Little Rock School District

Sophomore Biology

Month/SLEs

Content/Skills

Essential  Questions

Assessments

Lab     Activities

Strategies/Resources

August

Student Learning Expectations:

Nature of Science

Standard 10: Students shall demonstrate an
understanding that science is a way of knowing.

Explain why science is limited to natural explanations
of how the world works

NS.10. B.1

Explain why science is limited to natural explanations of
how the world works

NS.10. B.2

Compare and contrast hypotheses, theories, and laws

NS.10. B.3

Distinguish between a scientific theory and the term
“theory” used in general conversation

NS.10. B.4

Summarize the guidelines of science:

A. Explanations
are based on observations, evidence, and testing

B.  Hypotheses
must be testable

C.
Understandings and/or conclusions may change with additional empirical
data

D.  Scientific
knowledge must have peer review and verification before acceptance

Standard 11: Students shall design and safely
conduct scientific inquiry

NS.11. B.1

Develop and explain the appropriate procedure, controls,
and variables (dependent and independent) in scientific experimentation

NS.11. B.2

Research and apply appropriate safety precautions (refer
to ADE Guidelines) when designing and/or conducting scientific investigations

NS.11. B.3

Identify sources of bias that could affect experimental
outcome

NS.11. B.4

Gather and analyze data using appropriate summary
statistics

NS.11. B.5

Formulate valid conclusions without bias

NS.11. B.6

Communicate experimental results using appropriate
reports, figures, and tables

Standard 12: Students shall demonstrate an
understanding of current life science theories.

NS.12.B.1

Recognize that theories are scientific explanations that
require empirical data, verification, and peer review

NS.12.B.2

Understand that scientific theories may be modified or
expanded based on additional empirical data, verification, and peer review

Standard 13: Students shall use mathematics, science
equipment, and technology as tools to communicate and solve life
science problems

NS.13.B.1.

Collect and analyze scientific data using appropriate
mathematical calculations, figures, and tables

NS.13.B.2

Use appropriate equipment and technology as tools for
solving problems (e.g., microscopes, centrifuges, flexible arm cameras,
computer software and hardware)

NS.13.B.3

Utilize technology to communicate research findings

Standard 14: Students shall describe the connections
between pure and applied science.

NS.14.B.1

Compare and contrast biological concepts in pure
science and applied science

NS.14.B.2

Discuss why scientists should work within ethical
parameters

Standard 15: Students shall describe various life
science careers and the training required for the selected career

NS.15.B.1

Research and evaluate science careers using the following
criteria:

educational
requirements

salary

availability
of jobs

working
conditions

The
major content themes of  biology

Ø
Matter and Energy

Ø
Cells

Ø
Interdependence

Ø
Reproduction and Inheritance

Ø
Evolution

Ø
Homeostasis and Stability

What science is and is not

Ø
Deals only with natural world

Ø
Explanations can be
tested

Ø
Explanations are used to make predictions

Ø
Is revised to account for new evidence

Ø
Also refers to a body of knowledge that has
accumulated after repeated attempts to verify/refute

Process of science

Ø
Starts with observation

Ø
Form inferences

Ø
Develop hypotheses

Ø
Test hypotheses

Ø
Form Theories

Hypotheses vs. theories vs. laws

Ø
What if statements

Ø
Researched, hypothesized and tested

Ø
Statements of occurrences in natural world

Ø
Peer collaboration

Ø
Peer verification

Designing an Experiment

Ø

Stating the problem

Ø

Forming hypotheses

Ø

Setting up controlled experiment

Ø

Recording and analyzing results

Ø

Drawing conclusions

Ø
*Science Fair Proposals

Graphing

Ø  How raw data must be organized to reveal patterns

Ø  How to take data and create charts

Ø  Using charts to create graphs

Ø  Interpret results by what is seen and not
what it is thought to be

Analyzing data
includes

Ø  Understanding slope and rates of change

Ø  Extrapolating information from graphs

Ø  Recognizing patterns in data plots

Ø  The role of dependent and independent
variables

A theory is more than a guess

Ø  It involves research

Ø  Tested hypothesis

Ø  Peer review

Ø  Must be repeatable

Ø  May combine several ideas

Ø  Ex. Plate Tectonic Theory and how it
developed

The tools of
science are

Ø  Mathematics

Ø  The metric system

Ø  Various lab equipment

Ø  Data collecting equipment

Ø  Rulers

Ø  Calculators

Ø  Computers

The role of
science in society

Ø  Science leads to changes in technology

Ø  the goal of science is to improve human
condition

Ø  Life has value and should be respected even
during research

Ø  Pure science is research that leads to the
research being applied or used for the good of humankind

Careers in science

Ø  What are some of the various life science
careers?

Ø  What kind of training does it take to be a
life scientist?

Ø  What are the working conditions and
compensation for being a life scientist?

How can you use the same skills and strategies as a scientist to
learn about your world?

Guiding Questions

1.
What is the importance of the major themes of
biology?

2.
What is the role of experimental design in
biology?

3.
What systematic procedures are necessary to
investigate biological problems?

4.
What are important tools used in the study of
biology?

5.
What are useful data types and how are they
analyzed?

6.
What important mathematical manipulations should
be performed on qualitative data?

7.
Why is the scientific method a logical process
for observing the natural world

8.
What is the difference between a hypothesis and a
theory?

9.
Why it is important to acknowledge that science
is a human endeavor, not separate from society but a part of society?

10.  In what ways do
scientists make accommodations for differences in racial, social, and ethnic
backgrounds among scientists?

Essential Question

What are some of the
various roles that science plays in society, especially in the workforce?

Anchor Assessments:

Scientific Method Lab (Vitruvian Man) Lab Report

Anchor Assessment

Careers in Life Science Term Paper and Presentation

Equipment Survey

Problem Solving

Liquid Volume Lab OR Volume Lab

Mystery Canisters OR Length Lab

Scientific Method: Vitruvian Man

August Vocabulary

Resources

Outline for Lab Reports

Rubric for Lab Reports

Rules for Diagramming

Lab Safety Contract

Lab Safety Test

Solutions and Dilutions

Literacy Items (
found in LRSD Biology Literacy Notebook)

“Owls use dung to “Fish” for
Beetles”

“Distinguishing Science and Pseudoscience”

“Scientific Laws, Hypotheses, and Theories”

“Wrong! Wrong! Wrong!”

“Designing an Experiment”

“The effects of steroids on athletes”

“Experimental Design/Presentation Rubric”

“ Experimental Design Reference”

“Natural plant defenses-fight or flight?”

“Suicide grasshoppers”

“Brainwashed by Parasite
Worms”

“Toads that Go Pop in the night”

“Weapons of Mouse Destruction?”

“A Weed, a Fly, a Mouse and a Chain of Unintended

Consequences”

“Future Tech, Spare Parts”

“Device Uses Sewage Bacteria to Produce
Electricity”

“Locus Inspire Technology That May Prevent Car
Crashes”

“Scientists sticking it to nature by replicating
tiny gecko feet”

September

Ecological and Biological Relationships

Standard 8: Students shall demonstrate an understanding
of ecological and behavioral relationships among organisms.

EBR.8. B.1

Cite examples of abiotic and biotic factors of ecosystems.

EBR.8. B.2

Compare and contrast
the characteristics of biomes.

EBR.8. B.3

Diagram the
carbon, nitrogen, phosphate, and water cycles in an ecosystem.

EBR.8. B.4

Analyze an ecosystem’s
energy flow through food chains, food webs, and energy pyramids.

EBR. 8. B.5

Identify and
predict the factors that control population, including predation,
competition, crowding, water, nutrients, and shelter.

EBR.8  B.6

Summarize the
symbiotic ways in which individuals within a community interact with
each other: commensalisms, parasitism  and mutualism

EBR.8. B.7

Compare and
contrast primary succession with secondary succession.

EBR.8. B.8

Identify the
properties of each of the five levels of ecology: organism, population
,community ,ecosystem and biosphere

MC 2.B.6

Compare and contrast the functions of autotrophs and heterotrophs

Standard 9:
Students shall demonstrate an understanding of ecological impact of global
issues.

EBR.9. B.1

Analyze the
effects of human population growth and technology on the

Environment/biosphere.

EBR.9. B.2

Evaluate long
range plans concerning resource use and by-product disposal in terms of their
environmental, economic, and political impact.

EBR.9. B.3

Assess current
world issues applying scientific themes (e.g., global changes in climate, epidemics, pandemics, ozone
depletion, UV radiation, natural resources, use of technology, and
public policy).

Molecules and Cells

Standard 1: Students shall demonstrate an understanding
of the role of chemistry in life processes.

MC.1.B.1

Describe the structure and function of the major
organic molecules found in living systems:

Carbohydrates

Proteins

Lipids

Nucleic Acids

MC.1.B.2

Investigate the properties and importance of water and its
significance for life:

·
surface tension

·
adhesion

·
cohesion

·
polarity

·
pH

MC. 1.B.3

Describe the relationship between an enzyme and its
substrate molecule(s)

MC. 1.B.4

Explain the role of energy in chemical reactions of living
systems:

activation
energy

exergonic
reactions

endergonic
reactions

Ecology

Levels of Organization

Ø
biosphere àBiomeà
ecosystem à
community à
population à
species à
organism

Energy flow

Ø
Autotroph vs. Heterotroph

Ø
Producers: photosynthesis and chemosynthesis

Ø
Consumers: herbivore, carnivore, detritivore,
omnivore, decomposer

Ø
Feeding relationships:  food chain vs. food web

Ø
Energy conversion and transfer by trophic
levels

Biosphere recycling

Ø
Water cycle

Ø
Nutrient cycles: Carbon, Nitrogen, Phosphorous

Ecosystem productivity and biomass

Factors shaping ecosystems:

Ø
Climate zones and Greenhouse phenomenon

Ø
Biotic and Abiotic factors

Ø
Niche concept

Ø
Community interactions:  competition, predation, symbiotic
interactions (commensalisms, mutualism, parasitism)

Succession

Ø
Primary succession and pioneer species

Ø
Secondary succession

Biomes

Ø
Identify defining characteristics of each

Ø
Terrestrial biomes: tropical rain and dry forests,
savanna, desert, grassland, temperate woodland and shrubland, temperate
forests, coniferous forests, boreal (taiga) forests, tundra

Ø
Aquatic ecosystems:

Ø
Freshwater – flowing, standing,

Ø
Wetland

Ø
Estuary

Ø
Marine – photic vs. aphotic

Ø
Zones, intertidal, coastal, coral

Ø
Reef, open ocean, benthic zone

Population growth

Ø
Factors affecting and limiting growth

Ø
Density-dependent and density independent
factors

Ø
Carrying capacity vs. exponential growth

Ø
Describe human population growth, analyze age
structures, describe how humans growth has affected other species

Human impact on the environment:

Ø
Biodiversity threat

Ø
6th mass extinction

Ø
pollution, acid rain, ozone depletion, and
greenhouse affect

Ø
global warming

Ø
exotic (introduced) species

Ø
conservation efforts and how individuals can
affect change

Review basic chemistry concepts:

Ø
atomic structure

Ø
bonding

Ø
covalent, ionic, hydrogen

Ø
elements and isotopes

Carbon

Ø
chemistry of carbon

Ø
macromolecules of life – identify and describe
structure (monomers) and examples of polymers

Ø
lipids, carbohydrates, proteins,

Ø
nucleic acids

Chemistry of water:

Ø
polarity

Ø
hydrogen bonding

Ø
water properties

Ø
solutions and suspensions

Ø
pH – acids and bases and buffers

Enzymes

Ø
reactions and activation energy

Ø
enzymes as catalysts

Ø
3-D structure of enzymes

Ø
examples of enzymes

Ø
how enzymes work

Ø
regulation of enzymes

How are all living
things connected to one another and to the universe?

1.
How are the biotic factors of an ecosystem
different from the abiotic factors?

2.
What are the biotic and abiotic factors present
in a temperate deciduous forest?

3.
What is the general climate in each of the 7
major biomes?

4.
What role does the climate play in determining
the types of organisms that can live in specific biomes?

5.
How does carbon enter the living part of the
carbon cycle?

6.
How does carbon re-enter the environment from
living things?

7.
How does nitrogen cycle from the environment into
living things?

8.
How does water enter and exit the biotic part of
the water cycle?

9.
How does energy cycle through an ecosystem?

10.  What are some
specific factors that limit growth of animal populations?

11.  What are three
types of symbiotic relationships between organisms?  Give an example of each type or
relationship.

12.  How does primary
succession differ from secondary succession?

13.  How do humans impact
the carbon cycle and what are the global consequences?

14.  What factors
should be taken into consideration when deciding the location for a new
landfill?

15.  What human
activities have impacted the ozone layer?

16.  Why is
sustainable use of natural resources important?

Biochemistry

How
do molecules sustain living things?

1.
What are the major groups of organic compounds and
how do they function in living things?

2.
What is an enzyme and how does it function in cells?

3.
Why is water essential to life?

4.
What are the distinguishing chemical and physical
properties of water?

Anchor Assessment:

Biomes Brochure

And

Models from Carbohydrate Modeling Lab

OR

Models from Amino Acid Modeling Lab

Ecology Labs

Population Ecology (Goldfish) OR Random Sampling

Food Web construction and manipulation

Biomes Brochures

Graphing Growth Rate

Loss of Vegetation (trophic interaction)

Biochemistry Labs

Measuring pH

Chemistry of Carbohydrates (models)

Testing for Organic Compounds

Properties of Water Lab

Chemistry of Amino Acids and Proteins (models)

Pineapple Enzyme Lab OR Lactase Enzyme Lab

September Vocabulary

HOLT INTERACTIVE "Ecosystem Dynamics"

Literacy Materials (Ecology)

“Soil Fertility in Agricultural Systems”

“Power or Plants?”

“What’s the big Deal About dirt?”

“ A Diverse Ecosystem Offers Little or No Protection
Against Invading Species”

“Earth’s Uncanned Crusaders: Will Sardines
Save Our Skin?”

“A melting Glacier in Tibet serves as an Example and
a Warning”

“Overfishing is Emptying World’s Rivers,
Lakes, Experts Warn”

“Global Warming is Spurring Evolution, Study
Says”

“Is Global Warming Harmful to Health?”

Literacy
Materials-Biochemistry

“Enzymes may help
brain clean the slates”

“Enzyme may aid people
with Celiac Disease”

“Tiny
Invader”

“Lactic acid is
not muscles' foe, it's fuel”

October( thru end of 1st 9 weeks)

Nature of Sci.

Standard 12

Students shall demonstrate an understanding of current
life science theories.

NS.12.B.4.

Relate the
development of the cell theory to current trends in cellular biology.

Molecules and Cells

Standard 2: Students shall demonstrate an
understanding of the structure and function of cells.

MC 2.B.1

Construct a hierarchy of life
from cells to ecosystems.

MC 2.B.2

Compare and
contrast prokaryotes and eukaryotes.

MC 2. B.3

Describe the role of sub-cellular structures
(organelles, ribosomes, & cytoskeleton) in the life of a cell.

MC.2.B.5

Compare and
contrast the structures of an animal cell to a plant cell.

October (thru
remainder of month during 2nd 9 weeks)

MC 2.B.4

Relate the function
of the plasma (cell) membrane to its structure.

MC. 2.B.11

Discuss homeostasis
using thermoregulation as an example.

MC.2. B. 7

Compare and contrast
active transport and passive transport mechanisms:

Diffusion

Osmosis

Endocytosis

Exocytosis

Phagocytosis

Pinocytosis

Cell structure and function

Ø
History: Hooke, van Leeuwenhoek

Ø
History: cell theory (Schleiden, Schwann,
Virchow)

Ø
Symbiotic theory: Margulis

Ø
Levels of Organization

Atoms ->
Molecules->Cells-> Tissue->Organ->Organ
System->Organism->Species->Population->
Community->Ecosystem->Biome->Biosphere

Ø
Eukaryotes vs. Prokaryotes

o   Be
able to compare and contrast

Eukaryotic cell structure

o   Organelles

o   Cytoplasm

o   Nucleus

o   Compare
plant vs animal cell

Ø
Levels of organization

Microscope use:

Ø
Identify
parts of a microscope

Ø
Make specimen slides

Ø
Identify parts of cell

Ø
Cell membrane structure and function

Ø
Lipid bilayer

Ø
Cell wall

Ø
Diffusion through

Ø
Osmosis

Ø
Active transport

Ø
Homeostasis

Cells Essential
question

What are the activities cells carry out
that are necessary to sustain life?

Guiding Questions

1.
The invention of what important tools led to the formation
of the cell theory?

2.
What is the cell theory? What evidence supports the
cell theory?

3.
What are prokaryotic cells?

4.
What are eukaryotic cells?

5.
How do prokaryotic and eukaryotic cells compare?

6.
What organelles are found in eukaryotic cells?

7.
What is the function of each organelle?

8.
What is the difference between animal and plant
cells?

Plasma Membrane Essential Question:

How does the Plasma membrane function as the gateway of a cell?

1.
How do the responsibilities of cells in multi
cellular organisms compare to the cells that comprise single-celled
organisms?

2.
What is the composition of the cell (plasma)
membrane?

3.
What are the processes that allow materials to enter
and exit the cell?

4.
What is homeostasis?

5.
How do cells maintain homeostasis?

Anchor Assessment:

Cell Analogy

Anchor Assessment:

Plasma Membrane Drawings

Use of Microscope & Techniques For Better Use

Cells-Basic Unit of Life

osmosis/diffusion from AP lab book

OR

Plasmolysis with Elodea

October Vocabulary

HOLT INTERACTIVE "Cell Transport and
Homeostasis"

Literacy Materials
(Cell)

“How Human Cells
Get Their Marching Orders”

“ Stressed to
Death”

“Stem Cell
Surprise”

“ Cells that Read
Minds”

November

Cellular Respiration and Photosynthesis

Standard 3: Students shall demonstrate an understanding of
how cells obtain and use energy. (Energetics)

MC.3.B.1

Compare and
contrast the structure and function of mitochondria and chloroplasts.

MC.3 B.4

Describe and model the
conversion of light energy to chemical energy by photosynthetic organisms
(light dependent & independent reactions).

MC.3.B.5

Compare and
contrast cellular respiration and photosynthesis as energy
conversion pathways.

MC.3.B.2

Describe and model the conversion of stored energy (glycolysis, citric acid cycle, electron
transport chain) in organic molecules into usable cellular energy (ATP).

Standard 2: Students shall demonstrate an understanding
of the structure and function of cells.

MC.3.B.3

Compare and contrast
aerobic and anaerobic respiration (lactic acid and alcoholic
fermentation).

MC.3.B.4 Describe and model the conversion of light
energy to chemical energy by photosynthetic organisms:

light dependent reactions

light independent reactions

The Cell Cycle

MC.2.B.8

Describe the
main events in the cell cycle (mitosis, interphase, & cytokinesis),
including the differences in plant and animal cell division.

MC.2.B.9

List in order and describe the stages of mitosis (prophase, metaphase, anaphase, &
telophase).

MC.2.B.10

Analyze the
meiotic maintenance of a constant chromosome number from one
generation to the next.

Photosynthesis

Ø
Explain where plants get energy to produce
food

Ø
Describe the role of ATP in cellular
activities

Photosynthesis overview:

Ø
Experiments of van Helmont, Priestley,
Ingenhousz

Ø
Photosynthesis equation

Ø
Describe role of light and chlorophyll

Photosynthesis reactions

Ø
Describe structure and function of chloroplast

Ø
Light-dependent reactions – describe
what happens

Ø
Light-independent reactions – describe
Calvin cycle

Ø
Identify factors that affect the rate of
photosynthesis

Cellular respiration

Ø
Chemical pathways

o   Explain
what cellular respiration is

o   Describe
what happens during glycolysis and products produced

o   Name
and describe two main types of fermentation

Ø
Krebs cycle and Electron transport

o   Describe
what happens during Krebs cycle and products produced

o   Explain
how high-energy electrons are used in transport chain

o   Identify
pathways the body uses to release energy during exercise

Compare photosynthesis and cellular respiration

Cell cycle and Growth/Division

Ø
Describe and identify typical stages in
cell’s life cycle

Ø
Somatic cell reproduction

o   Mitotic
stages, identify and describe

Ø
Gamete production

o   Meiosis,
identify and describe stages

o   Spermatogenesis
vs. Oogenesis

Ø
Compare mitosis and meiosis

Ø
Regulation of cell cycle

Ø
How do cancer cells differ from other cells

Cellular
Energetics”

Why do living things
make or eat food?

Guiding Questions

1.
How is the sun the ultimate source of energy for all
living things?

2.      How do organisms produce and use energy?

3.      What is cellular fuel?

4.
What are the reactants and products of respiration?

5.
What is the difference between aerobic and anaerobic
respiration?

6.
What is the role of ATP in photosynthesis and
respiration?

Mitosis & Meiosis:

How do cells grow, divide, and make new cells?

Guiding Questions

1.
What are mitosis and meiosis and which cells perform
each process?

2.
How does the chromosome number in parent cell and
daughter cells differ with regards to mitosis and meiosis?

3.
What is the difference in the way plant and animals
undergo cell division?

4.
How does crossing over act as the genetic mechanism
for diversity?

Anchor Assessments:

Cellular Energetics
Open Response item

“How do certain
living things use sunlight to make food and why are they eaten?”

Compare and Contrast
Respiration vs. Photosynthesis.
Be sure to include the cell structures involved in each and how energy
flows from the sun through living things.

Compare/Contrast Essay
on Mitosis vs. Meiosis

OR

Flip Book

Respiration &
Photos Labs

Chromatography/
Photosynthesis lab from AP book

Respiration of Germinating Seeds Lab

Mitosis &
Meiosis Labs

Cell Reproduction/ Mitosis Flip-Book

November Vocabulary

HOLT INTERACTIVE" Cellular Respiration"

HOLT INTERACTIVE "Photosynthesis"

HOLT INTERACTIVE "Cell Reproduction"

Literacy Materials

“Lactic Acid Is Not Muscles’ Foe, It’s
Fuel”

“Breakthroughs/Immunology”

“Modified Mice Stay Super-fit”

“In the Genes”

“Grow in The Dark”

“Source of Half Earth’s Oxygen Gets Little
Credit”

December

Heredity and Evolution

Standard 4: Students shall demonstrate an understanding
of heredity.

HE.4.B.1

Summarize the outcomes of Gregor Mendel’s experimental procedures.

HE.4.B.2

Differentiate among the laws and principles of
inheritance (dominance, segregation, independent assortment).

HE.4.B.3

Use the laws of probability and Punnett
squares to predict genotypic and phenotypic ratios.

HE.4.B.4Examine different modes of inheritance

sex linkage

codominance

crossing
over

incomplete
dominance

multiple
alleles

HE.4.B.5

Analyze the historically significant work of
prominent geneticists.

HE.4.B.6

Evaluate karyotypes for abnormalities such
as monosomy & trisomy.

Genetics

The work of Gregor Mendel

Ø
Describe Mendel’s work and summarize his
conclusions

Ø
Explain principle of dominance

Ø
Law of segregation and independent assortment

Probability

Ø
Describe what probability is

Ø
Explain how probability is used in genetics

Ø
Construct and read Punnett Squares

Patterns of inheritance

Ø
Simple dominance

Ø
Co-dominance

Ø
Incomplete dominance

Ø
X-linked

Ø
Pedigree and karyotypes

o   Mutations/diseases

Genetics:

Why do living things
not look the same?

Guiding Questions

1.
What are Mendel’s laws of heredity?

2.
What are genotype and phenotype?

3.
How do the terms heterozygous, homozygous, dominant
and recessive relate to Mendelian genetics

4.
What are the potential effects of genetic
recombination and mutation on organisms?

Anchor Assessment:

Performance Assessment: Correctly Created and Diagnosed

Karyotype

Karyotyping

Baby Face Lab

December Vocabulary

HOLT INTERACTIVE “Heredity”

Literacy Materials

“ Gene that led to man found”

“ Gene Study Identifies 5 Main Human Populations,
Linking Them to Geography”

“Still Evolving , Human Genes Tell New Story”

“Without Gene, timid Mice Turn into
Daredevils”

“Study Offers New Insight Into Why Learning
Disorders Are Genetic”

“Early Risers have Mutated Gene, Study Says”

“A Gene for Romance? So It seems( Ask the Vole)

January

Standard 5:  Students shall investigate the
molecular basis of genetics.

HE.5.B.1

Model the components of a DNA nucleotide and
an RNA nucleotide.

HE.5.B.2

Describe the Watson-Crick double helix model
of DNA, using the base-pairing rule (adenine-thymine, cytosine-guanine).

HE.5.B.3

Compare and contrast the structure and function of DNA
and RNA.

HE.5.B.4

Describe and model the processes of replication, transcription,
and translation.

HE.5.B.5

Compare and contrast the different types of mutation
events, including point mutation, frameshift mutation, deletion,
and inversion.

HE.5.B.6

Identify effects of changes brought about by mutations
(beneficial, harmful, & neutral).

Molecules and Cells

Standard 1

MC.1.B.1

Describe the structure and function of nucleic
acids found in living systems.

Nature of Science

Standard 12

NS.12.B.6

Relate the chromosome theory of heredity to
recent findings in genetic research (e.g., Human Genome
Project-HGP, chromosome therapy).

NS.12.B.7

Research current events and topics in Biology

Standard 6: Students shall examine the development of
the theory of biological evolution.

HE.6.B.1

Compare & contrast Lamarck's explanation of
evolution with HE.6.B.2

Darwin's theory of evolution by natural selection.

HE.6.B.3

Recognize that evolution involves a change in allele
frequencies in a population across successive generations.

HE.6.B.4

Analyze the effects of mutations and the
resulting variations within a population in terms of natural selection.

HE.6.B.5

Illustrate mass extinction events using a time
line.

HE.6.B.6

Evaluate evolution in terms of evidence as found in
the following:

fossil
record

DNA
analysis

artificial
selection

morphology

embryology

viral
evolution

geographic
distribution of related species

antibiotic
and pesticide resistance in various organisms

Nature of Science

Standard 12

NS.12.B.2

Compare the processes of relative and radioactive
dating to determine the age of fossils.

NS.12.B.3

Understand that scientific theories may be modified
or expanded based on empirical data, verification, & peer review.

Heredity and Evolution

Standard 6

HE.6.B.7

Interpret a Cladogram

Molecular biology

Ø
History of DNA – Griffith, Avery,
Pauling, Franklin, Watson/Crick

Ø
Summarize relationship between genes and DNA

Ø
Describe structure of DNA

Ø
Summarize events of DNA replication

Ø
RNA and protein synthesis

o   Compare
DNA and RNA

o   Describe
types of RNA

o   Stages
in protein synthesis

§
Transcription

§
Translation

o   Contrast
gene and chromosomal mutations

Ø
Gene regulation

Ø
Genetic engineering

Evolution

What is evolution?

Ø
Fact and theory

Ø
Review what a theory is

History of evolutionary thought

Ø
Lamarck

Ø
Darwin and Wallace

Ø
Voyage of the Beagle

Darwin’s theory

Ø
Four postulates

Ø
Influences on his theory:  Hutton, Lyell, Malthus, Wallace

Ø
Support for natural selection

Other mechanisms of evolutionary change

Ø
Genetic drift

Speciation and Extinction

Evidence for evolution

Ø
Fossil record

Ø
Geographic distribution

Ø
Comparative morphology

Ø
Comparative embryology

Ø
Artificial selection

Ø
Observational examples (resistant bacteria)

Genetic equilibrium

Ø
Hardy-Weinberg conditions

How does DNA
function as the basic set of instructions for all living things?

Guiding Questions

1.
How can the structure and function of DNA and RNA be
characterized?

2.
How are the structures of DNA and RNA similar and
different? How do DNA and RNA molecules replicate themselves? What was the nature
of the quest for discovering the source of heredity in living things?

3.
What types of methodology were used to conclude that
DNA is the genetic material?

4.
How can the structure of DNA be described? Who are
notable contributors to our knowledge of DNA? What are the roles of DNA and
RNA in the construction of proteins?

5.
What is involved in the processes of transcription
and translation?

6.
What are some of the new DNA techniques molecular
biologists have created to allow them to identify, study, and modify genetic
information?

7.
What is the Human Genome Project?

8.
What are some issues that have arisen as a result of
new DNA technologies?

9.
How does DNA function as the basic set of
instructions for all living things?

Evolution

How do species change
over time?

Guiding Questions

1.
What were some early models for how life formed on
Earth?

2.
What types of evidence support the theory of
evolution?

3.
How do environmental pressures cause variations in
populations?

4.
How does natural selection explain the idea of change
over time?

Anchor Assessment

Performance Assessment:
Correctly Constructed DNA models

Anchor Assessment

Graphing Data from Gene frequency (Beans) Lab OR Evolution (Peppered moth) Lab

DNA Labs

1. Isolating DNA (strawberries)

Or

Strawberry DNA Extraction

And

2. DNA models

Or

DNA models with protein Synthesis Lab

Model Templates

And

3. Who ate the Cheese-Electrophoresis Lab

Electrophoresis Template

Base Pairs of Crime Scene DNA for Who ate the Cheese

Evolution Labs

Evolution (Peppered moth)

Gene frequency (Beans)

Hemoglobin and Fitness

January Vocabulary

HOLT INTERACTIVE "Gene Expression"

Literacy Materials

“Molecular
Structure of nucleic Acids”

“Chemical
Achievers: Watson, Crick, Wilkins, and Franklin”

“Human, Chimp
Ancestors may Have Mated, DNA suggests

Literacy
Materials-Evolution

Global warming is
spurring evolution, study says

Still evolving, human
genes tell new story

New study supports idea
that primates, dinosaurs coexisted

Twenty species we may
lose in the next twenty years

Hobbit-like human
ancestor found in Asia

Fear of snakes, spiders
rooted in evolution

Sex speeds up evolution

Rodent has long lineage

Fins to limbs: New
fossil gives evolution insight

Spike seen in
drug-resistant germ

Fins to limbs: New
fossil gives evolution insight

Hard-wired for
prejudice

Classification and the Diversity of life

Standard 7: Students shall demonstrate an understanding
that organisms are diverse.

CDL.7.B.1

Differentiate among the different domains (Bacteria,
Archaea, & Eukarya).

CDL.7.B.2

Differentiate the characteristics of the six
kingdoms:

Eubacteria

Archaea

Protista

Fungi

Plantae

Animalia

CDL.7.B.3

Identify the seven major taxonomic categories:

kingdom

phylum

class

order

family

genus

species

CDL.7.B.4

Classify and name organisms based on their similarities
and differences applying taxonomic nomenclature using dichotomous
keys.

Bacteria, Protists and Fungi

CDL.7.B.6

Compare and contrast the structures and
characteristics of viruses (lytic and lysogenic cycles)
with non-living and living things.

CDL.7.B.7

Evaluate the medical and economic importance of viruses.

CDL.7.B.8 Compare and contrast life cycles of familiar organisms

sexual
reproduction

asexual
reproduction

metamorphosis

alternation
of generations

CDL.7.B.9

Classify bacteria according to their
characteristics and adaptations.

CDL.7.B.10

Evaluate the medical and economic importance of bacteria.

CDL.7.B.11

Describe the characteristics used to classify
protists:

plant-like

animal-like

fungal-like

CDL.7.B.12

Evaluate the medical and economic importance of
protists .

CDL.7.B.13

Compare and contrast fungi with other
eukaryotic organisms.

CDL.7.B.14

Evaluate the medical and economic importance of fungi.

Classification

Ø
What is taxonomy?

Ø
Explain how living things are organized

Ø
Describe binomial nomenclature

Ø
Explain Linnaeus’s hierarchical system

Ø
Modern evolutionary classification

o   Cladistics
and acquired characteristics

o   Explain
evolutionary relationships

Ø
Kingdoms and Domains

o   Name
the six kingdoms and explain characteristics of each

o   Describe
domain system of classification

Microbiology

Ø
Viruses and Bacteria

Ø
Protists

Multicellular organisms – structure and function

Ø
Fungi

How do scientists organize
all the known living things on Earth?

Guiding Questions

1.
What do taxonomists use to determine similarity
between organisms?

2.      How
does taxonomy lend insight into the process of evolution

3.      What
are the major divisions in the modern classification system?

Why are bacteria,
protists and fungi so abundant, diverse and successful?

Guiding Questions

1.      How do microscopic organisms affect our
lives?

2.
How do viruses compare to organisms? What are the
components of a typical virus?

3.
How do viruses replicate?

4.
How are viruses specific to particular host cells?

5.
How does the virus that causes AIDS reproduce?

6.
How can the spread of AIDS be prevented

7.
What are the distinguishing characteristics of
monerans, protists, and fungi in terms of anatomic features, food getting and
reproductive methods; metabolic activities, and environmental responses?

Anchor Assessment:

Cladistics Lab

Cladogram

Anchor Assessment

Project Based Assessment:

Wanted Poster

Students construct a
wanted poster on any disease causing bacteria or virus. At minimum it must
include a picture, a description of the microorganism and the symptoms it
causes

Classification Labs

Cladistics Lab

Dichotomous Key Lab (Mythological Creatures &/or Sharks)

PamishanTaxonomy

Virology Lab

Patient Zero

Or

Communicable Disease
Lab (LRSD Lab Handbook)

And

Bread Mold Lab(LRSD Lab
Handbook)

February Vocabulary

Literacy Materials
(classification)

Creating order out of
chaos

It's alive

Stinging fire ants have
good points

Group revamps world of
taxonomy

Linnean naming system
faces challenges

Team races to catalog
every species on earth

Literacy Items (Microorganisms)

The mighty worm

Device uses sewage
bacteria to produce electricity

Plants

CDL.7.B.15

Differentiate between vascular and nonvascular
plants.

CDL.7.B.16

Differentiate among cycads, gymnosperms, and
angiosperms.

CDL.7.B.17

Describe the structure and function of the major
parts of a plant:

roots

stems

leaves

flowers

CDL.7.B.18

Relate the structure of plant tissues (epidermal,
ground, and vascular) to their functions.

CDL.7.B.19

Evaluate the medical and economic importance of
plants.

CDL.7.B.5

Investigate Arkansas' biodiversity using
appropriate tools and technology.

Ø
Plants

o   Vascular
vs. non-vascular plants

o   Tissue
types

What is the
importance of plants in our lives?

Guiding Questions

1.
What are distinguishing differences between
nonvascular and vascular plants?

2.
What specific roles do dermal, vascular, and ground
tissues play in plants?

Anchor Assessment:

Lab Report on Seed germination inquiry lab

Seed germination inquiry lab

Flower Dissection

Seed Identification and Dissection

Fruit Dissection

March Vocabulary

Literacy
Materials(Botany)

Natural plant defenses-
fight or flight?

Soil fertility in
agricultural systems

Power or plants

April

CDL.7.B.2

Differentiate the characteristics of the kingdom Animalia

CDL.7.B.20

Identify the symmetry of organisms:

radial

bilateral

asymmetrical

Ø
Animals

o   Animal
characteristics: symmetry, anatomy, physiology

What are the similarities and differences among
animals?

Guiding Questions

1.      What are the basic body plans of all
animals?

2.      Why are body plans useful in classifying
animals?

Anchor Assessment:

Animal Phyla Lab-Correct Phyla
Descriptions

Animal Phyla Lab

May

Differentiate the characteristics of the kingdom Animalia
.

Compare and contrast the major invertebrate classes
according to their nervous, respiratory, excretory, circulatory, and
digestive systems

Differentiate the characteristics of the kingdom
Animalia.

Compare and contrast the major vertebrate classes according
to their nervous, respiratory, excretory, circulatory, digestive,
reproductive and integumentary systems.

Compare and contrast life cycles of familiar
organisms

sexual
reproduction

asexual
reproduction

metamorphosis

Invertebrates

Dissection and
comparative anatomy

Vertebrates

Dissection and comparative anatomy

Why are invertebrates so diverse, successful and abundant?

Guiding Questions

1.
How are the body plans of invertebrates different from
those of vertebrates?

2.
What are the eight major invertebrate phyla and the
major characteristics of each in terms of anatomical features; food getting
and reproductive methods; metabolic activities; and environmental responses?

How does the spinal cord allow diversity in the form and function of
vertebrates?

Guiding Questions

1.
What distinguishes chordates from other animals?

2.
What are the major structural and functional
adaptations found in fish, amphibians, reptiles, birds, and mammals? What are
the major vertebrate systems that can be studied and compared?

3.
How did the evolution of the spinal cord allow for
diversity in the form and function of vertebrates?

Labeled/colored diagram
from Earthworm Dry Lab

Earthworm Dry Lab

Earthworm Dissection

Clam Dissection

Squid dissection

Arthropod Comparison

Crayfish Dissection

Grasshopper Dissection

Bess Beetles

Starfish dissection

Perch Dissection

FrogDissection

Frog dissection on FrogGuts

Pig Dissection

(FroGuts Software-link to brochure)

Literacy Materials

Suicide grasshoppers
brainwashed by parasite worms

Toads that go pop in
the night

Weapons of Mouse
destruction?

Earth's uncanned
crusaders: Will sardines save our skin?

Owls use dung to
"fish" for beetles