Science Biology

High School Biology Curriculum Essentials Document
Boulder Valley School District Department of Curriculum and Instruction May 2009
BoulderValleySchoolDistrict
HighSchoolBiologyCurriculumEssentialsDocument
BoulderValleySchoolDistrict BoardofEducation
DistrictA HelayneJones,Ed.D. helayne.jones@bvsd.org voicemail:303.245.5815 fax:303.545.6477 DistrictC LaurieAlbright,Ed.D. laurie.albright@bvsd.org voicemail:303.245.5817 DistrictE PattiJ.Smith patti.smith@bvsd.org voicemail:303.245.5816
DistrictBVicePresident LesleySmith,Ph.D. lesley.smith@bvsd.org voicemail:303.245.5814
DistrictDPresident KenRoberge ken.roberge@bvsd.org voicemail:303.245.5813 DistrictF JeanPaxton jean.paxton@bvsd.org voicemail:303.245.5818 fax:303.438.8572 BVSDSuperintendent ChristopherKing,Ph.D. superintendent@bvsd.org phone:303.447.5114 fax:303.447.5134
DistrictGTreasurer JimReed jim.reed@bvsd.org voicemail:303.245.5819
HighSchoolBiologyCurriculumEssentialsMay2009
TableofContents
GeneralIntroduction
WhatisaCurriculumEssentialsDocument?..................................................Page5 CurriculumFramework:MacroandMicro.....................................................Page6 NewCenturyGraduate.............................................................................. Pages78 WhatareEnduringUnderstandingsandEssentialQuestions?.......................Page9 TeachingforUnderstanding.......................................................................... Page10 WhatDoesitMeantoUnderstand?.............................................................Page11 InstructionalFramework............................................................................... Page14 CharacteristicsofaStandardsbasedCurriculum..................................Pages1516 HighSchoolScienceEssentialLearnings...Pages1722 DesignTemplates................................................................................... Pages2232 CurriculumGlossary................................................................................. Page3335
HighSchoolBiologyCurriculumEssentials
ScienceBackground........................................................................................ Page2 ScienceContentStandards............................................................................. Page3 ScienceEnduringUnderstandingsandEssentialQuestions ............................Page4 HighSchoolBiologyEssentialLearnings....................................................Pages56 HighSchoolBiologyCourseOverview............................................................Page7 HighSchoolBiologyCurriculumEssentials..............................................Pages825 SuggestedTimelines....Page26 ScienceScopeandSequence...Pages2728 ScienceGlossaryofTerms......Pages2945
General Introduction
WhatisaCurriculumEssentialsDocument? HowDoesitRelatetoaGuaranteedandViableCurriculum?
Becausewearefacedwithmorecontentthanwecanreasonablyaddress,weareobligatedto makechoicesandframepriorities.Ausefulframeworkforestablishingprioritiesisgraphically depicted using 4 nested ovals. The innermost oval, New Century Graduate, represents the goals of schooling that have been identified by the Boulder Valley School District community. Moving to the next oval, Content Standards, levels of performance for each program of study are clearly articulated. The third oval, Essential Learnings, represents the viable curriculum. Acurriculumisviablewhenthenumberoflearningscanbeaccomplishedinthetimeprovided (usuallyasemester,trimester,oryear).Thus,anEssentialsDocumentidentifiesthepriorities for learningthat are necessary for successful learning at aparticular grade level orcourse and beyond. It also identifies the essential knowledge, skills, concepts, topics, and processes that support the attainment of the essential learning. Finally, the largest oval represents the field ofallpossiblecontentthatmightbeexaminedduringagradelevelorcourse.Thisincludes extendedlearningopportunitiesforstudentswhohaveachievedtheessentiallearningsor attendingtobackgroundknowledgeandskillsthatstudentsmayneedtorevieworlearnto ensureachievementofgradelevelorcourseessentiallearnings.
CurriculumFramework:MacroandMicroLevels
The New Century Graduate identifies the knowledge, skills and personal characteristics that our community has identifiedasthegoalsofschooling.Programsofstudyandcurricularcontentareidentifiedandaddressedasameans
AdaptedfromGrantWigginsandJayMcTighe(2007).SchoolingbyDesign.Alexandria,VA:AssociationforSupervisionandCurriculum
School
District
New Century Graduate KnowledgeandSkills
LifeCompetencies
Leadsabalancedlife:exhibitsphysicalfitness,knowsgoodnutritionrules,stayssafeanddrugfree,knowshowto havefunandrelax,managesangerandstress,exhibitsselfsufficiencyandselfconfidence,andfinishestasks.
Understandsmoneymanagement,budgeting,balancingacheckbook,debtmanagement,andrecordkeeping.
Demonstratestimemanagementskillsandabroadbaseofknowledgeinpracticalskillssuchascooking,sewing, driving,andmapreading.
Knowshowtosearchforajobandknowswheretogotofindanswers.
Communication:SpeakingandWriting
Writesandspeaksthoughtfullyandarticulatelytoinform,toexpressonesthinkingandcreativity,andto communicatetodiverseaudiences.
Usescorrectgrammar,spelling,andmechanics;organizesforeffectiveness
Usestechnologyforeffectivecommunication
.
Multicultural/GlobalPerspective
Understandsglobalcustoms,economics,literature,history,politics,religions,geography,anddemographics.
Understandsthecontributionsofdifferentculturestooursociety
DemonstratesproficiencyinalanguageotherthanEnglish.
Literacy:Reading
Readscritically,fluently,andwithcomprehension.
Readsforinformationresearch,pleasureandknowledgeofliterature.
Mathematics
Demonstratesbasicmathcomputationalskillsandunderstandhigherlevelmathematicalconceptsandreasoning.
Understandsconservationandresourcemanagement.
History
PossessesknowledgeofAmericanandWorldHistoriesandtheirinfluenceuponthepresentandthefuture.
Employsliteratureasatoolforlearningabouthistoryacrosscultures.
Science
Demonstratesbasicsciencesknowledgeandunderstandshighlevelscientificsystemsincluding environmentalsystems.
Knowshowtoapplythescientificmethodtorealsituations.
Arts
Experiencesandappreciatesmusic,visualarts,danceandtheater.
New Century Graduate PersonalCharacteristics

RespectforOthers(ValuesOthers)
Understandsandvaluesdifferencesincluding:cultural,religious, ethnic,gender,age,andability.
InitiativeandCourage
Exhibitsselfmotivation,selfdiscipline,persistence,independence,confidence,curiosity,and willingnesstotakerisks,withoutbeingafraidtofail.
Citizenship
Understandshisorherroleandresponsibilitiesandcontributestothecommunity,nation,andworld.
Responsibility
Takesresponsibilityforownthoughtsandactions,acceptingthe consequences.
EthicalBehavior
Exhibitspersonalintegritythroughhonesty,fairness,sincerity,andasenseofjustice.
FlexibilityandOpenMindedness
Demonstratesflexibility,openmindedness,adaptability,resiliency,andopennesstochange.
Selfrespect
Possessesselfrespectandconfidence,whilerecognizingonesownlimitations.
WhatareEnduringUnderstandingsandEssentialQuestions?
EnduringUnderstandings
arethebigideascentraltoacontentareathathavelastingvaluebeyondtheclassroomand aretransferabletonewsituations.Enduringunderstandingsdescribewhat,specifically, studentsshouldunderstandaboutthetopic.Suchunderstandingsaregenerallyabstractin natureandareoftennotobvious,thusrequiringuncoveringofatopicthroughsustained inquiry. Anunderstandingcanbeoverarchingortopical.Overarchingunderstandingsarebroad(as thenameimplies)andofferapossiblebridgetootherunitsandcourses.Overarching understandingsatidentifiedatthedistrictlevel.Topicalunderstandingsareunitspecific, identifiedbyteachersabouttheunderstandingstheunitwillcultivateaboutspecifictopics. EssentialQuestionsprovokedeepthought,livelydiscussion,sustainedinquiry,andnew understandingsculminatinginmeaningfulperformances.Theyrequirestudentstoconsider alternatives,weighevidence,supporttheirideas,andjustifyanswers.Essentialquestionsdo notyieldasinglestraightforwardanswer,butproducedifferentplausibleresponses,about whichthoughtfulandknowledgeablepeoplemaydisagree.Essentialquestionsspark meaningfulconnectionswithpriorlearningsandpersonalexperiencesandcreate opportunitiesfortransfertoothersituationsandsubjects. Anessentialquestionscanbeeitheroverarchingortopicalinscope.Overarchingessential questionsaregeneralinnature,causinggenuineandrelevantinquiryintothebigideasand corecontent.Theycutacrossunitsand/orcourses.Topicalessentialquestionsfocusona specifictopicandmeanttobeansweredifonlyprovisionallybyunitsend.
TeachingforUnderstanding
Iflearningistoendureinaflexible,adaptablewayforfutureuse,thenteachersmustdesignunits thatinprovideopportunityforstudentsto1)acquireknowledge;2)todeepenthemeaningofthat knowledgebyusingitmindfully,and3)totransfertheirlearningtonewsituationsorproblems.
Teaching for Understanding
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WhatDoesitMeantoUnderstand?
AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionand CurriculumDevelopment,2006. HighSchoolBiologyCurriculumEssentialsMay2009 11
WhatDoesitMeantoUnderstand?(continued)
AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionand CurriculumDevelopment,2006. HighSchoolBiologyCurriculumEssentialsMay2009 12
LevelsofUnderstanding EssentialQuestions
Knowledge Comprehension
SelfKnowledge
Explanation
Topic
Interpretation
Empathy
Perspective
Application
AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervision andCurriculumDevelopment,2006.
HighSchoolBiologyCurriculumEssentialsMay2009 13
InstructionalFramework MakingtheConnections
Arigorousandchallengingstandardsbasedinstructionalprogramensuresmaximumacademicachievement forallstudents.TheBoulderValleySchoolDistrictInstructionalFrameworkisagraphicrepresentationthat demonstrateshowallofthecomponentsofaninstructionalprogramfittogether.Teachersshouldusethis frameworkanditsquestionstoguideinstructionalplanninganddecisionmaking.
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CharacteristicsofaBoulderValleySchoolDistrict StandardsbasedClassroom
Curriculum
AllStudentsHaveAccesstotheGeneralEducationCurriculum Standards/essentiallearningsareclearlyvisibleinwritinginageappropriatestudentfriendly
language Continualcorrelationofcurriculumismadetothestandards/essentiallearnings Modelsofhighqualityproducts(teachergenerated,studentgeneratedorboth)areprovidedbythe district Studentsandparentsareinformedofexpectations(coursesyllabuscourse,standards/essential learnings,gradingpolicy,homeworkpolicy,andfinalculminatingactivity) Allstudentsareguaranteedaccesstothestandards/essentiallearnings Lessonsandunitsaredevelopedusingabackwardsdesignprocess Suggestedtimelinesarefollowed
Instruction
QualityInstructionDemandsStudentTeacherCollaborationintheLearningProcess
Instructionfocusesonstandards/essentiallearnings/curriculum Clearandhighexpectationforallstudents Instructiondrivenbystandards/curriculum,notmaterialsorapublishedprogram Frequent,timely,meaningfulfeedbackofstudentaccomplishment Instructionsupportsequitywithmultipleopportunitiestolearnthroughgrouping,scaffolding, differentiation,andextension Teachersusemultipleformsofrepresentationareused(e.g.,pictures,words,symbols,diagrams, tables,graphs,wordwalls) Studentsactivelyengageinlearning Participateinclassroomtalk(listening,elaborating,clarifying,expanding) Applyrigorous,strategicthinking(application,explanation,perspective,interpretation, perspective,empathy,selfknowledge)
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CharacteristicsofaBoulderValleySchoolDistrict StandardsbasedClassroom
Assessment
AssessmentsareTightlyAlignedtotheStandards Studentsandparentsareprovidedwithcleardescriptionsofproficiency Classroomgradingpracticesclearlyshowhowstudentsareprogressingtowardessential
learnings/standards Gradingisbasedonattainmentofthestandards Studentunderstandingisassessedthroughmultipletypesofformativeandsummativeassessments Studentassessmentresultsareusedtomakeinstructionaldecisionsaboutwhatdirectiontotake Feedbackexplicitlyguidescontinuousprogresstowardmasteryofthestandardandisprovidedto studentsinatimelymanner Opportunitiestorelearn,reassess,andextendlearningareembeddedineveryclassroom Teacherscollaborateinthedesignandanalysisofcommonassessmentsthatarealignedtostandards Studentscreateauthenticproductsandperformancesforcriticalaudiences
LearningEnvironment
AHealthyCommunityofLearnersThrivesonCollaborativeProcessesThatValuetheInputof AllMembers Positiverespectfulrelationshipsareevidentwithintheclassroom Studentsmonitorandmanagethequalityoftheirownlearning Studentenrollmentshowsgenderandracial/ethnicdiversity Verbalandnonverbalcuesindicatestudentengagement Teachersplansothattimeisusedpurposefullyandefficiently Studentsusetimeprovidedpurposefullyandefficiently Studentsandteachersnegotiateandsharedecisionsthatpositivelyimpactthelearningenvironment Teachershelpstudentsmakeconnectionsbetweencommunity,nation,world,andself Teachersshowaconnectednesswithallstudents,respectfulofstudentdiversityandindividual
differences Studentsbelievetheyarecapableofsuccess,takeriskstoengageinnewexperiences,andextend skillsandhabitsofmind
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HighSchoolScienceEssentialLearnings
HighSchoolPhysicalScience
Asksquestionsandstateshypothesesusingpriorscientificknowledgetohelpdesignand guidedevelopmentandimplementationofascientificinvestigation Designsandconductsscientificinvestigations Appropriatelyselectsandsafelyusestools(includinglaboratorymaterials,equipment, technology,andelectronicresources)toconductscientificinvestigations Identifiesmajorsourcesoferrororuncertainlywithinaninvestigation(e.g.,particular measuringdevicesandexperimentalprocedures) Communicatesandevaluatesscientificthinkingthatleadstoparticularconclusions Usingthekineticmolecularmodelofmatter,explainsandpredictsphasechangesofmatter relativetochangesinthermalenergy Explainsthatallelementshavephysicalandchemicalproperties,whicharedeterminedby theiratomicstructureandarereflectedintheelementslocationinthePeriodicTable Describeshowelementschemicallycombinetoformcompoundsandthatchemical changescanberepresentedinbalancedchemicalequations Explainsthatallsubstanceshavechemicalandphysicalproperties(density,pH,melting point,conductivity,magnetism,reactivity)thatcanbemeasuredandusedtocompareand classifysubstances Usesquantitativemeasurementsandcalculationstodemonstratetheconservationofmass andconservationofenergy Explainsthatenergycanbetransferredortransformedthroughavarietyofmechanisms, andthatinanychange,someenergyislostthroughtransformationintoheat Identifiesthetypesandcharacteristicsofwavesanddescribestheirinteractions Explainshowavarietyofforcesactonmatter Describesthenatureofelectricchargeandforceandtherelationshipbetweenelectricity andmagnetism Understandsinterrelationshipsamongscience,technology,andhumanactivityandhow theycanaffecttheworld Explainsthedifferencebetweenahypothesisandatheoryandbetweenatheoryandalaw, andunderstandsthatscienceinvolvesaparticularwayofknowing,andunderstandingcom monthemesamongscientificdisciplines
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HighSchoolBiology
Asksquestionsandstateshypothesesusingpriorscientificknowledgetohelpdesignand guidedevelopmentandimplementationofascientificinvestigation Designsandconductsscientificinvestigations Appropriatelyselectsandsafelyusestools(includinglaboratorymaterials,equipment, technology,andelectronicresources)toconductscientificinvestigations Identifiesmajorsourcesoferrororuncertainlywithinaninvestigations(e.g.,particular measuringdevicesandexperimentalprocedures) Communicatesandevaluatesscientificthinkingthatleadstoparticularconclusions Recognizesandanalyzesalternativeexplanations(hypotheses)andmodels Understands,describes,anddemonstratesthatlivingthingsarediverse,butalllivingthings sharecommonphysical,genetic,andmolecularcharacteristics,allofwhichareevidenceof commonancestry. Describesthestructureandfunctionofcells,explainhownewcellsaremade,anddescribes thatcellsdifferentiatetoperformspecificfunctions Explainsthatlivingsystemshavestructures,suchasmolecules,organelles,cells,tissues, organs,andorgansystems,whichinteracttomaintaininternalbalance DescribesanddemonstratesthatDNAcodesforproteinsandisthemolecularbasisforthe transferofbiologicalcharacteristicsfromonegenerationtothenext Explainsthatpopulationsevolveovertimethroughthenonrandomprocessofnatural selectionandotherevolutionarymechanisms(bothrandomandnonrandom) Explainthatphotosynthesisandcellularrespirationarethebiochemicalprocessesbywhich mostorganismsobtainanduseenergy Demonstratesunderstandingofthecomplexinteractionsamongorganismsandtheir environmentsandtheimplicationsoftheseinteractionsforbiodiversity Understandsinterrelationshipsamongscience,technology,andhumanactivityandhow theycanaffecttheworld Explainstherelationshipbetweenhypotheses,theoriesandlaws Understandsthatscienceinvolvesaparticularwayofknowingandunderstandcommon themesamongscientificdisciplines
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HighSchoolChemistry
Asksquestionsandstateshypothesesusingpriorscientificknowledgetohelpdesignandguide developmentandimplementationofascientificinvestigation Designsandconductsscientificinvestigations Appropriatelyselectsandsafelyusestools(includinglaboratorymaterials,equipment,technology, andelectronicresources)toconductscientificinvestigations Identifiesmajorsourcesoferrororuncertainlywithinaninvestigation(e.g.,particularmeasuring devicesandexperimentalprocedures) Communicatesandevaluatesscientificthinkingthatleadstoparticularconclusions Recognizesandanalyzesalternativeexplanationsandmodels Usesevidencetodescribethestructureofmatter Useschemicalnomenclatureaccuratelytoidentifyanddescribesubstances Explains,usingmodels,observationsofchemicalandphysicalpropertiesaccordingtothenatureof bondingwithinthesubstance Useskineticmoleculartheory(KMT)toexplainratesofreactionsandtherelationshipsamong temperature,pressure,andvolumeofasubstance Appliestheconceptofequilibriumtodifferenttypesofchemicalreactions Appliestheprincipleofconservationofmasstochemicalreactions Understandsinterrelationshipsamongscience,technology,andhumanactivityandhowtheycan affecttheworld Describestherelationshipsamongahypothesis,atheory,andalaw Understandsthatscienceinvolvesaparticularwayofknowingandunderstandscommonthemes amongscientificdisciplines
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HighSchoolPhysics
Asksquestionsandstateshypothesesusingpriorscientificknowledgetohelpdesignandguide developmentandimplementationofascientificinvestigation Designsandconductsscientificinvestigations Appropriatelyselectsandsafelyusestools(includinglaboratorymaterials,equipment, technology,andelectronicresources)toconductscientificinvestigations Identifiesmajorsourcesoferrororuncertaintywithinaninvestigation(e.g.,particularmeasuring devicesandexperimentalprocedures) Communicatesandevaluatesscientificthinkingthatleadstoparticularconclusions Recognizesandanalyzesalternativeexplanationsandmodels Usesevidencetodescribetheconceptsoflinearandtwodimensionalmotion,includingprojectile motion Explainstherelationshipsamongforces,motion,momentumandimpulse Demonstratesanunderstandingoftheconceptofenergyastheabilitytocausechange Analyzesandexplainsthenatureofelectricchargeandforceandtherelationshipbetween electricityandmagnetism Explainsthenatureandcharacteristicsofwavesandanalyzestheirinteraction DescribesthecorrectionstoNewtonianphysicsgivenbyquantummechanicsandrelativitywhen matterisverysmall,movingfastcomparedtothespeedoflight,orverylarge Understandsinterrelationshipsamongscience,technology,andhumanactivityandhowtheycan affecttheworld Explainsthedifferencebetweenahypothesisandatheoryandbetweenatheoryandalaw Understandsthatscienceinvolvesaparticularwayofknowingandunderstandscommonthemes amongscientificdisciplines
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Earth,Space,andGeophysicalScience
Asksquestionsandstateshypothesesusingpriorscientificknowledgetohelpdesignand guidedevelopmentandimplementationofascientificinvestigation Designsandconductsscientificinvestigations Appropriatelyselectsandsafelyusestools(includinglaboratorymaterials,equipment, technology,andelectronicresources)toconductscientificinvestigations Identifiesmajorsourcesoferrororuncertaintywithinaninvestigation(e.g.,particular measuringdevicesandexperimentalprocedures) Recognizesandanalyzesalternativeexplanationsandmodels DescribesandinterpretsEarthssurfacefeaturesandexplainschangesintheEarthssurface duetogeologicprocesses Describesrocksandmineralsonamacroscopicandmicroscopicscaleandexplainsthe chemicalandphysicalprocessthroughwhichtheyareformed Explainshowscientificdatingmethodsoffossilsandrocksequencesareusedtoconstructa chronologyofEarth'shistoryexpressedinageologictimescale DescribesboththestructureoftheEarthsinteriorandtheevidencethatsupportsthis model Explainsthatplatetectonicsistheglobalmechanismformajorgeologicprocessesandthat heattransfer,governedbytheprinciplesofthermodynamics,isthedrivingforce DescribeshowtheuseofEarthsresourcesimpactsEarthssubsystems Describeshowthehydrosphereandatmospheresubsystemsinteractonvarioustimescales ExplainshowtheEarthsglobalocean,poweredbytheSun,affectsweatherandclimate throughcomplexatmosphericinteractions ExplainshowEarthinteractswithinalargercomplexsystemandisuniqueinoursolar system Analyzesinterrelationshipsamongscience,technology,andhumanactivityandhowthey affecttheworld Differentiatesbetweenahypothesisandatheoryandbetweenatheoryandalaw Explainsthatscienceinvolvesaparticularwayofknowingandunderstandscommonthemes amongscientificdisciplines
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Design Templates
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UnitDesignTemplate
DesiredResults
BVSDStandard(s)/EssentialLearnings
UnitEnduringUnderstandings
UnitEssentialQuestions
Studentswillknow
Studentswillbeableto
AssessmentEvidence
Performance/TransferTasks OtherEvidence
Rubric
StudentSelfAssessmentandReflection
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UnitDesignTemplate(continued)
LearningPlans
LearningActivities
Materials
Accommodations
TechnologyIntegration
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UnitDesignTemplate
EssentialLearning:
Assessment:
TeachingforUnderstanding
AcquireKnowledge EssentialQuestions LearningActivities Materials Accommodations MakeMeaning Transfer
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CurriculumMap
Month
Standards/Essential Assessment Knowledge Learning Learnings Skills Activities
Accommodations
Materials
26
CurriculumMap
August
September
October
November
December
Standards/ Essential Learnings
Assessment
Knowledge
Skills
Learning Activities
Accommodations
Materials
27
CurriculumMap
January
February
March
April
May
Standards/ Essential Learnings
Assessment
Knowledge
Skills
Learning Activities
Accommodations
Materials
28
CurriculumMap
Month Theme: UnitGuidingQuestion(s): Standards Assessment Knowledgeand Skills LearningActivities Accommodations Materials
Science
Math
Reading
Writing
Speaking
Listening
SocialStudies
Health
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CurriculumMap
YearAtAGlance
Reading
Writing
Math
Science
Social Health Studies
Speaking/ Listening
August
September
October
November
December
January
February
March
April
May
30
CurriculumMap
Unit:Timing:
EssentialQuestions
Standards/EssentialLearnings
Notes
Assessments
Knowledgeand Skills
LearningActivities Accommodations
Materials
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CurriculumMap
Unit:Timing:
Standards/EssentialLearnings EnduringUnderstandings EssentialQuestions Assessment KnowledgeandSkills LearningActivities Accommodations Materials
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CurriculumGlossaryofTerms
Anchor Ananchorisasampleofworkorperformanceusedtosetthespecific performancestandardforeachlevelofproficiency.Anchorscontributeto scoringreliabilityandsupportstudentsbyprovidingtangiblemodelsofquality work. Assessmentreferstotheactofdeterminingavalueordegree. Anauthenticassessmentisonecomposedoftasksandactivitiesdesignto simulateorreplicateimportant,realworldchallenges.Itasksastudenttouse knowledgeinrealworldways,withgenuinepurposes,audiences,and situationalvariables.Authenticassessmentsaremeanttodomorethantest; theyshouldteachstudentswhatthedoingofasubjectlookslikeandwhat kindsofperformancechallengesareactuallyconsideredmostimportantina fieldorprofession. Anapproachtodesigningacurriculumorunitthatbeginswiththeendinmind anddesignstowardthatend.ThistermisusedbyGrantWigginsandJay McTigheinUnderstandingbyDesign. Clearlydemarcatedprogresspointsthatserveasconcreteindicatorsfora standard. InUnderstandingbyDesign(WigginsandMcTighe,2005),thecore concepts,principles,theories,andprocessesthatshouldserveasthe focalpointofthecurriculum,instruction,andassessment.Bigideasare enduringandimportantandtransferablebeyondthescopeofaparticularunit. Aconceptisamentalconstructorcategoryrepresentedbyawordorphrase. Conceptsincludebothtangibleobjects(chair,telephone)andabstractideas (bravery,anarchy). Acontentstandardanswersthequestion,Whatastudentshouldknow,door understand? Thecurriculumrepresentswhatshouldbetaught.Itisanexplicitand comprehensiveplanthatisbasedoncontentandprocessstandards. Curriculumimplementationisputtingthecurriculumintoplace. Curriculummappingandwebbingareapproachesthatrequireteacherstoalign thecurriculum,standards,andlearningactivitiesacrossgradelevels,withina gradeleveltoensureacontinuumoflearningthatmakessenseforallstudents. Enduringunderstandingsarespecificinferences,basedonbigideasthathave lastingvaluebeyondtheclassroom.Theyarefullsentencestatementsthat describespecificallywhatstudentswillunderstandaboutthetopic.
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Assessment Authenticassessment
BackwardDesign
Benchmark BigIdea
Concept
ContentStandard Curriculum CurriculumImplementation CurriculumMapping
EnduringUnderstanding
CurriculumGlossaryofTerms(continued)
EssentialLearnings EssentialLearningsarethebackboneofaguaranteedviablecurriculum.Essential Learningsarealignedwithstandardsandarticulatetheskills,content,and conceptsdeterminedtobenonnegotiableareasofproficiencyattainmentbyall studentssothattheyarepreparedforthenextyear/levelofeducation.The EssentialLearningsarethemandatedcurriculumoftheBoulderValleySchool Districtandformthebasisuponwhichsummativeassessmentsarecreated. AnEssentialQuestionliesattheheartofasubjectoracurriculum(asopposedto beingeithertrivialorleading)andpromotesinquiryanduncoverageofasubject. Essentialquestionsdonotyieldasingleanswer,butproducedifferentplausible responses,aboutwhichthoughtfulandknowledgeablepeoplemaydisagree.An essentialquestioncanbeoverarching,gradelevelspecific,orunitspecificin scope.
EssentialQuestion
EssentialTopics,Skills,Processes, Thetopics,skills,processes,andconceptsclarifytheEssentialLearnings,describe indicatorsofachievement,andinformtheselectionofformativeandsummative Concepts assessments. Formativeassessment GuaranteedViableCurriculum Anassessmentisconsideredformativewhenthefeedbackfromlearningactivities isactuallyusedtoadapttheteachingtomeetthelearner'sneeds.
In researching what works in schools, Robert Marzano (2003), found five schoollevel factors that promote student achievement. Using the process of statistical effect size analysis, Marzano concluded that a guaranteed and viable curriculumis the mostpowerfulschoollevelfactorindeterminingoverallstudent achievement. Marzano defines a guaranteed and viable curriculum as a combination of opportunity to learn (guaranteed) and time to learn (viable). According to Marzano, students have the opportunity to learn when they study a curriculum that clearly articulates required standards to be addressed at specific grade levels and in specific courses. A curriculum is viable when the number of required standards is manageable for a student to learn to a level of mastery in thetimeprovided(usuallyasemester,trimester,oryear). Theserepresenttheexperiencesandinstructionthatwillenablestudentsto achievethedesiredresultssuchasmaterials,projects,lectures,videos, homework,assignments,presentations,accommodations,andvocabulary. Aperformancetaskusesonesknowledgetoeffectivelyactorbringtofruitiona complexproductthatrevealsonesknowledgeandexpertise. Theknowledgeandskillrequiredtosuccessfullyperformaculminatingtasksor achieveanunderstanding.Thesetypicallyidentifydiscreteknowledgeand knowhowrequiredtoputeverythingtogetherinameaningful,final performance.
LearningActivities
PerformanceTask Prerequisiteknowledgeandskill
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CurriculumGlossaryofTerms(continued)
Processes Product Processesincludeallthestrategies,decisions,andsubskillsastudentusesin meetingthecontentstandard. Thetangibleandstableresultofaperformanceandtheprocessesthatledto it.Theproductisvalidforassessingthestudentsknowledgetotheextent thatsuccessorfailureinproducingtheproductreflectstheknowledgetaught andbeingassessed. Ascoringtoolthatratesperformanceaccordingtoclearlystatedlevelsof criteriaandenablesstudentstoselfassess.Arubricanswersthequestion, Whatdoesunderstandingorproficiencyforanidentifiedresultlooklike?The scalescanbenumericordescriptive. Scopereferstothebreadthanddepthofcontenttobecoveredina curriculumatanyonetime(e.g.week,term,year,overastudentsschoollife). Sequencereferstotheorderinwhichcontentispresentedtolearnersover time.Theorderinwhichyoudoit.Togetherascopeandsequenceoflearning bringordertothedeliveryofcontent,supportingthemaximizingofstudent learningandofferingsustainedopportunitiesforlearning.Withouta consideredscopeandsequencethereistheriskofadhoccontentdeliveryand themissingofsignificantlearning. Strategiesareprocedures,methods,ortechniquestoaccomplishanessential learning. Anassessmentisconsideredsummativewhenthefeedbackisusedasa summaryofthelearninguptoagivenpointintime.
Rubric
ScopeandSequence
Strategies Summativeassessment
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HighSchool Biology CurriculumEssentials
BoulderValleySchoolDistrictScienceBackground
ContentandGoals
SincethepublicationsoftheNationalScience EducationStandardsbytheNationalResearch Councilin1996,theteachingofscienceingrades K12hasundergoneagradualrevolution.Insteadof presentingscienceasacollectionofisolatedfacts, teachersstrivetohelpeachstudentdevelopthe abilitytoconductscientificinquiry,astrong understandingofscientificconceptsandhowthey areconnected,andanunderstandingofthenature andhistoryofscience.In2007,theColorado DepartmentofEducationpublishedthemostrecent versionoftheColoradoModelContentStandards forScienceandColoradoAssessmentFrameworks forScience.
Inquiryalsoreferstotheactivities ofstudentsinwhichtheydevelop knowledgeandunderstandingof scientificideas,aswellasan understandingofhowscientists studythenaturalworld.
ThisrevisionoftheBoulderValleySchoolDistrict ScienceCurriculumhadthreekeygoals: Clearlyarticulatewhateverystudentshould know,understand,andbeabletodowith regardstoscienceateverygradelevel AlignwiththerevisedColoradoStandardsand Frameworks Reducethebreadthofsciencecontentateach gradelevelsothatconceptscanbeexploredin greaterdepth.
ScientificInquiry
AcentralfocusoftherevisedBVSDscience curriculumisscientificinquiry.Thefollowing definitionfromtheNationalScienceEducation Standardsservesasthebasisforourcommon understandingofhowscientificinquiryisdefined.
Scientificinquiryreferstothe diversewaysinwhichscientists studythenaturalworldand proposeexplanationsbasedonthe evidencederivedfromtheirwork.
Thefollowingpointsservetoclarifythevisionof whatinquirymeansinBVSD. Inquiryinvolvesfiveessentialfeatures.Students engagedinscientificinquiryshouldaskor respondtoscientificallyorientedquestions,give prioritytoevidence,formulateexplanations basedonevidence,connectexplanationsto scientificknowledge,andcommunicateand justifyexplanations(InquiryandtheNational ScienceEducationStandards). Inquirybasedscienceinstructioninvolvesa continuumoflearningexperiencesfrom teacherledtolearnerselfdirectedactivities, includingbutnotlimitedtohandsonlabs. Hence,bothastructuredassignmentinvolving readingandwrittenreflectionandan openended,handsoninvestigationcouldbe consideredinquiryaslongastheyinvolvethe fiveessentialfeaturesidentifiedabove. Theultimategoalsofinquirybasedinstruction aretoengagelearners,developtheirconceptual understandingofthenaturalworldaround them,andtoovercomemisconceptionsin science. Inquirybasedactivitiesshouldbalancestudents applicationofcontentknowledge,creativity, andcriticalthinkinginordertoanalyzedata, solveaproblem,oraddressauniquequestion.
LiteratureCited NationalResearchCouncil.1996.NationalScience EducationStandards.Washington,DC:NationalAcademyPress. NationalResearchCouncil.2000.InquiryandtheNationalScienceEducation Standards.Washington,DC:NationalAcademyPress.
BoulderValleySchoolDistrictScienceContentStandards
ScienceStandard1
Studentsapplytheprocessesofscientific investigationanddesign,safelyconduct, communicateaboutandevaluatesuch investigations.
ScienceStandard2
Studentsknowandunderstandcommonproperties, forms,andchangesinmatterandenergy.
ScienceStandard3
Studentsknowandunderstandthecharacteristics andstructureoflivingthings,theprocessesoflife, andhowlivingthingsinteractwitheachotherand theirenvironment.
ScienceStandard4
Studentsknowandunderstandtheprocessesand interactionsofEarthssystemsandthestructureand dynamicsofEarthandotherobjectsinspace.
ScienceStandard5
Studentsunderstandthatthenatureofscienceinvolvesaparticularwayofbuildingknowledgeandmaking meaningofthenaturalworld.
ScienceOverarchingEnduringUnderstandingsandEssentialQuestions
OverarchingEnduringUnderstanding
Scienceinvolvesaparticularwayofknowingthat includesrelyingonempiricalevidence,logical arguments,skepticism,andpeerreview.Scientific ideasarerevisedovertimeasnewevidence becomesavailable.
OverarchingEssentialQuestions
Howissciencedifferentfromotherdisciplinesinthe wayitapproachesquestions?
Benefitsandcostsofscientificresearchand technologicalinnovationincludeconsequencesthat arelongtermaswellasshortterm,andindirectas wellasdirect.
Howhavescienceandtechnologyaffectedthe qualityoflife?
Scientificinquiryinvolvesaskingscientifically orientedquestions,collectingevidence,forming explanations,connectingexplanationstoscientific knowledgeandtheory,andcommunicatingand justifyingexplanations.
Howdopeopleusetheprocessofscienceto investigatequestionsaboutthenaturalworld?
Matterhaspropertiesrelatedtoitsstructurethat canbemeasuredandusedtoidentify,classifyand describesubstancesorobjects.
Whatismatter?
Energyoccursindifferentformsandisnecessaryto doworkortocausechange.
Whatisenergy? Howdoesenergyinteractwithmattertocause changeanddowork?
Allorganismssharesimilarcharacteristicsandbasic needs,buttheyalsohavedifferencesthatallow peopletoidentify,describeandclassifythem.
Howarealllivingthingsthesame,andhowarethey different?
TheEarthSystemiscomposedofandpartofa multitudeofsystems,whichcycleandinteract resultingindynamicequilibrium.
HowdoEarthssystemsinteract?
BoulderValleySchoolDistrictContentStandards andHighSchoolBiologyEssentialLearnings
ScienceStandard1:Studentsapplytheprocessesof scientificinvestigationanddesign,safelyconduct, communicateaboutandevaluatesuch investigations. Tomeetthisstandard,aHighSchoolBiology student: Asksquestionsandstateshypothesesusingprior scientificknowledgetohelpdesignandguide developmentandimplementationofascientific investigation. Designsandconductsscientificinvestigations. Appropriatelyselectsandsafelyusestools (includinglaboratorymaterials,equipment, technology,andelectronicresources)toconduct scientificinvestigations. Identifiesmajorsourcesoferrororuncertainly withinaninvestigations(e.g.,particular measuringdevicesandexperimental procedures). Communicatesandevaluatesscientificthinking thatleadstoparticularconclusions. Recognizesandanalyzesalternativeexplanations (hypotheses)andmodels. ScienceStandard2:Studentsknowandunderstand commonproperties,forms,andchangesinmatter andenergy.
NoessentiallearninginHighSchoolBiology.
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BoulderValleySchoolDistrictContentStandards andHighSchoolBiologyEssentialLearnings
ScienceStandard3:Studentsknowandunderstand thecharacteristicsandstructureoflivingthings,the processesoflife,andhowlivingthingsinteractwith eachotherandtheirenvironment. Tomeetthisstandard,aHighSchoolBiology student: Understands,describes,anddemonstratesthat livingthingsarediverse,butalllivingthings sharecommonphysical,genetic,andmolecular characteristics,allofwhichareevidenceof commonancestry. Describesthestructureandfunctionofcells, explainhownewcellsaremade,anddescribes thatcellsdifferentiatetoperformspecific functions. Explainsthatlivingsystemshavestructures,such asmolecules,organelles,cells,tissues,organs, andorgansystems,whichinteracttomaintain internalbalance. DescribesanddemonstratesthatDNAcodesfor proteinsandisthemolecularbasisforthe transferofbiologicalcharacteristicsfromone generationtothenext. Explainsthatpopulationsevolveovertime throughthenonrandomprocessofnatural selectionandotherevolutionarymechanisms (bothrandomandnonrandom). Explainthatphotosynthesisandcellular respirationarethebiochemicalprocessesby whichmostorganismsobtainanduseenergy. Demonstratesunderstandingofthecomplex interactionsamongorganismsandtheir environmentsandtheimplicationsofthese interactionsforbiodiversity. ScienceStandard4:Studentsknowandunderstand theprocessesandinteractionsofEarthssystems andthestructureanddynamicsofEarthandother objectsinspace. NoessentiallearninginHighSchoolBiology.
ScienceStandard5:Studentsunderstandthatthe natureofscienceinvolvesaparticularwayof buildingknowledgeandmakingmeaningofthe naturalworld. Tomeetthisstandard,aHighSchoolBiology student: Understandsinterrelationshipsamongscience, technology,andhumanactivityandhowthey canaffecttheworld. Explainstherelationshipbetweenhypotheses, theoriesandlaws. Understandsthatscienceinvolvesaparticular wayofknowingandunderstandcommon themesamongscientificdisciplines.
Askquestions&statehypotheses
BVSDHSBiology Overview
CourseDescription
Designs&conductsinvestigations Communicate&evaluateresults
Alternativeexplanations&models Safelyusetools&technology Evaluateerroranduncertainty

Cellstructure,function& differentiation Photosynthesis&cellular respiration Technology&impacts
Physical&biochemical characteristicsofliving things
Homeostasis& cellulartransport
Inthiscourse,studentswill explorerelationshipsbetween structureandfunctionin organismsandtheinteractionof cellsandorganismswitheach otherandtheirenvironments. Topicsofstudyinclude:cells, homeostasis,genetics,evolution, biochemicalprocesses,and ecosystems.Laboratory activitiesareanintegralpartof thecourse.
HighSchool Biology
Evolution
Interactionswithinecosystems
Molecularbasisofheredity Scienceasahumanendeavor
Scientifichypotheses,theories,&laws
EssentialQuestions
Assessment

EffectiveComponentsofa HSBiologyProgram
Maintainsaninquirybasedlearning environment Addressesalimitednumberof concepts,butdoessoindepth Providesstudentswithmultiple opportunitiestolearnandtimely feedbacktohelpstudentsknowwhat theyneedtoimproveupon Explainsconceptsandproblemsin multipleways Usesassessmenttoguideinstruction Differentiatesinstructiontomeet studentneeds Drawsoutandactivelyengagesthe preexistingunderstandingsaboutthe naturalworldthatstudentsbringwith them Assistsstudentsindeveloping metacognitiveskillswithinthecontext oflearningaboutscience Providesopportunitiesandsupportto applywriting,reading,and mathematicsskillsinthecontextof investigatingscientificconcepts, includinghandgraphingdata Providesasafe,equitableand engaginglearningenvironmentforall students
Whattypesofquestionsandhypothesescanbe answeredbyscience? Whatelementsofdesignarecriticalinconductinga scientificinvestigation? Howcanweensurethatscientificinvestigationsare bothsafeandconsistentwithstandardscientific practice? Howdoweknowwhetherscientificdataareaccurate? Howdoweknowwhethertheconclusionsofa scientificinvestigationarevalid? Istherealwaysonlyoneanswerinscience? Whatislife?Howarealllivingthingsthesame,and howaretheydifferent? Howdoesasinglecellbecomeacomplexorganismin whichdifferentcellshavedifferentstructuresand performhighlyspecializedfunctions? Howdolivingthingsmaintainrelativelyconstant internalconditionsdespitesignificantvariationin externalenvironmentalconditions? Howisinformationpassedfromonegenerationtothe nextsothatoffspringresembletheirparentsbutare notexactlythesameastheirparents? Whatdoessciencetellusaboutevolutionarybiology, theunityanddiversityoforganismsonEarth,andhow presentpopulationsarechanging? Howislightenergyfromthesuntransformedinto energyusablebyplants,andhowdoallorganismsuse storedchemicalenergytoperformthefunctions necessaryforlife(buildingandbreakingdown macromolecules,regulatingtheinternalenvironment, etc.)? Howdobioticandabioticfactorsinteracttoinfluence thecompositionofecosystems? Howhavescienceandtechnologyaffectedthequality oflife? Whatisthedifferencebetweenascientifichypothesis, theory,andlaw? Whatmakessciencedifferentfromotherdisciplines suchasphilosophy,mathematics,orthehumanities?
10thgradeScienceCSAP Teachercreated assessments
Technology Integration&Information Literacy

Usestechnologyresponsibly forcommunicationand transferofideas Usestechnologytogather, organize,analyzeand communicateaboutdata Collaborateswithothersto identifyinformationproblems andtoseektheirsolutions Organizesandreports informationinavarietyof complexwaysincludingtables, graphs,charts,reports, labeleddiagrams Evaluatestheaccuracyand objectivityofvarious informationsources(text, audio,video,etc.) Presentsinformationina varietyofformatsincluding text,audio,pictures,video
EssentialLearnings
EssentialKnowledge,Skills,Topics,Processes,andConcepts
ScienceStandard1 Studentsapplytheprocessesofscientificinvestigationanddesign,safelyconduct,communicateaboutand evaluatesuchinvestigations.
EssentialQuestion EnduringUnderstanding What types of questionsandhypothesescanbe Scientificinquiryinvolvesasking answeredbyscience? scientificallyorientedquestions,collecting evidence,formingexplanations,connecting explanationstoscientificknowledgeand theory,andcommunicatingandjustifying explanations.
EssentialLearnings HS Asksquestionsandstateshypothesesusingpriorscientificknowledgetohelp Bio1 designandguidedevelopmentandimplementationofascientificinvestigation

a b c d Developsscientificquestions Formulatestestablehypotheses Makepredictionsbasedonhypotheses Describedifferentmethodsusedtoinvestigatescientificquestions(e.g.,controlled experiments,collectingspecimens,constructingmodels,researchingscientific literature,etc.)
EssentialKnowledge,Skills,Topics, Processes,andConcepts
Continuedonnextpage
EssentialLearnings
ScienceStandard1(continued) Studentsapplytheprocessesofscientificinvestigationanddesign,safelyconduct,communicateaboutand evaluatesuchinvestigations.
EnduringUnderstanding(continued) EssentialQuestion Scientificinquiryinvolvesasking Whatelementsofdesignarecriticalinconducting scientificallyorientedquestions,collecting ascientificinvestigation? evidence,formingexplanations,connecting explanationstoscientificknowledgeand theory,andcommunicatingandjustifying explanations.
EssentialLearnings(continued) HS Designsandconductsscientificinvestigations Bio2

a b c d e Createsanddefendsawrittenplanofactionforacontrolledexperiment Identifiestheindependentanddependentvariablesinascientificinvestigation Keepsallconditionsotherthantheindependentvariableconstant Selectsandusestheappropriateobservationormeasurementtechnique Selectsandusesappropriatetechnologiestogather,process,andanalyzedata
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EssentialLearnings
EnduringUnderstanding(continued) EssentialQuestions ScientificinquiryinvolvesaskingHowcanweensurethatscientificinvestigations scientificallyorientedquestions,collecting arebothsafeandconsistentwithstandard evidence,formingexplanations,connecting scientificpractice? explanationstoscientificknowledgeand theory,andcommunicatingandjustifying explanations.
EssentialLearnings(continued) Appropriatelyselectsandsafelyusestools(includinglaboratorymaterials, HS equipment,technology,andelectronicresources)toconductscientific Bio3 investigations

a b c d e f
Demonstrateshowtoconductlaboratoryinvestigationssafely(e.g.,knowingthe hazardsandprecautionsneededwhenworkingwithchemicalsandhazardous materialsanddisposalofhazardousmaterials) Usespersonalprotectionequipment,suchassafetygoggles,whenappropriate Knowsthelocationandprocedureforusingsafetyequipmentsuchasfire extinguishers,eyewashes,safetyshowers,etc. Usesacalculatortocalculatequantitiessuchasdensity MeasuresaccuratelyusingcommonSIunits(meter,gram,liter) Demonstratesthepropercareofscienceequipmentandlaboratoryfacilities
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EssentialLearnings
EnduringUnderstanding(continued) EssentialQuestion Scientificinquiryinvolvesasking Howdoweknowwhetherscientificdataare scientificallyorientedquestions,collecting accurate? evidence,formingexplanations,connecting explanationstoscientificknowledgeand theory,andcommunicatingandjustifying explanations.
EssentialLearnings(continued)
HS Identifiesmajorsourcesoferrororuncertaintywithinaninvestigation(e.g., Bio4 particularmeasuringdevicesandexperimentalprocedures)

a Identifieswhenerrorhasbeenintroducedintoascientificinvestigationbecause certainvariablesarenotcontrolledormorethanonevariableischanged Describeswaysofkeepingerrorsoutofascientificinvestigation,suchaschanging onlyonevariablewhileholdingallotherconditionsconstantorhavingthesame persontakemeasurementseachtime Describestheaccuracyofmeasuringdevicesandrelatesittoinstrumentselection
b c
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11
EssentialLearnings
EnduringUnderstanding(continued) EssentialQuestion Scientificinquiryinvolvesasking Howdoweknowwhethertheconclusionsofa scientificallyorientedquestions,collecting scientificinvestigationarevalid? evidence,formingexplanations,connecting explanationstoscientificknowledgeand theory,andcommunicatingandjustifying explanations.
EssentialLearnings(continued) HS Communicatesandevaluatesscientificthinkingthatleadstoparticular Bio5 conclusions

a b c d e f
Summarizesdataeffectivelyusinggraphsandtables Identifiesandusesevidencetosupportaparticularconclusion Writesaconclusionthatlinksthequestionbeinginvestigatedtotheevidence collectedduringtheinvestigation Identifiesandexplainswhetherornotaconclusionisalignedwiththetestable questionandthescientificinvestigationthatwasconducted. Explainshowconclusionsandmodelsfrompreviousscientificinvestigationsneed toberevisedbasedonnewevidence Explainstheeffectofsamplesizeonthereliabilityoftheconclusionsfroman investigation
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12
EssentialLearnings
EnduringUnderstanding(continued) EssentialQuestions Scientificinquiryinvolvesasking Istherealwaysonlyoneanswerinscience? scientificallyorientedquestions,collecting evidence,formingexplanations,connecting explanationstoscientificknowledgeand theory,andcommunicatingandjustifying explanations.
HS Recognizesandanalyzesalternativeexplanations(hypotheses)andmodels Bio6
a Describesandexplainsthatalternativemodelscanbeusedtoinvestigatethe sametestablequestion Describesandanalyzesotherreasonableexplanations,usingthesame independentanddependentvariable,fortheresultingdataorobservationsfrom aninvestigation
KeyAcademicVocabulary:controlledexperiment,dependentvariable,error,hypothesis,independent variable,model,qualitative,quantitative,testable,variability,variable
13
EssentialLearnings
ScienceStandard3 Studentsknowandunderstandthecharacteristicsandstructureoflivingthings,theprocessesoflife,and howlivingthingsinteractwitheachotherandtheirenvironment.
EnduringUnderstanding Allorganismssharesimilarcharacteristicsand basicneedsthatareuniquetolivingthings,but theyalsohavedifferencesthatallowpeopleto identify,describeandclassifythem.
EssentialQuestions Whatislife?
Howarealllivingthingsthesameandhoware theydifferent?
EssentialLearnings Describesanddemonstratesthatlivingthingsarediverse,butallliving HS thingssharecommonphysical,genetic,andmolecularcharacteristics,allof Bio7 whichareevidenceofcommonancestry

Identifiesanddemonstratesanunderstandingofthecharacteristicsoflife (composedofcells,senseandrespondtostimuli,maintainhomeostasis,grow anddevelop,evolve,reproduce,useandtransformenergy,sharecommon molecularchemistry)andusesthesecharacteristicstodifferentiateliving organismsfromnonlivingthings Identifiesthecompositionofbiologicalmolecules(carbohydrates,lipids, proteins,andnucleicacid)andtheirrolesinlivingorganisms Describesthestructureandfunctionofmacromoleculesandhowtheir breakdownproductsareusedbyorganisms Identifiestheuniquepropertiesofwaterthatsupportlifetooccur(cohesion, adhesion,universalsolvent,specificheat,densityanomaly,surfacetension,heat ofvaporization)
b c
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14
EssentialLearnings
ScienceStandard3(continued) Studentsknowandunderstandthecharacteristicsandstructureoflivingthings,theprocessesoflife,and howlivingthingsinteractwitheachotherandtheirenvironment. EnduringUnderstanding Thecellisthefundamentalunitofstructureand functioninalllivingorganisms. EssentialQuestions Howdoesasinglecellbecomeacomplex organisminwhichdifferentcellshavedifferent structuresandperformhighlyspecialized functions?
EssentialLearnings(continued) HS Describesthestructureandfunctionofcells,explainshownewcellsare Bio8 made,anddescribesthatcellsdifferentiatetoperformspecificfunctions

UnderstandsthethreemaincomponentsoftheCellTheory(thecellisthe fundamentalunitofstructureandfunctioninalllivingorganisms,alllivingthings arecomposedofoneormorecells,allcellscomefrompreexistingcellsviacell division) Describestheprocessesofmitoticcelldivisionandhowtheyrelatetothecell cycle Describeshowcancerrelatestotheprocessofcelldivision Describesthestructureandfunctionsofcellularorganelles Explainsthatcellsdifferentiatetoperformspecificfunctions(example;stem cells,guardcellsofthestomata)
b c d e
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15
EssentialLearnings
ScienceStandard3(continued) Studentsknowandunderstandthecharacteristicsandstructureoflivingthings,theprocessesoflife,and howlivingthingsinteractwitheachotherandtheirenvironment. EnduringUnderstanding Livingthingsuseavarietyofprocessesto maintainaninternalenvironmentthatis differentfromtheirexternalenvironmentin termsofbiochemicalcomposition,pH, concentrationofmoleculesandoften temperature. EssentialQuestions Howdolivingthingsmaintainrelativelyconstant internalconditionsdespitesignificantvariationin externalenvironmentalconditions?
EssentialLearnings(continued) Explainsthatlivingsystemshavestructures,suchasmolecules,organelles, HS cells,tissues,organs,andorgansystems,whichinteracttomaintaininternal Bio9 balance

a b c Describestherelationshipandinteractionsamongmolecules,organelles,cells, tissues,organsystems,andorganisms Describesfeedbackmechanismsinvolvedinmaintaininghomeostasis Describesbasiccellulartransportmechanisms(diffusionandosmosis)andhow theyrelatetohomeostasis
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EssentialLearnings
ScienceStandard3(continued) Studentsknowandunderstandthecharacteristicsandstructureoflivingthings,theprocessesoflife,and howlivingthingsinteractwitheachotherandtheirenvironment. EnduringUnderstanding DNAisthemolecularbasisforthetransferof biologicalcharacteristicsfromonegenerationto thenext.DNAistranscribedintoRNA,whichis translatedintoproteins. EssentialQuestions Howisinformationpassedfromonegeneration tothenextsothatoffspringresembletheir parentsbutarenotexactlythesameastheir parents?
EssentialLearnings(continued) DescribesanddemonstratesthatDNAcodesforproteinsandisthemolecular HS basisforthetransferofbiologicalcharacteristicsfromonegenerationtothe Bio10 next

a b
DescribesthebasicstructureofDNAandtherelationshipamongDNA, chromosomesandgenes DescribesthefunctionofDNAinheredity DescribesthebasicflowofinformationfromDNAtoproteinthroughRNA Comparesandcontraststheprocessesofmitosis,meiosisandbinaryfission ExplainsthesignificanceofDNAreplication Explainsthesignificanceofmutationanditsrelationshiptogeneticdiversityand theevolutionofpopulations Explainshowanorganismsgeneticmakeupmaynotbefixedatbirth Explainswhysomeconditions(suchasTaySachs)arepurelygenetic,whilesome (suchasdiabetes)aretheresultoftheinteractionofgenesandtheenvironment UsingMendelsLawsandmonohybridPunnettsquares,calculatestheprobability thatanindividualwillinheritparticulartraits Understandshowtheintroductionofbiotechnologyhasaffectedorcouldaffect humansandotherorganisms,andunderstandhowhumanattitudesandvalues haveimpactedthedevelopmentandintroductionofnewbiotechnology Continuedonnextpage
c d e f g h i
17
EssentialLearnings
ScienceStandard3(continued) Studentsknowandunderstandthecharacteristicsandstructureoflivingthings,theprocessesoflife,and howlivingthingsinteractwitheachotherandtheirenvironment. EnduringUnderstanding EssentialQuestion Organismshaveevolvedovertimeandcontinue Whatdoessciencetellusaboutevolutionary toevolve.Populationsevolveviathe biology,theunityanddiversityoforganismson nonrandomprocessofnaturalselectionaswell Earth,andhowpresentpopulationsare asothernaturalevolutionarymechanisms. changing?
EssentialLearnings(continued) Explainshowpopulationsevolveovertimethroughthenonrandomprocess HS ofnaturalselectionandotherevolutionarymechanisms(both Bio11 randomandnonrandom)

a b DescribestheinterrelationshipbetweentheevolutionofEarthsenvironment andthebiologicalevolutionoflifeonEarth Identifiesthevariouslinesofevidencethatsupportthemodernconceptof biologicalevolution Whenanorganismsenvironmentisaltered,predictshowvariationamong individualswithinapopulationmightincrease/decrease/notchangethechances forsurvivalanddifferentialreproductivesuccess Explainshownaturalselectionworksandtherelationshipbetweenadaptations andfitness Describeshownaturalselectionisnonrandombutnotdirectional Describeshowpopulationsizeandreproductiveisolationcanaffecttheevolution ofapopulation Constructsaclassificationsystembasedonavarietyoffactors(forexample: physicaltraits,DNAsequences) DescribeshowDNAservesasthevehicleforgeneticcontinuityandthesourceof geneticdiversityuponwhichnaturalselectioncanact Continuedonnextpage
HighSchoolBiologyCurriculumEssentialsMay2009 18
d e f g h
EssentialLearnings
ScienceStandard3(continued) Studentsknowandunderstandthecharacteristicsandstructureoflivingthings,theprocessesoflife,and howlivingthingsinteractwitheachotherandtheirenvironment. EnduringUnderstanding Energyoccursindifferentformsandis necessarytodoworkortocausechange. EssentialQuestions Howislightenergyfromthesuntransformed intoenergyusablebyplants,andhowdoall organismsusestoredchemicalenergyto performthefunctionsnecessaryforlife (buildingandbreakingdownmacromolecules, regulatingtheinternalenvironment,etc.)?
EssentialLearnings(continued) HS Explainshowbiochemicalprocessesofphotosynthesisandcellular Bio12 respirationalloworganismstoobtainanduseenergy

a b c d Describestheprocessofphotosynthesisintermsofenergy,reactants,and products Describestheprocessofcellularrespirationintermsofenergy,reactants,and products Explainstheinterrelationshipbetweenphotosynthesisandcellularrespiration andincludestheorganellesinvolved Describesthetransitionfromlightenergytouseablechemicalenergyintheform ofglucosetoATPinthecontextofphotosynthesisandcellularrespiration
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EssentialLearnings
ScienceStandard3(continued) Studentsknowandunderstandthecharacteristicsandstructureoflivingthings,theprocessesoflife,and howlivingthingsinteractwitheachotherandtheirenvironment. EnduringUnderstanding Organismsinteractwithboththelivingand nonlivingcomponentsoftheirenvironment. EssentialQuestions Howdobioticandabioticfactorsinteractto influencethecompositionofecosystems?
EssentialLearnings(continued) Demonstratesunderstandingofthecomplexinteractionsamongorganisms HS andtheirenvironmentsandtheimplicationsoftheseinteractionsfor Bio13 biodiversity

a
Contraststhetransferandtransformationofenergywiththecyclingofmatterin anecosystem Describesfactorsthataffectpopulationgrowthandinfluenceanecosystems carryingcapacityforapopulation Predictswhatmighthappentothebiodiversityofanecosystemifachangeoccurs intheecosystem Explainscommunitysuccessionafteracatastrophicevent Predictsthenicheofanorganismbasedonphysicalorbehavioralcharacteristics Explainstherolethatphotosynthesisandcellularrespirationplayinchangesin theatmosphere Describesenvironmentalchangesthatcouldresultfromhumanactionsinan ecosystem Describestherelationshipbetweenbiodiversityandecosystemstabilityand resiliency
b c d e f g h
20
EssentialLearnings
ScienceStandard3(continued) Studentsknowandunderstandthecharacteristicsandstructureoflivingthings,theprocessesoflife,and howlivingthingsinteractwitheachotherandtheirenvironment.
KeyAcademicVocabulary:adhesion,anomaly,ATP(adenosinetriphosphate),binaryfission,biodiversity, biotechnology,carbohydrate,carryingcapacity,catastrophicevent,cell,cellularrespiration,classification, cohesion,density,diffusion,dihybrid,diversity,DNA(deoxyribonucleicacid),ecosystem,environment, evolution,fitness,gene,glucose,homeostasis,interrelationship,lipid,macromolecule,meiosis,mitosis, molecule,monohybrid,mutation,naturalselection,niche,nucleicacid,organelle,osmosis,photosynthesis, population,product,protein,Punnettsquare,reactant,replication,resiliency,RNA(ribonucleicacid),sequence, stability,stimuli,succession,surfacetension
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EssentialLearnings
ScienceStandard5 Studentsunderstandthatthenatureofscienceinvolvesaparticularwayofbuildingknowledgeandmaking meaningofthenaturalworld.
EnduringUnderstanding Benefitsandcostsofscientificresearchand technologicalinnovationincludeconsequences thatarelongtermaswellasshortterm,and indirectaswellasdirect.
EssentialQuestions Howhavescienceandtechnologyaffectedthe qualityoflife?
EssentialLearnings HS Explainsinterrelationshipsamongscience,technology,andhumanactivity Bio14 andhowtheycanaffecttheworld

a b
Analyzestheeffectsoftechnologyandhumanactivityonthenaturalworld Explainstherelationshipbetweenadvancesintechnologyandtheprogressionof scientificknowledge,includingshiftsinscientificparadigms Analyzesbenefits,limitations,andconsequencesinvolvedinusingtechnology andconsumingresources(e.g.,Xrays,geneticallymodifiedorganisms, alternativeenergysources) Analyzeshowtheintroductionofanewtechnologyhasaffectedorcouldaffect humanactivity(e.g.,inventionofmicroscopeandapplicationsofbiotechnology) Givesanexampleoftheinterrelationshipsbetweenscienceandtechnology(e.g., electronmicroscopesrevealedstructureofvirusesandcellularorganelles)
d e
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22
EssentialLearnings
ScienceStandard5(continued) Studentsunderstandthatthenatureofscienceinvolvesaparticularwayofbuildingknowledgeandmaking meaningofthenaturalworld. EnduringUnderstanding Scienceinvolvesaparticularwayofknowing thatincludesrelyingonempiricalevidence, logicalarguments,skepticism,andpeer review.Scientificideasarerevisedovertimeas newevidencebecomesavailable. EssentialQuestions Whatisthedifferencebetweenascientific hypothesis,theory,andlaw?
HS Differentiatesbetweenahypothesisandatheoryandbetweenatheoryand Bio15 alaw

a b c Identifiesexamplesofscientifichypotheses,scientifictheories,andscientificlaws Describeswhatdistinguishesascientifictheoryfromascientificlaw Describeswhatdistinguishesascientifichypothesisfromascientifictheory
Continuedonnextpage
23
EssentialLearnings
ScienceStandard5(continued) Studentsunderstandthatthenatureofscienceinvolvesaparticularwayofbuildingknowledgeandmaking meaningofthenaturalworld. EnduringUnderstanding(continued) Scienceinvolvesaparticularwayofknowing thatincludesrelyingonempiricalevidence, logicalarguments,skepticism,andpeer review.Scientificideasarerevisedovertimeas newevidencebecomesavailable. EssentialQuestions Whatmakessciencedifferentfromother disciplinessuchasphilosophy,mathematics,or thehumanities?
EssentialLearnings(continued) HS Explainsthatscienceinvolvesaparticularwayofknowingandunderstands Bio16 commonthemesamongscientificdisciplines

a
Identifiesthekeyfactorsthatdistinguishsciencefromotherdisciplines,suchas theuseofempiricalevidence,controlledexperiments,logicalarguments,peer reviewandskepticism Identifiesthestrengthsinpublishedorpresentedscientificinformation(e.g.,Are theresultslogicalandsupportedbyevidence?Wasbiasintroduced?Weredata sharedandreviewedbypeers?Werepreviousinvestigationsonthesamesubject reviewed?Werethereflawsintheresearchstudy?,etc.) Identifiesanddescribescauseandeffectrelationships Explainsreasonswhyscientificknowledgechangesovertime Identifiesexamplesofwhennewscientificevidencehasdramaticallychanged previouslyacceptedviewsincertainscientificfields Identifiesthatpeerreviewiscriticaltothescientificprocessbecauseitexposesa scientistsideastocriticismbyothers,whomayidentifyflawsinexperimental designorlogic
c d e
24
EssentialLearnings
ScienceStandard5(continued) Studentsunderstandthatthenatureofscienceinvolvesaparticularwayofbuildingknowledgeandmaking meaningofthenaturalworld.
KeyAcademicVocabulary:empiricalevidence,paradigm,peerreview,scientifichypothesis,scientific law,scientifictheory,skepticism,trait
25
SuggestedTimelines
(canbedoneinanyorder)
Topic
SuggestedTimeframe (canbedoneinanyorder)
Embeddedthroughout
ScientificInvestigationSkillsandConcepts Askquestionsandstatehypotheses Designandconductinvestigations Safelyusetoolsandtechnology Evaluateerroranduncertainty Communicateandevaluateresults Alternativeexplanationsandmodels KeyScienceConcepts Physicalandbiochemicalcharacteristicsof livingthings Cellstructure,functionanddifferentiation Homeostasisandcellulartransport Molecularbasisofheredity Evolution Photosynthesisandcellularrespiration Interactionswithinecosystems Natureofscience Technologyandimpacts Scientifichypotheses,theoriesandlaws Scienceasahumanendeavor
4weeks 4weeks 4weeks 6weeks 4weeks 4weeks 4weeks Embeddedthroughout
26
ScienceScope&SequenceK5
Standard
Scientific Investigations
K
Observation, simple questionsand predictions, safety
5
Fairtest, identifying and controlling variables, organizing and representing data, explanations, safety Changesin matter, Forceand motion Ecosystems
Observation, Observation, Designing Designing simple simple investigations, investigations, questionsand questionsand measurement, organizingand predictions, predictions, explanations, representing recordingdata, recordingdata, safety data, safety explanations, measurement, andsafety explanations, safety
PhysicalScience
Propertiesof objects
Balanceand motion
Statesof matter
Matterand Energy
Magnetism andelectricity
LifeScience
Characteristicsof livingthings
Structuresand lifecyclesof plants Sortingand comparing Earths materials N/A
Structuresand lifecyclesof insects Airand weather
Humanbody systems
Structure, function,and energyinor ganisms Water Solarsystem
EarthandSpace Science
Seasons
Fossils
Landforms
NatureofScience
N/A
N/A
Repeating investigations andmodels
27
ScienceScope&Sequence612
Standard
Scientific Investigations
6
Designand conduct investigations Usetoolsand technology Organizeanduse data Communicate results Safety
7
8
Physical Science
Askquestionsand statehypotheses Designand conduct investigations Safelyusetools andtechnology Evaluateerror anduncertainty Communicate andevaluate results PhysicalScience Kineticmolecular modelofmatter Atomicstructure andtheperiodic table Chemicalbonding andreactions Separating complexmixtures Conservationof matterand energy Energy transformations Waves Forceandmotion Electricityand magnetism
Biology
Askquestionsand statehypotheses Designandconduct investigations Safelyusetoolsand technology Evaluateerrorand uncertainty Communicateand evaluateresults Alternative explanationsand models LifeScience Physicaland biochemical characteristicsof livingthings Cellstructure, functionand differentiation Homeostasisand cellulartransport Molecularbasisof heredity Evolution Photosynthesisand cellularrespiration Interactionswithin ecosystems
Standards24 Physical Science LifeScience Earthand SpaceScience
PhysicalScience Particulatemodel ofmatter Atoms Mixturesand solutions Compoundsand molecules Conservationof matter Massandweight Energysources Energy transformations Forceandmotion Electricalcircuits Lightwaves
LifeScience Characteristicsof organisms Humanbody Transportwithin multicellular organisms Photosynthesis andrespiration Interactions within ecosystems Matterand energyin ecosystems Cells Evolution Genetics
NatureofScience
Repeatability Models Technologyand impacts Scienceasa humanendeavor
Repeatability Models Technologyand impacts Scienceasa humanendeavor
EarthandSpace Science Watercycle Bodiesofwater Processesthat shapeEarths surface Atmosphere structureand function Fossils Atmosphere circulation Minerals,rocks, andsoils Weatherand climate Platetectonics SolarSystem Sun,Earth,Moon Galaxiesand spaceexploration Repeatability Models Technologyand impacts Scienceasa humanendeavor
Technologyand impacts Scientific hypotheses, theoriesandlaws
Technologyand impacts Scientifichypotheses, theoriesandlaws Scienceasahuman endeavor
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ScienceGlossaryofTerms
Abiotic Adaptation Air Airmass Airpressure AminoAcid Amplitude Anatomy Asexualreproduction Astronomy Atmosphere Atom Attract Axis Bargraph Bias Binaryfission Biodiversity Biology Biosphere Bodysystem notassociatedwithorderivedfromlivingorganisms;abioticfactorsinanenvironment includesuchitemsassunlight,temperature,windpatterns,andprecipitation achangebywhichanorganismbecomesbettersuitedtoitsenvironment theinvisiblegaseoussubstancesurroundingtheearth,amixturemainlyofoxygenand nitrogen abodyofairextendinghundredsorthousandsofmileshorizontallyandsometimesas highasthestratosphereandmaintainingasittravelsnearlyuniformconditions thepressureexertedbytheatmosphere ofaclassofabouttwentyorganiccompoundswhichformthebasicconstituentsof proteinsandcontainbothacidandaminegroups themaximumextentofavibrationoroscillationfromthepointofequilibrium. thescienceoftheshapeandstructureoforganismsandtheirparts reproductionwithoutthefusionofgametes thescienceofcelestialobjects,space,andthephysicaluniverse theenvelopeofgasessurroundingtheearthoranotherplanet thesmallestparticleofachemicalelement,consistingofapositivelychargednucleus surroundedbynegativelychargedelectrons tocausetodrawnearoradherebyphysicalforce animaginarylinethroughabody,aboutwhichitrotates agraphconsistingofparallel,usuallyverticalbarsorrectangleswithlengths proportionaltothefrequencywithwhichspecifiedquantitiesoccurinasetofdata statisticalsamplingortestingerrorcausedbysystematicallyfavoringsomeoutcomes overothers amethodofasexualreproduction,involvesthesplittingofaparentcellintotwo approximatelyequalparts thevariabilityamonglivingorganismsontheearth,includingthevariabilitywithinand betweenspeciesandwithinandbetweenecosystems thescientificstudyoflivingorganisms thepartoftheearthanditsatmosphereinwhichlivingorganismsexistorthatiscapable ofsupportinglife agroupoforgansorstructureswithinthebodythatworktogethertoperformoneor morespecificfunctions
29
ScienceGlossaryofTerms(continued)
Boilingpoint Botany Brain thetemperatureatwhichaliquidboilsatafixedpressure,especiallyunderstandard atmosphericconditions thescientificstudyofplants theportionofthevertebratecentralnervoussystemthatisenclosedwithinthe cranium,continuouswiththespinalcord,andcomposedofgraymatterandwhite matter.Itistheprimarycenterfortheregulationandcontrolofbodilyactivities, receivingandinterpretingsensoryimpulses,andtransmittinginformationtothe musclesandbodyorgans.Itisalsotheseatofconsciousness,thought,memory,and emotion themaximumamountthatcanbecontained anyofagroupoforganiccompoundsthatincludessugars,starches,celluloses,and gumsandservesasamajorenergysourceinthedietofanimals.Thesecompoundsare producedbyphotosyntheticplantsandcontainonlycarbon,hydrogen,andoxygen, usuallyintheratio1:2:1 acancercausingsubstanceoragent thesmalleststructuralandfunctionalunitofanorganism theprocessinreproductionandgrowthbywhichacelldividestoformdaughtercells theseriesofmetabolicprocessesbywhichlivingcellsproduceenergythroughthe oxidationoforganicsubstances oforrelatingtoatemperaturescalethatregistersthefreezingpointofwateras0and theboilingpointas100undernormalatmosphericpressure metricunitoflengthequalto1/100ofameter afeaturethathelpstoidentify,tellapart,ordescriberecognizably;adistinguishingtrait achangeinwhichthesubstancespresentatthebeginningofthechangearenot presentattheend;newsubstancesareformed.Thechangecannotbeundone arepresentationofasubstanceusingsymbolstorepresentconstituentelements thebranchofscienceconcernedwiththepropertiesandinteractionsofthesubstances ofwhichmatteriscomposed astructureinalgalandgreenplantcellswhichcontainschlorophyllandinwhich photosynthesistakesplace athreadlikestructurefoundinthenucleiofmostlivingcells,carryinggenetic informationintheformofgenes apathfollowedorcapableofbeingfollowedbyanelectriccurrent movementinacircleorcircuit
Capacity Carbohydrate
Carcinogen Cell Celldivision Cellularrespiration Celsius Centimeter Characteristic Chemicalchange Chemicalformula Chemistry Chloroplast Chromosome Circuit Circulation
30
Circulatorysystem Classification Climate Cloud Cohesion Communicabledisease Community Component Composition Compound thebodysystemthatcirculatesbloodthroughthebody,consistingoftheheartand bloodvessels thesystematicgroupingoforganismsintocategoriesonthebasisofevolutionaryor structuralrelationshipsbetweenthem;taxonomy meteorologicalconditionsincludingtemperature,precipitation,andwind,which characteristicallyprevailinaparticularregion avisiblebodyofveryfinewaterdropletsoriceparticlessuspendedintheatmosphere ataltitudesranginguptoseveralmilesabovesealevel theintermolecularattractionbywhichtheelementsofabodyareheldtogether adiseasethatcanbecommunicatedfromonepersontoanother agroupofinterdependentplantsoranimalsgrowingorlivingtogetheroroccupyinga specifiedhabitat asinglepartofalargersystem thecombiningofdistinctpartsorelementstoformawhole apure,macroscopicallyhomogeneoussubstanceconsistingofatomsorionsoftwoor moredifferentelementsindefiniteproportionsthatcannotbeseparated byphysicalmeans.Acompoundusuallyhaspropertiesunlikethoseofitsconstituent elements ajudgmentordecisionreachedbyreasoning theprocessbywhichagasorvaporchangestoaliquid heatliberatedbyaunitmassofgasatitsboilingpointasitcondensesintoaliquid thetransmissionorconveyingofsomethingthroughamediumorpassage,especially thetransmissionofelectricchargeorheatthroughaconductingmedium withoutperceptiblemotionofthemediumitself theabilityorpowertoconductortransmitheat,electricity,orsound asubstanceormediumthatconductsanelectriccharge aprinciplestatingthatthetotalenergyofanisolatedsystemremainsconstant regardlessofchangeswithinthesystem aprincipleinclassicalphysicsstatingthatthetotalmassofanisolatedsystemis unchangedbyinteractionofitsparts afundamentalprincipleofclassicalphysicsthatmattercannotbecreatedor destroyedinanisolatedsystem 31
Conclusion Condensation Condensation,heatof Conduction
Conductivity Conductor Conservationofenergy Conservationofmass Conservationofmatter
Constant Consumer Controlledexperiment Convection Corioliseffect
anexperimentalortheoreticalcondition,factor,orquantitythatdoesnotvaryorthatis regardedasinvariantinspecifiedcircumstances anorganismthatcannotmakeitsownfoodandmusteatinordertosurvive anexperimentthatisolatestheeffectofonevariableonasystembyholdingconstantall variablesbuttheoneunderobservation heattransferinagasorliquidbythecirculationofcurrentsfromoneregiontoanother resultofanapparentforcethatasaresultoftheearth'srotationdeflectsmovingobjects (asprojectilesoraircurrents)totherightinthenorthernhemisphereandtotheleftin thesouthernhemisphere solid,outermostlayeroftheEarth,lyingabovethemantle factualinformation(asmeasurementsorstatistics)usedasabasisforreasoning, discussion,orcalculation anorganismthatbreaksdownorganicmaterialsintheenvironment breakdownordecayoforganicmaterials themassofasubstanceperunitvolume theobservedormeasuredvariableinanexperimentorstudywhosechangesare determinedbythepresenceofoneormoreindependentvariables thelayingdownofmatterbyanaturalprocess theprocessofanindividualorganismgrowingorganically;apurelybiologicalunfolding ofeventsinvolvedinanorganismchanginggraduallyfromasimpletoamorecomplex level bodysystemconsistingofthealimentarycanalanddigestiveglandsandresponsiblefor theingestion,digestion,andabsorptionoffood
Crust Data Decomposer Decomposition Density Dependentvariable Deposition Development
Digestivesystem
32
DNA(DeoxyribonucleicAcid) Dominant Earth Earthquake Earthsmaterial Eclipse Ecosystem Electricity asubstancewhichispresentinthecellnucleiofnearlyalllivingorganismsandis thecarrierofgeneticinformation anallelethatproducesthesamephenotypiceffectwhetherinheritedwitha homozygousorheterozygousallele thethirdplanetfromthesun asuddenmovementoftheEarth'scrustcausedbythereleaseofstressaccumulated withintheEarthscrust anysubstanceoccurringnaturallyonEarth,suchaswater,soil,rocks,etc thepartialorcompleteobscuring,relativetoadesignatedobserver,ofonecelestial bodybyanother abiologicalcommunityofinteractingorganismsandtheirphysicalenvironment aformofenergyresultingfromtheexistenceofchargedparticles(suchaselectronsor protons),eitherstaticallyasanaccumulationofchargeordynamicallyasacurrent akindofradiationincludingvisiblelight,radiowaves,gammarays,andXrays,in whichelectricandmagneticfieldsvarysimultaneously anelementaryparticleinallatomsthathasanegativecharge asubstancecomposedofatomshavinganidenticalnumberofprotonsineachnucleus; elementscannotbereducedtosimplersubstancesbynormalchemicalmeans heightaboveagivenlevel,especiallysealevel anorganisminitsearlystagesofdevelopment,especiallybeforeithasreacheda distinctivelyrecognizableform thecapacityofaphysicalsystemtodowork thecomplexofphysical,chemical,andbioticfactors(asclimate,soil,andlivingthings) thatactuponanorganismoranecologicalcommunityandultimatelydetermineitsform andsurvival theimaginarygreatcirclearoundtheEarth'ssurface,equidistantfromthepolesand perpendiculartotheEarth'saxisofrotation;itdividestheEarthintotheNorthern HemisphereandtheSouthernHemisphere thestateofachemicalreactioninwhichitsforwardandreversereactionsoccuratequal ratessothattheconcentrationofthereactantsandproductsdoesnot changewithtime
Electromagneticradiation Electron Element Elevation Embryo Energy Environment
Equator
Equilibrium
thegroupofnaturalprocesses,includingweathering,dissolution,abrasion,corrosion, andtransportation,bywhichmaterialiswornawayfromtheearth'ssurface HighSchoolBiologyCurriculumEssentialsMay2009 33
Erosion
Error Evaporation Evidence Evolution Experiment Explanation Foodchain differencebetweenacomputedormeasuredvalueandatrueortheoreticallycorrect value toconvertorchangeintoavapor informationacquiredthroughobjectiveexperience agradualprocessinwhichsomethingchangesintoadifferentform atestundercontrolledconditionsthatismadetoexaminethevalidityofahypothesisor determinetheefficacyofsomethingpreviouslyuntried astatementbasedonscientificevidenceandlogicalargumentaboutcausesandeffects orrelationshipsbetweenvariables asuccessionoforganismsinanecologicalcommunitythatconstitutesacontinuationof foodenergyfromoneorganismtoanotheraseachusuallyconsumesalowermember andinturnispreyeduponbyahighermember agraphicrepresentationofthestructureofafoodchain,depictedasapyramidhavinga broadbaseformedbyproducersandtaperingtoapointformedbyendconsumers. Betweensuccessivelevels,totalbiomassdecreasesasenergyislostfromthesystem. acomplexofinterrelatedfoodchainsinanecologicalcommunity aninfluencetendingtochangethemotionofabodyorproducemotionorstressina stationarybody;apushorapull aremnantortraceofanorganismofapastgeologicage,suchasaskeletonorleaf imprint,embeddedandpreservedintheEarth'scrust ahydrocarbondeposit,suchaspetroleum,coal,ornaturalgas,derivedfromliving matterofapreviousgeologictimeandusedforfuel thenumberofcompletecyclesofaperiodicprocessoccurringperunittime aforcethatresiststherelativemotionortendencytosuchmotionoftwobodiesin contact theinterfacebetweenairmassesofdifferenttemperaturesordensities theripenedovaryorovariesofaseedbearingplant theroleorpurposeofastructure anyofnumerouslargescaleaggregatesofstars,gas,anddustthatconstitutethe universe thestateofmatterdistinguishedfromthesolidandliquidstatesbyrelativelylowdensity andviscosity,relativelygreatexpansionandcontractionwithchangesinpressureand temperature,theabilitytodiffusereadily,andthespontaneoustendencytobecome distributeduniformlythroughoutanycontainer
Foodpyramid
Foodweb Force Fossil Fossilfuel Frequency Friction Front Fruit Function Galaxy Gas
34
Gene Genetics hereditaryunitconsistingofasequenceofDNAthatoccupiesaspecificlocationona chromosomeanddeterminesaparticularcharacteristicinanorganism thebranchofbiologythatdealswithheredity,especiallythemechanismsofhereditary transmissionandthevariationofinheritedcharacteristicsamongsimilarorrelated organisms theperiodoftimecoveringthephysicalformationanddevelopmentofEarth,especially theperiodpriortohumanhistory thescientificstudyoftheorigin,history,andstructureoftheearth thesolidpartoftheearthconsistingofthecrustandoutermantle thebeginningofdevelopmentofaseedafteraperiodofdormancyorrest ahugemassoficeslowlyflowingoveralandmass,formedfromcompactedsnowinan areawheresnowaccumulationexceedsmeltingandsublimation thebasicunitofmassinthemetricsystem theforcethatattractsabodytowardsthecenteroftheEarth,ortowardsanyother physicalbodyhavingmass thephenomenonwherebytheEarth'satmospheretrapssolarradiation,causedbythe presenceintheatmosphereofgasessuchascarbondioxide,watervapor,andmethane thatallowincomingsunlighttopassthroughbutabsorbheatradiatedbackfromthe Earth'ssurface agas,suchascarbondioxide,thatcontributestothegreenhouseeffectbyabsorbing infraredradiation waterbeneaththeEarth'ssurface,oftenbetweensaturatedsoilandrock,whichsupplies wellsandsprings theareaorenvironmentwhereanorganismorecologicalcommunitynormallylivesor occurs thechamberedmuscularorganinvertebratesthatpumpsbloodreceivedfromtheveins intothearteries,therebymaintainingtheflowofbloodthroughtheentirecirculatory system aformofenergyassociatedwiththemotionofatomsormoleculesandcapableofbeing transmittedthroughsolidandfluidmediabyconduction,throughfluidmediaby convection,andthroughemptyspacebyradiation genetictransmissionofcharacteristicsfromparenttooffspring
Geologictime Geology Geosphere Germination Glacier Gram Gravity Greenhouseeffect
Greenhousegas Groundwater Habitat Heart
Heat
Heredity
35
Homeostasis Humidity Hydrologiccycle theabilityortendencyofanorganismorcelltomaintaininternalequilibriumby adjustingitsphysiologicalprocesses theamountofwatersuspendedintheairintinydroplets thecycleofevaporationandcondensationthatcontrolsthedistributionoftheEarth's waterasitevaporatesfrombodiesofwater,condenses,precipitates,andreturnsto thosebodiesofwater thewaterylayeroftheEarth'ssurface;includeswatervapor atentativeexplanationforanobservation rocksormineralsformedbythecoolingandhardeningofmagmaormoltenlava aprobableconsequence amanipulatedvariableinanexperimentorstudywhosepresenceordegreedetermines thechangeinthedependentvariable electromagneticradiationhavingawavelengthjustgreaterthanthatofredlightbutless thanthatofmicrowaves,emittedparticularlybyheatedobjects genetictransmissionofcharacteristicsfromparenttooffspring amaterialthatpreventstheflowofelectricity balancewithinanorganismofitsinternalenvironment theportionofthealimentarycanalextendingfromthestomachtotheanusand,in humansandothermammals,consistingoftwosegments,thesmallintestineandthe largeintestine ananimal,suchasaninsectormollusk,whichlacksabackboneorspinalcolumn adetailedinquiryorsystematicexamination pairoforgansinthedorsalregionofthevertebrateabdominalcavity,functioningto maintainproperwaterandelectrolytebalance,regulateacidbaseconcentration,and filterthebloodofmetabolicwastes,whicharethenexcretedasurine metricunitequaling1000grams energywhichabodypossessesbyvirtueofbeinginmotion arecognizable,naturallyformedfeatureontheEarth'ssurface.Landformshavea characteristicshapeandcanincludesuchlargefeaturesasplains,plateaus,mountains, andvalleys,aswellassmallerfeaturessuchashills,eskers,andcanyons thedistanceofsomethingfromendtoend,usuallythelongestdimension thecourseofdevelopmentalchangesinanorganismfromfertilizedzygotetomaturity whenanotherzygotecanbeproduced 36
Hydrosphere Hypothesis Igneous Implication Independentvariable Infrared Inheritance Insulator Internalbalance Intestines
Invertebrate Investigation Kidneys
Kilogram Kineticenergy Landform
Length Lifecycle
Lifestage Light Linegraph Liquid Liter Lithosphere Liver
thestagesorformsthataninsectgoesthroughasitisdeveloping;egg,larva,pupa,adult electromagneticradiationthatcanproduceavisualsensation adiagramthatexhibitsarelationship,oftenfunctional,betweentwosetsofnumbersasa setofpointshavingcoordinatesdeterminedbytherelationship thestateofmatterinwhichasubstanceexhibitsacharacteristicreadinesstoflow,little ornotendencytodisperse,andrelativelyhighincompressibility basicunitoffluidvolumeinthemetricsystem therigidouterpartoftheearth,consistingofthecrustanduppermantle alarge,reddishbrown,glandularvertebrateorganlocatedintheupperrightportionof theabdominalcavitythatsecretesbileandisactiveintheformationofcertainblood proteinsandinthemetabolismofcarbohydrates,fats,andproteins alive,havinglife,notdead movement thetwospongy,saclikerespiratoryorgansinmostvertebrates,occupyingthechest cavitytogetherwiththeheartandfunctioningtoremovecarbondioxidefromtheblood andprovideitwithoxygen averylargemolecule,suchasapolymerorprotein,consistingofmanysmallerstructural unitslinkedtogether largeenoughtobeperceivedorexaminedbytheunaidedeye anobjectthatstickstoiron thepropertydisplayedbymagnetsandproducedbythemotionofelectriccharges,which resultsinattractionorrepulsionbetweenobjects relativesizeorextent thequantityofmatterwhichabodycontains,asmeasuredbyitsaccelerationundera givenforceorbytheforceexertedonitbyagravitationalfield physicalsubstanceormaterialingeneral;thatwhichoccupiesspaceandpossessesmass toascertainthedimensions,quantity,orcapacityof relatingtotheactionofforcesonmaterialobjects theprocessofcelldivisioninsexuallyreproducingorganismsthatreducesthenumberof chromosomesinreproductivecellsfromdiploidtohaploid,leadingtotheproductionof gametesinanimalsandsporesinplants thetemperatureatwhichasolidbecomesaliquidatstandardatmosphericpressure 37
Living Locomotion Lungs
Macromolecule Macroscopic Magnet Magnetism Magnitude Mass Matter Measure Mechanical Meiosis
Meltingpoint
Metamorphic Metamorphosis Meteorology Meter Metric Microscopic Milliliter Millimeter Mineral Mitosis Mixture Model Molecule rocksalteredconsiderablyfromtheoriginalstructureandcompositionbypressure andheat achangefromlarvatoadult thesciencethatdealswiththephenomenaoftheatmosphere,especiallyweatherand weatherconditions metricunitoflength systemofweightsandmeasuresbasedonmultiplesoften toosmalltobeseenbytheunaidedeyebutlargeenoughtobestudiedundera microscope oneonethousandthofaliter;1000millilitersequal1liter oneonethousandthofameter;1000millimetersequal1meter anaturallyoccurring,homogeneousinorganicsolidsubstancehavingadefinite chemicalcompositionandcharacteristiccrystallinestructure,color,andhardness atypeofcelldivisioninwhichdaughtercellshavethesamenumberandkindof chromosomesastheparentnucleus acompositionoftwoormoresubstancesthatarenotchemicallycombinedwitheach otherandarecapableofbeingseparated anexplanationorrepresentationofanobject,system,orprocessthatcannotbeeasily studied thesimplestunitofachemicalcompoundthatcanexist,consistingoftwoormore atomsheldtogetherbychemicalbonds thenaturalsatelliteoftheearth,orbitingitevery28daysandshiningbyreflectedlight fromthesun oneofthecyclicallyrecurringapparentformsofthemoon anaturaleventthatinvolvesachangeinthepositionorlocationofsomething describesorganismsconsistingofmorethanonecell thebodysystemthatiscomposedofskeletal,smooth,andcardiacmuscletissueand functionsinmovementofthebodyorofmaterialsthroughthebody,maintenanceof posture,andheatproduction achangeingeneticstructurewhichresultsinavariantformandmaybetransmitted tosubsequentgenerations
Moon Moon(lunar)phases Motion Multicellular Muscularsystem
Mutation
38
Naturalresources Naturalselection amaterialsourceofwealth,suchastimber,freshwater,oramineraldeposit,thatoccurs inanaturalstateandhaseconomicvalue adaptedtotheirenvironmenttendtosurviveandtransmittheirgeneticcharacteristicsin increasingnumberstosucceedinggenerationswhilethoselessadaptedtendtobe eliminated thesystemofcells,tissues,andorgansthatregulatesthebody'sresponsestointernaland externalstimuli.Invertebratesitconsistsofthebrain,spinalcordandnerves aneutralelementaryparticleofaboutthesamemassasaproton thefunctionorpositionofanorganismorpopulationwithinanecologicalcommunity notalive;referringtosomethingthathasneverbeenalive oforrelatingtoanenergysource,suchasoilornaturalgas,oranaturalresource,suchas ametallicore,thatisnotreplaceableafterithasbeenused relatingtoatomicnuclei;derivedfromtheenergyofatomicnuclei anysubstancethatcanbemetabolizedbyanorganismtogiveenergyandbuildtissue theactofmakingandrecordingameasurement thebranchofscienceconcernedwiththephysicalandbiologicalpropertiesand phenomenaofthesea abelieforconclusionheldwithconfidencebutnotsubstantiatedbypositiveknowledge orevidence thepathofacelestialbodyoranartificialsatelliteasitrevolvesaroundanotherbody alivingthingthathas(orcandevelop)theabilitytoactorfunctionindependently structureofthebodythatperformsaparticularfunction (platetectonics)ahypotheticalsupercontinentthatincludedallthelandmassesofthe earthbeforetheTriassicPeriod.Whencontinentaldriftbegan,Pangaea brokeupintoLaurasiaandGondwanaland aclosedcircuitinwhichthecurrentdividesintotwoormorepathsbeforerecombiningto completethecircuit anorganismthatgrows,feeds,andisshelteredonorinadifferentorganismwhile contributingnothingtothesurvivalofitshost averysmallpieceofmatter modelofmatterdescribingallmatterascomposedofparticleswithspaceinbetween them;therelativedistancebetweenparticlesandthemotionoftheparticlescanbeused toexplainthephasesofmatter(gas,liquid,solid)
Nervoussystem Neutron Niche Nonliving Nonrenewableresource Nuclear Nutrient Observation Oceanography Opinion Orbit Organism Organ Pangaea
Parallelcircuit Parasite Particle Particulatemodel
39
Particulatemodel modelofmatterdescribingallmatterascomposedofparticleswithspaceinbetween them;therelativedistancebetweenparticlesandthemotionoftheparticlescanbeused toexplainthephasesofmatter(gas,liquid,solid) atableofthechemicalelementsarrangedinorderofatomicnumber,usuallyinrows, withelementshavingsimilaratomicstructureappearinginverticalcolumns p(otentialof)H(ydrogen);ameasureoftheacidityoralkalinityofasolution,numerically equalto7forneutralsolutions,increasingwithincreasingalkalinityanddecreasingwith increasingacidity.ThepHscalecommonlyinuserangesfrom0to14 achangefromonestate(solidorliquidorgas)toanotherwithoutachangeinchemical composition biochemicalprocessoftransforminglightenergyintostoredchemicalenergyintheform ofglucose;chemicalformula6CO2+6H20+lightenergy6O2+C6H12O6 achangefromonestate(solidorliquidorgas)toanotherwithoutachangeinchemical composition propertyofasubstancethatcanbemeasuredwithoutalteringtheidentityofthe substance thescienceofmatterandenergyandofinteractionsbetweenthetwo thebranchofbiologyconcernedwiththenormalfunctionsoflivingorganismsandtheir parts anonluminouscelestialbodylargerthananasteroidorcomet anelectricallyneutral,highlyionizedgascomposedofions,electrons,andneutral particles.Itisaphaseofmatterdistinctfromsolids,liquids,andnormalgases. atheorythatexplainstheglobaldistributionofgeologicalphenomenasuchasseismicity, volcanism,continentaldrift,andmountainbuildingintermsoftheformation, destruction,movement,andinteractionoftheearth'slithosphericplates anelevated,comparativelylevelexpanseofland thestateofhavingpolesoropposites eitherextremityofanaxisthroughasphere transferofpollenfromtheanthertothestigmaofaplant alltheorganismsthatconstituteaspecificgrouporoccurinaspecifiedhabitat placeorlocation theenergypossessedbyabodybyvirtueofitspositionorstate anyformofwater,suchasrain,snow,sleet,orhail,whichfallstotheEarth'ssurface
Periodictable pH
Phasechange Photosynthesis Physicalchange Physicalproperty Physics Physiology Planet Plasma Platetectonics
Plateau Polarity Pole Pollination Population Position Potentialenergy Precipitation
40
Prediction Pressure Prevailingwind Producer Product Property Proton Qualitative Quantitative Radiation Radiometricdating Ratio Recessive
astatementaboutwhatonethinkswillhappeninaninvestigation forceapplieduniformlyoverasurface,measuredasforceperunitofarea awindfromthepredominantormostusualdirection anorganism,suchasagreenplant,thatproducesitsownfood asubstanceresultingfromachemicalreaction somethingthatcanbeknownbylookingatorfeelinganobject;somethingonecan observe anelementaryparticleinallatomsthathasapositivecharge involvingdistinctions,descriptions,orcomparisonsbasedonqualitiesthatcanbe observedwithoutmeasurement(e.g.color,shape,appearance) involvingdistinctions,descriptions,orcomparisonsthatcanbequantifiedormeasured emissionandpropagationofenergyintheformofraysorwaves amethodofdeterminingtheageofobjectsormaterialusingthedecayratesofradioac tivecomponentssuchaspotassiumargon therelationshipbetweentwoquantitiesexpressedasthequotientofonedividedbythe other anallelethatdoesnotproduceacharacteristiceffectwhenpresentwithadominant allele;atraitthatisexpressedonlywhenthedeterminingalleleispresentinthe homozygouscondition anynaturalresource(aswoodorsolarenergy)thatcanbereplenishednaturallywiththe passageoftime pushaway,assimilarpolesoftwomagnetspushawayfromoneanother theprocesswherebyDNAmakesacopyofitselfbeforecelldivision thesexualorasexualprocessbywhichorganismsgeneratenewindividualsofthesame kind;procreation theorgansthatareinvolvedinbreathing;theseincludethenose,throat,larynx,trachea, bronchi,andlungs.Alsocalledtherespiratorytract availablesupplyofsomethingthatcanbedrawnuponwhenneeded
Renewableresource Repel Replication Reproduction Respiratorysystem Resource
41
RNA
(RibonucleicAcid)asubstanceinlivingcellswhichcarriesinstructionsfromDNAfor controllingthesynthesisofproteinsandinsomevirusescarriesgeneticinformation insteadofDNA anynaturalmaterialwithadistinctivecompositionofminerals theprocessbywhichrocksarerecycledandchangedfromoneformofrocktoanother theactorprocessofturningaroundacenteroranaxis therelativeproportionofsaltinasolution anycelestialbodyorbitingaroundaplanetorstar theintellectualandpracticalactivityencompassingthesystematicstudyofthestructure andbehaviorofthephysicalandnaturalworldthroughobservationandexperiment aphenomenonofnaturethathasbeenshowntoinvariablyoccurwhenevercertain conditionsexistoraremet awellsubstantiatedexplanationofsomeaspectofthenaturalworld;anorganized systemofacceptedknowledgethatappliesinavarietyofcircumstancestoexplaina specificsetofphenomena;"scientifictheoriesmustbefalsifiable" oneofthenaturalperiodsintowhichtheyearisdividedbytheequinoxesandsolstices oratmosphericconditions materialthathasbeendepositedbywater,iceorwind rocksformedwhensedimentisdepositedandbecomestightlycompacted anelectriccircuitconnectedsothatcurrentpassesthrougheachcircuitelementinturn withoutbranching reproductionbytheunionorfusionoftwodifferinggametes somethingthatprovidescoverorprotection hardinnerframeworkofbonesinsideananimalthatprovidesshape,support,and protection flexibleorganthatcoversthebodyandprotectsit thetoplayeroftheEarth'ssurface,consistingofrockandmineralparticlesmixedwith organicmatter asystemofplanetsorotherbodiesorbitingastar
Rock Rockcycle Rotation Salinity Satellite Science ScientificLaw ScientificTheory
Season Sediment Sedimentary Seriescircuit Sexualreproduction Shelter Skeleton Skin Soil Solarsystem
42
Solid Solubility Soluble Solution Sort Sound Source Space Species Specificheat thestateinwhichasubstancehasnotendencytoflowundermoderatestress;resists forces(suchascompression)thattendtodeformit;andretainsadefinitesizeandshape thequalityorconditionofbeingsoluble thatcanbedissolved,especiallyeasilydissolved homogeneousmixtureoftwoormoresubstances,whichmaybesolids,liquids,gases,or acombinationofthese toarrangeaccordingtoclass,kind,orsize;classify vibrationstransmittedthroughanelasticsolidoraliquidorgas,capableofbeing detectedbyhumanorgansofhearing thepointordevicefromwhichelectricityflows anemptyarea(usuallyboundedinsomewaybetweenthings);theexpanseinwhichthe solarsystem,stars,andgalaxiesexist;theuniverse afundamentalcategoryoftaxonomicclassification,rankingbelowagenusorsubgenus andconsistingofrelatedorganismscapableofinterbreeding theratiooftheamountofheatrequiredtoraisethetemperatureofaunitmassofa substancebyoneunitoftemperaturetotheamountofheatrequiredtoraise thetemperatureofasimilarmassofareferencematerial,usuallywater,bythesame amount aninstrumentforproducingandobservingspectra,theentirerangeofwavelengthsof electromagneticradiation therateorameasureoftherateofmotion acelestialbodyofhotgasesthatradiatesenergyderivedfromthermonuclearreactions intheinterior thephysicalstatethatmatterexistsin;solid,liquidorgas electricitythatisgeneratedwhenoneobjectrubsagainstanotherobject;positiveand negativeelectricchargesthatareseparatedfromeachotherandarenotmoving anystalksupportingleaves,flowers,orfruit theenlarged,saclikeportionofthealimentarycanal,oneoftheprincipalorgansof digestion,locatedinvertebratesbetweentheesophagusandthesmallintestine theatmosphericlayerbetweenthetroposphereandthemesosphere anyidentifiablepartofanorganism aparticularkindofmatterwithuniformproperties thestarroundwhichtheearthorbits 43
Spectroscope Speed Star Stateofmatter Staticelectricity Stem Stomach Stratosphere Structure Substance Sun
Support Switch Surface Symbiotic Synthesis System tobeartheweightof;toholdinpositionsoastokeepfromfalling,sinking,orslipping deviceusedtoopenandclosecircuits theouterorthetopmostboundaryofanobject aclose,prolongedassociationbetweentwoorganismsinwhichbothbenefit formationofacompoundfromsimplercompoundsorelements agroupofinteracting,interrelated,orinterdependentelementsformingacomplex whole agraphicorganizerwithtwocolumnsinwhichtheentryinonecolumnispairedwiththe entryintheother anorderlyarrangementofdata,especiallyoneinwhichthedataarearrangedin columnsandrowsinanessentiallyrectangularform ascientificinstrumentdesignedtocollectandrecordelectromagneticradiationfrom cosmicsources ameasureoftheaveragekineticenergyoftheparticlesinasampleofmatter,expressed intermsofunitsordegreesdesignatedonastandardscale abletobetestedorinvestigatedbyascientificinvestigation atoolusedtomeasuretemperature thealternaterisingandfallingoftheseaduetotheattractionofthemoonandsun aggregationofmorphologicallysimilarcellsandassociatedintercellularmatteracting togethertoperformoneormorespecificfunctionsinthebody toconveyorcausetopassfromoneplaceorthingtoanother toconvertfromoneformtoanother thelowestregionoftheatmospherebetweentheEarth'ssurfaceandthetropopause, characterizedbydecreasingtemperaturewithincreasingaltitude electromagneticradiationhavingawavelengthjustshorterthanthatofvioletlightbut longerthanthatofXrays consistingofasinglecell
Tchart Table
Telescope Temperature Testable Thermometer Tide Tissue Transfer Transform Troposphere Ultraviolet Unicellular
44
Unit Universe Uplift Variable Velocity Verify Visiblelight Volcaniceruption Volcano Volume Watercycle
astandardamountofaphysicalquantity,suchaslengthorenergy,usedtoexpress magnitudesofthatquantity allmatterandenergy,includingtheEarth,thegalaxies,andthecontentsofintergalactic space,regardedasawhole upheaval;raisingsomethingtoahigherlevel afactororconditionthatcanchangeandmightaffecttheoutcomeofanexperiment avectorquantitywhosemagnitudeisabody'sspeedandwhosedirectionisthebody's directionofmotion todetermineortesttheaccuracyof,asbycomparison,investigation,orreference electromagneticradiationthatcanproduceavisualsensation thesuddenoccurrenceofaviolentdischargeofsteamandvolcanicmaterial anopeningintheEarth'scrustthroughwhichmoltenlava,ash,andgasesareejected theamountof3dimensionalspaceoccupiedbyanobject thecirculationoftheEarth'swater,inwhichwaterfromtheseaevaporates,forms clouds,fallsasrainorsnow,andreturnstotheseabyrivers thedistancebetweenonepeakorcrestofawaveoflight,heat,orotherenergyandthe nextcorrespondingpeakorcrest thestateoftheatmosphereatagiventimeandplace,withrespecttovariablessuchas temperature,moisture,windvelocity,andbarometricpressure anyofthechemicalormechanicalprocessesbywhichrocksexposedtotheweather undergochangesincharacterandbreakdown theforcewithwhichabodyisattractedtoEarthoranothercelestialbody,equaltothe productoftheobject'smassandtheaccelerationofgravity apparentlycolorlesslightcontainingallthewavelengthsofthevisiblespectrumatequal intensity(suchasordinarydaylight) thetransferofenergyfromonephysicalsystemtoanother,especiallythetransferof energytoabodybytheapplicationofaforcethatmovesthebodyinthedirectionofthe force thetimetakenbytheEarthtomakeonerevolutionaroundthesun
Wavelength Weather Weathering
Weight Whitelight Work
Year
45

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High School Biology Curriculum Essentials Document

DistrictBVicePresident LesleySmith,Ph.D. lesley.smith@bvsd.org voicemail:303.245.5814

DistrictGTreasurer JimReed jim.reed@bvsd.org voicemail:303.245.5819

New Century Graduate KnowledgeandSkills

New Century Graduate PersonalCharacteristics

Teaching for Understanding

AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionand CurriculumDevelopment,2006. HighSchoolBiologyCurriculumEssentialsMay2009 11

AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionand CurriculumDevelopment,2006. HighSchoolBiologyCurriculumEssentialsMay2009 12

Standards/Essential Assessment Knowledge Learning Learnings Skills Activities

Standards/ Essential Learnings

Standards/ Essential Learnings

Social Health Studies

Standards/EssentialLearnings EnduringUnderstandings EssentialQuestions Assessment KnowledgeandSkills LearningActivities Accommodations Materials

ContentStandard Curriculum CurriculumImplementation CurriculumMapping

HighSchool Biology CurriculumEssentials

Inquiryalsoreferstotheactivities ofstudentsinwhichtheydevelop knowledgeandunderstandingof scientificideas,aswellasan understandingofhowscientists studythenaturalworld.

Scientificinquiryreferstothe diversewaysinwhichscientists studythenaturalworldand proposeexplanationsbasedonthe evidencederivedfromtheirwork.

LiteratureCited NationalResearchCouncil.1996.NationalScience EducationStandards.Washington,DC:NationalAcademyPress. NationalResearchCouncil.2000.InquiryandtheNationalScienceEducation Standards.Washington,DC:NationalAcademyPress.

Scienceinvolvesaparticularwayofknowingthat includesrelyingonempiricalevidence,logical arguments,skepticism,andpeerreview.Scientific ideasarerevisedovertimeasnewevidence becomesavailable.

Benefitsandcostsofscientificresearchand technologicalinnovationincludeconsequencesthat arelongtermaswellasshortterm,andindirectas wellasdirect.

Scientificinquiryinvolvesaskingscientifically orientedquestions,collectingevidence,forming explanations,connectingexplanationstoscientific knowledgeandtheory,andcommunicatingand justifyingexplanations.

Matterhaspropertiesrelatedtoitsstructurethat canbemeasuredandusedtoidentify,classifyand describesubstancesorobjects.

Whatisenergy? Howdoesenergyinteractwithmattertocause changeanddowork?

Allorganismssharesimilarcharacteristicsandbasic needs,buttheyalsohavedifferencesthatallow peopletoidentify,describeandclassifythem.

TheEarthSystemiscomposedofandpartofa multitudeofsystems,whichcycleandinteract resultingindynamicequilibrium.

Alternativeexplanations&models Safelyusetools&technology Evaluateerroranduncertainty

Physical&biochemical characteristicsofliving things

10thgradeScienceCSAP Teachercreated assessments

Technology Integration&Information Literacy

EssentialLearnings HS Asksquestionsandstateshypothesesusingpriorscientificknowledgetohelp Bio1 designandguidedevelopmentandimplementationofascientificinvestigation

EssentialLearnings(continued) HS Designsandconductsscientificinvestigations Bio2

EssentialLearnings(continued) Appropriatelyselectsandsafelyusestools(includinglaboratorymaterials, HS equipment,technology,andelectronicresources)toconductscientific Bio3 investigations

HS Identifiesmajorsourcesoferrororuncertaintywithinaninvestigation(e.g., Bio4 particularmeasuringdevicesandexperimentalprocedures)

EssentialLearnings(continued) HS Communicatesandevaluatesscientificthinkingthatleadstoparticular Bio5 conclusions

EnduringUnderstanding(continued) EssentialQuestions Scientificinquiryinvolvesasking Istherealwaysonlyoneanswerinscience? scientificallyorientedquestions,collecting evidence,formingexplanations,connecting explanationstoscientificknowledgeand theory,andcommunicatingandjustifying explanations.

EnduringUnderstanding Allorganismssharesimilarcharacteristicsand basicneedsthatareuniquetolivingthings,but theyalsohavedifferencesthatallowpeopleto identify,describeandclassifythem.

EssentialLearnings Describesanddemonstratesthatlivingthingsarediverse,butallliving HS thingssharecommonphysical,genetic,andmolecularcharacteristics,allof Bio7 whichareevidenceofcommonancestry

EssentialLearnings(continued) HS Describesthestructureandfunctionofcells,explainshownewcellsare Bio8 made,anddescribesthatcellsdifferentiatetoperformspecificfunctions

EssentialLearnings(continued) Explainsthatlivingsystemshavestructures,suchasmolecules,organelles, HS cells,tissues,organs,andorgansystems,whichinteracttomaintaininternal Bio9 balance

EssentialLearnings(continued) DescribesanddemonstratesthatDNAcodesforproteinsandisthemolecular HS basisforthetransferofbiologicalcharacteristicsfromonegenerationtothe Bio10 next

EssentialLearnings(continued) Explainshowpopulationsevolveovertimethroughthenonrandomprocess HS ofnaturalselectionandotherevolutionarymechanisms(both Bio11 randomandnonrandom)

EssentialLearnings(continued) HS Explainshowbiochemicalprocessesofphotosynthesisandcellular Bio12 respirationalloworganismstoobtainanduseenergy

EssentialLearnings(continued) Demonstratesunderstandingofthecomplexinteractionsamongorganisms HS andtheirenvironmentsandtheimplicationsoftheseinteractionsfor Bio13 biodiversity

EnduringUnderstanding Benefitsandcostsofscientificresearchand technologicalinnovationincludeconsequences thatarelongtermaswellasshortterm,and indirectaswellasdirect.

EssentialQuestions Howhavescienceandtechnologyaffectedthe qualityoflife?

EssentialLearnings HS Explainsinterrelationshipsamongscience,technology,andhumanactivity Bio14 andhowtheycanaffecttheworld

HS Differentiatesbetweenahypothesisandatheoryandbetweenatheoryand Bio15 alaw

EssentialLearnings(continued) HS Explainsthatscienceinvolvesaparticularwayofknowingandunderstands Bio16 commonthemesamongscientificdisciplines

4weeks 4weeks 4weeks 6weeks 4weeks 4weeks 4weeks Embeddedthroughout

Structuresand lifecyclesof plants Sortingand comparing Earths materials N/A

Structuresand lifecyclesof insects Airand weather

Structure, function,and energyinor ganisms Water Solarsystem

Repeating investigations andmodels

Repeating investigations andmodels

Repeating investigations andmodels

Standards24 Physical Science LifeScience Earthand SpaceScience

Repeatability Models Technologyand impacts Scienceasa humanendeavor

Repeatability Models Technologyand impacts Scienceasa humanendeavor

Technologyand impacts Scientific hypotheses, theoriesandlaws

Technologyand impacts Scientifichypotheses, theoriesandlaws Scienceasahuman endeavor

Conclusion Condensation Condensation,heatof Conduction

Conductivity Conductor Conservationofenergy Conservationofmass Conservationofmatter

Constant Consumer Controlledexperiment Convection Corioliseffect