Biology– 2014-2015
Course Outline
INSTRUCTOR: Mr. Thakker
E-Mail: Shyam-Thakker@cbfacademy.com
A. DESCRIPTION
This course is a course and is designed to acquaint students with biological science through various
methods. Students will learn about science through demonstrations, cooperative learning groups, labs /
hands-on activities, and self-reflection. An emphasis will be placed upon critical thinking skills and
collaboration with others to understand basic concepts of Biology. The course meets the Biology
requirements of the Michigan State Standards.
This is an inquiry-based science course and in each unit students will gain an in-depth understanding
through hands-on exploratory activities, learning centers, leveled reading, scientific investigations and
labs, projects, and assignments.
B. COURSE AIMS AND OBJECTIVES:
At the end of this course students will be able to:
1. Demonstrate and understand the skills necessary to do scientific inquiry.
2. Analyze and discuss topics using a scientific perspective.
3. Recognize the cell parts and functions.
4. Describe the process of photosynthesis and cellular respiration and how energy is transferred through
food webs.
5. Recognize and analyze the consequences of the dependence of organisms on environmental
resources and the interdependence of organisms in ecosystems.
6. Recognize that the specific genetic instructions for any organism are contained within genes composed
of DNA molecule s located in chromosomes.
7. Explain the mechanism for the direct production of specific proteins based on inherited DNA.
8. Describe genetic variation in a population.
9. Describe how populations interact with their physical environments using a variety of ways.
State of Michigan
This course’s objectives are based on High School Content Expectations (HSCEs) which provide
a set of clear expectations for all students.
These expectations can be viewed on the following website:
www.michigan.gov/mde
Students will generate questions, conduct investigations, & develop solutions to problems through
reasoning & observation. Students will also use their questions & solutions to help them make
connections between what they learn in class and the world around them.
C. COURSE UNITS AND TOPICS
G9/
Unit Topic
Unit AOI / Unit
Year 4
Question/
Big Idea
Measurement
and
Approaches to
Unit 0
Math in Science
Learning/Human Ingenuity



Lab Equipment
Lab Safety
Scientific
Measurement

Scientific
Notation

The SI System

Metric
Conversion
Practice
Significant Figures
Unit 1
Cell Biology




Unit 2
Cell Types
Cell Structure
Membranes:
structure and
Function
Biochemistry:
The Chemistry of
Life
Unit Question:
How do scientists
communicate?
(metric and scientific method)
Approaches to Learning/
Health and Social Education
Task: 3-D Model Of Plant Or Animal Cell
Type: Class Assignment
Criterion:

B: Communication In Science

C: Knowledge And Understanding
Unit Question: How Is Cellular
Health Related To The Health
Of The Organism?
Big Idea:
The fundamental life processes
of plants and animals depend on
a variety of chemical reactions
that occur in specialized areas of
the organism’s cells.

Unit Question:
How Does A Healthy Lifestyle
Increase Our Energy?

Task: Lab : Density And Measurements
Type: Independent Investigation
Criterion

D: Scientific Inquiry

E: Processing Data
@ Universal Academy
Task: Unit Test
Type: End Of Unit Test
Criterion

B: Communication In Science

C: Knowledge And Understanding
Approaches to Learning/
Health and Social Education


(2 Summative MYP Unit Assessments)
Big Idea:
Cell Energy/Science
Fair Project
Enzymes: A
Cell’s Catalysts
Photosynthesis
Cellular
Respiration
Fermentation
Unit Assessments
Big Idea:
The fundamental life processes
of plants and animals depend on
a variety of chemical reactions
that occur in specialized areas of
the organism’s cells.
SFP Unit Question:
Task: Detecting Diffusion Lab
Type: Scientific Investigation
Criterion:

B: Communication In Science

E: Processing Data
Task: Plant Pigments Lab
Type: Scientific Investigation
Criterion:

D: Scientific Inquiry

F: Attitudes In Science
Task: Unit 2 Test: Cell Energy
Type: End Of Unit Test
Criterion:

B: Communication In Science

C: Knowledge And Understanding
What am I curious about?
Unit 3
Cell
Reproduction/Science
Fair Project




Mitosis
Binary Fission
Meiosis: Gamete
Formation
Karyotypes
Unit Question:
What is Life?
Task: A Cure For Cancer: Writing Prompt
Type: Scientific Writing
Criterion:

A: One World

F: Attitudes In Science
Big Idea:
Mutation and sexual
reproduction lead to genetic
variation in a population.
Task: Unit 3 Test: Cell Reproduction
Type: End Of Unit Test
Criterion:

B: Communication In Science

C: Knowledge And Understanding
Approaches to Learning/
Human Ingenuity
SFP Unit Question:
What am I curious about?
Task: Science Fair Project
Type: Independent Investigation
Criterion:

D: Scientific Inquiry

F: Attitudes In Science
Task: Science Fair Project
Type: Scientific Writing
Criterion:

B: Communication In Science

E: Data Processing
Unit 4
Genetics





Unit 5
Heredity
Sex-linked Traits
Blood Type
Genetics
Dihybrid Crosses
Genetic Practice
Problems
Protein Synthesis/
Science Fair Projects




DNA Structure
and Replication
RNA Structure,
Transcription,
and Editing
Translation:
Protein from
RNA
Mutations
Approaches to Learning/One
World
Unit Question:
Just because we can…Should
we?
Big Idea:
Mutation and sexual
reproduction lead to genetic
variation in a population. A
multicellular organism develops
from a single zygote, and its
phenotype depends on its
genotype, which is established
at fertilization.
Approaches to Learning/
Environment
Unit Question:
What Is More Important?
“Nature vs. Nurture”
(DNA code vs. environment
influence)
Big Idea:
The fundamental life processes
of plants and animals depend on
Task: Lab
Type: Scientific Investigation
Criterion:

D: Scientific Inquiry

F: Attitudes In Science
Task: Unit Test
Type: End Of Unit Test
Criterion:

B: Communication In Science

C: Knowledge And Understanding
Task: Lab Strawberry DNA Extraction
Type: Scientific Investigation
Criterion:

D: Scientific Inquiry

F: Attitudes In Science
@ Universal Academy
Task: Unit Test
Type: End Of Unit Test
Criterion:

B: Communication In Science

C: Knowledge And Understanding

Unit 6
Biodiversity





Unit 7
The New
Genetics
Darwin and
Lamarck
Evolution
Population
Genetics
The HardyWeinberg
Equation
Human
Evolution
Ecology


Unit 8
Ecology
Food Webs and
Energy Flow

Cycles: Water,
Carbon,
Nitrogen,
Oxygen, and
Phosphorus

Interactions/
Relationships

Population
Growth

Succession

Biomes

Invasive Species

Biomagnification
Physiology and
Homeostasis


Homeostasis
Endocrine
System
a variety of chemical reactions
that occur in specialized areas of
the organism’s cells. Genes are
a set of instructions encoded in
the DNA sequence of each
organism that specify the
sequence of amino acids in
proteins characteristic of that
organism. The genetic
composition of cells can be
altered by incorporation of
exogenous DNA into the cells.
SFP Unit Question:
What am I curious about?
Approaches to Learning/
Human Ingenuity
Unit Question:
What do we believe, but cannot
prove?
Big Idea:
The frequency of an allele in a
gene pool of a population
depends on many factors and
may be stable or unstable over
time. Evolution is the result of
genetic changes that occur in
constantly changing
environments.
Approaches to Learning/
Environment
Task: Lab Modeling Selection
Type: Scientific Investigation
Criterion:

D: Scientific Inquiry

F: Attitudes In Science
@ Universal Academy
Task: Unit Test
Type: End Of Unit Test
Criterion:

B: Communication In Science

C: Knowledge And Understanding
Unit Question:
How Do Humans Effect The
Environment?
Task: Lab
Type: Scientific Investigation
Criterion:

D: Scientific Inquiry

F: Attitudes In Science
@ Universal Academy
Big Idea:
Stability in an ecosystem is a
balance between competing
effects.
Task: Unit Test
Type: End Of Unit Test
Criterion:

B: Communication In Science

Approaches to Learning/
Health and Social Education
Unit Question: How Do Body
Systems Work As A Team?
C: Knowledge And Understanding
Task: Jigsaw activity
Type: Presentation
Criterion:

B: Communication in Science

C: Knowledge and Understanding






Nervous System
Respirator
System
Circulatory
System
Immune System
Digestive System
Muscular System
Big Idea:
As a result of the coordinated
structures and functions of
organ systems, the internal
environment of the human body
remains relatively stable
(homeostatic) despite changes in
the outside environment.
Organisms have a variety of
mechanisms to combat disease.
C. Class Expectations
The following is a list of rules and expectations that will be followed at all times:
1. Students are expected to be punctual in arriving to class each day and when turning in class
assignments.
2. Students are expected to come to class prepared with all materials and supplies.
3. Students will be polite and raise their hand to contribute to class discussion.
Students will be kind and respectful to others and their property at all times.
4. Always remain seated, unless otherwise instructed.
5. Students will not have food or drink in the class at anytime unless authorized by the teacher.
.