Florin High School
Curriculum Map
2004-2005
Content: Biology Grade
Level: 10
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1st Quarter, August
– October |
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Month
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Standards/Contents (**Power standards)
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Skills |
Activities (Examples) |
Materials
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Assessments
(*Common
assessments) |
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August |
Investigation and Experimentation (threaded throughout the entire year) **Scientific progress
is made by asking meaningful questions and conducting careful investigations. |
Know appropriate tools/tech. Explain lab safety guidelines. |
- Lab equipment
demonstration - Safety posters/ skits, etc. |
- Lab equipment
and supplies: (glassware, safety
equipment) - Consumables:
(paper, glue, markers, beans/ peanuts, etc) - Video - Textbook/teacher resources |
- Safety quiz - Student discussion and reflection - *Lab write-ups/ tests |
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Develop observation skills. |
- Bean/peanut observation lab - Demo activity. |
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Understand the nature of
science. |
- Science is/is not activity |
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Apply scientific method to any
problem. |
- Notes/lecture - Scientific
method lab:
(plant growth, bean, etc.) - Metric lab - Use graphs to interpret data (sample problems from
text) . |
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Analyze errors in labs Analyze graphing results |
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September/October |
6 - Ecology b. Ecosystems |
Identify organisms/ factors,
their interactions and impact within a habitat. |
- Library research project (Biomes) - Notes - Discussion - Worksheets, Reading guides, Concept
map - Root words |
- Internet - Reference books - Lab equipment:
(tweezers, probes, trays; rope/stakes, clipboards, cups) - Consumables:
(owl pellets, glue, construction paper, skeleton templates; beans/ two types,
data sheets) - Computers - Textbook/teacher resources - Videos |
- Root Word Quiz - *Ecology Quiz – objective (MC, matching, T/F) - *Ecology Test – objective + essay - *Food web diagram - *Chapter study guides/questions - *Owl Pellet Lab (analysis questions, food web diagram,
conclusion) - Population
Lab - *Biome project (written/oral/ powerpoint - presentation) - Endangered Species research Report |
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e, f. Food web/chains |
Describe energy flow through
trophic levels within an ecosystem. Identify autotrophs,
heterotrophs, decomposers in an ecosystem. Identify a food chain within a
food web. |
- Owl pellet dissection - Notes - Video - Food web diagram |
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d. BioGeoChemical Cycles |
Map and explain cycles. |
- Notes - Constructing or analyzing cycle diagrams - Videos - Poster of cycles |
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c. Population Ecology |
Define different types of
population growth. Analyze factors that affect
population size. |
- Notes - Population Lab - Video |
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a. Biodiversity |
Understand the variety of
organisms inhabiting Earth. Analyze the impact of habitat
alteration on organisms. |
- Notes - Library research (references, Internet) |
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October |
1 - Cell Biology h.
**Most macromole-cules in cells and organisms are synthesized
from a small collection of simple precursors. b. **Enzymes are
proteins that catalyze biochemical reactions. |
Compare/contrast four types
of macromolecules. Explain the role of enzymes in
biochemical reactions. |
- Notes/lectures - Discussion - Labs: (ex: pH lab, HONC lab, organic lab) - Projects |
- Internet - Reference books - Lab equipment:
(styrofoam balls, toothpicks; test tubes, beakers) - Consumables:
(foods/liquids, Lugol’s, biuret, Benedict’s) - Computers/ software - Textbook/teacher resources - Video |
- Root Word Quiz - Basic Chemistry Quiz - *Macromolecule graphics - pH Lab - *Chemical Bonding Lab (HONC) - *Organic Compound Lab (foods) |
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c.
prokaryotes and eukaryotes |
Compare/contrast prokaryotic cells and
eukaryotic cells. |
- Microviewer – different types of cells |
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- Microview Lab – drawings/ AQs |
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2nd Quarter, October
– January |
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Month
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Standards/Contents
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Skills |
Activities (Examples) |
Materials
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Assessments
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October/November |
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- Microscopes - Slides, stains, cover slips - Prepared slides - Plant/animal specimens (Elodea, potato, onion) - Plant/Animal cell models - Video - Software - Textbook/teacher resources |
- Root Word Quiz - *Microscope Quiz - *Cell structure/ function quiz - *Cell Transport Quiz - *Cell Test – structure/function; objective - *Cell Lab - *Cell projects - Stranded Stan essay |
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1 Cell Biology- cont'd e.
Cell organelles |
Identify structure and
function for a variety of organelles |
- Cell project (ex: 3D model, illustration) |
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a/f/g. Cell processes (diffusion, osmosis, cell
cycle/mitosis, photosynthesis, cellular respiration) |
Diagram/label cell membrane
structure and describe interactions with environment. Explain relationship between
photosynthesis and respiration (identify organelles involved) |
- Discussion - Notes/lecture - Labs (ex:diffusion and osmosis lab, photo/resp. lab) - Chapter study guides/questions - Comparative diagrams for PS/Respiration |
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December/January |
2 - Genetics (mutation and sexual reproduc-tion) a/b/c - Meiosis |
Compare/contrast mitosis and
meiosis. Identify steps in meiotic division. |
- Microviewers - Manipulatives on meiotic division - Onion root tip cell cycle (microscope) - Flash cards |
- Microviewers - Microscopes, prepared slides - Cell division models/charts - Videos |
- *Mitosis/Meiosis Quiz - Children’s books - Onion root tip cell cycle Lab (microscope) |
Molecular Genetics
5a. Structure/Function of DNA, RNA and proteins. |
Construct/label structure of
DNA and RNA Define roles of DNA, RNA and
protein. Compare/contrast DNA and RNA |
- DNA model - DNA replication activity - Labs (ex: DNA extraction, pop-bead lab) - Notes/lecture - Discussion - Video/laser disc |
- Lab equipment:
(test tubes, mortar and pestle, spooler) - Consumables:
(onion, alcohol, detergent, sand, cheesecloth) - Internet - Textbook/teacher resources - Video/laser disc |
- *DNA Structure/ function Quiz - DNA model - DNA Extraction Lab – analysis questions,
conclusion |
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5b/1d/4a,b,e Central Dogma
(DNA to RNA to Protein) |
Understand relationship
between DNA, RNA and proteins. Use genetic code to determine
mRNA and amino acid sequence. |
- Labs (ex. Rice Krispies ®, manipulatives) - Protein synthesis modeling; codon/ anticodon matching - Notes/lecture - Practice transla-tion activity (codon to AA) - Labs (ex. sickle cell, etc.) - Notes/lecture - Discussion |
- Consumables:
(crispy rice, marshmallows, margarine, etc.) - Manipulatives (DNA sequences, codons, anticodons) - Internet - Textbook/teacher resources - Video/laser disc |
- Protein Synthesis Quiz - *DNA/RNA/Protein Test - DNA and/or Protein Synthesis Lab (Rice Krispy) |
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c. Mutations |
Explain how changes in DNA
sequence affect phenotype. |
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d.
Gene expression in cells |
Have a basic knowledge of
patterns of gene expression. |
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3rd Quarter,
January – March |
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Month
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Standards/Contents
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Skills |
Activities (Examples) |
Materials
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Assessments
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January/February |
Biotechnology
5c (genetic engineering) |
Understand how DNA can be
manipulated. Explain how to apply genetic
engineering principles to produce useful products. |
- Notes/lecture - DNA scissors activity - DNA Goes to the Races; DNA Restriction Fragments |
- Scissors, high-lighters, tape - CEPRAP Kit - Internet - Video/laser disc - Textbook/teacher resources |
- Genetic Engineering Quiz - Lab:Electrophore- sis/data analysis, AQs, conclusion |
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5d*/e* (DNA Technology) *Optional |
Explain the principles of
electrophoresis. Perform electrophor-esis using
dyes/DNA. Perform and analyze bacterial
transformation. |
- Notes/lecture - Labs (CEPRAP): Electrophoresis, Restriction Enzymes,
Bacterial Transformation - Video/laser disc |
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February/March |
d - fertilization f/e - chromosomes and sex determination *NOTE: Standard 2a-g is reviewed and
reinforced throughout Mendelian and Molecular Genetics. |
Illustrate outcome of meiosis
(egg and sperm.) Understand relationship between chromosomes, genes and alleles and their
role in sex determination |
- Notes/lecture - Complete diagram of meiosis stages - Reebop babies activity - Video - Labs (karyotype) |
- Internet/software - Computers - Reference books - Consumables: marshmallows,
candy, toothpicks; karyotype sets - Coins, markers, colored pencils - Related study guides/practice - Textbook/teacher resources - Video |
- Root Word Quiz - *Basic Genetics Quiz - *Lab: Making Babies/AQs, conclusion - Genetic Disease project |
Mendelian Genetics
3a - Genotype/ phenotype and modes of
inheritance |
Use Punnett squares to predict
genetic cross outcomes. Show how genotype affects
phenotype. |
- Notes/lecture - Lab: Phenotype vs. Genotype - Punnett squares: predicting offspring |
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3b - Mendel's Laws |
Understand and apply Mendel's
laws |
- Lab: Making Babies |
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2e- Inheritance of alleles
from both parents 2g - Predicting genotype of
offspring from parents. |
Demonstrate how an organism's
genotype depends on the genotype of its parents. |
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c - *Pedigrees *Optional |
Construct and interpret a
family pedigree. Identify sex-linked, co-
dominant, incomplete dominant, multiple allele, polygenic traits |
- Analyze sample pedigrees; determine type of inheritance |
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- Pedigree Project |
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4th Quarter, March – June |
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Month
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Standards/Contents
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Skills |
Activities (Examples) |
Materials
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Assessments
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March/April |
Evolution
8e/f. Evidence of Evolution |
Use comparative embryology,
molecular biology, anatomy, and fossil record to show probably evolutionary
relationships. |
- Activity: Evidence of evolution - Notes/lecture - Discussion - Homework - Labs |
- Animal skeletons - Transparencies: (AA sequences, embryo develop-ment,
animal limbs) - Video |
- Root Word Quiz - *Evolution Quiz – Objective - *Evolution Test – Objective/Essay |
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8a/7a. Natural Selection 8b/7d Species diversity increases
chances of survival |
Explain how favorable
adaptations increase an organism’s chance for survival Explain why increased genetic
variation is advantageous. |
- Labs (variation, forks and beans/ adaptation;
camouflage/NS) - Notes/lectures - Videos - Chapter study guides/questions |
- Consumables: plastic
forks/ knives, spoons, chopsticks, beans - Textbook/teacher resources - Videos - Internet/computer |
- Lab: Variation and NS/AQs, conclusion |
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8c. Genetic drift |
Identify factors that affect
genetic equilibrium. |
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8d. Speciation |
Identify types of isolation
that can lead to formation of new species. |
- Notes/lecture - Software activity - Notes/lecture - Discussion - Homework |
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7b. Maintenance of lethal alleles in a population. |
Explain how lethal alleles can
remain in the gene pool by heterozy-gous individuals (e.g. sickle cell). |
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7c. Source of mutations * Goes
with 4C : Molecular Genetics |
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April/May |
Physiology
9a. Circulatory and Respiratory Systems |
Explain how circulation/
respiration interact to provide cells with nutrients and excrete waste
products (O2/CO2). |
- Animal dissection labs - Notes/lecture - Discussion - Diagrams: labeling of parts/ function - Videos - Notes/lecture |
- Consumables - Preserved specimens (earth-worms, frogs) - Dissection kits - Software - Anatomy models - Transparencies: types of cells, function |
- Dissection: organ structure/function evaluations - Tests/quizzes - Reports/presenta-tions - Lab write-ups: identification of parts/function,
conclusion |
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9b,c,d, e. Nervous and Endocrine Systems |
Explain how feedback loops
function to maintain homeostasis. Understand how electrical
impulses are transmitted. Understand parts and function
of different types of neurons. |
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9f*, g* Digestive and
Excretory Systems |
Understand the functions of
digestive and excretory systems. Explain how food is broken
down; waste removed. |
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10d/1c: Pathogens (bacteria, viruses and
parasites) |
Identify and define different
pathogens. Compare/contrast bacteria and
viruses |
- Notes/lecture - Video - Discussion - Lab (Bacteria) - Research report (infectious disease report) - Labs (AIDS transmission) - Notes/lecture - Prepared slides |
Lab Equipment: test tubes/rack, beakers, striker, marking pens,
demonstration scope |
- Bacteria/Virus/ Disease Quiz: objective - Disease/Immune System Quiz: Short answer - Infectious Disease - project: research paper, poster/ graphic, oral
presentation |
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10a/b. Body defense mechanisms (specific and
non-specific) |
Identify components of the
immune system. Compare/contrast specific vs.
nonspecific defenses. |
Consumables:Petri plates, Parafilm, cotton balls/swabs, liquid
soap, masking tape; NaOH, phenyl-pthlalein |
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10c. Vaccination |
Describe how vaccination can
increase the body’s defense against disease. |
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10e. Compromised immune system (AIDS) |
Explain how a defective immune
system will affect the body. |
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10f*. Cell components of immune system |
Explain/define the roles of
different types of white cells in the immune system. |
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