laboratory biology curriculum pen argyl area high …...unit outcomes: students will be able to...

Laboratory Biology Curriculum

Pen Argyl Area High School

Revision July, 2014

By

Michael Post

1

Laboratory Biology: Course Contents

Unit 1: The Study of Life

Introduction to Biology

The Nature of Science

Methods of Science

Unit 2: Chemistry in Biology

Atoms, Elements, and Compounds

Chemical Reactions

Water and Solutions

The Building Blocks of Life

Unit 3: Cells

Cell Discovery and Theory

The Plasma Membrane

Structures and Organelles

Cellular Transport

Unit 4: Photosynthesis

How Organisms Obtain Energy

The Light Dependent Reactions

The Calvin Cycle

Unit 5: Respiration

How Organisms Obtain Energy

Glycolysis

Krebs Cycle

Electron Transport Chain

Unit 6: Cellular Reproduction

Cellular Growth

Mitosis and Cytokinesis

Cell Cycle Regulation

Meiosis

Unit 7: Mendelian Genetics

Gregor Mendel

Gene Linkage and Polyploidy

Basic Patterns of Human Inheritance

Complex Patterns of Inheritance

Chromosomes and Human Heredity

Unit 8: Molecular Genetics

The Genetic Material

Replication of DNA

DNA, RNA, and Proteins

Gene Regulation and Mutations

2

Unit 9: Evolution

Darwin’s Theory of Evolution

Evidence of Evolution

Shaping Evolutionary Theory

Primate Evolution

Hominoids and Hominins

Human Ancestry

Unit 10: Ecology Review

Flow of Energy in Ecosystems

Cycling of Matter

Community Ecology

Population Dynamics

Biodiversity

Unit 11: Classification and Dissections

The History of Classification

Modern Classification

Domains and Kingdoms

Echinoderm Characteristics

Fishes

Mammalian Characteristics

3

Unit 1: The Study of Life

Unit Outcomes: Students will be able to discuss the goals of science, explain and apply the

scientific method, differentiate between the living and non-living realm, apply safety

guidelines in laboratory work, use a compound light microscope effectively, and recognize

the close connections between the sciences of biology and chemistry.

Essential Outcome and Related Standards:

BIO.A.1.1 Explain the characteristics common to all organisms. BIO.A.1.2.2 Describe and interpret relationships between structure and function at various levels of biological organization (i.e., organelles, cells, tissues, organs, organ systems, and multicellular organisms). BIO.B.3.3.1 Distinguish between the scientific terms: hypothesis, inference, law, theory, principle, fact, and observation

Content and Instructional Activities:

• Lecture • Question/Answer • Visuals • Demonstration • Address Misconceptions • Compare/Contrast • Apply Concepts • Analyze Data • Using Tables and Graphs • Using Models • Graphic Organizer

Remediation:

• Adapted Reading and Study Materials • Section Summaries • Additional Study Guides and Activities • Vocabulary Review

Enrichment:

• Advanced Readings • Graphic Organizers

4

• Data Interpretation • Expanded Labs as Appropriate • Digital Inquiry Activities Through Glencoe • Development of Their Own Student Directed Activities

Assessment Criteria:

• Textbook assessment questions • Study guides • Homework assignments • Lab reports • Oral response to teacher’s questions/ class discussions • Chapter vocabulary review • Graphic Organizers • Teacher-created quizzes, tests, essays

Resources and Materials:

• Glencoe Science Biology text, Reading and Study Workbook Laboratory Manual • Virtual Labs • Exam View Computer Test Bank • Compound Light Microscopes and All Related Laboratory Materials • Video Labs DVD • Internet Materials, As Appropriate • Standardized Test Prep • Internet and Media Materials to Remain Current

5

Unit 2: Chemistry in Biology

Unit Outcomes: Students will be able to distinguish between, and explain the basic

properties of atoms, elements, and compounds. Students will be able to write and balance

basic chemical reactions. Students will be able to distinguish between the four major

biomolecules, and be able to explain fundamental properties of each molecule. Essential Outcomes and Related Standards: BIO.A.2.1.1

Describe the unique properties of water and how these properties support life on Earth (e.g.,

freezing point, high specific heat, cohesion).

BIO.A.2.2

Describe and interpret relationships between structure and function at various levels of

biochemical organization (i.e., atoms, molecules, and macromolecules).

BIO.A.2.2.1

Explain how carbon is uniquely suited to form biological macromolecules.

BIO.A.2.2.2

Describe how biological macromolecules form from monomers.

BIO.A.2.2.3

Compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids in

organisms.

BIO.A.2.3

Explain how enzymes regulate biochemical reactions within a cell. Content and Instructional Activities:


6

Remediation:


Enrichment:

• Advanced Readings • Graphic Organizers • Data Interpretation • Expanded Labs as Appropriate • Digital Inquiry Activities Through Glencoe • Development of Their Own Student Directed Activities





7

Unit 3: Cells

Unit Outcomes: Students will be able to explain how cells live and grow, identify and state

the function of eukaryotic cell organelles, explain how the scientific method was used

during critical experiments that lead to the field of cellular biology, describe the plasma

membrane, and explain the methods of cellular transport. Essential Outcome and Related Standards:

BIO.A.1.2.1 Compare cellular structures and their functions in prokaryotic and eukaryotic cells. BIO.A.4.1 Identify and describe the cell structures involved in transport of materials into, out of, and throughout a cell. BIO.A.4.1.1 Describe how the structure of the plasma membrane allows it to function as a regulatory structure and/or protective barrier for a cell. BIO.A.4.1.2 Compare the mechanisms that transport materials across the plasma membrane. BIO.A.4.1.3 Describe how membrane-bound cellular organelles facilitate the transport of materials within a cell. BIO.A.4.2 Explain mechanisms that permit organisms to maintain biological balance between their internal and external environments. BIO.A.4.2.1 Explain how organisms maintain homeostasis. BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the production of specific types of proteins. Content and Instructional Activities:

• Lecture • Question/Answer • Visuals • Demonstration • Address Misconceptions • Compare/Contrast • Apply Concepts • Analyze Data • Using Tables and Graphs

8

• Using Models • Graphic Organizer

Remediation:


Enrichment:






9

Unit 4: Photosynthesis

Unit Outcomes: Students will be able to describe the process that allows photosynthesis to

occur in plants and photosynthetic microorganisms. They will be able to connect the

processes of the light dependent reactions and the Calvin cycle. Essential Outcome and Related Standards:

BIO.A.3.1 Identify and describe the cell structures involved in processing energy. BIO.A.3.2 Identify and describe how organisms obtain and transform energy for their life processes. BIO.A.3.2.2 Describe the role of ATP in biochemical reactions. Content and Instructional Activities:


Remediation:


Enrichment:


10





11

Unit 5: Respiration

Unit Outcomes: Students will be able to relate the process of respiration to the process of

photosynthesis. Students will be able to explain how the processes of glycolysis, Krebs

cycle, and electron transport chain combine to perform the functions of respiration. Essential Outcome and Related Standards:

BIO.A.3.1 Identify and describe the cell structures involved in processing energy. BIO.A.3.1.1 Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy transformations. BIO.A.3.2 Identify and describe how organisms obtain and transform energy for their life processes. BIO.A.3.2.1 Compare the basic transformation of energy during photosynthesis and cellular respiration. BIO.A.3.2.2 Describe the role of ATP in biochemical reactions. Content and Instructional Activities:


Remediation:


Enrichment:

• Advanced Readings • Graphic Organizers • Data Interpretation

12

• Expanded Labs as Appropriate • Digital Inquiry Activities Through Glencoe • Development of Their Own Student Directed Activities





13

Unit 6: Cellular Reproduction

Unit Outcomes: Students will be able to explain the necessity for cell growth and

reproduction. Students will be able to differentiate between the phases of mitosis, explain

the processes that regulate the cell cycle, and compare and contrast the processes of mitosis

and meiosis. Essential Outcome and Related Standard(s):

BIO.B.1.1 Describe the three stages of the cell cycle: interphase, nuclear division, cytokinesis. BIO.B.1.1.1 Describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis or meiosis), cytokinesis. BIO.B.1.1.2 Compare the processes and outcomes of mitotic and meiotic nuclear divisions. BIO.B.1.2 Explain how genetic information is inherited. BIO.B.2.1.2

Describe processes that can alter composition or number of chromosomes. Content and Instructional Activities:


Remediation:


14

Enrichment:






15

Unit 7: Mendelian Genetics

Unit Outcomes: Students will be able to relate the study of genetics to the material

covered in the previous unit on cellular reproduction. Students will be able to explain basic

patterns of human inheritance and be able to perform Punnett squares for problems

involving both Mendelian, and non-Mendelian forms of inheritance. Essential Outcome and Related Standards:

BIO.B.1.2 Explain how genetic information is inherited. BIO.B.1.2.2 Explain the functional relationships between DNA, genes, alleles, and chromosomes and their roles in inheritance. BIO.B.2.1 Compare Mendelian and non-Mendelian patterns of inheritance. BIO.B.2.1.1 Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles).

BIO.B.2.1.2

Describe processes that can alter composition or number of chromosomes.

BIO.B.2.3

Explain how genetic information is expressed.

BIO.B.2.4 Apply scientific thinking, processes, tools, and technologies in the study of genetics.

BIO.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture.



16

Remediation:


Enrichment:






17

Unit 8: Molecular Genetics

Unit Outcomes: Students will be able to identify the differences between DNA and RNA.

Students will be able to explain how DNA and RNA are used to make proteins in the cell.

Students will be able to complete examples of DNA replication. Students will understand

how mutations can impact the process of gene expression. Essential Outcomes and Related Standards:

BIO.B.1.2.1

Describe how the process of DNA replication results in the transmission and/or conservation

of genetic information.

BIO.B.2.1.2

Describe processes that can alter composition or number of chromosomes.

BIO.B.2.2 Explain the process of protein synthesis. BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all organisms. BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the production of specific types of proteins. BIO.B.2.3

Explain how genetic information is expressed. BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype. BIO.B.2.4 Apply scientific thinking, processes, tools, and technologies in the study of genetics. BIO.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture. Content and Instructional Activities:

• Lecture • Question/Answer • Visuals • Demonstration • Address Misconceptions • Compare/Contrast • Apply Concepts

18

• Analyze Data • Using Tables and Graphs • Using Models • Graphic Organizer

Remediation:


Enrichment:






19

Unit 9: Evolution

Unit Outcomes: Students will be able to describe Darwin’s theory of evolution. Students

will be able to cite evidence for evolution and explain how that evidence shaped

evolutionary theory. Students will investigate primate evolution and will be able to explain

the difference between hominoids and hominins.


BIO.B.3.1

Explain the mechanisms of evolution.

BIO.B.3.1.1

Explain how natural selection can impact allele frequencies of a population.

BIO.B.3.1.2

Describe the factors that can contribute to the development of new species.

BIO.B.3.1.3

Explain how genetic mutations may result in genotypic and phenotypic variations within a

population.

BIO.B.3.2

Analyze the sources of evidence for biological evolution.

BIO.B.3.2.1

Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical, physiological,

embryological, biochemical, and universal genetic code).

BIO.B.3.3

Apply scientific thinking, processes, tools, and technologies in the study of the theory of

evolution.

BIO.B.3.3.1

Distinguish between the scientific terms: hypothesis, inference, law, theory, principle, fact,

and observation.


• Lecture • Question/Answer • Visuals • Demonstration • Address Misconceptions • Compare/Contrast • Apply Concepts

20

• Analyze Data • Using Tables and Graphs • Using Models • Graphic Organizer

Remediation:


Enrichment:






21

Unit 10: Ecology Review

Unit Outcomes: Students will review pertinent information they learned during the

environmental science curriculum. Important topics students must review are organisms and

their relationships, energy flow in an ecosystem, cycling of matter, community ecology,

population dynamics, and biodiversity.


BIO.A.1.2

Describe relationships between structure and function at biological levels of organization.

BIO.B.4.1

Describe ecological levels of organization in the biosphere.

BIO.B.4.1.1

Describe the levels of ecological organization (i.e., organism, population, community,

ecosystem, biome, and biosphere).

BIO.B.4.1.2

Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems.

BIO.B.4.2

Describe interactions and relationships in an ecosystem.

BIO.B.4.2.1

Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy

pyramids).

BIO.B.4.2.2

Describe biotic interactions in an ecosystem (e.g., competition, predation, symbiosis).

BIO.B.4.2.3

Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen

cycle, and nitrogen cycle).

BIO.B.4.2.4

Describe how ecosystems change in response to natural and human disturbances (e.g.,

climate changes, introduction of nonnative species, pollution, fires).

BIO.B.4.2.5

Describe the effects of limiting factors on population dynamics and potential species

extinction.

22



Remediation:


Enrichment:





• Glencoe Science Biology text, Reading and Study Workbook Laboratory Manual • Virtual Labs • Exam View Computer Test Bank

23

• Compound Light Microscopes and All Related Laboratory Materials • Video Labs DVD • Internet Materials, As Appropriate • Standardized Test Prep • Internet and Media Materials to Remain Current

24

Unit 11: Classification and Dissections

Unit Outcomes: Students will compare the modern process of classification to older

models of the process. Students should be able to classify organisms down to the phylum

level. Students will further develop their understanding of at least one class of organisms

through a dissection of a preserved specimen representative of that class. During preserved

specimen dissections, students will develop critical thinking and analytical skills by

comparing specimens to diagrams and models of the species.


3.3.10A

Describe how living things are organized for study in the Linnaeus system of classification. 3.3.10A, 3.3.10D Explain how evolutionary relationships among living organisms are important in

classification. 3.3.10A

Identify the principle behind cladistic analysis. 3.3.10D

Name the six kingdoms of life, as now identified, and describe/ explain the three-domain

system of classification.

3.3.10A, 3.3.10D

Identify the characteristics that all chordates share.

3.3.10A

List the characteristics of mammals; describe how mammals perform essential life functions.



25

Remediation:


Enrichment:






laboratory biology curriculum pen argyl area high …...unit outcomes: students will be able to...

Documents