GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course Title: Integrated Biology and Chemistry I:
Introduction to Biology
Subject: Science
Grade Level: 10, 11
Department/School: Science/High School
Duration: Full
Year
Number of Credits: 5
Prerequisite: Earth
Science and Teacher Recommendation
Elective or Required: Required
Author: Michael Levine
Date Submitted: Summer 2004
Course Description
This course is designed to give students an appreciation of both Biology and Chemistry and provide a working knowledge and ability to experiment in both disciplines. During the first year, students will be introduced to Biology. The science of the living world will be studied, including topics covering characteristics of living organisms, proper use of a compound light microscope, chemical makeup of living things, cell biology and processes, basic principles of genetics, evolution of organisms and human systems.
GLEN RIDGE PUBLIC SCHOOLS
SCIENCE
The
Our students will use the scientific method to understand and respond to questions about science, technology, and societal and world problems. Students will be challenged and encouraged to take risks and to develop critical thinking skills as they apply to real-world experiences.
Science
STANDARD 5.1
(SCIENTIFIC PROCESSES) ALL STUDENTS WILL DEVELOP PROBLEM-SOLVING,
DECISION-MAKING AND INQUIRY SKILLS, REFLECTED BY FORMULATING USABLE QUESTIONS
AND HYPOTHESES, PLANNING EXPERIMENTS, CONDUCTING SYSTEMATIC OBSERVATIONS,
INTERPRETING AND ANALYZING DATA, DRAWING CONCLUSIONS, AND COMMUNICATING RESULTS.
STANDARD 5.2
(SCIENCE AND SOCIETY) ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF HOW PEOPLE
OF VARIOUS CULTURES HAVE CONTRIBUTED TO THE ADVANCEMENT OF SCIENCE AND
TECHNOLOGY, AND HOW MAJOR DISCOVERIES AND EVENTS HAVE ADVANCED SCIENCE AND
TECHNOLOGY.
STANDARD 5.3
(MATHEMATICAL APPLICATIONS) ALL STUDENTS WILL INTEGRATE MATHEMATICS AS A TOOL
FOR PROBLEM-SOLVING IN SCIENCE, AND AS A MEANS OF EXPRESSING AND/OR MODELING
SCIENTIFIC THEORIES.
STANDARD
5.4 (NATURE AND PROCESS OF TECHNOLOGY) ALL STUDENTS WILL UNDERSTAND THE
INTERRELATIONSHIPS BETWEEN SCIENCE AND TECHNOLOGY AND DEVELOP A CONCEPTUAL
UNDERSTANDING OF THE NATURE AND PROCESS OF TECHNOLOGY.
STANDARD 5.5
(CHARACTERISTICS OF LIFE) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE
STRUCTURE, CHARACTERISTICS, AND BASIC NEEDS OF ORGANISMS AND WILL INVESTIGATE
THE DIVERSITY OF LIFE.
STANDARD 5.6
(CHEMISTRY) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE STRUCTURE AND
BEHAVIOR OF MATTER.
STANDARD 5.7
(PHYSICS) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF NATURAL LAWS AS THEY APPLY
TO MOTION, FORCES, AND ENERGY TRANSFORMATIONS
STANDARD 5.8 (EARTH
SCIENCE) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE STRUCTURE, DYNAMICS,
AND GEOPHYSICAL SYSTEMS OF THE EARTH.
STANDARD 5.9
(ASTRONOMY and SPACE SCIENCE) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE
ORIGIN, EVOLUTION, AND STRUCTURE OF THE UNIVERSE
STANDARD 5.10
(ENVIRONMENTAL STUDIES) ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF THE
ENVIRONMENT AS A SYSTEM OF INTERDEPENDENT COMPONENTS AFFECTED BY HUMAN ACTIVITY
AND NATURAL PHENOMENA.
Curriculum Description
UNIT 1 – THE NATURE
OF BIOLOGY
Standards 5.1, 5.2,
5.3, 5.4, 55
Objectives:
Each student will be able to:
1. Define biology.
2. Identify several branches of biology and their fields of study.
3. Describe the steps of the Scientific Method and use them to solve a laboratory problem.
4. Name the common types of microscope and compare and contrast each type.
5. Identify the parts of a compound light microscope and demonstrate the proper care and use.
6. Identify and apply lab safety rules.
7. Correctly use the metric system.
8. Describe instruments and techniques used in biology laboratories.
9. List and describe the characteristics of all living things.
Duration of Time: 3 weeks
Activities:
- Use the Scientific Method to solve a given laboratory problem.
- Practice using the units of the metric system using laboratory equipment.
- Label the parts of a compound light microscope.
- Practice using the compound light microscope using prepared slides.
- Prepare own slides and examine them under the compound light microscope.
UNIT 2 – THE CHEMICAL BASIS OF LIFE
Standards 5.1, 5.3, 5.4, 5.5, 5.6
Objectives:
Each student will be able to:
1. Describe the structure of the atom.
2. Differentiate between elements and compounds.
3. Define and differentiate ionic bonds, covalent bonds and hydrogen bonds.
4. List and identify types of mixtures.
5. Describe all parts of a solution.
6. Differentiate between acids and bases.
7. Describe the structure and importance of water to living organisms.
8. Distinguish the organic compounds, including proteins, carbohydrates, lipids and nucleic acids.
9. Describe chemical reactions and relate their importance to living organisms.
10. Describe the function, structure and importance of enzymes.
Duration of Time: 4 weeks
Activities:
- Create models of atoms, elements and compounds.
- Determine the pH of common household materials using pH paper and the pH scale.
- Identify organic compounds in substances by chemically testing them using lab equipment and indicators.
- Perform various exothermic and endothermic reactions.
- Demonstrate the difference between physical and chemical properties and between physical and chemical changes.
UNIT 3 – CELL STRUCTURE AND FUNCTION
Standards 5.1, 5.2, 5.5, 5.6
Objectives:
Each student will be able to:
1. State the main ideas of the cell theory.
2. Describe the roles of von Leeuwenhoek, Hooke, Schleiden, Schwann and Virchow in the development of the cell theory and the discovery of the cell.
3. Distinguish between prokaryotic and eukaryotic cells.
4. Describe the structure of cellular organelles and relate their structure to their function.
5. Describe the structure of the cell membrane and relate the structure to function.
6. Explain the processes of diffusion and osmosis and predict the direction of movement of materials across a membrane.
7. Differentiate passive transport and active transport. Distinguish between unicellular and multicellular organisms and explain the importance of cell specialization to multicellular organisms.
8. List and explain the levels of organization in multicellular organisms.
Duration of Time: 5 weeks
Activities:
- Use a compound light microscope to examine various cells, including prokaryotic and eukaryotic cells using both prepared slides and wet mount slides.
- Research a cell organelle and create a 3-dimensional model to be included in a class call model.
- Write a story comparing a cell to a factory.
- Predict the movement of molecules across a semipermeable membrane by experimentation.
- Predict what will happen to a cell in hypotonic and hypertonic solutions using eggs.
UNIT 4 – CELL PROCESSES
Standards 5.1, 5.3, 5.5, 5.6
Objectives:
Each student will be able to:
1. Describe sources of energy for all organisms.
2. Differentiate between autotrophs and heterotrophs.
3. Describe the structure of an ATP molecule and explain its relevance to cellular energy.
4. List the reactants and products of photosynthesis.
5. Relate the function of plant pigments to photosynthesis.
6. Describe the structure of the chloroplast and relate it to function.
7. List and describe factors that affect the rate of photosynthesis.
8. List the reactants and products of cellular respiration.
9. List and describe the steps of cellular respiration, including location and energy output.
10. Compare and contrast fermentation (anaerobic respiration) to cellular respiration (aerobic respiration).
11. Describe the structure of the mitochondrion and relate it to its function.
12. List and describe the stages of the cell cycle.
13. List and explain the phases of mitosis and cytokinesis.
Duration of Time: 5 weeks
Activities:
- Create models and posters of the chloroplast and mitochondrion.
- Separate pigments from leaves using paper chromatography.
- Predict how different factors might affect the rate of photosynthesis.
- Test time it takes for muscles to get sore when undergoing anaerobic respiration.
- Determine rate of fermentation using different sources of sugar.
- Test the limits of cell size using models of cubes and sand.
- Using beads and thread, model the process of mitosis.
UNIT 5 – THE BASIC
PRINCIPLES OF GENETICS
Standards 5.1, 5.2,
5.3, 5.5, 5.6
Objectives:
Each student will be able to:
1. Define genetics and heredity.
2. Explain the experiments of Gregor Mendel and its importance to our study of genetics.
3. Explain Mendel’s conclusions of inheritance, genes, dominance and segregation.
4. Use punnett squares to predict the outcome of genetic crosses.
5. Describe the law of independent assortment.
6. Define non-Mendelian inheritance patterns, such as incomplete dominance, codominance, multiple alleles and polygenic traits.
7. Describe the steps of meiosis and compare the contrast it to mitosis.
8. Describe the structure of DNA and relate it to its function.
Duration of Time: 5 Weeks
Activities:
- Practice using punnett squares to predict the outcome of genetic crosses.
- Using coins, dimulate gametes and allelic segregation for single factor crosses.
- Using beads and threads, model the process of meiosis, including crossing over.
- Create an accurate 3-D model of DNA.
UNIT 6 – EVOLUTION
Standards 5.1, 5.2,
5.3, 5.4, 5.5
Objectives:
Each student will be able to:
1. Describe
2. Explain
influences on
3. Define natural variation and explain how it relates to selection.
4. Explain
5. List and describe different forms of evidence for evolution.
6. Describe speciation and how it may occur.
7. Explain how fossils serve as evidence for evolution and describe how they are dated.
8. Describe evolution of multicellular life through the different eras of Earth’s history.
9. List and describe the major patterns of evolution, including mass extinction, adaptive radiation, convergent evolution, coevolution, and punctuated equilibrium.
10. Describe the evolution of primates.
11. Explain the importance of classification.
12. Explain Linnaeus’s system of classification.
13. List and describe the major kingdoms.
Duration of Time: 4 weeks
Activities:
- Interpret events from fossil record.
- Create your own fossils.
-
Research and tract
- Classify and give scientific names to a group of organisms.
UNIT 7 – BACTERIA AND
VIRUSES
Standards 5.1, 5.4,
5.5
Objectives:
Each student will be able to:
1. Describe characteristics of prokaryotes.
2. Distinguish between the two kingdoms of bacteria cells: Archaebacteria and Eubacteria.
3. Explain how to identify bacterial cells based on shape, cell walls and movement.
4. Describe how bacterial cells obtain and release energy.
5. List and explain both the positive and negative roles of bacteria.
6. Explain how we use and control bacteria.
7. Describe the structure and function of viruses.
8. Compare and contrast the two different cycles of viral infection: Lytic and Lysogenic.
9. Describe how viruses cause disease.
Duration of Time: 3 Weeks
Activities:
- Use a microscope to identify different types of bacteria.
- Make yogurt using bacteria.
- Model a viral infection of a cell using various household materials.
UNIT 8 – THE HUMAN
BODY AND HUMAN SYSTEMS
Standards 5.1, 5.2,
5.3, 5.4, 5.5
Objectives:
Each student will be able to:
1. List and describe the human organ systems.
2. Describe the function of the nervous system.
3. Define neuron and describe the structure.
4. Identify the major divisions of the nervous system.
5. Name and give the major function of the parts of the brain.
6. Describe a reflex arc and identify the three types of neurons involved.
7. Identify the structures and functions of the ear and the eye.
8. Explain the functions of the skeletal system.
9. Describe the structure and development of bones.
10. List and describe types of joints.
11. Describe the structure and function of the three types of muscle.
12. Explain the mechanism of muscle contraction.
13. Describe the structures and functions of skin.
14. Identify the function of the circulatory system.
15. Identify the parts of the heart and relate them to function.
16. Trace the flow of blood through pulmonary circulation.
17. List and describe the vessels of the circulatory system.
18. Identify the function and parts of the lymphatic system.
19. Describe the make-up of blood.
20. Explain the organs and the function of the respiratory system.
21. Explain gas exchange in the respiratory system.
22. List and describe the major classes of nutrients and explain their importance.
23. List the organs of the digestive system and describe their function.
24. Outline the process of digestion throughout each organ, including enzyme activity.
25. Explain the function of the excretory system.
26. Describe the structure of the kidney and relate it to its function.
27. Describe the function of the immune system.
28. Describe the body’s first line of defense.
29. Define antigen and antibody and describe the body’s second line of defense.
30. Distinguish between active and passive immunity.
31. List and describe autoimmune diseases.
Duration of Time: 10 Weeks
Activities:
- Research and create a model of an organ system.
- Measure vital capacity of students’ lungs.
- Perform simulated blood typing.
- Measure pulse and blood pressure.
- Research a disease and describe the causes of the disease and how your immune system responds.
- Demonstrate various movements and illustrate the coordination of bones and muscles to make that movement possible.
Texts, Resources,
and/or Literature:
·
Text: Biology
by Prentice Hall, Miller/Levine
·
iText CD that accompanies text
·
Teacher edition and teacher resource package of
text, various internet resources, laboratory manuals.