Course Description s26

Biology A Course Syllabus

Course Description

Biology A is an introductory course to the biological sciences, offered to 9th and 10th grade students. Concep ts covered in this section include characteristics of living things, cell theory and organelles, macromolecules of l ife, photosynthesis / respiration, and cell transport.

Prerequisites

Integrated Science A/B or concurrently with Integrated Science A/B

Reading and Writing Standards

1. Current Events (using appropriate articles that relate to content being covered in each unit)

Summary:

RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.

Multiple Choice Qs:

1. Ask the meaning of a certain word in a certain paragraph. For example, In paragraph 4, the word impasse means

2. What best describes the main purpose of the passage?

3. The author’s viewpoint is that ___

4. The author’s perspective is that ___

5. The author of this article would most likely agree with the idea that____.

6. According to the author, all of the following are benefits, except

RST.11-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. 7. Ask for the type of article. For example, the mode (type) of writing in this excerpt is: lyric, satire, persuasive, narration, informative, etc.

RST.11-12.5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

2. Common Lab Report

Purpose Reason/state argument-10 points

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. o Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. o Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. o Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. o Provide a concluding statement or section that follows from and supports the argument presented.

Relevant Context - 20points - The background was appropriate to task, purpose, audience and discipline specific content

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. o Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. o Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. o Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. o Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Procedures -10 points-Follow precisely a complex multi-step procedure that details how to carry out the experiments, take measurements, preforming technical tasks. (someone else should be able to follow) RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Data Format -40 points- Student generated data. Diverse formats and accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled.

W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Conclusion - 20 points- Correctly proved or identify misconceptions/ purpose/solve problem/data analysis. W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. o Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. o Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. o Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. o Provide a concluding statement or section that follows from and supports the argument presented.

 W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. o Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. o Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. o Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. o Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. o Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). o RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Completion of Lab Report

 W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

 W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

 W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes

Speaking and Listening Standards

Throughout entire trimester, see Unit Resources for specific assessments for each standard.

CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. o CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. o CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. o CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. o CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 here for specific expectations.)

Unit 1 Standards: Introduction To Life Academic Expectations 2.1 - Students understand scientific ways of thinking and working and use those methods to solve real-life problems. Academic Expectations 2.2 - Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. Academic Expectations 2.3 - Students identify and analyze systems and the ways their components work together or affect each other. Academic Expectations 2.4 - Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed. Academic Expectations 2.5 - Students understand that under certain conditions nature tends to remain the same or move toward a balance. Academic Expectations 2.6 - Students understand how living and nonliving things change over time and the factors that influence the changes.

Unit 1 Topics: Introduction To Life

Quality Core Standards-End of Course

A. Exploring and Defining the Fundamental Unifying Concepts, Organization, and Inquiry Techniques Underlying the Science of Biology 4. Foundations a. Describe the biological criteria that need to be met in order for an organism to be considered alive b. Define and provide examples of each level of organization (e.g., biosphere, biome, ecosystem, community, population, multicellular organism, organ system, organ, tissue, cell, organelle, molecule, atom, subatomic particle) 5. Biochemistry a. Identify subatomic particles and describe how they are arranged in atoms b. Describe the difference between ions and atoms and the importance of ions in biological processes c. Compare the types of bonding between atoms to form molecules e. Explain the difference between organic and inorganic compounds g. Describe the general structure and function(s), including common functional groups, of monosaccharides, disaccharides, polysaccharides, carbohydrates, fatty acids, glycerol, glycerides, lipids, amino acids, dipeptides, polypeptides, proteins, and nucleic acids E. Identifying and Deciphering the Distinguishing Characteristics of All Categories of Living Things and Establishing the Genetic, Ancestral, and Behavioral Relationships Among Them 1. Animals a. Identify major types of animal cells and tissues b. Describe the major components and functions of physiological systems, including skeletal, muscle, circulatory, respiratory, digestive, urinary, endocrine, nervous, reproductive, and immune

Unit 1 Potential Resources  ACT/RTI plan  Current Events Reading and Writing Rubric  Summative Assessments  Formative Assessments  Constructing Models / Diagrams: Flipcharts, 3-D models, etc.  Explore Learning  Microscope: Observation of Various Cell Specimens  Organization of Life Cards  Identification of Macromolecules Lab  Body System Presentations  Career Writing Piece  Career Explorations / Guest Speaker

Unit 2 Standards: Cells and Cell Homeostasis Academic Expectations 2.1 - Students understand scientific ways of thinking and working and use those methods to solve real-life problems. Academic Expectations 2.2 - Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. Academic Expectations 2.3 - Students identify and analyze systems and the ways their components work together or affect each other. Academic Expectations 2.4 - Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed. Academic Expectations 2.5 - Students understand that under certain conditions nature tends to remain the same or move toward a balance. Academic Expectations 2.6 - Students understand how living and nonliving things change over time and the factors that influence the changes.

Unit 2 Topics: Cells and Cell Homeostasis Quality Core Standards-End of Course A. Exploring and Defining the Fundamental Unifying Concepts, Organization, and Inquiry Techniques Underlying the Science of Biology 2. Mathematics and Measurement in Science a. Use appropriate SI units for length, mass, time, temperature, quantity, area, volume, and density, and describe the relationships among SI unit prefixes (e.g., centi-, milli-, kilo-) and how SI units are related to analogous English units b. Calculate the mean of a set of values 3. Science in Practice c. Recognize and apply criteria that scientists use to evaluate the validity of scientific claims and theories 5. Biochemistry f. Explain the fundamental principles of the pH scale and the consequences of having the different concentrations of hydrogen and hydroxide ions h. Describe the function of enzymes, including how enzyme-substrate specificity works, in biochemical reactions i. Define and explain the unique properties of water that are essential to living organisms f. Explain how the cell membrane maintains homeostasis

B. Investigating Life Processes at the Cellular Level and Understanding Both How These Processes Work and How They Are Maintained and Regulated 1. Cells a. Analyze the similarities and differences among (a) plant versus animal cells and (b) eukaryotic versus prokaryotic cells b. Describe the functions of all major cell organelles, including nucleus, ER, RER, Golgi apparatus, ribosome, mitochondria, microtubules, microfilaments, lysosomes, centrioles, and cell membrane c. Illustrate how all cell organelles work together by describing the step-by-step process of the translation of an mRNA strand into a protein and its subsequent processing by organelles so that the protein is appropriately packaged, labeled, and eventually exported by the cell d. Contrast the structure and function of subcellular components of motility (e.g., cilia, flagella, pseudopodia) e. Explain how the cell membrane controls movement of substances both into and out of the cell and within the cell f. Explain how the cell membrane maintains homeostasis E. Identifying and Deciphering the Distinguishing Characteristics of All Categories of Living Things and Establishing the Genetic, Ancestral, and Behavioral Relationships Among Them 2. Plants b. Explain the functions of unique plant structures, including the cell wall, chloroplasts, and critical parts of the flower and the seed

Unit 2 Potential Resources  ACT/RTI plan  Current Events Reading and Writing Rubric  Summative Assessments  Formative Assessments  Constructing Models / Diagrams: Flipcharts, 3-D models, etc.  Explore Learning  Microscope Lab: Investigating Cell Types vs. Functions  Building Cell Models  Enzyme Lab  Cell Lab: Investigating Cell Surface Area vs. Volume  pH Lab: Investigating pH of Common Household Solutions

Unit 3 Standards: Cell Processes Academic Expectations 2.1 - Students understand scientific ways of thinking and working and use those methods to solve real-life problems. Academic Expectations 2.2 - Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. Academic Expectations 2.3 - Students identify and analyze systems and the ways their components work together or affect each other. Academic Expectations 2.4 - Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed. Academic Expectations 2.5 - Students understand that under certain conditions nature tends to remain the same or move toward a balance. Academic Expectations 2.6 - Students understand how living and nonliving things change over time and the factors that influence the changes.

Unit 3 Topics: Cell Processes Quality Core Standards-End of Course A. Exploring and Defining the Fundamental Unifying Concepts, Organization, and Inquiry Techniques Underlying the Science of Biology 1. Scientific Inquiry a. Identify and clarify biological research questions and design experiments b. Manipulate variables in experiments using appropriate procedures (e.g., controls, multiple trials) c. Collect, organize, and analyze data accurately and precisely (e.g., using scientific techniques and mathematics in experiments) d. Interpret results and draw conclusions, revising hypotheses as necessary and/or formulating additional questions or explanations e. Write and speak effectively to present and explain scientific results, using appropriate terminology and graphics f. Safely use laboratory equipment and techniques when conducting scientific investigations 2. Mathematics and Measurement in Science a. Use appropriate SI units for length, mass, time, temperature, quantity, area, volume, and density, and describe the relationships among SI unit prefixes (e.g., centi-, milli-, kilo-) and how SI units are related to analogous English units b. Calculate the mean of a set of values c. Use graphical models, mathematical models, and simple statistical models to express patterns and relationships determined from sets of scientific data 3. Science in Practice a. Describe the fundamental assumptions of science b. Assess how scientific and technological progress has affected other fields of study, careers, and aspects of everyday life c. Recognize and apply criteria that scientists use to evaluate the validity of scientific claims and theories d. Explain why scientific explanations must meet certain criteria (e.g., be consistent with experimental/observational evidence about nature, be open to critique and modification, be subject to peer review, use ethical reporting methods and procedures) e. Explain why all scientific knowledge is subject to change as new evidence becomes available to the scientific community f. Use a variety of appropriate sources (e.g., Internet, scientific journals) to retrieve relevant information; cite references properly g. Compare the goals and procedures followed in basic science with the goals and procedures of applied science and technology; discuss the important contributions of each and how citizens need to understand the ramifications of funding both endeavors h. Explain how the contributions of basic science drive the potential of applied science (e.g., advantages found in nature can be emulated for our own benefit/product development, such as observations of gecko feet suggesting new adhesives; understanding of basic cell biology leading to cancer treatments) 4. Foundations c. Design and conduct investigations appropriately using essential processes of scientific inquiry d. Use mathematics to enhance the scientific inquiry process (e.g., choosing appropriate units of measurement, graphing and manipulating experimental data) 5. Biochemistry d. Show how chemical reactions (e.g., photosynthesis, fermentation, cellular respiration) can be represented by chemical formulas j. Explain how cells store energy temporarily as ATP

B. Investigating Life Processes at the Cellular Level and Understanding Both How These Processes Work and How They Are Maintained and Regulated 1. Cells g. Describe and contrast these types of cell transport: osmosis, diffusion, facilitated diffusion, and active transport h. Identify the cellular sites of and follow through the major pathways of anaerobic and aerobic respiration, compare reactants and products for each process, and account for how aerobic respiration produces more ATP per monosaccharide i. Explain how photosynthetic organisms use the processes of photosynthesis and respiration E. Identifying and Deciphering the Distinguishing Characteristics of All Categories of Living Things and Establishing the Genetic, Ancestral, and Behavioral Relationships Among Them 2. Plants a. Describe the basic mechanisms of plant processes, especially movement of materials and plant reproduction b. Explain the functions of unique plant structures, including the cell wall, chloroplasts, and critical parts of the flower and the seed c. Explain the interaction between pigments, absorption of light, and reflection of light Some prior knowledge d. Describe the light-dependent and light-independent reactions of photosynthesis e. Relate the products of the light-dependent reactions to the products of the light-independent reactions f. Design and conduct an experiment (including the calculations necessary to make dilutions and prepare reagents) demonstrating effects of environmental factors on photosynthesis (explore learning lab meets this criteria)

Unit 3 Potential Resources  ACT/RTI plan  Current Events Reading and Writing Rubric  Summative Assessments  Formative Assessments  Constructing Models / Diagrams: Flipcharts, 3-D models, etc.  Explore Learning  Common Lab: Osmosis Chicken Egg Lab  Common Lab Reading and Writing Rubric  Photosynthesis Lab  Career Exploration / Guest Speaker