Standards Curriculum Map Bourbon County Schools Level: High School Grade and/or Course: Biology Updated: 5/23/12 e.g. = Example only Days Unit/Topic Standards Activities Learning Targets (“I Can” Statements) Vocabulary Days Unit 1 Scientific Inquiry Mathematics and Measurements Science in Practice Foundations Biochemistry Quality Core: A1-A5 ACT Bellringers PPT with Guided Notes Lab activities: McMush Lab: Measurements and Microscopes Biomolecules Table Biomolecules Drawings Common assessment I can… a. Identify and clarify biological research questions and design experiments b. Manipulate variables in experiments using appropriate procedures (e.g., controls, multiple trials) c. Collect, organize, and analyze data accurately and precisely (e.g., using scientific techniques and mathematics in experiments) d. Interpret results and draw conclusions, revising hypotheses as necessary and/or formulating additional questions or explanations e. Write and speak effectively to present and explain scientific results, using appropriate terminology and graphics f. Safely use laboratory equipment and techniques when conducting scientific investigations Observation Hypothesis Test Analysis Conclussion Carbohydrate Lipid Protein Nucleic Acid Enzyme Ionic bond Covalent bond Hydrogen bond Element Atomic number Mass number Catalyst Compound Isotope
the light-dependent reactions to the products of the light-independent reactions f. Design and conduct an experiment (including the calculations necessary to make dilutions and prepare reagents) demonstrating effects of environmental factors on photosynthesis i. Explain how photosynthetic organisms use the processes of photosynthesis and respiration Days Unit/Topic Common Core Standards Activities Learning Targets (“I Can” Statements) Vocabulary 57-71 Unit 4 DNA/RNA/Protein Synthesis Quality Core C1a-C1e ACT Bellringers PPT with Guided Notes Lab activities: DNA to Protein Lab: Mutations and DNA Labs etc YouTube Clip Assignment Common assessment I can… a. Describe the basic structure and function of DNA, mRNA, tRNA, amino acids, polypeptides, and proteins (e.g., replication, transcription, and translation) b. Describe the experiments of major scientists in determining both the structure of DNA and the central dogma c. Use mRNA codon charts to determine amino acid sequences of example polypeptides d. Use mRNA codon charts to determine the effects of different types of mutations on amino acid sequence and protein Pentose Phosphate group Adenine Thymine Guanine Cytosine Purine Pyrimidine Synthesis Ribosome Amino acid Peptide bond mRNA tRNA codon anticodon hydrogen bond
structure (e.g., sickle cell anemia resulting from base substitution mutation) e. Describe how gene expression is regulated in organisms such that specific proteins are synthesized only when they are needed by the cell (e.g., allowing cell specialization) Days Unit/Topic Standards Activities Learning Targets (“I Can” Statements) Vocabulary Days 72-92 Unit 5 Genetics Quality Core C1f-C1n ACT Bellringers PPT with Guided Notes Lab activities: Mendels Peas Lab: Dihybrid crosses and corn Labs etc Common assessment . I can… f. Describe the basic process of meiosis g. Identify and explain Mendel’s law of segregation and law of independent assortment h. Explain how the process of meiosis reveals the mechanism behind Mendel’s conclusions about segregation and independent assortment on a molecular level i. Define and provide an example of the following: genotype, phenotype, dominant allele, recessive allele, codominant alleles, incompletely dominant alleles, homozygous, heterozygous, and carrier j. Explain sex-linked Punnett Square Sexual Reproduction Meiosis Sperm Egg Fertilization Test cross Monohybrid Dihybrid Independent assortment Segregation Dominance Recessive Heterozygous Homozygous Mutation
levels in the hierarchy of taxa: kingdom, phylum, class, order, family, genus, and species c. Explain the binomial nomenclature system d. Construct and use a dichotomous taxonomic key e. Distinguish between and among viruses, bacteria, and protists, and give examples of each f. Explain classification criteria for fungi, plants, and animals g. Compare the major divisions of animals Days Unit/Topic Common Core Standards Activities Learning Targets (“I Can” Statements) Vocabulary 145-175 Unit 8 Ecology With Review Quality Core F1 ACT Bellringers PPT with Guided Notes Lab activities: food webs Lab: cycles Labs etc Integrated Readers Common assessment I can… a. Define and provide examples of biosphere, biome, ecosystem, community, population, species, habitat, and niche b. Discuss biotic and abiotic factors that affect land and aquatic biomes c. Discuss the role of beneficial bacteria (e.g., in the recycling of nutrients) d. Explain how energy flows through ecosystems in one direction, from photosynthetic Symbiosis Commensalism Mutualism Parasitism 10% rule Matter Carnivores Herbivores Decomposers Food pyramid Carrying capacity Predation Succession Communities Populations Ecosystems Diversity Exponential growth Logistic growth