Greenwich High School
Honors Biology Curriculum
Scope and Sequence
Marking Period One
Unit 1: The Cell
Unit 2: Cell Energy and Enzymes
Marking Period Two
Unit 3: Microorganisms
Unit 4: DNA
Marking Period Three
Unit 5: Heredity
Unit 6: Evolution
Marking Period Four
Unit 7: Population Ecology
Unit 8: Humans and Their Environment
Unit 9: Classification & Life Survey
* NOTE: ALL ITEMS WRITTEN IN RED ARE IN ADDITION TO THOSE TAUGHT AT
THE REGULAR BIO LEVEL. ALL ITEMS WRITTEN IN BLUE ARE IN ADDITION TO
ITEMS FOUND IN OUR “CORE” MATERIAL TAUGHT AT THE PRACTICAL LEVEL.
***NOTE: THE STANDARD DENOTED NSS REFERS TO THE NATIONAL SCIENCE
STANDARDS, (FOUND IN A NON-NUMBERED FORMAT AT http://www.nap.edu/html/nses/)
GHS Hon Bio Page
http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320890
1
**NOTE: ALL CT SCIENCE STANDARDS (CAPT) CAN BE FOUND AT
GHS Science
Honors Biology
UNIT 1: Cells
STAGE 1 – DESIRED RESULTS
GHS Hon Bio Page
UNDERSTANDINGS:
ESSENTIAL QUESTIONS:
A. SCIENTISTS USE THE SCIENTIFIC METHOD 1. What are the fundamental differences
TO DEVELOP AN HYPOTHESIS AND
between eukaryotic and prokaryotic cells?
DESIGN A CONTROLLED EXPERIMENT TO
2. What are the fundamental differences
TEST THAT HYPOTHESIS.
between plant and animal cells?
B. LIVING THINGS DEPEND ON THE
3. How do cell structures relate to the survival
STRUCTURE AND ACTIVITIES THAT
of the cell and to the survival of living
OCCUR INSIDE CELLS.
things?
4. How do cells sense and respond to their
environment?
STUDENTS WILL KNOW:
STUDENTS WILL BE ABLE TO:
A. How to use the scientific method to
1. Analyze experimental data to evaluate the
identify and investigate complex
validity of a hypothesis.
problems.
2. Accurately graph data to reflect the
B. The cell theory
relationship between independent and
C. The differences between prokaryotic
dependent variable(s).
and eukaryotic cells.
3. Explain the key understandings of the cell
D. The differences between plant, animal
theory.
and bacterial cells.
4. Distinguish between major categories of
E. Identify and describe the role of the
cells (i.e. plant vs. animal cells, eukaryotic
following organelles:
vs. prokaryotic cells, etc.).
a. -Energy Production:
5. Describe the interdependency of organelles
mitochondria & chloroplasts
within a cell, and their cooperative
b. -Waste Disposal: Lysosomes
functions to maintain homeostasis.
c. -Synthesis of New Molecules:
6. Use a compound light microscope to
Golgi Apparatus, Endoplasmic
identify microscopic specimens and
Reticulum, Ribosomes
calculate total magnification. (D INQ 6)
d. Storage of genetic material:
7. Describe how materials crucial to the cell
Nucleus
enter and leave the cell, and explain why
F. Semi-permeable cell membranes are
this process is important.
responsible for materials moving into
8. Distinguish between different types of cells
and out of the cells. These processes
within a human. (D INQ 4)
include: passive and active transport,
9. Predict how different environments will
and endo and exocytosis.
affect the size and shape of cells.
G. Cells in multicellular organisms
specialize to form different tissues and
organs. Examples include: nerve, red
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ESTABLISHED GOALS (STANDARDS):
1. CT 10.1
2. CT Core Scientific Inquiry, Literacy and Numeracy A, B
3. NSS: CONTENT STANDARD C: I. Cells: A, B, C, E, F
blood cell, muscle, gland and gametes.
H. How the processes of osmosis and
diffusion help a cell maintain balance
I. How to use a compound microscope to
identify microscopic specimens and
calculate total magnification.
J. Define the following terms:
o hypothesis
o control/experimental group
o independent/dependent variable
o cell (plasma) membrane
o cell wall
o central/food vacuole
o chloroplast
o compound microscope
o eukaryotic cell
o mitochondria
o nucleus
o organelle
o prokaryotic cell (bacteria)
o ribosome
o osmosis
o diffusion
o endo / exocytosis
o semi-permeable (selective
permeability)
o passive / active transport
STAGE 2 – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
IS IT ALIVE?
OTHER EVIDENCES: CELL TEST
STAGE 3 – LEARNING PLAN
3
SUGGESTED UNIT TIME
GHS Hon Bio Page
SUGGESTED LEARNING ACTIVITIES:
Penny - water drops lab
Microscope Skills Lab
Cells Identification Lab
Cells Inquiry Activity (see task 6)
Plasmolysis w/ Red Onion Skin Cells
GHS Science
Honors Biology
UNIT 2: Cell
Energy
& Enzymes
STAGE 1 – DESIRED RESULTS
ESTABLISHED GOALS (STANDARDS):
1. CT 10.1
2. CT Core Scientific Inquiry, Literacy and Numeracy, A, B, C
3. NSS: Standard C: V. Matter, Energy, and Organization in Living Systems: B, C
4. NSS: Standard Science as Inquiry: A, B, D, F
UNDERSTANDINGS:
ESSENTIAL QUESTIONS:
A. THE ROLE OF THE FOUR MAJOR CLASSES
1. How is energy essential to sustaining
OF ORGANIC COMPOUNDS IN A LIVING
life on Earth?
ORGANISM.
2. How do living organisms obtain
B. WATER PLAYS AN ESSENTIAL ROLE IN
energy?
CELLULAR PROCESSES.
3. How do enzymes regulate cell
C. PHOTOSYNTHESIS AND CELLULAR
activities?
STUDENTS WILL BE ABLE TO:
1. Distinguish carbohydrates, lipids, proteins,
and nucleic acids by structure, properties,
and function.
2. Identify and assemble 3-dimensional
representations of the four major classes of
organic compounds.
3. Explain how photosynthesis and cellular
respiration are interdependent (rely on each
other) and provide the energy to sustain
life.
4. Diagram the process of photosynthesis
including reactants and products
(emphasize the change of energy forms).
5. Diagram the process of respiration
including reactants and products
(emphasize the change of energy forms).
6. Analyze a diagram of cellular respiration to
describe the role of glycolysis, the Krebs
cycle, and the electron transport chain in
the conversion of a simple sugar into ATP.
7. Analyze a diagram of photosynthesis to
describe the role of the light dependent
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STUDENTS WILL KNOW:
1. Living things need a continuous input
of energy to sustain life.
2. The difference between carbohydrates,
lipids, proteins, and nucleic acids.
3. The reactants and products of
photosynthesis and cellular respiration.
4. Glycolysis, the Krebs cycle, and the
electron transport chain as the three
major processes of cellular respiration.
5. During photosynthesis, the lightdependent reactions furnish energy and
raw materials for the remainder of the
process, the Calvin Cycle (lightindependent reactions).
6. The role of ATP in energy storage and
transformation.
7. The different ways that living
organisms obtain and use energy.
8. How enzymes allow our body’s
reactions to occur more quickly.
9. Examples of enzymes and the roles
they play in living organisms.
GHS Hon Bio Page
D.
RESPIRATION INVOLVE THE
TRANSFORMATION OF ENERGY AND
MATTER.
ENZYMES ARE NEEDED FOR THE
TRANSFORMATION OF ENERGY AND
MATTER IN LIVING THINGS.
10. How an enzyme’s shape is related to its
function.
11. How changes in temperature and pH
can affect an enzyme’s function.
12. Define the following terms:
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dehydration synthesis
hydrolysis
functional groups (hydroxyl, carboxyl)
hydrogen bond
peptide bond
saturated / unsaturated
energy
ATP
glucose
cellular respiration
photosynthesis
H2O
O2
CO2
chlorophyll
reactant / product
glycolysis
Krebs Cycle
Electron Transport Chain
light-dependent reactions
Calvin Cycle (light-independent
reactions)
enzyme
substrate
active site
catalyst
reactions and the Calvin Cycle (light
independent reactions) in the conversion of
sunlight to chemical energy (ATP and a
simple sugar).
8. Identify organisms that undergo cellular
respiration and photosynthesis.
9. Describe what enzymes are and the
important role they play in living
organisms.
10. Explain how the cellular environment
affects an enzyme’s function.
11. Design an experiment to determine how
temperature and/or pH affects enzyme
function. (D INQ 3,4 5, 9)
STAGE 2 – ASSESSMENT EVIDENCE
PERFORMANCE TASKS:
Lab Practical on Organic Molecules
Lab Activity: EMBEDDED TASK: Cellulase
vs. Pectinase
Alternative Lab: How Temp and pH affect
Apple Juice Production
OTHER EVIDENCES:
Lab Report: Enzyme Catalysis
GHS Hon Bio Page
SUGGESTED LEARNING ACTIVITIES:
Lab Activity: BTB Lab Activity / Demo
Organic Food Lab
“Toothpick-ase” Lab
5
STAGE 3 – LEARNING PLAN
GHS Science
Honors Biology
UNIT 3:
Microorganisms
h.
i.
Incubation
White Blood Cells
G. Be able to identify the following as
either bacteria, viruses or fungi:
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HIV / AIDS
Influenza
GHS Hon Bio Page
ESTABLISHED GOALS (STANDARDS):
1. CT 10.2
2. CT Core Scientific Inquiry, Literacy and Numeracy A, B, D
3. NSS: Standard Science as Inquiry: A, B, C, D
UNDERSTANDINGS:
ESSENTIAL QUESTIONS:
A. Microorganisms have an essential role
1. What are some different types of
in life processes and cycles on Earth.
microorganisms?
B.
2. How are infectious diseases caused by
microorganisms?
3. How are infectious diseases
transmitted, treated, and prevented?
4. How does the human body defend itself
against infection?
5. How are microorganisms essential
and/or beneficial to other living things?
STUDENTS WILL KNOW:
STUDENTS WILL BE ABLE TO:
A. How to distinguish between bacteria
1. Distinguish between bacteria and
and viruses and recognize specific
viruses by traits such as size,
examples of each.
independence, shape, and treatment.
B. Antibiotics are used to treat bacterial
2. Describe ways in which different
infection and can be misused.
microorganisms are transmitted.
C. How vaccines/immunizations stimulate
3. Distinguish between infectious and
the body’s immune system to prevent
non-infectious disease.
infectious disease.
4. Describe and compare the role of nonD. The role sanitation has in preventing
specific and specific defenses of the
the spread of infectious disease.
human immune system in defense
E. Microorganisms such as bacteria and
against infectious disease.
yeast are used in the production of
5. Develop ways in which humans can
human foods.
slow down the transmission of
F. The definitions of the following terms:
infectious disease.
a. Pathogen
6. Describe how bacteria and yeast are
b. Microorganism/Microbe
used in food production and other
c. Antibody
activities helpful to humans.
d. Antigen
7.
Investigate where bacteria grow in the
e. Vaccine / Immunizations
human environment and how to culture
f. Antibiotic
bacteria. ( D INQ 4, 6)
g. Antibiotic resistance
6
STAGE 1 – DESIRED RESULTS
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Common Cold
Chicken Pox / Small Pox
West Nile
Staphylococcus
Salmonella
Streptococcus
Lyme’s
Tuberculosis
Bubonic Plague
STAGE 2 – ASSESSMENT EVIDENCE
PERFORMANCE TASKS:
Lab: Bacteria in our Environment / Sanitation
Lab (D INQ 3, 4, 5, 9)
OTHER EVIDENCES:
Lab Report: Bacteria in our Environment
STAGE 3 – LEARNING PLAN
GHS Hon Bio Page
7
SUGGESTED LEARNING ACTIVITIES:
Transmission of Infectious Disease Lab
Microorganism Wanted Poster (D INQ 10)
GHS Science
Honors Biology
UNIT 4: DNA
STAGE 1 – DESIRED RESULTS
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DNA
GHS Hon Bio Page
UNDERSTANDINGS:
ESSENTIAL QUESTIONS:
A. DNA is required for the production of
1. How does DNA code for the
proteins, which have many critical roles
production of proteins?
in all living organisms.
2. What are some roles that proteins play
B. Similarities in the properties of DNA
in living organisms?
allow for the transfer of genetic
3. What are some ways in which genes are
information from one organism to
altered and analyzed in organisms?
another.
4. What are the risks and benefits of
altering the genes of existing
organisms?
STUDENTS WILL KNOW:
STUDENTS WILL BE ABLE TO:
A. How a specific sequence of DNA codes
1. Explain the role that DNA replication
for a specific protein.
and mitosis have in passing genes from
B. How the complementary properties of
cell to cell.
DNA allows for genetic continuity
2. Diagram the structure of DNA,
from parent to daughter cell through
including complementary strands.
mitosis.
3. Diagram the process of protein
C. How the sequence of nucleotides in
synthesis from gene to protein.
DNA accounts for the diversity of
4. Produce a strand of amino acids using
proteins.
a strand of DNA and the genetic code.
D. The structures of DNA, mRNA, tRNA,
5. Explain the source of mutations and
and rRNA and how they are organized
how they can affect the traits of
in cells (location)
organisms.
E. The role of DNA, mRNA, tRNA,
6. Evaluate the use of various techniques
rRNA and ribosomes in protein
for manipulating DNA.
synthesis (the process of transcription
7. Explain how recombinant DNA is used
and translation).
to produce genetically modified
F. Specific proteins perform most
organisms (GMOs).
functions in cells.
8. Evaluate the risks and benefits of
G. Genes and traits can be altered in
genetically altered food sources.
organisms by mutation and genetic
(D INQ 1, 2)
engineering.
9. Research and defend a position in
H. There are benefits and potential risks of
favor of or opposed to labeling
genetic engineering.
genetically altered foods by developing
I. The following terms:
a brochure. (D INQ 2,7, 8, 10)
8
ESTABLISHED GOALS (STANDARDS):
1. CT 10.3 (WITH D28 FROM 10.2)
2. CT: Core Scientific Inquiry, Literacy and Numeracy D, E
3. NSS: Standard C: II. Molecular Basis of Heredity A, C
4. NSS: Standard Science as Inquiry: V, VI
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Nucleotide (Sugar, Phosphate, Nitrogenous
Base)
5’ and 3’
3’ hydroxyl group (3’ –OH)
Gene
Chromosome
Histone
Centromere
Replication
Helicase
DNA polymerase
Leading strand / Lagging strand
Okazaki fragment
Primase
Mitosis
Spindle fibers
Cell cycle
Transcription
Translation
RNA polymerase
mRNA / tRNA / rRNA
Codon / Anticodon
Protein
Amino Acids
Ribosome
Mutation
 Gene / chromosomal mutation
 Point / frameshift mutation
 Aneuploidy
 Deletion / Duplication
 Inversion
 Translocation
Genetic Engineering
Recombinant DNA
Restriction Enzyme
Plasmid
“Sticky ends”
Ligase
DNA Fingerprinting
Gel Electrophoresis
Polymerase Chain Reaction (PCR)
STAGE 2 – ASSESSMENT EVIDENCE
STAGE 3 – LEARNING PLAN
SUGGESTED LEARNING ACTIVITIES:
“Superhero Activity” (MUTATIONS)
Gel Electrophoresis Lab
9
OTHER EVIDENCES:
GHS Hon Bio Page
PERFORMANCE TASKS:
CAPT PERFORMANCE LAB: Genetically
Engineering Foods Brochure
GHS Science
Honors Biology
UNIT 5: Heredity
STAGE 1 – DESIRED RESULTS
ESSENTIAL QUESTIONS:
1. How is variation created in sexually
reproducing organisms?
2. How do genetic disorders differ from
infectious diseases?
3. How do we predict the inheritance of
genetic traits or disorders?
STUDENTS WILL KNOW:
A. How to distinguish between asexual and
sexual reproduction in terms of purpose,
types of organisms, and genetic variation.
B. How meiosis contributes to the genetic
variability in organisms.
C. Most organisms have two genes for each
trait, one on each of the chromosomes
inherited from their parents.
D. How to use a Punnett square to predict the
distribution of traits in single gene
(monohybrid) and two gene (dihybrid)
crossings.
E. Traits can be inherited as dominant or
recessive, and autosomal or sex-linked.
F. How to analyze a pedigree to determine
possible modes of inheritance.
G. Genetic disorders are inherited and are
different from infectious diseases.
H. Genetic disorders can be caused by a
change in the number of chromosomes
inherited.
I. The following terms:
STUDENTS WILL BE ABLE TO:
1. Identify and compare sexual and
asexual reproduction.
2. Explain how meiosis and fertilization
contribute to the genetic variability of
organisms.
3. Distinguish between dominant and
recessive genes and homozygous and
heterozygous gene pairings.
4. Distinguish between infectious and
inherited diseases and provide
examples of inherited diseases.
5. Identify the gametes and use a Punnett
square to predict the genotypic and
phenotypic probabilities of offspring in:
a. Single dominant gene crosses
b. Dihybrid crosses
c. Incomplete dominance crosses
d. Sex-Linked crosses
e. Co-dominant crosses
6. Analyze pedigrees to determine the
genetic make up of individuals and
modes of inheritance.
7. Analyze a karyotype to predict the
gender and presence of chromosomal
syndromes in babies. (D INQ 6, 8)
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Gene
Trait
Allele
Dominant / recessive
Heterozygous (hybrid)
Homozygous (pure bred)
Phenotype
GHS Hon Bio Page
UNDERSTANDINGS:
A. There are mechanisms that create diversity
in living organisms.
B. There are patterns of inheritance that can
be used to predict the traits of offspring.
10
ESTABLISHED GOALS (STANDARDS):
1. CT 10.4
2. CT Core Scientific Inquiry, Literacy and Numeracy: F
3. NSS: Standard C: II. Molecular Basis of Herdity: B
4. NSS: Standard Science as Inquiry:: III
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Genotype
Phenotypic / genotypic ratios
Sexual vs. asexual reproduction
Meiosis
Gamete
Non-disjunction
Somatic vs. germ cell
Fertilization
Zygote
Diploid vs. haploid
Crossing over
Tetrad
Recombination
Homologous chromosomes
Autosomes vs. sex chromosomes
Carrier
Punnett square
Monohybrid / dihybrid crosses
Pedigree
Sex-linked trait
Incomplete dominance
Co-dominance
Polygenic trait
Karyotype
Amniocentesis
J. The following diseases are genetic
disorders:
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Sickle cell anemia
Cystic fibrosis
Huntington’s disease
Tay-Sach’s disease
Hemophilia
Down syndrome
Turner’s syndrome
Klinefelter’s syndrome
STAGE 2 – ASSESSMENT EVIDENCE
GHS Hon Bio Page
SUGGESTED LEARNING ACTIVITIES
Human Traits Survey
Human Genetics Lab (Face Lab)
11
PERFORMANCE TASKS:
OTHER EVIDENCES:
Blood typing lab
Pedigree analysis activities (e.g. Blue People Lab)
STAGE 3 – LEARNING PLAN
GHS Science
Honors Biology
UNIT 6: Evolution
STAGE 1 – DESIRED RESULTS
STUDENTS WILL BE ABLE TO:
1. Determine whether two organisms are
of the same species
2. Analyze diagrams and charts of the
following and describe how they are
used as evidence of evolution:
-Structural adaptations
-Biochemical comparisons
-Geological strata and the fossil record
-Embryological comparisons
3. Use evidence to determine common
ancestry between organisms
4. Identify adaptations in living
organisms to their current environment
and niche
5. Relate the survival of a species to their
ability to adapt to a changing
environment
6. Explain antibiotic resistance in
bacteria using random mutation and the
conditions of natural selection
7. Explain how a changing environment
can lead to the evolution of populations
GHS Hon Bio Page
STUDENTS WILL KNOW:
A. The characteristics that define a
population and a species
B. Evidences for evolution include the
fossil record, biochemistry,
embryology and structural
adaptations.
C. That similarities in structure, genetic
make-up and development among
different species are evidence for
evolution and a shared common
ancestor.
D. How structural and behavioral
adaptations increase the chances for
organisms to survive and reproduce
in their environment and niche
E. Changes in the environment may
result in the selection of organisms
that are better able to survive and
reproduce.
F. How the processes of mutation and
natural selection lead to the
evolution of living things
G. Darwin explained that the process of
natural selection includes the
following conditions:
H. Variation within populations
I. Some variations are favorable
J. There is a struggle for survival
K. Individuals that survive and
reproduce are those with favorable
12
ESTABLISHED GOALS (STANDARDS):
1. CT 10.5
2. NSS: Standard C: III. Biological Evolution: A, C, D, E
UNDERSTANDINGS:
ESSENTIAL QUESTIONS:
A. THE DIVERSITY OF LIVING
1. What forces drive evolution?
ORGANISMS IS A RESULT OF GENETIC
2. How does the variation in populations
AND ENVIRONMENTAL CHANGES
contribute to the evolution of
THAT HAVE OCCURRED OVER TIME.
organisms?
3. How does the current theory of
evolution provide a scientific
explanation for the fossil record?
variations
L. How reproductive isolation can lead
to speciation
M. The following terms:
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Natural Selection
Charles Darwin
Evolution
Adaptation
Homologous structure
Analogous structure
Vestigial structure
Common ancestor
Evolutionary tree
Hardy-Weinberg equilibrium
Allelelic frequency
Genetic drift
Gene flow
Niche
Species
Biochemistry
Embryology
Variation
Fossils / Fossil Record
Geological strata
Speciation
Extinction
3.5 billion years
STAGE 2 – ASSESSMENT EVIDENCE
PERFORMANCE TASKS:
Hide and Go Beak Lab (D INQ 3, 5,6, 9)
OTHER EVIDENCES: UNIT TEST
GHS Hon Bio Page
SUGGESTED LEARNING ACTIVITIES
Evolution Cartoon (video)
Peppered Moth Lab / Activity
Evolution PBS videos (“Why Sex?”,
“Great Transformations”)
Post-It Activity
Web Activities: “Sex & the Single Guppy”,
“All in the Family”
13
STAGE 3 – LEARNING PLAN
GHS Science
Honors Biology
Unit 7: Populations
STAGE 1 – DESIRED RESULTS
ESTABLISHED GOALS (STANDARDS):
CT: 10.6
CT Core Scientific Inquiry, Literacy and Numeracy A, B, C
UNDERSTANDINGS:
ESSENTIAL QUESTIONS:
A. LIVING ORGANISMS HAVE THE
1. What factors affect the size of populations?
CAPACITY OF PRODUCING
2. How has human population growth affected
POPULATIONS OF UNLIMITED SIZE,
the Earth’s ecosystems?
BUT THE ENVIRONMENT CAN SUPPORT
ONLY A LIMITED NUMBER OF
INDIVIDUALS FROM EACH SPECIES.
STUDENTS WILL KNOW:
A. How does emigration, immigration,
birth rate and death rate affect the
carrying capacity of populations.
B. What factors have affected the
growth of the human population.
C. The following terms
o Population
o Carrying Capacity
o Exponential / Logistical Growth
o Immigration / Emigration
o Birth Rate / Death Rate
o Limiting Factors
STUDENTS WILL BE ABLE TO:
1. Analyze population growth data to predict
future growth in that population
2. Explain how a nations age structure affects
population growth
3. Describe what factors can affect the growth
(positive, negative, or stable) of a population
4. Analyze population growth curves to
determine information about that population
5. Distinguish between exponential and
logistical growth
6. Describe why the human population has
experienced exponential growth
7. Design a lab to investigate how temperature
or pH affects the growth of yeast population
(D INQ 3, 4, 5, 9)
OTHER EVIDENCES:
Age Structure Diagrams
Yeast Population Lab Report
STAGE 3 – LEARNING PLAN
SUGGESTED LEARNING ACTIVITIES
View Human population video
GHS Hon Bio Page
PERFORMANCE TASKS:
Embedded Task: Age Structure Diagrams /
Population Dynamics
Embedded Task: Yeast Population Lab
14
STAGE 2 – ASSESSMENT EVIDENCE
GHS Science
Honors Biology
UNIT 8: Humans and
Their Environment
ESTABLISHED GOALS (STANDARDS):
1. CT 9.8 AND 9.9
2. NSS: Standard C: IV. Interdependence of Organisms: E
UNDERSTANDINGS:
ESSENTIAL QUESTIONS:
A. THE USE OF RESOURCES BY HUMAN
1. How does the accumulation of carbon
POPULATIONS MAY AFFECT THE
dioxide (CO2) in the atmosphere
QUALITY OF THE ENVIRONMENT
accelerate the greenhouse effect,
B. NEW TECHNOLOGIES AND CHANGES IN
causing climatic changes?
LIFESTYLE CAN HAVE POSTITIVE AND/OR
2. How pollutants effect the diversity and
NEGATIVE EFFECTS ON THE
size of populations?
ENVIRONMENT
3. How can humans improve air and water
quality?
4. How does human use of land and
natural resources affect the quality of
the environment?
15
STUDENTS WILL BE ABLE TO:
8. Describe how carbon is recycled
throughout an ecosystem.
9. Assess the impact of human population
growth on an ecosystem.
10. Explain how the burning of fossil fuels
affects global temperature.
11. Assess the impact on specific types of
water pollution on biodiversity and human
health.
12. Explain the short- and long-terms impacts
of landfills and incineration of waste
materials on the quality of the environment.
(D INQ 9, 10)
13. Analyze their individual impact on their
ecosystem. (Ecological Footprint)
GHS Hon Bio Page
STUDENTS WILL KNOW:
A. The chemical cycling of carbon.
B. The impact of rapid human population
growth on ecosystems.
C. That the burning of fossil fuels increase
carbon dioxide in the atmosphere.
D. How the greenhouse effect may raise
global temperatures/climate change.
E. Major sources of water pollution
including mercury, phosphates and
nitrates.
F. The bioaccumulation of various
pollutants have an impact on
organisms.
G. The environmental impacts of landfills
and incineration of waste materials.
H. That some human transportation and
land usage has an impact of
ecosystems.
I. Define the following terms:
o biogeochemical cycles
o ecosystem
o fossil fuels
o atmosphere
o pollutants
o bioaccumulation
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greenhouse effect
global climate change
mercury
phosphates
nitrates
landfills
groundwater
runoff
Brownfield sites
STAGE 2 – ASSESSMENT EVIDENCE
PERFORMANCE TASKS:
Embedded Task: Brownfield Site
OTHER EVIDENCES:
STAGE 3 – LEARNING PLAN
GHS Hon Bio Page
16
SUGGESTED LEARNING ACTIVITIES
Web activity “Consumer Consequences”
Video “Ecological Footprint”
GHS Science
Honors Biology
UNIT 9:
Classification/Life
Survey
STAGE 1 – DESIRED RESULTS
ESTABLISHED GOALS (STANDARDS):
NSS: Standard C: III. Biological Evolution: D, E
UNDERSTANDINGS:
ESSENTIAL QUESTIONS:
A. SCIENTISTS CLASSIFY ORGANISMS INTO A
1. Why and how are organisms
HIERARCHY OF GROUPS BASED ON
classified?
EVOLUTIONARY RELATIONSHIPS.
STUDENTS WILL KNOW:
STUDENTS WILL BE ABLE TO:
A. The basis of classification and its use.
B. How to interpret and apply binomial
10. Explain the benefits using a scientific
nomenclature to writing the scientific
name rather than the common name for an
names of organisms.
organism.
C. How to arrange the taxa in proper order 11. Identify and classify organisms based on
used in our current system, from the
their defining characteristics.
broadest group to most specific:
12. Design and use a dichotomous key.
KPCOFGS
13. Interpret a phylogenetic tree.
D. How our taxonomic system reflects
relationships among organisms and can
be illustrated in a phylogenetic tree.
E. The defining characteristics of
organisms in the following groups:
Archaebacteria, Eubacteria, Protists,
Fungi, Plant and Animal using:
i.
unicellular vs. multicellular,
ii.
heterotrophy vs. autotroph,
iii. prokaryote vs. eukaryote,
iv.
as well as example organisms.
STAGE 2 – ASSESSMENT EVIDENCE
Design a dichotomous key
STAGE 3 – LEARNING PLAN
SUGGESTED LEARNING ACTIVITIES
Shoe classification activity
Alien classification activity
Construct a phylogenetic tree
Common vs. Scientific name poster
SUGGESTED UNIT TIME
17
OTHER EVIDENCES:
GHS Hon Bio Page
PERFORMANCE TASK: