Biology Curriculum Map
SC49
Revised: May 31, 2012
Contents
1st Quarter
Scientific Methods and Investigation, Molecules and Classifcation
2nd Quarter
Ecology and Evolution
3rd Quarter
Inheritance and Reproduction
4th Quarter
Energy and Matter
1st Quarter
Scientific Methods and Investigation, Molecules and Classifcation
SC49 Biology
CLUSTERED POs / UNWRAPPED POsPriority PO / Linking POs / Knowledge / Skills
S1C1PO2
Develop questions from observations that transition into testable hypotheses.
S1C2PO3
Design an appropriate protocol (written plan of action) for testing a hypothesis.
S1C3PO2
Evaluate whether investigational data support or do not support the proposed hypothesis.
S2C2PO3
Distinguish between pure and applied science.
S3C2PO3
Support a position on a science or technology issue.
S1C4PO3:
Communicate results clearly and logically.
S2C1PO1
Describe how human curiosity and needs have influenced science, impacting the quality of life worldwide.
S4C5 PO5
Describe the levels of organization of living things from cells, through tissues, organs, organ systems, organisms, populations, and communities to ecosystems.
S2C2PO1
Specify the requirements of a valid, scientific explanation (theory), including that it be:
- logical
- subject to peer review
- public
- respectful of rules of evidence.
Compare the form and function of prokaryotic and eukaryotic cells and their cellular components.
S4C4PO5
Analyze how patterns in the fossil record, nuclear chemistry, geology, molecular biology, and geographical distribution give support to the theory of organic evolution through natural selection over billions of years and the resulting present day biodiversity. / PO 1:
Evaluate scientific information for relevance to a given problem (See R09-S3C1, R10-S3C1, R11-S3C1, and R12-S3C1).
PO 3:
Formulate a testable hypothesis.
PO 4:
Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring).
PO 1:
Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, and organisms) and behavior in all science inquiry.
PO 2:
Identify the resources needed to conduct an investigation.
PO 4:
Conduct a scientific investigation that is based on a research design.
PO 5:
Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers.
S4C5PO 2:
Describe the role of organic and inorganic chemicals (e.g., carbohydrates, proteins, lipids, nucleic acids, water, ATP) important to living things.
PO 1:
Interpret data that show a variety of possible relationships between variables.
PO 4:
Evaluate the design of an investigation to identify possible sources of procedural error.
PO 6:
Use descriptive statistics to analyze data.
PO 7:
Propose further investigations based on the findings of a conducted investigation.
PO 2:
Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology.
S1C3PO3
Critique reports of scientific studies (e.g., published papers, student reports).
S1C4PO1
For a specific investigation, choose an appropriate method for communicating the results
(See W09-S3C2-01 and W10-S3C3-01).
PO 2:
Produce graphs that communicate data (See MHS-S2C1-02).
PO 4:
Support conclusions with logical scientific arguments.
S2C1PO2
Describe how diverse people and/or cultures, past and present, have made important contributions to scientific innovations.
PO 3:
Analyze how specific changes in science have affected society.
PO 4:
Analyze how specific cultural and/or societal issues promote or hinder scientific advancements.
S2C2PO2
Explain the process by which accepted ideas are challenged or extended by scientific innovation.
PO 4:
Describe how scientists continue to investigate and critically analyze aspects of theories.
PO 6:
Analyze, using a biological classification system (i.e., cladistics, phylogeny, morphology, DNA analysis), the degree of relatedness among various species. / PO 2:
Questions
Observations
Hypothesis
PO 3:
Hypothesis
PO 4:
Predictions
Probability
Model
Inference
Evidence
PO 3:
Independent/Manipulated Variable
Dependent/Responding Variable
Control/Constant/Extraneous Variable
Controlled Experiment
Data
Quantitative
Qualitative
Experimental Group
Protocol
PO 2:
Carbohydrate
Lipid
Nucleic Acid
Protein
Monomer
Polymer
PO 2:
Hypothesis
PO 1:
General Trend
Slope
Positive relationship
Negative relationship
No relationship
PO 4:
Procedural Error
Sample Size
Trials
Controls
Analyses
PO 6:
Mode
Median
Mean
Frequency
Range
(See MHS-S2C1-10)
PO 3:
Pure Science
Applied Science
PO 3:
Antibiotic
Vaccine
Transformation
PO 5:
Organization
Cell
Tissue
Organ
Organ system
Organism
Population
Community
Ecosystem
PO 1:
Peer Review
PO 2:
Prokaryote (Prokaryotic)
Eukaryote (Eukaryotic)
Nucleus
Cytoplasm
Cell/Plasma Membrane
Ribosome
Mitochondrion
Chloroplast
Cell Wall
PO 5:
Evolution
Organic Evolution
(biological evolution)
Theory
Phenotype
PO 6:
Classification system
Cladistics (phylogeny)
DNA Analysis / PO 2:
- Develop questions from observations.
- Evaluate scientific information for relevance to a given problem.
- Formulate a testable hypothesis.
- Define bolded terms.
- Distinguish between guessing, inference, and prediction.
- Predict the outcome of an investigation based on prior evidence, probability and/or modeling.
- Design an appropriate protocol using the list below:
- Identify dependent and independent variables in a controlled investigation.
- Determine an appropriate method for data collection (e.g., using balances, thermometers, microscopes, spectrophotometer, using qualitative changes).
- Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts, computer/calculator).
- Use safe and ethical procedures and behavior in all science inquiry.
- List the resources needed to conduct each investigation.
- Conduct a scientific investigation that is based on a research design.
- Record observations, notes, sketches, questions, and ideas using a variety of methods including: notes, sketches, journals, charts, graphs, and computers.
- Test food items for the presence of carbohydrates, lipids and proteins.
- Distinguish between lipids, carbohydrates, and proteins bases on the properties of the macromolecules.
- Evaluate whether investigational data support or do not support the proposed hypothesis.
- Define the bolded terms.
- Explain the relationship between two or more variables using the bolded terms (e.g. S4C3PO3).
- Evaluate possible sources of procedural error.
- Define bolded terms.
- Use statistics to analyze data.
- Propose further investigations based on the findings of a conducted investigation.
- Define the bolded terms.
- Classify between pure and applied science (e.g. taxonomy and classification).
- Critique a position on a science or technology issue e.g. Alternative Fuels, Global Warming, Stem Cells, Dissection, and Electronic Technology.
- Explain the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology.
- Explain the pros and cons of a specific principle of science and technology e.g. Greenhouse gases, stem cells, fertility drugs and treatments, Genetically Modified Organisms, and Nanotechnology.
- Communicate all results clearly and logically.
- Critique reports of scientific studies.
- Choose the appropriate method for communicating results.
- Produce graphs that clearly communicate data.
- Justify conclusions based on scientific arguments.
- Describe how human curiosity and needs have influenced science, impacting the quality of life worldwide in giving specific examples.
- Describe how Linnaeus contributed to biological classification.
- Describe the contributions of important biologists e.g. Jenner, Salk, Redi, Pasteur, Griffith, Franklin.
- Analyze how technology and scientific advancements have changed the classification of organisms.
- Analyze how medical advancements have changed human society.
- Analyze how specific cultural and/or societal issues promote or hinder scientific advancements e.g. urban sprawl, global warming.
- Define the bolded terms.
- Sequence examples from each of the levels of biological organization and justify your sequence.
- List the requirements of a valid scientific argument.
- Summarize how new scientific innovations have affected previous ideas e.g. Linnaeus’ work in classification, Darwin’s work, etc.
- Describe how the study of taxonomy has changed since Aristotle.
- Compare and contrast the form of prokaryotic and eukaryotic cells.
- Identify the structures found in ALL CELLS from the list to the left.
- Compare and contrast plant and animal cells based on the structures found within cells.
- List and explain the body of evidence that supports evolution theory.
- Analyze patterns in phenotype variation and how they contribute to the classification of organisms.
- Evaluate the relatedness of species using different biological classification systems e.g. cladograms, classic classification: domains, kingdoms, etc.
- Analyze the relatedness of species using DNA sequences or protein sequences and morphology.
2nd Quarter
Ecology and Evolution
SC49 Biology
CLUSTERED POs / UNWRAPPED POsPriority PO / Linking POs / Knowledge / Skills
S3C3PO3
Predict the effect of a change in a specific factor on a human population.
S4C3PO2
PO 2. Describe how organisms are influenced by a particular combination of biotic (living) and abiotic (nonliving) factors in an environment.
PO 1. Evaluate how the processes of natural ecosystems affect, and are affected by, humans.
S4C5PO4
Diagram the energy flow in an ecosystem through a food chain.
S4C4PO3
Describe how the continuing operation of natural selection underlies a population’s ability to adapt to changes in the environment and leads to biodiversity and the origin of new species.
S4C4PO2
PO 2. Explain how genotypic and phenotypic variation can result in adaptations that influence an organism’s success in an environment.
S4C4PO1
Identify the following components of natural selection, which can lead to speciation:
- potential for a species to increase its numbers
- genetic variability and inheritance of offspring due to mutation and recombination of genes
- finite supply of resources required for life
- selection by the environment of those offspring better able to survive and produce offspring.
Analyze social factors that limit the growth of a human population, including:
- affluence
- education
- access to health care
- cultural influences.
Describe biotic (living) and abiotic (nonliving) factors that affect human populations.
PO 3:
Analyze how specific changes in science have affected society.
S4C3PO1
Identify the relationships among organisms within populations, communities, ecosystems, and biomes.
S4C4PO4
Predict how a change in an environmental factor (e.g., rainfall, habitat loss, non-native species) can affect the number and diversity of species in an ecosystem
S4C3PO3
Assess how the size and the rate of growth of a population are determined by birth rate, death rate, immigration, emigration, and carrying capacity of the environment
PO 2.
Describe the environmental effects of the following natural and/or human-caused hazards:
- flooding
- drought
- earthquakes
- fires
- pollution
- extreme weather.
Assess how human
activities (e.g., clear
cutting, water
management, tree thinning) can affect the potential for hazards.
S1C3PO4
Evaluate the
Following factors
that affect the
quality of the
environment:
- urban development
- smoke
- volcanic dust.
Affluence
PO 2:
Abiotic
Biotic
PO 1:
Organism
Species
Populations
Communities
Ecosystems
Biomes
Biosphere
Predation
Competition
Symbiosis
Mutualism
Commensalism
Parasitism
PO 3:
Birth rate
Death rate
Immigration
Emigration
Carrying Capacity
PO 2:
Flooding
Drought
Earthquakes
Fires
Pollution
PO 4:
Urban development
Urban sprawl
PO 4:
Food chain
Food web
Energy flow
Producer
Autotroph
Consumer
Heterotroph
Decomposer
Trophic level
Ecological pyramids
PO 3:
Diversity
Biodiversity
Population
Subpopulation
PO 1:
Natural selection
Speciation
Species
Genetic variability
Mutation
Genetic recombination
Limiting factor
Inherited trait
Adaptation / PO 3:
- Hypothesize the result of a specific factor on human population. (e.g. pandemics, reduce fertility, genocide, natural disasters, war)
- Analyze the effect economic factors have on human populations (Affluence encompasses education and access to healthcare).
- Analyze how cultural influences impact human population.
- Describe and use examples to show biotic and abiotic factors that affect human populations.
- Analyze how specific changes in science have affected society. (e.g. DDT biomagnification, heavy metals in fish).
- Identify examples of biotic and abiotic factors.
- Describe and use examples to show how organisms are influenced by a particular combination of biotic and abiotic factors in an environment.
- Identify examples for the bolded terms.
- Organize the bolded terms in a logical sequence and provide justification for your sequence.
- Classify the type of relationship between organisms as competitive, predatory or symbiotic.
- Classify the type of symbiotic relationships for pairs of organisms.
- Assess how the size and the rate of growth of a population are determined by various factors.
- Compare and contrast population graphs.
- Explain cause and effect relationships between human activities and natural ecosystems.
- Describe the consequences of the bold faced terms on ecosystems (e.g. flooding in the Mid-West, forest fires in the West, air quality in major cities, etc.)
- Assess how human activities impact the environment (e.g. clear cutting, water management, tree thinning, slash burn, deforestation, habitat destruction, invasive species, proper use of fertilizers).
- Describe the pros and cons of urban development / sprawl.
- List characteristics that determine the quality of an environment (e.g. air, water, biodiversity, land, sustainability, economics, etc.)
- Judge using criteria how urban development, smoke and volcanic dust affect the quality of the environment.
- Diagram or model the energy flow in an ecosystem through food chains and food webs.
- Construct ecological pyramids and explain the relationships among the levels.
- Describe how natural selection is an ongoing process.
- Explain how natural selection allows subpopulations to adapt to a changing environment using a specific example.
- Explain how natural selection leads to biodiversity.
- Explain how genotypic and phenotypic variation can result in adaptations that influence an organism’s success in an environment.
- Identify the four components of natural selection which can lead to speciation (Bulleted list in S4C4PO1).
- Apply the four components of natural selection to a specific example.
- Explain how natural selection can lead to speciation.
- Describe how limited resources increase competition among individuals which can lead to change in populations’ phenotypic makeup over time.
3rd Quarter
Inheritance and Reproduction
SC49 Biology
CLUSTERED POs / UNWRAPPED POsPriority PO / Linking POs / Knowledge / Skills
S4C1PO5
Describe the purposes and processes of cellular reproduction.
S4C2PO3
Explain how genotypic variation occurs and results in phenotypic diversity.
S4C2PO2
Describe the molecular basis of heredity, in viruses and living things, including DNA replication and protein synthesis
S4C1PO4
Analyze mechanisms of transport of materials (e.g., water, ions, macromolecules) into and out of cells:
- passive transport
- active transport.
Compare the processes of photosynthesis and cellular respiration in terms of energy flow, reactants, and products. / S4C2PO4
Describe how meiosis and fertilization maintain genetic variation.
S4C2PO1
Analyze the relationships among nucleic acids (DNA, RNA), genes, and chromosomes
S4C4PO5
Analyze how patterns in the fossil record, nuclear chemistry, geology, molecular biology, and geographical
distribution give support to the theory of organic evolution through natural selection over billions of years and
the resulting present day biodiversity.
S4C5PO2. Describe the role of organic and inorganic chemicals (e.g., carbohydrates, proteins, lipids, nucleic acids, water, ATP) important to living things.
PO 3. Explain the importance of water to cells
S4C1PO1
Describe the role of energy in cellular growth, development, and repair / PO 5.
Mitosis
Meiosis
Diploid
Haploid
PO 4:
Meiosis
Fertilization
Mitosis
Gamete
Haploid
Diploid
PO 3.
Allele
Genotype
Phenotype
Variation
PO 2.
Protein synthesis
Transcription
Translation
Replication
Heredity
PO 1:
Nucleotides
*Nucleic acids
*Genes
*Chromosomes
DNA
RNA
PO 5:
Mutation
PO 2:
Organic
Inorganic
Carbohydrate
Protein
Lipid
Nucleic acid
ATP
PO 4:
Active transport
Passive transport
Osmosis
Diffusion
Facilitated diffusion
PO 3:
Homeostasis
PO 1:
Photosynthesis
Cellular respiration
Energy
Energy flow
Reactant
Product
Reaction
Sugar (C6H12O6)
Carbon dioxide (CO2)
Water (H2O)
Oxygen (O2) / PO 5:
- Describe the purpose of mitosis and meiosis.
- Identify the resulting products of mitosis and meiosis.
- Describe the process of mitosis and meiosis.
- Compare and contrast meioses and mitosis.
PO 4:
- Explain how Independent Assortment, Segregation and random fertilization contribute to genotypic variation.
- Explain how genotypic variation leads to phenotypic variation.
- Use Mendel’s Principles to perform monohybrid crosses.
- Describe the process of DNA replication.
- Identify the end result of DNA replication.
- Describe the processes of transcription and translation.
- Identify the end result of transcription and translation.
- Compare and contrast DNA and RNA.
- Analyze the relationships within the central dogma.
- Identify the relationships among the starred terms.
- Explain how genetic variations and mutations that occur (during replication, transcription, translation, environmental effects or random chance), affect biodiversity.
- Identify examples of carbohydrates, proteins, lipids, and nucleic acids.
- Distinguish the differences between organic and inorganic chemicals in living things.
- Describe the function (role) of carbohydrates, proteins, lipids and nucleic acids in living
- Define bolded terms.
- Compare the mechanisms of passive and active transport (e.g. energy needs, direction of transport, type of substance being transported, and/or use of a carrier).
- Explain the importance of water to cells.
- Define the bolded terms.
- Identify all terms in the chemical equation for photosynthesis and for cellular respiration.
- Identify the relationships between the reactants, products and energy flow between photosynthesis and cellular respiration.
- Explain the role that energy plays in cells; energy is needed for cellular growth, development and repair.
4th Quarter
Energy and Matter
SC49 Biology
CLUSTERED POs / UNWRAPPED POsPriority PO / Linking POs / Knowledge / Skills
S4C5PO3
Diagram the
Following
Biogeochemical
cycles in an
ecosystem:
- water
- carbon
- nitrogen.
Evaluate methods
used to manage
natural resources
(e.g., reintroduction
of wildlife, fire
ecology) / S1C3PO5
Design models (conceptual or physical) of the following to represent "real world" scenarios:
- carbon cycle
- water cycle.
Analyze the use of
renewable and
nonrenewable
resources in
Arizona:
- water
- land
- soil
- minerals
- air
Analyze the costs,
benefits, and risks
of various ways of
dealing with the
following needs or
problems:
- various forms of
- alternative energy
- storage of nuclear
- waste
- abandoned mines
- greenhouse gases
- hazardous wastes
Evaluate the effectiveness of conservation practices and preservation techniques on environmental quality and biodiversity / PO 3:
Biogeochemical cycle
Water cycle
evaporation
transpiration
condensation
precipitation
run off
seepage
ground water
root uptake
human activities
Carbon cycle
photosynthesis
respiration
decomposition
geochemical fossil fuel
human activities
Nitrogen cycle
nitrogen fixation
human activities
PO 1:
Alternative energy
Greenhouse gases / PO 3:
- Diagram and explain the interaction of the processes within the following biogeochemical cycles in an ecosystem:
carbon
nitrogen.
- Explain the cyclic nature of matter through biotic and abiotic processes.
- Create a model (drawing or other) that shows the biochemical cycles.
PO 1:
- Analyze the costs, benefits, and risks of various ways of dealing with the following needs or problems. (Examples: nuclear power vs. electric power, solar power vs. coal generator, biodiesel, open pit mining vs. underground mining).
PO 5:
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