Students will

Length of Unit

4 wks

Core Content/POS

Unit One

Introduction (2 weeks)

Key Concepts/Skills/Guiding Questions

SC-HS-3.5.1

Students will:

 predict the impact on species of changes to

1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, or (4) natural selection;

 propose solutions to real-world problems of endangered and extinct species.

Species change over time.

Biological change over time is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life and (4) natural selection. The consequences of change over time provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities observed among the diverse species of living organisms. Changes in DNA

Terms:

 What is Anatomy & Physiology?

 Characteristics of Life

 Maintenance of Life

 Levels of Organization

 Organization of the Human Body

 Anatomical Terminology

 Medical language

Students will:

SC-H-EU-S-8

Students will explain how technological solutions permit the study of phenomena too faint, small, distant or slow to be directly measured

SC-H-BC-S-3

Students will compare variations, tolerances and adaptations

(behavioral and physiological) of plants and animals in different biomes

SC-H-BC-S-5

Students will predict the likelihood of survival for a variety of existing species based upon predicted changes in environmental conditions (e.g., global warming, continental drift) and propose methods to prevent the extinction of species with insufficient ability to adapt

SC-H-BC-S-6

Students will distinguish between a scientific law, theory, hypothesis and unsupported supposition/claim

SC-H-BC-S-7

Students will investigate the historical development and revision of a variety of accepted scientific laws, theories and claims

Essential Questions



How is the fossil record used to chronicle the history of life?

Activities/Assessments/

Resources

Radioactive Decay Lab: popcorn lab

Time Line Activity

Sequencing of major Geologic/Biologic events

Word Wall (eras, periods and epochs)

Mutation Activity

1

(mutations) occur spontaneously at low rates.

Some of these changes make no difference to the organism, whereas others can change cells and organisms. Only mutations in germ cells have the potential to create the variation that changes an organism’s future offspring.

DOK 3

SC-HS-2.3.6

Students will:

 compare the limitations/benefits of various techniques ( radioactive dating, observing rock sequences and comparing fossils) for estimating geological time;

 justify deductions about age of geologic features.

Techniques used to estimate geological time include using radioactive dating, observing rock sequences and comparing fossils to correlate the rock sequences at various locations.



How do scientists know that life has changed through time? How do paleontologist date fossils?



What major evolutionary developments occurred during

Precambrian time?



What dominant organisms evolved during the Mesozoic

Era and Cenozoic Era?



What evidence was used to make the geologic time scale?



Why is evolutionary theory associated with Darwin?

 What does Darwin’s theory predict?

 Why are Darwin’s theories now widely accepted?



What evidence do scientists have to support the theory that species change over time?

 How has Darwin’s theory been updated?



At what scales can evolution be studied?



What is the raw material for which evolution acts?

2

Length of Unit

wks

Unit Two

Chemical Basis of Life (1-Week)

Core Content/POS Key Concepts/Skills/Guiding Questions

SC-HS-3.4.7

Students will:

 classify organisms into groups based on similarities;

 infer relationships based on internal and external structures and chemical processes.

Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities that reflect their relationships. Species is the most fundamental unit of classification. Different species are classified by the comparison and analysis of their internal and external structures and the similarity of their chemical processes.

DOK 2

SC-HS-3.4.6

Students will understand that in all organisms and viruses, the instructions for specifying the characteristics are carried in nucleic acids. The chemical and structural properties of nucleic acids determine how the genetic information that underlies heredity is both

Terms:

 Structure of Matter

 Chemical Constituents of Cells

 Movements into and out of the Cell

 The Cell Cycle

 Control of Cell Division

 Metabolic Processes

 Metabolic Reactions

 Cellular Respiration

 Nucleic Acids and Protein Synthesis

 Mutations


SC-H-UD-S-9

Students will compare internal, external and metabolic characteristics of organisms in order to classify them into groups using taxonomic nomenclature to describe and justify these classifications

SC-H-UD-S-10

Students will compare the structures and functions of viruses to cells and describe the role of viruses in causing a variety of diseases or conditions (e.g.,

AIDS, common cold, smallpox, warts)




What are the major distinctions between prokaryotic and eukaryotic cells.



What are the two major groups of prok?



How are Gram positive and Gram negative bacteria different?



What are three ways that bacteria reproduce and adapt?



Why is a virus not considered a living organism?


Resources

Gram staining activity/demo

Bacterial growth lab

Antibiotic resistance lab

Wanted poster Project

3

encoded in genes and replicated.



What are two ways that a virus can reproduce?



What are viroids and prions?



What are important roles of bacteria and viruses?



What are 2 ways bacteria cause disease?



How does antibiotic resistance develop?



Why are viral diseases difficult to cure?



What types of organisms are classified as Protists?



What characteristics do Protists share with other organisms like Fungi,

Plants and animals? What makes them different?



What are seven diseases Protist cause?



How do Protist have a significant impact on the environment?



What are five examples of ways that humans use Protists in industry?



What are three characteristics Fungi share?



What two symbiotic partnerships do Fungi form?



What are some common ways human use Fungi?

How are Fungi ecologically important?

What are some Diseases Fungi cause in humans?

4

Unit Three

Tissues (3 Weeks)

Key Concepts/Skills/Guiding Questions Length of Unit

wks


SC-HS-3.4.7

Students will:




DOK 2

SC-HS-3.4.2

Students will understand that most cell functions involve chemical reactions. Food molecules taken into cells react to provide the chemical constituents needed to synthesize other molecules.

Both breakdown and synthesis

Terms:

 Epithelial Tissues

 Connective Tissues

 Muscle Tissues

 Nervous Tissues


Understand cellular transport processes and how it relates to homestasis.




What are the major distinctions between prokaryotic and eukaryotic cells?



How were cells discovered?



What defines cell shape and size



What enable eukaryotes to perform more specialized functions than prokaryotes?



How cellular structures relate to functions of the cell?



How does the cell membrane help the cell maintain homeostasis?



How does the cell membrane restrict the exchange of substances?



What are functions of membrane proteins?


Resources

Draw, label and color two types of cells: Cell comparison lab

Cell lab: view cells and their diversity via microscope

Egg Osmosis lab

Gummy worm demo

5

are made possible by a large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are used to carry out the many functions of the cell

SC-HS-3.4.3

Students will:

 describe cell regulation (enzyme function, diffusion, osmosis, homeostasis);

 predict consequences of internal/external environmental change on cell function/regulation.

Cell functions are regulated.

Regulation occurs both through changes in the activity of the functions performed by proteins and through selective expression of individual genes. This regulation allows cells to respond to their internal and external environments and to control and coordinate cell growth and division.

DOK 2

SC-HS-4.6.5

Students will describe and explain the role of carboncontaining molecules and chemical reactions in energy transfer in living systems.

Living systems require a continuous input of energy to maintain their chemical and

6

physical organization since the universal tendency is toward more disorganized states. The energy for life primarily derives from the

Sun. Plants capture energy by absorbing light and using it to break weaker bonds in reactants (such as carbon dioxide and water) in chemical reactions that result in the formation of carboncontaining molecules. These molecules can be used to assemble larger molecules

(e.g., DNA, proteins, sugars, fats). In addition, the energy released when these molecules react with oxygen to form very strong bonds can be used as sources of energy for life processes.

DOK 3

7

Length of Unit

wks

Unit Four

Skin and the Integumentary System (2 Weeks)


SC-HS-3.4.7

Students will:




DOK 2

SC-HS-3.4.2

Students will understand that most cell functions involve chemical reactions. Food molecules taken into cells react to provide the chemical constituents needed to synthesize other molecules.

Terms:

 Types of Membranes

 Skin and Its Tissues

 Accessory Organs of the Skin

 Regulation of Body Temperature

 Skin Color

 Healing of Wounds and Burns





What are the major distinctions between prokaryotic and eukaryotic cells?



How are plants classified?



How does plant structure relate to their functions?



What are the main characteristics of the Plant kingdom?



What are 5 adaptations plants have evolved to allow them to adapt to their environment?



What type of energy is used in cells and what is the ultimate source of this energy?

 How is an organism’s metabolism related to carbon cycle?



What is the role of pigments in photosynthesis?



How do plants make sugars and store extra unused energy?



What are three environmental factors that affect photosynthesis?



Why are plants economically important to humans?


Resources

Photosynthesis lab

Chromotography lab

Role play of photosynthesis

Animation of photosynthesis

KWL: class discussion

8

Both breakdown and synthesis are made possible by a large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are used to carry out the many functions of the cell

SC-HS-3.4.4

Students will understand that plant cells contain chloroplasts, the site of photosynthesis.

Plants and many microorganisms (e.g., Euglena) use solar energy to combine molecules of carbon dioxide and water into complex, energy-rich organic compounds and release oxygen to the environment. This process of photosynthesis provides a vital link between the Sun and energy needs of living systems.

SC-HS-4.6.10

Students will:

 identify the components and mechanisms of energy stored and released from food molecules

(photosynthesis and respiration);

 apply information to real-world situations.

Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed. Cells usually store this energy temporarily in the

9

phosphate bonds of adenosine triphosphate

(ATP). During the process of cellular respiration, some energy is lost as heat.

DOK 3

SC-HS-4.6.5

Students will describe and explain the role of carboncontaining molecules and chemical reactions in energy transfer in living systems.

Living systems require a continuous input of energy to maintain their chemical and physical organization since the universal tendency is toward more disorganized states. The energy for life primarily derives from the

Sun. Plants capture energy by absorbing light and using it to break weaker bonds in reactants (such as carbon dioxide and water) in chemical reactions that result in the formation of carboncontaining molecules. These molecules can be used to assemble larger molecules

(e.g., DNA, proteins, sugars, fats). In addition, the energy released when these molecules react with oxygen to form very strong bonds can be used as sources of energy for life processes.

DOK 3

10

Length of Unit

wks

Unit Five

: Skeletal System (4 Weeks)


SC-HS-3.4.7

Students will:




DOK 2

SC-HS-3.4.8

Students will understand that multicellular animals have nervous systems that generate behavior. Nerve cells communicate with each other by secreting specific molecules.

Specialized cells in sense

Terms:

 Bone Structure

 Bone Development & Growth

 Bone Function

 Skeletal Organization

 Axial Skeleton

 Appendicular Skeleton

 Classification of Joints

 General Structure of a Joint

 Types of Joint


Understand how animals are classified and discuss major changes in adaptations that have occurred over time.




What general features do animals share?



What two groups are animals informally classified?

 Why is an animal’s skeleton important?



What are the functions of the body system and relate them to their structure?



What evolutionary trends in body structure do animals’ exhibit?



What types of internal body plans do animals have?



What are the key characteristics of chordates?



What were the key evolutionary innovations in fish?



What characteristics helped amphibians adapt to land?



What major evolutionary innovations first appeared in reptiles?



When did birds evolve and what were the first birds like?



How are birds and reptiles alike? Different?



When and from what group did mammals evolve?



What characteristics define a mammal?


Resources

Invertebrate lab

Frog dissection lab

Live frog observations

Bird feather observations

Reptile display observations

Mammal skull lab

11

organs detect light, sound and specific chemicals enabling animals to monitor what is going on in the world around them.

SC-HS-3.5.1

Students will:


1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, or (4) natural selection;



Biological change over time is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life and (4) natural selection. The consequences of change over time provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities observed among the diverse species of living

12

organisms. Changes in DNA



DOK 3

13

Length of Unit

wks

Unit Six

Muscular System ( 2 Weeks)


SC-HS-3.4.5

Students will:

 explain the relationship between sexual reproduction (meiosis) and the transmission of genetic information;

 draw conclusions/make predictions based on hereditary evidence/data

(pedigrees, punnet squares).

Multicellular organisms, including humans, form from cells that contain two copies of each chromosome. This explains many features of heredity. Transmission of genetic information through sexual reproduction to offspring occurs when male and female gametes, that contain only one representative from each chromosome pair, unite.

SC-HS-3.5.1

Students will:


1) the potential for a species to increase

Terms:

 Structure of a Skeletal Muscle

 Skeletal Muscle Contraction

 Muscular Responses

 Smooth Muscles

 Cardiac Muscle

 Skeletal Muscle Actions

 Major Skeletal Muscles





In asexual reproduction, how does the offspring compare to the parent?



Why do cells divide?



How do cells prepare for division?



What are the phases of the cell cycle?



How does cancer relate to the cell cycle?



What are the four stages of mitosis?



What are factors that control cell growth and division?



How do feedback signals affect the cell cycle?



In sexual reproduction, how do the offspring compare to the parent?



Why are chromosomes important to an organism?



How does the function of mitosis differ from that of meiosis?



What are three mechanisms of genetic varation?



What patterns of heredity were explained by Gregor Mendel?



How can mathematical probability be used in genetics?



What information does a pedigree show?



How do heredity and the environment interact to influence phenotypes?



What composes the genetic material?



How is information organized into a DNA molecule?



What is the central dogma of molecular biology?



For what purposes are genes and/or proteins manipulated?



What ethical issues arise with the uses of gene technology?


Resources

Penny probability lab

Microscope lab

Karyotyping activity

Blood typing simulation

14

its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, or (4) natural selection;



Biological change over time is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life and (4) natural selection. The consequences of change over time provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities observed among the diverse species of living organisms. Changes in DNA



15

DOK 3

SC-HS-3.4.1

Students will explain the role of DNA in protein synthesis.

Cells store and use information to guide their functions. The genetic information stored in DNA directs the synthesis of the thousands of proteins that each cell requires. Errors that may occur during this process may result in mutations that may be harmful to the organism.

DOK 3

16

Length of Unit

wks

Unit Seven

Nervous System (4 Weeks)


SC-HS-4.6.4

Students will:

 describe the components and reservoirs involved in biogeochemical cycles ( water, nitrogen, carbon dioxide and oxygen);

 explain the movement of matter and energy in biogeochemical cycles and related phenomena.

The total energy of the universe is constant. Energy can change forms and/or be transferred in many ways, but it can neither be created nor in physical and chemical properties of the matter.

Carbon, for example, occurs in carbonate rocks such as limestone, in the atmosphere as carbon dioxide gas, in water as dissolved carbon dioxide and in all organisms as complex molecules that control the chemistry of life.

DOK 3 of changes to one or to deal with uncertainty and change.

Behaviors often have an

Terms:

 Classifications of the Nervous System

 Classifications of Neurons & Neuroglia

 Cell Membrane Potential

 The Synapse & the effects of drugs on the synapse

 Meninges

 Ventricles and Cerebrospinal fluid

 Spinal Cord

 Brain: Development & Specialization of the Regions

 Peripheral Nervous System

 Autonomic Nervous System

 Receptors & Sensations

 Somatic & Special Senses


Relate how humans impact the environment, and understand how to properly assess an ecosystem and understand interactions between abiotic and biotic factors.




What are the parts of an ecosystem?



How does an ecosystem respond to change?



What two key factors of climate determine a biome?



What are the three major groups of terrestrial biomes?



What are the four kinds of aquatic ecosystems?



How does energy flow through an ecosystem?



What happens to energy as it is transferred between trophic levels in a community?



Why are plants and animals important for carbon and oxygen in an ecosystem?



Why must nitrogen cycle through an ecosystem?


Resources

Observation of Ecosystem

Pond studies

Water testing

Macroinvertebrate lab

Macroinvertebrate mayhem

Portfolio: How humans impacting the environment

Biome presentations: via ppt

17

Length of Unit

wks adaptive logic.

DOK 3



Why must phosphorus cycle through an ecosystem?



Why is it important to study populations?



What is the difference between exponential growth and logistic growth?



How have science and technology affected human population growth?



What affects predator-prey interactions?



What are two types of interactions in a community?



How are humans and the environment connected?



What is the difference between renewable resources and nonrenewable resources

 How can the state of the environment affect a person’s health and quality of life?

Unit Eight

Endocrine System (1 Week)


SC-HS-4.6.4

Students will:





Key Concepts/Skills/Guiding Questions

Terms:

 Hormone Action

 Control of Hormonal Secretions

 Pituitary Gland

 Thyroid & Parathyroid Glands

 Adrenal Glands

 Pancreas & other endocrine glands

 Stress & its effects
































Resources


Pond studies

Water testing





18


Behaviors often have an adaptive logic.

DOK 3


























Unit 9: Blood (1 Week)


wks


SC-HS-4.6.4

Students will:




Carbon, for example, occurs in carbonate rocks such as limestone, in the atmosphere as carbon dioxide gas, in water as dissolved carbon dioxide and in all organisms

Terms:

 Blood & Blood Cells : Normal Values & Identification

 Blood Plasma

 Hemostasis

 Blood Groups & Transfusions



































Resources


Pond studies

Water testing





19

Length of Unit

wks as complex molecules that control the chemistry of life.

























DOK 3

Unit 10: Cardiovascular System (2 Weeks)


SC-HS-4.6.4

Students will:




Carbon, for example, occurs in carbonate rocks such as limestone, in the atmosphere as carbon dioxide gas, in water as dissolved carbon dioxide and in all organisms as complex molecules that

Terms:

 Structure of the Heart

 Heart Actions

 Blood Vessels

 Blood Pressure

 Paths of Circulation

 Arterial System

 Venous System
































Resources


Pond studies

Water testing





20

control the chemistry of life.



DOK 3


























Unit 11: : Lymphatic System (1 Week)

Length of Unit

wks


SC-HS-4.6.4

Students will:




Carbon, for example, occurs in carbonate rocks such as limestone, in the atmosphere as carbon dioxide gas, in water as dissolved carbon

Terms:

 Lymphatic Pathways

 Tissue Fluid and Lymph

 Lymph movement

 Lymph nodes

 Thymus & Spleen

 Body Defenses against infection

 Nonspecific Defenses

 Specific Defenses



























Why are plants and animals important for carbon and oxygen in an


Resources


Pond studies

Water testing





21

dioxide and in all organisms as complex molecules that control the chemistry of life.

DOK 3 ecosystem?





























Length of Unit

wks

Unit 12: : Digestive System (2 Weeks)


SC-HS-4.6.4

Students will:




Carbon, for example, occurs in carbonate rocks such as limestone, in the atmosphere

Terms:

 General characteristics of the alimentary canal

 Characteristics and functions of the oral cavity

 Salivary gland organs & secretions

 Pharynx and esophagus

 Stomach: Chemical vs Mechanical digestion

 Pancreas & Liver

 Small & Large intestines























Resources


Pond studies

Water testing





22

as carbon dioxide gas, in water as dissolved carbon dioxide and in all organisms as complex molecules that control the chemistry of life.

DOK 3




































How can the state of the enviro nment affect a person’s health and quality of life?

Unit 13:

Respiratory System (2 Weeks)


wks


SC-HS-4.6.4

Students will:



The total energy of the universe is constant. Energy can change forms and/or be transferred in many ways, but it can neither be created nor

Terms:

 Organs of the Respiratory System

 Breathing Mechanism

 Control of Breathing

 Alveolar Gas Exchange

 Gas Transport




















Resources


Pond studies

Water testing





23

in physical and chemical properties of the matter.


DOK 3







































How can the state of the environment affect a person’s health and quality of life?


Unit 14: Urinary System (2 Weeks)


wks SC-HS-4.6.4

Students will:



The total energy of the universe is constant. Energy can change forms and/or be

Terms:

 Kidneys: Location, structure, functions, nephrons

 Urine formation

 Elimination of urine

 Urinalysis














Resources


Pond studies

Water testing





24

transferred in many ways, but it can neither be created nor in physical and chemical properties of the matter.


DOK 3













































How can the state of the environ ment affect a person’s health and quality of life?

Length of Unit

wks

Unit 15: Reproductive System (2 Weeks)


SC-HS-4.6.4

Students will:



The total energy of the

Terms:

 Organs of the Male Reproductive System

 Organs of the Female Reproductive System

 Hormonal Control of Reproductive Functions

 Pregnancy and hormonal control

 Mammary Glands

 Birth Control

 Sexually Transmitted Diseases


Relate how humans impact the environment, and understand how to properly


Resources


Pond studies

Water testing





25

universe is constant. Energy can change forms and/or be transferred in many ways, but it can neither be created nor in physical and chemical properties of the matter.


DOK 3 assess an ecosystem and understand interactions between abiotic and biotic factors.






















































Length of Unit

Unit 16: Human Growth & Development (2 Weeks)

Core Content/POS Key Concepts/Skills/Guiding Questions Activities/Assessments/

Resources

26

wks

SC-HS-4.6.4

Students will:





DOK 3

Terms:

 Prenatal Period

 Postnatal Period

 Aging































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





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


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Pond studies

Water testing





27

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