Biology Curriculum Map 2014-2015
Unit Sequence
Title
1. Review of the Scientific Process
2. Introduction to Biology
3. Biochemistry
4. Cellular Structures and Functions
5. Cellular Respiration and Photosynthesis
6. Cell Cycle and Mitosis
7. Genetics
8. DNA and Proteins
9. Natural Selection and Evolution
10.
Ecology
11.
Biodiversity
12.
Common Core ELA Standards, Science and
Technical Subjects, Grade 9-10
13.
Common Core ELA Standards, Writing, Grades
9-10
Timeline
2.5 weeks
08/11-08/27
1.5 weeks
08/28-09/09
4 weeks
09/10-10/15
3 weeks
10/16-11/06
3 weeks
11/07-12/05
1.5 weeks
12/08-12/17
4 weeks
01/05-02/03
3 weeks
02/04-02/25
4 weeks
02/26-03/26
3 weeks
03/27-04/24
3 weeks
04/27-05/15
Page
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24
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25
2
4
6
8
10
12
14
16
18
20
22
1
Biology Curriculum Map 2014-2015
Unit 1: Review of the Scientific Process
Essential Questions
1. How do scientists develop explanations about the natural world?
Essential
Question
Addressed
1. How do
scientists
develop
explanations
about the
natural
world?
Learning Goal
1. I can describe the fundamental assumptions of
science and their role in scientific discovery
2. I can develop biological research questions and
design testable hypotheses and experiments based
on those questions
3. I can manipulate variables (independent, dependent)
using appropriate procedures (control group,
experimental group, constants, multiple trials).
4. I can collect and organize data by creating tables and
graphs and analyze data by using graphs, equations
and statistics to find patterns and relationships.
5. I can interpret results and draw conclusions from an
experiment.
6. I can safely identify and use lab equipment and
techniques when conducting scientific experiments.
7. I can determine appropriate SI units for length, mass,
time, temperature, quantity, area, volume, and
density, including the correct prefix.
8. I can differentiate between the criteria that need to be
met for a law, theory, and hypothesis.
Critical Vocabulary
1. Accuracy
2. Area
3. Conclusion
4. Constant
5. Control Group
6. Conversion Factor
7. Data
8. Density
9. Dependent Variable
10. Direct Relationship
11. Experimental Group
12. Exponential
13. Hypothesis
ACT Quality
Core
Standards
A.3.a
NGSS
A.1.a, A.4.c
A.1.b, A.4.c
A.1.c, A.2.c,
A.4.d
A.1.d
A.1.f
A.2.a
A.3.d
14. Indirect Relationship
15. Law
16. Linear
17. Logistic
18. Independent Variable
19. Mass
20. Mean
21. Median
22. Mode
23. Observation
24. Precision
25. Range
26. Theory
2
Biology Curriculum Map 2014-2015
27. Volume
Unit 1: Review of the Scientific Process
Writing Assignments:
 Analyze a scientific news story
 Lab report
Readings:
 News articles
 Spongebob Scientific Method Stories
Labs/Activities:
 Lab Safety worksheet
 Design an experiment and write a lab report
 Graphing practice
ACT Prep:
 The Thursday Before ACT Dates
 Practice with data, reading graphs, and conflicting viewpoints incorporated into reading and
writing activities each week.
Career Focus:
 Biology/Ecology Career of the Month
Arts and Humanities:
Assessments:
 Bell Ringers
 Weekly Quizzes/Assignments over readings, lectures, and in-class activities
 Unit Test
Resources
 McDougal Littell Textbook
 Wikispace
 The Science Teacher, NSTA monthly science journal
 Youtube.com
3
Biology Curriculum Map 2014-2015
Unit 2: Introduction to Biology
Essential Questions:
1. What is life?
Essential
Learning Targets
Question
Addressed
1. What is
1. I can determine if an unknown is considered living by
life?
determining if it meets the characteristics of life.
2. I can provide examples of each level of organization
(biosphere, biome, ecosystem, community, population,
multicellular organism, organ system, organ, tissue,
cell, organelle, molecule, atom, subatomic particle.
3. I can describe the experiments of Redi, Needham,
Spallanzani, and Pasteur to support or reject the
hypothesis of spontaneous generation.
ACT Quality
Core
Standards
A.4.a
NGSS
A.4.b
D.1.a
Critical Vocabulary
1. Atom
2. Biology
3. Biome
4. Biosphere
5. Cell
6. Community
7. Ecosystem
8. Homeostasis
9. Molecule
10. Multicellular Organism
11. Organ
12. Organelle
13. Organ System
14. Population
15. Reproduction
16. Spontaneous Generation
17. Subatomic Particle
18. Tissue
4
Biology Curriculum Map 2014-2015
Unit 2: Introduction to Biology
Writing Assignments:
 Analyze a scientific news story
 Create a new creature writing project
Readings:
 News articles
Labs/Activities:
 Characteristics of life worksheet
 Modeling organizational levels
ACT Prep:
 The Thursday Before ACT Dates
 Practice with data, reading graphs, and conflicting viewpoints incorporated into reading and
writing activities each week.
Career Focus:
 Biology/Ecology Career of the Month
Arts and Humanities:
 Create a new creature
Assessments:
 Bell Ringers
 Weekly Quizzes/Assignments over readings, lectures, and in-class activities
 Unit Test
Resources
 McDougal Littell Textbook
 Wikispace
 The Science Teacher, NSTA monthly science journal
 Youtube.com
5
Biology Curriculum Map 2014-2015
Unit 3: Biochemistry
Essential Questions
1. What atoms and molecules are used by organisms?
2. How do living things use chemical reactions to sustain life?
3. Why is water important to living things?
4. What is pH and how does it affect organisms?
Essential
Question
Addressed
1. What atoms
and molecules
are used by
organisms?
2. How do
living things
use chemical
reactions to
sustain life?
3. Why is
water
important to
living things?
4. What is pH
and how does
it affect
organisms?
Learning Goal
1. I can identify subatomic particles and how they are
arranged in atoms
2. I can describe the difference between ions and
atoms and the importance of ions in biological
processes
3. I can compare the types of bonds that occur
between atoms and molecules.
4. I can describe the general structure and functions
of macromolecules, including monosaccharides,
disaccharides, polysaccharides, carbohydrates,
fatty acids, glycerol, glycerides, lipids, amino acids,
dipeptides, polypeptides, proteins, and nucleic
acids.
5. I can describe the function of enzymes, including
how enzyme substrate specificity works in
biochemical reactions.
ACT Quality
Core
Standards
A.5.a
NGSS
A.5.b
A.5.c
A.5.d
A.5.h
6. I can define and explain the unique properties of
water that are essential to living organisms.
A.5.i
7. I can explain the fundamental principles of the pH
scale and the consequences of having different
concentrations of hydrogen and hydroxide ions.
A.5.f
Critical Vocabulary
1.
2.
3.
4.
5.
6.
7.
8.
Acid
Activation Energy
Amino Acids
Atoms
Base
Carbohydrates
Catalyst
Chemical Reactions
9.
10.
11.
12.
13.
14.
15.
16.
Covalent Bonding
Enzyme
Fatty Acids
Functional Group
Glycerides
Glycerol
Hydrogen Bonding
Induced Fit
17.
18.
19.
20.
21.
22.
23.
24.
Inorganic
Ionic Bonding
Ions
Lipids
Lock and Key Theory
Nucleic Acids
Nucleus
Organic
25.
26.
27.
28.
29.
30.
Peptides
pH
Products
Proteins
Reactants
Substrate
6
Biology Curriculum Map 2014-2015
Unit 3: Biochemistry
Writing Assignments:
 Analyze a scientific news story
Readings:
 News articles
 Carbohydrate Articles-science daily
Labs/Activities:
 pH Lab
 Water Lab
 Modeling molecules
ACT Prep:
 The Thursday Before ACT Dates
 Practice with data, reading graphs, and conflicting viewpoints incorporated into reading and
writing activities each week.
Career Focus:
 Biology/Ecology Career of the Month
Arts and Humanities:
Assessments:
 Bell Ringers
 Weekly Quizzes/Assignments over readings, lectures, and in-class activities
 Unit Test
Resources
 McDougal Littell Textbook
 Wikispace
 The Science Teacher, NSTA monthly science journal
 Youtube.com
7
Biology Curriculum Map 2014-2015
Unit 4: Cellular Structures and Functions
Essential Questions
1. Why do we study cells and what is the history of cell study?
2. What characteristics distinguish major types of cells?
3. How do organelles contribute to the survival of a cell?
4. How does a cell maintains homeostasis?
Essential
Question
Addressed
1. Why do we
study cells and
what is the
history of cell
study?
Learning Goal
2. What
characteristics
distinguish major
types of cells?
3. How do
organelles
contribute to the
survival of a cell?
3. I can analyze the similarities and differences
among (a) plant cells versus animal cells and (b)
prokaryotic versus eukaryotic cells.
B.1.a, E.2.b
4. I can identify and describe the structures and
functions of all major cell organelles, including
the nucleus, ER, RER, Golgi, ribosome,
mitochondria, microtubules, microfilaments,
lysosomes, centrioles, cilia, flagella,
pseudopodia, cell wall, chloroplasts, vacuole and
membrane.
5. I can explain how the cell membrane regulates
movement of substances both into and out of a
cell, distinguishing between types of transport.
6. I can describe the movement of solutes in
hypertonic, hypotonic, and isotonic solutions.
B.1.b
4. How does a
cell maintain
homeostasis?
1. I can describe the components of the cell theory.
2. I can explain major discoveries that unlocked the
understanding of the structure and function of
cells.
ACT Quality
Core
Standards
B.1.a
B.1.a
NGSS
B.1.e
B.1.e
Critical Vocabulary
1.
2.
3.
4.
5.
6.
7.
Active transport
Cell membrane
Cell theory
Cell wall
Chloroplast
Cilia
Concentration
gradient
8. Cytoplasm
9. Diffusion
10. Equilibrium
11. Eukaryotes
12. Facilitated
Diffusion
13. Flagella
14. Golgi
15. Homeostasis
16. Hypertonic
17. Hypotonic
18. Isotonic
19. Lipid bi-layer
20. Lysosomes
21. Mitochondria
22. Motility
23. Multicellular
24. Nuclear Envelope
25. Nucleolus
26. Nucleus
27. Osmosis
28. Passive Transport
29. Permeable
30. Phospholipids
31. Prokaryotes
32. Pseudopodia
33. Ribosomes
34. Rough ER
35. Smooth ER
36. Unicellular
37. Vacuole
8
Biology Curriculum Map 2014-2015
Unit 4: Cellular Structure and Function
Writing Assignments:
 Analyze a scientific news story
Readings:
 News articles
Labs/Activities:
 Microscopy Lab
 Cell organelle analogies
 Gummy Bear Lab
ACT Prep:
 The Thursday Before ACT Dates
 Practice with data, reading graphs, and conflicting viewpoints incorporated into reading and
writing activities each week.
Career Focus:
 Biology/Ecology Career of the Month
Arts and Humanities:
Assessments:
 Bell Ringers
 Weekly Quizzes/Assignments over readings, lectures, and in-class activities
 Unit Test
Resources
 McDougal Littell Textbook
 Wikispace
 The Science Teacher, NSTA monthly science journal
 Youtube.com
9
Biology Curriculum Map 2014-2015
Unit 5: Cellular Respiration and Photosynthesis
Essential Questions
1. What type of energy do our cells use?
2. How is energy from the sun transformed for use in living things?
3. How is the food we eat broken down and used to form ATP?
Essential
Question
Addressed
1. What type of
energy do our
cells use?
Learning Goal
1.
I can explain how cells store energy temporarily
as ATP.
2. How is energy 2.
from the sun
transformed for
3.
use in living
things?
3. How is the
4.
food we eat
broken down
and used to form
ATP?
I can explain the interaction between pigments,
the absorption of light, and the reflection of light.
I can describe the light dependent and light
independent reactions of photosynthesis, and
compare the products of each.
I can identify the cellular sites and follow
through the major pathways of anaerobic and
aerobic respiration, compare reactants and
products for each process, and account for how
aerobic respiration accounts for more ATP per
monosaccharide.
Critical Vocabulary
1. Accessory pigment
2. ADP
3. Aerobic
4. Anaerobic
5. ATP
6. Autotrophs
7. Calvin Cycle
8. Carbohydrates
9. Carotenoid
10. Cellular Respiration
11. Chlorophyll
12. Chloroplast
ACT Quality
Core
Standards
A.5.j
NGSS
HS-LS1-5
HS-LS1-6
HS-LS1-7
HS-LS2-3
E.2.c, E.2.f
E.2.d, E.2.e
B.1.h, B.1.i
13. Cristae
14. Electron Transport Chain
15. Glycolysis
16. Heterotrophs
17. Krebs Cycle
18. Light Dependent Reactions
19. Light Independent Reactions
20. Matrix
21. Mitochondria
22. Photosynthesis
23. Wavelength
10
Biology Curriculum Map 2014-2015
Unit 5: Cellular Respiration and Photosynthesis
Writing Assignments:
 Analyze a scientific news story
Readings:
 News articles
 How and Why Do Leaves Change Color?-mentalfloss.com
Labs/Activities:
 Is Yeast Alive? Respiration Lab
 Respiration Jigsaw
ACT Prep:
 The Thursday Before ACT Dates
 Practice with data, reading graphs, and conflicting viewpoints incorporated into reading and
writing activities each week.
Career Focus:
 Biology/Ecology Career of the Month
Arts and Humanities:

Assessments:
 Bell Ringers
 Weekly Quizzes/Assignments over readings, lectures, and in-class activities
 Unit Test
Resources
 McDougal Littell Textbook
 Wikispace
 The Science Teacher, NSTA monthly science journal
 Youtube.com
11
Biology Curriculum Map 2014-2015
Unit 6: Cell Cycle and Mitosis
Essential Questions
1. What happens to a cell during its life cycle?
Essential
Learning Goal
Question
Addressed
1. What happens 1. I can describe the life cycle of cells.
to a cell during
2. I can describe the basic process of mitosis using
its life cycle?
correct and appropriate terminology.
ACT Quality
Core
Standards
B.1.j
B.1.j
NGSS
Critical Vocabulary
1. Anaphase
2. Cancer
3. Chromatin
4. Chromosomes
5. Cell Cycle
6. Centrioles
7. Centromere
8. Centrosome
9. Cyclins
10. Cytokinesis
11. Metaphase
12. Mitosis
13. Prophase
14. Spindle
15. Telophase
12
Biology Curriculum Map 2014-2015
Unit 6: Cell Cycle and Mitosis
Writing Assignments:
 Analyze a scientific news story
Readings:
 News articles
Labs/Activities:
 Onion Root Tip Lab
 Alcohol Use and Cancer article-sciencedaily.com
ACT Prep:
 The Thursday Before ACT Dates
 Practice with data, reading graphs, and conflicting viewpoints incorporated into reading and
writing activities each week.
Career Focus:
 Biology/Ecology Career of the Month
Arts and Humanities:
 Act out the cell cycle
Assessments:
 Bell Ringers
 Weekly Quizzes/Assignments over readings, lectures, and in-class activities
 Unit Test
Resources
 McDougal Littell Textbook
 Wikispace
 The Science Teacher, NSTA monthly science journal
 Youtube.com
13
Biology Curriculum Map 2014-2015
Unit 7: Genetics
Essential Questions
1. Why do offspring resemble their parents?
2. How does the understanding and manipulation of genetics and reproduction affect the quality of
human life?
Essential
Question
Addressed
1. Why do
offspring
resemble their
parents?
2. How does the
understanding
and manipulation
of genetics and
reproduction
affect the quality
of human life?
Learning Goal
1. I can describe the basic process of meiosis.
2. I can summarize Mendel’s experiments and
findings, including the laws of segregation and
independent assortment.
3. I can define and provide examples of the
following: genotype, phenotype, dominant allele,
recessive allele, codominant alleles,
incompletely dominant alleles, homozygous,
heterozygous, and carrier.
4. I can explain sex-linked patterns, including why
males are more at risk for some traits than
females.
5. I can construct and interpret Punnett squares
and pedigrees. This includes calculating and
predicting phenotypic and genotypic ratios and
ratios of offspring, as well as inferring parental
genotypes and phenotypes from data presented
from offspring.
6. I can describe the mode of inheritance in
commonly inherited disorders (sickle cell
anemia, Down syndrome, Turner’s syndrome,
PKU).
ACT Quality
Core
Standards
C.1.f
C.1.g, C.1.h
C.1.i
NGSS
HS.
Inheritance
and
Variation of
Traits
C.1.j
C.1.k, C.1.l
C.1.m
Critical Vocabulary
1.
2.
3.
4.
5.
6.
7.
8.
9.
Allele
Autosomes
Carrier
Co-dominance
Crossing Over
Diploid
Dominant
Embryo
Fertilization
10.
11.
12.
13.
14.
15.
16.
17.
Gametes
Gametogenesis
Gene
Genetic Code
Genotype
Haploid
Heterozygous
Homozygous
18. Incomplete
Dominance
19. Karyotype
20. Law of Independent
Assortment
21. Law of Segregation
22. Meiosis
23. Mutation
24. Oogenesis
25.
26.
27.
28.
29.
30.
31.
32.
Pedigree
Phenotype
Probability
Punnett Square
Recessive
Sex Chromosomes
Sex-linked genes
Trait
14
Biology Curriculum Map 2014-2015
Unit 7: Genetics
Writing Assignments:
 Analyze a scientific news story
Readings:
 News articles
 The Blue People of Troublesome Creek
 Science of Implanting False Memories-Mentalfloss.com
Labs/Activities:
 Snowman/Turkey Creation and Punnett Squares
 I’m My Own Grandpa Pedigrees
 Gene Linkage Mapping Game
 Meiosis Animation-Cells Alive
ACT Prep:
 The Thursday Before ACT Dates
 Practice with data, reading graphs, and conflicting viewpoints incorporated into reading and
writing activities each week.
Career Focus:
 Biology/Ecology Career of the Month
Arts and Humanities:
Assessments:
 Bell Ringers
 Weekly Quizzes/Assignments over readings, lectures, and in-class activities
 Unit Test
Resources
 McDougal Littell Textbook
 Wikispace
 The Science Teacher, NSTA monthly science journal
 Youtube.com
15
Biology Curriculum Map 2014-2015
Unit 8: DNA and Proteins
Essential Questions
1. How does the search for the structure for DNA and the central dogma demonstrate the nature of
science?
2. How do the processes of the central dogma allow organisms to organize and function in a way that
sustains life?
Essential
Learning Goal
Question
Addressed
1. How does the 1. I can describe the experiments of major
search for the
scientists in determining both the structure of
structure of DNA
DNA and the central dogma
and the central
dogma
demonstrate the
nature of
science?
ACT Quality
Core
Standards
C.1.a
2. How do the
2. I can describe the basic structure and function of
processes of the
DNA, mRNA, tRNA, amino acids, polypeptides,
central dogma
and proteins (replication, transcription, and
allow organisms
translation)
to organize and
3. I can use mRNA codon charts to determine
function in a way
amino acid sequences.
that sustains
4. I can use mRNA codon charts to determine the
life?
effects of different types of mutations on amino
acid sequence and protein structure (e.g. sickle
cell anemia resulting from base substitution
mutation)
5. I can describe how gene expression is regulated
in organisms.
6. I can complete a major project relating to
recombinant DNA, cloning, or stem cell research.
Critical Vocabulary
1. Amino Acid
10. mRNA
2. Base pairing
11. Mutation
3. Codon
12. Nucleotides
4. Deletion
13. Polypeptides
5. DNA
14. Proteins
6. Gene expression
15. Purines
7. Gene regulation
16. Pyrimidines
8. HOX genes
17. Recombination
9. Insertion
18. Replication
C.1.b
NGSS
HS-LS1-1
C.1.c
C.1.d
C.1.e
C.1.n
19. RNA
20. rRNA
21. Stem Cells
22. Substitution
23. Transcription
24. Translation
25. Translocation
16
Biology Curriculum Map 2014-2015
Unit 8: DNA and Proteins
Writing Assignments:
 Analyze a scientific news story
 Genetic Research Paper
Readings:
 News articles
 Rosalind Franklin Article
 Smoking Damages DNA-Mentalfloss.com
Labs/Activities:
 Pipe Cleaner Chromosome Lab
 Build a model of DNA
ACT Prep:
 The Thursday Before ACT Dates
 Practice with data, reading graphs, and conflicting viewpoints incorporated into reading and
writing activities each week.
Career Focus:
 Biology/Ecology Career of the Month
Arts and Humanities:
 Acting out Translation
Assessments:
 Bell Ringers
 Weekly Quizzes/Assignments over readings, lectures, and in-class activities
 Unit Test
Resources
 McDougal Littell Textbook
 Wikispace
 The Science Teacher, NSTA monthly science journal
 Youtube.com
17
Biology Curriculum Map 2014-2015
Unit 9: Natural Selection and Evolution
Essential Questions
1. How does evolution link all fields of biology?
2. How does evolution occur?
Essential
Learning Goal
Question
Addressed
1. How does 1. I can explain the biological definition of evolution.
evolution link 2. I can discuss evidence from the fields of geology,
all fields of
biochemistry, embryology, comparative anatomy,
biology?
and comparative physiology that points to shared
evolutionary relationships.
3. I can explain how natural selection and its
evolutionary consequences (extinction or adaptation)
provide a scientific explanation for the fossil record of
ancient life forms and the striking molecular
similarities observed among the diverse species of
living organisms.
4. I can distinguish between catastrophism, gradualism,
and punctuated equilibrium.
2. How does 5. I can discuss Darwin’s principle of survival of the
evolution
fittest and explain what Darwin meant by natural
occur?
selection, comparing his ideas to Lamarck.
6. I can explain the influences of other scientists
(Malthus, Wallace, Lamarck, Lyell) and of Darwin’s
trip on the HMS Beagle in formulating Darwin’s ideas
about natural selection.
7. I can discuss the conditions required to be
considered a species and the events that can cause
populations to become isolated.
8. I can describe the basic types of selection and
provide examples of behaviors that have evolved
through natural selection (e.g. migration, courtship
rituals)
Critical Vocabulary
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Adaptation
Adaptive Radiation
Analogous Structures
Artificial Selection
Behavior
Behavioral Isolation
Catastrophism
Coevolution
Common Descent
Comparative Anatomy
11. Convergent Evolution
12. Descent with
Modification
13. Directional Selection
14. Disruptive Selection
15. Embryology
16. Extinction
17. Fitness
18. Fossil Record
19. Founder Effect
20.
21.
22.
23.
24.
25.
26.
27.
28.
ACT Quality
Core
Standards
D.1.b
D.1.l
NGSS
HS.
Natural
Selection
and
Evolution
D.1.k
D.1.n
D.1.d, D.1.f
D.1.e
D.1.i
D.1.j, D.1.g
Gene Pool
Genetic Drift
Geographic Isolation
Gradualism
Hardy-Weinberg
Principle
Homologous Structures
Macroevolution
Natural Selection
Punctuated Equilibrium
29.
30.
31.
32.
33.
34.
Reproductive Isolation
Speciation
Stabilizing Selection
Survival of the Fittest
Temporal Isolation
Vestigial Organs
18
Biology Curriculum Map 2014-2015
Unit 9: Natural Selection and Evolution
Writing Assignments:
 Analyze a scientific news story
Readings:
 News articles
 New Breed of Rodents-Mentalfloss.com
Labs/Activities:
 Predator/Prey Lab
 Peppered Moth Online Activity
 Beak Adaptations
 Genetic Drift Lab
ACT Prep:
 The Thursday Before ACT Dates
 Practice with data, reading graphs, and conflicting viewpoints incorporated into reading and
writing activities each week.
Career Focus:
 Biology/Ecology Career of the Month
Arts and Humanities:
Assessments:
 Bell Ringers
 Weekly Quizzes/Assignments over readings, lectures, and in-class activities
 Unit Test
Resources
 McDougal Littell Textbook
 Wikispace
 The Science Teacher, NSTA monthly science journal
 Youtube.com
19
Biology Curriculum Map 2014-2015
Unit 10: Ecology
Essential Questions
1. How do energy and matter flow through and affect ecosystems?
2. How do organisms within a community affect each other?
3. How does the environment impact populations?
4. How do humans impact ecosystems?
Essential
Question
Addressed
1. How do
energy and
matter flow
through and
affect
ecosystems?
Learning Goal
1. I can define and provide examples of
biosphere, biome, ecosystem, community,
population, species, habitat, and niche.
2. I can explain how energy flows through
ecosystems in one direction and diagram the
flow of energy using food webs, food chains,
and pyramids.
3. I can explain how the amount of life any
environment can support is limited by the
available matter and energy and by the ability
of ecosystems to recycle the residue of dead
organic materials.
2. How do
4. I can explain how organisms cooperate and
organisms within
compete in ecosystems and how
a community
interrelationships and interdependencies of
affect each
organisms may generate ecosystems that are
other?
stable for thousands of years.
5. I can describe examples of competition,
symbiosis, and predation.
3. How does the 6. I can explain the concept of carrying capacity.
environment
7. I can describe the growth of populations,
impact
including exponential and logistic growth.
populations?
8. I can explain the process of ecological
succession and describe the communities that
result.
4. How do
9. I can discuss and evaluate the significance of
humans impact
human interference with major ecosystems.
ecosystems?
ACT Quality
Core
Standards
F.1.a
F.1.d, F.1.g
NGSS
HS-LS2-4
HS-LS2-5
HS.
Interdependent
Relationships
in Ecosystems
F.1.e, F.1.c
F.1.f
F.1.h
F.1.i
F.1.j
F.1.k
F.1.m, F.1.l
Critical Vocabulary
1.
2.
3.
4.
5.
6.
7.
8.
Abiotic
Age Structure
Biodiversity
Biogeochemical Cycles
Biomass
Biotic
Carbon Cycle
Carnivore
9.
10.
11.
12.
13.
14.
15.
16.
Carrying Capacity
Climax Community
Commensalism
Decomposers
Ecological Succession
Energy Pyramid
Exponential Growth
Habitat
17.
18.
19.
20.
21.
22.
23.
24.
Herbivore
Limiting Factors
Logistic Growth
Mutualism
Niche
Nitrogen Cycle
Nitrogen Fixation
Parasitism
25.
26.
27.
28.
29.
30.
31.
32.
Pioneer Species
Population Density
Predator/Prey Relationship
Primary Succession
Rule of 10%
Secondary Succession
Symbiosis
Water Cycle
20
Biology Curriculum Map 2014-2015
Unit 10: Ecology
Writing Assignments:
 Analyze a scientific news story
 Opinion Paper
 Energy Editorial or Brochure
Readings:
 News articles
 Hare/Lynx Article-Mentalfloss.com
Labs/Activities:
 Food Web
 Energy Flow Activity
 Human Population Growth
 Exponential Growth Activity
 Energy in the US Webquest
ACT Prep:
 The Thursday Before ACT Dates
 Practice with data, reading graphs, and conflicting viewpoints incorporated into reading and
writing activities each week.
Career Focus:
 Biology/Ecology Career of the Month
Arts and Humanities:
 Food Web Dance
Assessments:
 Bell Ringers
 Weekly Quizzes/Assignments over readings, lectures, and in-class activities
 Unit Test
Resources
 McDougal Littell Textbook
 Wikispace
 The Science Teacher, NSTA monthly science journal
 Youtube.com
21
Biology Curriculum Map 2014-2015
Unit 11: Biodiversity
Essential Questions
1. How do we attempt to categorize living things?
2. What characteristics help to distinguish different taxa?
Essential
Question
Addressed
1. How do we
attempt to
categorize living
things?
2. What
characteristics
help to
distinguish
different taxa?
Learning Goal
1. I can explain how organisms are classified into a
hierarchy of groups and subgroups based on
similarities that reflect their evolutionary
relationships.
2. I can explain the binomial nomenclature system
and construct and use a dichotomous key.
3. I can explain classification criteria and
distinguish between viruses, bacteria, protists,
plants, fungi, and animals.
4. I can describe the basic mechanisms of plant
processes and explain the functions of unique
plant structures.
5. I can compare major divisions of animals.
6. I can identify major types of animal cells and
tissues and describe the major components and
functions of physiological systems.
Critical Vocabulary
1. Angiosperm
2. Animal
3. Bacteria
4. Bilateral Symmetry
5. Binomial Nomenclature
6. Circulatory System
7. Class
8. Classification
9. Dichotomous Key
10. Digestive System
11. Dorsal
12. Endocrine System
13. Flower
14. Fruit
15. Fungi
16. Gymnosperm
17. Immune System
18. Invertebrate
19. Muscular System
20. Nervous System
21. Ovule
22. Phloem
23. Pistil
24. Plant
25. Pollen
26. Pollination
27. Protist
28. Radial Symmetry
ACT Quality
Core
Standards
E.3.a, E.3.b
NGSS
HS-LS1-2
HS-LS1-3
E.3.c, E.3.d
E.3.e, E.3.f
E.2.a, E.2.b
E.3.g
E.1.a, E.1.b
29. Reproductive System
30. Respiratory System
31. Seed
32. Skeletal System
33. Stamen
34. Taxonomy
35. Urinary System
36. Ventral
37. Vertebrates
38. Virus
39. Xylem
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Biology Curriculum Map 2014-2015
Unit 11: Biodiversity
Writing Assignments:
 Analyze a scientific news story
Readings:
 News articles
Labs/Activities:
 Specimen Classification
 Dichotomous Key
 Animal Phyla Foldable
 Dissections
ACT Prep:
 The Thursday Before ACT Dates
 Practice with data, reading graphs, and conflicting viewpoints incorporated into reading and
writing activities each week.
Career Focus:
 Biology/Ecology Career of the Month
Arts and Humanities:
Assessments:
 Bell Ringers
 Weekly Quizzes/Assignments over readings, lectures, and in-class activities
 Unit Test
Resources
 McDougal Littell Textbook
 Wikispace
 The Science Teacher, NSTA monthly science journal
 Youtube.com
23
Biology Curriculum Map 2014-2015
Common Core ELA Standards, Science & Technical Subjects, Grades 9-10
These standards will be incorporated in multiple units throughout the course of the year. Success with
these standards will be integral to success with the Biology content.
Key Ideas and Details:
CCSS.ELA-Literacy.RST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the
precise details of explanations or descriptions.
CCSS.ELA-Literacy.RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a
complex process, phenomenon, or concept; provide an accurate summary of the text.
CCSS.ELA-Literacy.RST.9-10.3
Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the
text.
Craft and Structure:
CCSS.ELA-Literacy.RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
CCSS.ELA-Literacy.RST.9-10.5
Analyze the structure of the relationships among concepts in a text, including relationships among
key terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-Literacy.RST.9-10.6
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text, defining the question the author seeks to address.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RST.9-10.7
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a
table or chart) and translate information expressed visually or mathematically (e.g., in an equation)
into words.
CCSS.ELA-Literacy.RST.9-10.8
Assess the extent to which the reasoning and evidence in a text support the author's claim or a
recommendation for solving a scientific or technical problem.
CCSS.ELA-Literacy.RST.9-10.9
Compare and contrast findings presented in a text to those from other sources (including their own
experiments), noting when the findings support or contradict previous explanations or accounts.
Range of Reading and Level of Text Complexity:
CCSS.ELA-Literacy.RST.9-10.10
By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text
complexity band independently and proficiently.
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Biology Curriculum Map 2014-2015
Common Core ELA Standards, Writing, Grades 9-10
These standards will be incorporated in multiple units throughout the course of the year. Success with
these standards will be integral to success with the Biology content.
Text Types and Purposes:
CCSS.ELA-Literacy.WHST.9-10.1
Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.1.a
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among the claim(s), counterclaims, reasons, and
evidence.
CCSS.ELA-Literacy.WHST.9-10.1.b
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out
the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in
a manner that anticipates the audience's knowledge level and concerns.
CCSS.ELA-Literacy.WHST.9-10.1.c
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
CCSS.ELA-Literacy.WHST.9-10.1.d
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.1.e
Provide a concluding statement or section that follows from or supports the argument presented.
CCSS.ELA-Literacy.WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.2.a
Introduce a topic and organize ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
CCSS.ELA-Literacy.WHST.9-10.2.b
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience's knowledge of the
topic.
CCSS.ELA-Literacy.WHST.9-10.2.c
Use varied transitions and sentence structures to link the major sections of the text, create cohesion,
and clarify the relationships among ideas and concepts.
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Biology Curriculum Map 2014-2015
CCSS.ELA-Literacy.WHST.9-10.2.d
Use precise language and domain-specific vocabulary to manage the complexity of the topic and
convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.9-10.2.e
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.2.f
Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
CCSS.ELA-Literacy.WHST.9-10.3
(See note; not applicable as a separate requirement)
Production and Distribution of Writing:
CCSS.ELA-Literacy.WHST.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.WHST.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology's capacity to link to other information and to display
information flexibly and dynamically.
Research to Build and Present Knowledge:
CCSS.ELA-Literacy.WHST.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.WHST.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
CCSS.ELA-Literacy.WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing:
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Biology Curriculum Map 2014-2015
CCSS.ELA-Literacy.WHST.9-10.10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
27