biology content skills assessment core tasks … · biology. content skills assessment big ideas:...

St. Mary's College High School

Biology Content

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Big Ideas: I. Pre-Unit and introduction to Biology, the study of life Essential Questions: 1. What is Life? 2. How do scientists work? II. Watershed Ecology Essential Questions: 1. How do energy and materials travel and transform through an ecosystem? 2. How does a creek ecosystem interact with the watershed? 3. How can indicator species help us determine the "health" of a creek ecosystem?

Core Tasks I. 1: identify and explain the characteristics of living things- understand that all must apply I. 1: look at items and use characteristics to determine whether they are living or not living I. 2: design and evaluate an experiment using the scientific method and isolating a single variable I. 2: demonstrate proper microscope technique and identify parts of the microscope II. distinguish biotic and abiotic factors in an ecosystem II. compare, contrast and give examples of: predation, competition, symbiosis, parasitism, mutualism, commensalism II. graph population data accurately and following requirements for scientific graphing II. compare the way that energy and materials move through an ecosystem. II.: draw and describe a biogeochemical cycle, energy

Assessments I.1-I.2: multiple choice/short answer quizzes (weekly) I.1: "What is Life?" lab activity with analysis questions I.2: microscopy lab w/ questions

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Biology St. Mary's College High School Content

Skills

Assessment

pyramid or human disturbance effecting these constructs II.: draw a food web and identify producers, 1st order consumers, higher order consumers. II. define watershed and explain human role in it II. sample and identify benthic macroinvertebrates of codornices creek, classify them by pollution tolerance and evaluate the creek based on biodiversity and pollution tolerant organisms

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III. The Life of a Cell Essential Questions: III.1: What does the cell theory say? III.2: What are the different kinds of cells and how do their structures differ? III.3: Cell structure & function IV. Transport through organisms

III. 1: describe origins of cell and cellular basis of life III. 2: contrast prokaryote/eukaryote, plant cell/animal cell (size, structure, type of organism) III. 2 (I.2): make a wet mount of living tissue and observe using the microscope III.3: describe structure and function of organelles III.2: distinguish between prokaryotic & eukaryotic cells, plant vs. animal cells

III.1-III3: Cell Book Project III. 2-3; I.2: lab activity: observing onion cells and cheek cells with drawing, labels, analysis



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and cells Essential Questions: IV.1: How does the cell membrane structure allow it to act as a gate- keeper for the cell? IV.2: How do plants transport water from the roots to the leaves and sugars from the leaves throughout the plant? IV.3: How do animals transport needed substances and waste through their bodies?

IV.1: describe the structure of the cell membrane IV.1: distinguish the different methods of moving materials across a membrane- which require energy; transport proteins IV.1: evaluate a cell in solution and identify osmosis & draw a representation of tonicity of solution vs cytoplasm IV.2: compare xylem & phloem; identify xylem & phloem in the vascular tissue of a stem IV.2: explain the role of root pressure, capillary action & evaporation in the process of transpiration IV.3: compare different types of circulatory systems in animals IV.3: describe the path of blood through the human circulatory system including chambers of the heart

IV.1: Osmosis Lab: "Grape Expectations" or "Don't Stay Thirsty My Friends" IV.2. transpiration lab IV.2: draw the stem in cross-section and label vascular bundles, xylem, phloem



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V. Energy transformations Essential Questions: V.1: How do we digest and absorb nutrients from food? V.2: How do cells use energy from food? V.3: How do plant cells transform the energy of sunlight into food

V.1: describe the relationship between calories, kilocalories, Calories, glucose and ATP V.1: describe the path of food through the human digestive system V.1: define and locate sites of mechanical & chemical digestion, nutrient absorption, water absorption, elimination V.1: identify on a dissected frog or a model human the organs of the digestive system V.2: describe the relationship between glycogen, glucose, ATP V.2: summarize the events of glycolysis, Krebb's cycle and electron transport chain V.2: define/describe the importance of enzymes & how they speed up chemical reactions V.2: define and compare endothermic and exothermic Rxns V.3: explain how energy carrier molecules such as ATP and NADPH are used and recycled during photosynthesis and cellular respiration V.3: summarize the events of the light dependent and light independent Rxns

V.1: frog dissection lab V.2: Lab: "Underwater respiration" V.2: energy process poster V.3: chromatography lab V.3: lab: "Underwater photosynthesis"



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V.3: explain where the mass of a tree comes from (CO2 in the air) V.3. explain why the Calvin cycle cannot continue without light, even though these are the "light independent" Rxns

Weekly open note quizzes (multiple choice & short answer/analysis) Unit tests(multiple choice & short answer/analysis, partial lab practical) Cumulative Final Exam on Trimester 1 material

Biology 2 - Dynamic Change Content

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Assessment

Big Ideas: Cell Growth and Division A. Student understands why cells divide and how they divide 1. How does Surface to Volume Ratio affect cell function 2. What are the events and processes of the Cell Cycle Sexual Reproduction B. Student understands the sequence of events in meiosis allow for sexual reproduction. 1. Why does meiosis have two rounds of nuclear divisions? 2. How do crossing over and

1Core Tasks: Identify and use the organization prompts of textbook in note taking (Standard outlines, 2 Columns, Concept Mapping) Student learning behavior: Developing writing, a variety of study skills, ability to solve problems, planners A 1. Calculate surface area to volume ratio for rectangular shaped cells. A 2. Describe the various components of the cell cycle A 2. Identify the what occurs during the various stages of Mitosis B 1 & 2. Compare events of meiosis with diagrams, micro-

A 1. Quiz on Surface Area to Volume Ratio A 2. Mitosis Manipulative Lab B 1 & 2 Candy Meiosis L ab



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independent assortment increase genetic variation? 3. Which cells divide by meiosis and why? C. Compare and contrast the events of mitosis and meiosis for asexual reproduction and sexual reproduction. 1. What are the important events in meiosis that allow for genetic variation? 2. How does sexual reproduction produce greater genetic variety in its offspring? D. Student can map and describe the events that lead to the creation of new life for human and flowering plant reproduction. 1. For humans and flowering plants, how do gametes make zygotes? 2. What are the events of the flowering plant's life cycle.

graphs, and written descriptions. B 3. Use of lab activities and video "Life's Greatest Miracle" to identify the gonads of humans and flowering plants. C 1. Use NOVA interactive to compare meiosis and mitosis, and find meiotic events that increase chromosomal variety. C 2. Explore mathematics of independent assortment and the calculate the variety of gamete variety (2n). D 1. Students will use diagrams and lab observations to describe the process of reproduction in humans and flowering plants D 2. Students can apply the terminology of flowering plant life cycle.

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Big Ideas: Genetics Student understands and appreciates the diversity of life in relation to differences in nucleic acids sequences I. Meiosis (EQ) A. why does meiosis have 2 divisions? B. how do crossing over and

Core Tasks: I. Meiosis A. why does meiosis have 2 divisions? B. how do crossing over and independent assortment increase

I. Meiosis lab activity: candy meiosis



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independent assortment increase genetic variation? C. which cells divide by meiosis and why? IV. Life of a Cell (continued) D. Cell Cycle & Genetics E. Protein Synthesis

genetic variation? C. which cells divide by meiosis and why? IV. D. 1. Describe the stages of Meiosis IV. D. 2. Distinguish between Dominant and Recessive traits & describe the various exceptions to the complete dominance rule IV. D. 3. Predict probable outcomes of mono and dihybrid crosses using Punnett squares IV. E. 1. Describe the process and molecules involved with DNA synthesis IV. E. 2. Compare/contrast the the roll and function of RNA with DNA IV. E. 3. Describe the role of transcription in protein synthesis

IV. D. 1-3. Test IV. E. 1. DNA Extraction Lab IV. E. 2-3. Protein Synthesis Manipulative Lab


biology content skills assessment core tasks … · biology. content skills assessment big ideas:...

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