Name ___________________
Biology review: What you should know, what you should be able to do or answer.
Bio 1.1 Understand the relationship between the structures and functions of cells and their organelles.
Bio.1.1.1
Summarize the structure and function of organelles in eukaryotic cells (including the nucleus, plasma
membrane, cell wall, mitochondria, vacuoles, chloroplasts, and ribosomes) and ways that these
organelles interact with each other to perform the function of the cell.
Bio.1.1.2
Compare prokaryotic and eukaryotic cells in terms of their general structures (plasma membrane and
genetic material) and degree of complexity.
Bio.1.1.3
Explain how instructions in DNA lead to cell differentiation and result in cells specialized to perform
specific functions in multicellular organisms.
Big Ideas
Essential Questions
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Plants and animals, and eukaryotic and
prokaryotic cells are different based upon
structure and function.
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Cells are organized.
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Cells in multicellular organisms are
differentiated based upon DNA.
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Organelle structure and cell structure are
the basis of their functions.
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1.
2.
3.
Microscopes are useful tools to see cell
structure.
4.
5.
6.
7.
8.
9.
How are cells organized?
What are the differences in plant and
animal cells?
Identify and describe the following cell
organelles: nucleus, plasma membrane,
cell wall, mitochondria, vacuoles,
chloroplasts, and ribosomes.
How does structure relate to the function of
a cell’s organelle?
What are the two general types of cells?
Describe each.
What is the proper order of steps when
using a light microscope?
How are cells specialized? What causes
stem cells to become specialized?
How do cells communicate with one
another?
How does structure relate to the function of
a cell?
Vocabulary
Cell wall
Eukaryotic
Differentiation
Chloroplast
Nucleus
Embryonic cells
DNA
Plasmid
Multicellular
Enzyme
Prokaryotic
Stem cells
Homeostasis
RNA
Unicellular
Mitochondria
Nucleus
Organelle
Plasma membrane
Ribosome
Vacuole
Learning Targets
Criteria for Success
I will…
I can…
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Explain how cell structure determines its
function.
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Understand how cell structures interact.
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Differentiate between eukaryotic and
prokaryotic cells.
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Explore and determine how cells are
specialized.
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Discover the structure and function of cells
and how they impact living things.
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Relate the structure of a cell’s organelle to
its function by creating an analogy between
a cell and a town.
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Use a venn diagram to compare the two
types of cells and discuss their different
structures.
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Differentiate between the specialized cell
and the organelles within each and describe
the function of the different cell parts by
matching cell organelles with specific tissue
types or organisms.
Bio 1.2 Analyze the cell as a living system.
Bio 1.2.1
Explain how homeostasis is maintained in the cell and within an organism in various environments (including
temperature and pH).
Bio 1.2.2
Analyze how cells grow and reproduce in terms of interphase, mitosis and cytokinesis.
Bio 1.2.3
Explain how specific cell adaptations help cells survive in particular environments (focus on unicellular organisms).
Big Ideas
Essential Questions
·
Cells and organisms must maintain
homeostasis of many different substances in
order to survive.
·
The plasma membrane’s semi-permeable
structure allows for some substances to enter
or leave a cell.
·
Cells use both active and passive transport to
move substances across the membrane.
Osmotic pressure causes changes to cells.
·
Cells grow and asexually reproduce in a cell
cycle.
·
Unicellular organisms have specific
adaptations that allow for their survival.
1. How is homeostasis maintained in cells? How is homeostasis
maintained within organisms in various environments?
2. How does the structure of plasma membrane allow for its
function?
3. Compare active vs. passive transport.
4. Explain changes in osmotic pressure in cells in different
solution.
5. Analyze how cells grow and reproduce in terms of interphase,
mitosis, and cytokinesis.
6. How do cell structures and behaviors allow for unicellular
organism survival?
Vocabulary
Homeostasis
Cell Cycle
Adaptation
Cell
Interphase
Asexual reproduction
Organism
Mitosis
Cell
Temperature
Cytokinesis
Chemotaxis
pH
Asexual reproduction
Cilia
Buffers
Growth 1
Contractile Vacuole
Passive transport
Growth 2
Flagella
Active transport
Synthesis
Phototaxis
Osmosis
Pseudopods
Diffusion
Osmotic pressure
Plasma membrane
Semi-permeable membrane
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Learning Targets
Criteria for Success
I will…
I can…
Describe ways organisms and cells maintain homeostasis.
Compare and Contrast Active and Passive Transport
Describe how the structure of a plasma membrane affects its
function.
Explain the steps of the cell cycle and how it is controlled
Define cancer and relate it to the cell cycle
Describe structural and behavioral adaptations of unicellular
organisms.
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Explain how buffers regulate cell pH and how cells can
respond to maintain temperature, glucose levels and water
balance.
Use a venn diagram to compare and contrast active and
passive transport.
Identify the parts of a plasma membrane and describe how
each works together to function.
Predict how a cell will change in differing concentrations
due to osmotic pressure.
Draw and label the cell cycle steps: G1, S, G2, Mitosis, and
Cytokinesis
Organize diagrams of mitosis phases and describe each.
Explain how contractile vacuoles, cilia, flagella,
pseudopods, and eyespots help unicellular organisms to
survive.
Summarize adaptive behaviors such as chemotaxis
and phototaxis.
What can be used to distinguish
between eukaryotic and prokaryotic
cells?
a. Only eukaryotic cells come from
preexisting cells.
b. Only prokaryotic cells are the
smallest unit of living organisms.
c. Only prokaryotic cells contain
ribosomes.
d.
Only eukaryotic cells contain
membrane-bound organelles.
A runner is competing in a 10 km track
meet and just before
completing the race, the runner is
nearly out of breath and the energy
needed to finish the race. Which cell
structure is most affected by this lack
of energy?
a. nucleus
b. ribosome
c. mitochondrion
d. plasma membrane
Constructed Response: Explain how
many of the cells in an individual can
be very different from one another in
terms of structure and function, even
though they are descended from a
single cell and thus have essentially
identical genetic instructions.
Nerve cells and bone cells are
specialized cells that descend from
the same single cell (fertilized egg).
Which statement best explains how
each type of cell results in a different
structure with a specialized function?
a.
Nerve cells and bone
cells begin with the same
structure; however, bone
cells harden over time.
b. Nerve cells and bone cells
receive different DNA that
determines the structure and
function that each will perform.
c. Nerve cells and bone cells
receive the same DNA;
however, only specific parts
of the DNA are activated in
each cell.
d. Nerve cells and bone cells receive
the same DNA; however, bone
cells receive more to make the protective
outer covering
Bio 2.1 Analyze the interdependence of living organisms within their environments.
Bio 2.1.1
Analyze the flow of energy and cycling of matter (water, carbon, nitrogen and oxygen) through ecosystems relating the
significance of each to maintaining the health and sustainability of an ecosystem.
Bio 2.1.2
Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive
adaptations.
Bio 2.1.3
Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and
with their environments resulting in stability within ecosystems.
Bio 2.1.4
Explain why ecosystems can be relatively stable over hundreds or thousands of years, even though populations may
fluctuate (emphasizing availability of food, availability of shelter, number of predators and disease).
Big Ideas
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Essential Questions
Matter such as carbon, nitrogen, oxygen, and water
are cycled.
Climate change is affected by greenhouse effect and
natural environmental processes.
Energy moves from sun to autotrophs then through
the energy pyramid where much of it is lost as
radiant energy. An energy pyramid is a model that
shows this energy transfer.
Organisms have specific behavioral adaptations that
allow for their survival.
Organisms have specific structural adaptations that
allow for them to carry out life functions.
Mutualism and parasitism are types of symbiotic
relationships.
Communication is used within social structures.
Stability within an ecosystem is maintained through
predator/prey and competition relationships.
Populations have limited resources that create
specific carrying capacities.
1.
Explain the ways in which energy flows through
an ecosystem.
2. Deconstruct the carbon cycle.
3. Summarize the nitrogen cycle.
4. What are the factors that influence climate
change?
5. Analyze behavioral adaptations that allow for
survival.
6. Analyze how various organisms accomplish life
functions such as transport, excretion, respiration,
nutrition, reproduction, growth, and development.
7. Identify and describe symbiotic relationships such
as mutualism and parasitism.
8. Explain patterns of predator/prey and competition
relationships.
9. Exemplify various forms of communication and
territorialism.
10. What are the major limiting factors that influence
carrying capacities?
11. Interpret various population graphs.
12. How does disease disrupt ecosystem balance?
Autotrophs
Vascular plants
Predator
Heterotrophs
Nonvascular plants
Prey
Radiant Energy
Xylem
Competition
Decomposers
Phloem
Niche
Trophic Level
Transpiration
Symbiosis
Energy pyramid
Stomata
Mutualism
Biomass
Guard cell
Parasitism
Carbon cycle
Tropism
Pheremones
Climate change
Seeds
Social behaviors
Decomposition
Spores
Territorialism
Ecosystem
Sexual reproduction
Courtship
Energy flow
Asexual reproduction
Greenhouse effect
Open circulatory system
2.1.4
Limiting factors
Nitrogen cycle
Closed circulatory system
Carrying capacity
Nitrogen fixing bacteria
Nephridia
Logistic growth
Oxygen cycle
External Fertilization
Exponential growth
Sustainability
Internal Fertilization
Dynamic Equilibrium
Transport
Metamorphosis
Human Population Growth
Water cycle
Endoskeleton
Exoskeleton
Placental
Homeostasis
Suckling
Taxis
Migration
Estivation
Hibernation
Habituation
Imprinting
Classical conditioning
Trial and error
·
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·
·
·
·
·
·
Learning Targets
Criteria for Success
I will…
I can…
Identify types of autotrophs, heterotrophs, decomposers, and
trophic levels.
Summarize the processes involved in the Nitrogen, Carbon,
and Water Cycles and how they influence living things.
Analyze the efficiency of the cycling of energy/matter.
Identify the role humans and the environment play in climate
change.
Analyze how specific adaptations of an organism help it to
survive.
Identify the various types of behaviors and the role they play
in survival.
Identify/ describe symbiotic relationships.
Exemplify forms of communication (chemical &
otherwise)/territorial defense.
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Explain how patterns in certain populations including (predator
/prey and competition) help maintain stability within an
ecosystem.
Generalizing that some populations may grow exponentially,
but that there are limited resources that create carrying
capacities and the size of a population is in a dynamic
equilibrium with them.
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Label organisms as autotroph, heterotroph, or decomposer
and label trophic levels.
Draw and label an energy pyramid that shows how energy is
transferred and lost as radiant energy in an ecosystem.
Label the steps of the carbon cycle.
Summarize the nitrogen cycle.
Describe factors attributing to climate change.
Describe how specific adaptations allow organisms to
survive.
Identify specific behavioral adaptations.
Identify the types of symbiotic relationships from a
description.
Provide examples of types of communication.
Read and explain how ecosystem remain stable due to
predator/prey and competition relationships.
Describe the limited resources on a population that create its
carrying capacity.
Read and interpret population graphs.
Explain how disease can disrupt an ecosystem balance
Interpret various types of population graphs – including human
population growth graphs with emphasis on historical and
potential changes.
·
·
Explain how diseases such as AIDS, TB, influenza, Dutch elm
disease, Pfiesteria, can disrupt ecosystem balance.
A student observes a typical onion root
tip where many of the cells
have just successfully completed
mitosis. Which statement best
explains what must have happened to
result in cells that only have half as
many chromosomes as all of the other
cells in the same section of the tip?
a. The parent cell completed mitosis
after undergoing interphase.
b. The parent cell completed mitosis
after undergoing cytokinesis.
c. The parent cell completed mitosis
before undergoing cytokinesis.
d. The parent cell
completed mitosis
before undergoing
interphase.
Cell cycle checkpoints are proteins
that monitor and regulate the
progress of the cell cycle in
eukaryotic cells. Which statement
best describes what would most
likely happen if a cell is permitted
to progress to mitosis without the
preparation stage of interphase?
a. The new cells would
have all of the organelles
except the nucleus.
b. The new cells would have
all of the organelles
except the mitochondria.
c. The number of chromosomes in
the daughter cells would be the
same as the number of
chromosomes in the parent cell.
1.2.3
A single-celled organism is
placed in fresh water. The
contractile
vacuole pumps excess
water out of the cell.
How does this action help
the organism to survive?
a. It helps the organism
maintain a stable internal
environment.
b. It helps the organism
communicate with other
cells.
c. It helps the organism
reproduce.
It helps the organism convert energy.
The number of chromosomes in the
daughter cells would be different
from the number of chromosomes in
the parent cell.
Bio 2.2 Understand the impact of human activities on the environment (one generation affects the next) .
Bio 2.2.1
Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat
destruction and introduction of nonnative species) may impact the environment.
Bio 2.2.2
Explain how the use, protection and conservation of natural resources by humans impact the environment from one
generation to the next.
Big Ideas
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Humans modify the ecosystem through population growth,
technology, consumption of resources, and production of
waste.
Specifically NC ecosystems are impacted by acid rain in the
mountains, beach erosion, urban development leading to
habitat destruction and water runoff, waste lagoons on hog
farms, Kudzu as invasive species.
Humans impact natural resources through resource depletion,
deforestation, pesticide use and bioaccumulation.
Humans also maintain natural resources through conservation
methods and stewardship.
Essential Questions
1.
2.
3.
4.
5.
Summarize how humans modify ecosystems.
Interpret data regarding impact on ecosystems and climate
change.
Explain factors that influence NC ecosystems.
How do humans impact natural resources?
What are methods of conservation and stewardship?
Ecosystems
Natural Resources
Acid Rain
Deforestation
Habitat Destruction
Bioaccumulation
Fossil fuels
Conservation
Global warming
Stewardship
Nonnative/Invasive species
Population growth
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Learning Targets
Criteria for Success
I will…
I can…
Summarize how humans modify the ecosystem.
Interpret data regarding historical and predicted impact on
ecosystems and global climate.
Explain factors that impact NC ecosystems.
Explain how humans impact natural resources.
Exemplify conservation methods and stewardship.
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Describe the effects of population growth, pollution, burning
of fossil fuels, technology, consumption of resources, and
production of waste on an ecosystem.
Interpret data from a graph or reading on predicted impacts
of ecosystems and global climate.
Explain the effects of acid rain in the NC mountains, NC
beach erosion, urban development in the Piedmont leading
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to habitat destruction and water runoff, waste lagoons on
NC hog farms, Kudzu as an NC invasive plant, etc.
Explain how humans affect natural resources through
resource depletion, deforestation, pesticide use, and
bioaccumulation.
Provide examples of conservation methods and stewardship.
Bio.3.1 Evolution and Genetics
Bio 3.1 Explain how traits are determined by the structure and function of DNA.
Bio 3.1.1
Explain the double-stranded, complementary nature of DNA as related to its function in the
cell.
Bio 3.1.2
Explain how DNA and RNA code for proteins and determine traits.
Bio 3.1.3
Explain how mutations in DNA that result from interactions with the environment (i.e.
radiation and chemicals) or new combinations in existing genes lead to changes in function
and phenotype.
Big Ideas
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Essential Questions
DNA has a specific structure that allows it to
replicate itself and provides the code for
protein synthesis.
Proteins must be made at the correct time and
in the correct amount in specific cells.
DNA and RNA provide the code for proteins
in a specific set of steps.
There are 3 types of RNA that help with
protein synthesis.
A codon chart is used to determine the amino
acids that would code for specifc mRNA
codons.
Proteins are consist of amino acids linked by
peptide bonds to form polypeptides that are
then put together. Proteins have specific
functions within a cell or organism.
Mutations are changes to the DNA that can
cause changes to the amino acid sequence and
its resulting protein and phenotype.
1. Compare and contrast DNA and RNA.
2. Develop a cause and effect model relating
the structure of DNA to the functions of
replication and protein synthesis.
3. Infer the advantages and disadvantages of
overproduction, underproduction, and
production of proteins.
4. What is the process of protein synthesis?
5. What are the 3 types of RNA?
6. Interpret a codon chart.
7. How do amino acid sequences build proteins
and control phenotypes?
8. How do mutations affect DNA, its resulting
proteins and phenotypes?
DNA
mRNA
Mutation
RNA
tRNA
Mutagen
Nucleic acid
rRNA
Deletion
Nucleotide
protein synthesis
Substitution
Hydrogen bonds
transcription
Addition
Complementary base pairing
Translation
Heritable change
Double helix
Codon
DNA Replication
Anticodon
Protein
Peptide bond
Genetic code
Polypeptide chain
Gene expression
Structural protein
Adenine
Functional Protein
Thymine
Amino acid
Cytosine
Phenotype
Guanine
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Learning Targets
Criteria for Success
I will…
I can…
Develop a cause and effect model relating the
structure of DNA to the functions of replication
and protein synthesis.
Infer the advantages of disadvantages of
overproduction, underproduction or production of
proteins at incorrect times.
Explain the process of protein synthesis
Interpret a codon chart to determine amino acid
sequence using a sequence of bases.
Understand mutations are changes in DNA, can
occur in several different ways, can be caused by
mutations or be random.
Develop a cause and effect and model in order to
describe how mutations change the amino acid
sequence, protein function, phenotype, and how
they can be inherited by offspring.
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Describe the shape and make-up of the double
helix model.
Identify complementary base paring of A-T, CG.
Explain that the sequence of nucleotides is the
code for proteins, therefore key for cell function
and life.
Identify when replication occurs.
Understand how all cells respond to their
environments by producing different types and
amounts of proteins.
Explain purpose of gene expression.
Describe how positive and negative situations of
too much or too little protein production.
Explain the steps of protein synthesis.
Determine the amino acid sequence based upon
a sequence of nucleotides and using a codon
chart.
Illustrate how an amino acid sequence forms a
protein with a specific function and phenotype.
Describe the types of mutations, their causes
and effects.
Bio 3.2
Understand how the environment, and/or the interaction of alleles, influences the
expression of genetic traits.
Bio 3.2.1
Explain the role of meiosis in sexual reproduction and genetic variation.
Bio 3.2.2
Predict offspring ratios based on a variety of inheritance patterns (including
dominance, co-dominance, incomplete dominance, multiple alleles, and sex-linked
traits).
Bio 3.2.3
Explain how the environment can influence the expression of genetic traits.
Big Ideas
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Essential Questions
Meiosis is a process where a cell divides twice
with half the DNA in 4 cells in order to
support sexual reproduction. This makes it
different from mitosis.
The process of meiosis allows for more ways
for genetic variation to occur within daughter
cells than mitosis.
Genetic traits are determined by many
different types of inheritance patterns;
including autosomal, sex-linked,
codominance, incomplete dominance,
polygenic and multiple alleles.
Punnett squares are used to determine
genotypic and phenotypic ratios for different
inheritance patterns; including autosomal, sexlinked, codominance, incomplete dominance,
and multiple alleles.
Sex-linked traits are carried on sex
chromosomes and males are more likely to
express sex-linked traits.
Karyotypes are used to interpret gender and
chromosomal abnormalities in humans.
Pedigrees are used to identify genotypes and
inheritance patterns of traits based upon
phenotypes.
Expression of certain genetic traits can be
influenced by environmental factors.
1. How does meiosis compare to mitosis?
2. How does meiosis lead to independent assortment
and genetic diversity?
3. What sources lead to genetic variation in sexually
reproducing organisms?
4. How do inheritance patterns influence offspring
ratios?
5. How are genotypic and phenotypic ratios
determined by using Punnett squares?
6. How are karyotypes used to identify gender and
certain chromosomal abnormalities?
7. How can parentage be determined based on blood
type?
8. How can sex-linked traits (color-blindness and
hemophilia) be interpreted using Punnett squares?
9. How can pedigrees be used to identify the
genotypes?
10. How does the environment influence the
expression of genetic traits?
Meiosis
Autosomal inheritance
Lung Cancer
Homologous chromosomes
Blood typing
Oral Cancer
Haploid
Codominance
Skin Cancer
Diploid
Colorblindness
Diabetes
Gamete
Cystic fibrosis
PKU
Fertilization
Dominant allele
Heart disease
Genetic variation
Genotype
Gene expression
Crossing over
Genotypic ratio
Environmental factors
Nondisjunction
Hemophilia
Independent assortment
Huntington’s disease
Gene
Incomplete dominance
Chromosome
Inheritance pattern
Asexual reproduction
Karyotype
Sexual reproduction
Monohybrid
Multiple allele
Pedigree
Phenotype
Phenotypic ratio
Polygenic
Recessive allele
Sex-linked traits
Sickle cell anemia
Student Performance Goals
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Learning Targets
Criteria for Success
I will…
I can…
Recall the process of meiosis
Explain how meiosis leads to independent
assortment
Exemplify sources that lead to genetic
variation in sexually reproducing organisms
Compare the processes of mitosis and meiosis
Determine genotypic and phenotypic ratios
using Punnett squares.
Interpret karyotypes.
Interpret pedigrees.
Recognize patterns of inheritance.
Interpret autosomal inheritance patterns.
Interpret blood typing problems.
Understand sex-linked traits.
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Put images of meiosis in the correct order.
Describe how meiosis leads to independent
assortment.
Name the sources of genetic variation in
sexually reproducing organisms.
Compare/contrast mitosis and meiosis.
Set up and solve punnett squares to
determine genotypic and phenotypic ratios.
This should include Mendelian inheritance,
codominance, bloodtyping, sex-linked traits.
Identify gender and chromosomal
abnormalities from a karyotype.
Identify gender and inheritance patterns from
a pedigree.
Identify pattern of inheritance based upon a
description of phenotypic outcomes or a
specific disorder. This should include
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Develop a cause-and-effect relationship
between environmental factors and expression
of particular genetic traits.
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Mendelian inheritance, codominance,
incomplete dominance, sex-linked, multiple
alleles, and polygenic.
Explain why males express sex-linked traits
more often than females, and how sex-linked
traits are inherited.
Connect the environmental factor with the
potential gene expression that could occur
Bio 3.3 Understand the application of DNA technology.
Bio 3.3.1
Interpret how DNA is used for comparison and identification of organisms.
Bio 3.3.2
Summarize how transgenic organisms are engineered to benefit society.
Bio 3.3.3
Evaluate some of the ethical issues surrounding the use of DNA technology (including
cloning, genetically modified organisms, stem cell research, and Human Genome Project).
Big Ideas
Essential Questions
3.3.1
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The technique of gel electrophoresis
separates DNA molecules based on
size.
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DNA fingerprinting can be used for
comparison and identification of
organisms
How does electrophoresis separate DNA
strands?
How is a DNA gel used to identify the criminal
in a rape case?
What are the steps in bacterial transformation?
3.3.2
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The techniques used in bacterial
transformation create transgenic
organisms which can benefit society.
3.3.3
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While having the potential to benefit
society, DNA technology also has
ethical issues.
How can transgenic organisms benefit society?
How can the information from the Human
Genome Project be useful?
What are some justifications for using DNA
technology despite its ethical problems?
What are some common ethical issues
surrounding DNA technology?
What are specific types of DNA technology
where you think the ethical issues outweigh the
benefits
DNA Fingerprinting
Gel Electrophoresis
Bacterial Transformation
Biotechnology
Cloning
Cystic Fibrosis
Restriction Enzymes
Genetically Modified Organism
(GMO)
Genetic Engineering
Genetic Recombination
Plasmid
Restriction Enzymes
Transgenic Organism
Vocab taught in earlier grades:
Gene
Genetic Modification
Pharmaceuticals
Genetically Modified Organism
(GMO)
Genetic Diversity
Gene Therapy
Genomics
Human Genome Project
Severe Combined
Immunodeficiency
Stem Cell Research
Vector
Vocab taught in earlier grades:
Biotechnology
Cloning
Differentiation
Specialized cells
Student Performance Goals
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Learning Targets
Criteria for Success
I will…
I can…
Discover the process of gel
electrophoresis.
“Read” a DNA gel.
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Discover the steps of bacterial
transformation
Explore the benefits of transgenic
organisms.
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Describe what the Human Genome
Project did.
Discover the ethical issues
surrounding cloning, stem cell
research, gene therapy, and GMO’s.
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Relate the Human Genome Project to
genetic conditions and gene therapy.
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Describe my opinion on the ethical
issues surrounding cloning, stem cell
research, gene therapy, and GMO’s.
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Describe how to do DNA
fingerprinting.
Determine which organisms are most
related by examining a DNA gel.
3.3.2
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Describe the steps bacterial
transformation.
Describe how transgenic organisms
can help diabetics.
3.3.3
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Bio 3.4 Explain the theory of evolution by natural selection as a mechanism for how species change over time.
Bio 3.4.1
Explain how fossil, biochemical, and anatomical evidence support the theory of evolution.
Bio 3.4.2
Explain how natural selection influences the changes in species over time.
Bio 3.4.3
Explain how various disease agents (bacteria, viruses, chemicals) can influence natural
selection.
Big Ideas
Essential Questions
3.4.1

Conditions on early earth affected the type of
organisms that developed.
How did earth’s early atmosphere influence
the type of cells that evolved?
What is the proposed sequence of how the first
organisms developed?
What did the results of the Miller and Urey
experiment suggest?

Fossil, biochemical, and anatomical evidence
inform our understanding of evolution.
What can and cannot be inferred from fossils?
How is biochemical analysis and
homologous structures used as evidence of
evolution?
3.4.2

Natural selection and geographic isolation are
mechanisms of evolution which can lead to
speciation.
How did natural selection shape bird beaks on
the Galapagos islands?
What does “fitness” mean in terms of natural
selection?
3.4.3


Natural selection can result in pesticide,
antibiotic, vaccine and antiviral resistance.
Passive and active immunity have a role in
natural selection.
How can geographic isolation result in
speciation?
How are MRSA and natural selection related?
Why do you have to get a new flu vaccine every
year?
What role do passive and active immunity play
in natural selection?
Anaerobic
Anatomical
Biochemical
Endosymbiosis
Evolution
Fossil
Homologous
Hydrothermal Vent
Miller and Urey
Protocell
Adaptations
Alleles
Genetic Recombination
Genetic Variation
Geographic Isolation
Natural Selection
Speciation
Vocab taught in earlier grades:
Adaptation
Mutation
Variation
Active Immunity
Antibiotic Resistance
Antiviral
Bacteria
Natural Selection
Passive Immunity
Pesticide Resistance
Vaccines
Virus
Vocab taught in earlier grades:
Antibiotic
Pandemic
Student Performance Goals
Learning Targets
Criteria for Success
I will…
I can…
3.4.1

Discover that early earth atmosphere
influenced cell development.

Describe how fossil, biochemical, and
anatomical evidence show relatedness of
organisms.

Describe the sequence in which organisms
developed on early earth.

Use fossil, biochemical or homologous
structures to explain the relatedness of 3
organisms.
3.4.2


Differentiate between the common
meaning of fitness and natural selection’s
meaning of fitness.

Discover how geographic isolation
can lead to a new species.
3.4.3

Discover that natural selection
can lead to antibiotic, pesticide, or vaccine
resistance.
Describe how fitness in natural selection
resulted in differing finch beaks in the
Galapagos.

Describe how natural selection, geographic
isolation and speciation are related.

Describe why bed bugs have become
resistant to pesticides.
Bio 3.5 Analyze how classification systems are developed based upon speciation.
Bio 3.5.1
Explain the historical development and changing nature of classification systems.
Bio 3.5.2
Analyze the classification of organisms according to their evolutionary relationships
(including dichotomous keys and phylogenetic trees).
Big Ideas
Essential Questions
3.5.1

The classification system changes based on
new knowledge of evolutionary relationships
How do biologists use the classification
system to name organisms?
3.5.2


How has the classification system changed?
Organisms can be classified using
dichotomous keys.
Phylogenetic trees can be used to determine
evolutionary relationships.
How do you use a dichotomous key?
How can a dichotomous key be used to
determine relatedness of organisms?
How do you use a phylogenetic tree to
determine relatedness of organisms?
Class
Classification
Domain
Family
Genus
Kingdom
Order
Phylum
Species
Speciation
Binomial Nomenclature
Dichotomous Key
Genus
Phylogenetic Tree
Species
Vocab taught in earlier grades: Species
3.5.1
Learning Targets
Criteria for Success
I will…
I can…
Discover that the classification system
changes.
3.5.2

Describe why the classification changes and how it
has changed in the past.
Use a dichotomous key to classify an organism.
Describe how to use a dichotomous key.
Describe how to use a phylogenetic tree.
Use a phylogenic tree to determine the relatedness of
three organisms.
Bio.4.1 Molecular Biology
Bio 4.1.1
Compare the structures and functions of the major biological molecules (carbohydrates,
proteins, lipids, and nucleic acids) as related to the survival of living organisms.
Bio 4.1.2
Summarize the relationship among DNA, proteins and amino acids in carrying out the work
of cells and how this is similar in all organisms.
Bio 4.1.3
Explain how enzymes act as catalysts for biological reactions.
Big Ideas
4.1.1
Essential Questions
The structure and function of the 4 major
biomolecules impacts all living things
4.1.2
The sequence of DNA nucleotides codes for
specific proteins.
4.1.3
Enzymes are necessary for all biochemical
reactions.
5
An enzyme’s shape is linked to its function.
What are the building blocks of each organic
molecule?
What are the functions of each organic
molecule?
How are a lipid and a carbohydrate similar?
What is the relationship between DNA, RNA,
and amino acid sequence?
How do enzymes speed up chemical
reactions in a cell?
How do changes in pH and temperature
affect enzymes?
Why does the shape of an enzyme affect its
ability to function?
Amino Acids
Monosaccharide
Biological Molecule
Nitrogenous
Carbohydrate
Base
Cellulose
Nucleic Acid
DNA
Nucleotide
Enzyme
Organic Molecule
Fatty Acids
Peptide Bonds
Glucose
Phosphate
Glycerol
Phospholipid
Glycogen
Polymer
Hemoglobin
Polypeptide
Insulation
Protein
Insulin
RNA
Lipid
Starch
Monomer
Steroid
4.1.2
Amino Acids
DNA
Nucleic Acid
Nucleotides
Peptide bonds
Protein Synthesis
RNA
4.1.3
Activation Energy
Active Site
Catalyst Enzyme
pH
Protein
Specificity
Substrate
Temperature
Sugar
4.1.1
Learning Targets
Criteria for Success
I will…
I can…
4.1.2
Discover that biomolecules are essential to the
survival of organisms
Describe the process of protein synthesis
4.1.3
Describe how enzymes speed up reactions.
Describe the structure and function for each of the 4
major biomolecules.
Relate the sequence of DNA nucleotides to proteins
and traits.
Use enzyme graphs to explain how enzymes are
affected by temperature and pH.
Label an Enzyme diagram.
Bio 4.2 Analyze the relationships between biochemical processes and energy use in the cell.
Bio.4.2.1 Analyze photosynthesis and cellular respiration
in terms of how energy is stored, released, and transferred within and between these systems.
Bio.4.2.2 Explain ways that organisms use released energy
for maintaining homeostasis (active transport).
Big Ideas
4.2.1
4.2.2
Photosynthesis and Respiration are
complementary reactions which store and
release energy.
Aerobic or Anaerobic respiration may be used
by cells
Active transport uses energy to maintain homeostasis in a
cell.
Essential Questions
Why can’t animals and fungi perform
photosynthesis?
How are photosynthesis and cellular respiration
alike? How are they different?
How are photosynthesis, respiration, and
ATP dependent on each other?
How are aerobic and anaerobic respiration
different?
How does active transport differ from passive
transport?
What are some examples of why active transport
is necessary for life?
Aerobic
Alcohol Fermentation
Anaerobic
ATP
Cellular Respiration
Active Transport
ATP
Carrier Protein
Concentration Gradient
Homeostasis
Chloroplast
Lactic Acid Fermentation
Mitochondria
Photosynthesis
Products
Reactants
Plasma Membrane