Biology Scope & Sequence 2016-17 - Unpacked Standards

Unit Utah Core Standards Topic Objectives and Learning Targets Success Criteria Assessment (Performance of Understanding) Assignments Methods: Texts, Labs, Common Labs, Web/Media, Supplies Clarification Guide (what is included
Science Methods Metric System
ILO 1. Use Science Process and Thinking -I can use the metric system to record quantitative data. • Students can pass the Metrics Test with at least 60%. -Metrics Test (Canvas) Metrics Lab
Cell Chemistry Skills -I can measure and record length using a metric ruler.
-I can measure and record the volume of liquids and • Students can pass the Measurement Performance Test -Metrics Performance Test (Measure a Rubber Metric Measurement HW
irregular solids using a graduated cylinder.
-I can measure and record the mass of an object using a with 60% or better (mass, volume by displacement, Stopper) Mealworm Lab
triple-beam balance.
length).

-Measure length accurately, to the mm, with a ruler

during a metrics lab. On an assessment, measure an

item with a metric ruler.

-Measure volume accurately, to the nearest

graduation, with a graduated cylinder during a metrics lab.

On an assessment, accurately measure the volume of an

irregular solid using a graduated cylinder.

-Measure mass accurately, to the nearest gram, with a

triple-beam balance during a metrics lab. On an

assessment, measure an item to the same accuracy

Plan & Conduct -I can identify the independent variable, dependent variable, • Students can design an experiment--scored with a Science Methods Canvas Test Mealworm Lab
an Experiment and controlled variables in an experiment. rubric. >break down test banks Pop the Top Lab
-I can write a testable hypothesis that relates the dependent • Students can pass the Science Method test with at least
Graphing and independent variable. 60%. Graphing Assignment
Microscope -I can plan and conduct a controlled experiment. Pop the Top Lab
-I can make observations and record both qualitative and • Students can design and conduct an experiment in
quantitative data in a data table. which they correctly identify the independent, dependent, Microscope Lab (add depth of field
-I can graph data appropriately. and controlled variables practice)
-I can analyze and evaluate data and draw appropriate • Students can write a testable hypothesis including
conclusions from the data. variables
-I can create a lab report that includes the question, • Students can collect data in a table
hypothesis, plan, data display (graph), conclusion and • Students can write a conclusion to and evaluation of the
evaluation of an experiment. experiment.
• Students can create a lab report that demonstrates and
-I can graph data appropriately, including selecting the includes these performances.
correct type of graph, labeling the axes, and creating a
graph title. • Students can create an accurate graph from a given set Given a set of data, students will create a

-I can name the parts of the compound light microscope and of data that represents the data with an appropriate title, graph. Graph will be scored using the 5-point
explain safety rules for using the microscope.
-I can demonstrate safety rules for using the microscope labeled axes, and graph. checklist that corresponds to the learning
during the microscope lab.
targets (see success criteria)
-I can focus a microscope on low, medium, and high power.
-I can use depth of field to determine the sequence of (1) Correct type of graph is created with (2) correctly
layered items under the microscope.
labeled axes (IV on x, DV on y), (3) units included on each Graphing Pre & Post Test

axis, (4) an appropriate title, and (5) appropriate scale

• Students can recognize and correctly label the eyepiece, Microscope Quiz (Canvas--safety, parts)

body tube, arm, stage, coarse focus, fine focus, stage Microscope Performance Assessment

clips, objective lenses, base, diaphragm, and light source.

• Students can focus a selected slide (amoeba) using the

400x objective lens.

-I can draw detailed, colored sketches of the items I see in
the microscope.

Atoms & -I can describe the basic chemistry of cells. • Students can correctly identify important elements of an Atoms & Molecules Test (Canvas) Atom Concept Map
Molecules -I can list the major chemical elements in cells. atom including their charges (electrons, protons,
-I can draw and label the structure of a simple atom, neutrons) Properties of Water Lab
Properties of including the position and charge of protons, electrons, and • Students can relate atoms, elements, and molecules to Water Assignment
Water neutrons. each other
-I can describe the relationship between atoms and • Students can list the 6 main elements in living things. Food, Macromolecules & Models
Macromolecules molecules. What's in your food? Assignment
& Enzymes -I can draw and label a simple molecule, including individual Paper Polymer book
atoms, chemical (covalent) bond, and electrons. Online enzymes
-I can interpret the results of a lab demonstration.

-I can explain how the properties of water (cohesion, • Students can explain how cohesion and adhesion allow Water Test (Canvas)
adhesion, heat capacity, and solvent properties) help living trees (and other plants) maintain homeostasis.
things maintain homeostasis. • Students can explain how heat capacity helps organisms
thermoregulate.
• Students can explain how solubility carries nutrients in
and waste out.

-I can describe the structure and function of four types of • Students can use his/her knowledge of structure and Macromolecule Performance Test

macromolecules (carbohydrates, proteins, lipids, and nucleic function to build models of carbohydrates, proteins, Macromolecule & Enzyme Test (Canvas)

acids). nucleic acids, and lipids.

-I can build models of carbohydrates, proteins, nucleic acids, • Students can accurately determine the contents of an

and lipids. unknown solution by testing for lipids, starch, simple

-I can perform lab tests to determine positive and negative sugars, and proteins.

test results for lipids, starch, simple sugars, and protein. • Students can explain the role of enzymes in living things.

-Using lab tests I have learned, I can identify the

macromolecules found in an unknown solution with 100%

accuracy.

-I can explain the role of enzymes in living things.

b. Describe cell theory and relate the nature Theories *(Move -I can explain the difference between a scientific theory and • Students can demonstrate understanding of cell Theory Test (Canvas) Timeline of Cell Theory
of science to the development of cell theory up to Science a scientific law. organelles and the cell theory by passing the test with Cell Lab
(e.g., built upon previous knowledge, use of Methods Unit) -I can list examples of different theories and laws. 60% accuracy. Cell Analogy Poster
increasingly more sophisticated -I can describe the 3 parts of the cell theory. • Students can describe all 3 parts of cell theory. Cell Organelle Review
technology). -I can describe describe the role of technology in the • Students can explain that a scientific theory is a
development of a scientific theory. substantiated claim about how the world works (not a cell color & label
guess) organelle review (& organelle foldable?)
cell theory activity (timeline?)
Cells & Intro to Objective 3: Investigate the structure and Cell Structure -I can identify cell parts (organelles) and describe their Student is able to demonstrate understanding of cell Cell Test
Systems Incredible Human Machine video
Systems function of cells and cell parts. and Organelles function. organelles and the cell theory by passing the test with Systems worksheet
Human Systems Slide Show
Cell energy, cell -I can describe the structure and function of organelles in a 60% accuracy.
transport, circulatory Frog Dissection
& respiratory cell.
Paper Model of Digestive System
DNA -I can describe the structure and function of organs and their Photosynthesis and Cellular Respiration
Research Project
relationship to organ systems. Spinach Leaf Photosynthesis Lab
Photosynthesis experiment card
STANDARD III: Students will understand Systems -I can describe the basic structure and function of human • Students can explain the organization of the body Systems Test (Canvas) summaries & poster
the relationship between structure and Overview systems. Diffusion and Osmosis Video
function of organs and organ systems. -I can describe the basic function of human organ systems (organelle > cells > tissues > organs > organ system > Diffusion and Osmosis Lab
Frog Dissection and identify main organs that make up each system. Cell Transport Review Sheet
Objective 1: Describe the structure and organism) Yeast Lab
function of organs.
• Students can explain the structure and function of the Heart & Lung Lab
Objective 2: Describe the relationship Gas Exchange Assignment
between structure and function of organ skeletal, muscular, integumentary, circulatory, respiratory, Circulatory System Assignment
systems in plants and animals.
nervous, immune, digestive, urinary, endocrine, and DNA Discovery Assignment
DNA Extraction Lab
reproductive systems. DNA Timeline Assignment
DNA Discovery and Model (Jen's folding)
• Students can list the main organs in each system.***
DNA Replication Activity??
-I can relate organs, systems and functions in humans to • Students can identify the organs, organ systems, and Frog Organ Bingo Performance Test?
other living organisms. functions of these organs and systems by looking at the Frog Dissection Test
-I can compare human organ systems with organisms in internal anatomy of a frog.
other organisms.

Objective 2: Describe the flow of energy Cellular • Students can list differences between matter and Cell Energy, Digestion, and Systems Test
and matter in cellular function. Respiration and (Canvas) Include cell structure questions
Photosynthesis -I can distinguish between autotrophic and heterotrophic energy. about chloroplast & mitochondria

cells. • Students can explain the flow of energy and matter

-I can measure the products of photosynthesis or respiration. during photosynthesis and respiration.

-I can describe how energy flows and matter cycles in cells

in the processes of photosynthesis and cellular respiration. photosynthesis: H2O + CO2 --> C6H12O6 + O2

respiration: C6H12O6 + H2 --> H2O + CO2

a. Describe how the transport of materials in Osmosis & Cell -I can describe how molecules move in and out of cells • Students can define hypotonic, hypertonic, and isotonic. Cell Transport Test (Canvas)
and out of cells enables cells to maintain Transport Include cell structure question about cell
homeostasis (i.e., osmosis, diffusion, active through diffusion, osmosis, passive transport, and active • Students can define diffusion, osmosis, passive membrane
transport).
transport. transport, and active transport.

-I can describe how the processes of cell transport help cells • Students can explain how molecules use these ^

maintain homeostasis. processes to move in and out of cells and how that helps

-I can differentiate between hypotonic, hypertonic, and living things maintain homeostasis.

isotonic solutions. • Students can explain that...

-I can predict what will happen when cells are placed in -cells placed in a hypotonic solution will swell.

hypotonic, hypertonic, or isotonic solutions when compared -cells placed in a hypertonic solution will shrink.

with the solvent and solute concentrations of the cell. -cells placed in an isotonic solution will remain the

-I can describe how gas exchange helps plants and animals same.

maintain homeostasis.

a. Relate the function of an organ to the Heart & Lungs -I can describe how the blood moves throughout the body, • Students can identify structures in the heart (4 Heart & Lungs Test (Canvas w/ O2 and CO2
function of an organ system. carrying necessary molecules. chambers, 4 major vessels). diagram)
-I can describe how the structure and function of the • Students can identify structures in the respiratory
circulatory and respiratory systems facilitate gas exchanges system. (trachea, bronchi, bronchioles, alveoli,
in the body. [capillaries], diaphragm)
-I can describe how the circulatory and respiratory systems • Students can trace the path of oxygen and carbon
work together to help the body maintain homeostasis. dioxide through the two systems, identifying structures in
-I can trace the movement of oxygen and carbon dioxide the correct sequence.
through the circulatory and respiratory systems, naming
major structures along the way.

Objective 3: Explain how the structure and DNA Structure -I can model the structure of DNA. • Students can label a model of DNA (sugar, phosphate, DNA Test (Canvas) Include cell structure:
replication of DNA are essential to heredity and Function nucleus questions
and protein synthesis. -I can relate the structure of DNA to its function. nitrogen base (ATGC) and pairing, hydrogen bonds)

DNA Replication -I can relate the history of our present understanding of DNA • Students can explain that

to the nature of science. - the sequence of bases allows DNA to hold a code

- hydrogen bonds allow DNA to unzip easily for

replication

• Students know that many scientists contributed to our

understanding of DNA

-I can describe how DNA replication creates 2 identical • Given one strand of DNA, students can construct the DNA Test (Canvas) Includes mitosis
strands of DNA. complimentary strand, correctly matching bases
-I can explain the importance of DNA replication in cell • Students can explain that DNA must be replicated for
reproduction. cells to divide

Protein -I can use a model to show how DNA provides instructions • Students can explain that Protein Synthesis Performance Assessment Protein sentences activity
Synthesis for assembling proteins -DNA is double-stranded, RNA is single-stranded Protein Synthesis Test? (Canvas) Include DNA Review WS
-I can identify DNA mutations and their causes -DNA contains Thymine, RNA contains Uracil questions about ribosomes
Biotechnology -I can describe how mutations affect genetic expression. -DNA stays in the nucleus, RNA can leave Biotech notes & gel photo or drawing
and DNA -I can explain how DNA is essential to heredity and protein ?? Run a gel
Post-sage synthesis. • Students can determine the sequence of amino acids in Biotech Quiz
-I can explain transcription and translation a protein when given a DNA sequence.
-I can compare and contrast DNA and RNA.
-transcribe DNA to RNA
-I can describe how people use DNA technologies to solve -translate using amino acid chart
problems. • Students can identify mutations within a DNA strand or
-I can model how gel electrophoresis separates molecules protein sequence and
depending on the size of the molecule. • Students can explain how changes in DNA can affect
-I can interpret a DNA gel, comparing the relative sizes of protein synthesis
the molecules in the gel.
• Students can compare samples in a gel to determine
relative sizes of molecules.
• Students can use images of gels to solve questions
about paternity or forensics

Cell Division a. Explain how cells divide from existing Cell Division -I can explain how cells divide from existing cells (mitosis). • Students can sequence images of mitotic cell division. DNA Test (Canvas) Includes mitosis
Genetics cells.
Stem Cell *-I can describe different kinds of stem cell technologies Stem cell research/clone video and
Objective 1: Compare sexual and asexual Research (how different stem cells are created and used). discussion
reproduction. *-I can explore my own beliefs about stem cell research.
Post-sage -I can explain how science can raise ethical issues. Mitosis/Meiosis activity??
Post-sage Compare Mitosis & meiosis ws
-I can describe the process of meiosis.
-I can explain how the process of meiosis creates cells with Genetics concept map (tiger)
half the number of chromosomes than the parent cell. vocabulary word match review
-I can use the terms tetrad, homologous chromosome, sister Genetic crosses WS
chromatids, and gamete, as I describe meiosis.

Objective 2: Predict and interpret patterns Genetics -I can predict and interpret patterns of inheritance. • Students can use pedigrees to interpret inheritance Genetics Performance Test
of inheritance in sexually reproducing Genetics Test (Canvas)
organisms. -I can explain Mendel’s laws of segregation and independent patterns

assortment. • Students can explain the differences between

-I can determine possible offspring in various types of incomplete dominance, co-dominance, and sex-linked

crosses. traits

-I can explain how meiosis and fertilization create genetic • Students can use Punnett Squares to predict ratios for

variation. genotype and phenotypes of offspring from parental

genotypes

Genetically -I can relate Mendelian principles to modern-day practices of • Students can develop an argument about the ethics of GMO Worksheet
Modified
Organisms plant and animal breeding. genetically modified organisms (GMO) and the place they

have in society.

Asexual and -I can compare sexual and asexual reproduction, including • Students can analyze advandages and disadvantages of Cell Division Test Plant Cuttings, maybe planaria or
Sexual the advantages and disadvantages of each. something
Reproducation -I can describe the process of fertilization sexual and asexual reproduction. Cell Division Graph Test
*-I can hypothesize how a daughter cell will compare
genetically to a parent cell. • Students can use the terms gamete and zygote to

explain fertilization

• Students can explain how a new plant will compare

genetically to the parent plant after plant cutting.

Mitosis -I can describe the structure of a chromosome and Observing mitosis lab
Post-sage distinguish between replicated and unreplicated Cell Division Review WS
chromosomes.
Objective 1: Relate principles of evolution Mechanisms -I can identify cells in different phases of the cell cycle: Theory of Evolution and NOS
to biological diversity. Interphase, Prophase, Metaphase, Anaphase, Telophase, Variation lab
and Cytokinesis.
-I can describe what happens in the cell during each of the Observation & Inference (fossils & birds)
phases in the cell cycle. Peppered moth
Evidence of Evolution
Evolution -I can describe natural and artificial selection. • Students can identify and model differences between Evolution Test (Canvas)
-I can describe factors that bring about speciation and artificial and natural selection and connect that to variation
explain how speciation leads to evolution and increases in a population
biodiversity. • Students can summarize how geographical and
-I can compare selective breeding to natural selection. reproductive isolation lead to speciation
-I can identify the role of genetic changes in evolution. • Students can describe the differences between natural
selection and breeding
• Students can identify mutations in DNA (cause) and
explain how that relates to evolution (effect).

Objective 2: Cite evidence for changes in Evidences -I can cite evidence that supports evolution • Students can use
populations over time and use concepts of
evolution to explain these changes. -I can relate the history of observations and inferences of -geologic and fossil records

past scientists to our present understanding of evolution and -chemical mechanisms

the nature of science. -DNA structural similarities

-homologous and vestigial structures to support

evolution

• Students can describe similarities and differences in

hominid skulls and make inferences based on those

evidences



Unit Utah Core Standards Topic Objectives and Learning Targets Success Criteria Assessment (Performance of Understanding) Assignments Methods: Texts, Labs, Common Labs, Web/Media, Supplies Clarification Guide (what is included
Classification Classification -I can explain how evolutionary relationships are related to Classification Test (Canvas)
Objective 3: Classify organisms into a classification systems. • Students can classify organisms using systems that Make a Key Performance Test Shark Key
Ecology hierarchy of groups based on similarities -I can describe how the nature of science leads to changes show their evolutionary relationships. Shell make a key
that reflect their evolutionary relationships. to the classification model. • Students can use evidence to justify changes in the Use a Key Test (fish)
-I can identify organisms using a dichotomous key classification model of organisms. Make a cladogram
Use a Key -I can describe general criteria scientists use to classify Classification Test
organisms Students can... Ecology Test (Canvas)
STANDARD I: Students will understand Cladograms -I can create a dichotomous key - use a dichotomous key to identify unknown organisms
that living organisms interact with one Matter Cycles using observable, structural characteristics.
another and their environment. -I can analyze a cladogram - create a dichotomous key that classifies items using
Symbiosis observable, structural characteristics
-I can describe how matter cycles through an ecosystem.
Students can evaluate evolutionary relationships using
data from a cladogram.

• Students can trace the path of matter through an
ecosystem including carbon, water, nitrogen, and oxygen.

-I can classify symbiotic relationships. • Students can classify example relationships as Living Together video WS
mutualism, commensalism, parasitism, and predation.
Matter cycles diagrams
Population -I can explain how abiotic and biotic factors affect • Students can list limiting factors and how they affect Oh Deer
Dynamics ecosystems. (limiting factors) populations. (e.g. water, food, shelter, predation) Yellowstone Wolves & River Ecology
-I can describe how interactions among organisms and their • Students can observe how the reintroduction of wolves Video
environment help shape ecosystems. in Yellowstone affected the environment and apply that to
other ecosystems.

Energy--Food -I can model a food chain and show energy flow. Students can... Food Web North America Video Activity
• arrange organisms in food chains and food webs. Label
Chains, Food -I can create a food web that shows energy flow between trophic levels (producer, consumer, primary, secondary, Biology Dictionary
tertiary) and connect organisms with arrows that point in CRT Practice test
Webs and organisms in an ecosystem. the direction of the flow of energy.
• label trophic levels in an energy pyramid; label available
Energy Pyramids -I can use an energy pyramid to demonstrate the amount of energy at each level.

energy available at each trophic level in a food chain.

CRT

d, what is not) Ideas

Unit Utah Core Standards Topic Objectives and Learning Targets Success Criteria Assessment (Performance of Understanding) Assignments Methods: Texts, Labs, Common Labs, Web/Media, Supplies Clarification Guide (what is included

d, what is not) Ideas

Unit Utah Core Standards Topic Objectives and Learning Targets Success Criteria Assessment (Performance of Understanding) Assignments Methods: Texts, Labs, Common Labs, Web/Media, Supplies Clarification Guide (what is included

d, what is not) Ideas

Unit Utah Core Standards Topic Objectives and Learning Targets Success Criteria Assessment (Performance of Understanding) Assignments Methods: Texts, Labs, Common Labs, Web/Media, Supplies Clarification Guide (what is included

d, what is not) Ideas

Unit Utah Core Standards Topic Objectives and Learning Targets Success Criteria Assessment (Performance of Understanding) Assignments Methods: Texts, Labs, Common Labs, Web/Media, Supplies Clarification Guide (what is included

d, what is not) Ideas

Unit Utah Core Standards Topic Objectives and Learning Targets Success Criteria Assessment (Performance of Understanding) Assignments Methods: Texts, Labs, Common Labs, Web/Media, Supplies Clarification Guide (what is included

d, what is not) Ideas