+ngss and common core aligned curriculum map: biology bishop … · · 2016-01-15+ngss and common...

+NGSS and Common Core Aligned Curriculum Map: Biology Bishop Amat Memorial High School

Unit Unit summary

Unit 1 Structure and Function: The performance expectations in the topic Structure and Function help students formulate an answer to the question: “How do the structures of organisms enable life’s functions?” High school students are able to investigate explanations for the structure and function of cells as the basic units of life, the hierarchical systems of organisms, and the role of specialized cells for maintenance and growth. Students demonstrate understanding of how systems of cells function together to support the life processes. Students demonstrate their understanding through critical reading, using models, and conducting investigations. The crosscutting concepts of structure and function, matter and energy, and systems and system models in organisms are called out as organizing concepts.

Unit 2 Matter and Energy in Organisms and Ecosystems: The performance expectations in the topic Matter and Energy in Organisms and Ecosystems help students answer the questions: “How do organisms obtain and use energy they need to live and grow? How do matter and energy move through ecosystems?” High school students can construct explanations for the role of energy in the cycling of matter in organisms and ecosystems. They can apply mathematical concepts to develop evidence to support explanations of the interactions of photosynthesis and cellular respiration and develop models to communicate these explanations. They can relate the nature of science to how explanations may change in light of new evidence and the implications for our understanding of the tentative nature of science. Students understand organisms’ interactions with each other and their physical environment, how organisms obtain resources, change the environment, and how these changes affect both organisms and ecosystems. In addition, students can utilize the crosscutting concepts of matter and energy and Systems and system models to make sense of ecosystem dynamics.

Unit 3 Interdependent Relationships in Ecosystems: The performance expectations in the topic Interdependent Relationships in Ecosystems help students answer the question, “How do organisms interact with the living and non-living environment to obtain matter and energy?” This topic builds on the other topics as high school students demonstrate an ability to investigate the role of biodiversity in ecosystems and the role of animal behavior on survival of individuals and species. Students have increased understanding of interactions among organisms and how those interactions influence the dynamics of ecosystems. Students can generate mathematical comparisons, conduct investigations, use models, and apply scientific reasoning to link evidence to explanations about interactions and changes within ecosystems.

Unit 4 Inheritance and Variation of Traits: The performance expectations in the topic Inheritance and Variation of Traits help students in pursuing an answer to the question: “How are the characteristics from one generation related to the previous generation?” High school students demonstrate understanding of the relationship of DNA and chromosomes in the processes of cellular division that pass traits from one generation to the next. Students can determine why individuals of the same species vary in how they look, function, and behave. Students can develop conceptual models for the role of DNA in the unity of life on Earth and use statistical models to explain the importance of variation within populations for the survival and evolution of species. Ethical issues related to genetic modification of organisms and the nature of

science can be described. Students can explain the mechanisms of genetic inheritance and describe the environmental and genetic causes of gene mutation and the alteration of gene expression. Crosscutting concepts of structure and function, patterns, and cause and effect developed in this topic help students to generalize understanding of inheritance of traits to other applications in science.

Unit 5 Natural Selection and Evolution: The performance expectations in the topic Natural Selection and Evolution help students answer the questions: “How can there be so many similarities among organisms yet so many different plants, animals, and microorganisms? How does biodiversity affect humans?” High school students can investigate patterns to find the relationship between the environment and natural selection. Students demonstrate understanding of the factors causing natural selection and the process of evolution of species over time. They demonstrate understanding of how multiple lines of evidence contribute to the strength of scientific theories of natural selection and evolution. Students can demonstrate an understanding of the processes that change the distribution of traits in a population over time and describe extensive scientific evidence ranging from the fossil record to genetic relationships among species that support the theory of biological evolution. Students can use models, apply statistics, analyze data, and produce scientific communications about evolution. Understanding of the crosscutting concepts of patterns, scale, structure and function, and cause and effect supports the development of a deeper understanding of this topic

Bishop Amat Memorial High School: Schoolwide Learning Expectations BAHS graduates will be...

Knowledgeable of Christian Principles as taught by the Catholic Church and able to demonstrate these principles through service to their community.

Effective communicators through the development of reading, writing, and speaking skills as complemented by the utilization of technology.

Critical thinkers who utilize creative and higher order thinking skills when presented with new concepts and real life situations.

Proficient learners who demonstrate knowledge of their particular areas of study.

Responsible citizens who respect themselves and others.

Central text: Modern Biology. Holt, Rinehart & Winston, 2012

Unit 1: Structure and Function (# weeks/20 rotations)

Text alignment Supplemental texts Summative Assessments Formative Assessments (Numbered labs are from the Glencoe Biology Lab Manual)

Ch 2: Chemistry of life Ch 3: Biochemistry Ch 4: Cell structure and function Ch 5: Homeostasis and cell transport Ch 50: Endocrine system

Journal articles of breakthroughs in DNA studies, cancer, cell regulation. Crick’s central Dogma Feedback mechanisms

Quizzes (6 given) Quizzes are assess concept comprehension

1. Chem of life 2. Biochem: carbs/Lipids 3. Biochem: Nucleic acids/Proteins 4. Cell structure/function 5. Diffusion/osmosis 6. Feedback mechanisms

Tests (4 given) (90% Multiple choice, 10 % Short answer)

1. Ch 2: Chemistry of life 2. Ch 3: Biochemistry 3. Ch 4: Cell structure and function 4. Ch 5: Homeostasis and cell transport

& Ch 50: Endocrine system Cumulative project: Cell structure and function project

Assignments (7 given) ● Water properties ● Structure of Proteins Lab ● “Toothpickase” An Enzyme Lab ● Building Sugar Molecules Lab ● Gummy Bear Osmosis Lab ● Building and Converting

Macromolecules Lab ● Lab 8: Why do cells divide? ● Lab 11: How long does each

phase of the cell cycle take?

Big Ideas and Essential Questions Next Generation Science Standards Vocabulary

Organisms live and grow. 1. How do the structures of

organisms enable life’s functions?

2. How does the structure of DNA determine the structure of proteins?

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

1 .cell 2. unicellular 3. multicellular 4. tissue 5. organ 6. organ system 7. gene 8. DNA

3. How do proteins carry out the essential functions of life?

4. How are complex organisms produced and maintained through cellular division and differentiation?

5. How does photosynthesis transform light energy into stored chemical energy?

6. How do carbon, hydrogen and oxygen from sugar molecules combine with other elements to form amino acids and/or other large carbon-based molecules?

7. How do feedback mechanisms maintain homeostasis?

8. What are the basic units of life? 9. How do systems of cells function

together to support life’s processes?

10. How do feedback mechanisms maintain homeostasis?

HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

9. nucleotide 10. mRNA 11. rRNA 12. tRNA 13. codon 14. anticodon 15. transcription 16. translation 17. nitrogenous base 18. protein synthesis 19. genome 20. genetic code 21. chromosome 22. haploid 23. diploid 24. mitosis 25. meiosis 26. binary fission 27. sexual reproduction 28. asexual reproduction 29. gamete 30. cytokinesis

Assignment Descriptions (to be added; align to essential questions & NGSS) Cell Structure and function project - students will investigate cell structure and function. Students may choose to create a 3 dimensional model, (other choices could also include: a film, a short play, an article of clothing, design a game, perform a song, or any other creative and reasonable suggestion). Students must also compose a short 1 page paper describing cell and its functions. Students may choose either a specific type of cell, a human cell, or a cell from one of the other 6 kingdoms

Alignments to English Language Arts and Mathematics Common Core State Standards

Reading Bundled Reading Informational Text Standard(s):

RST.9-10. 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.9-10. 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

Writing Bundled Writing Standard(s): WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.9-10.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.

Listening and Speaking Bundled Speaking and Listening Standard(s): SL 9-10 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Language L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

ELD Standards Part IC-9: Expressing information and ideas in formal oral presentations on academic topics PartIC-10 Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology Part1C-11. Justifying/arguing a) Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.

Cross-Content/Real World Connections All life is composed of cells, yet unregulated cell growth leads to several forms of cancer that have touched many of our students’ lives.

Unit 2: Matter and Energy in Organisms and Ecosystems (# weeks/20 rotations)


Ch 6: Photosynthesis Ch 7: Cell Respiration Ch 18: Introduction to ecology Ch 22: Humans and the environment

Photosynthesis and Cellular Respiration, Journal articles

matter and energy flow in aerobic/anaerobic environments

Quizzes (6 given) 1. Photosynthesis: inputs/outputs 2. Cell respiration: inputs/outputs 3. Anaerobic respiration 4. Biogeochemical cycles 5. Energy transformations 6. mater cycling

Tests (3 given) (90% Multiple choice,10 % Short answer)

1. Ch 6: Photosynthesis 2. Ch 7: Cell Respiration 3. Ch 18: Introduction to ecology &

Ch 22: Humans and the environment Cumulative project Matter and energy cycling project

Assignments (7 given) ● Elodea ● Rate of Photosynthesis Lab

Photosynthesis Lab using leafy green disc

● Carbon Cycle Model Lab ● Building Organic Compounds Lab ● Lab 10: What can affect the rate

of photosynthesis? ● Lab 12: Green or yellow?


Organisms obtain and use energy they need to live and grow. Matter and energy move through ecosystems.

1. How do organisms obtain and use energy they need to live and grow?

HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to

1. ecology 2. interdependence 3. biosphere 4. ecosystem 5. community 6. population

2. How do matter and energy move through ecosystems?

3. How can cellular respiration be represented in a model?

4. How does photosynthesis transform light energy into stored chemical energy?

5. What is the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere?

form amino acids and/or other large carbon-based molecules. HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. HS-LS2-4. Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

7. cellular respiration 8. photosynthesis 9. autotroph (producer) 10. heterotroph (consumer) 11. chemosynthesis 12. habitat 13. biotic factor 14. abiotic factor 15. acclimation 16. migration 17. niche 18. gross primary productivity 19. biomass 20. net primary productivity 21. herbivore 22. carnivore 23. omnivore 24. food web 25. food chain 26. decomposer 27. detrivore 28. trophic level 29. biogeochemical cycle 30. water cycle 31. carbon cycle 32. nitrogen cycle 33. nitrogen fixation 34. phosphorus cycle 35. nitrogen-fixing bacteria 36. ammonification 37. denitrification 38. chlorophyll 39. light reaction 40. Calvin cycle 41. chloroplast 42. thylakoid 43. electron transport chain

44. stroma 45. pigment 46. carotenoid 47. chemiosmosis 48. photosystem 49. granum 50. carbon fixation 51. stomata 52. glycolysis 53. aerobic 54. anaerobic 55. fermentation 56. Krebs cycle 59. visible spectrum

Assignment Descriptions (to be added; align to essential questions & NGSS)

Matter and energy cycling project - Student groups will analyze the flow of matter and energy through an ecosystem of their choosing.


Reading Bundled Reading Informational Text Standard(s): RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning

Writing Bundled Writing Standard(s): WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.9-10.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and

conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.


Language L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

ELD Standards Part IC-9: Expressing information and ideas in formal oral presentations on academic topics PartIC-10 Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology Part1C-11. Justifying/arguing a) Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.

Cross-Content/Real World Connections The vast majority of organisms on our planet are dependent on the sun as their initial source of energy. There are a number of chemotrophic organisms that are not reliant on the sun; this has opened the discussion of the search for life in previous unsought areas both terrestrial and extraterrestrial. Over the last 150 years humans have significantly altered the normal cycle of carbon and other elements on our planet through industrial byproducts. The potential negative outcome from our global impact has just recently fully become clear.

Unit 3: Interdependent Relationships in Ecosystems (# weeks/20 rotations)


Ch. 19: Populations Ch. 20: Community Ecology Ch.21 Ecosystems Ch. 22: Humans and the Environment Ch. 16: Population Genetics and Speciation

-Reading for jigsaw matrix -Ecology of Tide pool information sheets -Photosynthesis and Cellular Respiration -Trophic Transfer of Energy in an Ecosystem

-Reading for “Save the last word” The dead sea: Global warming blamed for 40% decline in ocean’s phytoplankton

-Keystone species-Sea Otters, Prairie Dogs, African Elephant, and Grey Wolf

Reading for Annotated -Matrix Freshwater mussel -biodiversity and conservation

-Motor boat turbulence kills zooplankton

-Gillnets taking toll on seabirds

-Seaweed records impact of global warming

Quizzes (6 given) 1. Populations 2. Population dynamics 3. Communities 4. Community dynamics 5. Human impacts 6. human populations

Tests (3 given) (90% Multiple choice,10 % Short answer)

1. Ch. 19: Populations & Ch. 16: Population Genetics and Speciation

2. Ch. 20: Community Ecology 3. Ch. 22: Humans and the Environment

Cumulative project Ecosphere project/activity

Assignments (7 given) ● Predator vs. Prey- “Oh Deer” lab ● Tidepool Go Fish ● Photosynthesis & Respiration Lab ● Models of Food web and food

chain ● Population Sampling Lab ● Resource Competition Lab ● Lab 3: Do freshwater biomes

respond differently to acid rain? ● Lab 4: How do we measure

biodiversity?


Organisms interact with the living and non-living environment to obtain matter and energy.

1. How do organisms interact with the living and non-living environment to obtain matter and energy?

2. What factors affect the carrying capacity of ecosystems?

3. What factors affect biodiversity and populations in ecosystems?

4. What evidence exists for the cycling of matter and the flow of energy in aerobic and anaerobic conditions?

5. How does energy flow and matter cycle through organisms in an ecosystem?

6. Why do ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, while new ecosystems may result from changing conditions?

7. How can the impacts of human activities on the environment and biodiversity be reduced?

8. What is the role of group behavior on individual and species’ chances to survive and reproduce?

9. How does matter cycle and energy flow among organisms in an ecosystem?

HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce. HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

1. abiotic factor(repeat-unit 2) 2. biotic factor (repeat-unit 2) 3. interdependence (repeat-unit 2) 4. acclimation(repeat-unit 2) 5. tolerance 6. carrying capacity 7. growth rate 8. immigration(repeat-unit 2) 9. emigration (repeat-unit 2) 10. limiting factor 11. density-independent factor 12. density-dependent factor 13. inbreeding 14. hunter-gatherer lifestyle 15. agricultural revolution 16. developed country 17. developing country 18. demographic transition 19. population density 20. population(repeat) 21. birth rate 22. death rate 23. life expectancy 24. survivorship curve 25. dispersion 26. age structure 27. biogeochemical cycle 28. predation 29. symbiosis 30. parasitism 31. mutualism 32. commensalism 33. interspecific competition 34. ecological succession

35. climax community 36. pioneer species 37. secondary succession 38. primary succession 39. stability 40. disturbance 41. species-area effect 42. species evenness 43. species richness 44. biome 45. greenhouse effect 46. environmental science 47. ozone layer 48. biosphere (repeat-unit 2) 49. atmosphere 50. hydrosphere 51. geosphere 52. chlorofluorocarbon 53. extinction 54. sustainability 55. keystone species 56. acid precipitation 57. pollution 58. smog 59. biological magnification 60. conservation biology 61. restoration biology 62. bioindicator 63. urban ecology 64. biodiversity hotspot 65. ecotourism


Ecosphere project - Students will analyze ecosystem relationships including trophic interactions and biogeochemical cycling using EcoSphere Closed Systems as a model (http://www.eco-sphere.com/). The problem tasks can be found here (https://sites.google.com/site/ecospheremodule/home).


Reading Bundled Reading Informational Text Standard(s): RST.10-11. 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.9-10. 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words



Language L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

http://www.eco-sphere.com/

https://sites.google.com/site/ecospheremodule/home

L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

ELD Standards Part IC-9: Expressing information and ideas in formal oral presentations on academic topics Part IC-10 Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology Part IC-11. Justifying/arguing a) Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.

Cross-Content/Real World Connections The stability of our ecosystem is extremely susceptible to human impact. Understanding the interdependent relationship of all organisms may help in developing the necessary technology and conservation techniques needed to ensure that our planet can sustain our growing populations. There are several environmental and geopolitical connections that can be made within this unit

Unit 4: Inheritance and Variation of Traits (# weeks/20 rotations)


Ch. 8: Cell division Ch. 9: Fundamentals of genetics Ch. 10: DNA, RNA, Protein synthesis Ch 11: Gene expression Ch. 12: Inheritance patterns and human genetics Ch. 16: Population genetics and speciation

-Letter from Francis Crick to his 12 year old son

-Genetics graphic novel

Quizzes (6 given) 1. Mitosis/Meiosis 2. Mendelian inheritance 3. DNA vs. RNA 4. Central dogma 5. Inheritance patterns 6. gene expression


1. Ch. 8: Cell division 2. Ch. 9: Fundamentals of genetics

Assignments (9 given) ● Yarn Mitosis ● Build DNA model ● Replication of DNA model ● Strawberry DNA Lab ● Blood Type Lab ● Dragon Genetics Lab ● Gummy Bear Genetics Lab ● Genetic Corn Lab ● Karyotype Lab ● Lab 14: What is DNA?

3. Ch. 10: DNA, RNA, Protein synthesis 4. Ch 11: Gene expression & Ch. 12:

Inheritance patterns and human genetics

Cumulative project Variation to evolution children’s book/graphic novel project


The characteristics from one generation are related to the previous generation.

1. How are the characteristics from one generation related to the previous generation?

2. How can variation in a population be explained?

3. Why do individuals of the same species vary in how they look, function and behave?

4. How do concepts of statistics and probability explain the variation and distribution of expressed traits in a population?

5. What is the relationship between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring?

6. What evidence exists that inheritable genetic variations may result from new genetic combinations through meiosis?

HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

1. gene 2. chromosome 3. genetic variation 4. mutation 5. crossing over 6. Punnett Square 7. genetics 8. heredity 9. trait 10. dominant 11. recessive 12. phenotype/phenotypic ratio 13. genotype/genotypic ratio 14. incomplete dominance 15. codominance 16. law of independent assortment 17. law of segregation 18. homozygous 19. heterozygous 20. probability 21. allele 22. sex chromosome 23. autosome 24. karyotype 25. nondisjunction

7. What evidence exists that inheritable genetic variations may result from viable errors occurring during replication?

8. What evidence exists that inheritable genetic variations may result from mutations caused by environmental factors?

9. What is the role of cellular division and differentiation in producing and maintaining complex organisms?

26. sex-linked trait 27. deletion 28. insertion mutation 29. translocation 30. inversion 31. frameshift mutation 32. substitution mutation 33. somatic cell mutation 34. germ cell mutation 35. pedigree 36. carrier 37. genetic disorder 38. polygenic 39. multiple allele 40. complex character 41. cell differentiation 42. cancer 43. tumor 44. carcinogen 45. gene expression 46. metastasis 47. sexual reproduction(repeat - unit 1) 48. meiosis (repeat -unit 1)


Variation to evolution children’s book/graphic novel project - Students will work in collaborative groups to create a graphic novel or children’s book representing one of the following concepts: random molecular nature, and influence of, variation, natural selection, artificial selection, or genetic drift.


Reading Bundled Reading Informational Text Standard(s):

RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.



Language L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

ELD Standards Part IC-9: Expressing information and ideas in formal oral presentations on academic topics Part IC-10 Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology 11. Justifying/arguing a) Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.

Cross-Content/Real World Connections Technology advances have influenced the progress of science and science has influenced advances in technology.

Unit 5: Natural Selection and Evolution (# weeks/20 rotations)


Ch 15: Theory of Evolution Ch 16: Population genetics and speciation Ch 17: Classification Of organisms

-Journal articles

-evolution graphic novel

Quizzes (6 given) 1. History of evolution 2. evidences of evolution 3. natural selection 4. Hardy-Weinberg 5. Disruption of equilbrium 6. Speciation


1. Ch 15: Theory of Evolution 2. Ch 16: Population genetics and

speciation & Ch 17: Classification Of organisms

Cumulative project Animal evolution project

Assignments (7 given) ● Bird Beak Adaptation Lab ● Peppered Moth Lab ● Salamander Speciation Lab ● Evidence of Evolution Lab ● Comparative Skull Lab ● Molecular Clock Lab ● Radiometric Dating Lab ● Mechanisms of Evolution Lab ● Lab 16: How do species compare? ● Lab 17: Could you beat natural

selection? ● Lab 18: Does this animal walk on

four legs or two? ● Lab 30: How have frogs adapted

to terrestrial and aquatic habitats?


Different species are related. There are many similarities among plants, animals and microorganisms.

1. How can there be so many similarities among organisms yet

HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals

1. biodiversity 2. genetic variation (repeat-unit 4) 3. convergent evolution 4. divergent evolution 5. homologous structures 6. analogous structures 7. fossils

so many different plants, animals, and microorganisms?

2. How does biodiversity affect humans?

3. What scientific information supports common ancestry and biological evolution?

4. What is the role of genetic variation in natural selection?

5. How does natural selection lead to adaptation of populations?

6. What are the four factors upon which the process of evolution is based?

7. How can the adverse impacts of human activity on biodiversity be mitigated?

8. What are the results of changes in environmental conditions over time?

9. How can statistics and probability be used to support the idea that organisms with advantageous heritable traits tend to increase in proportion to organisms lacking this trait?

in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

8. fossil record 9. natural selection 10. adaptation 11. evolution 12. fitness 13. biogeography 14. vestigial structure 15. phylogeny 16. artificial selection 17. coevolution 18. embryology 19. population genetics 20. microevolution 21. gene pool 22. allele frequency 23. Hardy-Weinberg genetic equilibrium 24. phenotype frequency 25. immigration 26. emigration 27. gene flow 28. genetic drift 29. stabilizing selection 30. disruptive selection 31. directional selection 32. sexual selection 33. speciation 34. morphology 35. geographic isolation 36. reproductive isolation 37. biological species concept


Animal Evolution assignment- research the evolutionary history of a modern organism. working in groups of two. Students expected to find the modern organism's earliest ancestors and describe in general terms the intermediate species which describe the arc of its evolution. Students should be able to describe some of the adaptations which define your organism. Students should also provide a timeline for organism’s evolution.


Reading Bundled Reading Informational Text Standard(s): RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.



Language L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

ELD Standards Part IC-9: Expressing information and ideas in formal oral presentations on academic topics Part IC-10 Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology 11. Justifying/arguing a) Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.

Cross-Content/Real World Connections Scientific knowledge is based on assumption that natural laws operate today as they did in the past and they will continue to do so in the future, but as technology continues to improve some of these assumptions are becoming concrete. Technological advances have opened a new realm of possibilities that have new ethical concerns.

+ngss and common core aligned curriculum map: biology bishop … · · 2016-01-15+ngss and common...

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