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DRAFT

Science Standard
High School

BIOLOGY

PAGE 1

Resources: PSE= Student Edition PH Biology (dragonfly);PTE = teacher edition PH Biology (dragonfly);HSE=Holt Student
Edition (Polar Bear); HTE = Holt Teacher Edition; BRD = biology resource disk (see your department chair); GR= Guided
Reading and Study Guide for PH Biology (dragonfly); TRB= Teachers Resource book for PH Biology (dragonfly); PLMA= PH
Lab Manual A and PLMB = PH Lab Manual B; Quick Labs for PH Biology (dragonfly); BASI = Biology As Scientific Inquiry by:
Ron Thompson; HHMI= Howard Hughes Medical Institute AZ Bioengineering Collaboration; Investigating Safely by Textley et
al
General Lab grading rubric: Prentice Hall: Laboratory Assessment with Scoring guide (see pp 29-31)
NEW RESOURCES: DE (Discovery Education Techbook), GIZ (Explore Learning Gizmos)

Strand 1: Inquiry Process


Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students activities. Students at
all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways
associated with inquiry (NSES 1995) Inquiry Process establishes the basis for students learning in science. Students use scientific processes:
questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about
relationships between evidence and explanations, and communicating results

Strand 1 Concept 1: Questions and Hypotheses


Performance Objectives
1. Evaluate scientific
information for relevance to a
given problem.

Possible Strategies or
Activities

2. Develop questions from


observations that transition
into testable hypotheses.

Provide excess information,


materials and apparatus for
a specific lab. Have
students determine the most
appropriate information and
materials to address the
given problem.
Whats in the box?
Investigation
What caused the Water to
Rise? Investigation
Whats in the box?
Investigation

Possible Assessment

Possible Resources

In a written format, students


must defend their choice of
appropriate materials
relevant information.
Science Notebooks

BRD
DE
GIZ

Partners exchange their


generated questions for
peers to evaluate. Peers
rewrite suitable questions
into testable hypotheses
statements and return to
original partners.

Biology: A Critical thinking


Approach by A. Lawson
DE
GIZ

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT
3. Formulate a testable
hypothesis.

4. Predict the outcome of an


investigation based on the
hypothesis using statistical
evidence, probability, and
modeling (not guessing or
inferring).

Science Standard
High School

SE:Real-World Lab
Identifying a Limiting
Nutrient

Quick Lab: Predicting how


predation would effect a
plant species.
Inquiry Activity: How do
Populations Grow?
Students review data, create
graph, and generate
predictions.

BIOLOGY

Think-Pair-Share their
hypotheses
Teachers check experimental
design before conducted by
student
Problem Solving: Producing
True-Breeding Seeds
Science Process Skills:
Predictions about Insects
reinforcement activity
Science Notebooks

PAGE 2

PSE p 81
Kagan Cooperative Learning
Strategies
DE
GIZ
Activity: PSE p 123
Inquiry Activity: PSE 118
Assessment: PSE p 271
DE
GIZ

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

Science Standard
High School

BIOLOGY

PAGE 3

Strand 1 Concept 2: Scientific Testing (Investigating and Modeling)


Performance Objectives
1. Demonstrate safe and ethical
procedures (e.g., use and care of
technology, materials, and
organisms) and behavior in all
science inquiry.

2. Identify the resources needed


to conduct an investigation.

Possible Strategies or
Activities

3. Design an appropriate
protocol (written plan of action)
for testing a hypothesis:
Identify dependent and
independent variables in a
controlled investigation
Determine an appropriate
method for data collection
(e.g., using balances,
thermometers, microscopes,
spectrophotometer, using

Students make safety


video & quiz
Safety bumper stickers or
posters
Safety contract
Recognizing Lab Safety
Lab

Observing the Effect of


Acid Rain Lab (Design an
Experiment)
Whats in a Box? lab

Observing the Effect of


Acid Rain Lab
Exploration Lab: How
Natural Selection Affects a
Population
Data Lab: Analyzing
experimental design
Investigation 18: How do
Molecules Pass Into and
Out of Cells? Challenging

Possible Assessment

students take quizzes that


students created
Teacher to demonstrate
incorrect procedure
students to list mistakes
during each lab
demonstration
Grade lab using Safety Skills
Rubric

Grade lab using PH rubric


pp29-31
Science Notebooks

Grade lab
Science Notebooks

Possible Resources

See school Safety Officer


PLMA pp 7-12 Safety
contract
PLMA pp 19-22 Recognizing
Lab Safety
Prentice Hall: Lab.
Assessment w/ scoring
Guide page 31
Holt SE p 1024
DE
GIZ
TRB p 75; PSE 161
Holt SE 24
Prentice Hall: Lab.
Assessment w/ scoring
Guide page 31
BRD
DE
GIZ
TRB p 75; PSE 161
Holt SE 24
Holt SE 336-337
Holt SE p 20
Biology: A Critical thinking
Approach by A. Lawson p 94
DE
GIZ

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT
qualitative changes)
Determine an appropriate
method for recording data
(e.g., notes, sketches,
photographs, videos,
journals (logs), charts,
computers/calculators.
4. Conduct a scientific
investigation that is based on a
research design.

Science Standard
High School

BIOLOGY

PAGE 4

5. Record observations, notes,


sketches, questions, and ideas
using tools such as journals,
charts, graphs, and computers.

Why does the water


rise? Lab
Investigation 18:
Procedure II - Challenging

Using graphing skills Lab


Observing the Uncertainty
of Measurements Lab
When introducing lab do a
Think-Write-Round Robin
to determine which data
reporting strategies are
most effective for that
particular lab. (Kagan
Coop Strategy)

Investigation 18: Study


Questions
Science Notebooks

Evaluate lab including


graphs
Provide students with
example experiments and
data. Students must defend
which method of data
collection is most appropriate
for the select experiment.
Science Notebooks

NIH guidelines
http://www.nih.gov/news/irne
ws/guidelines.htm
Biology: A Critical thinking
Approach by A. Lawson p 94
DE
GIZ
PLMA pp 49-54
PLMA pp 55-8
Kagan Cooperative Learning
Strategies
DE
GIZ

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

Science Standard
High School

BIOLOGY

PAGE 5

Strand 1 Concept 3: Analysis, Conclusions, and Refinement


Performance Objectives

Possible Strategies or
Activities

1. Interpret data that show a


variety of possible
relationships between
variables
positive relationship
negative relationship
no relationship
2. Evaluate whether
investigational data support or
do not support the proposed
hypotheses.

3. Critique reports of
scientific studies (e.g.,
published papers, student
reports).

4. Evaluate the design of an


investigation to identify
possible sources of
procedural error, including:
sample size
trials
controls
analyses

Analyzing data: Population


Trends
Predicting Changes in a
Realized Niche

Possible Assessment

Designing an Experiment
Application Activity about
common superstitions.
Analyzing signs of
Endosymbiosis
Peer review of student
research papers
Peer review of student lab
reports
Critique or review of current
published science articles

Take one of students lab


that class averaged less than
70% on and allow them to
redo it identifying areas of
that need to be redone.
Have students develop a
rubric for which students can
use to critique designs of
experiments

Possible Resources

How populations Grow


Concept Map of Population
Growth (alternative
assessment)
Science Notebooks

PTE Guided Reading p 46


PSE p 123
Holt Quick Labs: page 53
DE
GIZ

Go through same steps


individually for a different
superstition
Analysis section
Science Notebooks
Compare students review to
teachers grade

PTE p 8 (right margin 2


Instruct)
Holt Quick Labs: p 37
DE
GIZ
BRD see History of
Science research paper
http://ex.susd.org/sjones/res
earch_paper.htm
SIRS Knowledge Source
Database(in library)
DE
GIZ
BRD
DE
GIZ

Teacher re-evaluates lab


write-ups
Provide example case
studies and have students
individually evaluate the
experimental design and
share with team.
Require students to cite
sources of error and
suggestions for

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

5. Design models (conceptual


or physical) of the following to
represent real world
scenarios:
Carbon cycle
water cycle
phase change
collisions

Science Standard
High School

6. Use descriptive statistics to


analyze data:
Mean
frequency
range
(see MHS-S2C1-10)

7. Propose further
investigations based on
findings of a conducted
investigation.

Represent cycles of matter in


3D models. Use Stay and
Stray (Kagan Coop
Strategy) so that students
can learn about each model
by having to teach it to
peers.

How Natural Selection


effects Population? Lab
Variations in Populations
Have student collect the
following information from
each other: height in cm,
state born in, eye color
Have students do a reflection
journal entry after each lab
proposing at least one
further investigation based
on the findings of each lab.
Conduct Lesson 6:
Bioengineer A Waste Water
Treatment System and
propose further treatment
system designs.
Require students to cite
sources of error and
suggestions for
improvements in lab reports
and suggestions for further

BIOLOGY

improvements in lab reports


Science Notebooks
Simultaneous Round Table
Assessment: Each team
member has a recording
sheet of each cycle.
Students simultaneously
draw and label the cycle
components. Rotate the
recording sheets and add
more details. Team drawings
are evaluated.
Science Notebooks
Students to graph collected
data showing the mean,
mode and range for each
characteristic. Class data is
reviewed on overhead.
Science Notebooks

Read journal on at least a


quarterly basis
Conduct investigation again
with a different contaminated
sample.
Science Notebooks

PAGE 6

SciLinks.org / cbn-2033
PSE 74-80
BRD
Kagan Cooperative Learning
Strategies
DE
GIZ

Holt: SE 336-337
BRD
TEKS toolkit
http://www.tenet.edu/teks/ma
th/clarifying/cateksgrade85.h
tml
DE
GIZ
Article on heart disease
findings
http://www.ncbi.nlm.nih.gov/e
ntrez/query.fcgi?
cmd=Retrieve&db=PubMed&
list_uids=14564316&dopt=A
bstract
HHMI AZ Bioengineering
Collaboration. Unit 3: Water
Our Bioengineered
Resource
DE
GIZ

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

Science Standard
High School

BIOLOGY

PAGE 7

investigations

Strand 1 Concept 4: Communication


Performance Objectives
1. For a specific investigation,
choose an appropriate method
for communicating the results.

2. Produce graphs of data


that help communicate data.

Possible Strategies or
Activities

Possible Assessment
Make sure lab rubric
addresses the
appropriateness of method of
presenting results to the type
of data

Using Graphing Skills Lab

Using Graphing Skills Lab

Evaluate lab including


graphs
Science Notebooks

Possible Resources

PLMA pp49-54
Science Investigation Rubric
from The Science Teacher
from NSTA May 2004 volume
71 #5 p 42
DE
GIZ
Holt SE pp1034-5
PLMA pp49-54
DE
GIZ

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

Science Standard
High School

3. Communicate results
clearly and logically. (see HSS2C2-01)

4. Support conclusions with


logical scientific arguments.
(see HS-S2C2-01)

Using Graphing Skills Lab

Conduct a Forensic
Investigation and have
teams determine the suspect
Class debates over subjects
of interest to students

BIOLOGY

Evaluate lab including


graphs
Science Notebooks
Teams must defend their
conclusions from the forensic
investigation in front of the
class (as though they were
attorneys)
Assess validity of argument
by checking resources
Science Notebooks

PAGE 8

PLMA pp49-54
DE
GIZ
Prentice Hall Biodetectives
DE
GIZ

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

Science Standard
High School

BIOLOGY

PAGE 9

Strand 2: History and Nature of Science


Knowledge of the nature of science is central to the understanding of the scientific enterprise (NAEP 2000) Scientific investigation grows
from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical
perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on
the human aspects of science and the role that scientists play in the development of various cultures.

Strand 2 Concept 1: History of Science as a Human Endeavor


Performance Objectives

Possible Strategies or
Activities

Possible Assessment

1. Describe how human


curiosity and needs have
influenced science impacting
the quality of life worldwide.
2. Describe how diverse
people and cultures, past and
present, have made important
contributions to scientific
innovation.
3. Analyze how changes in
science have affected society.

Cultural Innovations Time


Line

Cultural Innovations Time


Line
Writing activity comparing
Wallace and Darwin

Biology Scientist Research


paper

4. Analyze how cultural and


societal issues promote or
hinder science.

Cultural Innovations Time


Line
pick topic from at least 50
years ago

Possible Resources

Pick 5 innovations from time


line from 5 different cultures
and describe the world today
without those innovations.
Pick 5 innovations from time
line from 5 different cultures
and describe the world today
without those innovations.

BRD
DE
GIZ

BRD
PTE page 374
DE
GIZ

Rubric

Class debate on a
controversial biological topic
from each groups
perspective

BRD
DE
GIZ
BRD
DE
GIZ

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

Science Standard
High School

BIOLOGY

PAGE 10

Strand 2 Concept 2: Nature of Scientific Knowledge


Performance Objectives
1. Specify criteria needed for
a valid, scientific explanation,
including:
logical
subject to peer review
make knowledge public
respect rules of evidence
2. Explain the process by
which accepted ideas are
challenged or extended by
scientific innovation.
3. Distinguish between pure
and applied science.

4. Describe how scientists


continue to investigate and
critically analyze aspects of
theories.

Possible Strategies or
Activities

Possible Assessment

Have each student bring in


article from peer edited
journal and exchange with
partner.

Have each student bring in


article from peer edited
journal

Cultural Innovations Time


Line assignment

Assign one theory or version


of evolution to each student
pair. Conduct a web search
on theories of evolution.
Students must research what
was occurring politically and
scientifically at the time that
led to changes to the theory

Possible Resources

Evaluate one other students


article using points in P.O.
Science Notebooks

Students evaluate how


innovation or discovery in
article challenges or extends
current scientific knowledge
Science Notebooks
Classify innovations as either
pure or applied. Provide
students with another
cultures contributions and
have students individually
label each as pure or
applied.
Science Notebooks
Flowchart showing
development of concept of
evolution
Suggest a sudden dramatic
change in science. Have
students assess and
describe the impact of this
discovery on the current
scientific theory of evolution.

SIRS knowledge resource


database
DE
GIZ

SIRS knowledge source


database
DE
GIZ

BRD
DE
GIZ

BRD
DE
GIZ

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

Science Standard
High School

BIOLOGY

PAGE 11

Strand 3: Science in Personal and Social Perspectives

Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the
relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and
technology on human activity and the environment. The strand affords students the unique opportunity to understand their place in the
world as living creatures, consumers, decision makers, problem solvers, managers and planners.

Strand 3 Concept 1: Changes in Environments


Performance Objectives
1. Evaluate how the
processes of natural
ecosystems affect, and are
affected by, humans.

2. Describe the environmental


effects of the following
hazards, both natural and
human-caused:
flooding
drought
earthquakes
fires
pollution
extreme weather
3. Assess how human
activities (e.g., clear cutting,
water management, tree
thinning) can affect the
potential for hazards.

Possible Strategies or
Activities

4. Evaluate the following

Observing the Effects of


Acid Rain Lab
Current events scrapbook:
see environmental section

Investigating Air and Water


Pollution Lab
Make a Tree Graphic
Organizer to compare the
environmental effects from
natural and human caused
hazards.
Current events scrapbook:
see environmental section
Writing in Science : Cause
Effect Paragraph
Foldable 3 Human
Activities and their potential
for hazards
Current events scrapbook:
see environmental section
Build Science Skills

Possible Assessment

Possible Resources

Evaluation of lab procedure


(pre-lab)
Guided Reading: What
shapes an ecosystem?
Grade environmental section
of notebook
Science Notebooks
Evaluate analysis and
conclusions questions of lab
Have students make one
tree organizer as a preassessment and another at
the end of unit to show
student learning.
Grade environmental section
of notebook
Science Notebooks

PSE p161
GR section 4-2 p 36
BRD
DE
GIZ

PLMA pp 79-83
BRD
DE
GIZ

Peer review paragraphs


Chain of Events Sequence
Graphic Organizer for each
human activity.
Grade environmental section
of notebook

PSE Section Assessment


P149
BRD
DE
GIZ

GR 6-1

GR p 54-55

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

Science Standard
High School

factors that affect the quality


of the environment: urban
development; smoke; volcanic
dust.

Have students rate each


factor as to which has the
greatest affect in a ThinkWrite-Share strategy.

5. Evaluate the effectiveness


of conservation practices and
preservation techniques on
environmental quality and
biodiversity.

Expanding Conservation
timeline activity
Current events scrapbook:
see environmental section

BIOLOGY

Assign each factor to one


member of a team of four.
Each member must research
and defend which is most
hazardous to the
environment.
Write paragraph explaining
the significance of each
person or event on the
timeline
Grade environmental section
of notebook
Science Notebooks

PAGE 12

PTE p 141 (right margin)


DE
GIZ

PTE p151
BRD
DE
GIZ

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

Science Standard
High School
Strand 3 Concept 2: Science and Technology in Society
Performance Objectives

Possible Strategies or
Activities

1. Analyze the costs, benefits,


and risks of various ways of
dealing with the following
needs or problems:
alternative energy
storage of nuclear waste
abandoned mines
greenhouse gases
hazardous wastes
2. Recognize the importance
of basing arguments on a
thorough understanding of the
core concepts and principles
of science and technology.

BIOLOGY

Possible Assessment

Guided Reading Charting


a Course for the Future
PH Biotechnology Manual
Designer Trees
Campaign poster that
outlines cost benefits and
risks of assigned
environmental concern

3. Support a position on a
science or technology issue.

PAGE 13

Possible Resources

WordWise (GR p63)


PH Biotechnology Manual
Review questions p 153
Write paper from the
perspective of a local
politician explaining how you
will solve these problems
Science Notebooks

Class debate on O.J.


Simpson case

Class vote on verdict


Science Notebooks

Class debate on whether a


virus is alive or not

Class vote
Science Notebooks

4. Analyze the use of


renewable and nonrenewable
resources in Arizona:
water
land
soil
minerals
air

Guided Reading
Renewable and Nonrenewable Recourses
Campaign poster that
outlines cost benefits and
risks of assigned
environmental concern

5. Evaluate methods used to

Evaluate Forest Services

Homework -Have each


student rewrite each GR
question so that it applies to
Arizona In class - have
students do web search in
class to answer questions
Write paper from the
perspective of a local
politician explaining how you
will solve these problems
Student create a T chart

DNA fingerprinting
http://faculty.ncwc.edu/toconnor/
425/425lect15.htm
DE
GIZ
Bad Bug Book (online)
Viruses http://biology.clc.uc.edu/cour
ses/bio106/viruses.htm
DE
GIZ
GR pp56-8
DE
GIZ

GR Chapter 6 pp62-3
PH Biotechnology Manual Pp
152-3
DE
GIZ

Discovery: Forest Fires

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT
manage natural resources
(e.g., reintroduction of wildlife,
fire ecology).

Science Standard
High School
decision to allow the 1988
Yellowstone fire to burn

showing positive and


negative effects of Forest
services decision

BIOLOGY

PAGE 14

http://school.discovery.com/le
ssonplans/programs/forestfir
es/

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

Science Standard
High School

BIOLOGY

PAGE 15

Strand 3 Concept 3: Human Population Characteristics


Performance Objectives
1. Analyze social factors that
limit the growth of a human
population, including:
affluence
education
access to health care
cultural influences
2. Describe biotic (living) and
abiotic (nonliving) factors that
affect human populations.

Possible Strategies or
Activities

3. Predict the effect of a


change in a specific factor on
human populations.

Possible Assessment

Historical Overview: Build


Science Skills (Figure 5-10 &
right margin in TE)
Guided Reading 5-3 Human
Population Growth

Class field trip to school


campus having students
identifying biotic and abiotic
factors.
Show video have students
list biotic and abiotic factors
(explain)

Historical Overview: Build


Science Skills (Figure 5-10 &
right margin in TE)

Possible Resources

Students to draw predicted


graph
Interpreting graphics activity
Science Notebooks

PTE p 129
GR pp 51-53
PTE p 131
DE
GIZ

Nonlinquistic representation
of 3 biotic and 3 abiotic
factors that directly affect
students
Science Notebooks

PSE pp 124-5
DE
GIZ

Students to draw predicted


graph
Science Notebooks

PTE p 129
DE
GIZ

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

Science Standard
High School

Strand 4: Life Science

BIOLOGY

PAGE 16

The fundamental goal of life sciences is to attempt to understand and explain the nature of life (NAEP 2000). Life Science expands students biological
understanding of life by focusing on the characteristics of living things, the diversity of life and how organisms change over time in terms of biological
adaptation and genetics. This includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living
organisms, and the interactions of living organisms with their environment.

Strand 4 Concept 1: The Cell


Performance Objectives
1. Describe the role of energy
in cellular growth,
development, and repair.

2. Compare the form and


function of prokaryotic and
eukaryotic cells and their
cellular components.

3. Explain the importance of


water to cells.

Possible Strategies or
Activities

4. Analyze mechanisms of
transport of materials (e.g.,
water, ions, macromolecules)
into and out of cells.

Possible Assessment

Brief lecture on ATP; student


to develop analogy for
Glucose and ATP

Provide 5 TEM images of


prokaryotic cells and 5 TEM
images of eukaryotic cells
students to arrange into
groups explaining why

Elodea & cows blood cells in


isotonic, hypotonic, and
hypertonic solutions
How Do Molecules Pass
Into and Out of Cells?
Investigation 18

Observing Osmosis Lab


Lab on transport dialysis
tubing (Investigation 18)
Data Lab: Analysing the
Effect of Electrical Charge on
Ion Transport

Concept map for 3


paragraph essay on each
topic
Science Notebooks
Venn diagram comparing
prokaryotic and eukaryotic
cells
Science Notebooks

Possible Resources

Lab practical: recognize cells


in iso, hypo, hyper solutions
Science Notebooks

Analysis and conclusion


questions
Science Notebooks

http://www.scilinks.org/
webcode cbn-3091
How Life Works
DE
GIZ
http://www.cellsalive.com/cell
s/3dcell.htm
http://is.asu.edu/plb108/cour
se/life/cells/page6.html
DE
GIZ
http://biology.dbs.umt.edu/bi
ol101s04/labs/Wyrick_s04/4
_diffusion_Osmosis.htm
Biology: A Critical thinking
Approach by A. Lawson
DE
GIZ
PLMA p85-90
Biology: A Critical thinking
Approach by A. Lawson
Holt SE p 79
DE
GIZ

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT
5. Describe the purpose and
process of cellular
reproduction.

Science Standard
High School

Modeling phases of the cell


cycle
Chapter 10 Cell Growth and
Division Chapter summary

BIOLOGY

Use manipulatives to
demonstrate knowledge
Vocabulary review at end of
Chapter 10 summary (page
30)
Science Notebooks

PAGE 17

PSE pp 254-5
http://users.rcn.com/jkimball.
ma.ultranet/BiologyPages/M/
Mitosis.html
Prentice Hall: Section
Summaries With Vocabulary
Review pp 28-30
DE
GIZ

Strand 4 Concept 2: Molecular Basis of Heredity


Performance Objectives
1. Analyze the relationships
among nucleic acids (DNA,
RNA) genes, and
chromosomes.

Possible Strategies or
Activities

2. Describe the molecular


basis of heredity, in viruses
and living things, including
DNA replication and protein
synthesis.

3. Explain how genotypic


variation occurs and results in
phenotypic diversity.

Possible Assessment

Students assigned to be 1
nucleotide; pair up with
complimentary base; pairs of
students group into genes,
whole class becomes a
chromosome
Celebrate DNA day

Viruses: virus model lab & p


482 SE quick lab
Visual Fig. 12-11 p 298 TE
Lecture and use students to
model process

Investigating Inherited Traits


(Ugly Baby Lab)

Foldable of the hierarchy of


structure (as on p 297 SE)
Science Notebooks

Possible Resources

Peer review of models


http://www.scilinks.org/ cbn4122
create flipbook showing PS
Science Notebooks

Drawing baby

http://www.genome.gov/DNA
day
Virtual Cell:
http://www.life.uiuc.edu/plant
bio/cell/
DE
GIZ
Rubric
PTE 298
Holt Lab Manual for Quick
Labs pp 26-7
http://www.accessexcellence
.org/AB/GG/protein_synthesi
s.html
DE
GIZ
PLMB pp113-8

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT
4. Describe how meiosis and
fertilization influence genetic
variation.

Science Standard
High School

P277 TE demonstration

BIOLOGY

Pairs of student create


posters showing meiosis with
8 chromosomes
Science Notebooks

PAGE 18

http://www.scilinks.org/ cbn4114
DE
GIZ

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

Science Standard
High School

BIOLOGY

PAGE 19

Strand 4 Concept 3: Interdependence of Organisms


Performance Objectives
1. Identify the relationships
among organisms within
populations, communities,
ecosystems, and biomes.

Possible Strategies or
Activities

2. Describe how organisms


are influenced by a particular
combination of biotic and
abiotic (living and nonliving)
factors in an environment.

3. Assess how the size and


the rate of growth of a
population are determined by
birth rate, death rate,
immigration, emigration, and
carrying capacity of the
environment.

Symbols (or analogies) for


each relationship
Biome talking box group
activity
Modeling a gene pool Lab
Observing the effect of
bacteria on bean plant
growth
Effects of acid rain lab
Bottle Biology ecosystem lab
Pond water observation lab
Identifying a Limiting Factor
Lab

Analyzing Data: Population


Trends
Quick Lab: Prediction How
Predation Would Effect a
Plant Species
Predicting Changes in a
Realized Niche

Possible Assessment

Possible Resources

Ch. 4 concept map


Biome box presentations
Ch. 16 Changes in Gene
Pool Flow chart
Science Notebooks

Prentice Hall TRB p 48


BRD
PLMA p 137
TRB p 203
PLMA p 69-72
DE
GIZ

Evaluation of lab procedure


(pre-lab)
Guided Reading: What
shapes an ecosystem?
Science Notebooks

Prentice Hall TRB p 75


GR section 4-2 p 36
TESG p 36 (pp90-97 PSE)
PSE p81
DE
GIZ

PTE Guided Reading p 46


GR pp 119-23
SciLinks.org/ cbn-2051
PSE p 123
Holt Quick Labs pp 51-2
Holt Quick Labs pp 53-4
DE
GIZ

How Populations Grow


Concept Map of Population
Growth (alternative
assessment)
Science Notebooks

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

Science Standard
High School

BIOLOGY

PAGE 20

Strand 4 Concept 4: Biological Evolution


Performance Objectives
1. Explain how genotypic and
phenotypic variation can result
in adaptations that influence
an organisms success in an
environment.

2. Describe how the


continuing operation of natural
selection underlies a
populations ability to adapt to
changes in the environment
and leads to biodiversity.

3. Predict how a change in an


environmental factor (e.g.,
rainfall, habitat loss, nonnative species) can affect the
biodiversity in an ecosystem.
4. Analyze how patterns in
the fossil record, nuclear
chemistry, geology, molecular
biology, and geographical
distribution give support to the
theory of organic evolution

Possible Strategies or
Activities

Goony Bird Lab or


Investigation 38 How Do
Species Adapt To Changes
in Their Environment?

Party Hat Beak Feast Lab


(or Bill Collectors Lab)
Ch 16 Enrichment: A Close
Look at Darwins Finches
Observing How Natural
Selection Affects a
Population

Habitat Lap Sit

Chicken Wing dissection Lab


Grand Canyon fossil Lab
Important People in
Evolution Web Search
Timeline analogies:
compress history of earth

Possible Assessment

Goony bird quiz


Science Notebooks

Possible Resources

Lab report
TRB Ch 16 flow chart p 203
Science Notebooks

Create web diagram


discussing impact of water
food, shelter & space on
populations
Science Notebooks
Darwins theory of evolution
Section 15-3 review
Grand Canyon Posters
Make History of Evolution
timeline
Science Notebooks

BRD or Biology: A Critical


thinking Approach by A.
Lawson
PBS Evolution unit A
journey into where were
from and where were
going?
DE
GIZ
BRD (or Food for Thought:
Edible Life Science See J.
Kaufman- pp 21-4)
TRB p202
Holt Lab Manual for Skills
Practice pp 56-59
Evolution video series from
PBS
DE
GIZ
Project Wild
DE
GIZ
TRB p 187
BRD
A. Lawson: Biology: A
Critical-thinking Approach
Investigation #36 p162
(Biology: A Critical-thinking

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

Science Standard
High School

through natural selection over


billions of years and the
resulting present day
biodiversity.

5. Analyze, using a biological


classification system (e.g.,
cladistics, phylogeny,
morphology, DNA, analysis)
the degree of relatedness
among various species.

BIOLOGY

into a calendar year or 24


hour day analogy

Using and constructing a


dichotomous key
Quick Lab: How is a
cladogram constructed?

Peer review of keys


Create cladogram for
manufactured item (SE p
455)
Science Notebooks

PAGE 21

Approach TE p 222)
PSE p 455
BRD
HGP website
PTE p 422
DE
GIZ
PLMA p147-52
PSE p 453
DE
GIZ

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT

Science Standard
High School

BIOLOGY

PAGE 22

Strand 4 Concept 5: Matter, Energy, and Organization in Living Systems (including human systems)
Performance Objectives
1. Compare the processes of
photosynthesis and cellular
respiration in terms of energy
flow, reactants, and products.

Possible Strategies or
Activities

2. Describe the role of


organic and inorganic
chemicals important to living
things (e.g., carbohydrates,
proteins, lipids, nucleic acids,
water, ATP).
3. Diagram the following
biogeochemical cycles in an
ecosystem:
water
carbon
nitrogen

4. Diagram the energy flow in


an ecosystem through a food
chain. SUSD - Compare this to
a hypothetical closed system

Investigation 25: What in


the Air do Plants Need to
Grow?
(snail & elodea Respiration
and Photosynthesis Lab)
Observing Respiration lab
Identifying Organic
Compounds Lab
Challenging! Chemical
Indicators: Molecules
(proteins, carbohydrates,
fats);Chemical Rxn: pH
Investigating Chemical
Cycles in the Biosphere lab
Represent cycles of matter in
poster or other form using
Stay and Stray Kagan
CoOp Strategy
Analyzing Data: Farming in
the Rye

GM Foods In My Backyard
activity
Note: Be sure to emphasize
that a food chain is NOT a

Possible Assessment

Design experiment for


Hypothesis I
Peer check
Science Notebooks

Science Notebooks
Analysis and Conclusions
questions in lab

Grade Analysis &


Conclusions Questions
Peer review
Identifying similarities and
differences in Analyzing
Data: Farming in Rye
Guided Reading section 3-3
Have students elect
biogeochemical cycle and
explain how humans would
be affected if element did not
cycle Challenging
Science Notebooks
Cooperative Learning -Post
pictures of organisms from
several trophic levels from
one ecosystem. Have

Possible Resources

Biology: A Critical thinking


Approach by A. Lawson
PLMA p 95-99
DE
GIZ
PLMA pp59-64
* Challenging! Biology: A
Critical thinking Approach by
A. Lawson
DE
GIZ
PLMA pp 65-8
SciLinks.org / cbn-2033
PSE 74-80
BRD
PSE 79
GR p 31-33 (referencing SE
pp 74-80
Holt TE, Alternative
Assignment, 354
DE
GIZ
HHMI Biotech manual (CDROM) Unit II: GM Foods
PSE p70

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

DRAFT
(see also Strand 5 concept 3
P.O. 3)

Science Standard
High School

closed system
How is a Food Chain
Organized?

5. Describe the levels of


organization of living things
from cells, tissues, organs,
organ systems, organisms,
populations, communities to
ecosystems.

Fetal pig Pre-lab foldable


Fetal pig dissection
Observing Specialized
Cells Lab
Students build clay organs.
Foldable showing hierarchy
of cells, tissues, organs etc.
of organization for both
plants and animals
Student generated analogy
between students and their
school and a sports analogy

BIOLOGY

students connect pictures


with yarn to create a virtual
food web.
Nonlinquistic representation Have students draw 3
different food chains from
organisms posted around
room
Grade Analysis and
Conclusion Questions
Science Notebooks
Lab practical
Analysis and Conclusions
from Observing Specialized
Cells Lab
Science Notebooks

PAGE 23

DE
GIZ

Virtual Pig Site


http://www.whitman.edu/biolo
gy/vpd/main.html
LMA 102-5
DE
GIZ

Strand 5: Physical Science


This strand is not addressed in biology.

Strand 6: Earth and Space Science


This strand is not addressed in biology.

Italics denotes a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
The bulleted items within a performance objective indicate the specific content to be taught.
Arizona Department of Education

SUSD 7/2013

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