Biology Standards and I Can Statements
This document serves as a clear guide for student mastery of objectives in Biology. The course sequence is based on living things levels
of organization grounded in the basic characteristics of life, including cell theory, conversion of energy, reproduction, inheritance,
defense against disease and response to stimulus. Each unit can be summarized as an exploration in depth of each of the these life
aspects.
##(A) refers to the TEKS standard number. Below are district-generated I can statements that break down the standards into learning
objectives. When a portion of the standard is striked through, that portion is not taught in this unit but will be found in another unit as
designated.
Unit 1-Environmental Interactions
Ecology refers to organisms and how they interact within their environments. Students have had prior exposure to ecological study, all
the way back to elementary school so most of the elements of this unit serve as review. Energy and matter flow through ecosystems by
these interactions- particularly carbon, nitrogen and water. Relationships between organisms and the benefit or harm to those
organisms are described as different types of symbiosis. How organisms and their structures are designed for these purposes translates
as adaptations for specific biomes. Organisms respond to changes in ecosystems in a variety of predictable ways, including the process
of succession.
Along with ​Unit 2- Biodiversity​, this unit serves as the big picture backdrop for ​all subsequent units of study​. All other biology concepts
can be connected to organisms and their relationships in specific ecosystems. The biology instructor should be prepared to review
ecology content throughout the course, with the aid of the curriculum materials available. This course will culminate with the revisiting
of ecology concepts in the last unit with heavy emphasis on environmental change and balance.
12(A) ​interpret​ relationships, including predation, parasitism,
commensalism, mutualism, and competition among organisms
(STAAR 5R)
12(A).1 … identify predation from a given example.
12(A).2… identify parasitism from a given example.
12(A).3 … identify commensalism from a given example.
12(A).4 … identify mutualism from a given example.
12(A).5 … identify competition from a given example.
12(A).6 … evaluate symbiotic relationships including predation,
parasitism, commensalism, mutualism and competition.
12(B) ​compare​ variations and adaptations of organisms in
different ecosystems ​(STAAR 5S)
12(B).1… define variation.
12(B).2… define adaptation.
12(B).3… describe a specific variation or adaptation which can be
contributed to an environmental condition.
12(B).4… compare the variations or adaptations of organisms
within and among different habitats.
12(C) ​analyze​ the flow of matter and energy through trophic
levels using various models, including food chains, food webs,
and ecological pyramids ​(STAAR 5R)
12(C).1… describe the types of organisms at each trophic level
including producers and decomposers as well as primary,
secondary and tertiary consumers.
12(C).2… follow the flow of energy through a food chain.
12(C).3… follow the flow of energy through a food web.
12(C).4 … compare and contrast food chains, food webs and
energy pyramids.
12(C).5 … analyze the amount of energy available at each trophic
level.
12(D) ​recognize​ that long-term survival of species is dependent
on changing resource bases that are limited ​(STAAR 5S)
12(D).1… (given a diagram, photograph or description of the
ecosystem) identify, describe and analyze the resources available
in an ecosystem.
12(D).2… analyze the outcome of a resource in an ecosystem that
becomes no longer available.
GCISD Biology Course Expanded Year at a Glance
12(E) ​describe​ the flow of matter through the carbon and
nitrogen cycles and ​explain​ the consequences of disrupting
these cycles ​(STAAR 5S)
12(E).1… identify the components of the carbon and nitrogen
cycles.
12(E).2… describe the transfer of carbon at each stage of the
carbon cycle.
12(E).3… describe the transfer of nitrogen at each stage of the
nitrogen cycle.
12(E).4… predict the outcome if any part of the carbon or
nitrogen cycles were depleted.
12(F) ​describe​ how environmental change can impact ecosystem
stability​ ​(STAAR 5R)
12(F).1 … describe the effect of a natural event, such as a
tornado, earthquake, etc, on different parts of an ecosystem.
12(F).2 … describe the impact of weather or climate changes on
different parts of an ecosystem.
12(F).3 … evaluate the effect of human impact on an ecosystem
such as pollution, urban development and farming.
12(F).4 … describe the phenomenon of global warming including
causes and possible solutions.
11(D) ​describe​ how events and processes that occur during
ecological succession can change populations and species
diversity.​ ​(STAAR 5R)
11(D).1 … define and describe the process of ecological
succession from bare ground to climax community.
11(D).2 … predict how an ecosystem will change over time in
terms of the process of succession.
11(D).3 … distinguish between primary and secondary
succession.
11(B) ​investigate​ and ​analyze​ how organisms, populations, and
communities respond to external factors​ ​(STAAR 5S 4)
11(B).1 … describe how a population of organisms responds to
natural disasters such as a forest fire or hurricane.
11(B).2 … describe how a population of organisms is affected by
invasive species such as kudzu or zebra mussels
Revised 7.5.2016
11(B).3 … describe and give an example of how climate change
affects populations and communities.
Unit 2- Biodiversity
The abundance and variety of organisms on planet earth, now and in the past, is described by the term biodiversity. This unit will focus
on how organism populations have changed over time, and what evidence exists to support evolutionary mechanisms. Evolutionary
processes such as natural selection are investigated and analyzed from fossil, biogeographical and structural evidence. Genetic
mechanisms of evolution will be discussed in later units.
Based on structure and function, modern organisms are classified into standardized categories. The 6 kingdoms of life are compared and
contrasted. The need for procedures to classify organisms result in the formation of dichotomous keys and cladograms for identification
and organization purposes.
Along with unit 1, this unit serves as the big picture backdrop for all subsequent units of study.​ All other biology concepts can be
connected to the diversity of life on earth and ecology. The biology instructor should be prepared to make these connections, with the
aid of the curriculum materials available.
7(A) ​analyze​ and ​evaluate​ how evidence of common ancestry
among groups is provided by the fossil record, biogeography,
and homologies, including anatomical, ​molecular​, and
developmental​ ​(STAAR 3R)
7(A).1 … analyze fossils and the sequence of organism lineages.
7(A).2 … describe how fossils can give evidence to supports the
history of organisms.
7(A).3 … define anatomical homology.
7(A).4 … analyze and compare different organisms with
anatomically homologous structures.
7(A).5 … define biogeography.
7(A).6 … describe the role of biogeography as it relates to
organisms of common ancestries.
7(A).7 … analyze a cladogram, describing the divergence in
specific physical features of organisms.
7(A).8 … (given organisms or analyzing fossil evidence) create a
cladogram, and identify the reasoning for organism placement.
7(A).9 … define vestigial structure.
7(A).10 … describe how a vestigial structure relates an organism
to its ancestry.
7(A).11 … use specific examples of organisms to show the
modifications of structures have occurred over time, such as the
modern horse.
7(D) ​analyze​ and ​evaluate​ how the elements of natural selection,
including inherited variation, the potential of a population to
produce more offspring than can survive, and a finite supply of
environmental resources, result in differential reproductive
success​ ​(STAAR 3S)
7(D).1… describe the process of natural selection in changing
populations.
7(D).2… examine physical features favorable for survival being
inherited and passed on to offspring.
7(B) ​analyze​ and ​evaluate​ scientific explanations concerning any
data of sudden appearance, stasis, and sequential nature of
groups in the fossil record ​(STAAR 3S)
7(B).1 … Describe the basic tenets of punctuated equilibrium.
7(B).2 … Describe the basic tenets of phyletic gradualism.
7(B).3 … compare and contrast punctuated equilibrium and
phyletic gradualism.
8(B) ​categorize​ organisms using a hierarchical classification
system based on similarities and differences shared among
groups​ ​(STAAR 3R)
8(B).1… categorize organisms based on similarities and
differences.
8(B).2… use a dichotomous key to identify an organism.
8(B).3… create a dichotomous key for use in identifying an
organism.
7(C) ​analyze​ and ​evaluate​ how natural selection produces
change in populations, not individuals ​(STAAR 3S)
7(C).1… describe the process of natural selection.
7(C).2 … analyze evidence of natural selection in populations.
7(C).3 … describe the role of an individual in natural selection.
8(C) ​compare​ characteristics of taxonomic groups, including
archaea, bacteria, protists, fungi, plants, and animals. ​(STAAR 3S)
8(C).1… describe how taxonomic systems work.
8(C).2 … describe the defining features of organisms from the six
kingdoms.
8(C).3 … compare and contrast the features of organisms from
different classification designations.
8(C).4 … assign binomial nomenclature as an organism’s ​Genus
and ​species​ identification and scientific name.
GCISD Biology Course Expanded Year at a Glance
7(E) ​analyze​ and ​evaluate​ the relationship of natural selection to
adaptation and to the development of diversity in and among
species ​(STAAR 3R)
7(E).1 … (given an example) identify an adaptation and describe its
purpose.
7(E).2 … explain how natural selection is related to adaptation.
7(E).3 … explain how diversity of organisms is the result of
adaptation due to natural selection.
8(A) ​define​ taxonomy and ​recognize​ the importance of a
standardized classification system. ​(STAAR 3S)
8(A).1… define taxonomy.
8(A).2… describe the importance of taxonomy.
Revised 7.5.2016
Unit 3- Building Blocks of Life
The four major biomolecules are introduced as structural components and energy sources for living things. As previous STAAR data show,
the understanding of biomolecules is an area where student achievement has room for growth. Therefore, all four biomolecules will be
revisited in later units as highlighted compounds related to that unit. The structure and function of DNA is also discussed in depth in this
unit in order to give students the understanding for subsequent units.
Other chemical compounds used by living things, such as carbon dioxide, water, vitamins and minerals are also discussed as important for
cellular processes, but are not used for energy. A revisiting of the geochemical cycles, such as the carbon cycle puts some of these
compounds into context.
Enzymes are introduced as a specific ​protein​ necessary for living processes to occur. The basic components of animal digestive systems
should be used as a practical example of enzyme source and for enzyme examples.
9(A) ​compare​ the structures and functions of different types of
biomolecules, including carbohydrates, lipids, proteins, and
nucleic acids
9(A).1 … name and describe the structure and function of the
four main types of organic biomolecules- proteins, lipids,
carbohydrates, and nucleic acids.
9(A).2 … compare and contrast the structures of the four main
types of organic biomolecules- proteins, lipids, carbohydrates
and nucleic acids.
9(A).3 … give examples of how each biomolecule is used as
energy and structure in living things.
9(A).4 … compare the amount (if any) of chemical potential
energy contained in each type of biomolecule.
9(D) ​analyze​ and ​evaluate​ the evidence regarding formation of
simple organic molecules and their organization into long complex
molecules having information such as the DNA molecule for
self-replicating life.
9(D).1 … analyze the evidence of the Oparin-Haldane hypothesis,
the Iron-Sulfur World hypothesis, and RNA World hypothesis.
9(D).2 … compare and contrast the validity of the various
hypotheses.
6(A) identify components of DNA, and describe how
information for specifying the traits of an organism is carried in
the DNA;
6(A).1 … identify DNA as a nucleic acid.
6(A).2 … describe the structural components of ribose sugar,
phosphate group and nitrogenous base as well as the
double-helical shape of DNA.
6(A).3 … describe the role of DNA as the carrier of information in
a cell.
6(A).4 … describe how DNA winds around proteins to form
chromosomes.
11(A) ​describe​ the role of internal feedback mechanisms in the
maintenance of homeostasis ​(STAAR 4S)
11(A).1… use plant and animal body systems and the concept of
homeostasis to predict the response of systems for maintaining
balance.
11(A).2 … describe and give examples of feedback loops and
mechanisms.
10(A) ​describe​ the interactions that occur among systems that
perform the functions of ​regulation, ​nutrient absorption,
reproduction, and defense from injury or illness ​in
animals​(STAAR 4R)
10(A).1 … describe the concept of homeostasis.
10(A).2 … describe the basic components of the digestive system
in animals such as mouth, esophagus, stomach, large intestine,
small intestine, colon.
10(A).3 … describe how the digestive system in animals uses
different enzymes, depending on the biomolecules to be broken
down by the body.
10(A).4 … describe how the excretory system in animals helps
eliminate waste products from the body.
10(A).5 … describe and give examples of animal systems working
together in response to stimuli.
10(A).6 … describe and give examples of animal systems
working together to maintain homeostasis.
GCISD Biology Course Expanded Year at a Glance
12(E) ​describe​ the flow of matter through the carbon and nitrogen
cycles and ​explain​ the consequences of disrupting these cycles
(STAAR 5S)
12(E).5 … orient different biomolecules within the carbon and
nitrogen cycles.
9(C) ​identify​ and ​investigate​ the role of enzymes. ​(STAAR 4S)
9(C),1 … describe the structure of an enzyme.
9(C).2 … demonstrate how an enzyme functions as a catalyst under
normal circumstances.
9(C).3 … describe how specific factors, such as temperature, enzyme
or substrate concentration and pH can change the functionality of an
enzyme.
9(C).4 … describe how different enzymes are specific to the function
they serve.
Revised 7.5.2016
Unit 4- Cellular Function and Specialization
Cells make up all living things, and their structures and functions are very specific. General prokaryotic and eukaryotic cell structures are
reviewed briefly before moving on to differentiation and specialization. The factors which influence differentiation, both biochemical
and environmental can be revealed through investigations and research. Students should be able to determine a cell’s specific function
within a complex organism due to its specific structure and composition.
Cells carry out many cellular processes including homeostasis, energy conversion (biochemistry- macromolecules), transport, and
synthesis of new molecules. Students should have multiple experiences with scientific inquiry to construct models of these processes.
BIOMOLECULE HIGHLIGHT- LIPIDS: ​ One of the components of the cell membrane is a lipid bilayer. The lipids in the cell membrane act as
an effective barrier because fats are insoluble in water. Revisiting this macromolecule in the context of how it serves as a STRUCTURAL
component for cells allows for deeper understanding of cells themselves and allows students to consider macromolecules in a deeper
way.
4(A) compare and contrast prokaryotic and eukaryotic cells (STAAR 5(C) ​describe​ the roles of DNA, ribonucleic acid (RNA), and
4S)
environmental factors in cell differentiation​ ​(STAAR 1S)
4(A).1 … identify the components of a typical prokaryotic cell.
5(C).1 … explain how environmental factors, such as temperature
4(A).2 … identify the components of an typical eukaryotic cell.
or oxygen availability can affect cell differentiation.
4(A).3. … compare and contrast prokaryotic and eukaryotic cells.
5(C).2 … describe how the chromosome has different sections that
4(A).4 … determine from its characteristics whether a specific cell are used to form different types of cells.
is prokaryotic or eukaryotic.
7(G) ​analyze​ and ​evaluate​ scientific explanations concerning the
4(B) ​investigate​ and ​explain​ cellular processes, including
complexity of the cell. ​ ​(STAAR 3S) NOTE: This standard is unclear
homeostasis,​ energy conversions​, transport of molecules, and
and therefore will not have question items on the Biology STAAR
synthesis of new molecules​ ​[STAAR 4R]
test.
4(B).1 … describe the process of and circumstances causing
7(G).1 … describe the complexity of the cell.
passive transport such as osmosis.
7(G).2 … describe the theory of endosymbiosis as an evolutionary
4(B).2 … describe the process of and circumstances causing
explanation for chloroplasts and mitochondria having their own
active transport.
DNA.
4(B).3 … explain how cells respond to changes in environment.
10(C) ​analyze​ the levels of organization in biological systems and
4(B).4 ...predict how a cell will respond to a specific change in
relate the levels to each other and to the whole system. (​ STAAR 4S)
environment.
10(C).1 … demonstrate the levels of biological organization from its
5(B) ​examine​ specialized cells, including roots, stems, and leaves type of cell to tissue to organ to system.
of plants and animal cells such as blood, muscle, and epithelium 10(C).2 … describe how systems work together.
(STAAR 1S)
5(B).1 … describe the concept of cell specialization.
5(B).2 … explain how the structure of specialized cells meets the
functional needs of an organism.
5(B).3 … describe the specialized structures and functions of
root, stem and leaf cells in plants.
5(B).4 … compare and contrast the structural and functional
differences between root, stem and leaf cells in plants.
5(B).5 … describe the specialized structures and functions of
blood, muscle and epithelium cells in animals.
5(B).6 … compare and contrast the structural and functional
differences between blood, muscle and epithelium cells in
animals.
5(B).7… describe the process of cell differentiation and the role
of DNA in producing different types of cells in an organism.
5(B).8 … explain the purposes of specialized cells in plants and
animals.
5(B).9 … predict the purpose of a cell based on its structure.
5(B).10 … define and describe the role of a stem cell.
11(A) ​describe​ the role of internal feedback mechanisms in the
maintenance of homeostasis ​(STAAR 4S)
11(A).1… use plant and animal body systems and the concept of
homeostasis to predict the response of systems for maintaining
balance.
11(A).2 … describe and give examples of feedback loops and
mechanisms.
GCISD Biology Course Expanded Year at a Glance
9(A) ​compare​ the structures and functions of different types of
biomolecules, including carbohydrates, lipids, proteins, and nucleic
acids ​(STAAR R)
9(A).5 … relate the structure of lipids within the context of the
phospholipid bilayer of the cell membrane.
9(A).6 … describe the structure of DNA as a nucleic acid.
8(C) ​compare​ characteristics of taxonomic groups, including
archaea, bacteria, protists, fungi, plants, and animals. ​(STAAR 3S)
8(C).5 … refer to the kingdoms and binomial nomenclature (the
scientific names) of the representative organisms of specialized
cells.
Revised 7.5.2016
Unit 5- Converting Energy
The energy required for all organisms begins with the sun. This unit deals with the process of energy capture, conversion and transfer
within living organisms. Photosynthesis and cellular respiration are chemical reactions where the products of one are the reactants of the
other. While these chemical reactions occur within the cells of an organism, there are ​SYSTEMS​ that plants and animals require to carry
out the energy conversion process. In plants, this includes the transport systems (xylem, phloem and transpiration), and in animals- ​the
digestive, circulatory, excretory and respiratory systems
Students should recognize how the carbon cycle is part of the energy conversion system, and this unit serves as a review of this
geochemical cycle.
BIOMOLECULE HIGHLIGHT- CARBOHYDRATES: ​ Carbohydrates are manufactured as a result of the process of photosynthesis.
Carbohydrates serve as an energy molecule for plants, and are stored in various plant structures. Organisms gain access to this chemical
energy by consuming the plants. This is a good time to review a sample food web as context for the way carbohydrates are the basis for
energy within those systems. Carbohydrate molecules also serve as structures of the plant cell in the cell wall. Discussing this
macromolecule in the context of how it serves to provide energy and structure to living things allows students to revisit the carbohydrate
and its importance.
9(B) ​compare​ the reactants and products of photosynthesis and
cellular respiration in terms of energy and matter; ​(STAAR 4S)
9(B).1​ ​… describe the general reaction of photosynthesis as
Sun’s energy + 6CO2​​ + 6H2​​ O ---> C6​​ H12​
​ O6​ ​+ 6O2​
9(B).2 … describe the result of light-dependent reactions.
9(B).3 … describe the result of light-independent reactions.
9(B).4​ ​… describe the general reaction of cellular respiration as
C6​​ H12​
​ O6​ ​+ 6O2​​ ---> 6CO2​​ + 6H2​​ O +ATP energy
9(B).5 … describe the difference between aerobic and anaerobic
respiration based on available oxygen.
9(B).6 … describe the stages and components of aerobic
respiration as glycolysis, Oxidative decarboxylation of pyruvate,
the citric acid cycle (Kreb's cycle), and oxidative phosphorylation
9(B).7 … recognize photosynthesis and cellular respiration as
opposite reactions.
9(B).8 … relate photosynthesis and respiration as parts of the
carbon and water cycles.
10(B) ​describe​ the interactions that occur among systems that
perform the functions of transport, ​reproduction, and response
in plants​ ​(STAAR 4R)
10(B).1 … describe the how the transport systems such as xylem,
phloem and stomata in vascular plants aid in the energy
conversion process by absorbing and moving the reactants and
products of cellular respiration.
10(B).2 … Explain why multicellular plants need transport systems.
5(B) ​examine​ specialized cells, including roots, stems, and leaves
of plants and animal cells such as blood, muscle, and epithelium
10(A) ​describe​ the interactions that occur among systems that
perform the functions of ​regulation, ​nutrient absorption,
reproduction, and defense from injury or illness ​in animals ​(STAAR
4R 1)
10(A).7 … describe the basic components of the respiratory
system in animals such as the nose, larynx, diaphragm and lungs.
(This is prior knowledge)
10(A).8 … describe how the respiratory system in animals aids the
energy conversion process in obtaining oxygen and releasing
carbon dioxide.
10(A).9 … describe the basic components of the circulatory system
in animals such as heart, veins, arteries and capillaries. (This is
prior knowledge)
10(A).10 … describe how the circulatory system in animals aids the
energy conversion process in transporting all the reactants and
products of cellular respiration to and from cells.
10(A).11 … demonstrate how the respiratory and circulatory
system work together to make the energy conversion process
possible in animals.
10(A).12 … review the digestive system and how it relates to the
absorption of biomolecules in the energy conversion process.
10(C) analyze the levels of organization in biological systems and
relate the levels to each other and to the whole system. ​(STAAR
4S)
10(C).1 … demonstrate the levels of biological organization from
its type of cell to tissue to organ to system.
10(C).2 … describe how systems work together.
12(C) ​analyze​ the flow of matter and energy through trophic
levels using various models, including food chains, food webs,
and ecological pyramids ​(STAAR 5R)
12(C).6 … use a food web to demonstrate the flow of energy from
9(A) ​compare​ the structures and functions of different types of
the sun to producers (through photosynthesis) and then
biomolecules, including carbohydrates, lipids, proteins, and nucleic
consumers.
acids (​ STAAR 1R)
9(A).7 … relate the structure of carbohydrates (glucose) within the 11(A) ​describe​ the role of internal feedback mechanisms in the
maintenance of homeostasis ​(STAAR 4S)
context of energy conversion in photosynthesis.
11(A).1… use plant and animal body systems and the concept of
9(A).8 … describe how plants and animals move specific
homeostasis to predict the response of systems for maintaining
biomolecules in their transport systems.
balance.
12(E) ​describe​ the flow of matter through the carbon and
11(A).2 … describe and give examples of feedback loops and
nitrogen cycles and ​explain​ the consequences of disrupting these
mechanisms.
cycles​ ​(STAAR 5S)
12(E).6 … demonstrate how photosynthesis moves carbon atoms
through the carbon cycle.
(STAAR 1S)
5(B).11 … review the specialized structures and functions of root,
stem and leaf cells in plants with respect to transport structures.
GCISD Biology Course Expanded Year at a Glance
Revised 7.5.2016
Unit 6- Reproduction
Reproduction is a basic process of all living things from the replication of DNA to sexual reproduction in higher animals. This unit
introduces the processes by which living things conduct reproduction on a molecular and cellular level with DNA replication, mitosis and
meiosis. For single-celled organisms, this is how the species propagates. For multicellular organisms, there are ​SYSTEMS​ which allow the
reproductive process to occur. For plants, the systems of flowering plants and non-flowering plants should be addressed and in animals,
the basic reproduction of various organisms should be compared. Reproduction in organisms, sexual and asexual, varies by species and
this distinction can influence the classification of an organism.
BIOMOLECULE HIGHLIGHT- NUCLEIC ACIDS:​ Nucleic acids are biomolecules that do not provide energy but rather genetic information.
Nucleic acids are the basic subunit for DNA and RNA, and have a simple structure. Revisiting the structure of this biomolecule will
reinforce its importance.
6(A) ​identify​ components of DNA, and ​describe​ how information
for specifying the traits of an organism is carried in the
DNA​(STAAR 2R)
6(A).2 … describe the structural components of ribose sugar,
phosphate group and nitrogenous base as well as the
double-helical shape of DNA.
6(A).5 … describe the process of complementary base pairing.
5(A) ​describe​ the stages of the cell cycle, including
deoxyribonucleic acid (DNA) replication and mitosis, and the
importance of the cell cycle to the growth of organisms ​(STAAR
1R)
5(A).1 … demonstrate how DNA replicates itself through the
process of base-pairing.
5(A).2 … describe the stages of the cell cycle as G1​​ ,(growth) S (DNA
replication), G2​​ (growth/prepare for mitosis) and
Mitosis/Cytokinesis.
5(A).3 … describe how a cell makes more cells through the process
of mitosis.
5(A).4 … describe how a cell grows.
5(A).5 … describe how mitosis and the cell cycle is means of
asexual reproduction for some organisms such as bacteria.
5(C) ​describe​ the roles of DNA, ribonucleic acid (RNA), and
environmental factors in cell differentiation​ ​(STAAR 1S)
5(C).1 … explain how environmental factors, such as temperature
or oxygen availability can affect cell differentiation.
5(C).3 … given a scenario, describe the process of cell
differentiation.
5(D) ​recognize​ that disruptions of the cell cycle lead to diseases
such as cancer. ​(STAAR 1S)
5(D).1 … describe how uncontrolled mitosis in the cell cycle results
to the development of cancer.
11(A) ​describe​ the role of internal feedback mechanisms in the
maintenance of homeostasis ​(STAAR 4S)
11(A).1… use plant and animal body systems and the concept of
homeostasis to predict the response of systems for maintaining
balance.
11(A).2 … describe and give examples of feedback loops and
mechanisms.
6(G) ​recognize​ the significance of meiosis to sexual
reproduction​ ​(STAAR 2S)
6(G).1 … describe the process of meiosis in the production of sex
cells.
6(G).2 … describe the significance of sexual reproductive systems
of animals and plants.
10(A) ​describe​ the interactions that occur among systems that
perform the functions of ​regulation, nutrient absorption,
reproduction, ​and defense from injury or illness​ in animals
(STAAR 4R)
10(A).13 … describe the function of the reproductive system in
animals.
10(A).14 … compare and contrast the advantages and
disadvantages of sexual and asexual reproduction.
10(A).15 … describe the basic structures and function of the
endocrine system such as pineal gland, thyroid gland, thymus,
pancreas, pituitary gland, adrenal gland and testes/ovaries.
10(B) ​describe​ the interactions that occur among systems that
perform the functions of ​transport​, reproduction, ​and response
in plants ​(STAAR 4R)
10(B).3 … describe the function of the reproductive system in
plants.
10(B).4 … compare the basic components of the sexual
reproductive system in plants to asexual reproduction.
9(A) ​compare​ the structures and functions of different types of
biomolecules, including carbohydrates, lipids, proteins, and
nucleic acids ​(STAAR 1R)
9(A).9 … review the structure of nucleic acids in the context of
DNA reproduction.
8(B) ​categorize​ organisms using a hierarchical classification
system based on similarities and differences shared among
groups​ ​(STAAR 3R)
8(B).4 … discuss how reproductive systems can influence the
classification of an organism.
Unit 7- Making Proteins
Proteins are vital molecules made by the cell in the process of protein synthesis from instructions dictated by the organism’s DNA. How
DNA is structured is reviewed as necessary. Protein synthesis is “the other job” performed by DNA and is a separate process from DNA
replication. Students need to be familiar with the process of protein synthesis, and all the subparts of the overall process. Students
must also be introduced to the results of changes in DNA (mutation) and the implications of those changes.
GCISD Biology Course Expanded Year at a Glance
Revised 7.5.2016
BIOMOLECULE HIGHLIGHT- PROTEINS:​ Proteins as energy sources were introduced in Unit 2 as a source of energy and are revisited as a
structural component for living things. Many different kinds of proteins, from enzymes to toenails, can be discussed to add an
additional layer of understanding.
6(E) ​identify​ and ​illustrate​ changes in DNA and ​evaluate​ the
significance of these changes​ ​(STAAR 2R)
6(E).1 … identify basic types of mutations as insertion, deletion,
substitution, duplication and inversion.
6(E).2 … predict the outcome in the resulting protein based on
basic mutations.
6(E).3 … describe how the regulation of gene expression occurs.
7(A) ​analyze​ and ​evaluate​ how evidence of common ancestry
among groups is provided by the fossil record, biogeography,
and homologies, including anatomical, molecular, and
developmental ​(STAAR 3R)
7(A).12… compare the amino acid sequences of organisms for
similarities and differences in terms of molecular homology.
7(A).13… describe the role of mutation in DNA changes and
how these mutations can result in amino acid differences.
7(A).14… relate the similarities or differences in amino acid
sequences to common ancestry.
6(C) ​explain​ the purpose and process of transcription and
translation using models of DNA and RNA​ ​(STAAR 2S)
6(C).1 … understand and demonstrate (using models) the process
of transcription.
6(C).2 … understand and demonstrate (using models) the process
of translation.
9(A) ​compare​ the structures and functions of different types of
biomolecules, including carbohydrates, lipids, proteins, and
nucleic acids ​(STAAR 1R)
9(A).10 … review the structure of protein in the context of
protein synthesis.
6(B) ​recognize​ that components that make up the genetic code
are common to all organisms​ ​(STAAR 2S)
6(B).1 … review the concept that living things all have DNA within
their cells which make up their chromosomes.
6(D) ​recognize​ that gene expression is a regulated process;
6(D).1 … describe factors which influence gene expression.
6(D).2 … describe how the regulation of gene expression occurs.
6(A) ​identify​ components of DNA, and ​describe​ how
information for specifying the traits of an organism is carried
in the DNA ​(STAAR 2R)
6(A).6 … describe how DNA provides the information for amino
acids to be sequenced.
5(C) ​describe​ the roles of DNA, ribonucleic acid (RNA), and
environmental factors in cell differentiation​ ​(STAAR 1S)
5(C).4 … explain how DNA or RNA affect specific proteins that are
produced.
5(C).5 … explain how a differentiated cell is produced.
Unit 8- Inheritance
The foundation of inheritance is the DNA molecule and specifically the sequence of the nucleotides of the genes. The information of the
genes manifests itself through the combination of both genes on either side of the DNA molecule. Dominance, recessiveness,
codominance and incomplete dominance are investigated and compared. Genetic variation is the result of these gene interactions as
well as mutations and recombinations.
Current research in genetics has progressed to show that Mendelian inheritance is often not how genes are expressed, and that many
factors affect genes such as hormonal and environmental influences. Along with this research have been the studies of the genomes of
entire organisms which allow for the analysis of diseases. The aspects of evolutionary processes such as genetic drift and gene flow are
explored and discussed in the context of genomic change.
Central to the theme of inheritance is the concept of genetic variation. Once students are familiar with genetic mechanisms, it is
important to connect that to the larger idea of population genetics and natural selection. It is important to simulate how large
populations of organisms can demonstrate the process of natural selection through genetic alterations.
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6(F) ​predict​ possible outcomes of various genetic combinations
such as monohybrid crosses, dihybrid crosses and
non-Mendelian inheritance ​(STAAR 2R 3)
6(F).1 … identify the genotypes in genetic combinations.
6(F).2 … describe the concept of dominance in alleles.
6(F).3 … identify and illustrate dominant or recessive genes by
using capital and lowercase letters.
6(F).4 … describe the phenotype of homozygous or heterozygous
allele combinations.
6(F).5 … calculate the probability of offspring genotypic ratios
using a monohybrid cross in a Punnett Square.
6(F).6 … determine the phenotypic ratios resulting from a
monohybrid cross in a Punnett Square.
6(F).7 … calculate the probability of offspring genotypic ratios
using a dihybrid cross in a Punnett Square.
6(F).8 … determine the phenotype resulting from a dihybrid cross
in a Punnett Square.
6(F).9 … describe different types of non-Mendelian inheritance
such as incomplete dominance and codominance.
6(F).10 … calculate the probability of genotypic and phenotypic
ratio resulting from monohybrid crosses with non-Mendelian
gene expressions.
6(F).11 … compare and contrast Mendelian and non-Mendelian
inheritance.
7(D) ​analyze​ and ​evaluate​ how the elements of natural
selection, including inherited variation, the potential of a
population to produce more offspring than can survive, and a
finite supply of environmental resources, result in differential
reproductive success​(STAAR 3S 4)
7(D).3 … describe the process of inheritance from single gene to
population.
7(D).4 … analyze how genetic variation may result in traits that
are favorable for survival and therefore reproductive potential.
7(D).5 … explain how available resources and environmental
conditions contribute to the process of natural selection.
7(E) ​analyze​ and ​evaluate​ the relationship of natural selection
to adaptation and to the development of diversity in and among
species​(STAAR 3R 4)
7(E).4 … describe the process of mutations leading to population
diversity.
7(E).5 … describe how population diversity can result in natural
selection and speciation.
7(A) ​analyze​ and ​evaluate​ how evidence of common ancestry
among groups is provided by the fossil record, biogeography,
and homologies, including ​anatomical, molecular​, and
developmental ​(STAAR 3R 4)
7(A).15… compare embryos of different organisms that appear
similar and describe how gene expression results in different
species.
7(A).16 … describe the evolutionary implications of
developmental homology.
6(H) ​describe​ how techniques such as DNA fingerprinting,
genetic modifications, and chromosomal analysis are used to
study the genomes of organisms.​ ​(STAAR 2S 2
6(H).1 … describe the process of and conduct DNA fingerprinting.
6(H).2 … decypher the DNA fingerprinting results and uses of
those results.
6(H).3 … describe and conduct the process of chromosomal
analysis such as karyotyping.
6(H).4 … describe the process of genetic engineering for use in
agriculture and medicine.
6(H).5 … trace inheritance patterns of specific traits and diseases
in a genetic pedigree.
7(F) ​analyze​ and ​evaluate​ the effects of other evolutionary
mechanisms, including genetic drift, gene flow, mutation, and
recombination​ ​(STAAR 3S 4)
7(F).1 … describe and give examples of the process of genetic
drift.
7(F).2 … compare and contrast genetic drift as a mathematically
random process to natural selection which is not random.
7(F).3 … apply knowledge of mutation and recombination to
describe evolutionary processes.
7(F).4 … describe and give examples of the process of gene flow.
11(A) ​describe​ the role of internal feedback mechanisms in the
maintenance of homeostasis ​(STAAR 4S)
11(A).1… use plant and animal body systems and the concept of
homeostasis to predict the response of systems for maintaining
balance.
11(A).2 … describe and give examples of feedback loops and
mechanisms.
6(E) ​identify​ and ​illustrate​ changes in DNA and ​evaluate​ the
significance of these changes. ​ ​(STAAR 2R)
6(E).4 … describe the process of mutation in producing genetic
diseases.
Unit 9- Disease Defense
One of the important aspects of modern biology is the study of disease and the origins of disease. Diseases are caused by many factors,
but within the scope of this course the discussion will encompass pathogens and cellular disruption leading to cancer. The structure of
viruses is explored, as well as how they cause diseases such as AIDS and influenza. In addition to disease causing pathogens, a
discussion of beneficial bacteria is explored as a contrast.
The immune system is detailed and how it functions is investigated, and then compared to other systems.In the world of biotechnology,
many of the world’s researchers are involved in trying to cure and invent therapies for diseases. Students should be exposed to the
current research in diseases.
4(C) ​compare​ the structures of viruses to cells, ​describe​ viral
reproduction, and ​describe​ the role of viruses in causing diseases
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11(C) ​summarize​ the role of microorganisms in both
maintaining and disrupting the health of both organisms and
ecosystems ​(STAAR 5S)
Revised 7.5.2016
such as human immunodeficiency virus (HIV) and influenza. ​(STAAR
1R)
4(C).1 … compare and contrast viruses to cells.
4(C).2 … describe the structure of different types of viruses,
including retroviruses.
4(C).3 … describe the process of viral reproduction including the
lytic and lysogenic cycles.
4(C).4 … describe how viruses can cause disease including HIV and
influenza.
10(A) ​describe​ the interactions that occur among systems that
perform the functions of ​regulation, nutrient absorption,
reproduction, and​ defense from injury or illness in animals ​(STAAR
4R)
1​0(A).16 … give examples and describe the basic structures of the
innate immune system such as anatomical barriers, inflammation,
and leukocytes.
10(A).17 … give examples and describe the basic structures of the
adaptive immune system such as lymphocytes and antibodies.
11(C).1 … describe pathogenic microorganisms and how they
cause disease.
11(C).2 … compare and contrast a viral disease to bacterial
infection.
11(C).3 … contrast how some microorganisms provide health
benefits for organisms.
11(C).4 … summarize the role of microorganisms in an
ecosystem.
11(B) ​investigate​ and ​analyze​ how organisms, populations,
and communities respond to external factors​ ​(STAAR 5S)
11(B).4 … describe and give an example of how a disease that
causes the loss of a population affects a community.
11(A) ​describe​ the role of internal feedback mechanisms in
the maintenance of homeostasis ​(STAAR 4S)
11(A).1… use plant and animal body systems and the concept
of homeostasis to predict the response of systems for
maintaining balance.
11(A).2 … describe and give examples of feedback loops and
mechanisms.
Unit 10- Stimulus Response
Biological systems have specialized and organized components which exhibit independence and interdependence. ​Regulation and
response​ in plants and animals are explored, with emphasis on the animal nervous and endocrine systems as well as various plant
hormones and tropisms. The function of these systems should be introduced along with how these systems relate to the other
systems previously studied in this course. The student should be able to synthesize all the information of how an organism performs
all functions and maintains homeostasis, from a cellular level up to how all the systems interact.
This unit can serve as a review of all information for preparation for STAAR biology by making reference to all the other systems,
constituent cells, taxonomy, etc.
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1​0(A) ​describe​ the interactions that occur among systems that
perform the functions of regulation, n​utrient absorption,
reproduction, and defense from injury or illness​ in animals​(STAAR
4R)
10(A).15 … review the basic structures and function of the
endocrine system such as pineal gland, thyroid gland, thymus,
pancreas, pituitary gland, adrenal gland and testes/ovaries.
10(A).18 … describe the basic structures and function of the
central nervous system including the brain and spinal cord.
10(A).19 … describe the basic structures and function of the
peripheral nervous system including the cranial nerves and spinal
nerves.
10(A).5 … describe and give examples of animal systems working
together in response to stimuli.
10(A).6 … describe and give examples of animal systems working
together to maintain homeostasis.
11(A) ​describe​ the role of internal feedback mechanisms in
the maintenance of homeostasis ​(STAAR 4S 1)
11(A).1… use plant and animal body systems and the
concept of homeostasis to predict the response of systems
for maintaining balance.
11(A).2 … describe and give examples of feedback loops and
mechanisms.
10(B) ​describe​ the interactions that occur among systems that
perform the functions of ​transport, reproduction, and ​response in
plants​(STAAR 4R 1)
10(B).5 … describe the types and purposes of plant hormones such
as auxins and gibberellins.
1​0(B).6 … describe the types and purposes of plant tropisms such
as phototropism, thigmotropism, geotropism and hydrotropism.
10(B).7 … describe and give examples of plant systems working
together in response to stimuli.
10(B).8 … describe and give examples of plant systems working
together to maintain homeostasis.
GCISD Biology Course Expanded Year at a Glance
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