Applied+Biology

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || **Language Arts Standard(s)** || Information || Know the steps of inquiry and the scientific method. || **SC 1: I** 1.1. Abilities to do Scientific Inquiry 12.1.1 Students will design and conduct investigations that lead to the use of logic and evidence in the formulation of scientific explanations and models. Scientific Controls and Variables 12.1.1.c Identify and manage variables and constraints || Aug. to May || Scientific method, Observation, Hypothesis, Prediction, Experiment, Control group, Experimental group, Independent variable, Dependent variable, Theory, || Text Handouts Charts, Notes || Questions, Labs with write ups, Worksheets || Write Up, Quizzes, Tests ||  || 12.1.1.c Identify and manage variables and constraints || 2 || See Vocab terms above. || Text Handouts Charts, Notes || Questions, Labs with write ups, Worksheets || Write Up, Quizzes, Tests, ||  || Vocab terms from above || Text, Handouts, Worksheets, Charts, Notes || Questions, Labs with write ups, Worksheets || Write Up, Quizzes, Tests ||  || Also, be able to validate, or refute, a hypothesis using data gathered. || 12.1.1b Design and conduct logical and sequential scientific investigations with repeated trials and apply findings to new investigations //Scientific Controls and Variables // 12.1.1.c Identify and manage variables and constraints //Scientific Tools // 12.1.1.d Select and use lab equipment and technology appropriately and accurately //Scientific Observations // 12.1.1.e Use tools and technology to make detailed qualitative and quantitative observations //Scientific Data Collection // 12.1.1.f Represent and review collected data in a systematic, accurate, and objective manner <span style="font-family: Times New Roman,Times New Roman;">//<span style="font-family: Times New Roman,Times New Roman;">Scientific Interpretations, Reflections, and Applications // <span style="font-family: Times New Roman,Times New Roman;">12.1.1.g Analyze and interpret data, synthesize ideas, formulate and evaluate models, and clarify concepts and explanations <span style="font-family: Times New Roman,Times New Roman;">12.1.1.h Use results to verify or refute a hypothesis <span style="font-family: Times New Roman,Times New Roman;">12.1.1.i Propose and/or evaluate possible revisions and alternate explanations || Aug. to May || Models, Bias || Text, Handouts, Worksheets, Charts, Notes || Questions, Labs with write ups, Worksheets ||  ||   || <span style="font-family: Times New Roman,Times New Roman;">12.1.1.j Share information, procedures, results, conclusions, and defend findings to a scientific community (peers, science fair audience, policy makers) <span style="font-family: Times New Roman,Times New Roman;">12.1.3.e Communicate the problem, process, and solution <span style="font-family: Times New Roman,Times New Roman;">12.1.3.g Explain how science advances with the introduction of new technology || Aug. to Nov || Peer review || Text, Handouts, Worksheets, Charts, Notes ||  ||   ||   ||
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 * **Unit** || **Objective:**
 * General
 * NQUIRY, THE NATURE OF SCIENCE, AND TECHNOLOGY** <span style="font-family: Times New Roman,Times New Roman;">Students will combine scientific processes and knowledge with scientific reasoning and critical thinking to ask questions about phenomena and propose explanations based on gathered evidence.
 * || State some examples of good lab practices. || 12.1.1.b Design and conduct logical and sequential scientific investigations with repeated trials and apply findings to new investigations //<span style="font-family: Times New Roman,Times New Roman;">Scientific Controls and Variables //
 * || Explain the importance of the SI system of measurement || **//<span style="font-family: Times New Roman,Times New Roman;">Mathematics //<span style="font-family: Times New Roman,Times New Roman;">12.1.1.l Use appropriate mathematics in all aspects of scientific inquiry ** || 1 || Metric System, Base Unit
 * || Be able to collect scientific data, analyze and represent this data correctly.
 * || Share scientific data using a variety of techniques. || //<span style="font-family: Times New Roman,Times New Roman;">Scientific Communication //
 * || Know the requirements of life and how life is maintained due to homeostatic mechanisms. || 12.1.1 - By the end of twelfth grade, students will develop an understanding of systems, order, and organization.

<span style="background-color: transparent; color: #000000; display: block; font-family: 'Times New Roman','Times New Roman'; font-size: 16px; text-align: left; text-decoration: initial; vertical-align: baseline;">//Behavior// || 3 || Biology, Organization, Cell, Unicellular, Multicellular, Organ, Tissue, Organelle, Biological molecule, Homeostatisis, Metabolism, Gene || Text Handouts Charts, Notes || Questions, Labs with write ups, Worksheets || Write Up, Quizzes, Tests, ||  || of Organisms With Their Environment || Classification- Dichotomous Keys || <span style="background-color: transparent; color: #000000; display: block; font-family: 'Times New Roman','Times New Roman';">Scientific Knowledege <span style="background-color: transparent; color: #000000; display: block; font-family: 'Times New Roman','Times New Roman';">12.1.2.a Recognize that scientific explanations must be open to questions, possible modifications, and must be based upon historical and current scientific knowledge || 3 || Biodiversity, Taxonomy, Taxon, Binomial nomenclature, Subspecies, Dichotomous keys || Text, Handouts, Notes, Charts || Project with creating a dichotomous key || Quizzes, Tests ||  || 12.3.3.a Explain how the stability of an ecosystem is increased by biological diversity <span style="background-color: transparent; color: #000000; display: block; font-family: 'Times New Roman','Times New Roman';">12.1.1.g Analyze and interpret data, synthesize ideas, formulate and evaluate models, and clarify concepts and explanations || 2 || Ecology, Interdependence, Ecological model, Biosphere, Ecosystem, Community, Population || Text, Handouts, Worksheets, Charts, Notes || Questions, Worksheets || Write Up, Quizzes, Tests, ||  || Labs with write ups, Worksheets || Quizzes, Tests ||  ||
 * Ecology - The Interdependence
 * || Show the effects of interdependence upon organisms in their environment. Be able to identify the 5 levels of organization for studying ecology. || <span style="font-family: Times New Roman,Times New Roman;">Flow of Energy
 * || Compare biotic and abiotic factors and how they affect organisms. || 12.3.3.c Explain how distribution and abundance of different organisms in ecosystems are limited by the availability of matter and energy and the ability of the ecosystem to recycle materials. || 5 || Habitat, Biotic factor, Abiotic factor, Tolerance curve, Acclimation, Conformer, Regulator,Dormancy, Migration, Niche, Generalist, Specialist, || Text, Handouts, Notes, Charts || Questions,
 * || Summarize the role of producers in an ecosystem.

Identify several types of consumers in an ecosystem

Explain the importance of decomposers in an ecosystem || 12.3.3.a Explain how the stability of an ecosystem is increased by biological diversity

12.3.3.c Explain how distribution and abundance of different organisms in ecosystems are limited by the availability of matter and energy and the ability of the ecosystem to recycle materials || 5 || Producer, Chemosynthesis, Gross primary productivity, Biomass, Net primary productivity, Consumer Detritivore, Trophic level, Food web, Food chain, Producer, || Text, Handouts, Notes, Charts || Questions,Labs with write ups, Worksheets || Quizzes,Tests ||  ||
 * || Describe the main properties scientists measure when studying populations.
 * || Describe the main properties scientists measure when studying populations.

Compare 3 general patterns of population dispersion.

Compare the 3 general types of survivorship curves. || 12.3.3.a Explain how the stability of an ecosystem is increased by biological diversity

12.3.3.c Explain how distribution and abundance of different organisms in ecosystems are limited by the availability of matter and energy and the ability of the ecosystem to recycle materials

12.3.4.a Identify different types of adaptations necessary for survival (morphological, physiological, behavioral)

12.3.4.b Recognize that the concept of biological evolution is a theory which explains the consequence of the interactions of: (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring

12.1.1.l Use appropriate mathematics in all aspects of scientific inquiry

12.1.3.a Propose designs and choose between alternative solutions of a problem

12.1.3.b Assess the limits of a technical design

12.1.3.c Implement the selected solution

12.1.3.d Evaluate the solution and its consequences

12.1.3.e Communicate the problem, process, and solution || 10 || Population, Population density, Dispersion, Birth rate, Death rate, Life expectancy, Age structure, Survivorship curves, Growth Rate, Immigration, Emigration, Exponential model, Limiting factors, Logistic Model, Carrying capacity, Density-independent factor, Density-dependent factor, Inbreeding, Demographic transition || Text, Handouts, Notes, Charts || Questions, Labs with write ups, Worksheets || Quizzes, Tests ||  ||
 * Drugs & Alcohol || Discuss mental, physical, emotional and social affects of drugs and alcohol || 12.1.3.d Evaluate the solution and its consequences

12.1.3.e Communicate the problem, process, and solution ||  || drugs (various types), alcohol, addiction, relapse, withdrawl, tolerance, hallocinations, steroids, dependancy, depressant, stimulant || Text, Handouts, Notes, Charts || Questions, Labs with write up, Worksheets || Quizzes, Tests ||   ||
 * 4. Cellular Structure and Function || Summarize the research leading to the development of the cell theory.
 * 4. Cellular Structure and Function || Summarize the research leading to the development of the cell theory.

State the 3 principles of the cell theory.

Explain why the cell is considered the basic unit of life

Explain the relationship between cell shape and cell function.

Compare prokaryotic cells and eukaryotic cells.

Analyze the relationship between cells, tissues, organs, systems, and organisms

List and be able to explain the functions of the organelles located in the cytoplasm.

Describe the structure and function of the cell's plasma membrane.

List 3 structures that present in plant cells but not in animal cells. || 12.1.2.d Research and describe the difficulties experienced by scientific innovators who had to overcome commonly held beliefs of their times to reach conclusions that we now take for granted

12.1.2.c Recognize that the work of science results in incremental advances, almost always building on prior knowledge, in our understanding of the world

12.1.2.a Recognize that scientific explanations must be open to questions, possible modifications, and must be based upon historical and current scientific knowledge

12.3.1.b Identify the form and function of sub-cellular structures that regulate cellular activities

12.3.1 Students will investigate and describe the chemical basis of the growth, development, and maintenance of cells.

12.3.1.a Identify the complex molecules (carbohydrates, lipids, proteins, nucleic acids) that make up living organisms || 7 || Cell, Cell theory, Plasma membrane, Cytoplasm, Cytosol, Nucleus, Prokaryote, Eukaryote, Organelle, Tissue, Organ, Organ system, Phospholipid bilayer, Chromosome, Nuclear envelope, Nucleolus, Ribosome, Mitochondrion, Endoplasmic reticulum, Golgi apparatus, Lysosome, Cytoskeleton, Microtubule, Microfilament, Centriole, Cilium, Flagellum, Cell wall, Central vacuole, Plastid, Chloroplast, Chlorophyll || Text, Handouts, Notes, Charts || Questions, Labs with write up, Worksheets || Quizzes, Tests ||  ||
 * || Describe the structure of a chromosome.

Identify the differences between prokaryotic chromosomes and eukaryotic chromosomes.

Explain the differences between sex-chromosomes and autosomes.

Distinguish between diploid and haploid cells.

Summarize the events of interphase.

Describe the stages of mitosis.

Explain how cell division is controlled.

Compare the end product of mitosis with that of meiosis.

Explain crossing-over and how it contributes to the production of unique individuals. || 12.3.2.b Describe the basic structure of DNA and its function in genetic inheritance

12.3.1.c Describe the cellular functions of photosynthesis, respiration, cell division, protein synthesis, transport of materials, and energy capture/release

12.3.2.c Recognize how mutations could help, harm, or have no effect on individual organisms || 5 || Chromosome, Histone, Chromatid, Centromere, Chromatin, Sex-chromosome, Autosome, Homologous chromosome, Karyotype, Diploid, Haploid, Binary fission, Mitosis, Asexual reproduction, Meiosis, Gamete, Interphase, Cytokinesis, Prophase, Spindle fiber, Metaphase, Anaphase, Telophase, Cell plate, Synapsis, Tetrad, Crossing-over, Genetic recombination, Independent assortment, Oogenesis, Spermatogenesis, Polar body || Text, Handouts, Notes, Charts || Questions, Labs with write up, Worksheets || Quizzes, Tests ||  ||
 * 6. Genetics and Inheritance Patterns || Describe how Mendel was able to control how his pea plants were pollinated.

Describe the difference between dominant and recessive traits.

State two laws of heredity that were developed from Mendel's work.

Describe how Mendel's results can be explained by scientific knowledge of genes and chromosomes.

Differentiate between genotype and phenotype.

Explain how to use probability to predict outcomes of certain genetic crosses.

Use a Punnett square to predict the outcomes of monohybrid and dihybrid crosses. || 12.3.2.a Identify that information passed from parents to offspring is coded in DNA molecules

12.3.2.b Describe the basic structure of DNA and its function in genetic inheritance

12.3.2.c Recognize how mutations could help, harm, or have no effect on individual organisms

12.3.2.d Describe that sexual reproduction results in a largely predictable, variety of possible gene combinations in the offspring of any two parents || 15 || Genetics, Heredity, Trait, Pollination, Self-pollinating, Cross-pollinating, True-breeding, Dominant, Recessive, Law of segregation, Law of independent assortment, Molecular genetics, Allele, Filial generation, Parent generation, Genotype, Phenotype, Homozygous, Heterozygous, Probability, Monohybrid cross, Punnett square, Genotypic ratio, Phenotypic ratio, Testcross, Complete dominance, Incomplete dominance, Dihybrid cross || Text, Handouts, Notes, Charts || Questions, Labs with write up, Worksheets || Quizzes, Tests ||  ||
 * 7. DNA, RNA and Protein Synthesis || Evaluate the contributions of Watson and Crick and how Wilkins and Franklin helped.

Describe the three parts of a nucleotide.

Relate the role of the base-pairing rules to the structure of DNA.

Summarize the process of DNA replication

Identify the role of enzymes in the replication of DNA

Describe how complementary base pairing guides DNA replication.

Describe how errors are corrected during DNA replication.

Outline the flow of genetic information in cells from DNA to proteins.

Compare the structure of DNA with that of RNA.

Summarize the process of transcription.

Identify the importance of learning about the human genome. || 12.3.1.b Identify the form and function of sub-cellular structures that regulate cellular activities 12.3.1.c Describe the cellular functions of photosynthesis, respiration, cell division, protein synthesis, transport of materials, and energy capture/release

12.3.2.b Describe the basic structure of DNA and its function in genetic inheritance

12.3.2.c Recognize how mutations could help, harm, or have no effect on individual organisms

12.3.4.c Explain how natural selection provides a scientific explanation of the fossil record and the molecular similarities among the diverse species of living organisms || 20 || Nucleotide, Deoxyribose, Nitrogen base, Purine, Pyrimidine, Base pairing rules, Complementary base pair, Base sequence, DNA replication, Helicase, Replication fork, DNA polymerase, Semi-conservative replication, Mutation, Ribonucleic acid, Transcription, Translation, Protein synthesis, Messenger RNA, Transfer RNA, Ribosomal RNA, Genetic code, Codon, Anticodon, Genome, || Text, Handouts, Notes, Charts || Questions, Labs with write up, Worksheets || Quizzes, Tests ||  ||
 * Reproduction System || Identify the major structures of the male and female reproductive system

Describe the functions of the male and female reproductive system

Relate the structure of the egg and sperm cell to its function

Summarize the stages of the ovarian cycle

Sequence the events of the fertilization, cleavage and implantation

Describe the three stages of pregnancy

Discuss healthy lifestyle choices

Consequences of unhealthy behavior || 12.3.4.a Identify different types of adaptations necessary for survival (morphological, physiological, behavioral)

12.3.4.b Recognize that the concept of biological evolution is a theory which explains the consequence of the interactions of: (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring

12.3.4.d Apply the theory of biological evolution to explain diversity of life over time

12.3.4.c Explain how natural selection provides a scientific explanation of the fossil record and the molecular similarities among the diverse species of living organisms ||  || testis, seminiferous tubule, scrotum, epididymis, vas deferens, meninal vesicle, prostate gland, cowpers gland, semen, penis ejaculation.

ovary, fallopian tube, uterus, cervix, vagina vulva, labium, ovum, ovarina cycle, menstrual cycle, follicular phase, follicle, ovulation, mentratration, menopause

gestation, implantation, pregnancy, trimester, embryo, placenta, umbilical cord, fetus, labor, after birth

sexually transmitted diseases, (all types), HIV, AIDS, opportunistic infections, virus, bacteria ||  ||   ||   ||   ||
 * 8. Fungi and Plants || Describe how fungi obtain nutrients.

Explain how fungi and mycorrhizae coexist

Explain how fungi is both helpful and harmful to humans.

Describe food production increases as well as non-food uses of plants.

Be able to describe how plants use inorganic materials to produce food. || 12.3.1.c Describe the cellular functions of photosynthesis, respiration, cell division, protein synthesis,transport of materials, and energy capture/release

12.3.3 Students will describe, on a molecular level, the cycling of matter and the flow of energy between organisms and their environment

12.3.4.a Identify different types of adaptations necessary for survival (morphological, physiological, behavioral) || 5 || Photosynthesis, Reactants, Products, Glucose, Cultivar, Fertilizer, Pesticide, Quinine, Mold, Yeast, Budding, Rhizoid, Stolon, Mycorrhiza, Lichen, Aflatoxin, Plant ecology, || Text, Handouts, Notes, Charts, || Questions, Labs with write up, Worksheets || Quizzes, Tests ||  ||
 * 9. Invertebrate and Vertebrate Animals || Identify important characteristics of animals.

List two kinds of tissues found only in animals.

Explain how the first animals may have evolved from unicellular organisms.

Compare symmetry, segmentation, and body support in invertebrates and vertebrates

Describe the differences in the respiratory and circulatory systems of invertebrates and vertebrates.

Compare the digestive, excretory, and nervous systems on invertebrates and vertebrates.

Contrast reproduction and development in invertebrates and vertebrates

List two body parts formed from each germ layer.

Identify the three different body cavity structures in animals.

Identify the distinguishing characteristics of vertebrates.

Compare oviparity, ovovivipartity, and viviparity as forms of reproduction. || 12.3.4.a Identify different types of adaptations necessary for survival (morphological, physiological, behavioral)

12.3.4.b Recognize that the concept of biological evolution is a theory which explains the consequence of the interactions of: (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring

12.3.4.d Apply the theory of biological evolution to explain diversity of life over time

12.3.4.c Explain how natural selection provides a scientific explanation of the fossil record and the molecular similarities among the diverse species of living organisms || 30 || Animal, Vertebrate, Invertebrate, Specialization, Ingestion, Zygote, Differentiation, Chordate, Notochord, Dorsal nerve cord, Pharyngeal pouch, Symmetry, Radial symmetry, Dorsal, Ventral, Anterior, Posterior, Bilateral symmetry, Cephalization, Germ layer, Segmentation, Exoskeleton, Open circulatory system, Closed circulatory system, Hermaphrodite, Integument, Ectoderm, Endoderm, Mesoderm, Acoelomate, Pseudocoelomate, Coelomate, Metamorphosis, Chemoreception, External fertilization, Internal fertilization, Pulmonary circulation, Cutaneous respiration, Duodenum, Ileum, Mesentery, Nictitating membrane, Tympanic membrane, Amniotic egg, Amnion, Yolk sac, Allantois, Chorion, Albumen, Keratin, Oviparity, Ovoviviparity, Viviparity, Placenta, || Text, Handouts, Notes, Charts, || Questions, Labs with write up, Worksheets || Quizzes, Tests ||  ||