MADISON PUBLIC SCHOOLS
BIOLOGY
Authored by: Suzanne Monkemeier, Linda Luparella,
and Stanley Pazden
Reviewed by: Mr. Lee S. Nittel
Director of Curriculum and Instruction
Mr. Tom Paterson
K12 Supervisor of Science and Technology
Approval Date: Fall 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Thomas Haralampoudis
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
This course is designed to encourage students to increase their understanding of concepts and topics
within the realm of biology. The process of scientific inquiry and the integration of concepts within life
experiences are stressed during the presentation of topics. Hands–on experiences and activities are used to
promote student involvement and understanding of concepts.
II.
RATIONALE
Topics such as heredity, DNA analysis, viruses, biological warfare, vaccines, stem cells and cloning are
increasingly in the news. Students need to have a background of knowledge and experiences in biology to
understand and relate to topics within the news media. Students need to be able to make educated decisions
to maintain healthy lives and to become better citizens. Knowledge gained within the Contemporary Biology
course will empower students to understand the world around them.
III. Student Outcomes
New Jersey Core Curriculum Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The
four Science Practices strands encompass the knowledge and reasoning skills that students must acquire
to be proficient in science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for
making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural
systems arises in accordance with rules that govern the physical world, and the order of natural systems
can be modeled and predicted through the use of mathematics.
5.4 Earth Systems Science (B,F,G): All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
Common Core State Standards for Literacy in Science and Technical Subjects (Grades 11-12)
1. Cite specific textual evidence to support analysis of science and technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account.
2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks; analyze the specific results based on explanations in the text.
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 11–12 texts and topics.
5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating
understanding of the information or ideas.
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text, identifying important issues that remain unresolved.
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a problem.
8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data
when possible and corroborating or challenging conclusions with other sources of information.
9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity
band independently and proficiently.
IV. ESSENTIAL QUESTIONS AND CONTENT
Introduction to Biology
Essential Questions:
 What is the nature of science?
 How are problems solved within the realm of science?
 How is biology related to our everyday lives and to the lives of others?
Students should be able to:
 List and describe the steps of the scientific method.
 State the proper format of a hypothesis.
 State what is meant by a controlled experiment.
 Identify and state the functions of the parts of a light microscope.
 Demonstrate proper use of a compound microscope, and dissecting microscope.
 Calculate the total magnification of an image when the objective and ocular lens magnification are
given.
 Define and/or explain the terms magnification and resolution with respect to image.
 Describe the image produced by a scanning electron microscope and transmission electron
microscope.
 Define biology and explain the characteristics of life.
 Explain what is meant by the term bioethics and give examples.
 Know and apply proper safety procedures within a science classroom.
 Utilize scientific equipment properly.
Chemistry of Life
Essential Questions:
 How are living organisms related to chemical reactions?
 How are the elements within the periodic table important to organisms?
 How is the atom related to molecules and to cells?
Students should be able to:
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Explain the structure of the atom with respect to the subatomic particles known as protons, neutrons
and electrons.
 Know and locate the essential elements for life on the periodic table.
 Interpret the periodic table to obtain the name, symbol, atomic number, atomic mass, valence
electrons and general reactivity of each element.
 Explain how ions are formed.
 Explain how atoms, molecules and compounds are related.
 Define the term isotope and state the isotopes of hydrogen and carbon.
 State the difference between covalent and ionic bonds with respect to valence electrons.
 State how chemical formulas differ from structural formulas.
 Explain how hydrogen bonding occurs between molecules and the significance of hydrogen bonding
to organisms.
 Explain how ions are related to the pH scale.
 Explain how the pH scale relates to acidity and alkalinity of solutions.
 Identify the reactants and products of a chemical reaction.
 Identify endothermic and exothermic chemical reactions.
 Explain how dehydration synthesis and hydrolysis are used to build and breakdown polymers.
 Describe the following properties of water: cohesion, adhesion, capillary action.
 Explain the importance of water as a universal solvent for biological molecules.
 Explain how carbon and its ability to form four covalent bonds is significant to organisms.
 List and identify the monomers of carbohydrates, proteins, lipids and nucleic acids.
 Describe the structure and function of the monosaccharides, disaccharides and polysaccharides.(and
briefly describe the functions of the different categories of lipids.
 Describe how the 20 different amino acids differ from each other.
 List the functions of proteins.
 State how amino acids are related to polypeptides and enzymes.
 State the functions of enzymes with respect to chemical reactions.
 Identify the importance of enzymes to their substrates.
 State how enzymes are related to activation energy.
 Describe the structure of a nucleotide.
 List the differences between DNA and RNA.
 State the functions of DNA and RNA.
Cells
Essential Questions:
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How do cells relate to organisms?
Are there different types of cells?
How do cells relate to each other?
What are the basic components of cells?
Students should be able to:
 Construct a time line of events revealing the contributions of the following scientists to our current
understanding of cells: Hooke, Virchow, Schleiden, Schwann, and van Leeuwenhoek .
 List and explain the statements known as the Cell Theory.
 Explain the limitations for cell size and growth.
 Draw and label the structures found in a typical prokaryotic cell.
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List and describe the functions of organelles found in typical eukaryotic cells.
Give examples of typical eukaryotic cells.
List and explain differences between prokaryotic cells and eukaryotic cells.
Explain the major differences between plant and animal cells.
Describe and explain the structure of the cell membrane.
State the differences between active and passive transport.
Explain the factors that affect the permeability of the cell membrane.
Explain how substances move into and out of cells.
Give examples of passive and active transport.
Explain how the following processes occur: endocytosis, exocytosis, phagocytosis, and pinocytosis.
Photosynthesis and Cellular Respiration
Essential Questions:
 How do organisms acquire the energy needed to sustain life?
 How is energy transferred from one organism to another organism?
Students should be able to:
 Explain the importance of the sun to organisms and life on earth.
 Explain the significance of photosynthesis to life on earth.
 State the locations within the chloroplast where the light dependent and light independent reactions
take place.
 State the functions of pigments and give examples of different pigments.
 Give the balanced chemical equation that represents photosynthesis.
 State the products of the light dependent reactions.
 State the products of the light independent reactions.
 Explain the importance of the Calvin Cycle.
 Explain how the energy of the sun is ultimately trapped into a sugar molecule.
 Explain how carbon dioxide concentration, light intensity, and temperature affect the rate of
photosynthesis.
 Identify and state functions of the structures and layers found within a cross section of a leaf.(the overall
chemical equation that represents aerobic cellular respiration.
 State the differences between aerobic and anaerobic cellular respiration.
 List the major stages of cellular respiration from glycolysis to electron transport chain.
 State the locations within the cell where glycolysis, citric acid cycle and electron transport chain
occur.
 List the energy carrying molecules involved with cellular respiration. (A and B)
 Explain what is meant by the term oxidation and give specific examples.
 Explain what is meant by the term reduction and give specific examples.
 Explain the role of oxygen in aerobic respiration.
 Compare the energy output of aerobic respiration to anaerobic respiration.
 Explain the role and importance of ATP in the life of a cell.
 State the three major components of the ATP molecule and sketch a molecule of ATP.
 Identify the structures within a cross section of a leaf. (the functions of structures found in the cross
section of a leaf.
DNA and Protein Synthesis:
Essential Questions:
 What is the role of DNA with respect to heredity and continuity of life?
 How is the information encoded within a DNA molecule used to build proteins and complex
molecules?
Students should be able to:
 Describe the structure of the DNA molecule.
 Describe the structure of the RNA molecule.
 List the differences between DNA and RNA molecules.
 Explain the three different RNA molecules.
 Explain overall process of DNA replication in terms of the replication fork, the complementary base
pairing rules, the semi- conservative process and the two identical molecules of DNA produced.
 Explain the role of DNA polymerases during DNA replication and proof reading.
 Summarize the major steps of transcription.
 Explain the role of RNA polymerases during transcription.
 List the major steps of translation.
 Explain how errors are kept to a minimum during DNA replication.
 Describe common techniques that are used in biotechnology.
Reproduction, Genetics and Heredity
Essential Questions:
 How does life continue from one generation to the next?
 How are traits inherited?
 What are the ways to detect hereditary information?
Students should be able to:
 Explain the importance of mitosis.
 Sketch and explain the process of mitosis.
 Explain the importance of meiosis.
 Summarize the process of meiosis by sketching the chromosomes as they appear during each stage.
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Compare the products of spermatogenesis and oogenesis.
Explain the difference between cytokinesis in animal cells and in plant cells.
List the differences between asexual and sexual reproduction.
List and describe the stages of binary fission.
List and explain Mendel’s basic principles.
Solve genetic word problems using a Punnett Square for monohybrid and dihyrbid crosses.
Demonstrate understanding of various modes of inheritance.
State the difference between genotype and phenotype.
Employ simple probability to calculate genotypic and phenotypic ratios.
Interpret pedigrees to determine dominant vs. recessive trait and autosomal vs. sex-linked trait.
Explain how karyotypes are made and state how they are important in genetic studies.
Explain how the terms monosomy and trisomy relate to karyotypes.
Explain why amniocentesis, chorionic villus sampling and ultrasound images are important tools in
genetic counseling.
Name common mutagenic agents.
Evolution and Natural Selection
Essential Questions:
 How did the chemical basis of life evolve?
 How do organisms change through time?
Students should be able to:
 State the “Big Bang” theory.
 Construct a time line for the formation of the universe.
 Describe the conditions found on Earth at the time scientists believe life began.
 Distinguish between biogenesis and abiogenesis.
 Summarize the importance of the experiments of Redi, Spallanzani and Pasteur.
 Explain the “heterotroph hypothesis”.
 Interpret a phylogenetic tree.
 Explain the theory of evolution.
 Distinguish between evolution by means of inheritance of acquired characteristics (Lamarck) and
evolution by means of natural selection (Darwin).
 Explain Darwin’s Theory of Natural Selection.
 Cite evidence which supports the theory of evolution.
 Discuss the phylogeny of modern humans.
 Discuss alternate theories regarding how life on earth arose.
Classification and Taxonomy
Essential Questions:
 Are there evolutionary relationships between organisms?
 What are the structural and functional adaptations in organisms?
 How do organisms grow?
Students should be able to:
 Explain the levels of classification within the modern classification system.
 List and describe the three domains.
 List and describe key characteristics of the six kingdoms.
 Write the scientific names of organisms correctly.
 Show an awareness that there are various ways of classifying organisms.
 Distinguish between archaebacteria and eubacteria.
 Explain the difference between Gram-positive and Gram-negative bacteria.
 Distinguish between vascular and nonvascular plants.
 State the difference between xylem and phloem.
 Identify and state the functions of the male and female structures of a flower.
 Discuss double fertilization of angiosperms (flowering plants).
 Describe how pollination differs from fertilization.
 Distinguish between autotrophs and heterotrophs.
 Explain the differences between vertebrates and invertebrates.
 List and describe the major characteristics of the animal kingdom.
 List and provide the distinguishing characteristics for the major phyla of animals.
 Sketch and label organs and organ systems of selected animal phyla.
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Compare and contrast the three major life cycles of organisms.
List and explain the roles of the organs involved within the human circulatory system.
List and explain the roles of the organs involved within the human digestive system.
Ecology
Essential Questions:
 What is ecology?
 How do organisms interact with each other?
 How do organisms interact with their environment?
Students should be able to:
 Define ecology.
 Distinguish between populations, communities, ecosystems, biomes and the biosphere.
 Draw and interpret food chains and food webs.
 Draw and interpret energy pyramids based upon mass.
 Identify the various trophic levels.
 Follow the energy transfers through ecosystems.
 Differentiate between biotic and abiotic factors in various ecosystems and biomes.
 Show an understanding of symbiosis by providing examples of various types of relationships.(an awareness of
how human activity affects the earth’s ecology.
V. STRATEGIES
Strategies may include:
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Lecture discussion
Power Point Presentations
Overhead transparencies
Hand outs
Demonstrations
Smart Board
Computer animations, simulations
and web quests
Laboratory activities
Small group discussions
Time- line activities
Jeopardy Game
Bingo Games
Guest Speakers
VI. EVALUATION
Assessments may include:
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Quizzes/ Tests
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Field Trips
Interviews of professionals within
the field
Videos
Research
Model Building
Digital projector
Debate
Dissections
Study Guides
On line computer tutorials and self
evaluations
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Homework
Class work
Lab Reports
Lab practical
Projects
Presentations
Midterm Exam
Final Exam
VII. REQUIRED RESOURCES
Recommended Text:
Postlethwait and Hopson. Modern Biology. Holt, Rinehardt and Winston. New York, 2006.
On line tutorials and self evaluations, study guides and other associated materials.
Additional Resources
Greenberg, Jon. BSCS Biology, 8th ed.. Glencoe, McGraw-Hill. New York, 2001.
Raven and Johnson. Understanding Biology , 3rd ed. Wm. C. Publishers. Boston, 1995.
VIII. SCOPE AND SEQUENCE
Number of Weeks
Introduction to Biology
Scientific Method
Microscope
What is Life?
Ethics
2
Chemistry of Life
4
Cells
The structure of the atom
Periodic table
Molecules and Ions
Bonding
pH and solutions
Chemical reactions
Properties of Water
Organic Chemistry
Historical development / cell theory
Structure / function of organelles
3
Prokaryotic vs. eukaryotic
Structure of cell membrane
Transport
Cell cycle
Mitosis and binary fission
Photosynthesis and Cellular Respiration
Overview of process of photosynthesis
Structure of the leaf
Energy transfers and flow of energy
Factors affecting rate of photosynthesis
Overview of cellular respiration
Anaerobic vs. aerobic
Glycolysis, Kreb’s cycle, electron transport chain
Structure of the mitochondria
DNA and Protein Synthesis
DNA / RNA Structure and Function
Replication
Transcription
Translation
Repair and mutations
Biotechnology
3
3
Genetics and Heredity
Mitosis / development
Mendelian genetics
Human genetics
5
Evolution and Natural Selection
Origin of the earth
Darwin
Human evolution
3
Classification and Taxonomy
Overview of domains
Overview of criteria for placement into kingdoms
Overview of kingdoms
Human Biology
9
Ecology
3
Sections of the biosphere
Food chain and food web
Energy pyramid
Biotic and abiotic factors
Human activity
TOTAL
35 weeks