S10 Curriculum Map
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Contents |
August
Content and Essential Skills
- Unit 1: Principles of Cell Biology
- EQ - What makes something living?
- A lecture on themes of Biology.
Skills
Students practiced. . .
- Relate seven properties of life.
- Identify cells as structures that make up all living things.
- Differentiate between reproduction, heredity, metabolism, and homeostasis.
Assessment
Content Assessment included. . .
- Section Review questions
- Directed Reading worksheet
Resources
Teaching Resources Included. . .
- Outline transparency of notes on the section
Assessment Resources Included. . .
- Directed Reading worksheet
Optional
September
Content and Essential Skills
- Unit 1: Principles of Cell Biology
- EQ - Why is learning Biology important to you?
- A lecture on biology in the world and the scientific process.
- Students practiced the scientific process by conducting a LAB titled, "Using the Scientific Process".
- EQ - How do the parts of a cell work together?
- Lectured on how we look at cells, cell features, and cell organelles.
- Students watched a film titled, "Cells".
- Students practiced using a compound light microscope with a LAB titled, "Using a Compound Light Microscope."
Skills
Students practiced. . .
- Evaluating roles of biologists.
- Describe efforts in combating diseases.
- Describe the stages of the scientific process.
- Distinguish between a hypothesis and a prediction.
- Differentiate control groups from experimental groups and dependent variables from independent variables.
- Define the theory.
Students practiced. . .
- Describe magnification and resolution in microscopes.
- Analyze how light microscopes function.
- Compare light microscopes, electron microscopes, and scanning tunneling microscopes.
- List the three parts of the cell theory.
- Determine why cells must be relatively small.
- Compare prokaryotic cells with eukaryotic cells.
- Describe the structure of cell membranes.
- Understand the role of the nucleus.
- Analyze protein production.
- Summarize the importance of mitochondria.
- Identify three structures in plant cells that are not found in animal cells.
Assessment
Content Assessment included. . .
- Section Review questions
- Directed Reading worksheets
- Vocabulary activity
- Lab activity
- Chapter Review
- PreTest
- Test
Content Assessment included. . .
- Section Review questions
- Directed Reading worksheets
- Vocabulary activity
- Lab activity
- Chapter Review
- PreTest
- Test
Resources
Teaching resources include. . .
-Outline transparency of the notes on the chapter
-Microscopes
-Lab materials
-Biology test disk and computer
Assessment Resources Included. . .
-Directed Reading worksheets
-Test
Teaching resources include. . .
-Outline transparency of the notes on the chapter
-Lab materials
-Biology test disk and computer
Assessment Resources Included. . .
-Directed Reading worksheets
-Test
Optional
October
Content and Essential Skills
- Unit 1: Principles of Cell Biology
- EQ - How do cells maintain homeostasis?
- Lectured on passive transport and active transport.
- Students practiced passive transport by demonstrating osmosis in a LAB titled, "Under What Conditions Does Osmosis Occur?"
- Unit 6: Exploring Plants
- EQ - What are the characteristics of the kingdom Planet?
- Lectured on adaptations of plants, kinds of plants, and plants in our lives.
- Students practiced making comparisons and drawing conclusions with a LAB titled, "Under what conditions are stomata open?"
- Students also practiced analyzing the the botanical importance of a fruit in a LAB titled, "When is vegetable a fruit?"
Skills
Students practiced. . .
- Relating concentration gradients, diffusion, and equilibrium.
- Predicting water movement into and out of cells.
- Described the importance of ion channels in passive transport.
- Identified the roles of carrier proteins in facilitated diffusion.
- Compared active transport with passive transport.
- Described the importance of a sodium potassium pump.
- Distinguished between enocytosis and exocytosis.
- Identified three ways that receptor proteins can change the activity of a cell.
Students practiced. . .
- Summarize how plants are adapted to living on land.
- Distinguish nonvascular plants from vascular plants.
- Relate the success of plants on land to seeds and flowers.
- Describe the basic structure of a vascular plant sporophyte.
- Describe the key features of the four major groups of plants.
- Explain how plants are used to treat human ailments.
- Identify plants used to make paper and cloth.
Assessment
Content Assessment included. . .
- Section Review questions
- Directed Reading worksheets
- Vocabulary activity
- Lab activity
- Chapter Review
- PreTest
- Test
Content Assessment included. . .
- Section Review questions
- Directed Reading worksheets
- Vocabulary activity
- Lab activity
- Chapter Review
- PreTest
- Test
Resources
Teaching resources include. . .
- Outline transparency of the notes on the chapter.
- Lab materials
- Biology test disk and computer
Assessment Resources Included. . .
- Directed Reading worksheets
- Test
Teaching resources include. . .
- Outline transparency of the notes on the chapter.
- Lab materials
- Biology test disk and computer
Assessment Resources Included. . .
- Directed Reading worksheets
- Test
Optional
November
Content and Essential Skills
- Unit 6: Exploring Plants
- EQ - What are the different ways in which plants can reproduce?
- Lectured on sexual reproduction in seedless plants, sexual reproduction in seed plants, and asexual reproduction. Students observed, made comparisons, and drew conclusions about the basic flower structure by participating in a LAB titled, "How are the parts of a flower arranged?".
- EQ - How does a plant's structure relate to its' function?
- Lectured on the vascular plant body and transport in plants. Students observed through a microscope and compared structures of dicot roots, monocot roots, dicot stems, monocot stems, and leaf cross sections in a LAB titled, "How does the internal structure of roots and stems differ?" and "What structures are found in a leaf?".
Skills
Students practiced. . .
- Summarizing the life cycle of a moss, fern, conifer, and angiosperm
- Compared and contrasted each life cycle.
- Distinguished the male and female gametophytes of seed plants.
- Described the function of each part of a seed.
- Described several types of vegetative reproduction in plants.
Students practiced. . .
- Identified the three kinds of tissues in a vascular plant's body, and stated the function of each.
- Compared the structures of different types of roots, stems, and leaves.
- Related the structures of roots, stems, and leaves to their functions.
- Related transpiration to the movement of water up a plant.
- Described how guard cells regulate the rate of transpiration.
- Described the process of translocation in a plant.
Assessment
Content Assessment included. . .
- Section Review questions
- Directed Reading worksheets
- Vocabulary activity
- Lab activity
- Chapter Review
- PreTest
- Test
Content Assessment included. . .
- Section Review questions
- Directed Reading worksheets
- Vocabulary activity
- Lab activity
- Chapter Review
- PreTest
- Test
Resources
Teaching resources include. . .
- Outline transparency of the notes on the chapter.
- Lab materials
- Biology test disk and computer
Assessment Resources Included. . .
-Directed Reading worksheets
- Test
Teaching resources include. . .
-Outline transparency of the notes on the chapter.
- Lab materials
- Biology test disk and computer
Assessment Resources Included. . .
-Directed Reading worksheets
- Test
Optional
December
Content and Essential Skills
- UNIT 6: Exploring Plants
- EQ - How is a seed transformed into a mature plant and how do they respond to their environment?
- Lectured on how plants grow and develop and regulation of plant growth and development.
- Students practiced interpreting data, drawing conclusions, and making predictions in a DATA LAB titled, "Interpreting Annual Rings".
- Students also worked on a MATH LAB titled, "Analyzing the Effect of Cold on Seed Germination".
Skills
Students practiced. . .
- Comparing seed germination in beans and corn.
- Contrasting annuals, biennials, and perennials.
- Explained how primary and secondary growth are produced.
- Described several traits of bread wheat.
- Contrasted development in plants and animals.
- Identified the major nutrients plants need to grow.
- Described how plant hormones control plant growth.
- Related environmental factors to plant growth.
Assessment
Content Assessment included. . .
- Section Review questions
- Directed Reading worksheets
- Vocabulary activity
- Chapter Review
- PreTest
- Test
Resources
Teaching resources include. . .
- Outline transparency of the notes on the chapter.
- Biology test disk and computer
Assessment Resources Included. . .
- Directed Reading worksheets
- Test
Optional
January
Content and Essential Skills
- Unit 1: Principles of Cell Biology
- EQ - What are living things made of?
- Lectured on nature of matter, water and solutions, chemistry of cells, and energy and chemical reactions.
- Students practiced determining acidity of solutions with a LAB titled, "Acids and Bases; Determining pH".
- EQ - Where do you get the energy your body cell's need to function?
- Lectured on energy and living things, photosynthesis, and cellular respiration.
- Watched a video titled, "Photosynthesis and Cellular Respiration".
- Showed the process of fermentation through a distillation demonstration.
- Would like to set up a tour of Leprino and the process of making cheese during this section.
Skills
Students practiced. . .
- Differentiate atoms and elements.
- Distinguish between covalent, hydrogen, and ionic bonds.
- Analyze the properties of water.
- Distinguish between acids and bases.
- Define carbohydrates, lipids, and proteins.
- Evaluate the importance of energy to living things.
Students Practiced. . .
- Analyzing the flow of energy through living systems.
- Comparing the metabolism of autotrophs with that of heterotrophs.
- Describing the role of ATP in metabolism.
- Describing how energy is released from ATP.
- Summarizing how energy is captured from sunlight in the first stage of photosynthesis.
- Analyzing the functions of electron transport chains in the second stage of photosynthesis.
- Relating the Calvin cycle to carbon dioxide fixation in the third stage of photosynthesis.
- Identifying three environmental factors that affect the rate of photosynthesis.
- Summarizing how glucose is broken down in the first stage of cellular respiration.
- Describing how ATP is made in the second stage of cellular respiration.
- Identifying the role of fermentation in the second stage of cellular respiration.
- Evaluating the importance of oxygen in aerobic respiration.
Assessment
Content Assessment included. . .
- Section Review questions
- Directed Reading worksheets
- Vocabulary activity
- Lab activity
- Chapter Review
- PreTest
- Test
Content Assessment included. . .
- Section Review questions
- Directed Reading worksheets
- Vocabulary activity
- Demonstration
- Chapter Review
- PreTest
- Test
Resources
Teaching resources include. . .
- Outline transparency of the notes on the chapter.
- Lab materials
- Biology test disk and computer
Assessment Resources Included. . .
- Directed Reading worksheets
- Test
Teaching resources include. . .
- Outline transparency of the notes on the chapter.
- Demonstration materials
- Biology test disk and computer
Assessment Resources Included. . .
- Directed Reading worksheets
- Test
Optional
February
Content and Essential Skills
- Unit 2: Principles of Genetic
- EQ - Where do cells get the information they need to function?
- Lectured on chromosomes, the cell cycle, and mitosis and cytokinesis. Students practiced their knowledge of chromosomal mutations with a LAB title, "What are Chromosomal Mutations". Another LAB was conducted that aided students in viewing cells undergoing mitosis and cytokinesis, that LAB was titled, "What do Mitosis and Cytokinesis Look Like?"
- EQ - Why are some offspring identical to their parents, while others are not?
- Lectured on meiosis and sexual reproduction. Students practiced their knowledge of crossing-over with a LAB titled, "How Can You Model Crossing-Over?". Another LAB activity was done by the students to model crossing-over, meiosis, sexual reproduction, and development. This LAB was titled, "Marshmellow Meiosis".
Skills
Students practiced. . .
- Relating binary fission to cell division.
- Differentiated between a gene, a DNA molecule, a chromosome, and a chromatid.
- Compared haploid and diploid cells.
- Differentiate between homologous chromosomes, autosomes, and sex chromosomes.
- Predict how changes in chromosome number or structure can affect development.
- Identify and describe events of the five phases of the cell cycle.
- Summarize the events of the four stages of mitosis.
- Differentiate cytokinesis in animal and plant cells.
Students practiced. . .
- Summarize the events that occur during meiosis I and meiosis II.
- Relate how crossing-over, independent assortment, and random fertilization contribute to genetic variation.
- Compare the formation of gametes in male and female animals.
- Differentiate between asexual and sexual reproduction.
- Evaluate the relative genetic and evolutionary advantages and disadvantages of asexual and sexual reproduction.
- Differentiate between the three major sexual life cycles found in eukaryotes.
Assessment
Content Assessment included. . .
-Section Review questions
-Directed Reading worksheets
-Vocabulary activity
-LAB Activities
-Chapter Review
-PreTest
-Test
Content Assessment included. . .
-Section Review questions
-Directed Reading worksheets
-Vocabulary activity
-LAB Activities
-Chapter Review
-PreTest
-Test
Resources
Teaching resources include. . .
- Outline transparency of the notes on the chapter.
- LAB materials
- Biology test disk and computer
Assessment Resources Included. . .
- Directed Reading worksheets
- Test
Teaching resources include. . .
- Outline transparency of the notes on the chapter.
- LAB materials
- Biology test disk and computer
Assessment Resources Included. . .
- Directed Reading worksheets
- Test
Optional
March
Content and Essential Skills
- Unit 2: Principles of Genetics
- EQ - How are traits passed from one generation to the next?
- Lectured on the origin of genetics, Mendel's theory, studying heredity, and how pattern of heredity can be complex.
- Students worked on a Math LAB titled, " Calculating Mendel's Ratios", to get a better understanding of ratios. Students then practiced a practical application to phenotypes and genotypes by conducting a LAB titled, "Do You Have Dominant or Recessive traits".
- Test Crosses were practiced by the students in two LABS titled, "Analyzing a Test Cross" and "Predicting the Results of Crosses Using Probabilities".
- Students also had the opportunity to read a pedigree and make one in a LAB titled, "Evaluating a Pedigree". A video was shown to the students on genetic disorders.
Skills
Students practiced. . .
- Summarize the three major steps of Gregor Mendel's garden-pea experiments.
- 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 fo an organism with a dominant phenotype.
- Predict the results of monohybrid genetic crosses by using probabilities.
- Analyze a pedigree
- Identify the five factors that influence heredity.
- Describe how mutations can cause genetic disorders.
- Evaluate the benefits of genetic counseling.
Assessment
Content Assessment included. . .
- Section Review questions
- Directed Reading worksheets
- Vocabulary activity
- LAB Activities
- Chapter Review
- PreTest
- Test
Resources
Teaching resources include. . .
- Outline transparency of the notes on the chapter.
- TV and VCR
- LAB materials
- Biology test disk and computer
Assessment Resources Included. . .
- Directed Reading worksheets
- Test
Optional
April
Content and Essential Skills
- Unit 2: Principles of Genetics
- EQ - How can you model DNA structure?
- Lecture was given on Identifying the genetic material and the structure of DNA.
- A demonstration of how a centrifuge works and what it is used for was given. A LAB on the Extraction of Human Cheek Cell DNA was practiced. Students extracted their own DNA and visually saw their DNA. A worksheet of question about DNA went along with the LAB. Students also made models of DNA out of paper and displayed these throughout the room. A film titled, "Genetic Disorders" was shown.
- Unit 3: Principles of Evolution
- EQ - How do you use and make a Dichotomous Key?
- A lecture on catatgories of Bilogical Classification and how Biologists classify organisms was given. A Quick LAB was processed by the students titled, "Making a Cladogram." A Dichotomous Key Activity was done where students made a dichotomous key of their shoes and practiced using it.
Skills
Students practiced. . .
- Relate Griffith's conclusions to observations he made during the transformation experiments.
- Summarize the steps involved in Avery's transformation experiments, and state the results.
- Evaluate the results of the Hershey and Chase experiment.
- Describe the three components of nucleotides.
- Develop a model of the structure of a DNA molecule
- Evaluate the contributions of Chargaff, Franklin, and Wilkins in helping Watson and Crick to determine the double-helical structure of DNA.
- Relate the role of the base-paring rules to the structure of DNA.
- Summarize the process of DNA replication.
- Describe how errors are corrected during DNA replication.
- Compare replication forks of prokaryotic and eukaryotic organisms.
Students practiced. . .
- Describe Linnaeus's role in developing the modern system of naming organisms.
- Summarize the scientific system for naming a species.
- List the seven levels of classification.
- List the characteristics that biologists use to classify organisms.
- Summarize the biological species concept.
- Relate analogous structures to convergent evolution.
- Describe how biologists use cladograms to determine evolutionary histories.
Assessment
Content Assessment included. . .
- Section Review questions
- Directed Reading worksheets
- Vocabulary activity
- LAB Activities
- Chapter Review
- PreTest
- Test
Content Assessment included. . .
- Section Review questions
- Directed Reading worksheets
- Vocabulary activity
- LAB Activities
- Chapter Review
- PreTest
- Test
Resources
Teaching resources include. . .
- Outline transparency of the notes on the chapter.
- LAB materials
- Video: Genetic Disorders
- Biology test disk and computer
Assessment Resources Included. . .
- Directed Reading worksheets
- Test
Teaching resources include. . .
- Outline transparency of the notes on the chapter.
- LAB materials
- Biology test disk and computer
Assessment Resources Included. . .
- Directed Reading worksheets
- Test
Optional
May
Content and Essential Skills
- Projects
- EQ - How do animals feed, reproduce, and respond to their environment?
- Students are going to study how living things are structured, feed, reproduce, and respond to stimuli. They will research an organism and do a presentation on what they have found. They will also look up additional information either through dissection works or an internet activity to present further information to the class.
- Finally, they will participate in an actual dissection of the organism. Students will collaborate with one another in a small group format.
Skills
Students practiced. . .
- Describe the general features of sponges.
- Compare the three classes of cnidarians.
- Describe the body plan of a roundworm.
- Research on the Ascaris worm.
- Describe the key characteristics of mollusks.
- Describe the basic annelid body plan.
- Dissect an earthworm.
- Describe the characteristics of arthropods, arachnids, insects, and crustaceans.
- Dissect a crayfish.
- Describe the major characteristics of echinoderms and chordates.
- Summarize how a sea stars water vascular system works.
- Dissect a sea star.
- Identify the key characteristics of vertebrates. Contrast ectotherms with endotherms.
- Dissect a rat.
- Summarize characteristics of fish, blood circulation, obtain oxygen, and reproduce.
- Describe the characteristics of all modern amphibians.
- Dissect a Perch.
- Describe the key characteristics of reptiles.
- Compare the four living orders of reptiles.
- Describe the key characteristics of birds.
- Dissect a snake.
- Describe characteristics of mammals such as hair, teeth, metabolism, and parental care.
- Recognize how mammals are adapted to many different environments.
- Dissect a fetal pig.
- Compare innate and learned behaviors.
- Discuss six types of animal behavior such as, parental care, courtship, defense, foraging, migratory, and territorial.
Assessment
Content Assessment Included. . .
- Class participation
- Project presentation
- Computer Activity of additional information.
- Actual Dissection of an organism.
- Test
Resources
Teacher Resources Included. . .
- Worksheets
- Dissection Works CDs
- Projector
- Dissection Materials
- Preserved Organisms
Assessment Resources Included. . .
- Project Ruberic
- Test
Optional
