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Standard
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Relationship to
Course Textbook
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Related Class
Activity
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ESLR’S
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Cell Biology
1. The fundamental life
processes of plants and animals depend on a variety of chemical reactions
that occur in specialized areas of the organism’s cells. As a basis for
understanding this concept:
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A. Students know
cells are enclosed within semi permeable membranes that regulate their
interaction with their surroundings.
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Chapter 5, Section 4: Movement of Materials Through
the Cell Membrane
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Lab: Diffusion Across a
Membrane
Lab: Observing Osmosis and Diffusion in Plant Cells.
Worksheet:
Passive and Active Transport
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B. Students know
enzymes are proteins that catalyze biochemical reactions without altering the
reaction equilibrium and the activities of enzymes depend on the temperature,
ionic conditions, and the pH of the surroundings.
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Chapter 4- Notes,
lecture, and reading
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Demo: Salivary Amylase
Lab: Jell-O Lab
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C. Students know
how prokaryotic cells, eukaryotic cells (including those from plants and
animals), and viruses differ in complexity and general structure.
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Chapter 5, Sections 1-3: Cell Theory, Cell
Structure and Organelles.
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Activity: Cell Analogy
Poster
Lab: Observing Plant and Animal Cells
Project: Cell Flip Chart
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D. Students know
the central dogma of molecular biology outlines the flow of information from
transcription of ribonucleic acid (RNA) in the nucleus to translation of
proteins on ribosomes in the cytoplasm.
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Chp 5- notes, lecture, and reading
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E. Students know
the role of the endoplasmic reticulum and Golgi apparatus in the secretion of
proteins.
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Chapter 5,
Section 3.
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Project: Cell Flip Chart
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F. Students know
usable energy is captured from sunlight by chloroplasts and is stored through
the synthesis of sugar from carbon dioxide.
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Chapter 6- Notes, lecture, and reading
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Lab- separation of
pigments
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G. Students know
most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in
cells and organisms are synthesized from a small collection of simple
precursors.
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Chapter 5,
Section 3.
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Project: Cell Flip
Chart.
Chapter
6, Section 3: Glycolosis and Respiration.
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H. Students know
how chemiosmotic gradients in the mitochondria and chloroplast store energy
for ATP production
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Chapter 4- notes,
lecture, and reading
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Chp 4- notes, lecture,
and reading
Activity- 4 major compounds chart
Lab-
Identifying organic substances
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J. Students know
how eukaryotic cells are given shape and internal organization by a
cytoskeleton or cell wall or both.
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None
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Genetics
State Standard
2.
Mutation and sexual reproduction lead to genetic
variation
in a population. As a basis for understanding this
concept:
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A. Students know
meiosis is an early step in sexual reproduction in which the pairs of
chromosomes separate and segregate randomly during cell division to pro-duce
gametes containing one chromosome of each type.
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Chapter 9- notes, lecture, and reading
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Lab- Making a Baby Computers- on line site demonstrating
meiosis
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B. Students know
only certain cells in a multicellular organism undergo meiosis.
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None
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Same as above
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C. Students know
how random chromosome segregation
explains
the probability that a particular allele will be a gamete.
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None
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Same as above
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D. Students know
new combinations of alleles may be generated in a zygote through the fusion
of male and female gametes (fertilization).
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Chapter 9- notes, lecture, and reading
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Lab- Making a Baby
Video- Geometry of Life
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E. Students know
why approximately half of an individual’s DNA sequence comes from each
parent.
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Chapter 9- notes, lecture, and reading
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Lab- Making a Baby
Video- Geometry of Life
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F. Students know
the role of chromosomes in determining an individual’s sex.
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Chapter 10- notes, lecture, and reading
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Lab- Karyotype
Video- Secrets of Life Part II-
“birth, sex, and death”
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G. Students know
how to predict possible combinations of alleles in a zygote from the genetic
makeup of the parents.
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Chapter 9- notes, lecture, and reading
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Activity- “Should this dog be called
spot?”
Punnett
Square problems (single and double trait crosses)
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A
multicellular organism develops from a single zygote, and its phenotype
depends on its genotype, which is established at fertilization. As a basis
for understanding this concept:
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A.
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).
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Chapter 9 and 10 and 11- Notes, lecture, reading
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Lab: Karyotype
Activities: Punnett Square problems and Sex- linked Genetic
disorder problems
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B.
Students know the genetic basis for Mendel’s laws of segregation and
independent assortment.
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Chapter 9- Notes and reading
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None
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C.*
Students know how to predict the probable mode of inheritance from a pedigree
diagram showing phenotypes.
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Chapter 11- Notes on Family trees
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Activity- Genetic disorders within a family
(analyzing a family tree)
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D. 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.
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Chapter 47, section
4
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Jigsaw: Biogeochemical Cycles
Lecture: Photosynthesis and Respiration; The Short
Version
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E. Students know a
vital part of an ecosystem is the stability of its producers and decomposers.
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Chapter 47- Notes, lecture
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Activity- Protein synthesis paper lab
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F.* Students know
why proteins having different amino acid sequences typically have different
shapes and chemical properties.
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The
genetic composition of cells can be altered by incorporation of exogenous DNA
into the cells. As a basis for
understanding this concept:
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A. Students know the
general structures and functions of DNA, RNA, and protein.
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Chapter 7- notes, lecture, and reading
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Activity- DNA model construction
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B. Students know
how to apply base-pairing rules to explain precise copying of DNA during
semiconservative replication and transcription of information from DNA into
mRNA.
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Chapter 7- Notes. Lecture, and reading
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Video- DNA Replication on “Standard
Deviation” video.
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C. Students know
how genetic engineering (biotechnology) is used to produce novel biomedical
and agricultural products.
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Chapter 12- Notes, lecture, and readings
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Computers- going online
to view outside readings about altered food, cloning, and
other topics of student interest.
Labs-
DNA fingerprinting
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D.* Students know
how basic DNA technology (restriction digestion by endonu-cleases, gel
electrophoresis, ligation, and
transformation) is used to construct recombinant DNA molecules.
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None
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None
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E.* Students know
how exogenous DNA can be inserted in bacterial cells to alter their genetic
makeup and support expression of new protein products.
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None
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None
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Ecology
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A. Students know
the role of the skin in providing nonspecific defenses against infection.
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Chapter 45- Chapter Questions
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Lab- Virus
Lab- Virtual Immune System
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B. 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.
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Chapter 49: People and the Biosphere
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Intro: Excerpts from Earth in the Balance with questions
and discussion.
Video: Jam Packed
Online Lab: Factors Affecting Population Growth
Reminder about Limiting Factors.
Video: The Greenhouse Effect
Jigsaw:
The State of the Environment, Now and in
the Future (Powerpoint presentations about current
and future environmental challenges and how they
might be addressed.)
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C. Students know
how fluctuations in population size in an ecosystem are determined by the
relative rates of birth, immigration, emigration, and death.
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Chapter 48: Populations and Communities
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Lab: Population Growth in Yeast
Lecture/Discussion: Limiting Factors
Video: Living Together (Symbiosis: How changes in one
population may affect the size and/or health of
another population.)
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D. Students know
how water, carbon, and nitrogen cycle between abiote resources and organic
matter in the ecosystem and how oxygen cycles through photosynthesis and
respiration.
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Chapter 47, section 4
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Jigsaw: Biogeochemical Cycles
Lecture: Photosynthesis and Respiration; The
Short
Version
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E. Students know a
vital part of an ecosystem is the stability of its producers and decomposers.
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Chapter 47, section 4
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Reading: Excerpt from Life in the Balance;
Termites In the Okavango Scheme of Things
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F. Students know at
each link in a food web some energy is stored in new made structures but much
energy is dissipated into the environment as heat. This dissipation may be
represented in an energy pyramid.
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Chapter 47, section 4
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Activity: Making an Ecological Pyramid (Energy
Flow and Food Chains/Webs.)
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G.* Students know
how to distinguish between the accommodation of an individual organism to its
environment and the gradual adaptation of a lineage of organisms through
genetic change.
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None
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None
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Evolution
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7.
The frequency of an allele in a gene pool of a population depends on many
factors and may be stable or unstable over time. As a basis for understanding
this concept:
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A. Students know
why natural selection acts on the phenotype rather than the geno-type of an
organism.
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Chapter 14- Notes, Lecture, and reading
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B. Students know
why alleles that are lethal in a homozygous individual may be carried in a
heterozygote and thus maintained in a gene pool.
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Notes, Lecture, and reading
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Video- Secrets of Life Part IV- Sickle Cell
Anemia
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