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TOWNSHIP OF UNION PUBLIC SCHOOLS

SC 211Honors BiologyCurriculum Guide

2013Approved 2013

Board MembersFrancis “Ray” Perkins, President

Richard Galante, Vice President

Versie McNeil

David Arminio

Linda Gaglione

Guy Francis

Thomas Layden

Vito Nufrio

Susana Cooley

TOWNSHIP OF UNION PUBLIC SCHOOLSAdministration

District Superintendent …………………………………………………………………...……………………....Dr. Patrick Martin

Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum

Assistant Superintendent ………………………………………………………………………………………….Dr. Noreen Lishak

Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis

Director of Student Information/Technology ………………………………..………………………….………….Ms. Ann M. Hart

Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta

DEPARTMENT SUPERVISORS

Language Arts/Social Studies K-6 ……..………………………………….…………………………………….. Mr. Robert Ghiretti

Mathematics K-6/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford

Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Nicole Ahern

Language Arts/Library Services 8-12 ….………………………………….…………………………………….…Ms. Mary Malyska

Math 7-12…………………………………………………………………………………………………………..Mr. Jason Mauriello

Science 6-12…….............…………………………………………………….………………………………….Ms. Maureen Guilfoyle

Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante

World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago

Curriculum CommitteeAcademic Area

William Soranno

Table of Contents

Title Page

Board Members

Administration

Department Supervisors

Curriculum Committee

Table of Content

District Mission/Philosophy Statement

District Goals

Course Description

Recommended Texts

Course Proficiencies

Curriculum Units

Appendix: New Jersey Core Curriculum Content Standards

Mission Statement

The Township of Union board of Education believes that every child is entitled to an education, designed to meet his or her individual needs, in an environment that is conductive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary removed in order for the district to maintain the appropriate educational setting.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is formulation of a learning climate conductive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community

Statement of District Goals

Develop reading, writing, speaking, listening, and mathematical skills. Develop a pride in work and a feeling of self-worth, self-reliance, and self

discipline. Acquire and use the skills and habits involved in critical and constructive

thinking. Develop a code of behavior based on moral and ethical principals. To be able to work with others cooperatively. Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues. Acquire a knowledge and understanding of the physical and biological

sciences. Efficient and effective participation in economic life and the development of

skills to enter a specific field of work. Appreciate and understand literature, art, music, and other cultural

activities. Develop an understanding of the historical and cultural heritage. Develop a concern for the proper use and/or preservation of natural

resources. Develop basic skills in sports and other forms of recreation

Course Description

Honors Biology

The Honors Biology course is specifically designed for the student who has demonstrated exceptional ability in the sciences. The course challenges the student with a rigorous, in-depth study of Biology, stressing higher-level learning skills and critical thinking. Emphasis is on developing skills such as: designing experiments and investigative procedures, hypothesizing, observing, interpreting, data analysis, graphing, and inferring. Extensive open-ended laboratory and computer-based investigations are utilized, to foster inquiry and discovery skills.

The honors biology student will explore the following content topics that are aligned with the New Jersey Core Curriculum Life Science standards:

Organization and Development 5.3.12A Heredity and Reproduction 5.5.12D Evolution and Diversity 5.5.12E

These topics will incorporate the following content topics where applicable: Science Practices 5.1.12A, B, C, D Physical Science 5.2.12A, B, C, D Earth Systems Science 5.4.12 B, G

Recommended Textbook:Nowicki, Stephen, Biology (McDougal Littell, 2008).

Course Proficiencies

By the end of the school year, the students will:

-develop an independent and responsible attitude towards completing class work and homework assignments

-develop effective study skills and note taking methods

-understand and follow all laboratory and safety rules

-demonstrate proficiency in data analysis

-understand and utilize the metric system

-be able to demonstrate collaborative learning in a lab environment

-construct a comprehensive lab report including a five paragraph conclusion, based upon a student-designed and performed investigation

-write comprehensive responses to open ended questions while incorporating prior knowledge from the course

-recognize that the varied chemical behavior of the carbon atom is part of the reason for the diversity of life on Earth

-recognize the dynamic interactions of all living things starting with the cell and culminating with the diversity of life

-understand the principles of evolution including natural selection and provide a scientific explanation for the history of life on Earth

-recognize and understand the basic laws of heredity as well as chromosomes in their normal and abnormal conditions, and be able to relate those to genetic counseling, cloning, and genetic engineering

Curriculum Units

Unit 1: Biology as a Science Unit 2: Cell Structure and Function

Unit 3: Energy and Homeostasis Unit 4: Genetics and Heredity

Unit 5: Evolution Unit 6: Biodiversity and Ecology

Pacing Guide- Course

Content Number of Days

Unit 1: Definition of life, characteristics of living things, biochemistry, scientific method, microscopy, cell theory 30

Unit 2: Organelles, prokaryotic vs. eukaryotic, surface area to volumeratio, cell reproduction, cancer. 35

Unit 3: Active and passive transport, plants and photosynthesis, respiration. 25

Unit 4: DNA and RNA, chromosomes, gene regulation, biotechnology meiosis, Mendel’s hypotheses, patterns of inheritance, mutations,human genetic disorders. 35

Unit 5: History of life on earth, evidence, theories, Darwin and naturalselection, Hardy-Weinberg principle, human evolution. 30

Unit 6: Taxonomy: domains, 6-kingdom system, diversity, binomialnomenclature, cladistics, biogeochemical cycles, ecosystems and biomes.

Unit 1: Biology as a Science

Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)

Activities Assessments

1. What does the science of biology encompass?

2. What are the characteristics of living things?

3. How do biologists ask questions and design experiments?

4. How is an understanding of basic chemistry and biochemistry essential for studying cells?

5. What is the cell theory, and how did the invention of the microscope enhance our knowledge of cells?

6. What is homeostasis?

5.3.12.A.1Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models.

5.3.12.A.2Demonstrate the properties of enzymes by designing and carrying out an experiment.Related standard and content topics:5.1-Science practices:12.A, B, C, D5.2 Physical Science:12.A, D

Observe and distinguish living and non-living specimens.

Determine whether “glue animals” are living or non-living.

Construct a concept map of biological themes.

Explain how biologists seek to solve real-world problems (i.e. disease).

Investigation which illustrates the steps of scientific process.

Conduct an investigation of respiratory rate or pulse/blood pressure, utilizing the skills necessary for scientific research, such as observing, measuring, data collection, graphing calculators, probeware,

1. Chapter tests2. Homework3. Lab quizzes4. Lab reports5. Lab performance

Unit 1: Biology as a Science (continued)



and instrumentation. Describe the anatomy

and physiology of the human circulatory and respiratory systems.

Design and conduct a controlled experiment as an out of class project and write a scientific research paper describing the investigation.

Identify compounds based on their molecular formulas/structures.

Explain the roles of the major chemical compounds in cellular functions.

Determine the pH values of various substances using probeware/ calculators/computers, and place them on the pH scales.




Infer whether a reaction is exothermic or endothermic.

Investigate enzyme activity in the human digestive system.

Describe the function of:a. hormones in the

human endocrine system.

b. Collagen in the human skeletal and integumentary systems.

c. Hemoglobin in the circulatory system.

d. Actin/myosin in the muscular system..

Perform an Internet search of the microscope’s history and development

Label parts of the light microscope on a diagram and explain their functions.

Compare the operation of electron

and light microscopes.




List and explain the parts of the cell theory.

Unit 2: Cell Structure and Function



1. What are the structures and functions of cell organelles?

2. What are the levels of structure found in multicellular organisms?

3. What are the differences between prokaryotic and eukaryotic cells?

4. What is the cell cycle, and how is it controlled?

5. How do cells divide?6. What are the events

of mitotic cell

5.3.12.A.4:Distinguish between the processes of cellular growth (cell division) and development (differentiation).

5.3.12.A.5:Describe modern applications of the regulation of cell differentiation and analyze the benefits and risks (e.g. stem cells, sex determination).

5.3.12.A.6Describe how a disease

Perform an Internet search of cell structure and diversity.

Construct charts, comparing the parts of:a. prokaryotic/ eukaryotic cellsb. animal/plant cells

Make wet mounts of cells.

Observe, describe, and draw cells under a microscope, using proper techniques.

Use the microscope to measure the width


division?7. How do cancer cells

differ from normal cells?

8. Why are cells small?9. How is cell

development regulated?

is the result of a malfunctioning system, organ, and cell, and relate to possible treatment interventions (e.g. diabetes, CF, lactose intolerance, cancer).

of a human hair. Add iodine to potato

cells to observe starch grains under magnification.

List, in order, and define the levels of biological organization in multicelluar organisms.

Unit 2: Cell Structure and Function (continued)



Calculate the surface area/volume ratio of cells.

Write a lab report based on a “cell size limits” CD-Rom interactive activity.

Investigate cell size limits using potatoes and iodine.

Simulate mitosis using chromosome models.

Identify the phases of mitosis microscopically,

in plant and animal cells. Perform an Internet

search of cell division/mitosis.

List and explain the steps of the cell cycle.

Perform Internet research on cancer.

Perform Internet research on stem cell technology.

Describe different types of cancers and their effect on body systems.

Unit 3: Energy and Homeostasis (continued



1. How is the cell membrane’s structure related to its function?

2. How are substances transported across membranes?

3. How do plants collect and transform

5.3.12.A.3:Predict a cell’s response in a given set of environmental conditions.5.3.12. B.1Cite evidence that the transfer and transformation of matter and energy links

Label cell membrane components on a diagram and explain their functions.

Explain the homeostatic mechanisms found in:a. unicellular organismsb. the systems of the


sunlight energy?4. How do plants make

glucose through photosynthesis?

5. How do cells extract energy from glucose and store it in ATP through respiration?

organisms to one another and to their physical setting.5.312. B. 4Explain how environmental factors such as temperature, light intensity, and the amount of water available can affect photosynthesis as an energy storing process.5.3.12.B.5Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration.5.3.12.B. 6Explain how the process of cellular respiration is similar to the burning of fossil fuels.

human body, specifically urinary and integumentary.

• Investigate diffusion /osmosis by:

a. predicting the effect of various solutions on plant cells and making microscopic observations,

b. observing the movement of molecules through dialysis membrane.

c. Measuring the rate of diffusion, using probeware/calculators

/computers.• Explain the role of the cell membrane in nerve impulse transmission.




Related standard and content topics:

List the uses of energy in cells and organisms.

5.2 Physical Science: 12.A,B

Diagram an ATP molecule and explain how it functions.

Write the equation for photosynthesis.

Investigate the variables which affect the rate of photosynthesis (internet activity).

Construct a simulation of photosystems and electron transport using themselves as components. Microscopically observe

and draw a leaf cross section and stomata, labeling all parts.

Discuss how a leaf’s structure is designed for photosynthesis.

Unit 3: Energy and Homeostasis (continued)

Essential Questions Instructional Objectives/ Activities Assessments

Skills and Benchmarks (CPIs)

Complete a chart comparing and contrasting cell respiration and photosynthesis.

Explain how cellular respiration and fermentation are similar/ different.

Describe how the human cardiovascular and respiratory systems are related to cell respiration.




Investigate the effect of variables on human and animal respiration.

Observe and explain fermentation of glucose by yeast.

Write the equation for cellular respiration.

Unit 4: Genetics and Heredity



1. What are chromosomes?

2. What is the structure of DNA and how does it function?

3. How does DNA replicate?

4. What are genes, and how are they related to proteins?

5. What is the role of RNA in protein synthesis?

6. How do cells regulate gene expression?

7. What is biotechnology?

8. What are the methods, application, uses, and ethical

5.3.12.D.1:Explain the value and potential applications of genome projects.

5.3.12.D.2:Predict the potential impact on an organism (no impact, significant impact), given a change in a specific DNA code, and provide specific real world examples of conditions caused by mutations.

5.3.12.D.3Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction

Explain how chromosomes are structured.

Perform an Internet activity to construct a timeline of the major events leading to the discovery of the double helix.

Label a diagram of the DNA molecule.

Build a DNA model. Decipher the genetic

code. Use models to

simulate protein synthesis.

Label a diagram of the lac operon and explain how it


implications of biotechnology?

9. What is the human genome project?

10.What are the advantages of sexual reproduction?

11.What are the events of meiosis?

has an effect on variation in offspring (meiosis, fertilization).

functions. Search the Internet to

acquire information on biotechnology and its impacts.

Give examples of the applications of biotechnology.

Unit 4: Genetics and Heredity(continued



12.What happens when meiosis is abnormal?

13.How does the human reproductive system work?

14.How did Mendel demonstrate the principles of genetics?

15.How are traits inherited?

16.How is sex determined?

17.What are some variations on the

Simulate restriction enzyme digestion of a DNA sequence and the electrophoresis of the resulting fragments, using internet interactive activities.

Explain the importance and impact of the Human Genome Project, and predict its future applications.

Compare and

Mendelian theme?18.How are human

genetic disorders inherited?

19.How do mutations in DNA affect the function of genes?

contrast meiosis and mitosis.

Label diagrams of the stages of meiosis.

Microscopically observe and identify the stages of meiosis.

Identify normal and abnormal karyotypes (monosomy and trisomy).

Simulate meiosis and chromosome abnormalities using models.

Unit 4: Genetics and Heredity(continued



Perform an Internet search of Mendel’s discoveries as the foundation of modern genetics.

Solve genetics problems using Punnett squares and

the laws of probability.

Analyze and interpret a pedigree.

Create a family pedigree for an easily observable trait (i.e. tongue rolling).

List and describe variations and exceptions to Mendel’s laws.

Unit 4: Genetics and Heredity (continued)



Describe the differences between the inheritance of dominant and recessive human

genetic disorders. Search the Internet to

investigate the nature of mutations.

Describe and distinguish the types of DNA mutation.

Simulate mutations using models.

Compare the effects of different kinds of mutations on cells and organisms.

Explain how a mutation results in sickle cell disease.

List environmental factors that may affect gene expression.

Unit 5: Evolution (continued)



1. How did life begin? 2. What were the earliest cells like?

3. How did modern cells and organisms arise?

4. What are the evidences of evolution?

5. How was the current theory of evolution developed?

6. What is Darwin’s theory of natural selection?

7. What is the modern theory of the causes of evolution?

8. What causes extinction?

9. How do new species form?

10.How did humans evolve?

5.3.12.E.1:Account for the appearance of a novel trait that arose in a given population.

5.3.12.E.2:Estimate how closely related species are based on scientific evidence (e.g. anatomical similarities, similarities of DNA base and/or amino acid sequence.

5.3.12. E.3:Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g. fossil record, DNA, protein structures, etc.)

5.3.12.E.4:Account for the evolution of a species by citing specific evidence of biological mechanisms.

Related Standard and Content topics:5.4—Earth Science: 12.B

Search the Internet for theories of the origin of life.

Compare and contrast modern theories of the origin of life.

Construct and label a timeline of events leading to the evolution of modern organisms, beginning with the earth’s formation.

Distinguish among the types of evidence for evolution.





Analyze DNA sequences to determine evolutionary relationships among organisms.

List and explain the parts of Darwin’s theory of natural selection.

Compare and contrast Lamarack’s and Darwin’s evolutionary theories.

Investigate and describe natural selection (microevolution) in the peppered moth.

Explain the relationship of populations, genes, variations, and evolution.

Calculate changing allele and genotype frequencies using the

Hardy-Weinberg formula, to illustrate how evolution occurs.

List examples of extinct organisms.

Explain the evolution of

finch species on the Galapagos Islands.




List the criteria for a Hardy-Weinberg population.

Compare and contract the physical and physiological differences between early hominids and modern humans.

.

Unit 6: Biodiversity and Ecology



1. What is the role of classification and naming of organisms (biosystematics) in the study of earth’s diverse lifeforms?

2. What was Linnaeus’ contribution to bio-systematics?

3. What determines a species?

4. What is cladistics?5. What are the Domains

and Kingdoms of life?6. What organisms are

5.3.12.C.1:Analyze the inter-relationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem.

5.3.12.C.2:Model how natural and human made changes in the environment will affect individual organisms, and the dynamics of populations.

Give examples of nonbiological classification systems in everyday life.

Examine the diversity of organisms via Internet research.

Classify organisms and describe their relationship based on homologous structures.

Explain how organisms are given scientific names.

List the criteria


capable of causing disease?

7. How do pathogenic organisms transmit disease?

8. How does the human body defend itself?

9. What are the relationships of organisms to each other and to their environment?

5.3.12.B.2:Use mathematical formulas to justify the concept of an efficient diet.

5.3.12.B.3:Predict what would happen to an ecosystem if an energy source was removed.

Related Standard and Content topics:5.4-Earth Science: 12.G

systematics uses to determine a species.

Construct and utilize dichotomous keys to classify and identify groups of objects and organisms.

Interpret a cladogram to infer phylogenetic relationships among organisms.

List and compare the kingdoms of organisms.

Unit 6: Biodiversity and Ecology (continued)



Explain the major cycles of atoms and molecules within the biosphere.

Identify the major biomes and their characteristics.

Design and interpret food chains and food webs, to analyze

energy flow-through ecosystems.

List and describe symbiotic relationships.

Interpret population growth curves.

List and describe the changes that occur in ecological succession.

New Jersey Core Curriculum Content StandardsAcademic Area

Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work.

5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas observations, and experiences.

Science involves using language, both oral and written, as a tool for making thinking public.

5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams.

Ensure that instruments and specimens are properly cared for and that animals, when used,

5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect

are treated humanely, responsibly, and ethically. for their safety and welfare.Cells are made of complex molecules that consist mostly of a few elements. Each class of molecules has its own building blocks and specific functions.

5.3.12.A.1 Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models.

Cellular processes are carried out by many different types of molecules, mostly by the group of proteins known as enzymes.

5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.

Cellular function is maintained through the regulation of cellular processes in response to internal and external environmental conditions.

5.3.12.A.3 Predict a cell’s response in a given set of environmental conditions.

Cells divide through the process of mitosis, resulting in daughter cells that have the same genetic composition as the original cell.

5.3.12.A.4 Distinguish between the processes of cellular growth (cell division) and development (differentiation).

Cell differentiation is regulated through the expression of different genes during the development of complex multicelluar organisms.

5.3.12.A.5 Describe modern applications of the regulation cell differentiation and analyze the benefits and risks(e.g. stem cells, sex determination).

There is a relationship between the organization of cells into tissues and the organization of tissues into organs. The structures and functions of organs determine their relationships within body systems of an organism.

5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to possible treatment interventions (e.g. diabetes, cystic fibrosis, lactose intolerance.)


As a matter cycles and energy flows through different levels of organization within living systems (cells, organs, organisms, communities),

5.3.12.B.1 Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting.

and between living systems and the physical environment, chemical elements are recombined into different products.Each recombination of matter and energy results in storage and dissipation of energy into the environment as heat.

5.3.12.B.2 Use mathematical formulas to justify the concept of an efficient diet.

Continual input of energy from sunlight keeps matter and energy flowing through ecosystems.

5.3.12.B.3 Predict what would happen to an ecosystem if an energy source was removed.

Plants have the capability to take energy from light to form sugar molecules containing carbon, hydrogen, and oxygen.

5.3.12.B.4 Explain how environmental factors (such as temperature, light intensity, and the amount of water available) can affect photosynthesis as an energy storing process.

In both plant and animal cells, sugar is a source of energy and can be used to make other carbon-containing (organic) molecules.

5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration.

All organisms must break the high-energy chemical bond in food molecules during cellular respiration to obtain the energy needed for life processes.

5.3.12.B.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.

Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms.

5.3.12.C.1 Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem.

Stability in an ecosystem can be disrupted by natural or human interactions.

5.3.12.C.2 Model how natural and human-made changes in the environment will affect individual organisms and the dynamics of populations.

New Jersey Core Curriculum Content Standards

Academic Area

Genes are segments of DNA molecules located in the chromosome of each cell. DNA molecules contain information that determines a sequence of amino acids, which result in specific proteins.

5.3.12.D.1 Explain the value and potential applications of genome projects.

Inserting, deleting, or substituting DNA segments can alter the genetic code. An altered gene may be passed on to every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offspring’s success in its environment.

5.3.12.D.2 Predict the potential impact on an organism (no impact, significant impact) given a change in a specific DNA code, and provide specific real world examples of conditions caused by mutations.

Sorting and recombination of genes in sexual reproduction result in a great variety of possible gene combinations in the offspring of any two parents.

5.3.12.D.3 Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation of offspring (meiosis, fertilization).


New traits may result from new combinations f existing genes or from mutations of genes in reproductive cells within a population.

5.3.12.E.1 Account for the appearance of a novel trait that arose in a given population.

Molecular evidence (e.g. DNA, protein structures, etc.) substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descent branched.

5.3.12.E.2 Estimate how closely related species are, based on a scientific evidence (e.g., anatomical similarities of DNA base and/or amino acid sequence.

The principles of evolution (including natural selection and common descent) provide a scientific explanation for the history of life on Earth as evidenced in the fossil record and in the similarities that exist within the diversity of existing organisms.

5.3.12.E.3 Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g. fossil record, DNA, protein structures, etc.).

Evolution occurs as a result of a combination of the following factors:

Ability of a species to reproduce Genetic variability of offspring due to

mutation and recombination of genes Finite supply of the resources required for

life Natural selection, due to environmental

pressure, of those organisms better able to survive and leave offspring.

5.3.12.E.4 Account for the evolution of a species by citing specific evidence of biological mechanisms.

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