high school biology ii curriculum

High School Biology II Curriculum Course Description: An advanced level biology course with a strong laboratory emphasis. The course builds on the concepts introduced in Biology I, such as microbiology, heredity, and genetics. Although not a required prerequisite, information covered in Chemistry is helpful. This course is a prerequisite for any student wishing to take AP Biology. Scope and Sequence:

Timeframe Unit Instructional Topics

4 weeks Mechanisms of Evolution Topic 1: Darwin Topic 2: Evidence of Evolution Topic 3: Microevolution Topic 4: Macroevolution

2.5 weeks Chemistry of Life Topic 1: Basic Chemistry Topic 2: H₂0 Topic 3: Carbon Topic 4: Macromolecules

3.5 weeks The Cell Topic 1: Cell Membrane Topic 2: Cell Topic 3: Cell Cycle Topic 4: Viruses

3.5 weeks Mendelian Genetics Topic 1: Meiosis Topic 2: Mendel Topic 3: Non-Mendelian Topic 4: Chromosomal Basis

Board Approved: February 8, 2018 2 | P a g e

4 Weeks Molecular Genetics Topic 1: DNA Topic 2: Gene Expression Topic 3: Gene Regulation Topic 4: Biotechnology


Unit 1: Mechanisms of Evolution Subject: Biology II Grade: 10-12 Name of Unit: Mechanisms of Evolution Length of Unit: 4 weeks Overview of Unit: Students will explore Theory of Evolution by the mechanism of natural selection. They will describe evidence of evolution including microevolution using hardy weinberg. Students will graph allele frequency change over generations and show how that could result in macroevolution if isolation and different environments make populations reproductively incompatible. Priority Standards for unit:

● 1.1 The student is able to convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time and to apply mathematical methods and conceptual understandings to investigate the cause(s) and effect(s) of this change

● 1.2 The student is able to evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in evolution.

● 1.3 The student is able to apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future.

● 1.4 The student is able to evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over time.

● 1.5 The student is able to connect evolutionary changes in a population over time to a change in the environment.

● 1.6 The student is able to use data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and effects of selection in the evolution of specific populations.

● 1.7 The student is able to justify data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and the effects of selection in the evolution of specific populations.

● 1.8 The student is able to make predictions about the effects of genetic drift, migration and artificial selection on the genetic makeup of a population.

● 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution.

● 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution.

● 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology.


● 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution.

● 1.13 The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution.

● 1.22 The student is able to use data from a real or simulated population(s), based on graphs or models of types of selection, to predict what will happen to the population in the future.

● 1.23 The student is able to justify the selection of data that address questions related to reproductive isolation and speciation.

● 1.24 The student is able to describe speciation in an isolated population and connect it to change in gene frequency, change in environment, natural selection and/or genetic drift.

● 1.25 The student is able to describe a model that represents evolution within a population. ● 1.26 The student is able to evaluate given data sets that illustrate evolution as an ongoing

process. ● 3.27 The student is able to compare and contrast processes by which genetic variation is

produced and maintained in organisms from multiple domains ● 3.28 The student is able to construct an explanation of the multiple processes that

increase variation within a population. ● 4.25 The student is able to use evidence to justify a claim that a variety of phenotypic

responses to a single environmental factor can result from different genotypes within the population.

● 4.26 The student is able to use theories and models to make scientific claims and/ or predictions about the effects of variation within populations on survival and fitness.

Supporting Standards for unit:

● TT.AB.I.3: Students will recognize that peoples’ multiple identities interact and create unique and complex individuals.

● TT.AB.I.5: Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.

● TT.AB.D.8: Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.

● TT.AB.D.10: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.

● ISTE-DIGITAL CITIZEN.2: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

● ISTE - COMPUTATIONAL THINKER.5: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.


● ISTE - GLOBAL COLLABORATOR.7: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Essential Questions:

1. How do changes in the environment affect a natural population? 2. Why does natural selection act on the phenotypic level? 3. How do random processes drive evolutionary change? 4. How do mathematics and other scientific disciplines support evidence for evolution? 5. How does speciation occur within two populations? 6. What evidence supports the continuation of evolution? 7. How does genetic variation affect population dynamics?

Enduring Understanding/Big Ideas:

1. 1.A.1: Natural selection is a major mechanism of evolution. 2. 1.A.2.: Natural selection acts on phenotypic variations in populations. 3. 1.A.3.: Evolutionary change is also driven by random processes. 4. 1.A.4.: Biological evolution is supported by scientific evidence from many disciplines,

including mathematics. 5. 1.C.2: Speciation may occur when two populations become reproductively isolated from

each other. 6. 1.C.3: Populations of organisms continue to evolve. 7. 4.C.3: The level of variation in a population affects population dynamics.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

1. Theory 2. Fixed Species Concept 3. Gradualism 4. Acquired Characteristics 5. Descent with Modification 6. Common ancestor 7. Natural selection 8. Survival and reproduction 9. Fossils 10. Analogy 11. Homology


12. Vestigial organs 13. Convergent evolution 14. Divergent evolution 15. Biogeography 16. Molecular evidence 17. Population Genetics 18. Mendelism 19. Darwinism 20. Modern Synthesis 21. Sexual Reproduction 22. Population 23. Species 24. Gene Pool 25. Microevolution 26. Macroevolution 27. Hardy-Weinberg Theorem 28. Genetic Drift 29. Bottleneck Effect 30. Founder’s Effect 31. Gene Flow 32. Mutations 33. Nonrandom Mating 34. Relative Fitness 35. Stabilizing Selection 36. Directional Selection 37. Disruptive Selection 38. Sexual Selection 39. Sexual Dimorphism 40. Heterozygote Advantage 41. Biological Species 42. Prezygotic 43. Habitat Isolation 44. Temporal Isolation 45. Behavioral Isolation 46. Mechanical Isolation 47. Gametic Isolation 48. Postzygotic 49. Reduced Hybrid Viability 50. Reduced Hybrid Fertility 51. Hybrid Breakdown 52. Allopatric Speciation 53. Sympatric Speciation


54. Autopolyploid 55. Allopolyploid 56. Adaptive Radiation 57. Gradualism 58. Punctuated Equilibrium


Topic 1: Darwin Engaging Experience 1 Title: Natural Selection Suggested Length of Time: 1 week Standards Addressed Priority:

● 1.1 The student is able to convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time and to apply mathematical methods and conceptual understandings to investigate the cause(s) and effect(s) of this change 1.2 The student is able to evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in evolution.



Supporting: ● TT.AB.I.3: Students will recognize that peoples’ multiple identities interact and

create unique and complex individuals. ● TT.AB.I.5: Students will recognize traits of the dominant culture, their home

culture and other cultures and understand how they negotiate their own identity in multiple spaces.




● ISTE - COMPUTATIONAL THINKER.5: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

Detailed Description/Instructions: Students will describe natural selection as descent with modification. Students will describe how variation, isolation, and environmental can create change in populations. Suggested activities include a predator/prey lab, a brine shrimp lab, Learn Genetics: Variation, Selection, and Time and the natural selection Phet activity. Bloom’s Levels: Analyze Webb’s DOK: 3


Topic 2: Evidence of Evolution Engaging Experience 1 Title: Evidence of Evolution Suggested Length of Time: 3 days Standards Addressed Priority:



● 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution.

● 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution.

● 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology.

● 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution.

● 3.27 The student is able to compare and contrast processes by which genetic variation is produced and maintained in organisms from multiple domains

Detailed Description/Instructions: Students will analyze the main categories of evidence used to support the Evolutionary Theory: fossils, direct observations, molecular, biogeography and anatomical evidence. Suggested activities include: homology bone coloring, analogous structure analysis, and HHMI’s anole lizard activities. Bloom’s Levels: Evaluate Webb’s DOK: 3


Topic 3: Microevolution Engaging Experience 1 Title: Population Genetics using Hardy Weinberg Equilibrium Suggested Length of Time: 1 week Standards Addressed Priority:

● 1.6 The student is able to use data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and effects of selection in the evolution of specific populations.

● 1.7 The student is able to justify data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and the effects of selection in the evolution of specific populations.

● 1.8 The student is able to make predictions about the effects of genetic drift, migration and artificial selection on the genetic makeup of a population.

● 1.13 The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution.

● 1.22 The student is able to use data from a real or simulated population(s), based on graphs or models of types of selection, to predict what will happen to the population in the future.

● 1.26 The student is able to evaluate given data sets that illustrate evolution as an ongoing process.

Detailed Description/Instructions: Students will predict changes in allele frequencies within populations over generations. Students will use the Hardy Weinberg equilibrium formulas to calculate allele and genotypic frequencies within a population. Students will use these allele frequencies as evidence of microevolution within a population. Suggested activities include: PTC tasting lab, Wisconsin fast plant lab, allele A1 computer simulation, and population genetics lab. Bloom’s Levels: Evaluate Webb’s DOK: 3


Engaging Experience 2 Title: Graphing Natural Selection changes Suggested Length of Time: 2 days Standards Addressed Priority:




Detailed Description/Instructions: Students will graph allele frequencies within a population at two points in historical time. Students will use the change in these frequencies to provide support for evolution and classify these changes as stabilizing, directional, or disruptive evolution. Suggested activities include: HHMIs pocket mice activities. Bloom’s Levels: Analyze Webb’s DOK: 3


Topic 4: Macroevolution Engaging Experience 1 Title: Speciation Suggested Length of Time: 1 week Standards Addressed Priority:



● 1.25 The student is able to describe a model that represents evolution within a population.


Detailed Description/Instructions: Students will predict speciation events based on genetic variation within a population, isolation and natural selection. Students will examine pre- and postzygotic barriers that result in isolation including scenarios that lead to allopatric and sympatric speciation events. Suggested activities include: HHMIs pocket mice activities. Bloom’s Levels: Evaluate Webb’s DOK: 3


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) POGIL selection and speciation activities: Students will use graphing and specific examples to examine hardy weinberg equilibrium, microevolution and macroevolution. Students will graph and interpret graphs of change in allele frequency over generations. Students will examine examples of reproductive isolation. Students will calculate change in allele frequency within a small population that is experiencing genetic drift. Students will show how reproductive isolation can result in species creation (macroevolution).


Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience Title

Description Suggested Length of

Time

Darwin Natural Selection

Students will describe natural selection as descent with modification. Students will

describe how variation, isolation, and environmental can create change in

populations. Suggested activities include a predator/prey lab, a brine shrimp lab, Learn Genetics: Variation, Selection, and Time

and the natural selection Phet activity.

1 week

Evidence of Evolution

Evidence of Evolution

Students will analyze the main categories of evidence used to support the

Evolutionary Theory: fossils, direct observations, molecular, biogeography and anatomical evidence. Suggested activities

include: homology bone coloring, analogous structure analysis, and HHMI’s

anole lizard activities.

3 days

Microevolution Population Genetics using

Hardy Weinberg Equilibrium

Students will predict changes in allele frequencies within populations over

generations. Students will use the Hardy Weinberg equilibrium formulas to

calculate allele and genotypic frequencies within a population. Students will use these

allele frequencies as evidence of microevolution within a population.

Suggested activities include: PTC tasting lab, Wisconsin fast plant lab, allele A1 computer simulation, and population

genetics lab.

1 week

Microevolution Graphing Natural Selection changes

Students will graph allele frequencies within a population at two points in historical time. Students will use the

2 days


change in these frequencies to provide support for evolution and classify these changes as stabilizing, directional, or

disruptive evolution. Suggested activities include: HHMIs pocket mice activities.

Macroevolution Speciation Students will predict speciation events based on genetic variation within a

population, isolation and natural selection. Students will examine pre- and postzygotic

barriers that result in isolation including scenarios that lead to allopatric and

sympatric speciation events. Suggested activities include: HHMIs pocket mice

activities.

1 week


Unit 2: Chemistry of Life Subject: Biology II Grade: 10-12 Name of Unit: Chemistry of Life Length of Unit: 2.5 weeks Overview of Unit: Students will review basic chemistry and use this knowledge to explore water and organic chemistry. This culminates in the exploration of complex macromolecules structure which gives them their resulting function. Priority Standards for unit:

● 4.1 The student is able to explain the connection between the sequence and the subcomponents of a biological polymer and its properties.

● 4.2 The student is able to refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer.

● 4.3 The student is able to use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule

● 4.17 The student is able to analyze data to identify how molecular interactions affect structure and function.


1. How do the interactions of atoms and molecules determine their properties? 2. How does the structure of a molecule determine its function? 3. How can the variety of molecules support cell functions?


1. 4.A.1: The subcomponents of biological molecules and their sequence determine the properties of that molecule.

2. 4.B.1: Interactions between molecules affect their structure and function. 3. 4.C.1: Variation in molecular units provides cells with a wider range of functions.


Unit Vocabulary:


1. Macroelement 2. Microelement 3. Isotope 4. Electronegativity 5. Nonpolar Covalent Bond 6. Polar Covalent Bond 7. Ionic Bond 8. Hydrogen Bond 9. Cohesive 10. Adhesive 11. Surface Tension 12. Specific Heat 13. Heat of Vaporization 14. Solvent 15. Hydrophobic 16. Hydrophilic 17. Molarity 18. Acid 19. Base 20. Buffer 21. Hydrocarbons 22. Isomers 23. Functional group 24. Monomer 25. Polymer 26. Hydrolysis 27. Dehydration reactions (condensation) 28. Carbohydrates 29. Monosaccharide 30. Disaccharide 31. Oligosaccharide 32. Polysaccharide 33. Lipids 34. Triacylglycerol 35. Saturated fat 36. Unsaturated fat 37. Phospholipid 38. Steroid 39. Protein 40. R group 41. Primary Protein Structure 42. Secondary Protein Structure 43. Tertiary Protein Structure


44. Quaternary Protein Structure 45. Chaperone protein 46. Nucleic Acid 47. Nucleoside 48. Nucleotide


Topic 1: Basic Chemistry Engaging Experience 1 Title: Basic Chemistry Suggested Length of Time: 2 days Standards Addressed Priority:


Detailed Description/Instructions: Students will explore bond types and predict how those bond types will influence the molecules they build. Suggested activities include: coloring the electronegativity chart. Bloom’s Levels: Analyze Webb’s DOK: 4


Topic 2: H₂0 Engaging Experience 1 Title: Hydrogen bonds Suggested Length of Time: 3 days Standards Addressed Priority:


Detailed Description/Instructions: Students will use their understanding of hydrogen bonding to explain the properties of matter. Students will predict transpiration based on water potential calculations. Suggested activities include: weird water lab and celery lab. Bloom’s Levels: Analyze Webb’s DOK: 3


Topic 3: Carbon Engaging Experience 1 Title: Organic Chemistry Suggested Length of Time: 3 days Standards Addressed Priority:


Detailed Description/Instructions: Students will evaluate the properties of carbon that allow it to serve as the central molecule in complex organic molecules. Suggested activities include: functional group model building lab. Bloom’s Levels: Analyze Webb’s DOK: 2


Topic 4: Macromolecules Engaging Experience 1 Title: Macromolecules Suggested Length of Time: 1 week Standards Addressed Priority:

● 4.1 The student is able to explain the connection between the sequence and the subcomponents of a biological polymer and its properties.

● 4.2 The student is able to refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer.

● 4.3 The student is able to use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule

Detailed Description/Instructions: Students will use the structure of the four major groups of macromolecules to predict their functions. Students will predict the relationship of polymers and monomers in the context of dehydration and hydrolysis reactions. Suggested activities include: the paper towel dehydration/hydrolysis lab, pattern matching lab, toothpickase lab, and model building lab. Bloom’s Levels: Analyze Webb’s DOK: 4


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) POGIL - Biochemistry Basics: Students will use their understanding of basic chemistry (bond types and electronegativity) to predict the structure and function of macromolecules. Students will predict the effect of water on the structure and therefore function of macromolecules. Students will show how the addition of functional groups on carbon skeletons change the properties and therefore function.





Time

Basic Chemistry Basic Chemistry Students will explore bond types and predict how those bond types will influence the molecules they build.

Suggested activities include: coloring the electronegativity chart.

2 days

H₂0 Hydrogen Bonds Students will use their understanding of hydrogen bonding to explain the

properties of matter. Students will predict transpiration based on water

potential calculations. Suggested activities include: weird water lab and

celery lab.

3 days

Carbon Organic Chemistry

Students will evaluate the properties of carbon that allow it to serve as the

central molecule in complex organic molecules. Suggested activities include:

functional group model building lab.

3 days

Macromolecules Macromolecules Students will use the structure of the four major groups of macromolecules to predict their functions. Students will

predict the relationship of polymers and monomers in the context of dehydration

and hydrolysis reactions. Suggested activities include: the paper towel dehydration/hydrolysis lab, pattern matching lab, toothpickase lab, and

model building lab.

1 week


Unit 3: The Cell Subject: Biology II Grade: 10-12 Name of Unit: The Cell Length of Unit: 3.5 weeks Overview of Unit: Students will describe the role of cell membrane and organelles in maintaining homeostasis. Students will describe the life cycle of a cell. Students will examine life cycles of viruses as acellular but also obligate intracellular parasites. Priority Standards for unit:

● 2.6 The student is able to use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion.

● 2.7 Students will be able to explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination.

● 2.8 The student is able to justify the selection of data regarding the types of molecules that an animal, plant or bacterium will take up as necessary building blocks and excrete as waste products.

● 2.9 The student is able to represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction.

● 2.10 The student is able to use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure.

● 2.11 The student is able to construct models that connect the movement of molecules across membranes with membrane structure and function

● 2.12 The student is able to use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes

● 2.13 The student is able to explain how internal membranes and organelles contribute to cell functions

● 2.14 The student is able to use representations and models to describe differences in prokaryotic and eukaryotic cells.

● 2.34 The student is able to describe the role of programmed cell death in development and differentiation, the reuse of molecules, and the maintenance of dynamic homeostasis.

● 3.7 The student can make predictions about natural phenomena occurring during the cell cycle

● 3.8 The student can describe the events that occur in the cell cycle


● 3.9 The student is able to construct an explanation, using visual representations or narratives, as to how DNA in chromosomes is transmitted to the next generation via mitosis, or meiosis followed by fertilization

● 3.11 The student is able to evaluate evidence provided by data sets to support the claim that heritable information is passed from one generation to another generation through mitosis, or meiosis followed by fertilization.

● 3.29 The student is able to construct an explanation of how viruses introduce genetic variation in host organisms.

● 3.30 The student is able to use representations and appropriate models to describe how viral replication introduces genetic variation in the viral population.

● 4.4 The student is able to make a prediction about the interactions of subcellular organelles.

● 4.5 The student is able to construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions

● 4.6 The student is able to use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions, provide essential functions.


● TT.AB.I.2: Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups.

● TT.AB.A.16: Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias.




1. How does the structure of membranes make them selectively permeable? 2. How does the movement of molecules help a cell maintain homeostasis? 3. Why are internal membranes important to eukaryotic cells? 4. How does mitosis pass genetic information from parent to offspring? 5. How do lysogenic viruses increase genetic diversity? 6. How does structure of organelles determine their function? 7. How is specialization of cells directed by external stimuli and gene expression? 8. How can the variety of molecules support cell functions?


Enduring Understanding/Big Ideas: 1. 2.B.1: Cell membranes are selectively permeable due to their structure. 2. 2.B.2: Growth and dynamic homeostasis are maintained by the constant movement of

molecules across membranes. 3. 2.B.3: Eukaryotic cells maintain internal membranes that partition the cell into

specialized regions. 4. 3.A.2: In eukaryotes, heritable information is passed to the next generation via

processes that include the cell cycle and mitosis or meiosis plus fertilization. 5. 3.C.3: Viral replication results in genetic variation and viral infection can introduce

genetic variation into the hosts. 6. 4.A.2: The structure and function of subcellular components, and their interactions,

provide essential cellular processes. 7. 4.A.3: Interactions between external stimuli and regulated gene expression result in

specialization of cells, tissues and organs. 8. 4.C.1: Variation in molecular units provides cells with a wider range of functions.

Unit Vocabulary:


1. Fluid Mosaic Model 2. Integral Membrane Protein 3. Peripheral Membrane Protein 4. Bifacial (phospholipid bilayer) Membrane 5. Glycophospholipids and glycoproteins 6. Passive Transport 7. Diffusion 8. Osmosis 9. Tonicity 10. Isotonic 11. Hypotonic 12. Hypertonic 13. Facilitated Diffusion 14. aquaporins 15. Active Transport 16. Carrier-Mediated Transport 17. Electrongenic or H+ pumps 18. Cotransport 19. Endocytosis 20. Pinocytosis 21. Phagocytosis 22. Receptor mediated transport 23. Exocytosis 24. Cytology


25. Transmission Electron 26. Scanning Electron Microscope 27. Cell Fractionation 28. Chromatography 29. Electrophoresis 30. Prokaryotic Cells 31. Eukaryotic Cells 32. Organelles 33. Nucleus 34. Nuclear pores 35. Nucleolus 36. Ribosomes 37. Endomembrane system 38. Endoplasmic reticulum 39. Smooth ER 40. Rough ER 41. Golgi apparatus or dictyosomes 42. Lysosome 43. Vacuoles 44. Contractile vacuoles 45. Food vacuoles 46. Mitochondria 47. Chloroplast 48. Cytoskeleton 49. Microtubules 50. Tubulin 51. Dynein protein 52. Centriole 53. Microfilaments 54. Actin 55. Intermediate Filaments 56. Cell Wall 57. Extracellular Matrix 58. Intercellular Junctions 59. Plasmodesmata 60. Tight junctions 61. Desmosomes 62. Gap junctions 63. Genome 64. Chromosome 65. Centromere 66. Interphase 67. G1 68. S 69. G2 70. Mitotic phase


71. Prophase 72. Prometaphase 73. Metaphase 74. Anaphase 75. Telophase 76. Kinetochores 77. Cytokinesis 78. Protein kinase checkpoint 79. MPF 80. Cdk 81. Cyclin 82. PDGF 83. Density-dependent inhibition 84. Anchorage dependence 85. Bacteriophage 86. Capsid 87. Viral Envelope 88. Host Range 89. Obligate 90. Intracellular 91. Parasite 92. Restriction Enzyme 93. Lytic Cycle 94. Lysogenic Cycle 95. Retrovirus 96. Reverse Transcriptase 97. Vaccine 98. Viroids 99. Prions


Topic 1: Cell Membrane Engaging Experience 1 Title: Cell Membrane Suggested Length of Time: 1 week Standards Addressed Priority:

● 2.6 The student is able to use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion.

● 2.7 Students will be able to explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination.

● 2.10 The student is able to use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure.

● 2.11 The student is able to construct models that connect the movement of molecules across membranes with membrane structure and function

● 2.12 The student is able to use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes

Detailed Description/Instructions: Students will apply knowledge of macromolecule structure to predict the function of a fluid mosaic membrane in maintaining homeostasis. Students will predict movement of molecules (both actively and passively) across the cell membrane. Students will predict efficiency of cells using understanding of surface area to volume ratios. Suggested activities include paper membrane building, potato/apple core diffusion, phenolphthalein agar lab, membrane structure and function POGILs, cell membrane bubble lab, and dialysis tubing lab. Bloom’s Levels: create Webb’s DOK: 2


Topic 2: Cell Engaging Experience 1 Title: The Cell Suggested Length of Time: 1 week Standards Addressed Priority:

● 2.8 The student is able to justify the selection of data regarding the types of molecules that an animal, plant or bacterium will take up as necessary building blocks and excrete as waste products.

● 2.13 The student is able to explain how internal membranes and organelles contribute to cell functions

● 2.14 The student is able to use representations and models to describe differences in prokaryotic and eukaryotic cells.

● 4.4 The student is able to make a prediction about the interactions of subcellular organelles.

● 4.5 The student is able to construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions

● 4.6 The student is able to use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions, provide essential functions.

Supporting: ● TT.AB.I.2: Students will develop language and historical and cultural knowledge

that affirm and accurately describe their membership in multiple identity groups. ● TT.AB.A.16: Students will express empathy when people are excluded or

mistreated because of their identities and concern when they themselves experience bias.


Detailed Description/Instructions: Students will evaluate prokaryotic and eukaryotic cells and the role of each organelle specifically within the endomembrane system in creating cellular products and maintaining cellular homeostasis. Students will analyze the structure of cytoskeletal elements, extracellular matrix and cell junctions to determine their function. Suggested activities include Learn Genetics Amazing Cells, cell organelle analogy activity or social media profiles. Bloom’s Levels: Evaluate Webb’s DOK: 3


Topic 3: Cell Cycle Engaging Experience 1 Title: The Cell Cycle Suggested Length of Time: 1 week Standards Addressed Priority:

● 3.7 The student can make predictions about natural phenomena occurring during the cell cycle

● 3.8 The student can describe the events that occur in the cell cycle ● 3.9 The student is able to construct an explanation, using visual representations or

narratives, as to how DNA in chromosomes is transmitted to the next generation via mitosis, or meiosis followed by fertilization

Detailed Description/Instructions: Students will apply their knowledge of subcellular structures to predict the organization and coordination of subcellular structures throughout the cell cycle. Students will differentiate the activities within the cell in each of the interphase and mitotic phases. Students will explore the role of enzymes in checkpoints and maintaining the accuracy of the cell cycle. Students will predict what happens when the cell cycle is irregular including cancer and apoptosis. Suggested activities include POGILs for Cell cycle and Cell Cycle Regulation, onion root tip lab, and selection readings from The Immortal Life of Henrietta Lacks. Bloom’s Levels: evaluate Webb’s DOK: 3


Topic 4: Viruses Engaging Experience 1 Title: Viruses Suggested Length of Time: 3 days Standards Addressed Priority:

● 3.29 The student is able to construct an explanation of how viruses introduce genetic variation in host organisms.

● 3.30 The student is able to use representations and appropriate models to describe how viral replication introduces genetic variation in the viral population.

Detailed Description/Instructions: Students will evaluate a virus’s role in an organism as an obligate intracellular parasite. Students will describe the acellular structure of viruses as well as predict the effects of their lytic and lysogenic life cycles. Suggested activities include: virus webquest and make your own viral models. Bloom’s Levels: analyze Webb’s DOK: 3


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Students will create a fake social media account for a virus of their choosing. They must include details on the types of cells the virus targets, how it enters through the cell membrane, which organelles it affects and how it disrupts the host cell’s cycle.



Topic Engaging Experience

Title


Time

Cell Membrane

Cell Membrane

Students will apply knowledge of macromolecule structure to predict the function of a fluid mosaic membrane in maintaining homeostasis. Students

will predict movement of molecules (both actively and passively) across the cell membrane. Students will predict efficiency of cells using understanding

of surface area to volume ratios. Suggested activities include paper membrane building,

potato/apple core diffusion, phenolphthalein agar lab, membrane structure and function POGILs, cell

membrane bubble lab, and dialysis tubing lab.

1 week

Cell The Cell

Students will evaluate prokaryotic and eukaryotic cells and the role of each organelle specifically within the endomembrane system in creating

cellular products and maintaining cellular homeostasis. Students will analyze the structure of cytoskeletal elements, extracellular matrix and cell

junctions to determine their function. Suggested activities include Learn Genetics Amazing Cells,

cell organelle analogy activity or social media profiles.

1 week

Cell Cycle The Cell Cycle

Students will apply their knowledge of subcellular structures to predict the organization and

coordination of subcellular structures throughout the cell cycle. Students will differentiate the

activities within the cell in each of the interphase and mitotic phases. Students will explore the role of enzymes in checkpoints and maintaining the accuracy of the cell cycle. Students will predict what happens when the cell cycle is irregular

including cancer and apoptosis. Suggested activities include POGILs for Cell cycle and Cell

1 week


Cycle Regulation, onion root tip lab, and selection readings from The Immortal Life of Henrietta

Lacks.

Viruses Viruses Students will evaluate a virus’s role in an organism as an obligate intracellular parasite. Students will

describe the acellular structure of viruses as well as predict the effects of their lytic and lysogenic life

cycles. Suggested activities include: virus webquest and make your own viral models.

3 days


Unit 4: Mendelian Genetics Subject: Biology II Grade: 10-12 Name of Unit: Mendelian Genetics Length of Unit: 3.5 weeks Overview of Unit: Students will show how the process of meiosis creates gametes for sexual reproduction and creates genetic variation on which evolutionary forces can act. Students will use punnett squares to predict inheritance of simple traits and probability to predict inheritance of more complex traits. Students will show the chromosomes role in inheritance patterns including sex-linkage and linked genes. Priority Standards for unit:


● 3.10 The student is able to represent the connection between meiosis and increased genetic diversity necessary for evolution


● 3.12 The student is able to construct a representation that connects the process of meiosis to the passage of traits from parent to offspring.

● 3.13 The student is able to pose questions about ethical, social or medical issues surrounding human genetic disorders.

● 3.14 The student is able to apply mathematical routines to determine Mendelian patterns of inheritance provided by data sets.

● 3.15 The student is able to explain deviations from Mendel’s model of the inheritance of traits

● 3.16 The student is able to explain how the inheritance patterns of many traits cannot be accounted for by Mendelian genetics.

● 3.17 The student is able to describe representations of an appropriate example of inheritance patterns that cannot be explained by Mendel’s model of the inheritance of traits.

● 3.24 The student is able to predict how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to natural selection

● 3.26 The student is able to explain the connection between genetic variations in organisms and phenotypic variations in populations

● 4.8 The student is able to evaluate scientific questions concerning organisms that exhibit complex properties due to the interaction of their constituent parts


● 4.22 The student is able to construct explanations based on evidence of how variation in molecular units provides cells with a wider range of functions.

● 4.23 The student is able to construct explanations of the influence of environmental factors on the phenotype of an organism.

● 4.24 The student is able to predict the effects of a change in an environmental factor on the genotypic expression of the phenotype.




1. How does meiosis and fertilization pass heritable information to the next generation? 2. What role do chromosomes play in inheritance of traits? 3. How do complex patterns of inheritance explain the diverse inheritance patterns seen in

natural populations? 4. When do changes in genotype affect phenotypes? 5. What are the processes that increase genetic variation? 6. How do environmental factors influence the expression of a genotype?


1. 3.A.2: In eukaryotes, heritable information is passed to the next generation via processes that include the cell cycle and mitosis or meiosis plus fertilization.

2. 3.A.3: The chromosomal basis of inheritance provides an understanding of the pattern of passage (transmission) of genes from parent to offspring.

3. 3.A.4: The inheritance pattern of many traits cannot be explained by simple Mendelian genetics.

4. 3.C.1: Changes in genotype can result in changes in phenotype. 5. 3.C.2: Biological systems have multiple processes that increase genetic variation. 6. 4.C.2: Environmental factors influence the expression of the genotype in an organism.

Unit Vocabulary:


1. Locus 2. Sexual Reproduction 3. Asexual Reproduction 4. Gametes, sex cells, spores 5. Fertilization


6. Ploidy 7. Somatic cells 8. Haploid vs diploid 9. Alternation of generations 10. Sporophyte 11. Gametophyte 12. Tetrad 13. Synapsis 14. Interkinesis 15. Independent assortment 16. Random fertilization 17. Crossing Over 18. Chiasmata 19. Blending Theory 20. Incubation Theory 21. Particulate Model 22. Self-pollination 23. Dominant 24. Recessive 25. Phenotype 26. Genotype 27. Homozygous 28. Heterozygous 29. Testcross 30. Incomplete dominance 31. Codominance 32. Multiple alleles 33. Epistasis 34. Polygenic inheritance 35. Pedigree 36. Sex-Linked Traits 37. Linked Genes 38. Recombinant offspring 39. SRY gene 40. Hemizygous 41. Sex Limited Trait 42. Sex Influenced Trait 43. X-Inactivation 44. Aneuploidy 45. Polyploidy 46. Nondisjunction 47. Monosomy


48. Trisomy 49. Structural Alterations 50. Deletion 51. Duplication 52. Inversion 53. Translocation 54. Extranuclear Inheritance


Topic 1: Meiosis Engaging Experience 1 Title: Meiosis Suggested Length of Time: 1 week Standards Addressed Priority:


● 3.10 The student is able to represent the connection between meiosis and increased genetic diversity necessary for evolution


● 3.12 The student is able to construct a representation Detailed Description/Instructions: Students will describe sexual life cycles and the role of meiosis in reducing diploid chromosomes to haploid. Students will use their understanding of evolution to describe the importance of recombination: crossing over, independent assortment and random fertilization in creating new gene combinations in diploid organisms. Suggested activities include: snap bead meiosis, paper chromosome modeling. Bloom’s Levels: Evaluate Webb’s DOK: 4


Topic 2: Mendel Engaging Experience 1 Title: Mendel Suggested Length of Time: 1 week Standards Addressed Priority:

● 3.14 The student is able to apply mathematical routines to determine Mendelian patterns of inheritance provided by data sets.

● 3.15 The student is able to explain deviations from Mendel’s model of the inheritance of traits

● 3.16 The student is able to explain how the inheritance patterns of many traits cannot be accounted for by Mendelian genetics.

● 3.24 The student is able to predict how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to natural selection

● 3.26 The student is able to explain the connection between genetic variations in organisms and phenotypic variations in populations

Supporting: ● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of

resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Detailed Description/Instructions: Students will learn rules of probability and apply them to monohybrid crosses in order to predict results of multi-gene inheritance. Suggested activities include Wisconsin Fast Plants lab, Human Genetics lab. Bloom’s Levels: Apply Webb’s DOK: 4


Topic 3: Non-Mendelian Engaging Experience 1 Title: Non-Mendelian Inheritance Suggested Length of Time: 1 week Standards Addressed Priority:

● 3.17 The student is able to describe representations of an appropriate example of inheritance patterns that cannot be explained by Mendel’s model of the inheritance of traits.

● 4.22 The student is able to construct explanations based on evidence of how variation in molecular units provides cells with a wider range of functions.

● 4.23 The student is able to construct explanations of the influence of environmental factors on the phenotype of an organism.

● 4.24 The student is able to predict the effects of a change in an environmental factor on the genotypic expression of the phenotype.

Detailed Description/Instructions: Students will use their understanding of simple Mendelian genetics to predict the probability of inheritance on complex traits including co-dominance, incomplete dominance, epistasis, multiple alleles, epigenetics and the environment’s role in expressed phenotypes. Students will construct pedigrees to show the transmission of these traits across generations. Suggested activities include Lick Your Rats learn.genetics activity, story problems practice. Bloom’s Levels: create Webb’s DOK: 2


Topic 4: Chromosomal Basis Engaging Experience 1 Title: Chromosomal Basis of Inheritance Suggested Length of Time: 3 days Standards Addressed Priority:

● 3.13 The student is able to pose questions about ethical, social or medical issues surrounding human genetic disorders.

Detailed Description/Instructions: Students will use their understanding of the structure of chromosomes to predict results of chromosomal abnormalities. Students will explore sex-linkage, aneuploidies and polyploidy. Synthesizing understanding from the meiosis topic, students will calculate recombination frequencies to create chromosomal linkage maps. Bloom’s Levels: create Webb’s DOK: 3


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Dragon Genetics Activity - Students will use knowledge of Mendelian inheritance, independent assortment and genetic linkage to create (draw) dragons. Through this activity, students will understand the following:

● The inheritance of multiple genes can be predicted by understanding the behavior of chromosomes during meiosis and fertilization.

● The Law of Independent Assortment states that, if two genes are on different chromosomes, then the alleles for these genes separate independently of each other during the formation of eggs or sperm. Therefore, the traits determined by these two genes are inherited independently.

● Genetic linkage occurs because genes that are located near each other on the same chromosome move together during meiosis and fertilization.

● Inheritance in real animals and plants is much more complex than the examples in this hands-on activity.





Time

Meiosis Meiosis Students will describe sexual life cycles and the role of meiosis in reducing diploid

chromosomes to haploid. Students will use their understanding of evolution to describe the importance of recombination: crossing over, independent assortment and random

fertilization in creating new gene combinations in diploid organisms.

Suggested activities include: snap bead meiosis, paper chromosome modeling.

1 week

Mendel Mendel

Students will learn rules of probability and apply them to monohybrid crosses in order to predict results of multi-gene inheritance. Suggested activities include Wisconsin Fast

Plants lab, Human Genetics lab.

1 week

Non-Mendelian Non-Mendelian Inheritance

Students will use their understanding of simple Mendelian genetics to predict the

probability of inheritance on complex traits including co-dominance, incomplete

dominance, epistasis, multiple alleles, epigenetics and the environment’s role in

expressed phenotypes. Students will construct pedigrees to show the

transmission of these traits across generations. Suggested activities include Lick Your Rats learn.genetics activity,

story problems practice.

1 week

Chromosomal Basis

Chromosomal Basis of

Inheritance

Students will use their understanding of the structure of chromosomes to predict results

of chromosomal abnormalities. Students will explore sex-linkage, aneuploidies and

3 days


polyploidy. Synthesizing understanding from the meiosis topic, students will

calculate recombination frequencies to create chromosomal linkage maps.


Unit 5: Molecular Genetics Subject: Biology II Grade: 10-12 Name of Unit: Molecular Genetics Length of Unit: 4 weeks Overview of Unit: Students will examine the historical context of the discovery of DNA as the molecule of heredity. Students will learn how DNA replicates and is used for gene expression through the processes of transcription and translation. Additionally, gene regulation will be explored for both prokaryotes and eukaryotes. Lastly, current biotechnology technologies will be explored. Priority Standards for unit:

● 2.31 The student can connect concepts in and across domains to show that timing and coordination of specific events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms.

● 2.32 The student is able to use a graph or diagram to analyze situations or solve problems (quantitatively or qualitatively) that involve timing and coordination of events necessary for normal development in an organism

● 2.33 The student is able to justify scientific claims with scientific evidence to show that timing and coordination of several events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms


● 2.37 The student is able to connect concepts that describe mechanisms that regulate the timing and coordination of physiological events

● 3.1 The student is able to construct scientific explanations that use the structures and mechanisms of DNA and RNA to support the claim that DNA and, in some cases, that RNA are the primary sources of heritable information.

● 3.2 The student is able to justify the selection of data from historical investigations that support the claim that DNA is the source of heritable information

● 3.3 The student is able to describe representations and models that illustrate how genetic information is copied for transmission between generations

● 3.4 The student is able to describe representations and models illustrating how genetic information is translated into polypeptides

● 3.5 The student can justify the claim that humans can manipulate heritable information by identifying at least two commonly used technologies

● 3.6 The student can predict how a change in a specific DNA or RNA sequence can result in changes in gene expression.


● 3.18 The student is able to describe the connection between the regulation of gene expression and observed differences between different kinds of organisms

● 3.19 The student is able to describe the connection between the regulation of gene expression and observed differences between individuals in a population

● 3.20 The student is able to explain how the regulation of gene expression is essential for the processes and structures that support efficient cell function.


● 3.23 The student can use representations to describe mechanisms of the regulation of gene expression.

● 3.25 The student can create a visual representation to illustrate how changes in a DNA nucleotide sequence can result in a change in the polypeptide produced.

● 3.42 The student is able to describe how organisms exchange information in response to internal changes or environmental cues.

● 4.7 The student is able to refine representations to illustrate how interactions between external stimuli and gene expression result in specialization of cells, tissues and organs.


● TT.AB.I.2: Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups.

● TT.AB.I.5: Students will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces.



● TT.AB.J.11: Students will recognize stereotypes and relate to people as individuals rather than representatives of groups.



1. How does the timing and coordination of differential gene expression result in normal development of an organism?

2. Why is DNA, and in some cases RNA, the primary source of heritable information? 3. How is cell specialization achieved? 4. How is gene expression controlled?


Enduring Understanding/Big Ideas: 1. 2.E.1: Timing and coordination of specific events are necessary for the normal

development of an organism, and these events are regulated by a variety of mechanisms.

2. 3.A.1: DNA, and in some cases RNA, is the primary source of heritable information. 3. 3.B.1: Gene regulation results in differential gene expression, leading to cell

specialization. 4. 3.B.2: A variety of intercellular and intracellular signal transmissions mediate gene

expression. Unit Vocabulary:


1. Purine 2. Pyrimidine 3. DNA Replication 4. Semiconservative 5. Triphosphate monomer 6. Antiparallel DNA 7. Leading Strand 8. Lagging Strand 9. RNA Primer 10. Okazaki Fragment 11. Helicase 12. Single-Stranded Binding Protein 13. Topoisomerase 14. Primase 15. DNA pol III 16. DNA pol I 17. DNA Ligase 18. Excision Repair 19. Telomere and telomerase 20. Nucleosome 21. Chromosomes 22. Codon 23. Frameshift 24. Transcription 25. RNA Polymerase 26. Transcription factors 27. TATA Box 28. Transcription initiation complex 29. Introns 30. Exons 31. Spliceosome


32. snRNPs 33. Translation 34. Anticodon 35. Aminoacyl-tRNA Synthetases 36. Peptide bond 37. Polyribosome 38. Mutation 39. Mutagens 40. Gene Expression 41. Inducible Operon 42. Repressible Operon 43. Histone Acetylation 44. DNA Methylation 45. Epigenetics 46. Alternative Splicing 47. Homeotic (Hox) Genes 48. Oncogene 49. Restriction Enzyme 50. Plasmid 51. Transformation 52. PCR 53. Gel Electrophoresis 54. CRISPR 55. Cloning 56. Stem Cell 57. Gene Therapy 58. GMO


Topic 1: DNA Engaging Experience 1 Title: DNA Suggested Length of Time: 1 week Standards Addressed Priority:

● 3.1 The student is able to construct scientific explanations that use the structures and mechanisms of DNA and RNA to support the claim that DNA and, in some cases, that RNA are the primary sources of heritable information.

● 3.2 The student is able to justify the selection of data from historical investigations that support the claim that DNA is the source of heritable information

● 3.3 The student is able to describe representations and models that illustrate how genetic information is copied for transmission between generations

Supporting: ● TT.AB.I.2: Students will develop language and historical and cultural knowledge

that affirm and accurately describe their membership in multiple identity groups. ● TT.AB.I.5: Students will recognize traits of the dominant culture, their home

culture and other cultures and understand how they negotiate their own identity in multiple spaces.



● TT.AB.J.11: Students will recognize stereotypes and relate to people as individuals rather than representatives of groups.

Detailed Description/Instructions: Students will describe the history of our understanding of genetic inheritance and DNA structure. Students will use their understanding of basic chemistry and macromolecules to predict the formation antiparallel double stranded DNA molecules. Students will apply their understanding of enzymes and the cell cycle to show how and when DNA is replicated. Suggested activities include the I am a nucleotide activity, Learn Genetics Resources, DNA model building, DNA Structure and Replication POGIL Bloom’s Levels: Create Webb’s DOK: 3


Topic 2: Gene Expression Engaging Experience 1 Title: Gene Expression Suggested Length of Time: 1 week Standards Addressed Priority:

● 3.4 The student is able to describe representations and models illustrating how genetic information is translated into polypeptides

● 3.6 The student can predict how a change in a specific DNA or RNA sequence can result in changes in gene expression.

● 3.25 The student can create a visual representation to illustrate how changes in a DNA nucleotide sequence can result in a change in the polypeptide produced.

Detailed Description/Instructions: Students will analyze the process of gene expression and give a detailed account of the steps of transcription and translation. Students will connect their understanding of the cell and organelle function to produce a protein end product. Students will predict what happens when mutations are present in the original DNA code. Suggested activities include: Transcription, Translation and Genetic mutations POGILs, Learn Genetics Resources Bloom’s Levels: Create Webb’s DOK: 3


Topic 3: Gene Regulation Engaging Experience 1 Title: Gene Regulation Suggested Length of Time: 1 week Standards Addressed Priority:

● 2.31 The student can connect concepts in and across domains to show that timing and coordination of specific events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms.

● 2.32 The student is able to use a graph or diagram to analyze situations or solve problems (quantitatively or qualitatively) that involve timing and coordination of events necessary for normal development in an organism

● 2.33 The student is able to justify scientific claims with scientific evidence to show that timing and coordination of several events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms


● 2.37 The student is able to connect concepts that describe mechanisms that regulate the timing and coordination of physiological events

● 3.19 The student is able to describe the connection between the regulation of gene expression and observed differences between individuals in a population



● 3.23 The student can use representations to describe mechanisms of the regulation of gene expression.

● 4.7 The student is able to refine representations to illustrate how interactions between external stimuli and gene expression result in specialization of cells, tissues and organs.

Detailed Description/Instructions: Students will predict how prokaryotic cells use operons for gene expression regulation. Student will predict how eukaryotic cells use multiple methods of regulation in a coordinated attempt to make cellular products if and when they are necessary. Suggested activities include: Gene Expression POGIL, Gene expression and Lac Operon Phet activities, Learn Genetics Resources Bloom’s Levels: Create Webb’s DOK: 3


Topic 4: Biotechnology Engaging Experience 1 Title: Biotechnology Suggested Length of Time: 1 week Standards Addressed Priority:

● 3.5 The student can justify the claim that humans can manipulate heritable information by identifying at least two commonly used technologies

Supporting: ● ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of

resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others

Detailed Description/Instructions: Students will use their knowledge of molecule structure and function as well as DNA to engineer new solutions to future problems. Students will evaluate the uses, benefits and limitations of technologies such as transformation, PCR, gel electrophoresis and CRISPR. Suggested activities include: PGlo Lab, Genetic Diagnostics - Gel Electrophoresis, Restriction Enzymes Paper Simulation Bloom’s Levels: Create Webb’s DOK: 2


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) CRISPR Engineering Project - Design-based solution using CRISPR for a DNA related problem of the student's’ choosing. Students will explore the details of CRISPR using various video and article sources. They will then select a disease caused by a DNA mutation and research ways CRISPR could be engineered to solve that problem. To do so, students must evaluate the interaction of CRISPR with DNA structure, transcription and translation of disease causing proteins.



Topic Engaging Experience

Title


Time

DNA DNA Students will describe the history of our understanding of genetic inheritance and DNA structure. Students will use their understanding of basic chemistry and

macromolecules to predict the formation antiparallel double stranded DNA molecules.

Students will apply their understanding of enzymes and the cell cycle to show how and

when DNA is replicated. Suggested activities include the I am a nucleotide

activity, Learn Genetics Resources, DNA model building, DNA Structure and

Replication POGIL

1 week

Gene Expression

Gene Expression

Students will analyze the process of gene expression and give a detailed account of the

steps of transcription and translation. Students will connect their understanding of the cell and organelle function to produce a protein end product. Students will predict

what happens when mutations are present in the original DNA code. Suggested activities

include: Transcription, Translation and Genetic mutations POGILs, Learn Genetics

Resources

1 week

Gene Regulation Gene Regulation

Students will predict how prokaryotic cells use operons for gene expression regulation.

Student will predict how eukaryotic cells use multiple methods of regulation in a

coordinated attempt to make cellular products if and when they are necessary.

1 week


Suggested activities include: Gene Expression POGIL, Gene expression and

Lac Operon Phet activities, Learn Genetics Resources

Biotechnology Biotechnology

Students will use their knowledge of molecule structure and function as well as DNA to engineer new solutions to future problems. Students will evaluate the uses,

benefits and limitations of technologies such as transformation, PCR, gel electrophoresis and CRISPR. Suggested activities include:

PGlo Lab, Genetic Diagnostics - Gel Electrophoresis, Restriction Enzymes Paper

Simulation

1 week


Unit of Study Terminology Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System. Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.

high school biology ii curriculum

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