EVERYONE HAS WORK TO DO!  READ!

BIOLOGY

2004/2005 ACADEMIC YEAR

 STATE ALIGNED PASS OBJECTIVES

 THIS WEEKS LESSONS

SCROLL DOWN

Content Area

Science

 

 

Grade Span

9-12

Subject

Biology I - Content Standards

 

 

Standard 1: The Cell - Cells are the fundamental unit of life, comprised of a variety of structures that perform functions necessary to maintain life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: PAGE  2

Standard 2: The Molecular Basis of Heredity - DNA determines the characteristics of organisms. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: PAGE 5

Standard 3: Biological Diversity - Diversity of species is developed through gradual processes over many generations. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: PAGE 8

Standard 4: The Interdependence of Organisms - The interrelationships and interactions between and among organisms in an environment. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: PAGE 11

Standard 5: Matter, Energy, and Organization in Living Systems - Living systems require a continuous input of energy to maintain their chemical and physical organizations. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: PAGE 15

Standard 6: The Behavior of Organisms - Organisms have behavioral responses to internal changes and to external stimuli. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: PAGE 17

 

 

 

Content Area

Science

Grade Span

9-12

Subject

Biology I - Content Standards

Standard

Standard 1: The Cell - Cells are the fundamental unit of life, comprised of a variety of structures that perform functions necessary to maintain life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

Page Number: 1

Objective

Cells are composed of a variety of structures such as the nucleus, cell membrane, cell wall, cytoplasm, ribosomes, mitochondria, and chloroplasts.

Cells can differentiate and may develop into complex multicellular organisms (i.e., cells, tissues, organs, organ systems, organisms).

 

draw two pictures of cells.  One of an animal and one of a plant cell.  Detail is crucial.  Label all parts.  state what each parts function is.  I WANT TO KNOW WHAT EACH PART DOES!  IT NEEDS TO BE IN YOUR OWN WORDS.

(use the web or your book)

 

Content Area

Science

Grade Span

9-12

Subject

Biology I - Content Standards

Standard

Standard 2: The Molecular Basis of Heredity - DNA determines the characteristics of organisms. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

Page Number: 1

Objective

Cells function according to the information contained in the master code of DNA (i.e., cell cycle, DNA to DNA, and DNA to RNA). Transfer RNA and protein synthesis will be taught in life science courses with rigor greater than Biology I.

A sorting and recombination of genes in reproduction results in a great variety of possible gene combinations from the offspring of any two parents (i.e., Punnett squares and pedigrees). Students will understand the following concepts in a single trait cross: alleles, dominant trait, recessive trait, phenotype, genotype, homozygous, and heterozygous.

 

answer this question. what is dna and rna?  Define and explain each word highlighted above in black.

BBC - Science & Nature - Genes - Who Am I?

Content Area

Science

Grade Span

9-12

Subject

Biology I - Content Standards

Standard

Standard 3: Biological Diversity - Diversity of species is developed through gradual processes over many generations. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

Page Number: 1

Objective

Different species might look dissimilar, but the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry (e.g., homologous and analogous structures).

Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology, which may enhance or limit the survival and reproductive success in a particular environment

 

Pick three animals.  One mammal, one marsupial, and one insect.  Acquire pictures of animal including external and internal structures.  Prepare a report on each to include a description of parts then compare/find similarities and differences in each three.  You should turn in 3 pages of diagrams.  3 pages of notes and paragraphs.  and then 1 page covering the similarities and differences.

 Insects and Spiders Home Page

birds/guide

Marsupials_10.pdf

animaldiversity.ummz.umich.edu

marsupials

 

Taxonomy

http://www.borg.com/~lubehawk/kingdms.htm

http://www.hhmi.org/coolscience/critters/critters.html

http://www.bbc.co.uk/schools/ks3bitesize/science/biology/classification1_3.shtml

http://www.bbc.co.uk/schools/ks3bitesize/science/biology/classification2_5.shtml

 

Pick one of the five kingdoms

Paper (10 pages)

 

 

 

Content Area

Science

Grade Span

9-12

Subject

Biology I - Content Standards

Standard

Standard 4: The Interdependence of Organisms - The interrelationships and interactions between and among organisms in an environment. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

Page Number: 1

Objective

Matter on the earth cycles among the living and nonliving components of the biosphere.

Organisms both cooperate and compete in ecosystems (i.e., parasitism and symbiosis).

Living organisms have the capacity to produce populations of infinite size, but environments and resources limit population size (i.e., carrying capacity and limiting factors).

 

The Biosphere

CNN.com - Biosphere 2 up for sale - Jan 10, 2005

Biosphere 2 - Home

 

http://muextension.missouri.edu/explorepdf/agguides/hort/G06520.pdf

 

 

Content Area

Science

Grade Span

9-12

Subject

Biology I - Content Standards

Standard

Standard 5: Matter, Energy, and Organization in Living Systems - Living systems require a continuous input of energy to maintain their chemical and physical organizations. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

Page Number: 1

Objective

The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism (i.e., photosynthesis and cellular respiration).

As matter and energy flow through different levels of organization of living systems and between living systems and the physical environment, chemical elements are recombined in different ways by different structures. Matter and energy are conserved in each change (i.e., water cycle, carbon cycle, nitrogen cycle, food webs, and energy pyramids).

 

BIOLOGY BOOK UNIT 9

ALL CHAPTERS

ANSWER THE REVIEW QUESTIONS IN EACH SECTION

USE THE INTERNET TO HELP YOU ANSWER QUESTIONS!

biology book unit 10

all chapters 47-49

ANSWER THE REVIEW QUESTIONS IN EACH SECTION

USE THE INTERNET TO HELP YOU ANSWER QUESTIONS!

 

Next same as above but do unit 6

chapters 20-25

then unit 7

26-30

THEN PHYSICAL SCIENCE BOOK

SPACE THE FINAL FRONTIER!

Chapter 23

LIGHT

Pg.536

through and including

Chapter 23-6

COLOR

Pg. 550

DO: section review questions.  DO NOT REWRITE THE QUESTION!!!

UNIT 8

CHAPTERS  25-28

 

unit three

chapters 7-11

 

 

 

 

Content Area

Science

Grade Span

9-12

Subject

Biology I - Content Standards

Standard

Standard 6: The Behavior of Organisms - Organisms have behavioral responses to internal changes and to external stimuli. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

Page Number: 1

Objective

Specialized cells enable organisms to monitor what is going on in the world around them (e.g., detect light, sound, specific chemicals, gravity, plant tropism, sense organs, homeostasis, etc.).

Responses to external stimuli can result from interactions with the organism’s own species and others, as well as environmental changes; these responses either can be innate or learned. Broad patterns of behavior exhibited by animals have changed over time to ensure reproductive success.

 

 

 

Content Area

Science

Grade Span

9-12

Subject

Biology I - Science Processes and Inquiry

 

 

Process Standard 1. Observe and Measure - Observing is the first action taken by the learner to acquire new information about an organism or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard.

Process Standard 2: Classify - Classifying establishes order. Organisms and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard.

Process Standard 3: Experiment - Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard.

Process Standard 4: Interpret and Communicate - Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes: organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard.

Process Standard 5: Model - Modeling is the active process of forming a mental or physical representation from data, patterns, or relationships to facilitate understanding and enhance prediction. The student will accomplish these objectives to meet this process standard.

Process Standard 6. Inquiry - Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. The student will accomplish these objectives to meet this process standard.

 

 

 

 

Content Area

Science

Grade Span

9-12

Subject

Biology I - Science Processes and Inquiry

Standard

Process Standard 1. Observe and Measure - Observing is the first action taken by the learner to acquire new information about an organism or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard.

Page Number: 1

Objective

Identify qualitative and quantitative changes in cells, organisms, populations, and ecosystems given conditions (e.g., temperature, mass, volume, time, position, length, quantity, etc.) before, during, and after an event.

Use appropriate tools (e.g., microscope, pipette, metric ruler, graduated cylinder, thermometer, balances, stopwatches, etc.) when measuring cells, organisms, populations, and ecosystems.

Use appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring cells, organisms, populations, and ecosystems.

 

 

 

Content Area

Science

Grade Span

9-12

Subject

Biology I - Science Processes and Inquiry

Standard

Process Standard 2: Classify - Classifying establishes order. Organisms and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard.

Page Number: 1

Objective

Using observable properties, place cells, organisms, and/or events into a biological classification system.

Identify the properties by which a biological classification system is based.

 

 

 

Content Area

Science

Grade Span

9-12

Subject

Biology I - Science Processes and Inquiry

Standard

Process Standard 3: Experiment - Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student will accomplish these objectives to meet this process standard.

Page Number: 1

Objective

Evaluate the design of a biology laboratory investigation.

Identify the independent variables, dependent variables, and controls in an experiment.

Use mathematics to show relationships within a given set of observations (e.g., population studies, biomass, probability, etc.).

Identify a hypothesis for a given problem in biology investigations.

Recognize potential hazards and practice safety procedures in all biology activities.

 

 

    

Content Area

Science

Grade Span

9-12

Subject

Biology I - Science Processes and Inquiry

Standard

Process Standard 4: Interpret and Communicate - Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes: organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard.

Page Number: 1

Objective

Select appropriate predictions based on previously observed patterns of evidence.

Report data in an appropriate manner

Interpret data tables, line, bar, trend, and/or circle graphs.

Accept or reject hypotheses when given results of a biological investigation.

Evaluate experimental data to draw the most logical conclusion.

Prepare a written report describing the sequence, results, and interpretation of a biological investigation or event.

Communicate or defend scientific thinking that results in conclusions.

Identify and/or create an appropriate graph or chart from collected data, tables, or written description (e.g., population studies, plant growth, heart rate, etc.).

 
   
   

  

Content Area

Science

Grade Span:

9-12

Subject

Biology I - Science Processes and Inquiry

Standard

Process Standard 5: Model - Modeling is the active process of forming a mental or physical representation from data, patterns, or relationships to facilitate understanding and enhance prediction. The student will accomplish these objectives to meet this process standard.

Page Number: 1

Objective

Interpret a biological model which explains a given set of observations.

Select predictions based on models such as pedigrees, life cycles, energy pyramids, etc.

Compare a given model to the living world.

 

  

Content Area

Science

Grade Span

9-12

Subject

Biology I - Science Processes and Inquiry

Standard

Process Standard 6. Inquiry - Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. The student will accomplish these objectives to meet this process standard.

Page Number: 1

Objective

Formulate a testable hypothesis and design an appropriate experiment relating to the living world.

Design and conduct biological investigations in which variables are identified and controlled.

Use a variety of technologies, such as hand tools, microscopes, measuring instruments, and computers to collect, analyze, and display data.

Inquiries should lead to the formulation of explanations or models (physical, conceptual, and mathematical). In answering questions, students should engage in discussions (based on scientific knowledge, the use of logic, and evidence from the investigation) and arguments that encourage the revision of their explanations, leading to further inquiry.