CURRICULUM MAP

Course/Subject: Honors Biology 2Grade: 11/12Teacher(s): Royds

Unit: Nature of Science

Timeframe: 1 week

National Benchmark Being Addressed / State Standard / Competencies/Skills / Assessment
I) There are different traditions in science about what is investigated and how, but they all have in common certain basic beliefs about the value of evidence, logic, and good arguments.
II) Hypotheses are widely used in science for choosing what data to pay attention to and what additional data to seek, and for guiding the interpretation of the data (both new and previously available).
III) Insist that the key assumptions and reasoning in any argument -- whether one's own or that of others -- be made explicit; analyze the arguments for flawed assumptions, flawed reasoning, or both; and be critical of the claims if any flaws in the argument are found.
IV) Sometimes, scientists can control conditions in order to obtain evidence. When that is not possible for practical or ethical reasons, they try to observe as wide a range of natural occurrences as possible to be able to discern patterns. / I & II) Review the nature of science (scientific reasoning, controlled experimentation and scientific theory/law)
III & IV) Explain historical background leading to modern scientific theories (i.e. theory of evolution) / I–IV) Cooperative Group Jigsaw Activity
I-IV) Qualitative Observations Lab
Chapter Test

Unit: Evolution

Timeframe: 1-2 weeks

National Benchmark Being Addressed / State Standard / Competencies/Skills / Assessment
I) Modern ideas about evolution and heredity provide a scientific explanation for the history of life on Earth as depicted in the fossil record and in the similarities evident within the diversity of existing organisms.
II) The basic idea of biological evolution is that the earth's present-day species are descended from earlier, distinctly different species.
III) Natural selection leads to organisms that are well-suited for survival in particular environments.
  • The continuing operation of natural selection on new characteristics and in changing environments, over and over again for millions of years, has produced a succession of diverse new species.
  • Offspring of advantaged individuals, in turn, are more likely than others to survive and reproduce in that environment. The proportion of individuals that have advantageous characteristics will increase.
  • When an environment, including other organisms that inhabit it changes, the survival value of inherited characteristics may change.
IV) Heritable characteristics can be observed at molecular and whole-organism levels--in structure, chemistry, or behavior. These characteristics strongly influence what capabilities an organism will have and how it will react, and therefore influence how likely it is to survive and reproduce.
  • New heritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells.
V) Molecular evidence substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descent branched off from one another.
  • The genetic information encoded in DNA molecules is virtually the same for all life forms.
  • The degree of relatedness between organisms or species can be estimated from the similarity of their DNA sequences, which often closely match their classification based on anatomical similarities.
/ I) 3.1.10.C1; 3.1.10C3
II) 3.1.10.C1
III) 3.1.10C1; 3.1.B.B5
IV)
V) 3.1.10.C3 / I) Analyze the fossil record of the modern day horse.
II) Discuss the evolution of modern day man.
III) Interpret similarities and differences between Darwin’s finches and H.B. Kettlewell’s peppered moths.
III) Compare and contrast natural and artificial selection.
IV) Evaluate adaptations of various organisms.
V) Compare the amino acid sequences of a particular protein in five organisms. / IV) Birds on an Island Lab; Predator-Prey Lab; Adaptation of the Human Hand Lab
V) Chromosome Comparison Lab
Chapter Test

Unit:Chemistry

Timeframe: 1 week

National Benchmark Being Addressed / State Standard / Competencies/Skills / Assessment
I) Although neutrons have little effect on how an atom interacts with other atoms, thenumber of neutrons does affect the mass and stability of the nucleus. Isotopes of the same element have the same number of protons (and therefore of electrons) but differ in the number of neutrons.
II)An atom's electron configuration, particularity the outermost electrons, determines how the atom can interact with other atoms. Atoms form bonds to other atoms by transferring or sharing electrons.
III) Most cells function best within a narrow range of temperature and acidity. At very low temperatures, reaction rates are too slow. High temperatures and/or extremes of acidity can irreversibly change the structure of most protein molecules. Even small changes in acidity can alter the molecules and how they interact.
IV) The rate of reactions among atoms and molecules depends on how often they encounter one another, which is affected by the concentration, pressure, and temperature of the reacting materials. / I-V) Review the structure of an atom
I) Discuss the use of isotopes in medicine
II) Compare and contrast the types of bonds in compounds
II) Discuss properties and composition of water.
III) Discuss the ionization of water, creating acids and bases.
IV) Analyze factors that affect the rate of reactions. / II-IV) Water lab
Chapter Test

Unit: Organic Chemistry

Timeframe: 1-2 weeks

National Benchmark Being Addressed / State Standard / Competencies/Skills / Assessment
I) The configuration of atoms in a molecule determines the molecule’s properties. Shapes are particularly important in how large molecules interact with others.
II) Some protein molecules assist in replicating genetic information, repairing cell structures, helping other molecules get in or out of the cell, and generally catalyzing and regulating molecular interactions.
III) The work of the cell is carried out by the many different types of molecules it assembles, mostly proteins. Protein molecules are long, usually folded chains made from 20 different kinds of amino acid molecules.
IV) The function of each protein molecule depends on its specific sequence of amino acids and its shape. The shape of the chain is a consequence of attractions between its parts.
V) Food provides molecules that serve as fuel and building material for all organisms.
VI) Atoms may link together in well-defined molecules, or may be packed together in crystal patterns. Different arrangements of atoms into groups compose all substances and determine the characteristic properties of substances.
VII) Every cell is covered by a membrane that controls what can enter and leave the cell. / I-IV) Describe protein structure (i.e. folding patterns) and how structure is directly related to function.
II) Review the six jobs of proteins.
V-VI) Identify three organic macromolecules that come from food and their composition.
VII) Discuss the function of lipids (i.e. formation of cell membrane). / I & V &VI) Carbohydrate Lab
III & IV) Protein Lab
Chapter Test

Unit: Cell Structure

Timeframe: 1-2 weeks

National Benchmark Being Addressed / State Standard / Competencies/Skills / Assessment
I) Within the cells are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, passing information, and even movement.
II) Every cell is covered by a membrane that controls what can enter and leave the cell.
III) The cells in similar tissues and organs in other animals are similar to those in human beings but differ somewhat from cells found in plants. / I) Discuss the relationship between surface area and volume in cells.
I) Evaluate the function of all cell organelles
I) Analyze the relationship between cell organelles.
I & II) Differentiate between passive and active forms of cell transport
III) Compare prokaryotic and eukaryotic cells / I) Microscope Lab
II) Cell Structure Concept Map
I & II) Diffusion Through Membranes Lab
Chapter Test

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