Biology
High School
2015-16 Curriculum Guide
Iredell-Statesville Schools
Biology
Table of Contents
Purpose and Use of Documents
3
College and Career Readiness Anchor Standards for Reading
4
College and Career Readiness Anchor Standards for Writing
5-6
Science as Inquiry
7
Year at a Glance (separate document)
Structure and Functions of Living Organisms – Essential Standard 1.1
8 - 12
Structure and Functions of Living Organisms – Essential Standard 1.2
12 - 14
Ecosystems – Essential Standard 2.1
14 - 19
Ecosystems – Essential Standard 2.2
20 - 21
Evolution and Genetics – Essential Standard 3.1
22 - 25
Evolution and Genetics – Essential Standard 3.2
25 - 30
Evolution and Genetics – Essential Standard 3.3
30 - 33
Evolution and Genetics – Essential Standard 3.4
33 - 36
Evolution and Genetics – Essential Standard 3.5
36 - 37
Molecular Biology – Essential Standard 4.1
38 - 40
Molecular Biology – Essential Standard 4.2
40 – 42
Resources
42 – 60
2
Purpose and Use of the Documents
The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports
teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It
should be used as a tool to assist teachers in planning and implementing a high quality instructional program.
● The “At-a-Glance” provides a snapshot of the recommended pacing of instruction across a semester or year.
● Learning targets (“I can” statements) and Criteria for Success (“I will” statements) have been created by ISS teachers and are
embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do
to reach the goal of that standard.
● The academic vocabulary or content language is listed under each standard. There are 30-40 words in bold in each subject
area that should be taught to mastery.
● The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this
section is an essential component to help both teachers and students understand the standards.
Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides.
3
College and Career Readiness Anchor Standards for Reading
The K-12 standards on the following pages define what students should understand and be able to do by the end of each
grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific
standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that
together define the skills and understandings that all students must demonstrate.
Key ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
4
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section,
chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in
words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches
the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
5
*Please see “Research to Build and Present Knowledge” in writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards
relevant to gathering, assessing, and applying information from print and digital sources.
College and Career Readiness Anchor Standards for Writing
The K-12 standards on the following pages define what students should understand and be able to do by the end of each
grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific
standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that
together define the skills and understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through
the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6
6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the
subject under investigation.
8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
9. Draw evidence from literacy or informational texts to support analysis, reflection, and research
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
* These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
Taken from Common Core Standards (www.corestandards.org)
Science as Inquiry
Traditional laboratory experiences provide opportunities to demonstrate how science is constant, historic, probabilistic, and
replicable. Although there are no fixed steps that all scientists follow, scientific investigations usually involve collections of relevant
evidence, the use of logical reasoning, the application of imagination to devise hypotheses, and explanations to make sense of
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collected evidence. Student engagement in scientific investigation provides background for understanding the nature of scientific
inquiry. In addition, the science process skills necessary for inquiry are acquired through active experience. The process skills support
development of reasoning and problem-solving ability and are the core of scientific methodologies.
http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/6-8.pdf
Year at a Glance 2015-2016
This is a separate document that has a suggestion of order and amount of time to spend on each standard.
8
Structure and Functions of Living Organisms
Essential Standard:
Bio 1.1 Understand the relationship between the structures and functions of cells and their organelles.
Clarifying Objectives:
Bio 1.1.1: Summarize the structure and function of organelles in eukaryotic cells (including: the nucleus, plasma membrane, cell wall, mitochondria,
vacuoles, chloroplasts, and ribosomes) and ways that these organelles interact with each other to perform the function of the cell.
Bio 1.1.2: Compare prokaryotic and eukaryotic cells in terms of their general structures (plasma membrane and genetic material) and degree of
complexity.
Bio 1.1.3: Explain how instructions in DNA lead to cell differentiation and result in cells specialized to perform specific functions in multicellular
organisms.
Unpacking: What does this standard mean that a student will know and be able to do?
Bio.1.1.1
● Identify these cell organelles in diagrams of plant and animal cells. (middle school review)
● Explain how the structure of the organelle determines it function. (Example: folded inner membrane in mitochondria increases surface area for
energy production during aerobic cellular respiration).
● Summarize how these organelles interact to carry out functions such as energy production and use, transport of molecules, disposal of waste,
and synthesis of new molecules. (Example: DNA codes for proteins which are assembled by the ribosomes and used as enzymes for energy
production at the mitochondria).
Bio.1.1.2
● Proficiently use proper light microscopic techniques as well as determine total power magnification. The purpose is to use microscopes to
9
observe a variety of cells with particular emphasis on the differences between prokaryotic and eukaryotic as well as plant and animal cells.
While students are not expected to understand how scanning and electron transmission microscopes work, they should recognize that they
reveal greater detail about eukaryotic and prokaryotic cell differences.
● Infer that prokaryotic cells are less complex than eukaryotic cells.
● Compare the structure of prokaryotic and eukaryotic cells to conclude the following:
o Presence of membrane bound organelles – mitochondria, nucleus, vacuole, and chloroplasts are not present in prokaryotes.
o Ribosomes are found in both.
o DNA and RNA are present in both, but are not enclosed by a membrane in prokaryotes.
o Contrasts in chromosome structure – circular DNA strands called plasmids are characteristic of prokaryotes.
o Contrasts in size – prokaryotic cells are smaller.
Bio.1.1.3
● Compare a variety of specialized cells and understand how the functions of these cells vary. (Possible examples could include nerve cells,
muscle cells, blood cells, sperm cells, xylem and phloem.)
● Explain that multicellular organisms begin as undifferentiated masses of cells and that variation in DNA expression and gene activity
determines the differentiation of cells and ultimately their specialization.
o During the process of differentiation, only specific parts of the DNA are activated; the parts of the DNA that are activated determine the
function and specialized structure of a cell.
o Because all cells contain the same DNA, all cells initially have the potential to become any type of cell; however, once a cell
differentiates, the process cannot be reversed.
o Nearly all of the cells of a multicellular organism have exactly the same chromosomes and DNA.
o Different parts of the genetic instructions are used in different types of cells, influenced by the cell's environment and past history.
● Recall that chemical signals may be released by one cell to influence the development and activity of another cell.
● Identify stem cells as unspecialized cells that continually reproduce themselves and have, under appropriate conditions, the ability to
differentiate into one or more types of specialized cells.
o Embryonic cells which have not yet differentiated into various cell types are called embryonic stem cells.
o Stem cells found in organisms, for instance in bone marrow, are called adult stem cells.
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o Scientists have recently demonstrated that stem cells, both embryonic and adult, with the right laboratory culture conditions,
differentiate into specialized cells.
Note: It is not essential for students to understand the details of how the process of transcriptional regulation in a cell produces specific proteins, which
results in cell differentiation.
Essential Vocabulary:
Organelles, Nucleus, Plasma membrane, Cell wall, Mitochondria, Vacuoles, Chloroplasts, Ribosomes, Golgi apparatus, Endoplasmic reticulum,
Centriole, Structure, Function, Prokaryotic, Eukaryotic, Light microscope, Electron microscope, Magnification, Resolution, Cell
differentiation/specialization, Hormone, Receptor, Stem cell, Multicellular.
Learning Targets: “I Can”
1.1.1
I can identify cell organelles in plant/animal
cells.
1.1.1
I can explain the function of each organelle.
1.1.1
I can differentiate between plant and animal
cells.
1.1.1
Criteria For Success: “I Will”
o I will correctly label a
plant/animal cell.
o I will identify cell organelles in
microscope images.
o I will match function to correct
organelle.
o I will complete a graphic
organizer showing the organelle
and its correct function.
o I will use a Venn diagram to
compare/contrast plant/animal
cell.
o I will draw conclusions about the
Assessment Examples
Plant and animal virtual labeling
Misconceptions
Students struggle
11
I can analyze how organelle structure and
function are related.
1.1.1
I can evaluate the interaction of a cell’s
organelles to carry out the functions.
1.1.2
I can properly use a light microscope.
o
1.1.2
I can calculate for total power magnification
when using a light microscope.
o
o
o
o
1.1.2
I can distinguish between a prokaryotic and
eukaryotic cell when using a light microscope.
o
1.1.2
I can distinguish between a plant and animal
cell when using a light microscope.
o
relationship between structure
and function by analyzing
diagrams of cell organelles.
I will create a representation
(model, analogy) to represent
the overall function of a cell.
I will demonstrate proper use of
a light microscope via a lab
practical.
I will remember that total
magnification =ocular X
objective.
I will remember that ocular=10X.
I will perform calculations using
practice problems.
I will be able to categorize cells
based on the presence of a
nucleus when using a light
microscope to determine if the
cell is prokaryotic or eukaryotic.
I will be able to categorize cells
based on structural clues (ex. cell
wall, chloroplasts) to identify if a
cell is a plant or animal cell when
using a light microscope.
relating
structure/picture to
function.
Virtual Microscope lab
Students forget to
multiply the ocular
and objective. They
try to add them
instead.
12
1.1.2
I can explain why a scanning and electron
transmission microscope reveals greater detail
about eukaryotic and prokaryotic cells.
1.1.2
I can predict that prokaryotic cells are less
complex than eukaryotic cells.
1.1.2
I can distinguish between prokaryotic and
eukaryotic cells.
o I will identify the difference
between a light microscope and
an electron microscope.
o I will interpret images from light
microscopes and electron
microscopes to compare detail.
o I will construct a Venn diagram
comparing/contrasting
prokaryotic and eukaryotic cells.
o I will construct a Venn diagram
comparing/contrasting
prokaryotic and eukaryotic cells.
Describe two differences and one
similarity between prokayotic
and eukaryotic cells.
Question
Rubric
1.1.3
I can recognize a specialized cell and determine
its function.
1.1.3
I can recognize the difference between a stem
cell and a specialized cell.
1.1.3
I can explain the process of differentiation.
o I will use pictures to determine
and distinguish a specialized cell
and its function.
o I will define a stem cell.
o I will define a specialized cell.
o I will understand that only parts
of DNA are activated and
determine the function and
Stem Cell Virtual lab
Cell differentiation virtual lab
Students think that
different cells have
different DNA not
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structure of specialized cells.
1.1.3
I can explain how cells communicate using
chemical signals.
o I will understand the role of
hormone and receptors
o I will understand the process of
nerve cell conduction.
1.1.3
I can discuss how stem cells are used in the
body.
o I will recall stem cells and apply it
to reproduction and
differentiation of stem cells.
1.2.1
I can distinguish between passive and active
transport.
o I will recognize diffusion,
facilitated diffusion and osmosis
as types of passive transport.
o I will predict movement of
particles based on concentration
gradient.
o I will recognize that osmosis is
the diffusion of water across a
semi-permeable membrane.
o I will recognize the sodiumpotassium pump, endocytosis
and exocytosis as types of active
Cell communication Reading
that different genes
are turned on and
off.
Students did not
recognize hormones
as a chemical
messenger.
14
o
o
o
transport.
I will explain that active transport
moves particles from a low to
high concentration.
I will explain that active transport
uses energy in the form of ATP.
I will explain that passive
transport does not require
energy and that active transport
requires energy.
I will label the parts of the cell
membrane
I will evaluate the role of the
phospholipids and proteins in
facilitating cell transport.
1.2.1
I can explain the role of the plasma membrane
in maintaining homeostasis in the cell.
o
1.2.1
I can determine the direction of water
movement in varying concentrations of
solutions.
o I will predict the fate of a cell
based on concentration.
o I will solve for the water
concentration based on solute
concentration.
o I will complete a graphic
organizer explaining each step of
the process.
o I will recognize that mitosis is a
form of asexual reproduction and
1.2.2
I can outline the cell cycle.
o
Cell Cycle Blendspace
Students confuse
G1, G2, and S
phase
15
1.2.2
I can organize diagrams of the cell cycle.
o
1.2.3
I can explain how contractile vacuoles, cilia,
flagella, pseudopods and eyespots increase
survival for unicellular organisms.
1.2.3
I can summarize the survival benefits of
adaptive behaviors, including chemotaxis and
phototaxis.
o
o
o
explain why mitosis is asexual
(ex. same chromosome number).
I will create a model (ex. flip
book) sequencing the phases of
the cell cycle.
I will recognize the benefits
provided by contractile vacuoles,
cilia, flagella, pseudopods and
eyespots.
I will distinguish between
chemotaxis and phototaxis.
I will predict whether organisms
will be likely to demonstrate
chemotaxis or phototaxis.
Relate structures
to function and to
pictures.
Ecosystems
Essential Standard:
Bio 2.1 Analyze the interdependence of living organisms within their environments.
Clarifying Objectives:
Bio.2.1.1 Analyze the flow of energy and cycling of matter (water, carbon, nitrogen and oxygen) through ecosystems relating the significance of
each to maintaining the health and sustainability of an ecosystem.
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Bio.2.1.2 Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations.
Bio.2.1.3 Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their
environments resulting in stability within ecosystems.
Bio.2.1.4 Explain why ecosystems can be relatively stable over hundreds or thousands of years, even though populations may fluctuate
(emphasizing availability of food, availability of shelter, number of predators and disease).
Unpacking: What does this standard mean that a student will know and be able to do?
Bio.2.1.1
● Deconstruct the carbon cycle as it relates to photosynthesis, cellular respiration, decomposition and climate change.
● Summarize the nitrogen cycle (including the role of nitrogen fixing bacteria) and its importance to synthesis of proteins and DNA.
● Identify factors that influence climate such as:
o greenhouse effect (relate to carbon cycle and human impact on atmospheric CO2)
o natural environmental processes (relate to volcanic eruption and other geological processes)
● Explain the recycling of matter within ecosystems and the tendency toward a more disorganized state.
● Analyze energy pyramids for direction and efficiency of energy transfer.
o Living systems require a continuous input of energy to maintain organization. The input of radiant energy which is converted to
chemical energy allows organisms to carry out life processes.
o Within ecosystems energy flows from the radiant energy of the sun through producers and consumers as chemical energy that is
ultimately transformed into heat energy. Continual refueling of radiant energy is required by ecosystems.
Bio 2.1.2
17
● Analyze how various organisms accomplish the following life functions through adaptations within particular environments (example: water
or land) and that these adaptations have evolved to ensure survival and reproductive success.
o Transport and Excretion – how different organisms get what they need to cells; how they move waste from cells to organs of
excretion. Focus is on maintaining balance in pH, salt, and water. Include plants - vascular and nonvascular.
o Respiration – how different organisms take in and release gases (carbon dioxide or oxygen, water vapor); cellular respiration
o Nutrition – feeding adaptations and how organisms get nutrition (autotrophic and heterotrophic) and how they break down and
absorb foods.
o Reproduction, Growth and Development – sexual versus asexual, eggs, seeds, spores, placental, types of fertilization.
● Analyze behavioral adaptations that help accomplish basic life functions such as suckling, taxes/taxis, migration, estivation, and hibernation,
habituation, imprinting, classical conditioning (e.g. Pavlov’s dog–stimulus association), and trial and error learning.
Bio 2.1.3
● Identify and describe symbiotic relationships such as mutualism and parasitism. (middle school review)
● Exemplify various forms of communication and territorial defense including communication within social structure using pheromones
(Examples: bees, ants, termites), courtship dances, territorial defense (Example: fighting fish).
● Explain patterns in predator /prey and competition relationships and how these patterns help maintain stability within an ecosystem with a
focus on population dynamics.
Note: There is much debate about whether commensalistic relationships are just early mutualism. We may just not understand the benefits to each
organism.
Bio.2.1.4
● Generalizing that although some populations have the capacity for exponential growth, there are limited resources that create specific
carrying capacities and population sizes are in a dynamic equilibrium with these factors. (e.g. food availability, climate, water, territory).
● Interpret various types of population graphs – human population growth graphs indicating historical and potential changes, factors
influencing birth rates and death rates, and effects of population size, density and resource use on the environment.
● Explain how disease can disrupt ecosystem balance. (Examples: AIDS, influenza, tuberculosis, Dutch Elm Disease, Pfiesteria, etc.)
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Essential Vocabulary:
Photosynthesis, Cellular respiration, Excretion, Decomposer, Energy pyramid, Greenhouse effect, Global warming, Nitrogen cycle, Carbon cycle,
Autotroph, Heterotroph, Consumers, Producers, Food web, Food chain, Adaptation, Taxis, Estivation, Hibernation, Learned behavior, Habituation,
Imprinting, Conditioning, Migration, Suckling, Vascular, Gymnosperm, Angiosperm, Non-vascular, Respiration, Fertilization, Placenta, Marsupials,
Monotremes, Mutualism, Parasitism, Pheromones, Population, Community, Ecosystem, Ecology, Territoriality, Symbiosis, Predation, Food chain,
Carnivore, Herbivore, Omnivore, Scavenger, Decomposer, Random sampling, Mark and recapture, Carrying capacity, Limiting factor, Population,
Ecosystem, HIV/AIDS, Influenza, Small pox, Tuberculosis, Dutch elm, Pfiesteria, Exponential growth, Logistic growth, J-curve graph, S-curve graph
Learning Targets: “I Can”
2.1.1
I can recognize the carbon cycle and how it
relates to photosynthesis, cellular respiration,
decomposition and climate change.
2.1.1
I can summarize the nitrogen cycle.
2.1.1
I can identify the factors that influence climate.
Criteria For Success: “I Will”
o I will label a chart of the carbon
cycle with regards to
photosynthesis, cellular respiration,
decomposition and climate change.
o I evaluate the effects of varying CO2
levels on these processes.
Assessment Examples
Misconceptions
http://sc.caldwellschools.c
om/education/component
s/testbank/default.php?se
ctiondetailid=28608
SC EOC Review Question
Bank Objective 2
o I will complete a chart of the
nitrogen cycle.
o I will conclude from the chart its
importance to synthesis of proteins
and DNA.
o I will explain the role of nitrogenfixing bacteria in the nitrogen cycle.
o I will explain how the greenhouse
effect and natural environmental
process influence the environment.
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2.1.1
I can explain the processes that breakdown
matter within an ecosystem.
2.1.1
I can analyze energy pyramids for direction and
efficiency of energy transfer.
2.1.2
I can explain how organisms adapt to their
specifics environments in order to carry out life
functions.
o I will debate the human impact on
the greenhouse effect.
o I will identify the participants of the
ecosystem involved in the cycling of
matter.
o I will develop a flow chart that
illustrates the decomposition of
matter.
o I will complete a chart or construct a
model which represents this flow of
energy and energy transfer.
o I will explain the conversion from
radiant energy to chemical energy
to heat energy.
o I will distinguish between vascular
and nonvascular plants.
o I will logically sequence the
functions of an advanced
(vertebrate) cardiovascular system
as related to transport of materials
and removal of waste.
o I will compare and contrast how
different organisms take in and
release gases such as CO2, O2, and
water vapor as well as cellular
respiration.
o I will compare and contrast using a
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Venn diagram, autotrophs and
heterotrophs and how they
breakdown and absorb foods.
o I will compare the similarities and
differences of sexual and asexual
reproduction. (example: using a
chart)
o I will compare the similarities and
differences of internal and external
fertilization. (example: using a
chart)
2.1.2
I can analyze behavioral adaptations that help
accomplish basic life functions.
2.1.3
I can identify and describe the different
symbiotic relationships.
o I will define various behavioral
adaptations including suckling,
taxes/taxis, migration, estivation,
and hibernation, habituation,
imprinting, classical conditioning
(e.g. Pavlov’s dog–stimulus
association), and trial and error
learning
o I will match the behavioral
adaptations to their life functions.
o I will match definition with correct
relationship.
o I will evaluate a situation to
21
2.1.3
I can recall the various forms of communication
and territorial defenses.
o
2.1.3
I can infer the relationships between predator
and prey.
o
2.1.4
I can interpret a variety of graphs including
carrying capacity and exponential growth.
o
o
o
o
2.1.4
I can interpret human population growth
demonstrating birth and death rates and how it
influences population size.
o
2.1.4
I can explain how diseases disrupt the balance
in an ecosystem.
o
o
determine which relationship
applies.
I will define pheromones, courtship
dances, and territorial defenses.
I will give examples of organisms
that use pheromones, courtship
dances, and territorial defenses.
I will interpret a food web and food
chain.
I will predict the influence of
changes to a food web.
I will compare and contrast
exponential growth and logistic
growth.
I will evaluate the limiting factors
that can create specific carrying
capacities.
I will analyze various types of
population graphs to determine the
effect of birth rate and death rate.
I will examine the factors affecting
birth and death rates.
I will research and present the
effects of various diseases on the
ecosystem.
22
Ecosystems (continued)
Essential Standard:
Bio 2.2 Understand the impact of human activities on the environment (one generation affects the next).
Clarifying Objectives:
Bio.2.2.1 Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction and
introduction of nonnative species) may impact the environment.
Bio.2.2.2 Explain how the use, protection and conservation of natural resources by humans impact the environment from one generation to the next.
Unpacking: What does this standard mean that a student will know and be able to do?
Bio.2.2.1
● Summarize how humans modify ecosystems through population growth, technology, consumption of resources and production of waste.
● Interpret data regarding the historical and predicted impact on ecosystems and global climate.
● Explain factors that impact North Carolina ecosystems. (Examples: acid rain effects in mountains, beach erosion, urban development in the
Piedmont leading to habitat destruction and water runoff, waste lagoons on hog farms, Kudzu as an invasive plant, etc.).
Bio.2.2.2
● Explain the impact of humans on natural resources (e.g. resource depletion, deforestation, pesticide use and bioaccumulation).
● Exemplify conservation methods and stewardship.
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Essential Vocabulary:
Population growth, Pollution, Habitat, Environment, Native species, Natural resources, Ecosystems, Global climate, Acid rain, Erosion, Invasive species,
Deforestation, Pesticide, Bioaccumulation, Niche
Learning Targets: “I Can”
2.2.1
I can interpret the effect of human activities and
how they impact the environment.
2.2.1
I can interpret data regarding historical and
predicted impact on ecosystems.
2.2.1
I can explain factors that impact North Carolina
ecosystems.
Criteria For Success: “I Will”
o I will analyze current events and
how they impact the ecosystem
o I will examine the role of
population growth, technology,
consumption of resources and
production of waste.
o I will examine the role of human
impact on the ecosystem.
o I will evaluate the historical data to
determine human effect on global
climate.
o I will predict the impact humans
have on ecosystems and global
climate through current and
projected data.
o I will examine the effect that acid
rain has on mountain ecosystems.
o I will examine the impact of beach
erosion.
o I will examine the impact of urban
development of the NC piedmont
Assessment Examples
Misconceptions
Students confuse
causes of global
warming, acid rain
and ozone hole.
24
o
o
2.2.2
I can analyze the impact of humans on natural
resources.
o
o
2.2.2
I can demonstrate conservation methods and
stewardship.
o
o
as it effects habitat destruction
and water runoff.
I will interpret the impact of
invasive species.
I will recognize the effect of waste
lagoons on hog farms.
I will infer the effects of resource
depletion, deforestation, and
pesticide use.
I will trace the path of
bioaccumulation.
I will explore ways in which I can
contribute to conservation efforts.
I will propose solutions to
environmental problems with
emphasis on good stewardship.
Evolution and Genetics
Essential Standard:
Bio 3.1 Explain how traits are determined by the structure and function of DNA.
Clarifying Objectives:
Bio.3.1.1 Explain the double-stranded, complementary nature of DNA as related to its function in the cell.
Bio.3.1.2 Explain how DNA and RNA code for proteins and determine traits.
Bio.3.1.3 Explain how mutations in DNA that result from interactions with the environment (i.e. radiation and chemicals) or new combinations in
existing genes lead to changes in function and phenotype.
25
Unpacking: What does this standard mean that a student will know and be able to do?
Bio.3.1.1
● Develop a cause-and-effect model relating the structure of DNA to the functions of replication and protein synthesis:
o The structure of DNA is a double helix or “twisted ladder” structure. The sides are composed of alternating phosphate-sugar groups and
“rungs of the DNA ladder” are composed of complementary nitrogenous base pairs (always adenine, A, to thymine, T, and cytosine, C,
to guanine, G) joined by weak hydrogen bonds.
o The sequence of nucleotides in DNA codes for proteins, which is central key to cell function and life.
o Replication occurs during the S phase of the cell cycle and allows daughter cells to have an exact copy of parental DNA.
o Cells respond to their environments by producing different types and amounts of protein.
o With few exceptions, all cells of an organism have the same DNA but differ based on the expression of genes.
● Infer the advantages (injury repair) and disadvantages (cancer) of the overproduction, underproduction or production of proteins at the
incorrect times.
Bio.3.1.2
● Explain the process of protein synthesis:
o Transcription that produces an RNA copy of DNA, which is further modified into the three types of RNA
o mRNA traveling to the ribosome (rRNA)
o Translation – tRNA supplies appropriate amino acids
o Amino acids are linked by peptide bonds to form polypeptides. Polypeptide chains form protein molecules. Proteins can be structural
(forming a part of the cell materials) or functional (hormones, enzymes, or chemicals involved in cell chemistry).
● Interpret a codon chart to determine the amino acid sequence produced by a particular sequence of bases.
● Explain how an amino acid sequence forms a protein that leads to a particular function and phenotype (trait) in an organism.
Bio.3.1.3
● Understand that mutations are changes in DNA coding and can be deletions, additions, or substitutions. Mutations can be random and
26
spontaneous or caused by radiation and/or chemical exposure.
● Develop a cause and effect model in order to describe how mutations: changing amino acid sequence, protein function, and phenotype. Only
mutations in sex cells (egg and sperm) or in the gamete produced from the primary sex cells can result in heritable changes.
Essential Vocabulary:
Double helix, DNA, Nucleotide, Hydrogen bonds, Nitrogenous base, Complementary, Gene, Gene expression, Replication, Daughter cells,
Transcription, mRNA, rRNA, tRNA, Translation, Amino acids, Polypeptide, Protein, Codon, Genetic code chart, Genotype, Phenotype, Mutation, Point
mutation, Frame-shift mutation, Carcinogen, Mutagen
Learning Targets: “I Can”
3.1.1
I can explain why the structure of DNA is
important to processes such as replication,
transcription and translation.
3.1.1
I can relate overproduction, underproduction,
and production of proteins at incorrect times
may be beneficial or detrimental.
Criteria For Success: “I Will”
o I will label or develop a model of
DNA/phosphate-sugar groups,
bases and hydrogen bonds.
o I will explain the base pairing rules
(A to T, C to G)
o I will explain why hydrogen bonds
are important to the process of
replication.
o I will explain how the sequence of
DNA bases is important in creating
a functional protein.
o I will explain how injury repair and
cancer are results of these events.
Assessment Examples
Misconceptions
Students don’t
know bond types
(that Hydrogen is
the bond that holds
DNA together)
27
3.1.2
I can explain the process involved in protein
synthesis.
3.1.3
I can understand that a mutation is a change in
DNA.
3.1.3
o I will define transcription as a
process that produces and RNA
copy of DNA
o I will differentiate between the
three types of RNA (mRNA, rRNA,
tRNA)
o I will diagram and explain the
process of translation, including the
role of tRNA.
o I will interpret a codon chart to
determine an amino acid sequence
from a strand of RNA.
o I will explain that amino acids link
to form a polypeptide chain that
folds to become a protein. The
protein leads to a phenotypic
characteristic of the organism.
o I will conclude that causes of
mutations are inheritance,
exposure to carcinogens and
spontaneous change.
o I will justify that mutations may
result in a change in the amino
acid sequence.
o I will classify mutations into
Transcription and Translation
Module
Protein Synthesis Game
Confusion between
transcription and
translation and
where the process
occurs.
Students struggle to
use the codon chart
correctly.
28
I can determine the sequence of effects of
mutations.
deletions, additions, and
substitutions.
o I will recognize that a change in
the amino acid sequence may
result in loss of protein function
and change in phenotype.
o I will understand that only changes
in gamete DNA results in heritable
changes.
o I will interpret the change in the
DNA sequence to determine the
change (if any) in the amino acid
sequence using a codon chart.
Evolution and Genetics (continued)
Essential Standard:
Bio 3.2 Understand how the environment, and/or the interaction of alleles, influences the expression of genetic traits.
Clarifying Objectives:
Bio.3.2.1 Explain the role of meiosis in sexual reproduction and genetic variation.
Bio.3.2.2 Predict offspring ratios based on a variety of inheritance patterns (including: dominance, co-dominance, incomplete dominance, multiple
alleles, and sex-linked traits).
Bio.3.2.3 Explain how the environment can influence the expression of genetic traits.
Unpacking: What does this standard mean that a student will know and be able to do?
Bio.3.2.1
29
● Recall the process of meiosis and identify process occurring in diagrams of stages. (middle school review) Note: Students are not expected to
memorize the names of the steps or the order of the step names.
● Infer the importance of the genes being on separate chromosomes as it relates to meiosis.
● Explain how the process of meiosis leads to independent assortment and ultimately to greater genetic diversity.
● Exemplify sources of genetic variation in sexually reproducing organisms including crossing over, random assortment of chromosomes, gene
mutation, nondisjunction, and fertilization.
● Compare meiosis and mitosis including type of reproduction (asexual or sexual), replication and separation of DNA and cellular material,
changes in chromosome number, number of cell divisions, and number of cells produced in a complete cycle.
Bio.3.2.2
● Interpret Punnett squares (monohybrid only) to determine genotypic and phenotypic ratios. Understand that dominant alleles mask recessive
alleles.
● Determine parental genotypes based on offspring ratios.
● Interpret karyotypes (gender, and chromosomal abnormalities).
● Recognize a variety of intermediate patterns of inheritance (codominance and incomplete dominance).
● Recognize that some traits are controlled by more than one pair of genes and that this pattern of inheritance is identified by the presence of a
wide range of phenotypes (skin, hair, and eye color).
● Interpret autosomal inheritance patterns: sickle cell anemia including the relationship to malaria (incomplete dominance), cystic fibrosis
(recessive heredity), and Huntington’s disease (dominant heredity).
● Solve and interpret codominant crosses involving multiple alleles including blood typing problems. (Blood Types: A, B, AB and O and Alleles: IA,
IB, and i). Students should be able to determine if parentage is possible based on blood types.
● Understand human sex chromosomes and interpret crosses involving sex-linked traits (color-blindness and hemophilia). Students should
understand why males are more likely to express a sex-linked trait.
● Interpret phenotype pedigrees to identify the genotypes of individuals and the type of inheritance.
Bio.3.2.3
Develop a cause-and-effect relationship between environmental factors and expression of a particular genetic trait. Examples include the following:
30
●
●
●
●
●
lung/mouth cancer – tobacco use
skin cancer – vitamin D, folic acid and sun exposure
diabetes – diet/exercise and genetic interaction
PKU – diet
heart disease – diet/exercise and genetic interaction
Essential Vocabulary:
Meiosis, Chromosomes, Homologous chromosomes, Crossing over, Independent assortment, Gametes, Genetic diversity, Sexual reproduction, Gene
mutations, Non-disjunction, Fertilization, Punnett square, Genotype, Phenotype, Dominant trait, Recessive trait, Karyotype, Co-dominance,
Incomplete dominance, Polygenetic, Autosomal, Sickle cell anemia, Cystic fibrosis, Huntington’s disease, Malaria, Multiple alleles, Alleles, Sex linked
traits, Color blindness, Hemophilia, Pedigree.
Learning Targets: “I Can”
Criteria For Success: “I Will”
3.2.1
I can recall the process of meiosis and identify
the processes occurring in phase diagrams.
o I will sequence diagrams of the
phases.
o I will summarize the phases of
meiosis.
o I will construct a model
representing the phases of meiosis.
3.2.1
I can infer the importance of genes being on
separate chromosomes, as it relates to meiosis.
3.2.1
I can explain how the process of meiosis includes
independent assortment that allows for greater
o I will illustrate how genes being on
separate chromosomes contribute
to making unique gametes.
o I will evaluate the potential for
variation in gamete production due
to the process of meiosis including
Assessment Examples
Misconceptions
Students don’t
know the
difference
between meiosis I
and meiosis II and
confuse haploid
and diploid.
Confusion
between
independent
31
genetic diversity.
crossing over and independent
assortment.
assortment and
law of segregation.
o I will use a manipulative to model
independent assortment.
3.2.1
I can determine sources of genetic variation in
sexually reproducing organisms.
o I will analyze the contributions of
crossing over and independent
assortment in increasing the
genetic variation of a species.
o I will evaluate the potential
outcome of gene mutations and
non-disjunction.
o I will recognize the impact of
random fertilization events to
allow for unique genetic
combinations.
Discuss how three of the
following four events
contribute to genetic variation
within a population.
Mutation, Crossing Over,
Independent Assortment,
Random Mating
Students need to
understand that in
Asexual
reproduction only
mutations
introduce genetic
variation.
Question
Rubric
Interactive Asexual vs Sexual
3.2.2
I can distinguish between dominant and
recessive traits.
3.2.2
I can use a Punnett square to determine
o I will interpret Mendel’s
experiments to gain an
understanding of dominance.
o I will practice genetic problems to
determine if a genotype will
express the dominant or recessive
phenotype.
o I will practice Punnett square
problems with appropriate
In human, hemophilia is a sexlinked trait. A woman who is a
32
genotypic and phenotypic ratios.
nomenclature to predict genotypic
and phenotypic ratios.
carrier for hemophilia marries a
man who does not have
hemophilia. What is the
probability that they will have a
child with hemophilia and what
is the child’s gender? You must
Show a Punnett’s square.
Question
Rubric
3.2.2
I can determine parental genotypes based on
offspring ratios.
3.2.2
I can interpret a karyotype.
3.2.2
I can interpret a variety of intermediate patterns
of inheritance.
o I will use data to determine
parental genotypes.
o I will practice testcross problems.
o I will examine a karyotype to
determine gender and any
chromosomal abnormalities.
o I will construct or model an
unknown karyotype to determine
gender and any chromosomal
abnormalities.
o I will recognize codominance
patterns of inheritance and use a
Punnett square to show potential
offspring ratios and interpret
results
o I will recognize incomplete
33
3.2.2
I can recognize that some traits are controlled by
polygenic inheritance patterns and are identified
by the presence of a wide range of phenotypes.
dominance patterns of inheritance
and use a Punnett square to show
potential offspring ratios and
interpret results.
o I will identify the presence of
polygenic traits in society using
examples such as skin, hair, and
eye color to explain some wide
range of traits.
o I will use a phenotype distribution
graph to identify polygenic traits.
3.2.2
I can interpret autosomal inheritance patterns.
o I will identify the pattern of
inheritance of sickle cell anemia,
cystic fibrosis, and Huntington’s
disease.
o I will solve Punnett square
problems related to these
inheritance patterns.
o I will establish a link between
inheritance of Sickle cell anemia
and malaria.
3.2.2
I can solve and interpret codominant crosses
involving multiple alleles including blood typing
o I will solve multiple allele problems
involving codominance.
o I will interpret the probability of
34
problems.
3.2.2
I can interpret crosses involving sex-linked traits.
o
o
3.2.2
I can analyze a pedigree of phenotypes.
o
o
o
parentage based on blood types.
I will solve problems involving sexlinked traits (color-blindness and
hemophilia)
I will articulate why males are
more likely to express a sex-linked
trait.
I will construct/interpret pedigrees
with appropriate nomenclature.
I will identify individuals to have a
particular phenotype and
determine genotypes.
I will be able to determine the
inheritance pattern (including sexlinked recessive and autosomal).
Evolution and Genetics (continued)
Essential Standard:
Bio 3.3 Understand the application of DNA technology.
Clarifying Objectives:
Bio.3.3.1 Interpret how DNA is used for comparison and identification of organisms.
Bio.3.3.2 Summarize how transgenic organisms are engineered to benefit society.
Bio.3.3.3 Evaluate some of the ethical issues surrounding the use of DNA technology (including: cloning, genetically modified
organisms, stem cell research, and Human Genome Project).
Unpacking: What does this standard mean that a student will know and be able to do?
35
Bio.3.3.1
● Summarize the process of gel electrophoresis as a technique to separate molecules based on size. Students should learn the general steps of
gel electrophoresis – using restrictions enzymes to cut DNA into different sized fragments and running those fragments on gels with longer
fragments moving slower than faster ones.
● Interpret or “read” a gel.
● Exemplify applications of DNA fingerprinting - identifying individuals; identifying and cataloging endangered species.
Bio.3.3.2
● Generalize the applications of transgenic organisms (plants, animals, & bacteria) in agriculture and industry including pharmaceutical
applications such as the production of human insulin.
● Summarize the steps in bacterial transformation (insertion of a gene into a bacterial plasmid, getting bacteria to take in the plasmid, selecting
the transformed bacteria, and producing the product).
Bio.3.3.3
● Identify the reasons for establishing the Human Genome Project.
● Recognize that the project is useful in determining whether individuals may carry genes for genetic conditions and in developing gene therapy.
● Evaluate some of the science of gene therapy. (e.g. Severe Combined Immunodeficiency and Cystic Fibrosis)
● Critique the ethical issues and implications of genomics and biotechnology (stem cell research, gene therapy and genetically modified
organisms.
Essential Vocabulary:
Gel electrophoresis, Restriction enzymes, DNA fingerprinting, Transgenic organism, Bacterial transformation, Plasmid, Genetic engineering
Human Genome Project, Gene therapy, Genetically modified organism
Learning Targets: “I Can”
3.3.1
I can summarize the process of gel
Criteria For Success: “I Will”
Assessment Examples
Misconceptions
o I will understand that gel
electrophoresis is a process that
36
electrophoresis.
o
o
o
3.3.1
I can analyze banding patterns on a gel.
3.3.1
I can identify applications of DNA fingerprinting.
o
o
o
o
3.3.2
I can summarize the applications of transgenic
o
separates molecule fragments based
on size (smaller fragments move
farther/faster).
I will explain the role of restriction
enzymes in cutting DNA into
fragments.
I will model how DNA fragments
move through a gel (ex. Paper
simulation).
I will practice gel electrophoresis
(either online or using actual
equipment).
I will compare DNA bands to find
similarities between 2 samples.
I will understand that DNA
fingerprinting can identify
individuals. (ex. Criminal cases and
paternity cases)
I will understand that DNA
fingerprinting is used to identify and
classify endangered species.
I will interpret gels to determine
who might have committed a crime,
paternity/maternity, or evolutionary
relationships.
I will identify sources and
importance of transgenic organisms
37
organisms.
o
3.3.2
I can summarize the steps in the process of
bacterial transformation.
o
o
3.3.3
I can identify the reasons (goals) for establishing
the Human Genome Project.
o
3.3.3
I can recognize the importance and applications
of the Human Genome Project.
o
o
3.3.3
I can explain the use of gene therapy in treating
genetic diseases (ex. Cystic fibrosis).
o
in agriculture and medicine.
I will explain the process of making
insulin using bacteria.
I will understand that the process
includes insertion of a gene into a
plasmid and getting the bacteria to
take in the plasmid.
I will explain how we know that the
bacteria have been transformed
(selection) and how to harvest the
product.
I will list the goals of the Human
Genome Project (mapping and
sequencing all genes on human
chromosomes).
I will recognize that the Human
Genome Project can help to identify
individuals who carry or are affected
by disease.
I will recognize that treatments (ex.
Gene therapy) have been developed
because of the efforts of the Human
Genome Project.
I will diagram the steps of gene
therapy (cloning of normal DNA,
insertion into a virus, viral
“infection” of normal DNA).
38
3.3.3
I can discuss and debate ethical issues and
implications of biotechnology.
o I will understand the benefits and
controversies of stem cell research.
o I will understand the benefits and
controversies of genetically modified
organisms.
o I will debate the ethical issues of
stem cell research and genetically
modified organisms.
Evolution and Genetics (continued)
Essential Standard:
Bio 3.4 Explain the theory of evolution by natural selection as a mechanism for how species change over time.
Clarifying Objectives:
Bio.3.4.1 Explain how fossil, biochemical, and anatomical evidence support the theory of evolution.
Bio.3.4.2 Explain how natural selection influences the changes in species over time.
Bio.3.4.3 Explain how various disease agents (bacteria, viruses, chemicals) can influence natural selection.
Unpacking: What does this standard mean that a student will know and be able to do?
Bio.3.4.1
● Summarize the hypothesized early atmosphere and experiments that suggest how the first “cells” may have evolved and how early conditions
affected the type of organism that developed (first anaerobic and prokaryotic, then photosynthetic, then eukaryotic, then multicellular).
● Summarize how fossil evidence informs our understanding of the evolution of species and what can be inferred from this evidence.
39
● Generalize what biochemical (molecular) similarities tell us about evolution.
● Generalize what shared anatomical structures (homologies) tell us about evolution.
Bio.3.4.2
● Develop a cause and effect model for the process of natural selection:
o Species have the potential to increase in numbers exponentially.
o Populations are genetically variable due to mutations and genetic recombination.
o There is a finite supply of resources required for life.
o Changing environments select for specific genetic phenotypes.
o Those organisms with favorable adaptations survive, reproduce and pass on their alleles.
o The accumulation and change in favored alleles leads to changes in species over time.
● Illustrate the role of geographic isolation in speciation.
Bio.3.4.3
● Develop a cause and effect model for the role of disease agents in natural selection including evolutionary selection of resistance to antibiotics
and pesticides in various species, passive/active immunity, antivirals and vaccines.
Essential Vocabulary:
Homologous structures, Vestigial structures, Anaerobic prokaryote, Fossil, Evolution, Photosynthetic, Eukaryotic, Multicellular, Primordial, Carbon,
Hydrogen, Nitrogen, Oxygen, Amino acid, Natural selection, Darwin, Geographic isolation, Co-evolution, Divergent evolution, Convergent evolution,
Artificial selection, Adaptation, Speciation, Mutation, Antibiotic, Antigen, Antibody, B-cells, White blood cells, Passive immunity, Active immunity,
Vaccine, T-cells, Memory cells, Antiviral, Toxin, Pathogen, Helper cells.
Learning Targets: “I Can”
Criteria For Success: “I Will”
Assessment Examples
Misconceptions
40
3.4.1
I can summarize how early conditions affected
our first cell development.
3.4.1
I can summarize how fossil evidence enhances
our understanding the evolution of species.
3.4.1
I can infer the biochemical (molecular)
evolutionary similarities among present day
animals.
3.4.1
I can define homologous structures and discuss
their implications in evolutionary relationships.
3.4.2
I can determine the causes and effects of
natural selection.
o I will discuss the Miller/Urey
experiment and its importance in
explaining evolutionary condition
on early Earth.
o I will determine the relative age of
a fossil based on the strata (rock
layers).
o I will interpret what the fossil
evidence means in relation to
modern day flora and fauna.
o I will create a Venn diagram
showing the biochemical
similarities of 2 or 3 organisms.
o I will compare DNA similarities
between organisms to determine
evolutionary relationship.
o I will analyze diagrams of
homologous structures and deduce
evolutionary relationships.
o I will relate vestigial structures to
evolutionary progression.
o I will perform an activity modeling
the process of natural selection.
o I will explain mutations and genetic
recombination as it relates to
natural selection.
o I will determine the appropriate
41
species/organisms that are best
suited for that environment based
on their physical characteristics.
3.4.2
I can predict the role of geographic isolation in
speciation.
3.4.3
I can explain the role of diseases in the various
types of natural selection.
3.4.3
I can discuss the creation of species that are
resistant antibiotics and pesticides.
3.4.3
I can distinguish between passive and active
immunity.
3.4.3
I can explain the role and importance of
antivirals and vaccines.
o I will discuss Darwin’s experiences
in discovering different species of
finches on the Galapagos Islands
(or any other valid example).
o I will recall the effect of disease
agents on populations.
o I will relate diseases to natural
selection and evolutionary
selection (ex. antibiotic resistance)
o I will define a “super bug” and
mutations of organisms.
o I will create a Venn diagram
comparing/contrasting
passive/active immunity.
o I will determine passive or active
immunity when presented with
images depicting real-life and
natural occurrences
o I will define antivirals and vaccines
and discuss their roles in
preventing or diminishing
42
outbreaks.
Evolution and Genetics (continued)
Essential Standard:
Bio 3.5 Analyze how classification systems are developed based upon speciation.
Clarifying Objectives:
Bio.3.5.1 Explain the historical development and changing nature of classification systems.
Bio.3.5.2 Analyze the classification of organisms according to their evolutionary relationships (including: dichotomous keys and phylogenetic trees).
Unpacking: What does this standard mean that a student will know and be able to do?
Bio.3.5.1
● Generalize the changing nature of classification based on new knowledge generated by research on evolutionary relationships and the history
of classification system.
Bio.3.5.2
● Classify organisms using a dichotomous key.
● Compare organisms on a phylogenetic tree in terms of relatedness and time of appearance in geologic history.
Essential Vocabulary: Taxonomy, Classification, Binomial nomenclature, Carolus Linnaeus, Scientific name, Hierarchy, Dichotomous key,
Classification, Phylogenetic tree
Learning Targets: “I Can”
Criteria For Success: “I Will”
3.5.1
I can discuss the evolution of classification based
on current evolutionary research. (K)
o I will define binomial
nomenclature.
o I will properly state scientific
names
o I will recite the hierarchy of
classification (using human and
Assessment Examples
Misconceptions
43
3.5.2
I can classify organisms using a dichotomous key.
(K, R, S, P)
3.5.2
I can compare organisms using a phylogenetic
tree. (R, S)
o
o
o
o
other examples).
I will define dichotomous key.
I will use a dichotomous key to
identify organisms.
I will create a dichotomous key.
I will interpret a phylogenetic tree
in order to show relationship
among organisms and their
appearance in geologic history.
Molecular Biology
Essential Standard:
Bio 4.1 Understand how biological molecules are essential to the survival of living organisms.
Clarifying Objectives:
Bio.4.1.1 Compare the structures and functions of the major biological molecules (carbohydrates, proteins, lipids, and nucleic acids) as related to the
survival of living organisms.
Bio.4.1.2 Summarize the relationship among DNA, proteins and amino acids in carrying out the work of cells and how this is similar in all organisms.
Bio.4.1.3 Explain how enzymes act as catalysts for biological reactions.
Unpacking: What does this standard mean that a student will know and be able to do?
Bio.4.1.1
Compare the structure and function of each of the listed organic molecules in organisms:
44
●
●
●
●
Carbohydrates (glucose, cellulose, starch, glycogen)
Proteins (insulin, enzymes, hemoglobin)
Lipids (phospholipids, steroids)
Nucleic Acids (DNA, RNA)
Bio.4.1.2
● Recall that the sequence of nucleotides in DNA codes for specific amino acids which link to form proteins.
● Identify the five nitrogenous bases (A, T, C, G and U) found in nucleic acids as the same for all organisms.
● Summarize the process of protein synthesis.
Note: Students are not expected to memorize the names and/or structures or characteristics of the 20 amino acids. The focus should be on the fact that
side chains are what make each of the amino acids different and determine how they bond and fold in proteins.(Relate to Bio.3.1.2)
Bio.4.1.3
● Develop a cause and effect model for specificity of enzymes - the folding produces a 3-D shape that is linked to the protein function, enzymes
are proteins that speed up chemical reactions (catalysts) by lowering the activation energy, are re-usable and specific, and are affected by such
factors as pH and temperature.
Note: Students should understand that enzymes are necessary for all biochemical reactions and have a general understanding of how enzymes work in
terms of the connection between shape and function.
Essential Vocabulary:
Organic, Monomer, Polymer, pH scale, Carbohydrates, Proteins, Amino acids, Lipids, Fatty acids, Nucleic acids, Nucleotides, Glucose, Cellulose, Starch,
Glycogen, Insulin, Hemoglobin, Phospholipids, Triglyceride, Steroids, DNA, RNA, Enzymes, Activation energy, Catalyst, Active site, substrate,
Product(s).
Learning Targets: “I Can”
Criteria For Success: “I Will”
Assessment Examples
Misconceptions
45
4.1.1
I can compare structure and function of the
major biological molecules (carbohydrates,
proteins, lipids, and nucleic acids).
4.1.2
I can recall that the sequence of bases in DNA
codes for specific amino acids that link to form
proteins.
o I will identify the structure of
carbohydrates (subunits of sugar;
single double, or chains), proteins
(folded chains of amino acids),
lipids (fatty acids attached to
various other molecules) and
nucleic acids (single or double
chains of nucleotides).
o I will understand the function of
carbohydrates (energy), proteins
(structure and chemical process),
lipids (energy storage, insulation,
and steroids) and nucleic acids
(storage and transfer of genetic
information).
o I will recognize examples of
carbohydrates (glucose, cellulose,
starch, glycogen), proteins (insulin,
enzymes, and hemoglobin), lipids
(phospholipids, triglycerides,
steroids), and nucleic acids (DNA,
RNA).
o I will identify the 5 nitrogen bases
(A, T, C, G, U).
o I will review using the genetic code
chart.
o I will summarize the process of
Compare and contrast DNA
and RNA. Use a venndiagram to show
similarities and differences.
That students confuse
energy storage of lipids
with providing energy of
Carbohydrates.
Question
Rubric
46
protein synthesis.
4.1.3
I can understand why enzymes and enzyme
shape are important.
4.1.3
I can identify properties of enzymes.
4.1.3.
I can determine that factors such as pH and
temperature affect an enzyme’s shape.
o I will understand that enzymes
speed up chemical reactions by
lowering activation energy.
o I will recall that protein shape is
linked to its function.
o I will label an enzyme diagram
(with substrate, active site, and
products).
o I will explain what is taking place
during an enzyme reaction.
o I will understand that enzymes are
reusable and specific to its
substrate.
o I will interpret enzyme activity
graphs (pH and temperature)
Enzyme Game
Students confuse
substrate with
enzyme/active site
How to interpret enzyme
graphs activity (interactive)
Molecular Biology (continued)
Essential Standard:
Bio 4.2 Analyze the relationships between biochemical processes and energy use in the cell.
Clarifying Objectives:
Bio.4.2.1 Analyze photosynthesis and cellular respiration in terms of how energy is stored, released, and transferred within and between these
47
systems.
Bio.4.2.2 Explain ways that organisms use released energy for maintaining homeostasis (active transport).
Unpacking: What does this standard mean that a student will know and be able to do?
Bio.4.2.1
● Analyze overall reactions including reactants and products for photosynthesis and cellular respiration and factors which affect their rates
(amounts of reactants, temperature, pH, light, etc.).
● Compare these processes with regard to efficiency of ATP formation, the types of organisms using these processes, and the organelles
involved. (Anaerobic respiration should include lactic acid and alcoholic fermentation.)
Note: (1) Instruction should include the comparison of anaerobic and aerobic organisms. (2) Glycolysis, Kreb’s Cycle, and Electron Transport Chain are
not addressed.
Bio 4.2.2
Conclude that energy production by organisms is vital for maintaining homeostasis and that maintenance of homeostasis is necessary for life.
Examples: Active transport of needed molecules or to rid the cell of toxins; movement to avoid danger or to find food, water, and or mates;
synthesizing needed molecules.
Essential Vocabulary:
Homeostasis, Photosynthesis, Cellular respiration, Aerobic, Anaerobic, Alcoholic fermentation, Lactic acid fermentation, Metabolism
Learning Targets: “I Can”
Criteria For Success: “I Will”
Assessment Examples
Misconceptions
48
4.2.1
I can analyze overall reactants and products for
photosynthesis.
4.2.1
I can recognize factors that affect rate of
reaction.
4.2.1
I can analyze overall reactants and products for
cellular respiration.
4.2.1
I can differentiate between aerobic and
anaerobic respiration.
4.2.2
I can relate the need for energy production to
maintaining homeostasis.
o I will explain how the
photosynthesis reaction is 6CO2+
6H20 → C6H12O6 + 6O2
o I will discuss how amounts of
reactants, temperature, pH and
light affect the rate of
photosynthesis.
o I will explain how the cellular
respiration reaction is C6H12O6 +
6O2 →6CO2+ 6H20.
o I will compare and contrast the
efficiency of aerobic and
anaerobic organisms.
o I will identify the differences
between alcoholic fermentation
and lactic acid fermentation.
o I will summarize the way the cell
uses energy to maintain
homeostasis.
Aerobic and anaerobic
respiration - various forms
of assessing including lab
activity, concept map, and
summative assessment
questions
The ISS Curriculum Guide is adapted from NC DPI
http://www.ncpublicschools.org/acre/standards/common-core-tools/
Biology Resources
49
Standard 1 – Structure and Functions of Living Organisms
1.1
Analyze the relationship
between the structures
and functions of cells and
their organelles.
Cell size interactive
● http://www.cellsalive.com/howbig.htm
Cell size and organelles interactive
● http://learn.genetics.utah.edu/content/begin/cells/
Cell organelle lesson plan
● http://sciencenetlinks.com/lessons/cells-2-the-cell-as-asystem/
● http://www.sascurriculumpathways.com/portal/
Organelle function activities (SAS
#248)
Studying cells tutorial
“Cells” video
Cell Blendspace
“Cells: The Basic Units of Life”
video
“Biology: The Science of Life: The
Living Cell” video
“Life Science: Cells” video
“Standard Deviants: The Cell”
video
Plant, animal, and bacterial cell
models
Lysosomes animation
● http://www.biology.arizona.edu/cell_bio/tutorials/cells/
cells.html
● http://www.discoveryeducation.com/
● https://www.blendspace.com/lessons/b1mGlJfRQLJmFg/
cells-review
● http://www.discoveryeducation.com/
● http://www.discoveryeducation.com/
● http://www.discoveryeducation.com/
● http://www.discoveryeducation.com/
● http://www.cellsalive.com/cells/3dcell.htm
● https://highered.mcgraw50
hill.com/sites/0072495855/student_view0/chapter2/ani
mation__lysosomes.html
http://accessexcellence.org/AE/AEC/AEF/1996/rogers_ce
ll.php
http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=301&id=301
http://accessexcellence.org/AE/AEC/AEF/1994/haugen_
microscope.php
http://www.discoveryeducation.com/
Cell project and rubric
●
“Little Mito” case study
●
Magnificent Microscopes Unit
●
“Understanding: Bacteria” video
●
Bacterial conjugation animation
● http://highered.mcgrawhill.com/sites/9834092339/student_view0/chapter28/ba
cterial_conjugation.html
● http://www.ted.com/talks/bonnie_bassler_on_how_bac
teria_communicate.html
● http://sciencenetlinks.com/Lessons.cfm?DocID=65
How Bacteria Talk (video)
Cell communication lesson and
activity
Cell communication interactive
Homeotic genes
Stem cell research
Stem cell animations
Stem cells interactives
● http://learn.genetics.utah.edu/content/begin/cells/
● http://learn.genetics.utah.edu/content/variation/hoxgen
es/
● http://www.stemcell.umn.edu/
● http://www.hhmi.org/biointeractive/stemcells/animatio
ns.html
● http://learn.genetics.utah.edu/content/tech/stemcells/
51
“Jim and the Forgotten Embryos”
case study
● http://www.ted.com/talks/susan_solomon_the_promise
_of_research_with_stem_cells.html
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=558&id=558
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=628&id=628
Gene expression (epigenetics)
● http://learn.genetics.utah.edu/content/epigenetics/
X inactivation animation
● http://www.hhmi.org/biointeractive/neuroscience/x_ina
ctivation.html
● http://biology.arizona.edu/sciconn/lessons/mccandless/
default.html
The Promise of Research with Stem
Cells (video)
“Saving Superman” case study
1.2
Analyze the cell as a living
system.
Diffusion, osmosis, and cell
membrane integrated activities
Membranes virtual lab (SAS #3)
● http://www.hhmi.org/biointeractive/cardiovascular/diffu
sion.html
● https://highered.mcgrawhill.com/sites/0072495855/student_view0/chapter2/ani
mation__how_the_sodium_potassium_pump_works.ht
ml
● http://highered.mcgrawhill.com/sites/9834092339/student_view0/chapter5/end
ocytosis_and_exocytosis.html
● http://www.sascurriculumpathways.com/portal/
“Osmosis is Serious Business” case
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
Diffusion animation
Sodium-potassium pump
animation
Endocytosis and exocytosis
animation
52
study
“Newsflash! Transport Proteins on
Strike!” case study
“Bad Fish: General Biology Edition”
case study
“Standard Deviants: Cell Division”
video
Cell cycle animation
Cell cycle game
Introduction to mitosis and meiosis
activity (SAS #463)
Mitosis animation
How the Cell Cycle Works
Mitosis animation
Mitosis Chicken Dance
Khan academy Mitosis and Meiosis
sp?case_id=283&id=283
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=619&id=619
●
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=507&id=507
● http://www.discoveryeducation.com/
● http://www.cellsalive.com/cell_cycle.htm
● http://www.nobelprize.org/educational/medicine/2001/
cellcycle.html
● http://www.sascurriculumpathways.com/portal/
● http://www.cellsalive.com/mitosis.htm
● http://highered.mcgrawhill.com/sites/0072495855/student_view0/chapter2/ani
mation__how_the_cell_cycle_works.html
● https://highered.mcgrawhill.com/sites/0072495855/student_view0/chapter2/ani
mation__mitosis_and_cytokinesis.html
● https://drive.google.com/a/iss.k12.nc.us/file/d/0B1RoQu
HpR9OfVGo2bFByWVV5LUU/view?usp=sharing
● https://www.khanacademy.org/science/biology/cellularmolecular-biology/meiosis/v/comparing-mitosis-and53
Onion root tip cell cycle activity
Cell division virtual lab (SAS #6)
Sexual and asexual reproduction
articles (SAS #56)
“Mitosis and Meiosis” video
meiosis
● http://www.biology.arizona.edu/cell_bio/activities/cell_c
ycle/cell_cycle.html
● http://www.sascurriculumpathways.com/portal/
● http://www.sascurriculumpathways.com/portal/
● http://www.discoveryeducation.com/
Standard 2 – Ecosystems
2.1
Analyze the
interdependence of living
organisms within their
environments.
Environmental lesson plans and
articles
Great Salt Lake ecology
● http://www.enviroliteracy.org/
● http://www.prb.org/
● http://learn.genetics.utah.edu/content/gsl/
Exploring an ecological address
activity (SAS #982)
Water cycle activity (SAS #66)
● http://www.sascurriculumpathways.com/portal/
Carbon cycle virtual lab (SAS #2)
● http://www.sascurriculumpathways.com/portal/
Energy flow in ecosystems video
(SAS #1278)
“Biomes: Our Earth’s Major Life
Zones” video
“Planet Earth” - Shallow Seas,
Jungles, Deserts, The Future,
● http://www.sascurriculumpathways.com/portal/
● http://www.sascurriculumpathways.com/portal/
● http://www.discoveryeducation.com/
● http://www.discoveryeducation.com/
54
Seasonal Forests, Pole to Pole,
Caves videos
“Elements of Biology: Biomes:
Adaptations of Organisms”
“Life Science: Ecology” video
Biomes Videos
“Elements of Biology: Ecosystems:
Organisms and their
Environments” video
“Fearless Planet: Great Barrier
Reef” video
“World’s Best Natural Wonders”
video
“Mutualism” case study
“The Fish Kill Mystery” case study
“Too Many Deer!” case study
“The Galapagos” case study
“Fish as Fertilizer” case study
“Mystery in Alaska” case study
● http://www.discoveryeducation.com/
● http://www.discoveryeducation.com/
● http://science.howstuffworks.com/life/biomes-videosplaylist.htm
● http://www.discoveryeducation.com/
● http://www.discoveryeducation.com/
● http://www.discoveryeducation.com/
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=599&id=599
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=197&id=197
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=174&id=174
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=372&id=372
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=470&id=470
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
55
2.2
Understand the impact of
human activities on the
environment (one
generation affects the
next).
sp?case_id=249&id=249
http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=549&id=549
http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=488&id=488
http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=453&id=453
http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=442&id=442
http://www.census.gov/population/international/
“Tuna for Lunch?” case study
●
“A Tale of Three Lice” case study
●
“The Wolf, the Moose, and the Fir
Tree” case study
“The Rocky Mountain Locust” case
study
Population graphs and pyramids
●
World population clock
● http://www.ibiblio.org/lunarbin/worldpop
Global warming information
● http://www.epa.gov/climatechange/index.html
“Global Climate Change: Evidence
and Causes” case study
“Global Climate Change: Impact
and Remediation” case study
“Global Climate Change: What
Does it Look Like?” case study
“The Ecological Footprint
Dilemma” case study
“You Poured it Where?” case study
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=478&id=478
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=479&id=479
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=624&id=624
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=543&id=543
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=504&id=504
● http://www.discoveryeducation.com/
“Jeff Corwin’s Wild Life: Year of the
●
●
56
Polar Bear” video
“The Vanishing Frog with Jeff
Corwin” video
Surf your watershed
● http://www.discoveryeducation.com/
“Disaster in the Gulf: Race against
Time” video
Food chain and biological
magnification lab (SAS #982)
“Do Corridors have Value in
Conservation?” case study
● http://www.discoveryeducation.com/
● http://cfpub.epa.gov/surf/locate/index.cfm
● http://www.sascurriculumpathways.com/portal/
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=586&id=586
Standard 3 – Evolution and Genetics
3.1
Explain how traits are
determined by the
structure and function of
DNA.
DNA and heredity overview
● http://learn.genetics.utah.edu/content/begin/tour/
DNA workshop
● http://www.pbs.org/wgbh/aso/tryit/dna/index.html
Build a DNA molecule
● http://learn.genetics.utah.edu/content/begin/dna/build
dna/
● http://www.omsi.edu/sites/all/FTP/files/chemistry/NHPDF/NH-C19-DNAExtraction.pdf
DNA Extraction
DNA replication, protein synthesis,
and biotechnology animations
DNA replication fork animation
● http://www.hhmi.org/biointeractive/dna/animations.ht
ml
● http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.cgi?it=swf::535::535::/site
57
s/dl/free/0072437316/120076/micro04.swf::DNA+Replic
ation+Fork
DNA replication virtual lab (SAS #5)
● http://www.sascurriculumpathways.com/portal/
“Elements of Biology: Genetics:
The Molecular Basis of Heredity”
video
“Standard Deviants” RNA” video
● http://www.discoveryeducation.com/
tRNA folding animation
● http://www.hhmi.org/biointeractive/rna/rnafold.html
“The Language of Life:
Understanding the Genetic Code”
video
“The Power of Genes” video
● http://www.discoveryeducation.com/
“Human Genome” video
● http://www.discoveryeducation.com/
Protein synthesis animation
● http://www.biostudio.com/demo_freeman_protein_synt
hesis.htm
● http://www.dnai.org/
● http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.cgi?it=swf::535::535::/site
s/dl/free/0072437316/120077/micro06.swf::Protein+Syn
thesis
● http://learn.genetics.utah.edu/content/begin/dna/
58
DNAi
Protein synthesis animation
Protein synthesis interactives
● http://www.discoveryeducation.com/
● http://www.discoveryeducation.com/
Protein synthesis activity (SAS
#986)
What is a mutation?
“Mutation: The Science of Survival”
video
What is a protein?
3.2
Understand how the
environment, and/or the
interaction of alleles,
influences the expression
of genetic traits.
Meiosis animation
Meiosis animation
Meiosis animation
Orientation of chromosomes
during meiosis animation
Comparison of meiosis and mitosis
animation with Quiz
Spermatogenesis animation
“Make a Life to Save a Life” case
study
● http://www.sascurriculumpathways.com/portal/
● http://learn.genetics.utah.edu/content/variation/mutati
on/
● http://www.discoveryeducation.com/
● http://learn.genetics.utah.edu/content/molecules/protei
ns/
● http://www.hhmi.org/biointeractive/gender/meiosis.ht
ml
● http://www.cellsalive.com/meiosis.htm
● http://highered.mcgrawhill.com/olc/dl/120074/bio19.swf
● http://highered.mcgrawhill.com/olc/dl/120074/bio18.swf
● http://highered.mcgrawhill.com/sites/0072943696/student_view0/chapter3/ani
mation__comparison_of_meiosis_and_mitosis__quiz_1_.
html
● http://highered.mcgrawhill.com/olc/dl/120112/anim0043.swf
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=475&id=475
59
Heredity and karyotyping
interactives
Online Mendelian inheritance in
humans
Mendelian genetics virtual lab (SAS
#869)
Virtual labs for Punnett squares
Sex-linked traits video (SAS #1280)
Virtual labs for sex-linked traits
Pedigree examples and practice
● http://learn.genetics.utah.edu/content/begin/traits/
● http://www.ncbi.nlm.nih.gov/Omim/
● http://www.sascurriculumpathways.com/portal/
● http://www.mhhe.com/biosci/genbio/virtual_labs/BL_05
/BL_05.html
● http://www.sascurriculumpathways.com/portal/
● http://www.mhhe.com/biosci/genbio/virtual_labs/BL_15
/BL_15.html
● http://www.ndsu.edu/pubweb/~mcclean/plsc431/mend
el/mendel9.htm
“Life Science: Genetics” video
● http://www.biology.arizona.edu/human_bio/activities/k
aryotyping/karyotyping.html
● http://www.discoveryeducation.com/
Links to genetic diseases
● http://www.cdc.gov/genomics/default.htm
Genetic disorders by chromosome
● http://www.ncbi.nlm.nih.gov/projects/genome/genema
p99/
“Those Old Kentucky Blues” case
study
The science of addiction
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=208&id=208
● http://learn.genetics.utah.edu/content/addiction/
60
Karyotyping activity
interactives
Genetic disorders library
Obesity animations
Cancer animations
3.3
Understand the
application of DNA
technology.
Fighting a Contagious Cancer
(video)
DNA Learning Center
● http://learn.genetics.utah.edu/content/disorders/
● http://www.hhmi.org/biointeractive/obesity/animations.
html
● http://www.hhmi.org/biointeractive/cancer/animations.
html
● http://www.ted.com/talks/elizabeth_murchison
● http://dnalc.org
Virtual DNA extraction lab
● http://learn.genetics.utah.edu/content/labs/extraction/
Polymerase chain reaction
animation
Virtual polymerase chain reaction
● http://highered.mcgrawhill.com/olc/dl/120078/micro15.swf
● http://learn.genetics.utah.edu/content/labs/pcr/
Online gel electrophoresis
simulation
DNA fingerprinting simulation (SAS
#984)
“The Case of Druid Dracula” case
study
How to Make a Knockout Mouse
● http://learn.genetics.utah.edu/content/labs/gel/
● http://www.sascurriculumpathways.com/portal/
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=492&id=492
● http://learn.genetics.utah.edu/content/tech/transgenic/
61
Virtual DNA microarray
● http://learn.genetics.utah.edu/content/labs/microarray/
Recombinant DNA technology
video (SAS #1282)
Modified Foods
● http://www.sascurriculumpathways.com/portal/
Pharming
GMO articles (SAS #55)
“Golden Rice (GMO)” case study
Cloning interactives
“Salamander Superpowers” case
study
Human Genome Project
Human issues relating to
biotechnology
Genomics 101 (video)
● http://learn.genetics.utah.edu/content/science/gmfoods
/
● http://learn.genetics.utah.edu/content/science/pharmin
g/
● http://www.sascurriculumpathways.com/portal/
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=279&id=279
● http://learn.genetics.utah.edu/content/tech/cloning/
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=402&id=402
● http://www.genome.gov/10001772
● http://www.ornl.gov/hgmis/publicat/genechoice/
● http://www.ted.com/talks/barry_schuler_genomics_101.
html
Patenting genes and life case study
● http://onlineethics.org/Resources/Cases/27570.aspx
It’s Time to Question Bioengineering (video)
The Dawn of De-Extinction (video)
● http://www.ted.com/talks/paul_root_wolpe_it_s_time_t
o_question_bio_engineering.html
● http://www.ted.com/talks/stewart_brand_the_dawn_of
_de_extinction_are_you_ready.html
62
3.4
Explain the theory of
evolution by natural
selection as a mechanism
for how species change
over time.
Earth’s geological and biological
history activity (SAS #266)
The role of RNA in the origins of
life
“Elements of Biology: Biological
Evolution” video
Evidence for evolution articles (SAS
#52)
Evolution, natural selection, and
molecular evolution interactives
“Icons of Science: Evolution” video
● http://www.sascurriculumpathways.com/portal/
Evolution activities and teacher
materials
Teaching aids for evolution
● http://www.pbs.org/wgbh/evolution/
Evolution animations
● http://www.hhmi.org/biointeractive/evolution/animatio
ns.html
● http://www.pbs.org/wgbh/nova/evolution/evolutionaction.html
● http://biologyinmotion.com/evol/index.html
Evolution in action interactive
Evolution virtual lab
● http://learn.genetics.utah.edu/archive/rna/index.html
● http://www.discoveryeducation.com/
● http://www.sascurriculumpathways.com/portal/
● http://learn.genetics.utah.edu/content/variation/
● http://www.discoveryeducation.com/
● http://evolution.berkeley.edu/
Virtual stickleback evolution lab
● http://media.hhmi.org/biointeractive/vlabs/stickleback/i
ndex.html
Microevolution virtual lab (SAS #4)
● http://www.sascurriculumpathways.com/portal/
63
“What is a Species?” case study
Hardy-Weinberg equilibrium
activity (SAS #251)
Natural selection activity (SAS
#983)
Sex and the Single Guppy
Charles Darwin and evolution by
natural selection video (SAS #1279)
Natural selection short films
“My Brother’s Keeper” case study
The Evolution of Human Skin Color
(video)
Mimicry activity
Immune system
Immune system animation
Cytotoxic t-cell animation
“Immunology Malfunction?” case
study
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=551&id=551
● http://www.sascurriculumpathways.com/portal/
● http://www.sascurriculumpathways.com/portal/
● http://www.pbs.org/wgbh/evolution/sex/guppy/ed_pop.
html
● http://www.sascurriculumpathways.com/portal/
● http://www.hhmi.org/biointeractive/shortfilms/index.ht
ml
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=557&id=557
● http://www.ted.com/talks/nina_jablonski_breaks_the_ill
usion_of_skin_color.html
● http://www.accessexcellence.com/AE/AEPC/WWC/1995
/mimicry.php
● http://www.nobelprize.org/educational/medicine/immu
nity/immune-detail.html
● http://www.hhmi.org/biointeractive/immunology/anima
tions.html
● http://highered.mcgrawhill.com/olc/dl/120110/micro34.swf
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=281&id=281
64
Infectious diseases animations
● http://www.hhmi.org/biointeractive/disease/animations.
html
“Swine Flu: Anatomy of a
Pandemic” video
“Sickle Cell Anemia” case study
● http://www.discoveryeducation.com/
“Antibiotic Resistance” case study
“Behind the News: Making
Medicines” video
Microbial zoo
3.5
Analyze how classification
systems are developed
based on speciation.
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=484&id=484
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=666&id=666
● http://www.discoveryeducation.com/
● http://commtechlab.msu.edu/sites/dlc-me/zoo/
Updates on pesticides
● http://www.epa.gov/pesticides/
Water critter dichotomous key
activity
Galapagos classroom investigations
● http://www.nature.com/scitable/topicpage/why-shouldwe-care-about-species-4277923
● http://www.nsta.org/publications/interactive/galapagos/
activities/classification.html
● http://www.nature.com/scitable/topicpage/why-shouldwe-care-about-species-4277923
“Why Should We Care about
Species?” article
Standard 4 – Molecular Biology
4.1
Understand how biological “The Secret of Popcorn Popping”
molecules are essential to case study
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=580&id=580
65
the survival of living
organisms.
“Acid, pH, and Buffers” case study
“Standard Deviants: The Basics”
video
“Elements of Chemistry: Carbon:
The Element of Life” video
“Oh, What a Difference a Carbon
can Make!”
Structure and functions of
carbohydrates (SAS #47)
“Sweet Truth” case study
“Sweet Indigestion” case study
“Face the Fats” case study
Proteins tutorial
“Rough Games and the Brain” case
study
Enzyme function animation
4.2
Analyze the relationships
between biochemical
processes and energy use
in the cell.
“Standard Deviants: Energy
Balance” video
“Energy and the Chemistry of Life”
video
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=498&id=498
● http://www.discoveryeducation.com/
● http://www.discoveryeducation.com/
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=668&id=668
● http://www.sascurriculumpathways.com/portal/
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=583&id=583
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=375&id=375
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=592&id=592
● http://learn.genetics.utah.edu/archive/protein/index.ht
ml
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=670&id=670
● http://www.mcgrawhill.ca/school/applets/abbio/quiz/ch
06/how_enzymes_work.swf
● http://www.discoveryeducation.com/
● http://www.discoveryeducation.com/
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“Biology: Science of Life: The Flow
of Matter and Energy in the Living
World: Photosynthesis and Cellular
Respiration” video
● http://www.discoveryeducation.com/
Glycolysis video (SAS #1276)
● http://www.sascurriculumpathways.com/portal/
“A Rigorous Investigation” case
study
Photosynthesis webquest
● http://sciencecases.lib.buffalo.edu/cs/collection/detail.a
sp?case_id=254&id=254
● http://www.nclark.net/photosynthesis_webquest.doc
Photosynthesis interactive
● http://www.pbs.org/wgbh/nova/nature/photosynthesis.
html
● http://www.neok12.com/diagram/Photosynthesis01.htm
● http://www.discoveryeducation.com/
Labeling the leaf
“The World of Plants:
Photosynthesis” video
Photosynthesis virtual lab (SAS #2)
Photosynthesis and cellular
respiration poster project
● http://www.sascurriculumpathways.com/portal/
● http://www.ridgefield.org/file/31979/download
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Informational Text Resources
1.1
Weir, Kirsten. "Cell shock: surprised scientists are finding new
structures in cells." Current Science, a Weekly Reader
publication 27 Apr. 2012: 10+. Student Edition. Web. 18 June
2013.
● http://go.galegroup.com/ps/i.do?id=GALE%7CA288430242
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
Grossman, Lisa. "Golgi's function stretches it thin: molecules
may explain odd shape of cell's trafficking hub." Science News 7
Nov. 2009: 14. Student Edition. Web. 18 June 2013.
● http://go.galegroup.com/ps/i.do?id=GALE%7CA212545834
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
Swire, Cleodie. "The Endosymbiotic Theory." Young Scientists
Journal July-Dec. 2011: 61. Student Edition. Web. 18 June 2013.
● http://go.galegroup.com/ps/i.do?id=GALE%7CA278600644
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
"Sun-powered slug." SuperScience May 2010: 2. Student
Edition. Web. 18 June 2013.
● http://go.galegroup.com/ps/i.do?id=GALE%7CA224863141
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
"Green sea slug is half animal, half plant." Muse Apr. 2010: 4.
Student Edition. Web. 18 June 2013.
● http://go.galegroup.com/ps/i.do?id=GALE%7CA225723606
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
Jango-Cohen, Judith. "Sun powered slug." Science World 23
● http://go.galegroup.com/ps/i.do?id=GALE%7CA193958325
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Feb. 2009: 4+. Student Edition. Web. 18 June 2013.
3.1
3.3
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
"New chemotherapy more selective." USA Today [Magazine]
Feb. 2013: 5+. Student Edition. Web. 18 June 2013.
● http://go.galegroup.com/ps/i.do?id=GALE%7CA320589969
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
"Beverly Hills Plastic Surgeon and Stem Cell Pioneer Dr. Joel
Aronowitz Launches Clinical Study Aimed at Measuring the
Regenerative Properties of Stem Cells in Breast Augmention."
Women's Health Weekly 30 May 2013: 10. Student Edition.
Web. 19 June 2013.
Park, Alice. "The End of Insulin?" Time 13 May 2013. Student
Edition. Web. 19 June 2013.
● http://go.galegroup.com/ps/i.do?id=GALE%7CA331118578
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
"Metastasis stem cells in the blood of breast cancer patients
discovered." Women's Health Weekly 9 May 2013: 29. Student
Edition. Web. 19 June 2013.
● http://go.galegroup.com/ps/i.do?id=GALE%7CA329226646
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
Cox, Mary Beth. "Tick, tock, the DNA clock." Odyssey Sept.
2012: 17+. Student Edition. Web. 18 June 2013.
● http://go.galegroup.com/ps/i.do?id=GALE%7CA306357232
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
"The origin of species? RNA-only genes." The Economist 1 Dec.
2012: 83(US). Student Edition. Web. 18 June 2013. (AP LEVEL)
● http://go.galegroup.com/ps/i.do?id=GALE%7CA310330640
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
Saey, Tina Hesman. "DNA swap may prevent rare genetic
diseases: cloning-like method would correct mitochondrial
flaws." Science News 17 Nov. 2012: 5+. Student Edition. Web.
18 June 2013.
● http://go.galegroup.com/ps/i.do?id=GALE%7CA309793105
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
● http://go.galegroup.com/ps/i.do?id=GALE%7CA328482947
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
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3.4
Saey, Tina Hesman. "Repairing a cell's faulty batteries: new
method could prevent certain inherited disorders." Science
News 8 May 2010: 16. Student Edition. Web. 18 June 2013.
● http://go.galegroup.com/ps/i.do?id=GALE%7CA226474790
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
"For the first time, scientists created a cloned human embryo."
National Review 17 June 2013: 6. Student Edition. Web. 18 June
2013.
● http://go.galegroup.com/ps/i.do?id=GALE%7CA332022831
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
Zimmer, Carl. "Breaking The Cycle." Wired Apr. 2012: 111.
Student Edition. Web. 18 June 2013.
● http://go.galegroup.com/ps/i.do?id=GALE%7CA289326177
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
"No oxygen, no problem." Popular Mechanics July 2010: 16.
Student Edition. Web. 18 June 2013.
● http://go.galegroup.com/ps/i.do?id=GALE%7CA230081912
&v=2.1&u=ncowl&it=r&p=STOM&sw=w
General Resources
General Websites
●
●
●
●
●
Online Case Studies and
Scenarios
● http://onlineethics.org/Resources/Cases.aspx
● http://sciencecases.lib.buffalo.edu/cs/
Science Articles
● http://www.genomenewsnetwork.org/
http://www.biologycorner.com/
http://www.biologyjunction.com/
http://www.explorebiology.com/
http://www.jonesbiology.com/
http://www.brainpop.com/
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● http://www.edinformatics.com/
● http://ncwiseowl.org
● http://science.education.nih.gov/home2.nsf/Educational+Resources/Resource+Formats/Online+
Resources/+High+School/A9ACAE5C7C697B3D852571680053803E
● http://www.sciencedaily.com/
● http://www.sciencenews.org/
● http://researchmatters.asu.edu/stories/power.html
Animations
● http://www.biostudio.com/a_sitemap.htm
EOC REVIEW
● Test bank
● NC Biology Wiki
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