Chetek-Weyerhaeuser High School
Biology I Units and Learning Targets
Biology I A
Unit 1 The Science of Biology (5 days)
Learning Targets
1. I can design a scientific experiment that includes a control group, experimental group,
constants, independent variable and dependent variable.
Learning
Target
I can design a scientific experiment that includes a control group,
experimental group, constants, independent variable and dependent
variable.
Proficiency Descriptor
Definition
4
Proficient
I can design a scientific experiment that includes a control
group, constants, independent variable and dependent
variable.
3
Developing
I can make predictions based on the evidence provided
from a scientific experiment.
2
Basic
I can interpret data from a scientific experiment.
1
Minimal
I can identify the parts of a scientific experiment.
0
No Evidence No evidence.
Unit 2 The Biosphere (8 days)
Learning Targets
1. I can compare and contrast how abiotic and biotic factors interact in an ecosystem.
Learning I can compare and contrast abiotic and biotic factors in an ecosystem.
Target
Proficiency Descriptor
Definition
4
Proficient
I can compare and contrast how abiotic and biotic factors
interact in an ecosystem.
3
Developing
I can differentiate between abiotic and biotic factors in an
ecosystem using examples.
2
Basic
I can distinguish between abiotic and biotic factors in an
ecosystem.
1
Minimal
I can identify abiotic and biotic factors in an ecosystem.
0
No Evidence No evidence.
2.
I can diagram the parts of the ecosystem and how they interact.
Learning I can diagram parts of the ecosystem and how they interact (species,
Target
population, community, biome, biosphere).
Proficiency Descriptor
Definition
Mrs. Gregorich
11/17/2016
1
3.
4
Proficient
3
Developing
2
1
Basic
Minimal
0
No Evidence
I can interpret an ecological pyramid showing energy transfer in an ecosystem.
Learning
Target
Proficiency
4
3
2
1
0
4.
I can diagram the parts of the ecosystem and how they
interact.
I can determine how the parts of the ecosystem support
each other.
I can sequence the parts of the ecosystem.
I can define vocabulary related to the parts of the
ecosystem.
No evidence.
I can interpret an ecological pyramid showing energy transfer in an
ecosystem.
Descriptor
Definition
Proficient
I can interpret an ecological pyramid showing energy
transfer in an ecosystem.
Developing
I can differentiate between energy transfer through levels.
Basic
I can explain the structure of the trophic levels.
Minimal
I can identify vocabulary related to an ecological pyramid.
No Evidence No evidence.
I can create a food web based on a specific ecosystem.
Learning
Target
Proficiency
4
3
I can create a food web based on a specific ecosystem.
Descriptor
Proficient
Developing
2
Basic
1
0
Minimal
No Evidence
Definition
I can create a food web based on a specific ecosystem.
I can sequence how energy and nutrients flow through an
ecosystem (autotroph, heterotroph, decomposer,
detritivore).
I can explain the difference between a food web and food
chain.
I can identify vocabulary related to a food web.
No evidence.
Unit 3 Ecosystems, Communities and Populations (8 days)
Learning Targets
1. I can analyze information to explain how competition, predation and herbivory shape
communities.
Learning
Target
Proficiency
4
Mrs. Gregorich
I can analyze information to explain how competition, predation and
herbivory shape communities.
Descriptor
Definition
Proficient
I can analyze information to explain how competition,
predation and herbivory shape communities.
11/17/2016
2
2.
3
Developing
2
Basic
1
0
Minimal
No Evidence
I can create a scenario showcasing the three types of symbiotic relationships in nature
(commensalism, parasitism and mutualism).
Learning
Target
Proficiency
4
3
2
1
0
3.
I can relate personal experience to the concepts of
competition, predation and herbivory.
I can categorize scenarios as competition, predation and
herbivory.
I can define competition, predation and herbivory.
No evidence.
I can create a scenario showcasing the three types of symbiotic
relationships in nature (commensalism, parasitism and mutualism).
Descriptor
Definition
Proficient
I can create a scenario showcasing the three types of
symbiotic relationships in nature (commensalism,
parasitism and mutualism).
Developing
I can
Basic
I can recognize events that demonstrate different
relationships in nature.
Minimal
I can define vocabulary associated with commensalism,
parasitism and mutualism.
No Evidence No evidence.
I can compare and contrast primary and secondary succession.
Learning I can compare and contrast primary and secondary succession.
Target
Proficiency Descriptor
Definition
4
Proficient
I can compare and contrast primary and secondary
succession.
3
Developing
I can recognize the differences between primary and
secondary succession.
2
Basic
I can recognize the similarities between primary and
secondary succession.
1
Minimal
I can define primary and secondary succession.
0
No Evidence No evidence.
4.
I can analyze and make predictions regarding predator-prey population dynamics.
Learning I can analyze predator-prey population dynamics.
Target
Proficiency Descriptor
Definition
4
Proficient
I can analyze and make predictions regarding predatorprey population dynamics.
3
Developing
I can interpret data that is based on predator-prey
population dynamics.
Mrs. Gregorich
11/17/2016
3
2
Basic
1
Minimal
0
No Evidence
I can read a graph focusing on predator-prey population
dynamics.
I can define vocabulary associated with analysis of
predator-prey population dynamics.
No evidence.
Unit 4 Humans in the Biosphere (4 days)
Learning Targets
1. I can design and evaluate a solution for reducing the impacts of human activities on
the environment and biodiversity.
Learning
Target
Proficiency
4
3
2
1
0
I can design and evaluate a solution for reducing the impacts of human
activities on the environment and biodiversity.
Descriptor
Definition
Proficient
I can design and evaluate a solution for reducing the
impacts of human activities on the environment and
biodiversity.
Developing
I can design a solution for reducing the impacts of human
activities on the environment and biodiversity.
Basic
I can research why maintaining biodiversity is important
to both humans and the environment.
Minimal
I can describe some impacts of human activities on the
environment and biodiversity.
No Evidence No evidence.
Unit 5 The Chemistry of Life (10 days)
Learning Targets
1. I can diagram a water molecule and the bonds that occur in water.
Learning I can diagram a water molecule and the bonds that occur in water.
Target
Proficiency Descriptor
Definition
4
Proficient
I can diagram a water molecule and the bonds that occur
in water.
3
Developing
I can summarize the importance of the chemical structure
of a water molecule.
2
Basic
I can understand the relationship between chemical bonds
and the physical representation of water.
1
Minimal
I can define vocabulary associated with the molecular
structure of water.
0
No Evidence No evidence.
Mrs. Gregorich
11/17/2016
4
2.
I can assess the importance of the physical properties of water.
Learning I can assess the importance of the physical properties of water.
Target
Proficiency Descriptor
Definition
4
Proficient
I can assess the importance of the physical properties of
water.
3
Developing
I can determine the importance of the physical properties
of water.
2
Basic
I can experiment with the physical properties of water.
1
Minimal
I can define vocabulary associated with the physical
properties of water.
0
No Evidence No evidence.
3.
I can compare and contrast the four groups of macromolecules.
Learning I can compare and contrast the four groups of macromolecules.
Target
Proficiency Descriptor
Definition
4
Proficient
I can compare and contrast the four groups of
macromolecules.
3
Developing
I can research the importance of macromolecules to
biological functions.
2
Basic
I can relate macromolecules to their function.
1
Minimal
I can define vocabulary associated macromolecules
0
No Evidence No evidence.
4.
I can interpret an enzymes function based on structure.
Learning
Target
Proficiency
4
3
2
1
0
I can interpret an enzymes function based on structure.
Descriptor
Proficient
Developing
Basic
Minimal
No Evidence
Definition
I can interpret an enzymes function based on structure.
I can analyze a graph of the activation of an enzyme.
I can explain how an enzymes form follows function.
I can define vocabulary associated with enzymes.
No evidence.
Unit 6 Cell Structure and Function (12 days)
Learning Targets
1. I can defend how technology has affected the timeline of the cell theory
Learning
Target
Mrs. Gregorich
I can defend how technology has affected the timeline of the cell theory.
11/17/2016
5
Proficiency Descriptor
4
Proficient
2.
3
Developing
2
1
0
Basic
Minimal
No Evidence
Definition
I can defend how technology has affected the timeline of
the cell theory
I can use the cell theory to tell the difference between
living and non-living things.
I can recognize pioneers of the cell theory.
I can identify the parts of the cell theory.
No evidence.
I can compare and contrast prokaryotic and eukaryotic cells.
Learning I can compare and contrast prokaryotic and eukaryotic cells.
Target
Proficiency Descriptor
Definition
4
Proficient
I can compare and contrast prokaryotic and eukaryotic
cells.
3
Developing
I can categorize prokaryotic and eukaryotic cells.
2
Basic
I can determine the differences between prokaryotic and
eukaryotic cells.
1
Minimal
I can define vocabulary associated with cell types.
0
No Evidence No evidence.
3.
I can create a model that shows understanding of basic cell structure.
Learning I can create a model that shows understanding of basic cell structure.
Target
Proficiency Descriptor
Definition
4
Proficient
I can create a model that shows understanding of basic cell
structure.
3
Developing
I can communicate the importance of each part of the cell
and how they work together.
2
Basic
I can determine the function of organelles within a cell.
1
Minimal
I can define vocabulary associated with cell structure.
0
No Evidence No evidence.
4.
I can defend the importance and basis of diffusion and osmosis.
Learning I can defend the importance and basis of diffusion and osmosis.
Target
Proficiency Descriptor
Definition
4
Proficient
I can defend the importance and basis of diffusion and
osmosis.
3
Developing
I can run an experiment that highlights diffusion vs.
osmosis.
2
Basic
I can determine the difference and importance of diffusion
Mrs. Gregorich
11/17/2016
6
5.
1
Minimal
0
No Evidence
vs. osmosis.
I can define vocabulary associated with diffusion and
osmosis.
No evidence.
I can classify forms of transport within a cell.
Learning
Target
Proficiency
4
3
I can classify forms of transport within a cell.
Descriptor
Proficient
Developing
2
Basic
1
0
Minimal
No Evidence
Definition
I can classify forms of transport within a cell.
I can recognize types of cellular transport and their
importance.
I can determine the difference between active and passive
transport.
I can define vocabulary associated cellular transport.
No evidence.
Unit 6 Photosynthesis and Cellular Respiration (9 days)
Learning Targets
1. I can develop and use a model to illustrate how photosynthesis transforms light
energy into stored chemical energy.
Learning
Target
Proficiency
4
3
2
1
0
2.
I can use a model to illustrate how photosynthesis transforms light energy
into stored chemical energy.
Descriptor
Definition
Proficient
I can develop and use a model to illustrate how
photosynthesis transforms light energy into stored
chemical energy.
Developing
I can diagram where photosynthesis is occurring in the
chloroplast.
Basic
I can explain the reactants and products of photosynthesis.
Minimal
I can identify organisms that do and do not perform
photosynthesis and define terminology associated with it.
No Evidence No evidence.
I can use a model to illustrate how cellular respiration is used resulting in a net
transfer of energy.
Learning
Target
Proficiency
4
3
Mrs. Gregorich
I can use a model to illustrate how cellular respiration is used resulting in a
net transfer of energy.
Descriptor
Definition
Proficient
I can use a model to illustrate how cellular respiration is
used resulting in a net transfer of energy.
Developing
I can diagram where cellular respiration is occurring in the
11/17/2016
7
2
Basic
1
Minimal
0
No Evidence
mitochondria.
I can explain the reactants and products of cellular
respiration.
I can identify organisms that do and do not perform
cellular respiration and define terminology associated with
it.
No evidence.
Biology I B
Unit 1 Photosynthesis and Cellular Respiration
Learning Targets
1. I can develop and use a model to illustrate how photosynthesis transforms light
energy into stored chemical energy.
Learning
I can use a model to illustrate how photosynthesis transforms light energy
Target
into stored chemical energy.
Proficiency
Descriptor
Definition
4
Proficient
I can develop and use a model to illustrate how
photosynthesis transforms light energy into stored
chemical energy.
3
Developing
I can diagram where photosynthesis is occurring in the
chloroplast.
2
Basic
I can explain the reactants and products of photosynthesis.
1
Minimal
I can identify organisms that do and do not perform
photosynthesis and define terminology associated with it.
0
No Evidence No evidence.
2. I can use a model to illustrate how cellular respiration is used resulting in a net
transfer of energy.
Learning
Target
Proficiency
4
3
2
1
0
Mrs. Gregorich
I can use a model to illustrate how cellular respiration is used resulting in
a net transfer of energy.
Descriptor
Definition
Proficient
I can use a model to illustrate how cellular respiration is
used resulting in a net transfer of energy.
Developing I can diagram where cellular respiration is occurring in the
mitochondria.
Basic
I can explain the reactants and products of cellular
respiration.
Minimal
I can identify organisms that do and do not perform cellular
respiration and define terminology associated with it.
No
No evidence.
Evidence
11/17/2016
8
Unit 2 Cell Growth and Division
Learning Targets
1. I can differentiate between possible benefits and issues associated with stem cell
research.
Learning
Target
Proficiency
4
3
2
1
0
I can differentiate between possible benefits and issues associated with
stem cell research.
Descriptor
Definition
Proficient
I can differentiate between possible benefits and issues
associated with stem cell research.
Developing I can discover how cancer cells are different than other
cells (cell cycle regulation).
Basic
I can outline the main events of the cell cycle and the four
phases of mitosis.
Minimal
I can describe the structure and function of chromosomes.
No
No evidence.
Evidence
Unit 3 Genetics and Human Heredity
Learning Targets
1. I can create Punnett squares that illustrate how genotypes and phenotypes are related.
Learning
Target
Proficiency
4
3
2
1
0
I can create Punnett squares that illustrate how genotypes and phenotypes
are related.
Descriptor
Definition
Proficient
I can create Punnett squares that illustrate how genotypes
and phenotypes are related.
Developing I can differentiate between genotypes and phenotypes.
Basic
I can explain different patterns of inheritance.
Minimal
I can define terminology associated with genetics.
No
No evidence.
Evidence
2. I can compare and contrast mitosis and meiosis.
Learning
Target
Proficiency
4
3
2
Mrs. Gregorich
I can compare and contrast mitosis and meiosis.
Descriptor
Proficient
Developing
Basic
Definition
I can compare and contrast mitosis and meiosis.
I can differentiate between mitosis and meiosis.
I can sequence the steps associated with meiosis.
11/17/2016
9
1
0
Minimal
No Evidence
I can define terminology associated with meiosis.
No evidence.
3. I can decipher the information communicated through a karyotype.
Learning
I can decipher the information communicated through a karyotype.
Target
Proficiency Descriptor
Definition
4
Proficient
I can decipher the information communicated through a
karyotype.
3
Developing I can determine the information communicated through a
karyotype.
2
Basic
I can sequence homologous pairs.
1
Minimal
I can define vocabulary related to karyotypes.
0
No
No evidence.
Evidence
4. I can use a pedigree to demonstrate the patterns of inheritance human traits follow
Learning
Target
I can use a pedigree to demonstrate the patterns of inheritance human
traits follow
Proficiency Descriptor
4
Proficient
3
Developing
2
1
0
Basic
Minimal
No
Evidence
Definition
I can use a pedigree to demonstrate the patterns of
inheritance human traits follow.
I can calculate probabilities of the transmission of a genetic
trait.
I can understand the transmission of sex-linked traits.
I can identify symbols associated with pedigrees.
No evidence.
Unit 4 DNA
Learning Targets
1. I can analyze information to explain how competition, predation and herbivory shape
communities.
Learning
I can model the structure of the DNA molecule and describe its function.
Target
Proficiency Descriptor
Definition
4
Proficient
I can model the structure of the DNA molecule and
describe its function.
3
Developing I can discuss the functions of DNA.
2
Basic
I can identify the substance of genes through historical
Mrs. Gregorich
11/17/2016
10
1
0
Minimal
No
Evidence
reference.
I can define terminology associated with DNA.
No evidence.
2. I can model and explain the process of DNA replication.
Learning
Target
Proficiency
4
3
2
1
0
I can model and explain the process of DNA replication.
Descriptor
Proficient
Developing
Basic
Minimal
No Evidence
Definition
I can model and explain the process of DNA replication.
I can decipher a diagram of DNA replication.
I can identify proteins required for DNA replication.
I can define vocabulary associated with DNA replication.
No evidence.
3. I can illustrate how proteins are synthesized.
Learning
Target
Proficiency
4
3
2
1
0
I can compare and contrast primary and secondary succession.
Descriptor
Proficient
Developing
Basic
Minimal
No
Evidence
Definition
I can illustrate how proteins are synthesized.
I can compare the structure of RNA and DNA.
I can recognize different types of RNA and RNA
synthesis.
I can define terminology associated with protein synthesis.
No evidence.
4. I can predict the effect of mutations on DNA.
Learning
Target
Proficiency
4
3
2
1
0
I can predict the effect of mutations on DNA.
Descriptor
Proficient
Developing
Basic
Minimal
No Evidence
Definition
I can predict the effects of mutations on DNA.
I can compare different types of mutations.
I can describe different types of mutations.
I can define vocabulary associated with mutations.
No evidence.
Unit 5 Evolution
Learning Targets
1. I can distinguish between historical accounts that significantly shaped the Theory of
Modern Evolution.
Mrs. Gregorich
11/17/2016
11
Learning
Target
Proficiency
4
3
2
1
0
I can design and evaluate a solution for reducing the impacts of human
activities on the environment and biodiversity.
Descriptor
Definition
Proficient
I can distinguish between historical accounts that
significantly shaped the Theory of Modern Evolution.
Developing I can organize ideas that shaped the Theory of Modern
Evolution.
Basic
I can research ideas that shaped the Theory of Modern
Evolution.
Minimal
I can outline ideas that shaped the Theory of Modern
Evolution.
No
No evidence.
Evidence
2. I can analyze the evidence for evolution.
Learning
Target
Proficiency
4
3
2
1
0
Mrs. Gregorich
I can design and evaluate a solution for reducing the impacts of human
activities on the environment and biodiversity.
Descriptor
Definition
Proficient
I can distinguish between historical accounts that
significantly shaped the Theory of Modern Evolution.
Developing I can organize ideas that shaped the Theory of Modern
Evolution.
Basic
I can research ideas that shaped the Theory of Modern
Evolution.
Minimal
I can outline ideas that shaped the Theory of Modern
Evolution.
No
No evidence.
Evidence
11/17/2016
12