Biology 1
Grades 9, 10, 11 and 12
Units of Credit:One year
Prerequisites:None
Course Overview:
Through the study of Biology 1, students will gain an understanding of organisms living in the world around them. Specifically, they will study a variety of organisms, microscopic as well as macroscopic. They will compare and contrast similarities and differences of organisms. Students will learn the importance of classification and the diversity of living organisms. The understanding of diversity will help students comprehend biological evolution and life’s natural processes (cycles, reproduction, growth and development). The study of cellular structure and function, the importance of DNA as the molecular basis of heredity, health, and disease are important aspects of the study of life. The study of life systems provides students with important information about how humans can have a critical impact on other organisms. The content of Biology 1 is arranged around the six MCPS science standards. These standards include science as inquiry, unifying concepts of science, humans and science, physical science, life science and earth, and space science. All MCPS students will engage in scientific inquiry at all grade levels and in all classes. This is critical because students must engage in scientific inquiry regularly in order to understand science. A variety of teaching/instructional strategies will be employed, which will include laboratory investigations, class discussions, field trips, demonstrations, multimedia, guest speakers, and student presentations. Technology will be employed to collect, analyze, share, and present data. Students will be assessed through a variety of means, including standard paper and pencil quizzes and tests, performance assessments, laboratory projects, and student writings and presentations. In addition, the National Association of Biology Teachers Test will be used.
Required Topics:
Lab Procedure and Safety
Current Research and Applications
Biological Tools and Processes
Diversity and Classification
Ecology
Populations
Cell Biology
Microbiology
Animal Physiology
Plant Physiology
Reproduction
Genetics
Evolution
Animal Behavior
Content Competencies for Each Standard:
Standard #1:Science as Inquiry
Students will combine processes and scientific knowledge by using scientific reasoning and critical thinking to develop their understanding of science.
Competencies:
1.Identify questions and concepts that guide scientific investigations.
1, 1.1.2, 1.3, 1.4, 3.1
2.Design and conduct scientific investigations, utilizing appropriate technology to acquire and analyze data.
1.1, 1.2, 1.3, 3.1, 3.2, 3.3,
Inquiry activities,Analyzing Data, Problem Solving, Quick Labs,
Real-World Labs, Design-an-experiment Labs, & Exploration Labs: Chapters 1-40: appendix A, B, C , D.
3.Use appropriate equipment and technology accurately to measure (in SI units or as is otherwise appropriate), process, and analyze data.
1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3
Inquiry activities, Analyzing Data, Problem Solving, Quick Labs,
Real-world Labs, Design-an-experiment Labs, 7 Exploration Labs: Chapters 1-40: Appendixes A, B, C, D
4.Formulate and revise scientific explanations and models based on scientific knowledge and evidence from investigations.
1.1, 1.2, 1.3, 1.4, Ch. 3: pp.64-65, Ch 7: pp.169-170: Ch 8: pp.204-204,
11.1, 11.2, 11.5; 12.1, 12.2, 15.2, 15.3, 16.2, 17.1, 32. 3.
5. Devise and analyze alternative explanations and models and use appropriate methods to defend a scientific argument.
1.1, 1.2, 1.3, 1.4, 3.1, 7.1, 8.2, 11.1, 11.2, 11.5, 12.1, 15.2, 15.3, 16.2,
17.1, 32.3
Standard #2: Unifying Concepts of Science
Students will demonstrate an understanding that systems, models, changes, evolution, form and function, and design innovation are the unifying concepts of science.
Competencies:
1.Identify predictable events as a basis for explaining phenomena within a system through the use of models
1.3, 1.4, 2.2, 3.1, 5.2, 6.1, 6.2, 6.3, 7.3, 8.1, 8.3, 11.5, 15.1, 15.3, 16.1, 17.4, 22.4, 23.5, 24.1, 25.1, 26.3, 28.1, 28.4, 29.2, 30.3, 33.1, 33.2, 35.1, 36.3, 37.2, 38.3, 39.4, 40.4
2.Use evidence to analyze interactions within systems in order to predict changes in natural cycles.
1.3, 2.1, 2.3, 3.1,3.2, 3.3, 4.2, 4.3, 4.4, 7.1, 7.2, 7.4, 8.1, 11.1, 11.2, 11.5, 12.1, 15.2, 15.3, 16.1, 17.1, 18.1, 18.2, 18.3, 23.1, 26.1, 32.1, 35.2,
Appendix E.
3.Distinguish between properties that are constant and those that interact within systems to result in change.
1.4, 2.1, 2.2, 2.4, 3.2, 3.3, 4.1, 4.2, 5.1,5.2,5.3, 6.2, 6.3, 8.1, 8.2, 9.2, 10.1, 10.2, 11.3, 12.3, 12.4, 13.1, 15.2, 16.1, 16.2, 16.3, 17.1, 17.3, 17.4, 18.2, 28.3, 33.2, 34.2, 35.1, Appendix C
4.Quantify system changes in observable and measurable units.
1.4, 2.1, 2.3, 3.2, 4.1, 4.2, 4.4, 5.2, 6.1, 7.1, 7.3, 7.4, 8.1, 8.2, 8.3, 9.2,8.1, 8.2, 10.3, 11.1, 12.5, 13.1, 13.2, 14.3, 15.3, 16.2, 17.1, 18.1, 18.3, 19.1, 20.1, 20.2, 20.5, 21.1, 21.2, 22.1, 22.5, 23.1, 23.5, 24.1, 24.3, 25.1, 25.2, 25.3, 26.1, 26.3, 27.1, 27.3, 27.4, 28.1, 28.4, 29.1,
29.2, 30.1, 30.2, 30.3, 31.1, 31.2, 32.1, 32.3, 33.1, 33.3, 34.1, 34.2, 35.3, 35.5, 36.1, 36.2, 37.3, 38.1, 38.2, 39.1, 39.4, 40.1, 40.4
5.Account for the present form and function of objects through evolution.
1.3, 2.4, 3.3, 4.2, 5.1, 5.2, 7.3, 8.1, 8.3, 9.2, 10.3, 12.4, 15.1, 15.2, 15.3, 16.1, 16.2, 16.3, 17.3, 17.4, 18.2, 18.3, 22.1, 22.3, 23.5, 26.1, 28.1, 29.1, 30.2, 30.3, 31.1, 31.2, 32.1, 32.2, 33.1, 33.2, 34.1.
6.Describe how interacting units of matter tend toward equilibrium.
1.3, 2.4, 3.3, 4.2, 5.1, 5.2, 7.3, 8.1, 8.1, 8.3, 9.2, 10.3, 12.4, 17.1,17.2, 18.1, 33.2, 33.3, 34.1
7.Illustrate how form and function are complementary aspects of objects, organisms, and systems in the natural and designed world.
2.3, 4.3, 4.4, 7.1, 7.2, 7.4, 8.1, 15.3, 19.1, 19.2, 20.2, 20.3, 20.4, 20.5, 21.1, 21.2, 22.2, 22.3, 22.4, 23.1, 23.2, 23.3, 23.4, 23.4, 23.5, 25.3, 26.2, 26.3, 27.1, 27.2, 27.3, 27.4, 28.1, 28.3, 28.4, 29.2, 30.2, 30.3, 31.1, 31.2, 32.1, 32.2, 33.3.
Standard #3: Humans and Science
Students will demonstrate knowledge of human health and the history and development of science, as well as make informed decisions concerning human impact upon environments.
Competencies:
1.Determine how individual life decisions impact other people, the environment, and future generations.
1.2, 1.3, 3.1, 4.1, 4.2, 4.3,5.1, 5.2,5.3,6.1,6.2, 6.3, 6.4, 11.1,11.3,11.5,12.4,12.5, 13.1,13.2, 13.3, 14.1, 14.3,15.2, 16.2, 16.3, 17.3, 24.3, 25.3, 28.3, 34.1, 40.3
2.Explain why the Earth does not have unlimited resources and describe the responsible use of those resources.
1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4, 9.2, 17.1, 17.2, 17.3, 17.4
3.Identify major milestones in science that have changed human understanding and explain how new evidence affects scientific knowledge
1.1, 1.2, 1.3, 1.4, 2.1, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 6.1,.6.2, .6.3,.6.4, 10.3, 11.1, 11.2, 11.3, 11.5, 12.1, 12.4, 12.5, 13.1, 13.2, 13.3, 13.4, 14.1, 14.2, 14.3, 15.1, 15.2, 15.3, 16.1, 16.2, 16.3, 17.1, 17.2, 17.3, 17.4, 18.1, 18.2, 18.3, 32.3,40.3, 40.4
4.Relate population dynamics to the limited carrying capacity of the earth and illustrate how technological changes affect that carrying capacity.
5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4, 16.1, 16.2, 16.3
5.Document the existence of the natural and human-induced hazards and explain how they can be influenced by human activities.-
1.3, 3.1, 4.1, 4.2, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4, 16.1, 16.2, 19.2, 19.3, 20.4, 25.1, 25.2, 25.335.5, 36.2, 40.1, 40.2, 40.3
6. Identify career opportunities that are available in science and science- related fields and explain why science is an integral part of society and human endeavors. 1.1, 1.2, 1.3, 4.2, 4.4, 5.2, 6.3, 7.4, 8.2, 10.3, 12.5, 13.1, 13.2, 13.3, 13.4, 14.2, 14.3, 16.2, 17.3, 18.2, 19.3, 22.5, 24.1, 24.3, 25.1, 25.3, 26.2, 27.2, 28.3, 32.2, 33.1, 33.3, 34.1, 35.5, 36.2, 37.1, 37.3, 38.1, 40.3, 40.4
Standard #4: Physical Science
Students will demonstrate knowledge of properties, forms, patterns, changes, and interactions of physical and chemical systems.
Competencies:
1.Understand the relationship of atoms to matter, cycles, and organisms.
2.1, 2.2, 2.3, 2.4, 3.3, 4.1, 4.3 4.4, 12.1,
2.Describe types of chemical reactions in organisms and variables such as time, temperature, concentration, shape, and action of catalysts that affect them.
2.4, 3.2, 3.3, 4.1, 4.3, 4.4, 7.3, 8.1,8.2, 8.3, 9.1, 9.2, 25.2, 34.1, 35.2, 38.1
Standard #5: Life Science
Students will demonstrate knowledge of characteristics, structures, and functions of life systems; the process, continuity, and diversity of life; and the interactions of organisms with each other and their environment.
Competencies:
1.Identify cell types along with the associated cell structures and functions that direct cellular activities, including photosynthesis, respiration, differentiation, and enzyme function.
7.1, 7.2, 7.3, 7.4, 8.1, 8.2, 8.3, 9.1, 9.2, 9.3, 10.1, 10.2, 10.3, 11.3, 11.4, 12.2, 12.3, 12.3, 12.4, 14.1, 14.2, 19.1, 23.1, 26.1, 35.1, 38.1, 39.4
2.Explain the way species evolve over time as a result of mutation driven variation interacting with the environment through natural selection.
1.1, 4.2, 4.4, .5.1, 5.2, 6.1, 13.1, 15.3, 16.1,16.2, 16.3, 17.1, 17.3, 17.4, 18.2, 18.3, 20.1, 21.2, 22.1, 25.3, 28.1, 29.1, 30.1, 30.3, 31.1, 31.2, 32.1, 32.2, 32.3, 33.1
3.Describe how this has resulted in biodiversity and subsequent classification systems.
3.1, 6.3, 15.2, 16.3, 17.4, 18.1, 18.2, 18.3, 19.1, 20.1, 20.2, 20.3, 20.4, 20.5, 21.2, 22.2, 22.3, 22.4, 22.5, 26.1, 26.2, 26.3, 27.1, 27.2, 27.3, 27.4, 28,1, 28.2, 28.3, 28.4, 29.1, 30.1, 30.2, 30.3, 31.1, 31.2, 32.1, 32.2, 32.3, 33.1
4.Demonstrate how matter and energy flow through different levels of organization of living systems and describe how organisms maintain a dynamic equilibrium.
1.3, 3.2, 3.3, 4.1, 4.2, 4.3, 5.2, 6.2, 6.3, 7.4, 8.2, 9.2, 21.3, 26.1, 33.3
5.Describe the chemical and structural properties of DNA and explain how the genetic information is encoded and transmitted, and how this information controls the development and function of organisms.
1.3, 2.4, 2.3, 7.2, 10.1, 10.2, 10.3, 11.1, 11.2, 11.3, 11.4, 11.5, 12.1, 12.2, 12.3, 12.4, 12.5, 13.1, 13.2, 14.1, 14.2, 16.1, 16.2, 18.2, 39.4, 40.4
6.Illustrate how the behavior of organisms operate through physiological systems, allowing them to respond to stimuli in their environment, and how behaviors are adaptive to both the individual and the species.
3.1, 4.2, 4.3, 5.2, 5.3, 6.2, 6.3, 15.3, 20.3, 20.4, 21.3, 22.2, 24.2, 24.3, 25.2, 25.3, 26.2, 26.3, 227.1, 27.2, 27.3, 27.4, 28.1, 28.2, 28.3, 28.4, 29.1, 30.3, 31.2, 32.3, 34.1, 34.2, 35.2, 35.3
7.Explain the role of microorganisms in terrestrial and aquatic ecology, in the causation and transmission of disease, and for environmental, medical, and other purposes by man.
19.1, 19.2, 19.3, 20.1, 20.2, 20.3, 20.4, 20.5, 40.1, 40.2, 40.3, 40.4
Standard #6: Earth and Space Science
Students will demonstrate knowledge of the composition, structures, processes, and interactions of the earth-space systems.
Competencies:
1.Describe the origin and evolution of earth systems
2.1, 3.2, 3.3, 4.1, 15.1, 17.2, 17.3, 19.1,
2.Relate the chemicals of the earth to chemicals of living things.
Appendix G, 2.1, 2.2, 2.3, 2.4, 9.1, 9.2, 38.1
Assessment:
Students will be assessed through a variety of means, including standard paper and pencil quizzes and tests, performance assessments, laboratory projects, and student writings and presentations. In addition, the standard test offered by the National Association of Biology Teachers may be used.
Meeting Student’s Diverse Needs:
Students with diverse needs--those with unique abilities and/or disabilities--will have differentiated opportunities to achieve competencies and standards, and at rates and in manners consistent with their needs. For methodology, please see the Appendix