Career & Technical Education AG30—Applied Biological Systems
Course #: AG30 Grade Level: 9-11 Course Name: Applied Biological Systems
Level of Difficulty: Average Prerequisites: None # of Credits: 2 semesters- 1 credit The
following is a Career and Technical Education (CTE) class under the Animal Systems
Program of Study (01.0100.40).
Curriculum Units and Understanding Statements
Unit 1: Introduction to Safe AgriScience
American Agriculture is a thriving, strategically important, and complex industry.
Unit 2: Scientific Process
The body of knowledge of science is increased through varied processes that share
common principles.
Unit 3: History of Biology and Taxonomy
Biology is the oldest science and it‟s understanding have greatly impacted human
society.
Unit 4: Cellular Metabolism
Living systems use a variety of means to harness, direct, store and utilize energy.
Unit 5: Cell Reproduction
Mitosis allows cells to reproduce and organisms to repair tissues and grow. Meiosis
allows organisms to sexually reproduce and increases variability in the population.
Unit 6: Evolution
Variation in a population leads to speciation and biodiversity through natural selection.
Unit 7: Ecology
Within an ecosystem, organisms interact and respond to biotic and abiotic factors.
Unit 8: Heredity
The molecular process leading to inherited traits determines the genetic diversity of a
population.
Unit 9: DNA Structure and Function
Traits are determined by inheritable genetic information.
Unit 10: Biotechnology in Society
Cells can be manipulated in a variety of ways to make products for humans.
Unit 11: Human Impact in the Environment
Human population growth and interaction with natural systems has impacted the
functionality of those systems.
Unit 12: Agriculture Careers
Agriculture is a dynamic industry with a variety of career opportunities. Last
Revised on: August 27, 2014 12:13 PM 1
Career & Technical Education AG30—Applied Biological Systems
Arizona’s College and Career Readiness Standards Connection
The following Reading and Writing performance objectives are integrated throughout the entire
course: Reading:
6-8.RST.4 Compare and contrast the information gained from experiments, simulations, video,
or multimedia sources with that gained from reading a text on the same topic.
Writing:
6-8.WHST.9 Draw evidence from informational texts to support analysis reflection, and
research.
Speaking and Listening:
8.SL.4 Present claims and findings, emphasizing salient points in a focused coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
Language:
8.L.6 Acquire and accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Mathematics:
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6-8.RST.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 6-8 texts
and topics.
6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
HS.A-CED.1 Create equations and inequalities in one variable and use them to solve problems
7.RP.3 Use proportional relationships to solve multistep ratio and percent problems.
Career & Technical Education AG30—Applied Biological Systems
AG30 Applied Biological Science– Suggested Teaching
Timeline
Fall August September October November December
Unit 1: Intro to Safe Agriscience 1 week
Unit 2: Scientific Process 3 weeks
Unit 3: History of Biology and Taxonomy 3 weeks
Unit 4: Cellular Metabolism 3 weeks
Unit 5: Cell Reproduction 2 weeks
Unit 6: Evolution 3 weeks
Unit 7: Ecology 2 weeks
Spring January February March April May
Unit 8: Heredity 3 weeks
Unit 9: DNA Structure 4 weeks
Unit 10: Biotechnology 3 weeks
Unit 11: Human Impact on Environment 4 weeks
Unit 12: Agriculture Careers 3 weeks
Last Revised on: August 27, 2014 12:13 PM 3
Career & Technical Education AG30—Applied Biological Systems
Unit 1: Introduction to Safe Agriscience American Agriculture is a thriving,
strategically important, and complex industry.
Knowledge and Skills Arizona CTE Standards Arizona State Science
Standards Resources Knowledge: Primary Resources:
FFA handbook and manual
Record Keeping System: www.teaet.com
SAE PowerPoint Introduction (in google drive)
Science Laboratory Safety Manual by Linda Stroud
Biology, Miller and Levine Appendix B
Skills: Other Available Resources:
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A complete program is made of:
1. SAE 2. FFA (CTSO) 3. Classroom Curriculum
Agriculture industries in America
Standard Operating Procedures (SOP)
Personal Protective Equipment (PPE)
Safety acknowledgments
Differentiate between entrepreneurship, placement and research (SAE)
Research and develop a Supervised Agricultural Experience Plan using technology
Create and maintain your appropriate SAE records
Evaluate core protocols and mission of FFA
1.1 Demonstrate safe practices in
a home, classroom, laboratory, and work situation
1.5 Interpret recommended
personal protection equipment (PPE)
12.1 Discuss the development of agriculture in America
17.1 Determine entrepreneurship
opportunities in agriculture
17.4 Apply record keeping
principles and applications
1.2.1 Demonstrate safe and ethical
procedures (e.g., use and care of technology, materials, and organisms) and behavior in all science
inquiry.
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Career & Technical Education AG30—Applied Biological Systems
Unit 2: The Scientific Process
(should be reviewed throughout the course) The body of knowledge of
science is increased through varied processes that share common
principles.
Knowledge and Skills Arizona CTE Standards Arizona State Science
Standards Resources Knowledge: Primary Resources:
Biology, Miller and Levine Chapter 1.1, 1.2, 1.4 Appendix A
Skills: Other Available Resources:
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Observation: Qualitative vs. Quantitative
Contrast: Observation, Inference, and prediction
Hypothesis vs. Theory
Controlled Experiments: independent, dependent, and controlled variables
Publishing and Peer Review
Experimental vs. Observational Studies
Pure vs. Applied Science
Design and conduct a safe controlled experiment from observation through peer review.
Create graphs appropriate to a given data set
Collect qualitative and quantitative data
Communicate effectively the results of a controlled experiment
Distinguish between pure and applied science from given scenarios
Data Analysis:
1. Sample size 2. Mean, median, mode 3. Frequency and range 4. Data, tables, graphs
BASIC plant anatomy and physiology as a means to conducting Biological research
5.1 Identify Parts of a Plant
5.3 Recognize the physiological needs
of plants
5.5 Demonstrate plant propagation
7.1 Formulate predictions, questions,
or hypotheses based on observations
7.2 Evaluate appropriate resources for
research
7.3 Illustrate the scientific method
7.4 Design and conduct controlled
investigations
7.5 Design data tables, charts, and
graphs
7.6 Record observations, notes,
sketches, questions, and ideas during the investigation
7.7 Analyze data to explain results and propose further investigations
7.8 Communicate conclusions of
investigations
1.1.1 Evaluate scientific information for
relevance to a given problem
1.1.2 Develop questions from observations
that transition into testable hypothesis
1.1.3 Formulate a testable hypothesis
1.1.4 Predict the outcome of an investigation
based on prior evidence, probability, and/or modeling (not guessing or inferring).
1.2.2 Identify the resources needed to conduct an investigation.
1.2.3 Design an appropriate protocol (written plan of action ) for testing a hypothesis: 1. Identify
dependent and independent
variables in a controlled investigation. 2. Determine an appropriate method
for data collection (e.g., using balances, thermometers, microscopes, spectrophotometers, using
qualitative changes.) 3. Determine an appropriate method for recording data, (e.g., notes, sketches,
photographs, videos, journals (logs), charts, computers/calculators).
1.2.4 Conduct a scientific investigation that is based on a research design.
1.2.5 Record observations, notes, sketches,
questions, and ideas using tools such as journals, charts, graphs, and computers.
1.3.1 Interpret data that show a variety of
possible relationships between
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Career & Technical Education AG30—Applied Biological Systems
variables, including: Positive, negative, and no relationship
1.3.2 Evaluate whether investigational data
support or do not support the proposed hypothesis.
1.3.3 Critique reports of scientific studies
(e.g., published papers, student reports).
1.3.4 Evaluate the design of an investigation
to identify possible sources of procedural error, including: Sample size, trials, controls, analyses
1.3.6 Use descriptive statistics to analyze
data, including: Mean, frequency, range (see MHS: 2.1.10).
1.3.7 Propose further investigations based on the findings of a conducted investigation
1.4.1 For a specific investigation, choose an appropriate method for communicating the results
1.4.2 Produce graphs that help communicate
data (See MHS:2.1.2)
1.4.3 Communicate results clearly and
logically.
1.4.4 Support conclusions with logical
scientific arguments.
2.2.1 Specify the requirements of a valid,
scientific explanation (theory), including that it be: logical, subject to peer review, public, respectful of the
rules of evidence
2.2.2 Explain the process by which accepted
ideas are challenged or extended by scientific innovation.
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Career & Technical Education AG30—Applied Biological Systems
2.2.3 Distinguish between pure and applied
science.
2.2.4 Describe how scientists continue to
investigate and critically analyze aspects of theories.
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Career & Technical Education AG30—Applied Biological Systems
Unit 3: The History of Biology and Taxonomy Biology is the oldest science
and it‟s understanding have greatly impacted human society.
Knowledge and Skills Arizona CTE Standards Arizona State Science
Standards Resources Knowledge: Primary Resources:
Biology, Miller and Levine Chapter 1.2, 1.3, 1.4, 18.1, 18.2, 18.3, 1.3 Appendix E
Skills: Other Available Resources:
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Abiotic vs. Biotic
Characteristics of Life:
1. Growth 2. Reproduce 3. Metabolize 4. Maintain organization 5. Respond to stimuli
Organization of Life into Categories (Taxonomy)
Linnaeus and binomial nomenclature
Domains and Kingdoms of life
Organization of matter:
1. Sub atomic 2. Atomic 3. Molecular 4. Organelle 5. Cell 6. Tissue 7. Organ 8. Organ system 9.
Organism 10. Population 11. Community 12. Ecosystem 13. Biosphere
Describe the role of science in society including (but not limited to):
1. Redi and Spontaneous Generation 2. Jenner and vaccines 3. Pasture and pasteurization 4. George
Washington Carver and crop
rotation
Introduce the role of ethics in Science
4.1 Investigate the seven levels of
classifications
4.2 Investigate the Kingdoms
4.3 Create and utilize a dichotomous
key
5.2 Explore methods of classifying
plants
9.1 Analyze how specific cultural
and/or social issues promote or hinder scientific advancements
11.5 Discuss bioethical issues
2.1.1 Describe how human curiosity and
needs have influenced science, impacting the quality of life worldwide.
2.1.2 Describe how diverse people and/or
cultures, past and present, have made important contributions to scientific innovations.
2.1.3 Analyze how specific changes in
science have affected society.
2.1.4 Analyze how specific cultural and/or
societal issues promote or hinder scientific advancements.
4.5.5 Describe the levels of organization of
living things from cells, through tissues, organs, organ systems, organisms, populations and communities
to ecosystems.
4.4.6 Analyze, using a biological
classification system (ie, cladistics, phylogeny, morphology) the degree of relatedness among various
species.
1. Construct/organize a group of
species using cladistics and build a resulting dichotomous key 2. Compare and contrast
analogous and homologues structures
Career & Technical Education AG30—Applied Biological Systems
Last Revised on: August 27, 2014 12:13 PM 9
Draw an organizational chart to demonstrate the organization of matter from subatomic to bioshere.
Use a dichotomous key to classify an organism using the Linnaean taxonomy system
Distinguish between living and non-living things.
Explain how vaccines have changed society.
Explain how Pasture used the scientific process to improve food safety
Distinguish between Carver‟s pure and applied science research.
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Career & Technical Education AG30—Applied Biological Systems
Unit 4: Cellular Metabolism Living systems use a variety of means to
harness, direct, store and utilize energy.
Knowledge and Skills Arizona CTE Standards Arizona State Science
Standards Resources Knowledge: Primary Resources:
Biology, Miller and Levine Chapter 7.1, 7.2, 7.3,
Skills: Other Available Resources:
Last Revised on: August 27, 2014 12:13 PM 10
Cells are capable of all the characteristics of life:
1. Growth 2. Reproduce 3. Metabolize 4. Maintain organization 5. Respond to stimuli
Cells are grouped by two large divides: Prokaryotic vs. Eukaryotic cells
Cells are further divided, including into plant and animal cells
Chemistry Review:
1. atoms and bonding 2. properties of water 3. pH
Biological Macromolecules:
1. Carbohydrates 2. Lipids 3. Nucleic Acids 4. Proteins
Enzymes carry out the work of cells.
Chemicals move in an out of the cell
through: 1. Osmosis 2. Facilitated Diffusion 3. Active transport
Energy is utilized through breaking down molecules and producing chemical storage.
ATP/ADP cycle
Introduction to photosynthesis and cellular respiration
2.1 Explore the cells, tissues, and
organs
8.2 Recognize the role of energy
within living systems
1.3.5 Design models (conceptual or
physical) of the following to represent “real world” scenarios: phase change and collisions
4.1.1 Describe the role of energy in cellular
growth, development, and repair:
1. Differentiate between surface area and volume as a cell grows 2. Explain the sources of energy
used by the cell
4.1.2 Compare the form and function of
prokaryotic and eukaryotic cells and their cellular components.
1. Compare the basic differences
between prokaryotic and eukaryotic cells 2. Illustrate a prokaryote
(bacterium) and eukaryote (animal vs. plant) cell (cell wall, chloroplast, vacuole) 3. Distinguish between
the cell
(plasma) membrane and cell wall 4. Describe the structure and function of the nucleus 5. Define organelle
and describe the function of other major cell organelles (e.g. ribosomes, mitochondira)
4.1.3 Explain the importance of water to cells
1. Describe the importance of
water as being a good solvent 2. Describe water‟s heat capacity
in its ability to heat and cool