BIOLOGICAL APPROACHES TO SCIENCE CURRICULUM

WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM TEMPLATE

COURSE NAME: Biological Approaches to Science
UNIT: Basic Biological Principles / NO. OF DAYS: 46 - 47
KEY LEARNING(S):
UNIT ESSENTIAL QUESTIONS: How do biologists identify and study living things?
COMPETENCY:
STANDARD / CONCEPTS
Eligible Content & Skills / # OF DAYS / ESSENTIAL QUESTIONS
A = Acquisition
ET = Extended Thinking / RESOURCES/ MATERIALS / TIER 2 VOCABULARY / TIER 3 VOCABULARY
BIO.A.1.1.1 Describe the characteristics of life shared by all prokaryotic and eukaryoticorganisms.
BIO.A.1.2.1 Compare cellular structures and their functions in prokaryotic and eukaryotic cells.
BIO.A.1.2.2 Describe and interpret relationships between structure and function at various
levels of biological organization (i.e., organelles, cells, tissues, organs, organ systems, and
multicellular organisms /
  • Scientific Method
  • Steps
  • Factors
  • Law vs. Theory
  • Inference
  • Characteristics of Life
  • Data Analysis
  • Reading Instruments/Measuring
  • Levels of organization (Atom to Organism)
  • Protons, Neutrons, and Electrons, Atoms, molecules, macromolecules, organelles, cells, tissues, organs, organ systems, organisms
  • Chapter 1 review/assesment
  • Prokaryotes vs Eukaryotes
  • Endosymbiotic Theory
  • Basic Cell Structure
  • All
  • Use terms: cell membrane and plasma membrane
  • Chapter 3 review/assessment
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2 / How do we know if something is alive?
What are the characteristics of science?
What steps do scientists use to solve problems?
How are prokaryotic and eukaryotic cells similar and
different?
How does the structure of the plasma membrane allow it to function?
How are plant and animal cells different?
How are cell organelles important to the function of the cell? / Lab of some kind
Project/group work
Graphing Gizmo
Graphing wkst.
Metric System wkst.
Measurement Lab
Pyramid,K-T cards
Venn diagram
Endosymbiotic theory assignment
Microscope lab
Cell Lab
Cell project / adaptation
cell
development
energy
experiment
growth
inference
law
observation
response
stimulus
theory
/ biodiversity
biology
cell theory
cell wall
centriole
chloroplast
chromosome
cilia
control group
cytoplasm
dependent
variable
dna
endoplasmic reticulum
endosymbiont
theory
eukaryotic
experimental
group
flagella
golgi
independent
variable
lysosome
macromolecule
metabolism
mitochondria
molecule
multicellular
nucleus
organ
organelle
organism
organ system
peer review
plasma
membrane
plastid
prokaryotic
ribosome
scientific
method
tissue
unicellular
vacuole
COURSE NAME: Biological Approaches to Science
UNIT: Cell Growth and Reproduction / NO. OF DAYS: 32
KEY LEARNING(S):
UNIT ESSENTIAL QUESTIONS:How do cells grow and reproduce?
COMPETENCY:
STANDARD / CONCEPTS
Eligible Content & Skills / # OF DAYS / ESSENTIAL QUESTIONS
A = Acquisition
ET = Extended Thinking / RESOURCES/ MATERIALS / TIER 2 VOCABULARY / TIER 3 VOCABULARY
BIO.B.1.1.1 Describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis or meiosis), cytokinesis
BIO.B.1.1.2 Compare the processes and outcomes of mitotic and meiotic nuclear divisions.
BIO.B.2.1.2 Describe processes that can alter composition or number of chromosomes (i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion) /
  • Concepts of Chromosomes, DNA, Alleles, Genes
  • Cell Cycle
  • Mitosis
  • Regulation of cell cycle/cancer
  • Asexual/sexual reproduction
  • Cell differentiation/stem cells
  • Meiosis
  • Karyotyping
  • Nondisjunction
  • Crossing-Over
  • Chapter 5/Meiosis review/assessment
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5
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4
3
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2 / How do cells divide?
Why do cells divide?
How does cell division differ between cancer cells and normal
cells?
Why is meiosis important?
How does crossing over lead to genetic diversity? / Diagram
Cancer research
Graphic organizer
Yarn activity
Drawings
Onion root tip (slides/online)
Stem cell research/ current uses
Online karyotyping
Karyototype cut outs
Research/present aneuploidy errors / cell
division
growth / N
2N
allele
anaphase
aster
autosome
centriole
chromosomal mutation
chromosome
crossing over
cytokinesis
deletion mutation
diploid
DNA
frameshift mutation
gamete
gene
gene loci
haploid
homologous
insertion mutation
inversion mutation
interphase
karyotype
law of independent assortment
law of segregation
meiosis
metaphase
missense mutation
mitosis
nondisjunction
nucleus
point mutation
polyploidy
prophase
sex chromosome
synthesis
telophase
tetrad
translocation
zygote
COURSE NAME: Biological Approaches to Science
UNIT: Genetics/Punnett Squares / NO. OF DAYS: 10
KEY LEARNING(S):
UNIT ESSENTIAL QUESTIONS: How is genetic information passed from one generation to the next?
COMPETENCY:
STANDARD / CONCEPTS
Eligible Content & Skills / # OF DAYS / ESSENTIAL QUESTIONS
A = Acquisition
ET = Extended Thinking / RESOURCES/ MATERIALS / TIER 2 VOCABULARY / TIER 3 VOCABULARY
BIO.B.2.1.1.- Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles). /
  • Concepts of Chromosomes, DNA, Alleles, Genes
  • Inheritance of traits (human traits)
  • Mendel’s Laws
  • Punnett Squares
  • Dominance/Recessiveness
(monohybrid/dihybrid)
  • Chapter 6 review/assessment
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1
4
2 / How are inherited traits passed from parent to offspring?
How do Mendel’s laws apply to genetics?
How can probability be used to predict traits? / Diagram
Human traits activity
Practice problems/worksheets / carrier
cell
division
hybrid
inheritance / allele
autosome
chromosome
diploid
DNA
dominant inheritance
duplication mutation
gamete
gene
gene expression
gene recombination
genetics
genotype
haploid
heterozygous
homozygous
incomplete
dominance
law of
independent
assortment
law of
segregation
nucleus
phenotype
polyploidy
recessive inheritance
silent mutation
zygote
COURSE NAME: Biological Approaches to Science
UNIT: Ecology / NO. OF DAYS: 55 days
KEY LEARNING(S): Flow of energy / cycling of nutrients through an ecosystem
Relationships between living things and their environment
UNIT ESSENTIAL QUESTIONS: What relationships exist between living things and their environment?
COMPETENCY:
STANDARD / CONCEPTS
Eligible Content & Skills / # OF DAYS / ESSENTIAL QUESTIONS
A = Acquisition
ET = Extended Thinking / RESOURCES/ MATERIALS / TIER 2 VOCABULARY / TIER 3 VOCABULARY
BIO.B.4.1.1. – Describe the levels of ecological organization (i.e., organism, population, community, ecosystem, biome, and biosphere).
BIO.B.4.1.2. – Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems.
BIO. B.4.2.1. – Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids).
BIO.B.4.2.2. – Describe biotic interactions in an ecosystem (e.g., competition, predation, symbiosis).
BIO.4.2.3. – Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, and nitrogen cycle).
BIO.B.4.2.4. – Describe how ecosystems change in response to natural and human disturbances (e.g., climate changes, introduction of nonnative species, pollution, fires).
BIO.B.4.2.5. – Describe the effects of limiting factors on population dynamics and potential species extinction.
BIO.A.3.1.1. – Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy transformations.
BIO.A.3.2.1. – Compare the basic transformation of energy during photosynthesis and cellular respiration.
BIO.A.3.2.2. – Describe the role of ATP in biochemical reactions. /
  • Abiotic and Biotic
  • Levels of organization (Organisms to Biosphere)
  • Organisms
  • Population
  • Range of Tolerance
  • Carrying Capacity
  • Limiting Factors
  • Competition
  • Human population
  • natality, mortality, immigration, emigration
  • Communities
  • Predator/Prey
  • Symbiotic Relationships
  • Rhizobium/legumes
  • Succession
  • Competition
  • Ecosystem
  • Terrestrial vs Aquatic
  • Limiting Factors
  • Adaptations
  • Biome
  • Tundra
  • Boreal Forest/Coniferous Forest/Taiga
  • Deciduous forest/Temperate forest
  • Grasslands/Savannahs
  • Desert
  • Rainforest
  • Biosphere
  • Biodiversity
  • Conservation
  • Extinction
  • Solar System, Galaxy, Universe
  • Food chains, Food webs, and Pyramids
  • Energy Transfer
  • Trophic Levels
  • Nutrient Cycles
  • Carbon/Oxygen
  • Photosynthesis
  • Respiration/ATP
  • Nitrogen
  • legume/Rhizobium/nodules
  • eutrophication/nutrient pollution
  • Phosphorus
  • Water
  • Chapter 13-16 reviews/assessments
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8 / How do living things rely on abiotic and biotic factors?
What are the levels of organization in the biosphere?
How does energy flow through the ecosystem?
How do nutrients cycle through the ecosystem?
How do communities change over time?
How does range of tolerance affect the distribution oforganisms?
How do abiotic factors affect the location of biomes?
How do abiotic factors determine the type of aquatic
ecosystem?
How do limiting factors affect population size?
How has the human population size changed over time?
How does biodiversity affect the stability of an ecosystem?
How do factors threaten biodiversity?
How can we conserve biodiversity?
How do photosynthesis and cellular respiration relate?
How do autotrophs use energy to make food?
How does the food we eat give us energy? / Pyramid worksheet
Graphing activities
Predator/Prey Lab
Foldables
Report?
Graphic Organizer
Project
Create food webs
Photosynthesis Lab / adaptation
aerobic
anaerobic
annual
aquatic
climate
community
competition
consumer
desert
dispersion
diversity
ecology
energy
environment
extinct
habitat
immigration
limiting factor
migration
nutrient
resource
perennial
population
producer
succession
terrestrial
tolerance
weather / abiotic
aphotic
autotroph
backgroundextinction
biochemical conversion
biodiversity
biogeochemical cycles
biome
biosphere
biotic
Calvin cycle
carnivore
carrying capacity
cellular respiration
chloroplast
climax community
commensalism
decomposer
demographic transition
demography
density
density dependent
density independent
detritivore
emigration
endemic species
energy pyramid
estuary
food chain
food web
fragmentation
habitat
herbivore
heterotroph
introduced species
Kreb’s cycle
limiting factor
mass extinction
matter
niche
nonnative species
nonrenewable
omnivore
overexploitation
parasitism
photic
photosynthesis
population dynamics
predation
primary succession
renewable resource
secondary
succession
sedimentation
speciation
species
symbiosis
terrestrial
tertiary succession
trophic level
zero population growth
COURSE NAME: Biological Approaches to Science
UNIT: Plant Structure and Function / NO. OF DAYS:
KEY LEARNING(S): Plant Structure
UNIT ESSENTIAL QUESTIONS: What are the structural and functional systems of plants?
COMPETENCY:
STANDARD / CONCEPTS
Eligible Content & Skills / # OF DAYS / ESSENTIAL QUESTIONS
A = Acquisition
ET = Extended Thinking / RESOURCES/ MATERIALS / TIER 2 VOCABULARY / TIER 3 VOCABULARY
Bio.A.4.1 Identify and describe the cell structures involved in transport of materials throughout the cell.
Bio. A. 1.2. Describe relationships between structure and function at biological levels of organization. /
  • Vascular System
/ What are the structural and functional systems of plants? / dispersal
annual
biannual
tap root
fibrous root
vascular
non-vascular
petal
fruit
dormant / botany
xylem
phloem
cambium
meristem
root cap
fruit
stem
root
leaf
stoma
cuticle
perennial
stamen
pistil
ovary
ovule
pollen
pollination
monocot
dicot
endosperm
angiosperm
gymnosperm
photosynthesis
chlorophyll
root symbiosis
asexual reproduction
sexual reproduction
vegetative propagation
COURSE NAME: Biological Approaches to Science
UNIT: Human Body Systems and Homeostasis / NO. OF DAYS:10
KEY LEARNING(S):
UNIT ESSENTIAL QUESTIONS: Describe the structure and function of the human body systems.
Describe the role homeostasis plays in each of the human body systems.
COMPETENCY:
STANDARD / CONCEPTS
Eligible Content & Skills / # OF DAYS / ESSENTIAL QUESTIONS
A = Acquisition
ET = Extended Thinking / RESOURCES/ MATERIALS / TIER 2 VOCABULARY / TIER 3 VOCABULARY
Bio.A.4.1 Identify and describe the cell structures involved in transport of materials throughout the cell.
Bio. A. 1.2. Describe relationships between structure and function at biological levels of organization. /
  • Levels of Organization
  • Human Body Systems
  • Mechanisms of Homeostasis
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3 / Identify and describe the levels of organization.
Describe the interaction between organ systems in terms of homeostasis.
Identify how levels of organization work together in an organism in order to maintain homeostasis.
Relate homeostasis to the internal environment of the body.
Explain how negative and positive feedback maintain homeostasis. / Biological Hierarchy wkst.
Card sorting activity
Human body systems poster and gallery walk
Amoeba Sisters video
Note outline and mechanisms of homeostasis drawings / atom
molecule
cell
tissue
organ
organ system
organism
population
community
ecosystem
digestive
immune
muscular
nervous
reproductive
respiratory / macromolecule
organelle
biosphere
circulatory
endocrine
integumentary
excretory
homeostasis
positive feedback
negative feedback
thermoregulation
osmoregulation
oxygen/carbon dioxide regulation
glucose regulation