2012-2013 instructional guide map science biology · pdf file2a students know meiosis is an...

• Note: Instructional Guide Maps are an overview of the Alliance Instructional Guides. They assist teachers with planning instructional units and effective

strategies to teach California high priority standards throughout the year. Every standard will be assessed with 3-5 questions on the benchmark.

* Only Quarters 1-3 have associated benchmark exams. Instruction continues with addressed standards until the end of the year. Map rev. 7/2012

2012-2013 Instructional Guide Map Science Biology

i

Quarter 1 Quarter 2

Instructional Days August 6 – September 28 October 15 – December 7 Benchmark Assessments October 1-5 December 10-14

Pupil Free / Teacher PD October 8 January 7 Re-teach Targeted Standards October 9-12 January 8-11

Standards Assessed on

Benchmark

1a Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. 1c Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. 1d Students know the central dogma of molecular biology outlines the flow of information from transcription of RNA in the nucleus to translation of proteins on ribosomes in the cytoplasm. 1f Students know usable energy is captured from sunlight by chloroplasts, and stored via the synthesis of sugar from carbon dioxide. 1g Students know the role of the mitochondria in making stored chemical bond energy available to cells by completing the breakdown of glucose to carbon dioxide. 4a Students know the general pathway by which ribosomes synthesize proteins, using tRNAs to translate genetic information in mRNA. 4b Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA. 4c Students know 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. 4d Students know how specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences in the genes themselves. 5a Students know the general structures and functions of DNA, RNA, and protein. 5b Students know how to apply base-pairing rules to explain precise copying of DNA during semiconservative replication and transcription from DNA into mRNA.

2a Students know meiosis is 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. 2b Students know only certain cells in a multicellular organism undergo meiosis. 2c Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete. 2d Students know new combinations of alleles may be generated in a zygote through fusion of male and female gametes (fertilization). 2e Students know why approximately half of an individual’s DNA sequence comes from each parent. 2f Students know the role of chromosomes in determining an individual’s sex. 2g Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents. 3a Students know!how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive). 3b Students know the genetic basis for Mendel’s laws of segregation and independent assortment. 7a Students know why natural selection acts on the phenotype rather than the genotype of an organism. 7b Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in the gene pool. 7d Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions. 8a Students know how natural selection determines the differential survival of groups of organisms. 8b Students know a great diversity of species increases the chances that at least some organisms survive major changes in the environment. 8e Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.

• Note: Instructional Guide Maps are an overview of the Alliance Instructional Guides. They assist teachers with planning instructional units and effective

strategies to teach California high priority standards throughout the year. Every standard will be assessed with 3-5 questions on the benchmark.

* Only Quarters 1-3 have associated benchmark exams. Instruction continues with addressed standards until the end of the year. Map rev. 7/2012

2012-2013 Instructional Guide Map Science Biology

ii

Quarter Quarter 3 Quarter 4*

Instructional Days January 14 - March 15 April 6 – June 7 Benchmark Assessments March 18 – 22 CST Testing Window:

April 22 – May 20

Pupil Free / Teacher PD April 1 Re-teach Targeted Standards April 2 - 5

Standards Assessed on

Benchmark

6a Students know biodiversity is the sum total of different kinds of organisms that is affected by the alterations of habitats. 6c Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death. 6d Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration. 6e Students know a vital part of an ecosystem is the stability of its producers and decomposers. 9a Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 9b Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment. 9c Students know how the feedback loops in the nervous and endocrine systems regulate conditions in the body. 9d Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses.

10a Students know the role of the skin in providing nonspecific diseases against infection. 10b Students know the role of antibodies in the body’s response to infection. 10c Students know how vaccination protects an individual from infectious diseases. 10d Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primary defenses against bacterial and viral infections, and effective treatments of those infections. 10e Students know why an individual with a compromised immune system (for example, a person with AIDS), may be unable to fight off and survive infections by microorganisms that are usually benign.

Biology Instructional Guide, 2012-2013

NA = not assessed on CST

1

Science – BIOLOGY

Benchmark Assessments and Instructional Pacing Guide 2012-2013

Instructional Guides are provided as resource for Alliance classroom teachers. They identify high priority grade-level standards to be taught during each quarter of instruction in the context of proposed units with a suggested amount of time. High priority standards are assessed on quarterly benchmark exams.

Unit High Priority Standards Benchmark Assessment

CST Items

1st Qtr Items

Medium Priority Standards

CST Items

Topics to be Addressed

Textbook/ Resource

Unit 1: Cell Biology Unit Summary This unit will focus on the structure and functions of cells. This includes distinguishing between cellular organisms and viruses, as well as between prokaryotic and eukaryotic cells. It also includes understanding the function of the plasma membrane and the processes of diffusion, osmosis, and active transport. Additionally, this unit will address the functions of various cell organelles, including the chloroplast’s role in photosynthesis and the mitochondria’s role in cellular respiration.

IE1a Students know how to select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data.

1a Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings.

1c Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure.

1f Students know usable energy is captured from sunlight by chloroplasts, and stored via the synthesis of sugar from carbon dioxide.

1g Students know the role of the mitochondria in making stored chemical bond energy available to cells by completing the breakdown of glucose to carbon dioxide.

1 1 1 1 1

0 5 5 5 5

IE1j Students know how to recognize the issues of statistical variability and the need for controlled tests. 1b Students know that enzymes are proteins and catalyze biochemical reactions without altering the reaction equilibrium. The activity of enzymes depends on the temperature, ionic conditions and pH of the surroundings. 1e Students know the role

of the endoplasmic reticulum and Golgi apparatus in secretion of proteins.

1h Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors.

1i Students know how

(6 total - IE 1a-1n )

• Scientific

inquiry • Features of

prokaryotic and eukaryotic cells

• Plasma membrane

• Diffusion, osmosis, and active transport

• Cell organelles

• Photosynthesis and cellular respiration

Prentice Hall Biology Sections 2.3-2.4, 7.1-7.3, 8.1-8.3, 9.1-9.2, 19.1-19.2



2


CST Items

1st Qtr Items


CST Items


Textbook/ Resource

chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production.

1j Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton and/or cell wall.

Unit 2: Protein Synthesis Unit Summary This unit focuses on the processes involved in protein synthesis. Students should understand the basic structure and function of DNA, RNA, and proteins and the steps of transcription and translation in forming proteins. This unit also addresses DNA replication.

1d Students know the central dogma of molecular biology outlines the flow of information from transcription of RNA in the nucleus to translation of proteins on ribosomes in the cytoplasm.

4a Students know the general pathway by which ribosomes synthesize proteins, using tRNAs to translate genetic information in mRNA.

4b Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA.

5a Students know the general structures and functions of DNA, RNA, and protein.

5b Students know how to apply base-pairing rules to explain precise copying of DNA during semiconservative replication and transcription from DNA into mRNA.

1 1 1 1 1

5 5 5 5 5

4e Students know proteins can differ in the number and sequence of amino acids.

1 • Structure and function of DNA, RNA, and proteins

• DNA replication

• Transcription and translation

Prentice Hall Biology Sections 2.3, 12.1-12.3



3


CST Items

1st Qtr Items


CST Items


Textbook/ Resource

Unit 3: Mutations and Biotechnology Unit Summary This unit focuses on understanding how mutations form and how they can be inherited. It also addresses gene regulation as it relates to cell specialization in multicellular organisms, as well as the use of biotechnology in producing novel medical and agricultural products.

4c Students know 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.

4d Students know how specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences in the genes themselves.

IE1m Students know how to investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include the irradiation of food, cloning of animals by somatic cell transfer, choice of energy sources, and land and water use decisions in California.

1 1 1

5 5 0

5c Students know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products.

5e Students know how exogenous DNA can be inserted into bacterial cells to alter their genetic makeup and support expression of new protein products.

1 alternate yrs Not Assessed

• Mutations • Gene

expression • Biotechnol

ogy

Prentice Hall Biology Sections 12.4-12.5, 13.1-13.4



4

Unit Essential Standards Benchmark Assessment

CST Items

2nd Qtr Items Supporting Standards CST

Items Topics to be Addressed

Textbook/ Resource

Unit 4: Meiosis and Fertilization Unit Summary This unit addresses the process of meiosis in gamete formation. Students should understand how alleles separate during chromosome segregation and the process of sexual reproduction that leads to the formation of a zygote with a genetic composition unique to either parent. This unit will also address how meiotic division relates to the inheritance of genetic traits.

2a Students know meiosis is 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.

2b Students know only certain cells in a multicellular organism undergo meiosis.

2c Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete.

2d Students know new combinations of alleles may be generated in a zygote through fusion of male and female gametes (fertilization).

2e Students know why approximately half of an individual’s DNA sequence comes from each parent.

2f Students know the role of chromosomes in determining an individual’s sex.

1 1 1 1 1 1

3 3 3 3 3 3

• Meiosis • Chromoso

me segregation

• Fertilization

Prentice Hall Biology Sections 11.1, 11.4, 14.1, 16.1, 39.3-39.4

Unit 5: Genetics Unit Summary This unit focuses on Mendelian genetics and the modes of inheritance. Students should understand how to use Punnett squares to predict the genotypes of offspring given the genotypes of the parents for traits with either autosomal or X-linked inheritance.

2g Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents.

3a Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).

3b Students know the genetic basis for Mendel’s laws of segregation and independent assortment.

1 1 1

3 3 3

3c Students know how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes.

3d Students know how to use data on frequency of recombination at meiosis to estimate genetic distances between loci, and to interpret genetic maps of chromosomes.

Not Assessed Not Assessed

• Mendelian genetics

• Punnett squares

• Modes of inheritance

Prentice Hall Biology Sections 11.1-11.3, 11.5, 14.1-14.2



5


CST Items



Textbook/ Resource

Unit 6: Genetic Variation and Evolution Unit Summary This unit focuses on the genetic variability found within species and how this variability relates to evolution. Students should understand that genetic variability increases a species’ likelihood to survive environmental stress and how factors such as genetic drift, which decreases genetic variability, affect a population’s ability to adapt to a changing environment.

IE1f Students know how to distinguish between hypothesis and theory as scientific terms.

IE1g Students know how to recognize the usefulness and limitations of models and theories as scientific representations of reality.

IE1k Students know how to recognize the cumulative nature of scientific evidence.

7a Students know why natural selection acts on the phenotype rather than the genotype of an organism.

7b Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in the gene pool.

7d Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.

1 1 1 1 1 1

0 0 0 3 3 3

IE1j Students know how to recognize the issues of statistical variability and the need for controlled tests.

7c Students know

mutations are constantly being generated in a gene pool.

7e Students know the conditions of Hardy-Weinberg equilibrium in a population and why these conditions are not likely to be found in nature.

7f Students know how to solve the Hardy-Weinberg equation to predict the frequency of genotypes in a population, given the frequency of the phenotypes.

8c Students know the effects of genetic drift on the diversity of organisms within a population.

6 total IE1a-1n 1 NA NA 1

• Scientific inquiry

• Scientific method

• Scientific hypotheses and theories

• Experimental

design • Natural

selection • Gene

frequency

Prentice Hall Biology Sections 1.1-1.2, 1.4, Appendices A, C, D Prentice Hall Biology Sections 15.3, 16.1-16.2



6


CST Items



Textbook/ Resource

Unit 7: Natural Selection and Evolutionary Relationships Unit Summary This unit focuses on Darwinian evolution and natural selection. Students should recognize different factors that promote speciation and how to use fossil evidence to recognize evolutionary events from the past. The unit also addresses how multiple lines of evidence can be used to estimate the evolutionary relationships among different groups of organisms.

8a Students know how natural selection determines the differential survival of groups of organisms.

8b Students know a great diversity of species increases the chances that at least some organisms survive major changes in the environment.

8e Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.

IE1l Students know how to analyze a situation and solve problems that require combining and applying concepts from more than one area in science.

IE1n Students know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets).

1 1 1 1 1

3 3 3 0 0

8d Students know reproductive or geographic isolation affects speciation.

8f Students know how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram) that shows probable evolutionary relationships.

8g Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another.

IE1i Students know how to analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem).

1 NA NA 6 total (IE 1a -1n)

• Natural Selection

• Evolutionary relationships between species

• Speciation

Prentice Hall Biology Sections 15.3, 16.3, 17.1, 17.4, 18.2, Appendix G



7


CST Items

3rd Qtr Items Supporting Standards CST


Textbook/Resource

Unit 8: Ecology Unit Summary This unit addresses ecosystems, including variations in the biodiversity of different biomes, energy flow through food chains and webs, and nutrient cycling (e.g. the carbon, water, and nitrogen cycles). It also addresses the impact of various factors, including human activity, on the stability of ecosystems.

6a Students know biodiversity is the sum total of different kinds of organisms that is affected by the alterations of habitats.

6b Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.

6c Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death.

6d Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration.

6e Students know a vital part of an ecosystem is the stability of its producers and decomposers.

IE1e Students know how to solve scientific problems using exponential functions.

IE1m Students know how to investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include the irradiation of food, cloning of animals by somatic cell transfer, choice of energy sources, and land and water use decisions in California.

1 1 1 1 1 1 1

5 0 5 5 5 0 0

6f Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid.

6g Students know how to distinguish between the accommodation of an individual to its environment and the gradual adaptation of a lineage of organisms through genetic change.

1 NA

• Biodiversity • Food

chains, webs, and pyramids

• Nutrient cycling

• Factors that affect the stability of ecosystems

Prentice Hall Biology Sections 3.1-3.3, 4.1-4.2, 5.1-5.2, 6.2-6.4



8


CST Items

3rd Qtr Items Supporting Standards CST


Textbook/Resource

Unit 9: Human Physiology Unit Summary This unit focuses on the functions of the nervous and endocrine systems. Students should understand the role of the nervous system in mediating between the external environment and the central nervous system of the human body. The unit also addresses feedback loops in the nervous and endocrine systems and other specific regulatory functions of different body systems, including the circulatory, excretory, and musculoskeletal systems.

9a Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.

9b Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment.

9c Students know how the feedback loops in the nervous and endocrine systems regulate conditions in the body.

9d Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses.

2 1 1 1

5 5 5 5

9e Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response.

9f Students know the individual functions and sites of secretion of digestive enzymes (amylases, proteases, nucleases, lipases), stomach acids, and bile salts.

9g Students know the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance.

9h Students know the cellular and molecular basis of muscle contraction, including the various roles of actin, myosin, Ca2+, and ATP.

9i Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms.

1 every 3 yrs NA NA NA NA

• Human physiology

• Nervous system

• Endocrine system

• Neuron structure and function

Prentice Hall Biology Sections 35.1-35.5, 36.2, 37.1, 37.3, 38.2-38.3, 39.1-39.2



9

Instruction Continues After CST – Q4

Inquiry methods and concrete laboratory experiences should be the vehicle for content as well as for science skills and processes to enrich our students learning science content as “scientists” wherever possible throughout the teaching of science.

Unit Essential Standards

Benchmark Assessment CST

Items Supporting Standards CST


Textbook/Resource

Unit 10: Immune System Unit Summary This unit focuses on the human immune system. It addresses both the specific and nonspecific immune responses, the role of antibodies in immunity, the differences between viral and bacterial infections, compromised immunity, and the role of vaccinations in protecting against infections.

10a Students know the role of the skin in providing nonspecific diseases against infection.

10b Students know the role of antibodies in the body’s response to infection.

10c Students know how vaccination protects an individual from infectious diseases.

10d Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primary defenses against bacterial and viral infections, and effective treatments of those infections.

10e Students know why an individual with a compromised immune system (for example, a person with AIDS), may be unable to fight off and survive infections by microorganisms that are usually benign.

1 1 1 1 1

10f Students know the roles of phagocytes, B-lymphocytes, and T-lymphocytes in the immune system.

NA • Immune response

• Viral and bacterial infections

Prentice Hall Biology Sections 35.1, 37.2, 40.1-40.3

2012-2013 instructional guide map science biology · pdf file2a students know meiosis is an...

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