BIOLOGY I

Quarter Unit Topic Standards Pacing(hours)

1

[30 hrs]

Chemistry of Life Classification of Living Things LS1.17Carbon Compounds (intro) LS1.2

Chemical Reactions/Enzymes LS1.5Ecosystems Energy Flow in Ecosystems LS2.2, LS2.4

7Cycles of Matter LS2.2, LS2.3

Population Dynamics and Human Impact

Population Dynamics LS2.1

16Succession LS2.5Ecosystem Services/Biodiversity LS2.3, LS4.3Human Impact/Sustainability LS2.2, LS4.3

2

[36 hrs]

Cell Structure and Function

Specialized Cells/Cellular Structures LS1.1, LS1.2

9Cell Membrane/Transport LS1.7Homeostasis LS1.1, LS1.2,

LS1.5Photosynthesis and Respiration

Photosynthesis LS1.815

Cellular Respiration LS1.9Cell Growth and Division

Cell Cycle/Cell Differentiation LS1.6, LS3.112Regulating the Cell Cycle ETS2.1, ETS2.3

3

[34 hrs]

Introduction to Genetics

Patterns of Inheritance (intro) LS3.310

Meiosis LS3.1DNA DNA Structure and Replication LS1.3 6RNA and Protein synthesis

Protein Synthesis LS1.4, LS3.26

Human Genome Human Chromosomes/Genome LS3.1, LS3.3, ETS2.2 6

Genetic Disorders LS3.1, LS3.2Biotechnology Biotechnology ETS2.1, ETS2.3 6

4

[16 hrs]Evolution

Evolution (intro) LS4.1 2Natural Selection LS4.1 5Evidence of Evolution LS4.1 5Evolution (populations) LS4.2 4

BIOLOGY I

1st Quarter - Chemistry of Life + EcologyChemistry of LifeBIO1.LS1.1 – Classification of living thingsBIO1.LS1.2 – Specialized cells and cellular structures BIO1.LS1.5 – Protein structure and function

Total Hours: 7Principles of EcologyBIO1.LS2.2 – Carbon cycle/Human impactsBIO1.LS2.3 – Biogeochemical CyclesBIO1.LS2.4 – Feeding relationships

Total Hours: 7Ecosystem DynamicsBIO1.LS2.1 – Population dynamicsBIO1.LS2.5 – Succession BIO1.LS2.3 – Biogeochemical CyclesBIO1.LS4.3 – Ecosystem services/Biodiversity BIO1.LS2.2 – Carbon cycle/Human impacts

Total Hours: 16

2nd Quarter - CellsCell Structure and FunctionBIO1.LS1.1 – Classification of living thingsBIO1.LS1.2 – Specialized cells and cellular structures BIO1.LS1.7 – Cell membrane and transportBIO1.LS1.5 – Protein structure and function

Total Hours: 9Photosynthesis and Cellular RespirationBIO1.LS1.8 – Photosynthesis BIO1.LS1.9 – Cellular respiration

Total Hours: 15Cellular Growth and DivisionBIO1.LS1.6 – Cell cycle and cell differentiationBIO1.LS3.1 – Meiosis/Sexual vs asexual reproduction BIO1.ETS2.1 – Biotechnology BIO1.ETS2.3 – Ethical implications of biotechnology

Total Hours: 12

BIOLOGY I

3rd Quarter - GeneticsIntroduction to GeneticsBIO1.LS3.3 – Pedigrees/Patterns of inheritanceBIO1.LS3.1 – Meiosis/Sexual vs asexual reproduction

Total Hours: 10DNABIO1.LS1.3 – DNA structure/genes and chromosomes/DNA replication

Total Hours: 6RNA and Protein SynthesisBIO1.LS1.4 – Protein synthesisBIO1.LS3.2 – Phenotypic variation/Mutations

Total Hours: 6Human GenomeBIO1.LS3.1 – Meiosis/Sexual vs asexual reproduction BIO1.LS3.3 – Pedigrees/Patterns of inheritance BIO1.ETS2.2 – Karyotypes BIO1.ETS2.3 – Ethical implications of biotechnology

Total Hours: 6BiotechnologyBIO1.ETS2.1 – Biotechnology BIO1.ETS2.3 – Ethical implications of biotechnology

Total Hours: 6

4th Quarter - EvolutionIntroduction to EvolutionBIO1.LS4.1 – Evidence of evolution

Total Hours: 2Natural SelectionBIO1.LS4.1 – Evidence of evolution

Total Hours: 5Evidence of EvolutionBIO1.LS4.1 – Evidence of evolution

Total Hours: 5Evolution of PopulationsBIO1.LS4.2 – Allele frequencies/Natural selection

Total Hours: 4

BIOLOGY I

Q1. Unit1. Chemistry of Life

LS1.1 Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics.

Phenomenon

Antibiotics are ineffective against viruses.

Practices – Applications and Skills Connections - Crosscutting Concepts Asking questions: To determine the characteristics of living

things Engaging in argument from evidence: Are viruses living things?

Patterns Cause and Effect

Disciplinary Core Ideas – Content Characteristics of living things should include these functions: nutrition, metabolism, growth, response, excretion, homeostasis, and

reproduction. Single celled organisms carry out all the functions of life. A virus is a noncellular infectious particle that relies on a host to carry out metabolic processes (e.g., producing ATP) and replicate. Viruses are not classified as living organisms.

EOC Guidance Focus of standard should remain on the classification of living things based on characteristics. Details regarding viral structures, replication, and pathways are not included.

ACT Content Connection Cell structure and processes (LS)

ACT Standard(s) Connection EMI 404. Identify similarities and differences between models EMI 505. Determine which experimental results or models support

or contradict a hypothesis, prediction, or conclusion

BIOLOGY I

Q1. Unit 1. Chemistry of Life

LS1.2 Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures.

Phenomenon

Red blood cells do not have a nucleus (at maturity). MOVE THIS TO CELLS Q2. CREATE CONTENT FOCUSED ON ORGANIC MOLECULES.

Practices – Applications and Skills Connections - Crosscutting Concepts Use model(s): To compare structures and functions of cells and

cell structures Ask questions: To identify purpose of structures within the cell Engage in argument from evidence: The function of specialized

cell(s) is dependent on its structure and composition (e.g., muscle cell function: movement, muscle cell structure: abundant cytoskeleton protein)

Systems and system models Structure and function

Disciplinary Core Ideas – Content Students should have prior knowledge of organelles and cellular structures. The cell theory states:

o All living things are made of one or more cells.o Cells are the basic unit of structure and function.o Cells come from pre-existing cells.o Cells contain hereditary material (DNA).

Specialized cells (tissues) result from the differentiation of cells in multicellular organisms. Specialized cells perform specific functions based on their composition and the presence and/or prevalence of different organelles.EOC Guidance Focus of Standard should remain on the relationship between structure and function in the comparison of cells and structures within cells.

ACT Content Connection Cell structure and processes (LS)

ACT Standard(s) Connection EMI 403. Determine which models imply certain information EMI 404. Identify similarities and differences between models

BIOLOGY I

Q1. Unit 1. Chemistry of Life

LS1.5 Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein.

PhenomenonOption A: Hair can be straightened (or curled) by adding heat or chemicals.Option B: Rhodopsin enables vision in low-light conditions.Practices – Applications and Skills Connections - Crosscutting Concepts Plan and carry out an investigation: Effect of ‘X’ on rate of

amylase activity on starch substrate Develop and use a model: To demonstrate and explain the role

of a protein’s structure to its function

Structure and function Stability and change

Disciplinary Core Ideas – Content Proteins are organic polymers made of amino acids linked by polypeptide bonds. A protein may consist of one or more polypeptide chains. Proteins synthesized by living organisms serve a wide range of functions, including: cellular regulation, cell signaling, enzymatic function, and

structural components. o Examples may include, but are not limited to: rubisco, insulin, immunoglobulins, rhodopsin, collagen, and spider silk

The structure of the protein is directly related to its ability to perform a specific function (e.g., binding to an active site). Protein shape (and therefore function) may be altered due to the environment surrounding the protein (e.g., change in temperature or pH).

This is known as denaturation. Changes to the shape of a protein are often, but not always, reversible once the denaturing influence is removed.EOC Guidance Knowledge of specific proteins and structures is not required. Focus should remain on the role of structure in the activity of a protein.

ACT Content Connection Cell structure and processes (LS)

ACT Standard(s) Connection IOD 503. Determine how the values of variables change as the

value of another variable changes in a complex data presentation SIN 503. Determine the experimental conditions that would

produce specified results

END OF CHEMISTRY OF LIFE

BIOLOGY IQ1. Unit 2. Principles of Ecology

LS2.4

Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels.

Phenomenon

There is a small number of organisms at the highest trophic level. (specific example)

Practices – Applications and Skills Connections - Crosscutting Concepts Use a mathematical model: To describe the cycling of matter

and flow of energy among organisms in an ecosystem Construct an explanation: To account for the energy not

transferred to higher trophic levels [instead used for growth, maintenance,

Energy and matter

Disciplinary Core Ideas – Content Biomass is the total amount of living tissue in a given ecosystem at a given time. Plants and algae form the lowest level of the food web. Light energy is converted to chemical energy through photosynthesis. Chemical energy flows through food chains by means of feeding. Only a small fraction of the matter consumed at the lower level is transferred upward.

o Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded Cellular respiration is used by living organisms to release chemical energy from carbon compounds. Energy losses (e.g., heat) between trophic levels restrict the length of food chains and the biomass of higher trophic levels. The chemical elements that make up molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they

are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved.EOC Guidance Focus should remain on the conservation of energy and matter within an ecosystem. Models should illustrate the “10% rule” and may be displayed as a pyramid or simulation.ACT Content Connection Ecology (LS)

ACT Standard(s) Connection IOD 403. Translate information into a table, graph, or diagram EMI 403. Determine which models imply certain information

Q1. Unit 2. Principles of Ecology

BIOLOGY I

LS2.3 Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function.

Phenomenon

Some methods of food production have consequences for biogeochemical cycles. (specific example)

Practices – Applications and Skills Connections - Crosscutting Concepts Obtain, evaluate, and communicate information: The essential

role of biogeochemical cycles in a healthy ecosystem Engage in an argument with evidence: Disruption of

biogeochemical cycle(s) leads to detrimental effects on an ecosystem.

Systems and system models Cause and effect

Disciplinary Core Ideas – Content Living organisms must incorporate matter from their surroundings to grow. Matter is moved through the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Biogeochemical cycles include the movement of matter through living and non-living systems and the transformation of elements between

useable and unusable forms. Some organisms are able to incorporate (fix) elements directly from the atmosphere. Example may include, but are not limited to:

o Carbon fixation (plants through photosynthesis)o Nitrogen fixation (bacteria)

Fixation provides usable forms of elements to support life. Natural and anthropogenic (human) factors can disrupt biogeochemical cycles and ecosystems.EOC Guidance Focus should be on the roles of the various parts of each cycle. Memorization of diagrams misses the intent of the standard.

ACT Content Connection Ecology (LS) Geochemical cycles (ESS)

ACT Standard(s) Connection EMI 401. Determine which simple hypothesis, prediction, or

conclusion is, or is not, consistent with a data presentation, model, or piece of information in text

BIOLOGY I

Q1. Unit 2. Principles of Ecology

LS2.2 Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model.

Phenomenon

Fundamental changes in seawater chemistry are occurring throughout the world’s oceans.

Practices – Applications and Skills Connections - Crosscutting Concepts Develop and use a model: To describe the exchange and storing

of carbon within an ecosystem and the impact of human activity on this model

Analyze and interpret data: To explain annual fluctuations of carbon and estimate fluxes

Stability and change Cause and effect

Disciplinary Core Ideas – Content Students should have knowledge of the cycling of carbon and oxygen between biotic and abiotic components (7.LS2.1) Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere,

atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Autotrophs convert carbon dioxide into carbon compounds through photosynthesis Carbon dioxide is diffused into the water or atmosphere through respiration Carbon is exchanged between organisms and their environment through carbon-containing compounds Recent increases in atmospheric carbon dioxide are largely due to increases in the combustion of fossilized organic matterEOC Guidance Focus should be on the analysis of fluctuating carbon pools and related ecosystem dynamics/changes.

ACT Content Connection Ecology (LS) Weather and Climate (ESS)

ACT Standard(s) Connection IOD 504. Determine and/or use a simple (e.g., linear) mathematical

relationship that exists between data

END OF PRINCIPLES OF ECOLOGY

BIOLOGY I

Q1. Unit 3. Ecosystem Dynamics

LS2.1Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance.

Phenomenon

In 2012, there were 1,868 reported cases of West Nile virus reported in Texas, with 12 deaths in Dallas.

Practices – Applications and Skills Connections - Crosscutting Concepts Develop and use a model: To illustrate changes to a

population’s size based on the alteration of factors. (Suggestion: NetLogo – Rabbits, mice, weeds)

Use mathematical and computational thinking: To explain variations in populations size based on the alteration of factors.

Scale, proportion, and quantity Cause and effect

Disciplinary Core Ideas – Content An ecosystem is a dynamic set of relationships among biotic (living) and abiotic (nonliving) resources.

o Students should have knowledge of three groups of biotic factors: producers, consumers, decomposers (6.LS2.3). Carrying capacities are limits to the numbers of organisms and populations an ecosystem can support.

o Logistic growth occurs when a population’s growth slows and stops (i.e., reaches carrying capacity). Limiting factors include, but are not limited to: the availability of living and nonliving resources, predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite.

o Exponential growth of a population occurs under ideal conditions with unlimited resources. Population size is a balance between rates of birth (+), death (-), immigration (+), and emigration (-). The significance of a factor affecting carrying capacity is dependent on the scale (e.g., a pond vs. an ocean) at which it occurs.EOC Guidance Emphasis is on the analysis and comparison of the relationships among interdependent factors (e.g., resources, competition, predation,

disease). Assessment will not require deriving mathematical equations to make comparisons.

ACT Content Connection Ecology (LS) Populations (LS)

ACT Standard(s) Connection SIN 502. Predict the results of an additional trial or measurement in

an experiment EMI 603. Use new information to make a prediction based on a

model

BIOLOGY I

Q1. Unit 3. Ecosystem DynamicsLS2.5

Analyze examples of ecological succession, identifying and explaining the order of events responsible for the formation of a new ecosystem in response to extreme fluctuations in environmental conditions or catastrophic events.

PhenomenonMount St. Helens erupted on May 18, 1980, triggered by a 5.2 earthquake, causing an enormous landslide, 600 mph winds and up to 600-degree-Farenheit heat across 250 square miles of forests. The landscape was transformed into what looked like “a gray, lifeless landscape.” Lessons in succession and recovery are now evident in what equates to a naturally occurring experiment with the 110,000-acre Mount St. Helens National Volcanic Monument adjacent to land operated by a private timber company. Source: American Forests, http://www.americanforests.org/magazine/article/recovering-from-disaster/Practices – Applications and Skills Connections - Crosscutting Concepts Ask questions: To identify events and processes of ecological

succession. Construct explanations: Regarding the pace and events of

ecological succession following a catastrophic event.

Stability and change Scale, proportion, and quantity

Disciplinary Core Ideas – Content Under stable conditions, ecosystems remain in a condition of relatively stable, dynamic equilibrium. Catastrophic events can destroy entire ecosystems. Ecological succession is a series of progressive changes in a community over time.

o Primary succession: Colonization on newly formed rock or other areas that have no remnants of an older community (e.g., glacial retreat in Alaska, volcanic eruption and lava flow in Hawaii, wetland development in Florida everglades, etc.)

o Secondary succession: Recolonization following the reduction (but not complete destruction) of an ecosystem by a disturbance (e.g., conversion of natural areas to agricultural land before abandonment, forest fire devastation, hurricane, etc.)

EOC Guidance The focus should remain on the examination of stability and change within an ecosystem.

ACT Content Connection Ecology (LS) Rocks, minerals (ESS)

ACT Standard(s) Connection EMI 401. Determine which simple hypothesis, prediction, or

conclusion is, or is not, consistent with a data presentation, model, or piece of information in text

BIOLOGY I

Q1. Unit 3. Ecosystem Dynamics

LS4.3 Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services.

PhenomenonFollowing a demise in the quality of drinking water due largely to pollution and soil erosion, New York City used an ecosystem services strategy (1990s) to preserve the quality of its drinking water. Practices – Applications and Skills Connections - Crosscutting Concepts Engage in argument from evidence: To support the protection

and/or renewal of ecosystem services. Ask questions: About the impact of human activity on the

biodiversity of an ecosystem.

Stability and change Cause and effect

Disciplinary Core Ideas – Content Anthropogenic changes (human caused) in the environment – including habitat destruction, pollution, introduction of invasive species,

overexploitation, and climate change – can disrupt an ecosystem and threaten the survival of some species. Biodiversity promotes, and is evidence of, a healthy ecosystem. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Sustaining biodiversity is essential to supporting and enhancing life on Earth. Biodiversity aids humans by preserving landscapes of recreational or inspirational value.

o Examples of ecosystem services may include, but are not limited to: food, medicine, water purification, pollination Natural selection is expedited by significant changes to an ecosystem.EOC Guidance Focus should remain on the impact of human activity on the overall biodiversity (and health) of an ecosystem.

ACT Content Connection Ecology (LS) Earth’s resources (ESS)

ACT Standard(s) Connection EMI 402. Identify key assumptions in a model EMI 603. Use new information to make a prediction based on a

model

END OF ECOSYSTEM DYNAMICS

BIOLOGY I

END OF QUARTER 1

BIOLOGY I

Q2. Unit 1. Cell Structure and Function

LS1.1 Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics.

Phenomenon FOCUS ON THE DEVELOPMENT OF THE CELL THEORY AND THE STRUCTURES WITHIN CELLS

Practices – Applications and Skills Connections - Crosscutting Concepts Ask questions: To determine exceptions to the cell theory (e.g.,

striated muscle, giant algae). Engage in an argument from evidence: For the relationship

between the structure and function of a given organelle and/or cell structure and composition.

Conduct an investigation: Using a microscope to evaluate the structures of cells, using a microscope.

Patterns Structure and Function

Disciplinary Core Ideas – Content Cell Theory should be reviewed from Q1. Early studies led to the development of the cell theory. Microscopes work by using a beam of light or electrons to produce magnified images. Single celled organisms carry out all the functions of life within the cells. Specialized tissues may develop in multicellular organisms due to cellular specialization.

EOC Guidance

ACT Content Connection

ACT Standard(s) Connection

BIOLOGY I

Q2. Unit 1. Cell Structure and Function

LS1.2 Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures.

Phenomenon MOVE CONTNET FROM Q1.

Practices – Applications and Skills Connections - Crosscutting Concepts

Disciplinary Core Ideas – Content

EOC Guidance

ACT Content Connection

ACT Standard(s) Connection

BIOLOGY I

Q2. Unit 1. Cell Structure and Function

LS1.7 Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells.

Phenomenon

Practices – Applications and Skills Connections - Crosscutting Concepts Plan and conduct an investigation: To evaluate the effect of

given variables (e.g., pore size, size of molecules) to the rate of osmosis and/or diffusion.

Develop and use a model: To explain how the structure of the cell membrane allows for its function (i.e., fluidity and semi-permeability).

Structure and Function Energy and Matter

Disciplinary Core Ideas – Content The cell membrane is a barrier that separates a cell from the external environment. The cell membrane is semi-permeable, regulating what enters and leaves the cell, and protects and supports the cell. Cell membranes are composed of two phospholipid layers. Cell membranes are fluid due to their structure and the properties of lipids. Protein molecules are embedded in the lipid bilayer of most cell membranes. Membrane proteins are diverse in structure and function (e.g., channels, pumps).Movement through the membraneConnection to LS1.5 Homeostasis is a state of relatively constant internal physical and chemical conditions. Membranes control the composition of cells by active and passive transport (i.e., simple diffusion, facilitated diffusion, and osmosis). Passive transport is the movement of molecules across the cell membrane without using cellular energy. Active transport is the movement of materials against a concentration difference and requires cellular energy (i.e., molecular transport (e.g.,

protein pump) and bulk movement (i.e., endocytosis, exocytosis).EOC Guidance

ACT Content Connection

ACT Standard(s) Connection

BIOLOGY I

BIOLOGY I

Q2. Unit 1. Cell Structure and Function

LS1.1 Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics.

Phenomenon LHON (see book)

Practices – Applications and Skills Connections - Crosscutting Concepts Develop and use a model: To explain the role of homeostasis in

maintaining the functions of life. Ask questions: Regarding the specialization of cells and/or

organelles.

Cause and Effect Structure and Function

Disciplinary Core Ideas – Content To maintain homeostasis, unicellular organisms grow, respond to the environment, transform energy, and reproduce. Unicellular organisms include prokaryotes and eukaryotes. The cells of multicellular organisms become specialized for particular tasks and communicate with one another to maintain homeostasis. A great deal of evidence now supports the theory that many of the complex features (e.g., organelles) of eukaryotic cells evolved through

endosymbiosis. Cells in a large organism communicate by means of chemical signals that are passed from one cell to another.

EOC Guidance

ACT Content Connection

ACT Standard(s) Connection

END OF CELL STRUCTURE AND FUNCTION

BIOLOGY I

Q2. Unit 2. Photosynthesis and Respiration

LS1.8 Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product.

PhenomenonPlants and other photosynthetic organisms use the process of photosynthesis to convert sunlight (i.e., solar energy) into stored chemical energy that is released in a controlled manner to fuel the activities of the organism. (specific example)Practices – Applications and Skills Connections - Crosscutting Concepts Develop and use a model: To describe how light-dependent

and light-independent reactions transform light energy into stored chemical energy.

Plan and conduct an investigation: To analyze the effect of a chosen variable (e.g., temperature, light, water) on photosynthesis.

Energy and Matter System and System Processes

Disciplinary Core Ideas – Content The formula for photosynthesis is 6CO2 + 6H2O + light à C6H12O6 + 6O2

Plants use the process of photosynthesis to convert the light energy into stored chemical energy. The reorganization of elements to form new compounds provides a way to transfer energy between systems across all levels of organization. Photosynthesis captures carbon, hydrogen, and oxygen needed to produce other cellular macromolecules (e.g., proteins, DNA). Photosynthesis occurs in two stages: light-dependent and light-independent. Temperature, light, and water are factors that affect photosynthesis. Some plants, C4 and CAM plants, have evolved systems that allow photosynthesis in extreme conditions.EOC Guidance Details of the metabolic process and stages of photosynthesis are not required. Focus should remain on the overall process and role of photosynthesis in the transformation of energy and matter.ACT Content Connection

ACT Standard(s) Connection

BIOLOGY I

Q2. Unit 2. Photosynthesis and Respiration

LS1.9 Create a model of aerobic respiration demonstrating flow of matter and energy out of a cell. Use the model to explain energy transfer mechanisms. Compare aerobic respiration to alternative processes of glucose metabolism.

Phenomenon Cells must control the release of energy from food (i.e., stored energy) in order to sustain the activities of life. (specific example)

Practices – Applications and Skills Connections - Crosscutting Concepts Obtain, evaluation, and communicate information: Regarding

the conservation of energy and matter throughout the process of cellular respiration.

Construct an explanation: For why breathing is required for respiration to occur on the cellular level.

Energy and Matter Patterns Structure and Function

Disciplinary Core Ideas – Content Organisms get the energy they need from food. Cellular respiration is a controlled release of energy from food in the presence of oxygen, allowing for energy and matter to be transferred

and reorganized by consumers. Cellular respiration supplies energy (i.e., ATP) to cells to carry out the functions of life. The equation for cellular respiration is C6H12O6 + 6O2 à 6CO2 + 6H2O + ATP Aerobic cellular respiration requires oxygen and produces a large amount of ATP from the breakdown (e.g., metabolism) of glucose. Aerobic cellular respiration occurs in three main stages: glycolysis, Kreb's cycle, electron transport chain. Anaerobic respiration produces a small amount of ATP from the breakdown (e.g., metabolism) of glucose. Fermentation releases energy from food molecules in the absence of oxygen.EOC Guidance Details of the metabolic processes of cellular respiration are not required. Focus should be on the conversion of food (i.e., organic molecules) into usable energy (ATP).ACT Content Connection

ACT Standard(s) Connection

END OF PHOTOSYNTHESIS AND RESPIRATION

BIOLOGY I

Q2. Unit 3. Cell Growth and Division

LS1.6 Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms.

Phenomenon The process of cell division in multicellular organisms is essential for growth and repair but must be controlled. (specific example)

Practices – Applications and Skills Connections - Crosscutting Concepts Create an explanation: For why a cell becomes less efficient as

it becomes larger. Analyze and interpret data: To determine the rate of cell

division in given samples (e.g., onion root tip, fish blastula). Construct an explanation: For how a drug that alters events in

mitosis or the cell cycle are useful in treating cancer.

Patterns Cause and Effect

Disciplinary Core Ideas – Content The cell cycle includes periods of cell growth (G1), DNA replication (S), preparation for division (G2), and cell division (M). During mitosis (M phase) the cells go through four phases: prophase, metaphase, anaphase, and telophase to divide chromosomes equally in

the resulting daughter cells. Mitosis results in two genetically identical daughter cells. Genetic information is bundled into packages of DNA known as chromosomes. During final stage of cell division, cytokinesis, the cytoplasm divides and the resulting identical daughter cells separate. The cell cycle is controlled by regulatory proteins inside and outside of the cell. Cancer is uncontrolled cell growth.EOC Guidance

ACT Content Connection

ACT Standard(s) Connection

BIOLOGY I

Q2. Unit 3. Cell Growth and Division

LS3.1

Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each.

Phenomenon Each type of reproduction has unique advantages and disadvantages in terms of survival strategies. (specific example)

Practices – Applications and Skills Connections - Crosscutting Concepts Ask questions: To determine the advantages of asexual and/or

sexual reproduction. Engage in an argument from evidence: To support the method

of reproduction for a given species.

Patterns

Disciplinary Core Ideas – Content Sexual reproduction is the production of genetically variable offspring that inherit genetic information from each parent. Sexual reproduction results in greater genetic variations in a given species. Genetic variation is advantageous even though there is associated cost (partner requirement, increased energy requirement.) Asexual reproduction is the production of genetically identical daughter cells from a single parent. Mutations are the primary source of variation in asexual reproduction (e.g., binary fission). Genetic variation is advantageous even though there is associated cost (e.g., partner requirement, increased energy requirement).

EOC Guidance

ACT Content Connection

ACT Standard(s) Connection

BIOLOGY I

Q2. Unit 3. Cell Growth and Division

ETS2.3 Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms.

Phenomenon Induced pluripotent stem cells are pluripotent stem cells that can be generated from adult stem cells (e.g., blood cells, skin cells). (Specific application)Practices – Applications and Skills Connections - Crosscutting Concepts Develop and use a model: To explain the differentiation

pathways of various stem cells. Obtain, evaluate, and communicate information: To explain

how cells become specialized for different functions. Construct an argument from evidence: For or against the use of

therapeutic stem cell therapy in a given context(s).

Stability and Change Cause and Effect

Disciplinary Core Ideas – Content During the development of an organism, cells differentiate into many distinct cell types. The capacity of stem cells to divide and differentiate along different pathways is necessary in embryonic development and also makes stem

cells suitable for therapeutic uses. Stem cells are the unspecialized cells from which differentiated cells develop. Human embryonic stem cell research is controversial because the arguments for it and against it both involve ethical issues of life and death.

EOC Guidance

ACT Content Connection

ACT Standard(s) Connection

END OF CELL GROWTH AND DIVISION

BIOLOGY I

END OF QUARTER 2

BIOLOGY I

Q3. Unit 1. Introduction to Genetics

LS3.3 Through pedigree analysis, identify patterns of trait inheritance to predict family member genotypes. Use mathematical thinking to predict the likelihood of various types of trait transmission.

PhenomenonFOCUS ON MATHEMATICS AND TRAIT TRANSMISSION – 12.1MOVE THIS TO END OF GENETICS SECTIONIn a remote Venezuelan village, 1 in 10 persons have Huntington's Disease, an autosomal dominant genetic disorder. Dr. Nancy Wexler studies the affected inhabitants, hoping for an eventual cure.Practices – Applications and Skills Connections - Crosscutting Concepts Analyze and interpret data: To investigate a given human

inheritance pattern(s). Construct an explanation: For how a given condition or

disorder is inherited.

Patterns

Disciplinary Core Ideas – Content A pedigree is a chart that shows the relationships within a family and can be used to analyze patterns of inheritance for a particular trait. Autosomal traits can be recessive or dominant.

o Parents may be heterozygous (carriers) in Autosomal Recessive Traits/Disease and may not exhibit the trait.o If a parent has an Autosomal Dominant trait, the offspring will have a 50% probability of inheriting the trait.

Codominant inheritance occurs when two traits are both expressed. Incomplete Dominance occurs when there are 3 possible phenotypes, with one being a "blending" of the two other phenotypes. Sex-linked traits are (generally) carried on the X chromosome and will affect more males than females. It is possible to predict the mode of inheritance for a trait, define the alleles for the trait, and assign genotypes to members on a pedigree. Probability-based mathematics can be used to predict offspring genotypes and phenotypes.

ACT Content Connection

ACT Standard(s) Connection

BIOLOGY I

Q3. Unit 1. Introduction to Genetics

LS3.1

Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each.

Phenomenon A human gamete contains 1 of 8.4 million possible chromosome combinations.

Practices – Applications and Skills Connections - Crosscutting Concepts Cause and Effect

Disciplinary Core Ideas – Content The process of meiosis allows for new genetic combinations from the fusion of gametes. The diploid (2n) cells of most adult organisms contain two complete sets of inherited chromosomes and two complete sets of genes. One diploid (2n) nucleus produces four haploid (n) nuclei. Meiosis is a process in which the number of chromosomes per cell is cut in half through the separation of homologous chromosomes in a

diploid cell. Meiosis consists of two distinct divisions: Meiosis I and Meiosis II Meiosis leads to genetic variation through processes, such as crossing-over and the random segregation of alleles. EOC Guidance

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END OF INTRODUCTION TO GENETICS

BIOLOGY I

Q3. Unit 2. DNA

LS1.3 Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information.

Phenomenon Rosalind Franklin's Photo 51 led scientists to deduce the structure of DNA.

Practices – Applications and Skills Connections - Crosscutting Concepts Structure and Function

Disciplinary Core Ideas – Content In Eukaryotes, DNA (deoxyribonucleic acid) is a double-helical structure composed of nucleotides.

Nucleotides consist of a phosphate, sugar, nitrogenous base. Nucleotides are the monomer of DNA. DNA is a double-stranded molecule in which the strands run in anti-parallel directions. The 4 nitrogenous bases in DNA are paired Adenine-Thymine and Cytosine-Guanine.

Genetic instructions for a species' characteristics are carried in the chromosomes. Each chromosome is made of a long DNA molecule. Each gene on the chromosome is a specific segment of the DNA. The sequence of nucleotides specifies specific information or traits.

Non-coding segments of DNA are not involved in protein synthesis. Some segments of DNA are involved in regulating the expression of genes, or, may be involved in structural functions.

The DNA molecule can direct its own replication from monomers (DNA Replication.) DNA Replication occurs in Interphase of the Cell Cycle, specifically in the S (Synthesis) Stage. DNA Replication involves the separation of the two strands with each strand serving as a template for the synthesis of a new strand.

Several enzymes are involved in DNA Replication (helicase, DNA polymerase, primase, ligase.)

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BIOLOGY IEND OF DNA

BIOLOGY I

Q3. Unit 3. RNA and Protein Synthesis

LS1.4Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes.

Phenomenon

Practices – Applications and Skills Connections - Crosscutting Concepts Structure and Function

Disciplinary Core Ideas – Content Genes on the DNA molecule contain instructions for protein synthesis.

During Transcription, messenger RNA (mRNA) copies the template DNA (DNA to RNA) and carries the instructions to the ribosome.▫ The enzyme, RNA polymerase, assembles nucleotides into a complementary strand of RNA. During Translation, transfer RNA (tRNA) attaches Amino Acids to the growing polypeptide chain or (primary) protein (RNA to protein.) ▫ Ribosomal RNA (rRNA) and proteins make up the two subunits of the ribosome.

The 4 bases of RNA (A, C, G, U) form the Genetic Code which is read 3 bases at a time (codons.)

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BIOLOGY I

Q3. Unit 3. RNA and Protein Synthesis

LS3.2 Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germline mutations.

Phenomenon Cystic Fibrosis (CF) is a recessive genetic disorder caused when an incorrect amino acid results in an abnormal protein. As a result, the CFTR membrane protein does not function properly and affected individuals will endure chronic illness and premature death.Practices – Applications and Skills Connections - Crosscutting Concepts Cause and Effect

Disciplinary Core Ideas – Content A gene is a specific section of DNA that is transmitted from parents to offspring.

The gene is the unit of heredity. Genes encode the information for making specific proteins which are responsible for the specific traits of the individual.

Gene expression results when the information in a gene directs the synthesis of a cellular product. Phenotypic variation arises from both genotypic variation and gene expression variation.

Environmental influences can affect gene expression. EX: Temperature can affect fur color in certain rabbit species. Light regulates butterfly wing development. Exercise increases muscle protein development. Water temperature can regulate sex organ development in some fish species.Classic examples that illustrate the gene-protein-phenotype link include: a) PTC taster due to a taste receptor on tongue cells; b) Hemophilia due to a clotting factor protein deficiency; c) ABO blood type due to an enzyme that attaches carbohydrates A, B or absent to the red blood cell; d) Sickle Cell Disease (SCD) due to abnormal hemoglobin protein.Mutations occur when mistakes in the DNA strand are transcribed and translated into a (probable) nonfunctional protein. Point Mutations are changes to one nucleotide pair. Types of Point Mutations are Substitution, Deletion, and Insertion; Deletion and Insertion Point Mutations produce Frameshift mutations.

BIOLOGY IEOC Guidance

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END OF RNA AND PROTEIN SYNTHESIS

BIOLOGY I

Q3. Unit 4. Human Genome

LS3.1

Phenomenon

Practices – Applications and Skills Connections - Crosscutting Concepts

Disciplinary Core Ideas – Content

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BIOLOGY I

Q3. Unit 4. Human Genome

LS3.3

Phenomenon

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BIOLOGY I

Q3. Unit 4. Human Genome

ETS2.2 Investigate means by which karyotypes are utilized in diagnostic medicine.

Phenomenon Medical professionals can use karyotypes to screen for genetic disorders in pregnant women.

Practices – Applications and Skills Connections - Crosscutting Concepts Pattern

Disciplinary Core Ideas – Content A karyotype shows the ordered arrangement of homologous chromosomes based on size. In humans, chromosome pairs 1-22 are autosomes; pair 23 are the sex chromosomes. Gross chromosomal abnormalities such as trisomy, monosomy, deletions can be visualized. Medical professionals often use karyotypes to help diagnose abnormalities.

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BIOLOGY I

Q3. Unit 4. Human Genome

LS3.2

Phenomenon

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END OF HUMAN GENOME

BIOLOGY I

Q3. Unit 5. Biotechnology

ETS2.1

Phenomenon

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BIOLOGY I

Q3. Unit 5. Biotechnology

ETS2.3

Phenomenon

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END OF BIOTECHNOLOGY

BIOLOGY I

END OF QUARTER 3

BIOLOGY I

Q4. Unit 1. Evolution

LS4.1

Phenomenon

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BIOLOGY I

Q3. Unit 4. Human Genome

LS4.2

Phenomenon

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END OF EVOLUTION

BIOLOGY I

END OF QUARTER 4

BIOLOGY IACT College and Career Readiness Standards

These standards describe what students who achieve the ACT College Readiness Benchmark for Science are likely to know and be able to do. The ACT College Readiness Benchmark for Science is 23. Students who achieve this score on the ACT Science Test have a 50% likelihood of achieving a B or better in a first year Biology course at a typical college.

Score Range

Standard

20-23 Interpretation of Data (IOD)

IOD 401. Select data from complex data presentation (e.g., a phase diagram).IOD 402. Compare or combine data from a simple data presentation (e.g., order or sum data from a table)IOD 403. Translate information into a table, graph, or diagramIOD 404. Perform a simple interpolation or simple extrapolation using data in a table or graph

20-23 Scientific Investigation (SIN)

SIN 401. Understand a simple experimental designSIN 402. Understand the methods used in a complex experimentSIN 403. Identify a control in an experimentSIN 404. Identify similarities and differences between experimentsSIN 405. Determine which experiments utilized a given tool, method, or aspect of design

20-23 Evaluation of Models, Inferences, and Experimental Results (EMI)

EMI 401. Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with a data presentation, model, or piece of information in textEMI 402. Identify key assumptions in a modelEMI 403. Determine which models imply certain informationEMI 404. Identify similarities and differences between models

ACT College and Career Readiness Standards for Science are measured in rich and authentic contexts based on science content that students encounter in science courses. The Life Science/Biology content includes:

Animal Behavior Molecular basis of heredityAnimal development and growth Origin of lifeBody systems PhotosynthesisCell structure and processes Plant development, growth, structureEcology PopulationsEvolution TaxonomyGenetics HomeostasisLife cycles

BIOLOGY IAlignment of TN Science Standards (SEPs) and ACT Readiness Standards

Science and Engineering Practices (SEPs) ACT Readiness Standard(s)Score Range: 20-23 Score Range: 24-27

Asking questions (for science) and defining problems (for engineering)

A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world(s) work and which can be empirically tested.

EMI 401. Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with a data presentation, model, or piece of information in text

Developing and using models

A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations.

EMI 402. Identify key assumptions in a modelEMI 403. Determine which models imply certain informationEMI 404. Identify similarities and differences between models

EMI 503. Identify the strengths and weaknesses of modelsEMI 504. Determine which models are supported or weakened by new information

Planning and carrying out investigations

Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameter.

SIN 401. Understand a simple experimental designSIN 402. Understand the methods used in a complex experimentSIN 403. Identify a control in an experimentSIN 404. Identify similarities and differences between experimentsSIN 405. Determine which experiments utilized a given tool, method, or aspect of design

SIN 501. Understand a complex experimental design

Analyzing and interpreting data

Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools – including tabulation, graphical interpretation,

IOD 401. Select data from complex data presentation (e.g., a phase diagram).IOD 402. Compare or combine data from a simple data presentation (e.g., order or sum data from a table)IOD 403. Translate information into a table, graph, or diagram

IOD 501. Compare or combine data from two or more simple data presentations (e.g., categorize data from a table using a scale from another table)IOD 502. Compare or combine data from a complex data presentationIOD 505. Analyze presented information when given new, simple information

BIOLOGY Ivisualization, and statistical analysis – to identify the significant features and patterns in the data. Scientists identify sources of error in the investigation and calculate the degree of certainty in results.

IOD 404. Perform a simple interpolation or simple extrapolation using data in a table or graphEMI 401. Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with a data presentation, model, or piece of information in text

Using mathematics and computational thinking

In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; solving equations exactly or approximately; and recognizing, expressing, and applying quantitative relationships.

IOD 402. Compare or combine data from a simple data presentation (e.g., order or sum data from a table)IOD 403. Translate information into a table, graph, or diagram

IOD 503. Determine how the values of variables change as the value of another variable changes in a complex data presentationIOD 504. Determine and/or use a simple (e.g., linear) mathematical relationship that exists between data

Constructing explanations (for science) and designing solutions (for engineering)

The end-products of science are explanations and the end-products of engineering are solutions. The goal of science in the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories.

EMI 401. Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with a data presentation, model, or piece of information in text

SIN 502. Predict the results of an additional trial or measurement in an experiment

Engaging in argument from evidence

Argumentation is the process by which evidence-based conclusions and solutions are reached. In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural

EMI 401. Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with a data presentation, model, or piece of information in text

SIN 503. Determine the experimental conditions that would produce specified resultsEMI 501. Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in textEMI 502. Determine whether presented

BIOLOGY Iphenomenon or the best solution to a design problem.

information, or new information, supports or contradicts a simple hypothesis or conclusion, and whyEMI 504. Determine which models are supported or weakened by new informationEMI 505. Determine which experimental results or models support or contradict a hypothesis, prediction, or conclusion

Obtaining, evaluating, and communicating information

Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity.

SIN 404. Identify similarities and differences between experiments

EMI 501. Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in textEMI 502. Determine whether presented information, or new information, supports or contradicts a simple hypothesis or conclusion, and why