St. Michael-Albertville High School
Biology
Teacher: Lynn Dahring
September 2014
Content
CEQ




WHAT ARE
THE
CRITERIA
THAT
GOVERN THE
BIOLOGICAL
SCIENCES?
HOW DO
CELLS
PERFORM
ALL OF
LIFE'S
PROCESSES
AND
MAINTAIN
HOMEOSTASI
S?
HOW DO
BIOTIC AND
ABIOTIC
COMPONENT
S INTERACT
IN THE
BIOSPHERE?
WHAT IS
DNA'S ROLE
IN HEREDITY,
Skills
NATURE OF
BIOLOGICAL
SCIENCE
Learning Targets
1. I can define the
difference between
observation/inference.
2. I can formulate a
Students will be
testable hypothesis.
able to
3. I can design and
(SWBAT)…
conduct an
experiment, gathering
1. Distinguish
qualitative or
between
quantitative data, to
observations &
test my hypothesis.
inferences in
4. I can generate an
science.
appropriate graph for
my data set (bar, line
2. Generalize
or pie chart).
how theory &
5. I can analyze the
scientific laws
data I have gathered
influence and
using an appropriate
are influenced
calculation of the
by
quantitative solutions.
societies/media
6. I can analyze my
bias.
data for errors to
improve the
3. Identify
experiment and discuss
hypothesis,
the impact on the
control,
conclusion.
constant(s)
7. I can draw
independent &
conclusions supported
by evidence and
dependent
Assessment
Resources & Technology
NATURE OF
NATURE OF BIOLOGICAL SCIENCE
BIOLOGICAL
SCIENCE
BIOLOGY (Miller Levine) Chapters 1-2
CA Sci
Method Quiz
KEY VOCABULARY
-scientific law
-scientific theory
-Biology
1. journal on
-DNA
outdoor
-stimulus
classroom
-homeostasis
reflection
-sexual & asexual reproduction
(narrative
-metabolism
writing
-cells
standard)
2. current
event articles
3-4.
Greenhouse
experiments
5-6. quiz on
Molecules &
functions and 8
characteristics
7. water
Observation
Inference
Hypothesis
Control
Independent variable
Dependent variable
Constant(s)
Qualitative Data
Quantitative Data
Analysis
Conclusion
Bias
Meters (mm, cm, m, km)
Grams (g, kg)
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Biology
Dahring
Content
REPRODUCTI
ON, GROWTH
AND
GENETIC
ENGINEERIN
G
PRACTICES?
 WHAT IS THE
CONNECTION
TO
CLASSIFICATIO
N AND
SPECIATION OF
ALL LIVING
ORGANISMS?
NATURE OF
BIOLOGICAL
SCIENCE



How is scientific
reasoning used
to explain events
in the natural
world? (Ch 1.1)
How does the
scientific
community and
society influence
the process of
science? (Ch
1.2)
What
Skills
variables in an
experiment.
Learning Targets
consider alternate
explanations.
8. I can evaluate a
case study to
4. Collect,
determine if faulty
analyze &
reasoning, alternate
create accurate
explanations and/or
conclusions
bias exist by
from data.
identifying
assumptions and use
5. Explain the 8
logic to justify the
characteristics
validity of a claim.
of living things.
9. I can demonstrate
appropriate lab safety
6. Describe the
procedures when in lab
basic molecular
and accurately
structures and
measure the mass and
primary
volume using the SI
functions of the
system.
4 carbon based
10. I can list and
define the 8
macromolecules
characteristics of a
(carbohydrates,
living organism.
lipids, proteins
& nucleic acids).
7. Using the
molecular
structure of a
water molecule,
explain the
properties of
water
BIOCHEM
1) I can recognize the
different molecules by
their structures.
2) I can recognize some
of the more common
St. Michael-Albertville High School
Assessment
properties lab
8. enzyme labliver & spit
9. CA Unit test
Resources & Technology
Liters (ml, L)
Biology (interdependence in nature)
DNA and Heredity
Growth and Development
Respond to stimulus (stimuli)
Reproduce (sexual and asexual)
Homeostasis
Energy and Metabolism
Cells (structure and function)
Adaptations and Evolution
bio chem:
Polarity (polar molecule)
Hydrogen bond
Cohesion
Surface tension
Adhesion
Capillary action
Heat capacity
Solvent
Solute
Solution
Amphipathic properties: hydrophobic & hydrophyllic
Atom
Proton
Neutron
Electron
Valence electron
Ion
Ionic bond
Covalent bond
Compound
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Biology
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Content
characteristics
do all living
organisms
share? (Ch 1.3)
 What are the
basic chemical
properties &
functions for
water, lipids,
proteins,
carbohydrates &
nucleic acids in
all living
organisms? (Ch
2.2, 2.3)
 Why are enzymes
essential to
living
organisms? (Ch
2.4)
NATURE OF
BIOLOGICAL
SCIENCE
Experimental Design
Characteristics of Living
Things
Biochemistry
Enzymes
Skills
(cohesion,
adhesion,
capillary action,
polarity & pH)
that make it a
good solvent.
8. Summarize
the important
role that
enzymes play in
chemical
reactions and
bonds in living
organisms.
9. summarize
the sections of
the pH scale and
determine
values of acids
or bases with
universal
indicator.
10. Distinguish
between the
different types
of bonds & how
they form with
valence
Learning Targets
names for the 4 types of
organic molecules.
3) I can determine how
their structures help them
do various jobs for the
living organisms.
4) I can use the
molecular structure of a
water molecule to explain
its properties: polarity,
cohesion, adhesion,
surface tension, capillary
action, and heat capacity.
5) I can explain what
makes water a good
solvent.
6) I can define
homeostasis & give
examples of how a body
tries to maintain it.
7) I can describe the pH
scale from 0-14 with acidic
#s, basic #s & where
neutral is.
8) I can tell how the pH
scale is measured (more
St. Michael-Albertville High School
Assessment
Resources & Technology
Molecule
Chemical Reaction
Reactant
Product
Homeostasis
pH
Acid
Base
Neutral
Buffer
Organic macromolecules:
Lipids
Nucleic acids
Carbohydrates
Proteins
Enzymes
Catalyst
Substrate
Activation Energy
Denatured
OUTDOOR LESSONS:
-observations of outdoor classroom (perspectives of science)
characteristics of living things
TECH INTEGRATION:
http://www.biologyinmotion.com/minilec/wrench.html
http://www.lewport.com/10712041113402793/lib/10712041113402793/Anim
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Content
Skills
electrons.
11. Describe
how reactants
and products are
used in
chemical
equations.
Learning Targets
H+ or OH- and with color
indicators)
St. Michael-Albertville High School
Assessment
Resources & Technology
9) I can tell how the
body needs acids, bases or
regulates /buffers with
different molecules.
10) I can explain how
chemical reactions happen
using the words reactants,
products & chemical
bonds.
11) I can explain why
enzymes are important to
living things.
12) I can explain the
following terms about
enzymes: catalyst,
substrate, activation
energy
13) I can describe how
enzymes are specific,
renewable and can be
denatured.
October 2014
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Content
Skills
Learning
Targets
ECOLOGY
1) I can
ECOLOGY
determine the
limiting factors
UEQ How
Students
will
that influence
does energy
be
able
to
populations
flow through
an ecosystem? (SWBAT)…
and their
(ch 3.2-3)
carrying
1.
Trace
the
How does
capacities in an
energy flow
matter recycle
ecosystem.
through an
in the
2) I can trace
biogeochemical ecosystem via
the energy flow
trophic levels of through a
cycles and
provide for
producers &
community
living
consumers.
using food
organisms?
webs and food
(ch 3.4)
2. Compare
chains.
How do
and contrast
3) I can
competition
the
identify
and other
biogeochemical different
interactions
cycles (C, N, P,
trophic levels
affect an
water) that
in a food chain
organisms’
recycle matter
or food web.
niche and
within
an
4) I can
population
ecosystem
and
dynamics? (ch
describe the
determine their importance of
4.2, ch 5)
importance to
carbon,
living

nitrogen,
organisms.
How do
phosphorus,
humans
and water to
(historically & 3. Determine living
the limiting
currently)
St. Michael-Albertville High School
Assessment
Resources & Technology
ECOLOGY
ECOLOGY
1. quiz on food webs &
tropic levels
BIOLOGY (Miller Levine) Chapters 3-6
KEY VOCABULARY
-producers (autotrophs)
-heterotrophs:
3. MN ecosystems
consumers (herbivore, omnivore, carnivore, scavenger, decomposer)
analysis
Isle Royal
-trophic levels
moose/wolves, MN
-nutrient cycles (C, N, P, water)
wolves
-abiotic factors
-biotic factors
4. The Moose is Loose
-ecosystems
(yellowstone case study)
-biosphere
5. Hot Ecological Issues
-competition
topics
-limiting resources (factors)
risk/benefit analysis
-niche
flyer
(informative/explanatory -climate change
writing standard)
- sustainability
- carrying capacity
2. quiz on cycles
6. CA Ecology
Ecology
Population
Species
Community
Primary consumer
Secondary consumer
Tertiary consumer
Decomposer
Energy pyramid
Biogeochemical cycle
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Content
impact the
world climate
and an
ecosystems’
sustainability?
(ch 4.1, ch 5,
ch 6)
Ecosystems
(biotic &
abiotic factors)
Nutrient cycles
(C, N, O, P)
Flow of energy
(Producers &
consumers)
Sustainability
Climate
Change
Populations
(carrying
capacity,
limiting
factors,
Skills
Learning
Assessment
Targets
factors that
organisms.
influence
5) I can
populations,
compare and
carrying
contrast the
capacities and
biogeochemical
biodiversity
cycles (carbon,
within an
nitrogen,
ecosystem.
phosphorus,
water) that
4. Describe
recycle matter
how positive
within an
and/or negative ecosystem.
feedback loops
occur within
ecosystems.
5. Explain
how
climate/biomes
are influenced
by Earth’s
rotation, ocean
currents, land
formations,
atmospheric
composition
and humans.
St. Michael-Albertville High School
Resources & Technology
Carbon
Nitrogen
Nitrogen fixation
Denitrification
Phosphorus
Erosion
OUTDOOR LESSONS:
-pond analysis (natural vs runoff)
-macroinvertebrate ID & tolerance levels
LT1. food web website, Yellowstone Case Study, photosynthesis lab (syring
yeast sugar/respiration, Erica’s dances, trophic levels 3D pyramids
LT2. nutrient cycles jigsaw notes , concept map (cut & paste with connect
stations?? (runoff, nutrient loading, fertilizer, bio interactive salamander
LT3 Biodiversity (hotspots), HIPPO acronym, wolf hunt perspectives, oh deer!, inv
LT 4
ch 6.3 case studies Climate Change, Overfishing, Ozone depletion (graphic o
etc), Pacific Garbage Patch, Polymers are forever, CA issues, Carbon footpr
LT 5 Will Steger biome shift case study, moose/tick population npr webpage, clim
http://minnesota.publicradio.org/collections/special/columns/updraft/archive/20
6. Critique
diverse human
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Content
Skills
biodiversity)
actions and
consider the
benefits, costs
and risk
analysis to
natural systems
(historically &
current).
Feedback
Loops (positive
& negative)
Learning
Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
November 2014
Content
CELL
CLASSIFICATION &
PROCESSES
Skills
CELL
CLASSIFICATION &
PROCESSES
UEQ
Students will be able to
(SWBAT)…
1. Explain how various
technologies help in the

How was the
Learning Targets
1) I can tell the
difference between
living cells and
viruses.
2) I can tell the
difference between
eukaryotes and
Assessment
CELL
CLASSIFICATION &
PROCESSES
1. quiz on microscopes
function, cell organelles &
function
2. quiz on cell membrane &
Resources & Technology
CELL CLASSIFICATION &
PROCESSES
BIOLOGY (Miller Levine) Chapters
7-9, 20-21
KEY VOCABULARY
-microscope parts of eyepiece,
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development of
the microscope
and various
technologies
helpful in
discovering
cells? (ch 7.1)
 How do viruses,
prokaryote cells
& eukaryote
cells differ in
their structures,
transformations
of energy, and
reproduction?
(ch 7, 8, 9, 20 &
21)
 How do various
cell structures
enable a cell to
carry out basic
life processes?
(ch 7.2)
 How do cells
regulate the
passage of
molecules
through its cell
membrane? (ch
7.3)
 How do
unicellular and
multicellular
Skills
discovery of cells.
2. Demonstrate effective
use of compound
microscopes.
3. Compare & contrast
viruses, prokaryote cells
and eukaryote cells.
4. Identify cell organelles
and their functions
(mitochondria,
chloroplast, nucleus,
ribosomes, chromosomes,
cell membrane, vacuoles,
lysosomes, endoplasmic
reticulum, golgi apparatus,
cell wall)
5. Differentiate between
the processes of passive
and active transports
during the function of the
cell membrane’s molecular
traffic.
6. Distinguish the effect
that various environments
(hypotonic, hypertonic &
isotonic solutions) have on
St. Michael-Albertville High School
Learning Targets
prokaryotes based
on size and
organelles.
3) I can describe
how vaccines and
antibiotics help the
human body fight
diseases.
4) I can describe
the function of the
following
organelles and
explain how they
work together:
nucleus, vacuole,
vesicle, lysosome,
cytoskeleton, centriole,
ribosome, endoplasmic
reticulum, golgi
apparatus, chloroplast,
mitochondria, cell wall,
cell membrane.
5) I can compare
and contrast how
cells convert light
energy to chemical
energy (ATP)
through the
processes of
photosynthesis and
respiration
(metabolism).
6) I can define
Assessment
molecular traffic
3. quiz on enzymes &
homeostasis
4. quiz on energy capture &
tranformation (metabolism)
5. CA 10-11. lab report on
Bacteria & antibiotics
(informational/explanatory
writing standard) could be
argument about antibiotics
too.
6. CA cell exam
Resources & Technology
objective lenses, slide, stage,
adjustment knobs, diaphragm, powers
-prokaryote cells
-eukaryote cells
-viruses
-cell membrane
*semi permeable
-cell organelles
*mitochondria
*chloroplast
*ribosomes
*nucleus
*chromosomes
*vacuoles
*lysosomes
*endoplasmic reticulum
*golgi apparatus
*cell wall
-turgor pressure
-passive transports
*osmosis
*diffusion & facilitated diffusion
-active transports
*endocytosis
*exocytosis
-hypertonic
-hypotonic
-isotonic
-homeostasis
-photosynthesis
-cellular respiration
-reactants & products
-homeostasis
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organisms
maintain
homeostasis with
cells, tissues and
organ
systems?(ch 7.4)
Prokaryotes
Eukaryotes
Viruses
Cell Organelles &
Function
Homeostasis
Photosynthesis &
Respiration
Cell Membrane Traffic
(transport)
Skills
cells.
7. Summarize how
enzymes and organelles
maintain homeostasis in
unicellular and
multicellular organisms.
8. Compare and contrast
how cells convert light
energy to chemical energy
(ATP) through the
processes of
photosynthesis and
respiration (metabolism).
9. Define photosynthesis
and respiration in terms of
reactants and products.
10. Generalize how cells
produce antibodies to fight
diseases and how
antibiotics and vaccines
help immunity.
11. Prepare and analyze a
scientific experiment with
live bacteria to test the
effectiveness of various
St. Michael-Albertville High School
Learning Targets Assessment
photosynthesis and
respiration in terms
of reactants and
products.
7) I can describe
how passive
transport (osmosis,
diffusion, &
facilitated
diffusion) work
through a
selectively
permeable cell
membrane.
8) I can identify
how cells would
respond in a
hypertonic,
hypotonic, or
isotonic
environment due
to the
concentration
gradients of
solutes.
9) I can describe
how cells move
substances against
the concentration
gradient by active
transports
Resources & Technology
-molecules & ions
-antibiotics
-antibodies
-antigens
Cell
Bacteria
Vaccine
Allergic reaction
Vesicle
Cytoskeleton
Centriole
ATP
Metabolism
Ion pump
Concentration gradient
TECH INTEGRATION:
venier lab probes for CO2 & ions
http://mrphome.net/mrp/Membran...
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Content
Skills
antibiotics in a petri dish.
St. Michael-Albertville High School
Learning Targets
(endocytosis,
exocytosis, & ion
pumps).
Assessment
Resources & Technology
December 2014
Content
GENETICS
UEQ
 How does
DNA’s structure
translate
information for
assembling
proteins, make new
cells (mitosis) and
express genetic
traits? ( ch 10, 12,
13, 14)

 How do
Mendel's laws &
meiosis increase
variation in a
species and
determine various
patterns of
Skills
GENETICS
Students will be able
to (SWBAT)…
1. Describe the basic
molecular structures in
DNA.
2 Generalize the
discovery process of
the DNA molecule
(model).
3. Describe the phases
and replication of DNA
during mitosis, asexual
reproduction of
identical new cells.
Learning Targets
DNA STRUCTURE ,
Discovery &
functions:
1) I can describe
the people that
helped discover
DNA structure and
their
contributions.
2) I can identify
the parts of DNA
and explain why
its structure
allows it to
accomplish its
functions.
3) I can explain
4. Outline the steps of how DNA copies
protein synthesis. (DNA itself during
–RNA –proteins)
replication.
Assessment
GENETICS
1-2. quiz on
DNA structures,
functions &
people who
discovered it
Resources & Technology
GENETICS
BIOLOGY (Miller Levine) Chapters 10-15
KEY VOCABULARY
-DNA
*replication
*nucleotides (nitrogen bases, ATCG)
3. quiz on
-RNA
Mitosis phases
-transcripton
ready to roll
lab Mitosis slides -translation (protein synthesis)
-proteins
-mitosis
4. claytionary
-sexual reproduction
assessment of
protein synthesis -meiosis
-asexual reproduction
-genes
CA DNA
-chromosomes
structure &
-gentoype
function test
-phenotype
-homozygous
5-8. quiz on
-heterozygous
Genetics &
punnett squares -alleles
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Content
inheritance? (ch
11, 14)

Skills
5. Explain the
relationships amongst
DNA, genes &
chromosomes.
Learning Targets
4) I can list and
describe the
phases of mitosis.
Assessment
5) I can
recognize that
uncontrolled
mitosis results in
cancer cells.
11. pro/con risk
analysis of
GMOs
(argument
writing
standard)
6. Apply the terms of
phenotype, genotype,
allele, homozygous,
heterozygous in
various inheritance
patterns & crosses with 6) I can describe
punnett squares.
how DNA
instructions are
7. Use concepts of
used to build
Mendel’s Law of
proteins in the cell
Segregation and
through the
 Does the
Independent
process of protein
discovery of the
synthesis
DNA molecule and Assortment to explain
(transcription and
its role in genetics how crossing over,
translation).
lend biotechnology sorting &
recombination of
to be used in a
beneficial way for
genes during sexual
7) I can explain
all living
reproduction increases the structure of a
organisms? (ch 10, variation within a
protein and how
14, 15)
species.
the order of
amino acids
DNA discovery,
8. Explain how
determines its
structure &
mutations of DNA
ability to function.
functions
bases or genes may
have no effect, harm,
8) I can give
Protein Synthesis & or rarely may benefit
examples of the
mutations
 How do
mutations affect
DNA sequences
and genetic
variation within a
species? (ch 13)

St. Michael-Albertville High School
5-8. CA
Genetics Test
Resources & Technology
-punnett squares
-probability
-dominant alleles
-recessive alleles
-segregation of alleles
-Gregor Mendel
-independent assortment
-recombination, crossing over
-mutations
*point mutations
*chromosome mutations (nondisjunction)
-cancer
-selective breeding
-hybridization
-genetically modified organisms
-cloning
-recombinant DNA
-electrogelphoresis
Adenine
Thymine
Cytosine
Guanine
Base pairing
Phosphate
Deoxyribose
Hydrogen bonds
Double helix
Rosalind Franklin and Maurice Wilkins
James Watson and Francis Crick
Lineaus Pauling
Erwin Chargaff
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Mitosis , cell
growth & cancer
GMOs
(biotechnology,
genetically
modified
organisms, lab
techniques &
selective breeding
practices)
Meiosis & sexual
reproduction
Inheritance
patterns of
genetics
Genetic mutations
Skills
an organism/species.
9. Describe how some
diseases can be
predicted by genetic
testing & how this
affects
parental/community
decisions.
10. Recognize how
uncontrolled mitosis
results in cancer cells
and how personal
decisions &
technologies influence
current treatments.
11. Critique the
risk/benefit analysis of
genetically modified
organisms and
biotechnology
techniques (selective
breeding, genetic
engineering
techniques) in
agriculture &
medicine.
Learning Targets
functions of
proteins in the
body.
GENETICS
1) I can describe
the relationship
between DNA,
genes and
chromosomes.
2) I can describe
how various
mutations in DNA
segments can
result in a faulty
protein.
3) I can describe
Mendel’s three
laws of genetic
inheritance and
how this relates to
meiosis and
Punnett squares
4) I can
complete a
monohybrid cross
and explain it
using the words
St. Michael-Albertville High School
Assessment
Resources & Technology
Prophase
Metaphase
Anaphase
Telophase
Cytokinesis
Interphase
Sister Chromatids
Centromere
Centriole
Amino acids
mRNA
tRNA
rRNA (ribosome)
Codon
Anticodon
Uracil
Genetics
Heredity
Fertilization
Trait
Genes
Tetrad
Crossing over
Gamete
Autosome
Haploid
Diploid
Mutation
Homologous Chromosomes
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Skills
Learning Targets
dominate,
recessive,
genotype,
phenotype,
homozygous and
heterozygous.
5) I can predict
the outcomes of
other types of
genetic crosses,
including dihybrid,
sex-linked,
codominant, and
incompletely
dominant traits.
6) I can describe
how meiosis
creates unique
gametes.
St. Michael-Albertville High School
Assessment
Resources & Technology
Independent Assortment
Segregation
Punnett Square
Incomplete dominance
Codominance
Dihybrid cross
Hybrid
True breeding (purebred)
Sex-linked trait
Pedigree
Multiple alleles
P generation
F1 generation
F2 generation
TECH INTEGRATION:
http://www.dnai.org
/" target=_blank>http://www.dnai.org
/
http://www.youtube.com/watch?v...
"
target=_blank>http://www.youtube.com/watch?v...
(pbs video of DNA)
http://www.nobelprize.org/educ...
" target=_blank>http://www.nobelprize.org/educ...
(blood typing simulation)
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Dahring
Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
http://learn.genetics.utah.edu/
January 2015
Content
EVOLUTION
UEQ
 How does the
geological time scale,
fossils and plate
techtonics provide
evidence for changes
on Earth and changes
its inhabitants? (ch
19)


 How did Darwin
use his observations
& Natural Selection
theory to describe the
history and diversity
of Life on Earth? (ch
16, 17)
Skills
EVOLUTION
Students will be
able to
(SWBAT)…
1. Paraphrase the
major events of
Earth’s geological
history to the
Biological life
forms that were
present during
various eras;
showing speciation
and changes over
time.
2. Summarize
Darwin’s theory of
natural selection
Learning
Targets
1. I can
describe how the
Earth and living
things have
changed
throughout
Earth’s history.
2. I can explain
the diversity of
life on Earth
using Darwin’s
theory of
evolution.
Assessment
Resources & Technology
EVOLUTION
EVOLUTION
1. public speaking with
paraphrase of various eras:
geological & biological
importances highlighted
BIOLOGY (Miller Levine) Chapters 16-17, 19,
27- 29 & appendix DOL pages)
2. written summary of
Darwin's theory
(informational/explanatory
writing standard)
OR quiz/test assessment
3. present on dissections
(form& functions)
CA evolution test
3. I can
describe how
various types of
evidence support
Darwin’s theory
of evolution.
DISSSECTIONS
* crayfish
* grasshopper
* earthworm
* starfish
* perch (if supplies are
available)
*shark
KEY VOCABULARY
-Natural Selection
*genetic variation
*mutations
*survival of the fittest
*reproductive success
*struggle for existence
*common ancestry
*descent with modifications
*selective pressures
* evolution
*homologous structures
*embryology
*fossils & transitional fossils
*genetic switches
cladogram
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Biology
Dahring
Content
Skills

utilizing the terms
genetic variation,
adaptation,
mutation, survival
of the fittest,
struggle for
existence, common
ancestory, descent
with modification,
selective pressures
and evolution.

 How do selective
pressures and
competition drive
genetic variation and
speciation of
organisms through
descent with
modifications,
according to
Darwin’s Tree of
Life? (ch 16, 17)


 Utilizing
dissections, what
links the cell to its
functions and
therefore the
organism to its
environment for all
Kingdoms of Life?(ch
27, 28 , 29 & DOL)


History of Earth &
3. Evaluate
various pieces of
evidence Darwin
utilizes to present
his theory
(homologous
structures,
embryology,
fossils, genetic
and/or biochemical
similarities).
Learning
Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
*rat
adaptation
vestigial structures
Comparative
Anatomy
4. I can compare
& contrast the
various systems
and structures
for the major
body plans of the
dissected
creatures. I can
discuss how
these features
aid them in
survival for the
various habitats
in which they live
and why they are
classified into
specific animal
groups.
artificial selection
HOX gene
Fitness
Charles Darwin
Charles Lyell
James Hutton
Jean-Baptiste Lamarck
Thomas Malthus
TECHNOLOGY
http://www.youtube.com/watch?v=I91Huv4jbCk
(What Darwin Never Knew -pbs video series)
NOVA evolution websites (pbs NOVA)
4. Analyze
evidence of form to
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Biology
Dahring
Content
Skills
Life on Earth
function when
dissecting various
organisms and
compile reasoning
for how an
organism is
advantageous in a
particular
environment due to
its features.
Evolution , variation,
speciation
Natural Selection
Comparative
anatomy
(dissections)
Learning
Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
5. Analyze a case
study of a
creature’s systems,
behaviors and
responses in its
natural
environment.
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