Biology Curriculum Guide
2015/2016
2015 - 2016 Biology Unit Outlines
Semester 1
Unit 1 – Ecology
Major Activities:
 Biodiversity Experiment (Leaf Bag)
 Biome Project
Unit Outline:
A. Introduction to Biology
a. Characteristics of Life
i. Sewer Pods or Sammy Story
b. Scientific Method
i. Practice worksheets
ii. Design an experiment
B. Ecology
a. Biodiversity (Leaf Pack at PLC—booklet included)
i. Biotic/abiotic factors—in booklet
ii. C/N/P cycles—Nitrogen game, videos, worksheets
iii. Trophic levels
iv. food webs
v. energy pyramids – candy toss
Greeley-Evans School District 6
2015-2016
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Biology Science Curriculum Guide
b. Populations (included in Biome Project)
i. Introduction—hierarchy activity
ii. Richness/evenness-- Bird Island activity
iii. Density dependent/independent factors – Dominos Demo
iv. Population growth curves
v. carrying capacity
c. Communities (included in Biome Project)
i. Interactions (symbiosis, predator/prey, competition, keystone species, etc.)—Soaring Eagle
lab
ii. Succession
d. Ecosystems
i. Biome Project
1. Water cycle (review)
Ecology Common Unit Exam
Semester 1
Unit 2 – Energy and Matter
Major Activities:
 Carbon Experiment
 Enzyme Lab
Unit Outline:
1. Biomolecules
Greeley-Evans School District 6
2015-2016
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Biology Science Curriculum Guide
a. Review of basic atom bonds
b. Polymers/Subunits
c. Carbohydrates, Protein, Lipids: happy meal lab
2. Enzymes
a. pH scale – cabbage juice demo
b. Enzyme Lab – Enzymes vs. the Environment Lab
c. Digestive system
3. Cell Transport
a. Cell membrane structure
i. Receptor proteins and drugs
b. Passive Transport
i. Carrot lab/potato lab/egg lab
ii. Roots, leaves, stems and turgor pressure (water properties)
c. Active Transport
i. Pumps, endo/exocytosis
ii. pHet simulations
d. Osmoregulation (homeostasis – focus)
i. Salt vs. fresh water fish activity
Assessment (Cellular Transport Quiz) optional, not common
4. Carbon Book – Carbon cycle (radish growing project)
a. Photosynthesis
i. Chloroplast structure and leaf anatomy
ii. Floating leaf disk lab/ elodea lab
b. Cell Respiration
i. Mitochondria and leaf anatomy
ii. Light/ dark chamber with probes
c. Fermentation
i. Yeast balloon
Greeley-Evans School District 6
2015-2016
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Biology Science Curriculum Guide
Cellular Energetics Common Unit Exam
Semester 2
Unit 3 – Genetics
Major Activities:
 Genetic Resolution Essay and Philosophical Chairs
Unit Outline:
1) DNA (DNA Extraction Lab)
 Structure (Build a paper model)
 Replication
2) Cell Cycle
 Phases (G1, S, G2, M, Cytokinesis)
 Controls (check points)
3) Asexual/Sexual Reproduction
 Mitosis
o Process (paper plate mitosis, comic strip)
o Purpose (asexual reproduction – exact copies)
 Meiosis
o Process (compare/contrast with mitosis)
o Purpose (sexual reproduction – male/female gamete production)
o Crossing Over
o Non-disjunction
Greeley-Evans School District 6
2015-2016
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Biology Science Curriculum Guide
Assessment (Cell Cycle/Reproduction Quiz) optional, not common
4) Protein Synthesis (Ancient Language Translation, Protein Coloring Activity)
 Transcription
 Translation
 Proteins
o “Fruit Loop” Protein creation Lab
Assessment (Protein Synthesis Quiz) optional, not common
5) Genotype/Phenotype
 Genotype/Phenotype Lab
 Let’s Make a Baby
 Should This Dog Be Called Spot (Quiz)
6) Genetic Engineering Resolution Project (West MYP Unit)
 Essay
 Philosophical Chairs
7) Probability
 Probability Lab (penny flipping)
 Punnett Squares
o Monohybrid Cross (Westonia genetics, Sponge Bob genetics)
o Dihybrid Cross (Snake Genetics)
8) Special Case Genetics (Practice Packet)
 Co-Dominance
 Incomplete Dominance
 Sex-Linked Characteristics
Greeley-Evans School District 6
2015-2016
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Biology Science Curriculum Guide
9) Pedigrees
 Reading
 Building
Genetics Common Unit Exam
Semester 2
Unit 4 – Evolution
Major Activities:
 Evidence for Evolution Stations
Unit Outline:
1) Genetic Variation
 Mutations (Monstrous Mutations, Mutation Appreciation)
 Effects on population
2) Natural Selection (Peppered Moth Lab, Wolves and Bunnies)
3) Artificial Selection (Cosmos Video “Samurai Crabs”)
4) Evidence for evolution (Evidence for Evolution Concept Map)
 Anatomical Evidence (Skull Lab)
o Homologous Structures
o Analogous Structures
o Vestigial Structures
 Biochemical Evidence (Gorilla Lab)
 Fossils
 Relative Dating
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2015-2016
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Biology Science Curriculum Guide
5) Microevolution (Immunity and Drug Resistance)
6) Co-Evolution (PBS video “Evolutionary Arms Race”)
7) Speciation (Salamander Speciation Lab)
 Gradual Equilibrium
 Punctuated Equilibrium
8) Cladograms
9) Human Evolution (Neanderthal the Rebirth Video)
Evolution Common Unit Exam
Greeley-Evans School District 6
2015-2016
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Biology Science Curriculum Guide
Ecology Unit (6 Weeks)
Standard
Life Science Standard 2
Graduate Competence
Grade Level Expectation
Big Idea
End of unit Performance Task
Student Outcomes
Explain and illustrate with examples how living systems interact with the biotic and abiotic environment
1. Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem
a. Analyze how energy flows through trophic
levels. (DOK 1-2)
e. Define and
distinguish between
matter and energy,
and how they are
cycled or lost
through life
processes. (DOK 12)
b. Evaluate the potential ecological impacts
of a plant-based or meat-based diet. (DOK 2)
c. Analyze and interpret data from
experiments on ecosystems where matter
such as fertilizer has been added or
withdrawn such as through drought. (DOK 13)
d. Develop, communicate, and justify an
evidence-based scientific explanation
showing how ecosystems follow the laws of
conservation of matter and energy. (DOK 13)
e. Define and distinguish between matter
and energy, and how they are cycled or lost
through life processes. (DOK 1-2)
f. Describe how carbon, nitrogen,
phosphorus, and water cycles work. (DOK 1)
g. Use computer simulations to analyze how
energy flows through trophic levels. (DOK 12)
Greeley-Evans School District 6
2015-2016
Ecology
Common Unit
Priority Student
Outcomes
f. Describe how
carbon, nitrogen,
phosphorus, and
water cycles work.
(DOK 1)
g. Use computer
simulations to
analyze how energy
flows through
trophic levels. (DOK
1-2)
3. Design ecological
experiments in a
closed system. (DOK
2-4)
Nature of Science
Literacy Standards
Focus
Writing
Standard
Focus
1. Address
differences between
experiments where
variables can be
controlled and those
where extensive
observations on a
highly variable
natural system are
necessary to
determine what is
happening – such as
dead zones in the
Gulf of Mexico.
RST.9-10.5
Analyze the structure
of the relationships
among concepts in a
text, including
relationships among
key terms (e.g.,
force, friction,
reaction force,
energy).
WHST.9-10.7
Conduct short as
well as more
sustained
research
projects to
answer a
question
(including a selfgenerated
question) or
solve a problem;
narrow or
broaden the
inquiry when
appropriate;
synthesize
multiple sources
on the subject,
demonstrating
understanding
of the subject
under
investigation.
2. Share
experimental data,
and respectfully
discuss conflicting
results emulating the
practice of scientists.
(DOK 2-3)
3. Design ecological
experiments in a
closed system. (DOK
2-4)
RST.9-10.7
Translate
quantitative or
technical information
expressed in words
in a text into visual
form (e.g., a table or
chart) and translate
information
expressed visually or
mathematically (e.g.,
in an equation) into
words.
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Biology Science Curriculum Guide
Reading/writing Focus
Cross Content
Connection
Ecology Unit (6 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Life Science Standard 2
Explain and illustrate with examples how living systems interact with the biotic and abiotic environment
2. The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an
ecosystem
Big Idea
End of unit Performance Task
Student Outcomes
Ecology
Common Unit
Priority Student
Outcomes
Nature of
Science
Literacy Standards
Focus
Writing Standard
Focus
a. Analyze and interpret data about
the impact of removing keystone
species from an ecosystem or
introducing non-native species into
an ecosystem. (DOK 1-3)
a. Analyze and interpret
data about the impact of
removing keystone
species from an
ecosystem or introducing
non-native species into
an ecosystem. (DOK 1-3)
1. Critically
evaluate scientific
explanations in
popular media to
determine if the
research
methodology and
evidence
presented are
appropriate and
sufficient to
support the
claims. (DOK 2-3)
RST.9-10.1
Cite specific textual
evidence to support
analysis of science
and technical texts,
attending to the
precise details of
explanations or
descriptions.
WHST.9-10.4
Produce clear and
coherent writing in
which the
development,
organization, and
style are appropriate
to task, purpose, and
audience.
b. Describe or evaluate
communities in terms of primary
and secondary succession as they
progress over time. (DOK 1-2)
c. Evaluate data and assumptions
regarding different scenarios for
future human population growth
and their projected consequences.
(DOK 1-3)
d. Examine, evaluate, question, and
ethically use information from a
variety of sources and media to
investigate ecosystem interactions.
(DOK 1-2)
Greeley-Evans School District 6
2015-2016
b. Describe or evaluate
communities in terms of
primary and secondary
succession as they
progress over time. (DOK
1-2)
1. Critically evaluate
scientific explanations in
popular media to
determine if the
research methodology
and evidence presented
are appropriate and
sufficient to support the
claims. (DOK 2-3)
RST.9-10.4
Determine the
meaning of symbols,
key terms, and other
domain-specific
words and phrases as
they are used in a
specific scientific or
technical context
relevant to grades 910 texts and topics.
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Biology Science Curriculum Guide
Reading/writing Focus
Cross Content
Connection
Grade: 10th
Greeley-Evans School District 6
Unit: Ecology
Biology Curriculum Guide
Timeline: 6 Weeks
Standard: Life Science Standard 2
Grade Level Expectation:
1.
2.
Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem
The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem.
Student Outcomes:
GLE 1
Instruction:
C.
1.a. Analyze how energy flows through trophic levels (DOK 1-2)
1.b. Evaluate the potential ecological impacts of a plant-based or meat-based diet
(DOK 2)
1.c. Analyze and interpret data from experiments on ecosystems where matter
such as fertilizer has been added or withdrawn such as through drought (DOK 1-3)
1.d. Develop, communicate, and justify an evidence-based scientific explanation
showing how ecosystems follow the laws of conservation of matter and energy
(DOK 1-3)
1.e. Define and distinguish between matter and energy, and how they are cycled or
lost through life processes (DOK 1-2)
1.f. Describe how carbon, nitrogen, phosphorus, and water cycles work (DOK 1)
1.g. Use computer simulations to analyze how energy flows through trophic levels
(DOK 1-2)
GLE 2
2.a. Analyze and interpret data about the impact of removing keystone species
from an ecosystem or introducing non-native species into an ecosystem (DOK 1-3)
2.b. Describe or evaluate communities in terms of primary and secondary
succession as they progress over time (DOK 1-2)
2.c. Evaluate data and assumptions regarding different scenarios for future human
population growth and their projected consequences (DOK 1-3)
Greeley-Evans School District 6
2015-2016
Introduction to Biology
a. Characteristics of Life/Scientific Method
i. Sewer Pods or Sammy Story
D. Ecology
a. Biodiversity in a Leaf Pack (at PLC—booklet
included)
i. Biotic/abiotic factors—in booklet
ii. C/N/P cycles—Nitrogen game, videos,
worksheets
iii. Trophic levels, food webs, energy
pyramids—in booklet, videos, other
activities
b. Populations (included in Biome Project)
i. Introduction—hierarchy activity
ii. Richness/evenness-- Bird Island activity
iii. Density dependent/independent factors
iv. Growth curves, carrying capacity
c. Communities (included in Biome Project)
i. Interactions (symbiosis, predator/prey,
competition, keystone species, etc.)—
Soaring Eagle lab
d.
ii. Succession
Ecosystems
i. Biome Project
1. Water cycle
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Biology Science Curriculum Guide
2.d. Examine, evaluate, question, and ethically use information from a variety of
sources and media to investigate ecosystem interactions DOK 1-2
Inquiry Questions:
1. How does a change in abiotic factors influence the
stability or progression of an ecosystem?
2. What happens when the cycling of matter in
ecosystems is disrupted?
3. What energy transformations occur in ecosystems?
4. How do keystone species maintain balance in
ecosystems?
5. How does the introduction of a non-native species
influence the balance of an ecosystem?
6. How is the succession of local organisms altered in an
area that is disturbed or destroyed?
7. What would be the possible consequences for an
increase in human population for the planet?
8. In terms of carbon, explain how autotrophic and
heterotrophic organisms are linked in terms of the
food chain.
Science Resources
Greeley-Evans School District 6
2015-2016
Vocabulary:
Assessments:
Ecosystem
Biomes
Biosphere
Succession
Population
Limiting factors
Growth
Habitat
Community
Abiotic
Biotic
Density dependent/ independent factors
Biodiversity
Producer
Consumer
Food web
Decomposer
Energy pyramid
Autotroph
Heterotroph
Co-evolution
Symbiosis
Predation
Literacy Resources:
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Biology Science Curriculum Guide

Common Unit Exam Ecology

Classroom summative and/or formative
assessment

Optional Performance Based
Assessments
Cell Energetics Unit (10 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Big Idea
End of unit Performance Task
Student Outcomes
a. Identify biomolecules and their
precursors/building blocks. (DOK 1)
b. Develop, communicate, and
justify an evidence-based
explanation that biomolecules
follow the same rules of chemistry
as any other molecule. (DOK 1-3)
c. Develop, communicate, and justify
an evidence-based explanation
regarding the optimal conditions
required for enzyme activity. (DOK
1-3)
d. Infer the consequences to
organisms of suboptimal enzyme
function – such as altered blood pH
or high fever – using direct and
indirect evidence. (DOK 1-3)
e. Analyze and interpret data on the
body’s utilization of carbohydrates,
lipids, and proteins. (DOK 1-2)
Life Science Standard 2
Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living
systems’ dependence on natural selection
3. Cellular metabolic activities are carried out by biomolecules produced by organisms
Cell Energetics
Common Unit
Priority Student
Outcomes
Nature of
Science
Literacy
Standards Focus
Writing Standard Focus
a. Identify biomolecules
and their
precursors/building
blocks. (DOK 1)
1. Critically
evaluate
scientific
explanations
in popular
media to
determine if
the research
methodology
and evidence
presented
are
appropriate
and sufficient
to support
the claims.
(DOK 2-3)
RST.9-10.3
Follow precisely a
complex multistep
procedure when
carrying out
experiments,
taking
measurements, or
performing
technical tasks,
attending to
special cases or
exceptions defined
in the text.
WHST.9-10.2
Write informative/explanatory texts, including the narration
of historical events, scientific procedures/ experiments, or
technical processes.
a.
Introduce a topic and organize ideas, concepts, and
information to make important connections and
distinctions; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding
comprehension.
c. Develop, communicate,
and justify an evidencebased explanation
regarding the optimal
conditions required for
enzyme activity. (DOK 13)
d. Infer the consequences
to organisms of
suboptimal enzyme
function – such as altered
blood pH or high fever –
using direct and indirect
evidence. (DOK 1-3)
e. Analyze and interpret
data on the body’s
utilization of
carbohydrates, lipids, and
proteins. (DOK 1-2)
Greeley-Evans School District 6
2015-2016
RST.9-10.8
Assess the extent
to which the
reasoning and
evidence in a text
support the
author’s claim or a
recommendation
for solving a
scientific or
technical problem.
Reading/writing
Focus Cross
Content
Connection
b.
Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate
to the audience’s knowledge of the topic.
c.
Use varied transitions and sentence structures to
link the major sections of the text, create cohesion, and
clarify the relationships among ideas and concepts.
d.
Use precise language and domain-specific
vocabulary to manage the complexity of the topic and
convey a style appropriate to the discipline and context as
well as to the expertise of likely readers.
e.
Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the
discipline in which they are writing.
Provide a concluding statement or section that follows from
and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
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Biology Science Curriculum Guide
Cell Energetics Unit (10 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Life Science Standard 2
Analyze the relationship between structure and function in living systems at a variety of organizational levels, and
recognize living systems’ dependence on natural selection
4. The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration.
Photosynthesis transforms the sun’s light energy into the chemical energy of molecular bonds. Cellular respiration allows
cells to utilize chemical energy when these bonds are broken.
Big Idea
End of unit Performance Task
Student Outcomes
Cell Energetics
Common Unit
Priority Student
Outcomes
a. Develop, communicate, and
justify an evidence-based scientific
explanation the optimal
environment for photosynthetic
activity. (DOK 1-3)
b. Discuss the
interdependence of
autotrophic and
heterotrophic life forms
such as depicting the
flow of a carbon atom
from the atmosphere, to
a leaf, through the food
chain, and back to the
atmosphere. (DOK 1-2)
b. Discuss the interdependence of
autotrophic and heterotrophic life
forms such as depicting the flow of
a carbon atom from the
atmosphere, to a leaf, through the
food chain, and back to the
atmosphere. (DOK 1-2)
c. Explain how carbon compounds
are gradually oxidized to provide
energy in the form of adenosine
triphosphate (ATP), which drives
many chemical reactions in the cell.
(DOK 1-2)
Greeley-Evans School District 6
2015-2016
1. Recognize that the
current understanding of
photosynthesis and
cellular respiration has
developed over time and
become more
sophisticated as new
technologies have led to
new evidence. (DOK 1)
Nature of Science
Literacy
Standards Focus
Writing Standard
Focus
1. Recognize that
the current
understanding of
photosynthesis and
cellular respiration
has developed over
time and become
more sophisticated
as new technologies
have led to new
evidence. (DOK 1)
RST.9-10.6
Analyze the
author’s purpose in
providing an
explanation,
describing a
procedure, or
discussing an
experiment in a
text, defining the
question the author
seeks to address.
WHST.9-10.8
Gather relevant
information from
multiple
authoritative print
and digital sources,
using advanced
searches effectively;
assess the
usefulness of each
source in answering
the research
question; integrate
information into the
text selectively to
maintain the flow of
ideas, avoiding
plagiarism and
following a standard
format for citation.
2. Critically
evaluate models for
photosynthesis and
cellular respiration,
and identify their
strengths and
weaknesses. (DOK
2-3)
RST.9-10.10
By the end of grade
10, read and
comprehend
science/technical
texts in the grades
9-10 text
complexity band
independently and
proficiently.
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Biology Science Curriculum Guide
Reading/writing Focus
Cross Content
Connection
Cell Energetics Unit (10 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Life Science Standard 2
Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living
systems’ dependence on natural selection
5. Cells use passive and active transport of substances across membranes to maintain relatively stable intracellular environments
Big Idea
End of unit Performance Task
Student Outcomes
Cell Energetics
Common Unit
Priority Student
Outcomes
Nature of Science
Literacy Standards
Focus
Writing Standard Focus
a. Analyze and interpret data to
determine the energy requirements
and/or rates of substance transport
across cell membranes. (DOK 1-2)
b. Compare organisms
that live in freshwater
and marine
environments, and
identify the challenges of
osmotic regulation for
these organisms. (DOK 2)
1. Ask testable questions
and make a falsifiable
hypothesis about how
cells transport materials
into and out of the cell and
use an inquiry approach to
find the answer. (DOK 14)
RST.9-10.7
Translate
quantitative or
technical information
expressed in words
in a text into visual
form (e.g., a table or
chart) and translate
information
expressed visually or
mathematically (e.g.,
in an equation) into
words.
WHST.9-10.1
Write arguments focused on disciplinespecific content.
a.
Introduce precise claim(s),
distinguish the claim(s) from alternate
or opposing claims, and create an
organization that establishes clear
relationships among the claim(s),
counterclaims, reasons, and evidence.
b.
Develop claim(s) and
counterclaims fairly, supplying data
and evidence for each while pointing
out the strengths and limitations of
both claim(s) and counterclaims in a
discipline-appropriate form and in a
manner that anticipates the audience’s
knowledge level and concerns.
c.
Use words, phrases, and
clauses to link the major sections of
the text, create cohesion, and clarify
the relationships between claim(s) and
reasons, between reasons and
evidence, and between claim(s) and
counterclaims.
d.
Establish and maintain a
formal style and objective tone while
attending to the norms and
conventions of the discipline in which
they are writing.
Provide a concluding statement or
section that follows from or supports
the argument presented
b. Compare organisms that live in
freshwater and marine environments,
and identify the challenges of osmotic
regulation for these organisms. (DOK
2)
c. Diagram the cell membrane
schematically, and highlight receptor
proteins as targets of hormones,
neurotransmitters, or drugs that serve
as active links between intra and
extracellular environments. (DOK 1)
d. Use tools to gather, view, analyze,
and interpret data produced during
scientific investigations that involve
passive and active transport. (DOK 1-2)
e. Use computer simulations and
models to analyze cell transport
mechanisms (DOK 1-2)
d. Use tools to gather,
view, analyze, and
interpret data produced
during scientific
investigations that
involve passive and active
transport. (DOK 1-2)
2. Share experimental
data, and respectfully
discuss conflicting results
emulating the practice of
scientists. (DOK 2-3)
1. Ask testable
questions and make a
falsifiable hypothesis
about how cells transport
materials into and out of
the cell and use an
inquiry approach to find
the answer. (DOK 1-4)
3. Recognize and describe
the ethical traditions of
science: value peer review;
truthful reporting of
methods and outcomes;
making work public; and
sharing a lens of
professional skepticism
when reviewing the work
of others.
Greeley-Evans School District 6
2015-2016
RST.9-10.9
Compare and
contrast findings
presented in a text to
those from other
sources (including
their own
experiments), noting
when the findings
support or contradict
previous
explanations or
accounts.
Page 15 of 25
Biology Science Curriculum Guide
Reading/writ
ing Focus
Cross
Content
Connection
Cellular Energetics Unit (10 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Big Idea
End of unit Performance Task
Student Outcomes
a. Discuss how two or more body
systems interact to promote health
for the whole organism. (DOK 1-2)
b. Analyze and interpret data on
homeostatic mechanisms using
direct and indirect evidence to
develop and support claims about
the effectiveness of feedback loops
to maintain homeostasis. (DOK 12)
c. Distinguish between causation
and correlation in epidemiological
data, such as examining
scientifically valid evidence
regarding disrupted homeostasis in
particular diseases. (DOK 2)
d. Use computer simulations and
models of homeostatic
mechanisms. (DOK 1-2)
Life Science Standard 2
Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize
living systems’ dependence on natural selection
6. Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing
external environments
Cell Energetics
Common Unit
Priority Student Outcomes
Nature of Science
b. Analyze and interpret data on
homeostatic mechanisms using direct and
indirect evidence to develop and support
claims about the effectiveness of
feedback loops to maintain homeostasis.
(DOK 1-2)
d. Use computer simulations and models
of homeostatic mechanisms. (DOK 1-2)
2. Research and present findings about
how medical problems that impact life
span have changed throughout history
due to altered lifestyles and advances in
medicine. (DOK 1-2)
3. Differentiate between scientific
evidence evaluated by the Food and Drug
Administration (FDA) for drug approval
and anecdotal evidence shared among
individuals or in magazines/newspapers
that a food or supplement is effective for
a given problem. (DOK 2)
Greeley-Evans School District 6
2015-2016
1. Research and present
findings about the results of
dietary deficiencies or excesses.
(DOK 1-2)
Literacy Standards
Focus
2. Research and present
findings about how medical
problems that impact life span
have changed throughout
history due to altered lifestyles
and advances in medicine. (DOK
1-2)
RST.9-10.2
Determine the
central ideas or
conclusions of a text;
trace the text’s
explanation or
depiction of a
complex process,
phenomenon, or
concept; provide an
accurate summary of
the text.
3. Differentiate between
scientific evidence evaluated by
the Food and Drug
Administration (FDA) for drug
approval and anecdotal evidence
shared among individuals or in
magazines/newspapers that a
food or supplement is effective
for a given problem. (DOK 2)
RST.9-10.10
By the end of grade
10, read and
comprehend
science/technical
texts in the grades 910 text complexity
band independently
and proficiently
Page 16 of 25
Biology Science Curriculum Guide
Writing
Standard
Focus
WHST.9-10.6
Use
technology,
including the
Internet, to
produce,
publish, and
update
individual or
shared
writing
products,
taking
advantage of
technology’s
capacity to
link to other
information
and to
display
information
flexibly and
dynamically.
Reading/w
riting
Focus
Cross
Content
Connectio
n
Grade: 10th
Greeley-Evans School District 6
Unit: Cellular Energetics
Biology Curriculum Guide
Timeline: 10 weeks
Standard: Life Science Standard 2
Grade Level Expectation:
3. Cellular metabolic activities are carried out by biomolecules produced by organisms
4. The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the sun’s light
energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken.
5. Cells use passive and active transport of substances across membranes to maintain relatively stable intracellular environments.
6. Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external environments.
Student Outcomes:
GLE 3
Instruction:
3.a. Identify biomolecules and their precursors/building blocks (DOK 1)
Cellular Energetics
5. Cell Transport
3.c. Develop, communicate, and justify an evidence-based explanation
regarding the optimal conditions required for enzyme activity (DOK 1-3)
b.
3.d. Infer the consequences to organisms of suboptimal enzyme function –
such as altered blood pH or high fever – using direct and indirect evidence
(DOK 1-3)
c.
3.e. Analyze and interpret data on the body’s utilization of carbohydrates,
lipids, and proteins (DOK 1-2)
d.
GLE 4
4.a. Develop, communicate, and justify an evidence-based scientific
explanation the optimal environment for photosynthetic activity (DOK 1-3)
4.b. Discuss the interdependence of autotrophic and heterotrophic life forms
such as depicting the flow of a carbon atom from the atmosphere, to a leaf,
through the food chain, and back to the atmosphere (DOK 1-2)
4.c. Explain how carbon compounds are gradually oxidized to provide energy
in the form of adenosine triphosphate (ATP), which drives many chemical
reactions in the cell (DOK 1-2)
GLE 5
5.a. Analyze and interpret data to determine the energy requirements
and/or rates of substance transport across cell membranes (DOK 1-2)
Greeley-Evans School District 6
2015-2016
i. Cell membrane structure
1. Receptor proteins and drugs
Passive Transport
i. Carrot lab/potato lab/egg lab
ii. Roots, leaves, stems and turgor pressure (water
properties)
Active Transport
i. Pumps, endo/exocytosis
ii. pHet
Osmoregulation (homeostasis – focus)
i. Salt vs. fresh water
Individual Assessment
6. Carbon Book – Carbon cycle
a. Photosynthesis
i. Chloroplast structure and leaf anatomy
ii. Floating leaf disk lab/ elodea lab
b. Cell Respiration
i. Mitochondria and leaf anatomy
ii. Light/ dark chamber with probes
c. Fermentation
i. Yeast balloon
PERFORMANCE BASED ASSESSMENT - energy
7.
Biomolecules
Page 17 of 25
Biology Science Curriculum Guide
5.b. Compare organisms that live in freshwater and marine environments,
and identify the challenges of osmotic regulation for these organisms (DOK2)
5.c. Diagram the cell membrane schematically, and highlight receptor
proteins as targets of hormones, neurotransmitters, or drugs that serve as
active links between intra and extracellular environments (DOK 1)
5.d. Use tools to gather, view, analyze, and interpret data produced during
scientific investigations that involve passive and active transport (DOK 1-2)
8.
a. Review of basic atom bonds
b. Carbohydrates, Protein, Lipids: happy meal lab
Enzymes
a. pH scale – cabbage juice demo
b. Enzyme Lab – spit Lab
c. Digestive system
PERFORMANCE BASED ASSESSMENT - enzymes
GLE 6
6.a. Discuss how two or more body systems interact to promote health for
the whole organism (DOK 1-2)
6.b. Analyze and interpret data on homeostatic mechanisms using direct and
indirect evidence to develop and support claims about the effectiveness of
feedback loops to maintain homeostasis (DOK 1-2)
6.c. Distinguish between causation and correlation in epidemiological data,
such as examining scientifically valid evidence regarding disrupted
homeostasis in particular diseases (DOK 2)
6.d. Use computer simulations and models of homeostatic mechanisms (DOK
1-2)
Inquiry Questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
What energy transformations occur in cells?
How is carbon cycled through living organisms?
What variables can be manipulated to change the rate of
photosynthesis?
What variables affect the rate of cell respiration?
What variables affect the rate of transport across a
membrane?
Why is it important that cell membranes are selectively
permeable?
How are rates of enzyme activity in cells affected by
various factors such as pH or temperature?
How does one know that enzymes speed up chemical
reactions?
What are the building blocks of each biomolecule, and
how is each digested and utilized within a living organism?
Science Resources:
Greeley-Evans School District 6
2015-2016
Vocabulary:
Assessments:
Enzyme
Lipid Bilayer
Denature
Active/Passive
Transport
Protein
Endo/Exocytosis
Carbohydrate
Diffusion
Lipid
Osmosis
Nucleic Acid
Chloroplast/Chlorophyll
Digestion
Buffer
Acid
Base
pH
Anaerobic
Aerobic
Fermentation
Glycolysis
Mitochondria
Cellular Energetics Common Unit Exam
Performance Based Assessments: Energy
and Enzymes (optional)
Literacy Resources:
Page 18 of 25
Biology Science Curriculum Guide
Genetics Unit (8 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Life Science Standard 2
Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between
genetics and their environment
7. Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of
which encode instructions for the production of proteins
Big Idea
End of unit Performance Task
Genetics
Common Unit
Student Outcomes
Priority Student Outcomes
Nature of Science
Literacy
Standards Focus
Writing
Standard
Focus
a. Analyze and interpret data that genes
are expressed portions of DNA. (DOK 1-2)
d. Evaluate data showing that
offspring are not clones of their
parents or siblings due to the
meiotic processes of
independent assortment of
chromosomes, crossing over,
and mutations. (DOK 1-2)
1. Recognizing that
research on genetically
modified organisms is done
in university laboratories
and seed companies,
discuss the implications of
different types of funding
and the ethical traditions of
science: value peer review;
truthful reporting of
methods and outcomes;
making work public; and
sharing a lens of
professional skepticism
when reviewing the work of
others. (DOK1-2)
RST.9-10.3
Follow precisely a
complex multistep
procedure when
carrying out
experiments,
taking
measurements, or
performing
technical tasks,
attending to
special cases or
exceptions defined
in the text.
WHST.9-10.9
Draw evidence
from
informational
texts to
support
analysis,
reflection, and
research.
b. Analyze and interpret data on the
processes of DNA replication,
transcription, translation, and gene
regulation, and show how these processes
are the same in all organisms. (DOK 1-2)
c. Recognize that proteins carry out most
cell activities and mediate the effect of
genes on physical and behavioral traits in
an organism. (DOK 1)
d. Evaluate data showing that offspring
are not clones of their parents or siblings
due to the meiotic processes of
independent assortment of chromosomes,
crossing over, and mutations. (DOK 1-2)
e. Explain using examples how genetic
mutations can benefit, harm, or have
neutral effects on an organism (DOK 1-2)
Greeley-Evans School District 6
2015-2016
e. Explain using examples how
genetic mutations can benefit,
harm, or have neutral effects on
an organism. (DOK 1-2)
1. Recognizing that research on
genetically modified organisms is
done in university laboratories
and seed companies, discuss the
implications of different types of
funding and the ethical traditions
of science: value peer review;
truthful reporting of methods
and outcomes; making work
public; and sharing a lens of
professional skepticism when
reviewing the work of others.
(DOK1-2)
2. Understand that
scientists work from the
assumption that the
universe is a single system
in which the basic rules are
the same everywhere – that
basic principles for genetics
apply to all organisms. (DOK
1)
Page 19 of 25
Biology Science Curriculum Guide
RST.9-10.10
By the end of
grade 10, read and
comprehend
science/technical
texts in the grades
9-10 text
complexity band
independently and
proficiently
Reading/writi
ng Focus
Cross
Content
Connection
Unit (8 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Life Science Standard 2
Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics
and their environment
8. Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire
genome.
Big Idea
End of unit Performance Task
Genetics
Common Unit
Student Outcomes
Priority Student Outcomes
Nature of Science
Literacy Standards
Focus
Writing
Standard Focus
a. Develop, communicate, and justify an
evidence-based scientific explanation of
how cells form specialized tissues due to
the expression of some genes and not
others. (DOK 1-3)
a. Develop, communicate, and justify an evidencebased scientific explanation of how cells form
specialized tissues due to the expression of some
genes and not others. (DOK 1-3)
1. Debate the advantages
and disadvantages of
bioengineering – cloning or
genetically modifying –
organisms in the food
supply. (DOK 2-3)
RST.9-10.7
Translate
quantitative or
technical
information
expressed in words
in a text into visual
form (e.g., a table or
chart) and translate
information
expressed visually or
mathematically (e.g.,
in an equation) into
words.
WHST.9-10.7
Conduct short as
well as more
sustained
research projects
to answer a
question
(including a selfgenerated
question) or
solve a problem;
narrow or
broaden the
inquiry when
appropriate;
synthesize
multiple sources
on the subject,
demonstrating
understanding of
the subject under
investigation.
b. Analyze and interpret data that show
most eukaryotic deoxyribonucleic acid
(DNA) does not actively code for proteins
within cells. (DOK 1-2)
c. Develop, communicate, and justify an
evidence-based scientific explanation for
how a whole organism can be cloned from
a differentiated – or adult – cell. (DOK 1-3)
d. Analyze and interpret data on medical
problems using direct and indirect
evidence in developing and supporting
claims that genetic mutations and cancer
are brought about by exposure to
environmental toxins, radiation, or
smoking.
Greeley-Evans School District 6
2015-2016
c. Develop, communicate, and justify an evidencebased scientific explanation for how a whole organism
can be cloned from a differentiated – or adult – cell.
(DOK 1-3)
d. Analyze and interpret data on medical problems
using direct and indirect evidence in developing and
supporting claims that genetic mutations and cancer
are brought about by exposure to environmental
toxins, radiation, or smoking.
1. Debate the advantages and disadvantages of
bioengineering – cloning or genetically modifying –
organisms in the food supply. (DOK 2-3)
2. Science is influenced by the cultural norms of a
society. Discuss the ethical and political issues
associated with stem cell research and how these
have impacted both the research done and its
applications. (DOK 1-3)
2. Science is influenced by
the cultural norms of a
society. Discuss the ethical
and political issues
associated with stem cell
research and how these
have impacted both the
research done and its
applications. (DOK 1-3)
3. Debate the ethical and
political issues associated
with stem cell research and
how these affect research.
(DOK 2-3)
Page 20 of 25
Biology Science Curriculum Guide
RST.9-10.10
By the end of grade
10, read and
comprehend
science/technical
texts in the grades 910 text complexity
band independently
and proficiently.
Reading/wri
ting Focus
Cross
Content
Connection
Greeley-Evans School District 6
Grade: 10th
Unit: Genetics
Biology Curriculum Guide
Timeline: 8 weeks
Standard: Life Science Standard 2
Grade Level Expectation:
7. Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the
production of proteins
8. Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome.
Student Outcomes:
GLE 7
Unit Outline:
7.a. Analyze and interpret data that genes are expressed portions of DNA
(DOK 1-2)
7.b. Analyze and interpret data on the processes of DNA replication,
transcription, translation, and gene regulation, and show how these
processes are the same in all organisms (DOK 1-2)
7.c. Recognize that proteins carry out most cell activities and mediate the
effect of genes on physical and behavioral traits in an organism (DOK 1)
7.d. Evaluate data showing that offspring are not clones of their parents or
siblings due to the meiotic processes of independent assortment of
chromosomes, crossing over, and mutations (DOK 1-2)
7.e. Explain using examples how genetic mutations can benefit, harm, or
have neutral effects on an organism (DOK 1-2)
8.a. Develop, communicate, and justify an evidence-based scientific explanation
of how cells form specialized tissues due to the expression of some genes and
not others (DOK 1-3)
GLE 8
8.b. Analyze and interpret data that show most eukaryotic deoxyribonucleic acid
(DNA) does not actively code for proteins within cells (DOK 1-2)
8.c. Develop, communicate, and justify an evidence-based scientific explanation
for how a whole organism can be cloned from a differentiated – or adult – cell
(DOK 1-3)
Greeley-Evans School District 6
2015-2016
DNA (DNA Extraction Lab)
 Structure (Build a paper model)
 Replication
Cell Cycle
 Phases
 Controls
Asexual/Sexual Reproduction
 Mitosis
o Process (paper plate mitosis, comic strip)
o Purpose
 Meiosis
o Process (compare/contrast with mitosis)
o Purpose
o Crossing Over
o Non-disjunction
Genotype/Phenotype (Genotype/Phenotype Lab, Let’s Make a Baby, Should
This Dog Be Called Spot)
Protein Synthesis (Ancient Language Translation, Protein Coloring Activity)
 Transcription
 Translation
 Proteins
Genetic Engineering Resolution Project
 Essay
 Philosophical Chairs
Probability (Probability Lab)
 Punnett Squares
o Monohybrid Cross (Westonia genetics, Sponge Bob genetics)
o Dihybrid Cross (Snake Genetics)
Special Case Genetics (Practice Packet)
Page 21 of 25
Biology Science Curriculum Guide
8.d. Analyze and interpret data on medical problems using direct and indirect
evidence in developing and supporting claims that genetic mutations and cancer
are brought about by exposure to environmental toxins, radiation, or smoking
1.
2.
3.
4.
5.
6.
7.
Inquiry Questions: Why are human
offspring not genetic clones of their
parents or siblings?
How are DNA molecules replicated in all
organisms?
Why is it possible for a cell from one
species to express genes from another
species as in genetic modification of
organisms?
Why are human offspring not genetic
clones of their parents or siblings?
Why is it possible to clone a whole
organism from an undifferentiated cell?
Why are stem cells sought by
researchers as potential cures to medical
problems?
Explain how genetic mutations and
Cancer can be caused by a variety of
environmental agents?
Science Resources:
Greeley-Evans School District 6
2015-2016
 Co-Dominance
 Incomplete Dominance
 Sex-Linked Characteristics
 Genetics PBA
Pedigrees
 Reading
 Building
Genetic Disorders

Jigsaw – expert groups on various genetic disorders
Vocabulary:
Genes
Binary fission
Probability
Gamete
Alleles
Chromatid
Karyotype
Chromatin
Genotype
Chromosome
Phenotype
PMAT
Dominant
Recessive
Co-dominant
Incomplete dominant
Multiple alleles
Sex-linkage
Pedigree
Punnett square
Cloning
Stem cells
Genetic engineering
Gel electrophoresis
Polymerase chain reaction
Protein synthesis
DNA
Diploid
Mitosis
Meiosis
Assessments:
Genetics common unit exam
Classroom summative and formative assessments
Optional Genetics Performance Based
Assessment
Literacy Resources:
Page 22 of 25
Biology Science Curriculum Guide
Evolution Unit (8 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Life Science Standard 2
Explain how biological evolution accounts for the unity and diversity of living organisms
9. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become
better adapted to their environment
Big Idea
End of unit Performance Task
Evolution
Common Unit
Student Outcomes
Priority Student Outcomes
Nature of Science
Literacy
Standards
Focus
Writing Standard Focus
a. Develop, communicate, and justify an
evidence-based scientific explanation for
how Earth’s diverse life forms today
evolved from common ancestors. (DOK 13)
b. Analyze and interpret
multiple lines of evidence
supporting the idea that all
species are related by common
ancestry such as molecular
studies, comparative anatomy,
biogeography, fossil record and
embryology. (DOK 2-3)
1. Understand that
all scientific
knowledge is subject
to new findings and
that reproducible,
corroborated, and
converging lines of
data yield a scientific
theory. (DOK 1)
RST.9-10.5
Analyze the
structure of the
relationships
among concepts
in a text,
including
relationships
among key
terms (e.g.,
force, friction,
reaction force,
energy).
WHST.9-10.1
Write arguments focused on disciplinespecific content.
e.
Introduce precise claim(s),
distinguish the claim(s) from alternate or
opposing claims, and create an
organization that establishes clear
relationships among the claim(s),
counterclaims, reasons, and evidence.
b. Analyze and interpret multiple lines of
evidence supporting the idea that all
species are related by common ancestry
such as molecular studies, comparative
anatomy, biogeography, fossil record and
embryology. (DOK 2-3)
c. Analyze and interpret data suggesting
that over geologic time, discrete bursts of
rapid genetic changes and gradual
changes have resulted in speciation. (DOK
1-3)
d. Analyze and interpret data on how
evolution can be driven by three key
components of natural selection –
heritability, genetic variation, and
differential survival and reproduction.
(DOK 1-3)
e. Generate a model – an evolutionary
tree – showing how a group of organisms
is most likely diverged from common
ancestry (DOK 2-3)
d. Analyze and interpret data on
how evolution can be driven by
three key components of
natural selection – heritability,
genetic variation, and
differential survival and
reproduction. (DOK 1-3)
e. Generate a model – an
evolutionary tree – showing
how a group of organisms is
most likely diverged from
common ancestry. (DOK 2-3)
2. Differentiate among the use
of the terms “hypothesis,”
“theory,” and “law” as they are
defined and used in science
compared to the usage of these
terms in other disciplines or
everyday use. (DOK 1-2)
Greeley-Evans School District 6
2015-2016
2. Differentiate
among the use of the
terms “hypothesis,”
“theory,” and “law”
as they are defined
and used in science
compared to the
usage of these terms
in other disciplines
or everyday use.
(DOK 1-2)
RST.9-10.9
Compare and
contrast
findings
presented in a
text to those
from other
sources
(including their
own
experiments),
noting when the
findings support
or contradict
previous
explanations or
accounts.
f. Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while
pointing out the strengths and limitations
of both claim(s) and counterclaims in a
discipline-appropriate form and in a
manner that anticipates the audience’s
knowledge level and concerns.
g.
Use words, phrases, and clauses to
link the major sections of the text, create
cohesion, and clarify the relationships
between claim(s) and reasons, between
reasons and evidence, and between
claim(s) and counterclaims.
h.
Establish and maintain a formal
style and objective tone while attending to
the norms and conventions of the
discipline in which they are writing.
Provide a concluding statement or section
that follows from or supports the argument
presented.
Page 23 of 25
Biology Science Curriculum Guide
Reading/writing
Focus Cross
Content
Connection
Grade: 10th
Greeley-Evans School District 6
Unit: Evolution
Biology Curriculum Guide
Timeline: 8 weeks
Standard: Life Science Standard 2
Grade Level Expectation:
7. Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the
production of proteins.
9. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their
environment.
Student Outcomes:
Instruction:
GLE 7
7.e. Explain using examples how genetic mutations can benefit, harm,
or have neutral effects on an organism (DOK 1-2)
Genetic Variation
 Mutations (Monstrous Mutations, Mutation Appreciation)
 Effects on population
GLE 9
9.a. Develop, communicate, and justify an evidence-based scientific
explanation for how Earth’s diverse life forms today evolved from
common ancestors (DOK 1-3)
Natural Selection (Peppered Moth Lab, Wolves and Bunnies)
Artificial Selection (Cosmos Video “Samurai Crabs”)
Immunity and Drug Resistance (microevolution)
 Disease Project
9.b. Analyze and interpret multiple lines of evidence supporting the
idea that all species are related by common ancestry such as
molecular studies, comparative anatomy, biogeography, fossil record
and embryology (DOK 2-3)
Evidence for evolution (Evidence for Evolution Concept Map)
 Anatomical Evidence (Skull Lab)
o Homologous Structures
o Analogous Structures
o Vestigial Structures
 Biochemical Evidence (Gorilla Lab)
 Fossils
 Microevolution
9.c. Analyze and interpret data suggesting that over geologic time,
discrete bursts of rapid genetic changes and gradual changes have
resulted in speciation (DOK 1-3)
Co-Evolution (PBS video “Evolutionary Arms Race”)
Speciation (Salamander Speciation Lab)
 Gradual Equilibrium
 Punctuated Equilibrium
9.d. Analyze and interpret data on how evolution can be driven by
three key components of natural selection – heritability, genetic
variation, and differential survival and reproduction (DOK 1-3)
9.e. Generate a model – an evolutionary tree – showing how a group
of organisms is most likely diverged from common ancestry (DOK 2-3)
Cladograms
 Evolution (Cladogram) PBA
Human Evolution (Neanderthal the Rebirth Video)
Population Genetics (Beans and Bunnies)
 Hardy-Weinberg
Greeley-Evans School District 6
2015-2016
Page 24 of 25
Biology Science Curriculum Guide


Genetic Drift
Migration
Sexual Selection
Inquiry Questions:
1. How can a mutation cause change in a
population?
2. How do subtle differences among closelyrelated fossil species provide evidence of
environmental change and speciation?
3. How does studying extinct species contribute
to our current understanding of evolution?
4. How can patterns of characteristics shared
among organisms be used to categorize life's
diversity according to relatedness?
Science Resources:
Greeley-Evans School District 6
2015-2016
Vocabulary:
Evolution
Darwinism
Natural/Artificial selection
Adaptation
Geographic Isolation
Reproductive Isolation
Speciation
Population
mutation
Gene flow
Genetic drift
Assessments:
Evolution Common Unit Assessment
Evolution/Cladogram Performance Based
Assessment (optional)
Literacy Resources:
Page 25 of 25
Biology Science Curriculum Guide