Presentation is loading. Please wait.

Presentation is loading. Please wait.

West Orange-Stark High School BIOLOGY Curriculum Guide - 2010 Scope and Sequence CONCEPTS ALL ALL YEAR TAKSTAKS TEKS AND STUDENT EXPECTATIONS ASSESSMENTVOCABULARYRESOURCES/

Similar presentations


Presentation on theme: "West Orange-Stark High School BIOLOGY Curriculum Guide - 2010 Scope and Sequence CONCEPTS ALL ALL YEAR TAKSTAKS TEKS AND STUDENT EXPECTATIONS ASSESSMENTVOCABULARYRESOURCES/"— Presentation transcript:

1 West Orange-Stark High School BIOLOGY Curriculum Guide Scope and Sequence CONCEPTS ALL ALL YEAR TAKSTAKS TEKS AND STUDENT EXPECTATIONS ASSESSMENTVOCABULARYRESOURCES/ ACTIVITIES NATURE OF SCIENCE 1A – demonstrate (1) safe practices during laboratory and field investigations 1B – demonstrate (1) an understanding of the use and conservation of resources and the proper disposal or recycling of materials 2A – know (1) the definition of science and understand that it has limitations 2B – know (1) that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories 2C – know (1) scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers…scientific theories are well-established and highly reliable explanations, but subject to change as new technologies are developed 2D – distinguish (4) between scientific hypotheses and scientific theories 2E – plan and implement (4) descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology 2F – collect and organize (5) qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting robes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures 2G – analyze, evaluate, make inferences, and predict (6) trends from data 2H – communicate (1) valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports IN ALL LABS AND ASSESSMENTS Hypotheses scientific theories qualitative and quantitative prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, analyze, evaluate, make inferences, and predict lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports Beans Lab Safety Video/Contr act Microscope Activity WBC Graphing Activity Activity Cards- Measureme nt and Safety Review

2 West Orange-Stark High School BIOLOGY Curriculum Guide Scope and Sequence CONCEPTS ALL YEAR TAKSTAKS TEKS AND STUDENT EXPECTATIONS ASSESSMENTVOCABULARYRESOURCES/ ACTIVITIES NATURE OF SCIENCE 3A – in all fields of science, analyze, evaluate, and critique (6) scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student 3B – communicate and apply (3) scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials 3C – draw (4) inferences based on data related to promotional materials for products and services 3D – evaluate (6) the impact of scientific research on society and the environment 3E – evaluate (6) models according to their limitations in representing biological objects or events 3F – research and describe (6) the history of biology and contributions of scientists IN ALL LABS AND ASSESSMENTS analyze, evaluate, and critique empirical evidence, logical reasoning inferences Scientists Portfolio Current Science Timeline

3 West Orange-Stark High School BIOLOGY Curriculum Guide Scope and Sequence CONCEPTS 1 ST SIX WEEKS TAKSTAKS TEKS AND STUDENT EXPECTATIONS ASSESSMENTVOCABULARYRESOURCES/ ACTIVITIES ECO- SYSTEMS 11A – describe (1) the role of internal feedback mechanisms in the maintenance of homeostasis homeostasis CHS 3, 4, 5 11B – investigate (5) and analyze how organisms, populations, and communities respond to external factors Populations communities 11C – summarize (4) the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems ecosystemsComparing Ecosystems 11D – describe (1) how events and processes that occur during ecological succession can change populations and species diversity TEST ECOSYSTEMS Succession species diversity RELATION- SHIPS CH. 3,4, 5 12A – interpret (4) relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms predation, parasitism, commensalism, mutualism, competition Predator/ Prey 12B – compare (4) variations and adaptations of organisms in different ecosystems TEST RELATIONSHIPS variations and adaptations Symbiosis Activity

4 West Orange-Stark High School BIOLOGY Curriculum Guide Scope and Sequence CONCEPTS 1 ST SIX WEEKS TAKSTAKS TEKS AND STUDENT EXPECTATIONS ASSESSMENTVOCABULARYRESOURCES/ ACTIVITIES TROPHIC LEVELS AND CYCLES 12C – analyze (4) the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids trophic levels food chains, food webs, ecological pyramids Trophic Level Project CH. 3, 4, 512D – recognize (1) that long-term survival of species is dependent on changing resource bases that are limited resource bases 12E – describe (1) the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles carbon and nitrogen cycles 12F – describe (1) how environmental change can impact ecosystem stability TEST TROPHIC LEVELS AND CYCLES ecosystem stability

5 West Orange-Stark High School BIOLOGY Curriculum Guide Scope and Sequence CONCEPTS 2 nd SIX WEEKS TAKSTAKS TEKS AND STUDENT EXPECTATIONS ASSESSMENTVOCABULARYRESOURCES/ ACTIVITIES BIO- CHEMISTRY CH 2, 8, 9 9A – compare (4) the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids biomolecules, carbohydrates, lipids, proteins, nucleic acids Model of Atom Activity Matching Biomolecules 9B – compare (4) the reactants and products of photosynthesis and cellular respiration in terms of energy and matter photosynthesis cellular respiration 9C – identify and investigate (4) the role of enzymesenzymes 9D – analyze and evaluate (6) 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 TEST BIO- CHEMISTRY organic molecules DNA CELLS CH. 10 4A – compare and contrast (4) prokaryotic and eukaryotic cells prokaryotic eukaryotic Cell Puzzle Microscope Slides Cell Model 4B – investigate and explain (4) cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules TEST CELLS homeostasis, energy conversions, transport of molecules, synthesis

6 West Orange-Stark High School BIOLOGY Curriculum Guide Scope and Sequence CONCEPTS 2nd SIX WEEKS TAKSTAKS TEKS AND STUDENT EXPECTATIONS ASSESSMENTVOCABULARYRESOURCES/ ACTIVITIES CELL CYCLE 5A – describe (1) the stages of the cell cycle, including DNA replication and mitosis, and the importance of the cell cycle to the growth of organisms DNA replication mitosis cell cycle CH. 10, 125B – examine (4) specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium specialized cells 5C – describe (1) the roles of DNA, RNA, and environmental factors in cell differentiation cell differentiation 5D – recognize (1) that disruptions of the cell cycle lead to diseases such as cancer TEST CELL CYCLE disruptions

7 West Orange-Stark High School BIOLOGY Curriculum Guide Scope and Sequence CONCEPTS 3 rd SIX WEEKS TAKSTAKS TEKS AND STUDENT EXPECTATIONS ASSESSMENTVOCABULARYRESOURCES/ ACTIVITIES GENE EXPRESSION 6A – identify (1) components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA Components traits Replication Activity CH. 11, 13, 14 6B – recognize (1) that components that make up the genetic code are common to all organisms genetic codeConstruct Chromosomes 6C – explain (2) the purpose and process of transcription and translation using models of DNA and RNA transcription translation RNA 6D – recognize (1) that gene expression is regulated process gene expression 6E – identify (1) and illustrate changes in DNA and evaluate the significance of these changes TEST GENE EXPRESSION Cows Karyotype GENETICS 6F – predict (2) possible outcomes of various genetic combinations such a monohybrid crosses, dihybrid crosses and non-Mendelian inheritance monohybrid crosses, dihybrid crosses non-Mendelian inheritance Nucleotide Model/ DNA Ladder Coin Genetics CH. 11, 13, 14 6G – recognize (1) the significance of meiosis to sexual reproduction meiosis Dominant Fly Christmas Punnett Squares 6H – describe (1) how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used to study the genomes of organisms TEST GENETICS fingerprinting, genetic modifications, and chromosomal analysis

8 West Orange-Stark High School BIOLOGY Curriculum Guide Scope and Sequence CONCEPTS 3rd SIX WEEKS TAKSTAKS TEKS AND STUDENT EXPECTATIONS ASSESSMENTVOCABULARYRESOURCES/ ACTIVITIES VIRUSES CH. 19 4C – compare (4) the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as HIV and influenza TEST VIRUSES Viruses HIV influenza Venn Diagram Bacteria vs. Virus Construct a Virus

9 West Orange-Stark High School BIOLOGY Curriculum Guide Scope and Sequence CONCEPTS 4 th SIX WEEKS TAKSTAKS TEKS AND STUDENT EXPECTATIONS ASSESSMENTVOCABULARYRESOURCES/ ACTIVITIES TAXONOMY 8A – define (1) taxonomy and recognize the importance of a standardized taxonomic system to the scientific community taxonomy Classification Discovery Lab Classifiction Activity CH. 18, 20, 21, 26, 27, 28 8B – categorize (4) organisms using a hierarchical classification system based on similarities and differences shared among groups hierarchical classification Dichotomous Key 8C – compare (4) characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals TEST TAXONOMY archaea, bacteria, protists, fungi, plants, animals Plant Adaptation Cards Plant and Animal Activity BODY SYSTEMS 10A – describe (1) the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals absorption, reproduction, defense Microscope Slides Structure and Function of Living Systems CH. 36, 37, 38, 39, 40 10B – describe (1) the interactions that occur among systems that perform the functions of transport, reproduction, and response in plants transport, reproduction, response 10C – analyze (4) the levels of organization in biological systems and relate the levels to each other and to the whole system TEST BODY SYSTEMS Body Systems Cards Systems Foldable Human Body Quest

10 West Orange-Stark High School BIOLOGY Curriculum Guide Scope and Sequence CONCEPTS 5 th SIX WEEKS TAKSTAKS TEKS AND STUDENT EXPECTATIONS ASSESSMENTVOCABULARYRESOURCES/ ACTIVITIES NATURAL SELECTION 7A – analyze and evaluate (6) how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental fossil record, biogeography, and homologies, including anatomical, molecular, and developmental Teddy Graham Natural Selection CH. 15, 16, 17 7B – analyze and evaluate (6) scientific explanations concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record stasis Evolution Booklet Making Fossils Population Genetics 7C – analyze and evaluate (6) how natural selection produces change in populations, not individuals natural selection 7D – analyze and evaluate (6) 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 TEST NATURAL SELECTION inherited variation differential reproductive success ADAP- TATION 7E – analyze and evaluate (6) the relationship of natural selection to adaptation and to the development of diversity in and among species adaptation CH. 22, 257F – analyze and evaluate (6) the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination genetic drift, gene flow, mutation, recombination 7G – analyze and evaluate (6) scientific explanations concerning the complexity of the cell TEST ADAPTATION

11 West Orange-Stark High School BIOLOGY Curriculum Guide Scope and Sequence CONCEPTS 6 th SIX WEEKS TAKSTAKS TEKS AND STUDENT EXPECTATIONS ASSESSMENTVOCABULARYRESOURCES/ ACTIVITIES PROJECT S DESSEC- TIONS 1A – demonstrate (1) safe practices during laboratory and field investigations 1B – demonstrate (1) an understanding of the use and conservation of resources and the proper disposal or recycling of materials 2A – know (1) the definition of science and understand that it has limitations 2B – know (1) that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories 2C – know (1) scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers…scientific theories are well-established and highly reliable explanations, but subject to change as new technologies are developed 2D – distinguish (4) between scientific hypotheses and scientific theories 2E – plan and implement (4) descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology 2F – collect and organize (5) qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting robes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures 2G – analyze, evaluate, make inferences, and predict (6) trends from data 2H – communicate (1) valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports TEST DESSECTIONS Hypotheses scientific theories qualitative and quantitative prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, analyze, evaluate, make inferences, and predict lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports LAB DISSECTIONS

12 West Orange-Stark High School BIOLOGY Curriculum Guide Scope and Sequence CONCEPTS 6 th SIX WEEKS TAKSTAKS TEKS AND STUDENT EXPECTATIONS ASSESSMENTVOCABULARYRESOURCES/ ACTIVITIES PROJECTS DESSEC- TIONS 3A – in all fields of science, analyze, evaluate, and critique (6) scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student 3B – communicate and apply (3) scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials 3C – draw (4) inferences based on data related to promotional materials for products and services 3D – evaluate (6) the impact of scientific research on society and the environment 3E – evaluate (6) models according to their limitations in representing biological objects or events 3F – research and describe (6) the history of biology and contributions of scientists TEST DESSECTIONS analyze, evaluate, and critique empirical evidence, logical reasoning inferences LAB DISSECTIONS


Download ppt "West Orange-Stark High School BIOLOGY Curriculum Guide - 2010 Scope and Sequence CONCEPTS ALL ALL YEAR TAKSTAKS TEKS AND STUDENT EXPECTATIONS ASSESSMENTVOCABULARYRESOURCES/"

Similar presentations


Ads by Google