms. _.3.3.4 Analyze the sources and value of variation.

_.3.4 Students will understand the interdependence of organisms and their interaction with the physical environment.

_.3.4.2 Analyze how organisms cooperate and compete in ecosystems.

_.3.5 Students will develop an understanding of matter, energy, and organization in living systems.

_.3.5.1 Know that ecosystems have energy flowing through them and that continual energy inputs are necessary to maintain living systems._.3.5.2 Understand the sun is the primary source of energy for life through the process of photosynthesis. _.3.5.3 Understand food molecules contain energy. This energy is made available by cellular respiration.

_.3.7 Students will demonstrate an understanding of structure, function, and diversity of organisms.

_.3.7.3 Understand the basic biology, diversity, ecology, and human relationships of plants._.3.7.4 Understand the basic biology, diversity, anatomy, ecology and medical effects of major animal groups.

Content Outline:

I) PrinciplesA) Principles of Cell Biology

1) Biology and You2) Cell Structure3) Photosynthesis and Cellular Respiration 4) Chromosomes and Cell Reproduction

B) Principles of Genetics1) Mendel and Heredity2) DNA: The Genetic Material

C) Principles of Evolution1) The Theory of Evolution

D) Principles of Ecology1) Populations2) Ecosystems3) Biological Communities

II) ExplorationsA) Exploring Plants

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1) Introduction to PlantsB) Exploring Invertebrates

1) Introduction to AnimalsC) Exploring Human Biology

1) The Body’s Defenses (supporting chapter)2) Nervous System (supporting chapter)

Suggested Local Assessment Prompts: All Prompts Listed at: http://kancrn.kckps.k12.ks.us./science/assessment/index.cfm

Acid Rain (Web version) / (MS Word Download version) – Inquiry into the biology of acid rain.

Beef Fat (Web version) / (MS Word Download version) – Inquiry into the fat content of beef

Crickets (Web version) / (MS Word Download version) – Inquiry into the behavior of crickets.

Enzyme Reactions (Web version) / (MS Word Download version) – Inquiry into the rate of reaction of enzymes.

Hydroponics (Web version) / (MS Word Download version) – Inquiry into the growth of plants in hydroponics.

Mice Maze (Web version) / (MS Word Download version) – Inquiry into the behavior of mice in mazes.

Heart Rate (Web version) / (MS Word Download version) – Inquiry into the variables affecting heart rate

Air Quality (Web version) / (MS Word Download version) – Inquiry into the quality of air during different seasons.

.Other Ideas for Local Assessment Prompts:

Population Simulation – Investigate variables affecting populations through a simulated game with predator – prey role playing.

Outbreak! – Investigate the variables related to the spread of disease through a simulation.

Pill Bugs – Investigate the behavior of pill bugs. (AKA Sowbugs or rolly pollys)

Reaction – Investigate the reaction time of humans and the variables which affect reaction time.

Photosynthesis – Investigate the variables which affect the rate of photosynthesis using Elodea plants.

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Yeast Growth – Investigate the variables which affect the growth of yeast in test tubes.

Unit one—Principles of Cell Biology

Unit-level Essential Question: What are the basic principles of cell organization and cell energetics?Chapter-1 Essential Questions:

How do you know if something is “living”?Why is learning biology important to you?How do biologist study living organisms?

Measurable Unit Objectives:Chapter 1 Biology and you

Relate the seven properties of life to a living organism. Describe seven themes that can help you organize what you learn about biology. Identify the tiny structures that make up all living organisms. Differentiate between reproduction and heredity and between metabolism and homeostasis. Describe the stages common to scientific investigation. Distinguish between forming a hypothesis and making a prediction Differentiate a control group from an experimental group and an independent variable from a

dependent variable. Define the word theory as used by a scientist.

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ConceptsSeven themes that unify the Science of Biology.--Cellular structure and function.--Reproduction--Metabolism--Homeostasis--Heredity--Evolution--Interdependence

Scientific process (Inquiry)--Question/problem--Hypothesis--Literature review--Experimental design--Data --Analysis--Conclusion

ResourcesBiology Principles and Exploration; Holt, Rinehart, and Winston. Ch. 1.1, 1.2Active reading technique: Brainstorming, p. 5, Reading organizer, p.12Directed reading worksheet.(1-1,1-2)Active Reading Guide (1-1,1-2)Audio CDOne-Stop Planner CDhttp://go.hrw.com keyword HXO Chapter 1www.scilinks.org keyword HX010 keyword HX015

Ch. 1.3Active Reading Guide (1-3)Directed Reading worksheet (1-3)Experimental Design pg. 24www.scilinks.org Keyword: HX025

Standards Addressed1:1.7.2

_ 6.2.1_6.2.3

1:1.7.11:1.7.21:1.7.3_ .3.7.1_ 3.7.12_ 7.1.1

Chapter 3 –Cell Structure

Essential Questions: What is the relationship between structures and functions of a cell. How do we know what cells look like? How do cell types differ from one another? How do the parts of a cell work together?

Measurable Unit Objectives:Chapter 3 Cell Structure Describe how scientists measure the length of objects. Relate magnification and resolution in the use of microscopes. Analyze how light microscopes function. List the three parts of the cell theory.

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Compare the structure of prokaryotic cells with that of eukaryotic cells. Describe the structure of cell membranes. Describe the role of the nucleus in cell activities. Analyze the role of internal membranes in protein production. Summarize the importance of mitochondria in eukaryotic cells. Identify three structures in plant cells that are absent from animal cells.

Concepts Resources Standards Addressed

MicroscopesMetric SystemOther microscopes

Cell TheoryProkaryotic cellsEukaryotic cellsCell membrane

Cell Organelles--nucleus--mitochondria--lysosomes

Ch. 3.1Active Reading, Technique: Anticipation Guide, p.49Active Reading Guide (3-1)Directed Reading (3-1)Www.scilinks.org keyword HX052

Ch. 3.2Active Reading, Technique: Reading Organizers p.58Active Reading Guide (3-2)Directed Reading (3-2)Www.scilinks.org keyword HX056Math lab: Calculating surface area and volume, p.56Lab A3—Modeling Cells: Surface area to volume.Lab C1—Using a microscope.Lab E1—Cell size.Overheads--7 Eukaryotic Cell Structure:--9 Structure of Lipid Bilayer--5A Surface-Area-to Volume Ratio.

Ch. 3.3Active Reading Guide (3-3)Directed Reading Guide (3-3)

_3.7.5

_ 3.7.5_ 3.7.7_ 3.7.8

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--plant cells--animal cells

Overheads:--7 Eukaryotic cell--120 Plant Cell Structurewww.scilinks.org keyword HX062Lab: Studying animal cells and plant cells. p.70

1:1.7.11:1.7.21:1.7.31:1.7.41:1.7.5_ .3.7.1_ 3.7.12_ 7.1.1

Chapter 5 – Photosynthesis and Cellular Respiration

Essential Question: How is energy harvested and used by cells to power metabolism? Where do you get the energy your body’s cells need to function? How do plants make their own food? How do plants use the energy in food?

Measurable Unit Objectives: Summarize how glucose is broken down in the first stage of cellular respiration. Describe how ATP is made in the second stage of cellular respiration. Identify the role of fermentation in the second stage of cellular respiration. Evaluate the importance of oxygen in aerobic respiration. Summarize how energy is captured from sunlight in the first stage of photosynthesis. Analyze the function of electron transport chains in the second stage of photosynthesis. Relate the Calvin cycle to carbon dioxide fixation in the third stage of photosynthesis. Identify three environmental factors that affect the rate of photosynthesis. Summarize how glucose is broken down in the first stage of cellular respiration. Describe how ATP is made in the second stage of cellular respiration. Indentify the role of fermentation in the second stage of cellular respiration. Evaluate the importance of oxygen in aerobic respiration.

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Concept Resources Standards AddressedEnergy from autotrophs to heterotrophsPhotosynthesis and cellular respirationATP

Three stages of photosynthesisPigments absorb energyElectron transport chainsMaking of organic compounds by the Calvin cycleVariables that effect photosynthesis

Two stages of cellular respirationKrebs cycleAerobic respirationGlycolysisFermentation

Ch. 5.1Active Reading, Technique: K-W-L, p 93Active Reading Guide (5-1)Directed Reading (5-1)Overhead 13 Energy flow through an ecosystemLab C7 Measuring the release of energy from sucroseTutor CDVideodiscsAudio CD

Ch. 5.2Active Reading Guide (5-2)Directed Reading (5-2)Reading Strategies K-W-L worksheetOverhead 11A Light energy to chemical energy12 Photosynthesis17 Mitochondria18 Photosystems and electron transport 19 Calvin cycle

Quick lab, p. 101www.scilinks.org keyword HX099, HX103Tutor CDVideodiscsAudio CD

Ch. 5.3Active Reading, Technique: Anticipation guide, p. 105Active Reading Guide (5-3)Directed Reading (5-3)Overhead 16 Cellular respiration 20 Photosynthesis—cellular respiration cycle 21 Glycolysis

1:1.7.21:1.7.31:1.7.41:1.7.5_ .3.7.1_ 3.7.12_ 7.1.1

I. _.3.7.8

_.3.7.8

_.3.7.11_.3.7.12_.3.7.14

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22 Krebs cycle 23 Two pathways of respirationLab A5 Interpreting labelsLab D9 Intro to fermentationwww.scilinks.org keyword HX106, HX109, HX109, HX115Tutor CDVideodiscsAudio CDInteractive Exploration CD

Chapter 6 – Chromosomes and Cell Reproduction

Essential Question: How does the cell cycle work? Where do cells get the information they need to function? Are cancer and the cell cycle associated? How is information passed to new cells that are about to divide?

Measurable Unit Objectives:

Relate binary fission to cell division prokaryotes. Differentiate between a gene, a DNA molecule, a chromosome and a chromatid. Compare haploid and diploid cells. Differentiate between homologous chromosomes, autosomes, and sex chromosomes. Predict how changes in chromosome number or structure can affect development. Identify the major events that characterize each of the five phases of the cell cycle. Describe how the cell cycle is controlled in eukaryotic cells. Differentiate between normal cells and cancer cells. Describe the structure and function of the spindle during mitosis. Summarize the four stages of mitosis. Differentiate cytokinesis in animal and plant cells.

Concept Resources Standard AddressedCell divisionBinary fissionChromosome formationDiploidHaploidSex determinationKaryotypes

Ch. 6.1Active Reading, Technique: Anticipation Guide, p. 117Active Reading Guide (6-1)Directed Reading (6-1)Reading Strategies, Compare/Contrast matrix

_.3.7.7_.3.7.8

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Eukaryotic cell cycleMitosis and cytokinesis

OverheadChromosome and DNA structureQuick lab, p. 124www.scilinks.org keyword HX120

Tutor CDVideodiscsAudio CD

Ch. 6.2, 6.3Active Reading Guide (6-2, 6-3)Directed Reading (6-2, 6-3)Reading Strategies, Recognizing cycles, Series-of-events chainOverhead 24 MitosisMath lab, p. 129Quick lab, p. 132Experimental Design, p. 136-137Lab B5 Mitosiswww.scilinks.org keyword HX127, HX137CNN Video Split Liver DonorTutor CDVideodiscsAudio CD

1:1.7.21:1.7.31:1.7.41:1.7.5_ .3.7.1_ 3.7.12_ 7.1.1

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Unit 2 Principles of Genetics

Unit-level Essential Question: What are genes and how do they function?

Chapter 8 Essential Question: How are 8 million different gene combinations posssible from one cell that divides? Why are some offspring identical to their parents, while others are not?

Measurable Unit Objectives:II. Chapter 8 Indentify the investigator whose studies formed the basis of modern genetics. List four characteristics that make the garden pea a good subject for genetic study. Summarize the three major steps of Gregor Mendels’s garden-pea experiments. Relate the ratios that Mendel observed in his crosses. Describe the four major hypotheses Mendel developed. Relate Mendel’s work to the terms homozygous, heterozygous, genotype and phenotype. Compare Mendel’s two laws of heredity. Predict the results of monohybrid genetic crosses by using Punnett squares. Apply a test cross to determine the genotype of an organism with a dominant phenotype. Predict the results of monhybrid genetic crosses by using probabilities. Analyze a simple pedigree. Identify five factors that influence patterns of heredity. Describe how mutations can cause genetic disorders. List two genetic disorders, and describe their causes and symptoms. Evaluate the benefits of genetic counseling.

Concept Resources Standard AddressedMendel and heredity--origin of genetics

--Mendel’s theory

--Studying heredity

Active Reading Technique: K-W-L p. 159,--Active Reading Guide (8-1)--Directed Reading (8-1)Overhead—25 Mendel’s Experimental Design

Active Reading Worksheet (8-2)Directed Reading Worksheet (8-2)Overhead 29—Crossing homozygous pea plants, 30—Crossing heterozygous pea plants.

Active Reading Guide (8-3)Directed Reading Guide

_3.2.7

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--Patterns of heredity

DNA: The Genetic Material--Identifying the genetic material

--Structure of DNA

--Replication of DNA

(8-)Overhead 31—Monohybrid crosses, 32—Dihybrid crosses.

Active Reading Technique – K-W-L p.180--Active Reading Guide (8-4)--Directed Reading Guide (8-4)Overhead 38—Tracking Inherited Traits (Family tree)30A—Important genetic disorderswww.scilink.com (genetic disorders) keyword—HX179, (genetic counseling) keyword—HX180, (cystic fibrosis) keyword—HX185

Active Reading Technique: K-W-L p. 187, Paired reading, p. 189--Active reading guide (9-1)--Directed reading guide (9-1)--K-W-L worksheetOverheadActive Reading Guide (9-2)Directed Reading Guide (9-2)OverheadActive Reading Technique: K-W-L, p. 198Active Reading Guide (9-3)Directed Reading Guide (9-3)Video—Bill Nye-DNA, Ramsey-Double Helixwww.scilink.com (DNA

-3.2.1,3.2.2,3.2.3

_3.2.2,3.2.3

3.2.2,3.2.3

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replication) keyword—HX198, (DNA) keyword—HX203

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Unit 3 Principles of Evolution

Unit-level Essential Question:

Chapter 13 Essential Question:

Measurable Unit Objectives:Chapter 13

.

Concept Resources Standard AddressedA. Principles of Evolution

The Theory of Evolution--Natural selection

--Evidence of evolution

--Examples of evolution

Active Reading Technique: reader response logs, p. 275; paired summarizing, p. 281Active Reading Guide (13-1)Directed Reading Guide (13-1)Overhead 44, 52Active Reading Guide (13-2)Directed Reading Guide (13-2)Overhead 49,50, 44AActive Reading Guide (13-3)Directed Reading Guide (13-3)

3.3.1,3.3.2,3.3.3

3.3.4,3.3.5

3.3.4,3.3.5

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Unit 4 Principles of Ecology

Unit-level Essential Question:

Chapter 16 Essential Question:

Measurable Unit Objectives:

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Chapter 16

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Concept Resources Standard AddressedB. Principles of Ecology

Populations--How populations grow

--How populations evolve

Ch 17Ecosystems--What is an ecosystem?

--Energy flow in ecosystems

--Ecosystem cycle material

Active Reading Technique: anticipation guide, p. 339; reading organizer, p. 344Active Reading Guide (16-1)Directed Reading Guide (16-1)Reading strategies, compare/contrast matrix Active Reading Guide (16-2)Directed Reading Guide (16-2)Reading strategies – spider map

Active Reading Technique: anticipation guide, p. 359Active Reading Guide (17-1)Directed Reading Guide (17-1)Reading Strategies, one-minute quick writeOverhead 70, 80, 82, 82www.scilinks.com (biodiversity)keyword—HX361Active Reading Guide (17-2)Directed Reading Guide (17-2) Overhead 67, 69, 77, 85www.scilinks.com (water cycle)keyword—HX371

Active Reading Technique: paired reading, p. 372Active Reading Guide (17-3)Directed Reading Guide (17-3)Overhead 71, 72, 73www.scilink.com (sustainable agriculture)keyword—HX374

3.4.2,3.4.3,6.2.1

6.2.2,6.2.3,3.3.3,3.3.4

3.5.1—3.5.8

3.5.1--3..5.8

3.5.1—3.5.8

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Unit 5 Biological Communities

Unit-level Essential Question:

Chapter 18 Essential Question:

Measurable Unit Objectives:Chapter 18 Indentify the investigator whose studies formed the basis of modern genetics.

Concept Resources Standard AddressedBiological Communities--how organisms interact in

--how competition shapes communities

-major biological communities

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Active Reading Technique: brainstorming, p. 381Active Reading Guide (18-1)Directed Reading Guide (18-1)

Active Reading Technique: paired summarizing, p. 389Active Reading Guide (18-2)Directed Reading Guide (18-2)Overhead 86, 87www.scilink.com (symbiosis)keyword—HX386(extinction) keyword—HX389

Active Reading Guide (18-3)Directed Reading Guide (18-3)www.scilink.com (biomes) keyword—HX392, (estuaries) keyword—HX397, (adaptation) keyword—HX403

3.4.2,3.4.3,3.5.5,3.6.1

3.4.2,3.4.3,3.5.5,3.6.1

3.4.2,3.4.3,3.5.5,3.6.1

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Unit 6 Exploring Plants

Unit-level Essential Question:

Chapter 24 Essential Question:

Measurable Unit Objectives:Chapter 24 .

Concept Resources Standard AddressedC. Explorations

Exploring PlantsIntroduction to plants --Adaptation of plants

--Kinds of plants

--Plants in our lives

Active Reading Technique: reading organizer, p. 519Active reading guide (24-1)Directed reading guide (24-1)Chlorophyll A & B lab www.apbiology.comPlant growth, www.apbiology.comOsmosis lab—www.kckps.org (resources HS science)Overhead 121, 113A, 114A

Active Reading Guide (24-2)Directed Reading Guide (24-2)Overhead 115A, 133

Active Reading Technique: anticipation guide, p. 535; reading organizer p. 539Active Reading Guide (24-3)Directed Reading Guide (24-3)Overhead 112, 113, 114, 112A

3.7.3,3.3.2,3.3.3

3.7.3

3.7.3,3.5.7,3.4.2

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Unit 7 Exploring Invertebrates

Unit-level Essential Question:

Chapter 28.1 Essential Question:

Measurable Unit Objectives:Chapter 28.1 .

Concept Resources Standard AddressedExploring InvertebratesIntroduction to Animals--Animals –Features and body plans

--Animal body system

Exploring Human Biology

Active Reading Technique: reading organizer, p. 611, 614Active Reading Guide (28-1)Directed Reading Guide (28-1)Overhead 134, 135, 137AItwhitepages.com—octopus labapbiology.com—earthworm digestion labdicotomous keys—computer program

Active Reading Guide (28-2)Directed Reading Guide (28-2)

Video -- Incredible Human Body –Aids Lab—contact Harman H.S.

3.7.4

3.7.4

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