Connecticut Technical High School System
BIOLOGY
Connecticut
Technical High School System
Biology
2007 – 2008
Revised June, 2008
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Connecticut Technical High School System
BIOLOGY
Power Standards
a. The Power Standards have been outlined in BOLD text. These are the
understandings and skills that all students must become proficient in upon
exiting the course.
b. We must instruct and assess the entire curriculum not just the identified
power standards. These other “nice to know” standards are still important
in the understanding of the curriculum.
c. Power Standards will be assessed:
i. Through Trimester Benchmark Assessments
ii. Through School-based benchmark assessment which lead to the
Trimester Benchmark Assessment
iii. Multiple times; students will have multiple attempts to demonstrate
proficiency in each of the identified Power Standards
Revised June, 2008
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Connecticut Technical High School System
BIOLOGY
Goal CELL BIOLOGY: 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.
Big Idea (s):
1. Energy is essential for life.
2. Cells carry out fundamental processes to capture energy from the sun.
3. Cells carry out fundamental processes to release stored energy from the sun
4. More energy is stored in large molecules because they contain more bonds.
Essential Question (s):
1. How is energy from the sun captured and stored so living organisms can use it?
2. How do living organisms release energy stored in chemical bonds?
3. How are molecules able to store enough energy to meet the needs of a living
organism?
Learning Outcomes
Students will:
As evidenced by:
Cell Bio 1
Model the regulation
of a cell’s interaction with their
surroundings by the semi-permeable
membranes.
1. Diagramming the structure of a semi-permeable
membrane.
2. Dramatizing the regulation of molecules across
the semi-permeable cell membrane.
Cell Bio 2
Describe the functioning of enzymes
 as catalysts for biochemical
reactions
 without altering the reaction
equilibrium.
List factors that affect the activities
of enzymes including
 temperature,
 ionic conditions, and
 the pH of the surroundings.
1. Analyzing biochemical reactions that require
catalysts.
Cell Bio 3
Compare and contrast
 prokaryotic cells,
 eukaryotic cells (including those
from plants and animals), and
 viruses.
Elaborate on the description of
differences in complexity and general
structure.
1. Creating a 3 part Venn Diagram of prokaryotic
cells, eukaryotic cells and viruses.
Cell Bio 4
Outline the flow of
information in protein synthesis
from:
 transcription of ribonucleic acid
Revised June, 2008
1. Creating a flow chart of protein synthesis from
creation of tRNA to production of proteins.
2. Describing what effect temperature, ionic
conditions, and pH will have on enzymes within
biochemical reactions.
2. Analyzing the relationship between general
structures and the complexity of the organism or
cell.
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Connecticut Technical High School System
BIOLOGY
(RNA) in the nucleus
 to translation of proteins on
ribosomes in the cytoplasm.
Students will:
Learning Outcomes (cont.)
As evidenced by:
Cell Bio 5
Define the role in the
secretion of proteins of
 the endoplasmic reticulum and
 Golgi apparatus.
1. Explaining the role of endoplasmic reticulum and
Golgi apparatus in releasing proteins for use by the
cell or another part of the organism.
Cell Bio 6
Describe the process
of photosynthesis in which usable
energy is captured from sunlight
by chloroplasts and is stored
through the synthesis of sugar
from carbon dioxide.
1. Illustrating the flow of energy from the sun to
stored sugar by photosynthesis in chloroplasts.
Cell Bio 7
Describe the process
of cellular respiration in which the
mitochondria is makes stored
chemical-bond energy available to
cells by completing the breakdown
of glucose to carbon dioxide.
1. Illustrating the flow of energy from chemical
bonds of glucose to the availability for the cell’s
use.
Cell Bio 8 Model the formation
of macromolecules
(polysaccharides, nucleic acids,
proteins, lipids) from a small
collection of simple precursors.
1. Creating models of polysaccharides, nucleic
acids, proteins and lipids.
2. Describing some proteins humans produce in one
part of the body that are used in another location.
2. Writing a balanced chemical equation for
photosynthesis.
2. Writing a balanced chemical equation for
cellular respiration.
2. Correlating the macromolecules to their
building blocks of simple sugars, nucleotides,
amino acids and fatty acids.
Resources:
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of
the lesson, as needed.
Common Formative Assessment(s)
 TBD
Summative District Assessment(s)
TBD
Revised June, 2008
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Connecticut Technical High School System
BIOLOGY
GENETICS Goal 1: Genetic variation in a population is the result of mutation and sexual
reproduction.
Big Idea (s):
1. Meiosis occurs in sex organs producing gametes that have a haploid set of
chromosomes.
2. Random segregations of chromosomes in gametes produces new combinations
when fertilization occurs with half of the genetic material coming from each parent.
3. Genes on specific chromosomes determine an individual’s sex.
4. Punnett Squares can be used to predict possible allele combinations in zygotes
from the genotypes of the parents.
Essential Question (s):
1. How is the genetic material in chromosomes passed on through gametes?
2. How are traits passed on randomly?
3. How is the sex of an organism determined genetically?
4. How can the genotype of offspring be predicted?
Learning Outcomes
(Note 1 – 7 are review of Grade 9 Content)
Students will:
As evidenced by:
Genetics 1
Diagram the process
of
meiosis , an early step in sexual
reproduction
 in which the pairs of chromosomes
separate and
 segregate randomly during cell
division
to produce gametes containing one
chromosome of each type.
Genetics 2
Define which cells
(somatic) in a multi-cellular
organism undergo meiosis.
3. Drawing a diagram illustrating the steps of
meiosis including:
 Reduction of chromosomes from diploid to
haploid
 Production of gametes (sperm or egg)
containing one each chromosome pair
 Production of 4 sperm or 1 egg + 3 polar
bodies
1. Identifying cells that undergo meiosis (reduction
division).
2. Identifying cells that do not undergo meiosis
because they need an exact copy of the complete
set of chromosomes.
Genetics 3
Explain random
3. Identifying random segregation in the process of
chromosome segregation.
meiosis. Showing how pairs of chromosomes
Demonstrate and explain the
separate independently.
probability that a particular allele will 4. Selecting a specific allele and calculating the
be in a gamete.
probability that the allele or combination of alleles
will be in a gamete.
Genetics 4
Demonstrate using a
Punnett Square new combinations of
alleles generated in a zygote through
the fusion of male and female
gametes (fertilization).
2. Determining the gametes for homozygous or
heterozygous (mono-hybrid and di-hybrid)
parents.
3. Performing crosses using Punnett Squares to
demonstrate the resulting combinations in zygotes
Revised June, 2008
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Connecticut Technical High School System
BIOLOGY
resulting from fertilization.
Genetics 5
Explain how half of
an
individual’s DNA sequence comes
from each parent.
1. Using the meiosis diagram, identify the point in
the process that reduces each parent’s contribution
of DNA to half.
Genetics 6
Explain how an
individual’s sex is genetically
determined.
3. Identify the non-homologous sex chromosomes.
Genetics 7
Demonstrate how
possible combinations of alleles in a
zygote can be predicted from the
genetic makeup of the parents using
Punnett Squares.
Resources:
3. Using a Punnett Square determine the possible
genotypes and phenotypes from a given cross.
2. Describe how an individual gets a full set of
chromosomes.
4. Describe the combination of sex chromosomes
that determine males and females.
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of
the lesson, as needed.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
Revised June, 2008
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Connecticut Technical High School System
BIOLOGY
GENETICS Goal 2: A multicellular organism develops from a single zygote, and its
phenotype depends on its genotype, which is established at fertilization.
Big Idea (s):
1. Gregor Mendel’s laws of segregation and independent assortment are the basis of
genetics.
2. Different modes of inheritance and parental genotypes allow probable phenotypes
to be predicted.
3. Pedigree diagrams with phenotypes can be used to determine mode of
inheritance.
4. Frequencies of recombination at meiosis can lead to estimation of distances
between genes on chromosomes and interpretation of genetic maps of
chromosomes.
Essential Question (s):
1. What are the laws of segregation and independent assortment?
2. How can offspring phenotypes be predicted?
3. How can mode of inheritance be determined by analyzing familial phenotypes?
4. How does frequency of recombination assist with interpretation of genetic maps
of chromosomes?
Learning Outcomes
Students will:
As evidenced by:
Genetics 8
Use a Punnett
Square predict the probable
phenotypic outcome in a genetic
cross based on the genotypes of the
parents and mode of inheritance:
 autosomal linked
 X-linked
 dominant
 recessive
1. Using Punnett Squares determine the probability
of each genotype and phenotype in offspring from
crosses with the following modes of inheritance:
Genetics 9
Explain and illustrate
Mendel’s law of segregation and law
of independent assortment.
1. Draw a complete set of chromosomes for a species
and illustrate Mendel’s:
Genetics 10 Predict the probable
mode of inheritance from a pedigree
diagram showing phenotypes.
Genetics 11 Utilize data on
frequency of recombination in
meiosis
 to estimate genetic distances
between loci and
 to interpret genetic maps of
chromosomes.
a.
b.
c.
d.
Dominant
Recessive
X-linked
autosomal linked
a. Law of segregation and
b. Law of independent assortment
1. Analyze a pedigree showing phenotypes for the
following modes of inheritance.
a. Dominant
b. Recessive
c. X-linked
d. autosomal linked
1. Analyze data on frequency of recombination.
2. Use data to estimate genetic distances between
gene loci.
3. Interpret genetic maps of chromosomes based on
data for frequency of recombination.
age 7 of 17
Connecticut Technical High School System
BIOLOGY
Resources:
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of
the lesson, as needed.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
GENETICS Goal 3: Genes influence traits by the instructions encoded in the DNA sequence
that specify a sequence of amino acids in characteristic proteins.
Big Idea (s):
1. Proteins are synthesized by the translation of the genetic code to amino acids.
2. Some mutations may or may not affect genetic expression or the protein formed.
3. Specialization of cells is due to gene expression and the differences of proteins
produced.
Essential Question (s):
1. How are proteins synthesized from the genetic code?
2. How can mutations affect genetic expression or protein synthesis?
3. How are cells with the same DNA molecules responsible for specialization of
cells?
Learning Outcomes
Students will:
As evidenced by:
Genetics 12 Illustrate how
ribosomes synthesize proteins, using
tRNA to translate genetic
information in the mRNA.
Genetics 13 Predict the sequence
of amino acids in a protein from the
sequence of codons in the RNA, by
applying universal genetic coding
rules.
Genetics 14 Demonstrate how
mutations in the DNA sequence of a
gene may or may not affect the
expression of the gene or the
sequence of amino acids in an
encoded protein.
Genetics 15 Explain how
specialization of cells in multicellular organisms is usually due to
different patterns of gene
expression rather than to
differences of the genes themselves.
1. Draw the sequence of steps in protein synthesis
from DNA to protein. Include the following:
a. DNA
b. mRNA
c. ribosomes
d. tRNA
1. Using the universal genetic coding rules create a
sequence of amino acids in a protein by reading
the codons in the RNA.
1. Changing the DNA sequence of a gene and show:
a. Effect on sequence of amino acids in
protein
b. Effect on expression of a gene
1. Describe how DNA common to all cells in a
multicellular organism can have genes that
express themselves in specific cells and not in
other cells.
2. Describe how specialization of cells is usually
due to different patterns of expression instead
age 8 of 17
Connecticut Technical High School System
BIOLOGY
of different genes.
Genetics 16 Illustrate how
proteins can differ from one
another in the number and
sequence of amino acids.
Genetics 17 Explain differences
in
proteins:
1. different amino acid sequences
2. different shapes of molecules
and
3. different chemical properties.
Resources:
1. Describe differences in proteins based on:
a. Number of amino acids
b. Sequence of amino acids
1. Explain differences in proteins based on:
a. Different sequences of amino acids
b. Different shapes of molecules
c. Different chemical properties
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of
the lesson, as needed.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
GENETICS Goal 4: The genetic composition of cells can be altered by incorporation of
foreign DNA into the cells.
Big Idea (s):
1. Different techniques can be used to construct new recombinant DNA molecules.
2. New protein products can be created from foreign DNA by using bacteria that
reproduce quickly.
Essential Question (s):
1. How is DNA manipulated to create new recombinant DNA molecules?
2. How are bacteria used to create new protein molecules?
Learning Outcomes
Students will:
As evidenced by:
Genetics 18 Demonstrate the
precise
copying of DNA during semiconservative replication and
transcription of information from
DNA into mRNA using base-pairing
rules.
Genetics 19 Describe how genetic
engineering (biotechnology) is used
to produce novel biomedical and
agricultural products.
1. Illustrate replication of DNA.
2. Illustrate transcription from DNA into mRNA.
3. Compare and contrast the processes of replication
and transcription.
1. Describe genetic engineering applications in:
a. biomedical
b. agricultural products
age 9 of 17
Connecticut Technical High School System
BIOLOGY
Genetics 20 Explain processes of 1. Describe DNA technology processes used to
create recombinant DNA molecules including:
DNA technology (restriction
digestion by endonucleases, gel
a. restriction digestion by endonucleases
electrophoresis, ligation, and
b. gel electrophoresis
transformation) used to construct
c. ligation
recombinant DNA molecules.
d. transformation
Genetics 21 Describe how
exogenous
DNA is inserted into bacterial cells
to alter their genetic makeup and
support expression of new protein
products.
1. Describe how bacteria are altered by inserting
exogenous DNA to change their genetic makeup.
2. Describe some examples of how this process
supports the expression of new protein products.
Resources:
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of
the lesson, as needed.

Common Formative Assessment(s)
TBD
Summative District Assessment(s)
TBD
Goal ECOLOGY: Stability in an ecosystem is a balance between competing effects.
Big Idea (s):
1. An ecosystem gains stability from its producers and decomposers.
2. Energy is transferred, stored or lost as it moves through different trophic levels.
3. Organisms can accommodate to the environment or adapt through genetic change.
Essential Question (s):
1. How do producers and decomposers provide stability to an ecosystem?
2. What happens to energy at the links in a food web?
3. How does accommodation to the environment differ from adaptation through
genetic change?
Learning Outcomes
Students will:
As evidenced by:
ECO1 Explain biodiversity and how
it is affected by alterations of
habitats.
1. Identify components of biodiversity for a variety
of ecosystems.
2. Make predictions of how alterations of habitats
affect biodiversity.
age 10 of 17
Connecticut Technical High School System
BIOLOGY
ECO 2 Describe the changes in an
3. Describe a variety of ecosystems.
ecosystem resulting from changes in: 4. For each ecosystem make a prediction of changes
- climate,
to the ecosystem when:
- human activity,
1. climate changes
- introduction of nonnative species,
2. human activity and development increases
- changes in population size.
3. non-native species are introduced
4. one or more populations increase or decrease
ECO 3 Relate fluctuations in
5. Identify the fluctuations resulting in an ecosystem
population size in an ecosystem to:
for both increases and decreases in:
- relative rates of birth,
 Birth rates
- relative rates of immigration,
 Immigration rates
- relative rates of emigration, and
 Emigration rates
- relative rates of death
 Death rates
ECO 4 Illustrate cycling of water,
1. Diagram cycling of abiotic resources and organic
carbon, and nitrogen between abiotic
matter between photosynthesis and respiration.
resources and organic matter in the
2. Identify the cycling of water, carbon, nitrogen and
ecosystem and oxygen cycles
oxygen between photosynthesis and respiration.
through photosynthesis and
respiration.
ECO 5 Explain how stability of
6. Define the role of producers and identify
producers and decomposers
examples.
contribute to the stability of an
7. Define the role of decomposers and identify
ecosystem.
examples.
8. Describe the stability producers and
decomposers contribute to the stability of an
ecosystem.
ECO 6 Illustrate the transfer of
1. Draw a food web.
energy at each link in a food web:
2. Identify three different ways energy is
- some energy is transferred
transferred at each link.
- some energy is stored in newly
made structures
- some energy is dissipated into the
environment as heat.
ECO 7 Contrast the
1. Define and give examples of accommodation.
accommodation of an individual
2. Define and give examples of adaptation.
organism to its environment to the 3. Compare and contrast accommodation to the
gradual adaptation of a lineage of
environment and adaptation through genetic
organisms through genetic change.
change.
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Connecticut Technical High School System
BIOLOGY
Resources:
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of
the lesson, as needed.
Common Formative Assessment(s)
 TBD
Summative District Assessment(s)
TBD
EVOLUTION Goal 1: The frequency of an allele in a gene pool of a population depends on
many factors and may be stable or unstable over time.
Big Idea (s):
1. Homozygous and heterozygous genotypes can eliminate or maintain alleles in a
gene pool.
2. New mutations constantly appear in a gene pool.
Essential Question (s):
1. What happens to a lethal allele in homozygous and heterozygous genotypes and
how is it maintained in the gene pool?
2. How does a gene pool change?
Learning Outcomes
Students will:
As evidenced by:
Evolution 1 Demonstrate how
natural selection acts on the
phenotype rather than the genotype
of an organism.
1. Define natural selection
2. Describe a reason for phenotype to be favored or
not favored.
3. Explain why phenotype is acted upon rather than
genotype in natural selection.
Evolution 2 Illustrate how lethal
1. Define lethal alleles.
alleles in a homozygous individual
2. Describe what happens if a lethal allele shows up
may be carried in a heterozygote
in a homozygote and a heterozygote.
and thus maintained in a gene
3. Explain how a heterozygote will help maintain a
pool.
lethal allele in the gene pool
Evolution 3 Describe how
5. List and describe how mutations occur in the
mutations are constantly being
gene pool.
generated in a gene pool.
6. Describe conditions that contribute to constant
generation of mutations.
Evolution 4 Explain how variation
4. Describe examples of variation within a species.
within a species increases the
5. Describe how some variations in a species will or
likelihood that at least some members
will not survive under changed environmental
of a species will survive under
conditions.
changed environmental conditions.
6. Explain how variation increases likelihood of
species survival.
Resources:
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BIOLOGY
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of
the lesson, as needed.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
EVOLUTION Goal 2: Evolution is the result of genetic changes that occur in constantly
changing environments.
Big Idea (s):
1. Natural selection impacts survival of groups of organisms differently.
2. Diversity of species increases chance of survival.
3. Genetic drift, reproductive isolation, and geographic isolation affect the diversity
in populations and the development of new species.
Essential Question (s):
1. How does natural selection impact survival of populations of living organisms?
2. What things can increase chance of survival?
3. How do genetic drift, reproductive isolation and geographic isolation affecr
diversity in populations and the development of new species?
Learning Outcomes
Students will:
As evidenced by:
Evolution 5 Describe how natural
selection impacts the differential
survival of groups of organisms.
1. Define natural selection.
2. Given a diverse group of organisms in an
ecosystem, describe how different groups’
survival is impacted.
Evolution 6 Explain how the
1. Describe an example of diversity within a
chance that at least some
species.
organisms survive major changes 2. Describe examples of major environmental
in the environment increases by a
changes that organisms might be subject to.
great diversity of species.
3. Explain how a great diversity of species
increases the chance that some organisms can
survive.
Evolution 7 Illustrate how genetic 1. Define genetic drift.
drift affects the diversity of
2. Show how genetic drift affects population
organisms in a population.
diversity.
Evolution 8 Differentiate between 1. Define reproductive isolation and geographic
reproductive and geographic
isolation.
isolation and describe their effects 2. Compare and contrast reproductive isolation
on speciation.
and geographic isolation.
3. Define speciation.
4. Describe the effects on speciation.
Evolution 9 Use fossil evidence to
1. Explain biological diversity by creating evidence
explain biological diversity,
in a fossil record.
episodic speciation, and mass
2. Explain episodic speciation by creating evidence
extinction.
in a fossil record.
3. Explain mass extinction by creating evidence in a
fossil record.
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Connecticut Technical High School System
BIOLOGY
Evolution 10 Develop a timeline
1. Define evolutionary divergence.
estimating evolutionary divergence 2. Describe molecular clocks and how they can be
amongst various groups of
used to estimate evolutionary divergence.
organisms using:
3. Describe evidence of evolutionary divergence that
- independent molecular clocks,
can come from fossil records.
calibrated against each other and
4. Create a timeline estimating evolutionary
- evidence from the fossil record.
divergence using evidence from molecular clocks
and fossil records.
Resources:
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of
the lesson, as needed.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
PHYSIOLOGY Goal 1: The human body’s internal environment remains relatively stable
(homeostatic) because of the coordinated structures and functions of organ systems despite the
external environmental changes.
Big Idea (s):
1. Major body systems working together provided oxygen and nutrients to cells and
remove toxic wastes including carbon dioxide.
2. The nervous system mediates communication between parts of the body and the
environment.
3. Conditions within the body are regulated by feedback loops between the nervous
system and the endocrine system.
Essential Question (s):
1. How do body systems work together to nourish cells and remove waste products?
2. How do feedback loops regulate conditions in the body?
3. How do hormones help maintain homeostasis at the cellular level and in the whole
organism?
Learning Outcomes
Students will:
As evidenced by:
Physio 1
Describe the
process of oxygen
and carbon dioxide exchange
within the cells. Describe how the
complementary systems
(circulatory and respiratory) play
a role in providing the cells with
oxygen and carbon dioxide.
Explain how complementary
systems (digestive and circulatory)
work together to provide nutrients
to cells.
Physio 2
Describe how a
nerve impulse is
transmitted. Identify sense organs
1. Diagram and describe the process of oxygen
and carbon dioxide exchange in the cells.
2. Explain how the respiratory and circulatory
systems work together to provide cells with
oxygen and remove carbon dioxide.
3. Explain how the digestive and circulatory
systems work together to provide cells with
nutrients needed or cell growth and repair.
1. Diagram the transmission of a nerve impulse.
2. List 5 major sense organs and different types of
sensory receptors.
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BIOLOGY
and sensory receptors. Compare and 3. Differentiate between the central and peripheral
contrast the central nervous system
nervous systems.
with the two divisions of the
4. Describe the main divisions of the peripheral
peripheral nervous system.
nervous system.
Physio 3
Describe a feedback loop.
Explain how nervous and
endocrine systems work together to
regulate conditions in the human
body.
1. Illustrate a feedback loop and describe its
functioning.
2. Explain how the nervous and endocrine
systems work together to regulate conditions in
the human body.
Physio 4
Describe the neuron
transmission
of electrochemical impulses.
1. Describe an electrochemical impulse.
2. Illustrate and describe how a neuron transmits an
electrochemical impulse.
Physio 5
Define the roles of
sensory
neurons, inter-neurons, and motor
neurons in sensation, thought, and
response.
1. Create a table that includes the roles of sensory
neurons, inter-neurons, and motor neurons AND
their relationships to sensation, thought, and
response.
Physio 6
Describe process of
digestion
including secretion of stomach acid,
digestive enzymes (amylases,
proteases, nucleases, lipases) and bile
salts.
1. Illustrate the process of digestion.
2. Identify where the following occur and their role
in digestion:
a. secretion of stomach acid
b. digestive enzymes including amylases,
proteases, nucleases, and lipases
c. bile salts
1. Describe the role of the kidneys in the excretory
system.
2. Explain how kidneys contribute to homeostasis by
filtering the blood.
Physio 7
Explain how the
kidneys
contribute to homeostasis by filtering
the blood.
Students will:
Learning Outcomes (cont.)
As evidenced by:
Physio 8
Explain how the
liver contributes
to homeostasis by detoxification and
maintaining blood glucose balance.
Physio 9
Describe the cellular
and
molecular processes of muscle
contraction including the role of
actin, myosin, Ca , and ATP.
1. Describe the role of the liver in relationship to the
circulatory system.
2. Explain how the liver contributes to homeostasis
through detoxification and by maintaining blood
glucose balance.
1. Describe muscle contraction on the cellular and
molecular level.
2. Describe the roles of actin, myosin, Ca , and
ATP.
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BIOLOGY
Physio 10 Identify osmo1. Identify and describe the role of osmoregulatory hormones and
regulatory hormones.
hormones of the digestive and
2. Idnetify and describe the roles of hormones of
reproductive systems. Describe
the digestive and reproductive systems.
internal feedback mechanisms for
3. Illustrate the internal feedback mechanisms
homeostasis at the cellular level
that contribute to homeostasis at the cellular
and in the whole organism.
level.
4. Illustrate the internal feedback mechanisms
that contribute to homeostasis for an organism.
Resources:
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of
the lesson, as needed.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
PHYSIOLOGY Goal 2: Organisms have a variety of mechanisms to combat disease.
Big Idea (s):
1. The differences between bacteria and viruses impact how the body defends against
them and how we treat infections.
2. Compromised immune systems cannot fight off normally benign microorganisms.
3. The immune system has a variety of components that combat disease.
Essential Question (s):
1. How does the body defend against and combat bacterial and viral infections?
2. Why is a compromised immune system unable to combat disease?
3. What are the roles of different cells in the immune system?
Learning Outcomes
Students will:
As evidenced by:
Physio 11 Describe the nonspecific
defenses against infection of the
integumentary system.
2. List the defense mechanisms of the integumentary
system.
3. Describe how the skin provides the first line of
defense.
Physio 12 Explain the body’s
antibody response to infection.
2. Draw a diagram showing how the body responds
to infection by building antibiodies.
Physio 13 Describe how
vaccinations build protection from
infectious diseases.
2. List examples of vaccinations that are regularly
given to protect from infectious diseases.
3. Describe how vaccinations build protection from
disease.
4. Draw a diagram illustrating differences
between bacteria and viruses.
5. Compare and contrast bacteria and viruses in
terms of:
a. Requirements each have for growth and
replication
Physio 14 Compare and contrast
bacteria and viruses :
- their requirements for growth
and replication,
- the body’s primary defenses
against bacterial and viral
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Connecticut Technical High School System
BIOLOGY
infections, and –
b. How the body responds and defends
- effective treatments of these
against infection by these agents
infections.
c. Effective treatments of infections by
these agents
Physio 15 Describe compromised
1. Define and describe compromised immunity.
immune system (for example, a
2. Explain why compromised immune systems
person with AIDS).
may not be able to fight off benign
Explain why compromised
microorganisms.
immune systems may be unable to
fight off benign microorganisms.
Physio 16 Explain the role of these
components in the immune system:
- Phagocytes,
- B-lymphocytes, and
- T-lymphocytes.
1. Create a table describing each of the following
components in the immune system and their
role:
d. Phagocytes
e. B-lymphocytes
f. T-lymphocytes
Resources:
Extension Activity:
Teacher initiated activity(s) based on the student’s level of understanding and development of
the lesson, as needed.
Common Formative Assessment(s)
Summative District Assessment(s)
TBD
 TBD
PHYSIOLOGY STRAND
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