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Biology Curriculum Overview 2016-2017http://science.dmschools.org http://grading.dmschools.org

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Biology Curriculum Overview 2016-2017

Biology Course Description

There are four life science disciplinary core ideas in high school biology: 1) From Molecules to Organisms: Structures and Processes, 2) Ecosystems: Interactions, Energy, and Dynamics, 3) Heredity: Inheritance and Variation of Traits, 4) Biological Evolution: Unity and Diversity. While the performance expectations in high school life science couple particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices underlying the performance expectations.

The performance expectations in LS1: From Molecules to Organisms: Structures and Processes help students formulate an answer to the question, “How do organisms live and grow?” The LS1 Disciplinary Core Idea from the NRC Framework is presented as three sub-ideas: Structure and Function, Growth and Development of Organisms, and Organization for Matter and Energy Flow in Organisms. In these performance expectations, students demonstrate that they can use investigations and gather evidence to support explanations of cell function and reproduction. They understand the role of proteins as essential to the work of the cell and living systems. Students can use models to explain photosynthesis, respiration, and the cycling of matter and flow of energy in living organisms. The cellular processes can be used as a model for understanding of the hierarchical organization of organism. Crosscutting concepts of matter and energy, structure and function, and systems and system models provide students with insights to the structures and processes of organisms.

The performance expectations in LS2: Ecosystems: Interactions, Energy, and Dynamics help students formulate an answer to the question, “How and why do organisms interact with their environment, and what are the effects of these interactions?” The LS2 Disciplinary Core Idea includes three sub-ideas: Interdependent Relationships in Ecosystems, Cycles of Matter and Energy Transfer in Ecosystems, Ecosystem Dynamics, and Functioning, and Resilience. High school students can use mathematical reasoning to demonstrate understanding of fundamental concepts of carrying capacity, factors affecting biodiversity and populations, and the cycling of matter and flow of energy among organisms in an ecosystem. These mathematical models provide support of students’ conceptual understanding of systems and their ability to develop design solutions for reducing the impact of human activities on the environment and maintaining biodiversity. Crosscutting concepts of systems and system models play a central role in students’ understanding of science and engineering practices and core ideas of ecosystems.

The performance expectations in LS3: Heredity: Inheritance and Variation of Traits help students formulate answers to the questions: “How are characteristics of one generation passed to the next? How can individuals of the same species and even siblings have different characteristics?” The LS3 Disciplinary Core Idea from the NRC Framework includes two sub-ideas: Inheritance of Traits, and Variation of Traits. Students are able to ask questions, make and defend a claim, and use concepts of probability to explain the genetic variation in a population. Students demonstrate understanding of why individuals of the same species vary in how they look, function, and behave. Students can explain the mechanisms of genetic inheritance and describe the environmental and genetic causes of gene mutation and the alteration of gene expression. Crosscutting concepts of patterns and cause and effect are called out as organizing concepts for these core ideas.

The performance expectations in LS4: Biological Evolution: Unity and Diversity help students formulate an answer to the question, “What evidence shows that different species are related? The LS4 Disciplinary Core Idea involves four sub-ideas: Evidence of Common Ancestry and Diversity, Natural Selection, Adaptation, and Biodiversity and Humans. Students can construct explanations for the processes of natural selection and evolution and communicate how multiple lines of evidence support these explanations. Students can evaluate evidence of the conditions that may result in new species and understand the role of genetic variation in natural selection. Additionally, students can apply concepts of probability to explain trends in populations as those trends relate to advantageous heritable traits in a specific environment. The crosscutting concepts of cause and effect and systems and system models play an important role in students’ understanding of the evolution of life on Earth.

Modified from: June 2013 ©2013 Achieve, Inc. All rights reserved.


Standards-Referenced Grading Basics

The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3.

When the time comes to identify the Topic Score for a topic, the teacher looks at all of the pieces of the Body of Evidence for that topic. The table to the right describes what Topic Score a student receives based on what the Body of Evidence shows. The scores listed on this table are the only valid scores that may be entered into the Topic Score assignment in a grade book.

DMPS Grading Resources: grading.dmschools.org

The common core state standard code is located on each

The Learning Goal is the complete Level 3 of the scale. Each lettered bullet point represents one Learning Target.

Evidence shows the student can...

Topic Score

Demonstrate all learning targets from Level 2, Level 3, and Level 4

4.0

Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4

3.5

Demonstrate all learning targets from Level 2 and Level 3

3.0

Demonstrate all Level 2 learning targets and some of the Level 3 learning targets

2.5

Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3

2.0

Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets

1.5

Demonstrate none of the learning targets from Level 2 or Level 3

1.0

Produce no evidence appropriate to the learning targets at any level

0

*Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital.


Unit Content Topics Connected NGSS Performance Expectations

Rough Schedule

From Molecules to Organisms

A. Structure and Function HS-LS1-1HS-LS1-2HS-LS1-3

4 weeks

B. Growth and Development of Organisms HS-LS1-4 3 weeks

C. Matter and Energy Flow in Organisms HS-LS1-5HS-LS1-6HS-LS1-7

4 weeks

Ecosystems D. Interdependent Relationships in Ecosystems HS-LS2-1HS-LS2-2

4 weeks

E. Cycles of Matter and Energy in Ecosystems HS-LS2-3HS-LS2-4HS-LS2-5

3 weeks

End of Semester 1

F. Ecosystem dynamics, functioning, and resilience HS-LS2-6HS-LS2-7HS-ETS1-3

3 weeks

Heredity: Inheritance and Variation of Traits

G. Inheritance of Traits HS-LS3-1 3 weeks

H. Variation of Traits HS-LS3-2HS-LS3-3

4 weeks

Biological Evolution I. Evidence of Common Ancestry and Diversity HS-LS4-1 2 weeks

J. Natural Selection HS-LS4-2HS-LS4-3HS-LS2-8

3 weeks

K. Adaptation and Biodiversity HS-LS4-4HS-LS4-5HS-LS4-6

3 weeks


Topic: Structure and FunctionDriving Questions: How do we know that DNA codes for functional proteins in the cell? How do systems work in a multi-celled organism and what happens if there is a

change in a system? How do organisms survive even when there are changes in their environment?Crosscutting Concept: Systems and System Models, Structure and Function, and Stability and Change

Science and Engineering Practices: Developing and using models, Planning and carrying out investigations, and Constructing explanationsPerformance Expectation: HS-LS1-1, HS-LS1-2, HS-LS1-3

Level 4 Level 3 Level 2 Level 1

In addition to score 3.0 performance, the student dem

onstrates in-depth inferences and applications that go beyond w

hat was taught.

Students who demonstrate understanding can:A. Construct an explanation based on evidence for how the structure of DNA

determines the structure of proteins.B. Construct an explanation based on evidence for how proteins carry out the

essential functions of life through systems of specialized cells.C. Develop and use a model to illustrate how the interactions between

systems (examples: cardiovascular, nervous, endocrine) provides specific functions in multicellular organisms

D. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis (see evidence statements for rubric design)

Students will:

Recognize or recall specific vocabulary such as: A. transcription, translation, gene, DNA, nucleotide,

chromosome, RNA, protein, homeostasis

Students willB. Identify and describe the following pieces of

evidenceo All cells contain DNAo DNA contains regions that are called geneso Sequences of genes code for proteinso Tissues use proteins to carry out functions

that are essential to the organismC. Develop a model in which you identify and describe

the relevant parts and processes of at least two major organ systems

D. Describe how the organ systems impact each other and the overall system

E. Describe how positive and negative feedback mechanisms maintain homeostasis in response to environmental change

Student’s performance reflects insuffi

cient progress towards foundational skills and

knowledge.


Topic: Growth and DevelopmentDriving Questions: How do organisms grow and still maintain fidelity in how their cells grow? What happens after a cell divides?

Crosscutting Concept: Systems and System ModelsScience and Engineering Practices: Developing and using models

Performance Expectation: HS-LS1-4Level 4 Level 3 Level 2 Level

1



hat was taught.

Students who demonstrate understanding can:A. Use a model to illustrate the role of cellular division (mitosis) in producing

and maintaining complex organisms.B. Use a model to illustrate the role of differentiation (gene expression) in

producing and maintaining complex organisms.

Students will:

Recognize or recall specific vocabulary such as: A. mitosis, differentiation, cell cycle, replication

Students willB. Describe how genetic material contains two variants

of each chromosome pair, one from each parentC. Describe how cells receive identical genetic

information from a parent cell or a fertilized egg (replication)

D. Identify how mitotic cell division produces two genetically identical daughter cells from one parent

E. Describe how the differences between different cell types within a multicellular organism are due to gene expression—not different genetic material with that organism

F. Make the distinction between the accuracy of a model and the actual process of cellular division

G. Describe what mitosis looks like in single celled vs. multi-celled organisms



knowledge.


Topic: Matter and Energy Flow in OrganismsDriving Questions: How do living things acquire energy and matter for life? How do organisms store energy? How are photosynthesis and cellular respiration connected?

What components are necessary to build more complex molecules?Crosscutting Concept: Energy and Matter

Science and Engineering Practices: Developing and using models, Constructing explanationsPerformance Expectation: HS-LS1-5, HS-LS1-6, HS-LS1-7




hat was taught.

Students who demonstrate understanding can:A. Use a model to illustrate the transfer of matter and flow of energy

between the organism and its environment during photosynthesisB. Use a model to illustrate how photosynthesis results in the storage of

energy and the difference between the energies of the chemical bonds of the inputs (carbon dioxide and water) and outputs (sugar and oxygen)

C. Construct an explanation based on evidence that explains the relationship between the carbon, hydrogen, and oxygen atoms from sugar molecules formed in or ingested by an organism and those same atoms found in amino acids and other large carbon-based molecules

D. Construct an explanation that explains how larger carbon-based molecules and amino acids can be a result of chemical reactions between sugar molecules and other atoms

E. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy

Students will:

Recognize or recall specific vocabulary such as:A. Chloroplast, Mitochondria, ATP, glucose, photosynthesis,

cellular respiration, energy, carbohydrates, lipids, amino acids, proteins, products, reactants, enzyme

Students willB. Identify the inputs and outputs of photosynthesisC. Account for the flow of energy and matter through

the model of photosynthesisD. Identify that energy is stored in the bonds of

moleculesE. Identify the atomic components of sugars, amino

acids, and other larger carbon based compoundsF. Understand that all organisms take in matter and

rearrange the atoms in chemical reactions according to the law of conservation of matter.

G. Identify the inputs and outputs of cellular respirationH. Account for the flow of energy and matter through

the model of cellular respirationI. Relate the law of conservation of matter and energy

to photosynthesis and cellular respirationJ. Describe the role of food molecules and oxygen in

the transfer of energy to the cell to sustain life’s processes



knowledge.


Topic: Interdependent Relationships in EcosystemsDriving Questions: How and why do populations change over time? What happens if a population uses up its resources?

Crosscutting Concept: Scale, proportion, and quantityScience and Engineering Practices: Using Mathematical and Computational Thinking

Performance Expectation: HS-LS2-1, HS-LS2-2Level 4 Level 3 Level 2 Level

1



hat was taught.

Students who demonstrate understanding can:A. Use mathematical and/or computational representations (trends, averages,

histograms, graphs, spreadsheets, simulations, etc.) to explain factors that affect carrying capacity of ecosystems at different scales.

B. Use mathematical representations (averages, determining trends, compare graphs of multiple data sets) to support explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

C. Analyze the effects of both living and nonliving factors on biodiversity and population size.

D. Describe the effects of modest to extreme disturbances on an ecosystems’ capacity to return to original status or become a different ecosystem

Students will:

Recognize or recall specific vocabulary such as: A. carrying capacity, exponential, logistic, limiting factors,

density dependent, density independent, biodiversity, competition, population,

Students willB. Understand the difference between logistic and

exponential growthC. Describe the role/availability of resources and their

impact on the carrying capacity of ecosystemsD. Describe how limiting factors (boundaries,

resources, climate, and competition) are impacted by the scale of the system

E. Use mathematical representations (graphs, charts, etc.) to identify changes over time in the number and types of organisms in ecosystems at different scales.



knowledge.


Topic: Cycle of Matter and Energy in an EcosystemDriving Questions: Why is the cycling of matter and energy important? How is matter and energy linked in ecosystems?

Crosscutting Concept: Systems and System Models, Energy and MatterScience and Engineering Practices: Developing and using models, Constructing Explanations, and Using mathematical and computational thinking

Performance Expectation: HS-LS2-3, HS-LS2-4, HS-LS2-5Level 4 Level 3 Level 2 Level

1



hat was taught.

Students who demonstrate understanding can:A. Construct an explanation based on evidence for the effects of energy

production in aerobic and anaerobic environmentsB. Construct an explanation based on evidence for how matter cycles

through aerobic and anaerobic environmentsC. Use mathematical representations (10% rule) to support claims for the

cycling of matter and energy among organisms in an ecosystemD. Develop a model (incorporating photosynthesis and cellular respiration)

to illustrate the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere

Students will recognize or recall :Recognize or recall specific vocabulary such as:A. aerobic, anaerobic, trophic level, producer, consumer,

Students willB. Compare how the inputs and outputs of cellular

respiration differ in aerobic vs anaerobic respirationC. Describe the relative quantities of organisms,

matter, and energy in an ecosystem’s food webD. Calculate the relative amount of matter and energy

available at different trophic levels in an energy pyramid

E. Describe the exchange of carbon between living organisms and the environment

F. Describe the role of storing carbon in organisms and non-living components as a part of the carbon cycle



knowledge.

End of Semester 1


Topic: Ecosystem Dynamics, Function and ResilienceDriving Questions: What types of interactions cause changes in ecosystems that ultimately effect populations? To what extent can humans undo their negative impact on

the environment?Crosscutting Concept: Stability and Change

Science and Engineering Practices: Constructing explanations and designing solutionsPerformance Expectation: HS-LS2-6, HS-LS2-7, HS-ETS1-3




hat was taught.

Students who demonstrate understanding can:A. Describe the strengths and weaknesses of a given claim in accurately

explaining a particular response of biodiversity to a changing conditions in an ecosystem

B. Assess the validity and reliability of given evidence to support the argument that resiliency of an ecosystem is subject to the degree of change in an ecosystem

C. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity

D. Describe and explain how the proposed solution will decrease the negative effects of human activity on the environment and biodiversity

Students will:Recognize or recall specific vocabulary such as: A. biodiversity,

Students willB. Identify factors that affect biodiversityC. Describe how the numbers of species and organisms

in an ecosystem can be impacted by modest or extreme changes.

D. Describe the characteristics of reliable and valid claims

E. Describe how human activities negatively affect the environment and biodiversity ( human activities may include: overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, changes in climate)



knowledge.


Topic: Inheritance of TraitsDriving Questions: How are characteristics of one generation passed to the next? What allows traits to be transmitted from parents to offspring?

Crosscutting Concept: Cause and EffectScience and Engineering Practices: Asking questions and defining problems


1



hat was taught.

Students who demonstrate understanding can:A. Describe the cause and effect relationships between DNA, the proteins

it codes for, and the resulting traits observed in an organismB. Use models to investigate how the DNA and chromosomes that are

used by the cell can be regulatedC. Create an argument based on evidence that DNA is the molecule of

inheritance (reference experiments: Griffith, MacLeod, Avery and McCarty, Hershey and Chase)

D. Create a model of meiosis to demonstrate how characteristics of one generation are passed to the next.

Students will:Recognize or recall specific vocabulary such as: A. traits, genotype, phenotype, gametes, meiosis, crossing

over

Students willB. Recall that all cells in an organism have the same

genetic content C. Identify ways that gene expression in cells are

regulated.



knowledge.


Topic: Variation of TraitsDriving Questions: What is the chance of a trait being passed from one generation to another? What happens if there is a mutation in that gene? What combinations of

alleles are possible? What contributes to phenotype?Crosscutting Concept: Scale, Proportion, and Quantity; Cause and Effect

Science and Engineering Practices: Analyzing and Interpreting Data, and Engaging in Argument from EvidencePerformance Expectation: HS-LS3-2, HS-LS3-3




hat was taught.

Students who demonstrate understanding can:A. Make a claim based on evidence that suggest that inheritable genetic

variations may result from new genetic combinations through meiosisB. Make a claim based on evidence that suggest that inheritable genetic

variations may result from errors during replication or a mutation caused by environmental factors

C. Apply concepts of statistics and probability (Punnett squares, alleles frequencies) to explain the variation and distribution of expressed traits in a population

D. Use genetic information to predict the probability of inheriting a given trait

E. Predict the outcomes of crosses that use alternate forms of inheritance (multiple alleles, co-dominance, polygenic traits, and incomplete dominance)

Students will:Recognize or recall specific vocabulary such as: A. mutation, allele, co-dominance, polygenic trait,

incomplete dominance

Students willB. Describe how meiosis creates genetic variationC. Explain how mutations result from errors during

replicationD. Explain how mutations result from environmental

factorsE. Describe how variations produced by mutation and

meiosis can be inheritedF. Create a Punnett square to predict the probability

of genotypes and phenotypes of offspringG. Recall the rule of dominanceH. Connect mutations to changes in DNA and the

resultant changes in protein synthesis



knowledge.


Topic: Evidence of Common Ancestry and DiversityDriving Questions: What evidence shows that different species are related? How did modern day humans evolve?

Crosscutting Concept: PatternsScience and Engineering Practices: Obtaining, Evaluating, and Communicating Information


1



hat was taught.

Students who demonstrate understanding can:A. Construct explanations for evolution based on common ancestry and

communicate how multiple lines of evidence support these explanationso Describe how commonalities between DNA sequences or amino

acid sequences support the idea of a common ancestryo Create inferences of possible lines of evolutionary descent based

on the fossil recordo Compare and contrast anatomical and embryological structures to

suggest evolutionary relationships

Students will:Recognize or recall specific vocabulary such as:

A. homologous structures, analogous structures, vestigial structures, evolution, species

Students willB. Identify commonalities between DNA sequences

that support the idea of a common ancestryC. Identify similarities of the patterns of amino acid

sequences, even when the DNA sequences are slightly different.

D. Identify patterns in the fossil record (e.g., presence, location, and inferences of possible lines of evolutionary descent for multiple specimens)

E. Describe patterns of anatomical and embryological similarities between species



knowledge.


Topic: Natural SelectionDriving Questions: What processes influence natural selection? What evidence did Darwin provide that became the foundation for the study of Evolution? What do

changes in patterns in phenotypes mean? How do organisms ensure that their gene pool gets passed on? What affects a population’s chance of survival?Crosscutting Concept: Patterns, Cause and Effect

Science and Engineering Practices: Analyzing and Interpreting Data, Construction Explanations and Designing Solutions, Engaging in Argument from EvidencePerformance Expectation: HS-LS4-2, HS-LS4-3, HS-LS2-8




hat was taught.

Students who demonstrate understanding can:

A. Construct an explanation based on evidence that the process of evolution primarily results from four factors:

Individual organism in a population vary in the traits they possess due to mutation and sexual reproduction

Variation is passed from parent to offspring Individuals within a population have the ability to produce a lot

of offspring Individuals that produce living offspring are the individuals that

have certain traits that help them survive and reproduce (selected naturally by the environment)

B. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

C. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce


A. biological evolution, natural selection, speciation, variation, competition

Students will

B. Identify and describe how an increase in species numbers create competition for limited resources

C. Identify the cause of genetic variation D. Identify and describe how specific traits can give

an individual a competitive advantage relative to other individuals in the species

E. Identify relationships between a variable trait and the survival and reproduction of individuals

F. Identify changes in the distribution of traits in a population

G. Identify the pros and cons of cooperative behaviors (examples: flocking, schooling, herding, hunting, migrating, and swarming)


cient progress towards foundational

skills and knowledge.


Topic: Adaptation and BiodiversityDriving Questions: How does natural selection lead to adaptation in populations? How do changes in ecosystems influence populations? What are the cause and effect

criteria for changes in populations?Crosscutting Concept: Patterns, Cause and Effect

Science and Engineering Practices: Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Using Mathematical and Computational Thinking

Performance Expectation: HS-LS4-4, HS-LS4-5, HS-LS4-6Level 4 Level 3 Level 2 Level

1



hat was taught.

Students who demonstrate understanding can:A. Evaluate evidence to create a logical argument that changes in

environmental conditions may result in the change, development, or extinction of species over time

B. Create or revise a solution to mitigate adverse impacts of human activity (overpopulation, overexploitation, adverse habitat alterations, pollution, invasive species, and changes in climate) on biodiversity.

C. Construct an explanation that identifies the cause and effect relationship between natural selection and adaptation.


A. speciation, mass and local extinction, abiotic, biotic, adaptation, biodiversity

Students willB. Identify and describe specific situations where a

change in the environment causes the number of individuals in a species to change (increases vs extinction)

C. Identify and describe specific situations where a change in the environment may cause the development of a new species

D. Describe how biotic and abiotic differences in ecosystems can contribute to changes in gene frequency over time through natural selection

E. Discuss how traits, that provide a competitive advantage in a population, increase the frequency of the gene resulting in an adaptation to a particular environment



knowledge.

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