Welcome to Biology


  • Through the Jefferson City High School Biology curriculum, students will become scientifically literate citizens while investigating the organization and interactions of living things and their environment.  Students will develop the ability to evaluate real-world problems and apply scientific reasoning skills to design evidence-based solutions.

  • Biology Outline - 2019-2020

     

    Unit 1 - Basic Ecology

    Pacing

    Core Instruction

    (Learning Targets)

    Performance Tasks

    Resources

    Days 1-4



    • Intro to Course
    • Safety Quiz
    • Biology SLO
     

    Day 5-8

    • I can model the hierarchical organization of interacting systems and describe how organisms maintain homeostasis

    This includes:

    • Comparing and contrasting different cell types
    • Determining how cells will respond to their environment
    • Homeostasis
    • Engaging Scenario
    • Characteristics of Living Things
    • Task 1
    • Task 2


    • Lesson 1.3 - Patterns of Life
    • Lesson 8.4 - Homeostasis and Cells
    • Lesson 21.1 - Viruses

    Day 9-10

    • I can model the hierarchical organization of interacting systems and describe how organisms maintain homeostasis

    This includes:

    • Comparing and contrasting different cell types
    • Determining how cells will respond to their environment
    • Homeostasis

    • I can describe the transfer of energy and matter within living systems and their environment

    This includes:

    • explain the 10% Rule of energy transfer between trophic levels
    • Food webs, food chains, and trophic pyramids
    • contrast the flow of energy with the cycling of nutrients in an ecosystem
    • Levels of Organization (Vocab)
    • Habitat vs. Niche
    • Lesson 3.1 - Introduction to Global Systems
    • Lesson 6.1 - Habitats, Niches, and Species Interactions

    Day 11-12

    • I can describe the transfer of energy and matter within living systems and their environment

    This includes:

    • explain the 10% Rule of energy transfer between trophic levels
    • Food webs, food chains, and trophic pyramids
    • contrast the flow of energy with the cycling of nutrients in an ecosystem
    • Engaging Scenario
    • Food Chains
    • Food Webs
    • Trophic Pyramids
    • 10% Rule
    • Task 3
    • Biological Magnification
    • Lesson 4.1 - Energy, Producers, and Consumers
    • Lesson 4.2 - Energy Flow in Ecosystems

    Day 13-16

    • I can describe the interactions in ecosystems during relatively stable conditions

    This includes:

    • Ecosystem structure (biotic versus abiotic features, habitat versus niche) 
    • Competition and predator/prey relations 
    • Symbiotic relationships (mutualism, commensalism, parasitism)
    • Predator/Prey relationship
    • Symbiosis
    • Task 4
    • Invasive Species
    • Lesson 6.1 - Habitats, Niches, and Species Interactions

    Day 17-20

    • I can describe the transfer of energy and matter within living systems and their environment

    This includes:

    • explain the 10% Rule of energy transfer between trophic levels
    • Food webs, food chains, and trophic pyramids
    • contrast the flow of energy with the cycling of nutrients in an ecosystem
    • Water Cycle
    • Nitrogen Cycle
    • Carbon Cycle
    • Human Impact on Cycles (Pollution, Climate Change, Acid Rain)
    • Task 5
    • Environmental Succession
    • Lesson 4.3 - Cycles of Matter
    • Lesson 3.2 - Climate, Weather, and Life
    • Lesson 7.2 - Causes and Effects of Global Change
    • Lesson 6.2 - Succession

    Day 21-22

    Review

     

     

    Day 22-23

    Buffer

         



    Unit 2 - Chemistry of Life

    Pacing

    Core Instruction

    (Learning Targets)

    Performance Tasks

    Resources

    Day 1-6

    • I can model the hierarchical organization of interacting systems and describe how organisms maintain homeostasis

    This includes:

    • Comparing and contrasting different cell types
    • Determining how cells will respond to their environment
    • Homeostasis and Feedback

    • I can explain how atoms of carbon, hydrogen, and oxygen can combine to form molecules that are essential for life 

    This includes: 

    • Differentiating between the major classes of organic molecules (carbohydrates, lipids, proteins, and nucleic acids)
    • Chemistry of Water 
    • Engaging  Scenario
    • Atomic Structure and the Chemistry of Water
    • Task 1
    • Lesson 2.1 - The Nature of Matter
    • Lesson 2.2 - Properties of Water

    Day 7-11

    • I can model the hierarchical organization of interacting systems and describe how organisms maintain homeostasis

    This includes:

    • Comparing and contrasting different cell types
    • Determining how cells will respond to their environment
    • Homeostasis and Feedback

    • I can explain how atoms of carbon, hydrogen, and oxygen can combine to form molecules that are essential for life  

    This includes: 

    • Differentiating between the major classes of organic molecules (carbohydrates, lipids, proteins, and nucleic acids)
    • Chemistry of Water
    • Organic Chemistry - Macromolecules
    • Task 2
    • Lesson 2.3 - Carbon Compounds

    Day 12-14

    • I can model the hierarchical organization of interacting systems and describe how organisms maintain homeostasis

    This includes:

    • Comparing and contrasting different cell types
    • Determining how cells will respond to their environment
    • Homeostasis and Feedback

    • I can explain how atoms of carbon, hydrogen, and oxygen can combine to form molecules that are essential for life 

    This includes: 

    • Differentiating between the major classes of organic molecules (carbohydrates, lipids, proteins, and nucleic acids)
    • Chemistry of Water
    • Cell Structure - Prokaryotic vs Eukaryotic
    • Task 3
    • Task 4
    • Lesson 8.1 - Life is Cellular
    • Lesson 21.2 - Prokaryotes

    Day 15-18

    • I can model the hierarchical organization of interacting systems and describe how organisms maintain homeostasis

    This includes:

    • Comparing and contrasting different cell types
    • Determining how cells will respond to their environment
    • Homeostasis and Feedback

    • I can explain how atoms of carbon, hydrogen, and oxygen can combine to form molecules that are essential for life  

    This includes: 

    • Differentiating between the major classes of organic molecules (carbohydrates, lipids, proteins, and nucleic acids)
    • Chemistry of Water
    • Cell Structure - Plant vs Animal Cells
    • Lesson 8.2 - Cell Structure

    Day 19-20

    Review

       



    Unit 3 - Membranes and Cell Transport

    Pacing

    Core Instruction

    (Learning Targets)

    Performance Tasks

    Resources

    Days 1-6

    • Organisms maintain homeostasis

    This includes:

    • Cell membrane structure and function
    • Determining how substances move in and out of the cell
    • Determining how cells will respond to their environment
    • Homeostasis and Feedback

    • I can explain how atoms of carbon, hydrogen, and oxygen can combine to form molecules that are essential for life

    This includes: 

    • Differentiating between the major classes of organic molecules (carbohydrates, lipids, and proteins)
    • Tonicity
    • Engaging Scenario
    • Cell Membrane Structure
    • Task 1
    • Lesson 8.2 - Cell Structure
    • Lesson 8.3 - Cell Transport

    Days 7-10

    • Organisms maintain homeostasis

    This includes:

    • Cell membrane structure and function
    • Determining how substances move in and out of the cell
    • Determining how cells will respond to their environment
    • Homeostasis and Feedback

    • I can explain how atoms of carbon, hydrogen, and oxygen can combine to form molecules that are essential for life  

    This includes: 

    • Differentiating between the major classes of organic molecules (carbohydrates, lipids, and proteins)
    • Tonicity
    • Passive Transport
    • Task 2
    • Lesson 8.3 - Cell Transport

    Days 11-14

    • Organisms maintain homeostasis

    This includes:

    • Cell membrane structure and function
    • Determining how substances move in and out of the cell
    • Determining how cells will respond to their environment
    • Homeostasis and Feedback

    • I can explain how atoms of carbon, hydrogen, and oxygen can combine to form molecules that are essential for life

    This includes: 

    • Differentiating between the major classes of organic molecules (carbohydrates, lipids, and proteins)
    • Tonicity
    • Active Transport
    • Task 3
    • Lesson 8.3 - Cell Transport
    • Lesson 8.4 - Homeostasis and Cells

    Day 15-16

    Review

       

     

    Pacing and Core Instruction Guide SUGGESTION

    Pacing

    Core Instruction

    (Learning Targets)

    Performance Tasks

    Resources

    Days 1-8

    • I can model how the process of photosynthesis turns light energy into stored food energy in plants

    This includes:

    • describing where photosynthesis occurs in cells
    • describing the role of pigments in photosynthesis
    • evaluate factors that affect the rate of photosynthesis

    • I can demonstrate or model how organisms turn stored energy in food into cellular energy to power life processes

    This includes:

    • describing where cellular respiration occurs in cells
    • describing the importance of oxygen 
    • describing the role of ATP in the cell

    • I can explain how atoms of carbon, hydrogen, and oxygen can combine to form molecules that are essential for life

    This includes: 

    • Differentiating between the major classes of organic molecules (carbohydrates and nucleic acids)

    • I can describe the transfer of energy and matter within living systems and their environment

    This includes:

    • ADP - ATP Cycling
    • Relationship between photosynthesis and cellular respiration

    • I can design and perform an experiment
    • Engaging Scenario
    • Photosynthesis
    • Independent Inquiry Experiments
    • Task 1
    • Lesson 9.2 - Photosynthesis: An Overview
    • Lesson 9.3 - The Process of Photosynthesis
    • Lesson 1.1 - What is Science?

    Days 9-12 

    • I can model how the process of photosynthesis turns light energy into stored food energy in plants

    This includes:

    • describing where photosynthesis occurs in cells
    • describing the role of pigments in photosynthesis
    • evaluate factors that affect the rate of photosynthesis

    • I can demonstrate or model how organisms turn stored energy in food into cellular energy to power life processes

    This includes:

    • describing where cellular respiration occurs in cells
    • describing the importance of oxygen 
    • describing the role of ATP in the cell

    • I can explain how atoms of carbon, hydrogen, and oxygen can combine to form molecules that are essential for life  

    This includes: 

    • Differentiating between the major classes of organic molecules (carbohydrates and nucleic acids)

    • I can describe the transfer of energy and matter within living systems and their environment

    This includes:

    • ADP - ATP Cycling
    • Relationship between photosynthesis and cellular respiration

    • I can design and perform an experiment
    • The ADP-ATP Cycle
    • Task 2
    • Task 3
    • Lesson 9.1 - Energy and Life

    Days 13-18

    • I can model how the process of photosynthesis turns light energy into stored food energy in plants

    This includes:

    • describing where photosynthesis occurs in cells
    • describing the role of pigments in photosynthesis
    • evaluate factors that affect the rate of photosynthesis

    • I can demonstrate or model how organisms turn stored energy in food into cellular energy to power life processes

    This includes:

    • describing where cellular respiration occurs in cells
    • describing the importance of oxygen 
    • describing the role of ATP in the cell

    • I can explain how atoms of carbon, hydrogen, and oxygen can combine to form molecules that are essential for life  

    This includes: 

    • Differentiating between the major classes of organic molecules (carbohydrates and nucleic acids)
    • I can describe the transfer of energy and matter within living systems and their environment

    This includes:

    • ADP - ATP Cycling
    • Relationship between photosynthesis and cellular respiration

    • I can design and perform an experiment
    • Cellular Respiration
    • Fermentation
    • Task 4
    • Lesson 10.1 - Cellular Respiration: An Overview
    • Lesson 10.2 - The Process of Cellular Respiration
    • Lesson 10.3 - Fermentation

    Days 19-20

    Review

       

     

    Unit 5 - DNA Structure, Replication and Cell Cycle

    Pacing

    Core Instruction

    (Learning Targets)

    Performance Tasks

    Resources

    Days 1-4

    • I can model how the structure of DNA codes for specific proteins that have essential functions in living things

    This includes:

    • DNA Structure
    • Non-heritable mutations
    • Engaging Scenario
    • Double Helix
    • Nucleotides 
    • Base-pairing
    • PT 1
    • Lesson 13.1 - Identifying the Substance of the Gene
    • Lesson 13.2 - Structure of DNA

    Days 5-8

    • I can model the roles of cell division (mitosis) and cell differentiation in producing and maintaining complex organisms

    This includes defining the following terms:

    • Cell cycle
    • Mitosis (including the 4 phases) 
    • DNA Replication
    • Chromatin 
    • Chromosome
    • DNA Replication
    • Enzymes
    • Mutations
    • PT 2
    • Lesson 13.3 - DNA Replication
    • Lesson 2.4 - Chemical Reactions and Enzymes
    • Lesson 14.4 - Mutations

    Days 9-12

    • I can model the roles of cell division (mitosis) and cell differentiation in producing and maintaining complex organisms

    This includes defining the following terms:

    • Cell cycle
    • Mitosis (including the 4 phases) 
    • DNA Replication
    • Chromatin 
    • Chromosome
    • Surface Area to Volume Ratio (Why cells divide?)
    • Interphase
    • Chromatin vs. Chromosomes
    • PT 3
    • Lesson 11.1 - Cell Growth, Division, and Reproduction

    Days 13-16

    • I can model the roles of cell division (mitosis) and cell differentiation in producing and maintaining complex organisms

    This includes defining the following terms:

    • Cell cycle
    • Mitosis (including the 4 phases) 
    • DNA Replication
    • Chromatin 
    • Chromosome
    • Mitosis
    • Cancer
    • Cell Differentiation
    • PT 4
    • Lesson 11.2 - The Process of Cell Division
    • Lesson 11.3 - Regulating the Cell Cycle
    • Lesson 11.4 - Cell Differentiation

    Days 17-18

    Review

       

     

    Unit 6 - Protein Synthesis

    Pacing

    Core Instruction

    (Learning Targets)

    Performance Tasks

    Resources

    Days 1-10

    • I can model how the structure of DNA codes for specific proteins that have essential functions in living things

    This includes:

    • Compare and contrast RNA and DNA 
    • Protein Synthesis (Transcription and Translation)
    • Non-heritable mutations and mutagens
    • RNA vs DNA
    • Transcription vs Translation
    • Mutations
    • Task 1: Transcription and Translation
    • Task 2: Mutations
    • Lesson 14.1 - RNA
    • Lesson 14.2 - Ribosomes and Protein Synthesis
    • Lesson 14.4 - Mutations

    Days 11-14

    • I can explain how atoms of carbon, hydrogen, and oxygen can combine to form molecules that are essential for life 

    This includes: 

    • Differentiating between the major classes of organic molecules (carbohydrates, lipids, proteins, and nucleic acids)
    • Nucleic Acids
    • Proteins
    • Enzymes
    • Task 3: Enzymes
    • Lesson 2.3 - Carbon Compounds
    • Lesson 2.4 - Chemical Reactions and Enzymes

    Days 15-16

    Review

       

     

    Unit 7 - Meiosis and Genetics

    Pacing

    Core Instruction

    (Learning Targets)

    Performance Tasks

    Resources

    Days 1-6

    • I can make and defend claims based on evidence that variations in offspring result from (1) two parents combining unique sex cells, and (2) mutations occurring during meiosis

    This includes defining the following terms:

    • Aneuploidy 
    • Nondisjunction 
    • Mutation 
    • Independent Assortment 
    • Crossing-Over 
    • Meiosis
    • Task 2: Mitosis vs Meiosis


    • Lesson 12.4 - Meiosis

    Days 7-18

    • I can model how DNA codes for traits that could potentially be passed from parents to offspring

    This includes defining the following terms:

    • Autosome
    • Sex Chromosome
    • Homologous Chromosome

    This also includes:

    • Predicting the traits of offspring using Non-Mendelian patterns of inheritance (sex-linked traits, incomplete dominance, codominance, and polygenic traits)
    • Sexual vs  Asexual Reproduction
    • Genetics Vocabulary
    • Punnett Squares
    • Non-Mendelian Punnett Squares
    • Karyotyping and Chromosomal Disorders
    • Task 1: Asexual vs Sexual Reproduction
    • Task 3: Punnett Squares
    • Task 4: Non Mendelian Genetics
    • Lesson 11.1 - Cell Division & Reproduction
    • Lesson 12.1 - The Work of Gregor Mendel
    • Lesson 12.2 - Applying Mendel’s Principles
    • Lesson 12.3 - Other Patterns of Inheritance
    • Lesson 15.1 - Human Chromosomes
    • Lesson 15.2 - Human Genetic Disorders

    Day 19-20

    Review

       

     

    Unit 8 - Evolution

    Pacing

    Core Instruction

    (Learning Targets)

    Performance Tasks

    Resources

    Days 1-6

    • I can communicate the scientific evidence that supports that modern living things have evolved from a common ancestor

    This includes:

    • Artificial Selection
    • Direct Observation
    • Fossil Record
    • Geographic Distribution of Living Species
    • Comparative Anatomy (Homologous Structures, Analogous Structures, and Vestigial Structures)
    • Similarities in Embryology
    • Biological Molecules (DNA, Proteins)
    • Engaging Scenario
    • Hypothesis vs Theory vs Law
    • Evidence of Evolution
    • Task 2: Evidence of Evolution
    • Task 3: Adaptations
    • Lesson 1.1 -  What is Science

    • Lesson 17.4 -  Evidence of Evolution

    Days 7-10

    • I can explain using evidence that the process of evolution is based on four factors 

    • Overproduction (the potential for a species to increase in number)
    • Genetic Variations  (due to mutations and sexual reproduction)
    • Competition (for limited resources)
    • Survival of the fittest (individuals better suited to survive and reproduce in the environment pass on those favored traits to more offspring than others without favored traits)
    • Four Points of Natural Selection
    • Graphing
    • Task 1: Four Points of Natural Selection
    • Lesson 17.3 - Darwin’s Theory Natural Selection

    Days 11-12

    • I can use statistics and probability to analyze changes in characteristics of a population over time 

    This includes:

    • Stabilizing Selection
    • Disruptive Selection
    • Directional Selection
    • Types of Selection
    • Task 4: Types of Selection
    • Lesson 18.2 - Evolution as Genetic Change

    Days 13-14

    • I can explain how the sources of variation in a population (including mutations, sexual reproduction, and changes in a gene pool) lead to adaptations and speciation
    • Speciation
    • Lesson 18.1 - Genes and Variation

    Days 15-16 

    Review

       



    Unit 9 - Population Ecology

    Pacing

    Core Instruction

    (Learning Targets)

    Performance Tasks

    Resources

    Days 1-4

    • I can make and analyze a graph to explain how limiting factors affect carrying capacity and predict changes in biodiversity and population size

    This includes:

    • Exponential and logistic growth
    • Density-independent and density-dependent limiting factors 
    • Engaging scenario
    • Carrying capacity
    • Limiting factors
    • Exponential/logistic growth
    • Task 1
    • Task 2
    • Lesson 5.1 - How Populations Grow
    • Lesson 5.2 - Limits to Growth
    • Lesson 5.3 - Human Population Growth

    Days 5-12

    • I can identify and discuss potential and significant disruptions to an ecosystem

    This includes:

    • The removal or addition of organisms to an ecosystem 
    • The relative danger of biological magnification 
    • Invasive Species
    • Biological Magnification
    • Succession
    • Task 3
    • Task 4
    • Lesson 7.2 - Causes and Effects of Global Change
    • Lesson 6.2 - Succession


    Day 13-14

    Review

       

    Day 13-14 

    Buffer

         

     

  • Alec Thurmon

    Email: Alec.Thurmon@jcschools.us

     

     

Last Modified on August 14, 2020