Biology
Essential Curriculum

Science Process

Objective 1 Recognize the role biology plays in current events.

Objective 2 Use the process of scientific reasoning to investigate scientific problems.

Objective 3 Distinguish between an observation and an inference when given a
scientific statement about an experiment.

Objective 4 Analyze and interpret experimental data.

Objective 5 Analyze and interpret visual representations of biological processes.

Objective 6 Recognize correct graphical representations of a data set.

Genetics

Objective 1 Recognize how traits, genes, and alleles are related.

Objective 2 Explain the relationship between genes and chromosome.

Objective 3 Identify the sex of a human based on its genotype.

Objective 4 Predict the phenotype of an organism given its genotype.

Objective 5 Indicate whether a genotype is homozygous or heterozygous.

Objective 6 Use a Punnett square to solve genetic problems for monohybrid and sex-linked traits.

Objective 7 Interpret a pedigree to determine an individual’s genotype / phenotype.

Objective 8 Explain how meiosis results in sex cells

Objective 9 Explain how DNA’s structure allows it to code for genes and replicate.

Objective 10 Explain DNA’s role in the creation of proteins.

Objective 11 Describe how a mutation is a change in the DNA or chromosome and the possible effects
on an organism or population.

Ecology

Objective 1 Distinguish between different levels of organization within the biosphere.

Objective 2 Apply concepts of the interdependence of living and non-living components of the
environment.

Objective 3 Predict the affects on an ecosystem given limitations and disruptions.

Objective 4 Recognize the relationship between organisms and the flow of energy in an ecosystem

Objective 5 Apply concepts of interactions among organisms within an ecosystem.

Classification

Objective 1 Identify what necessary for organisms to be considered members of the same species

Objective 2 Demonstrate how the major categories of biological classification scheme shows that some organisms are more closely related than others .

Objective 3 Recognize the necessity of scientific names.

Biodiversity

Objective 1 Identify examples of biodiversity at the genetic, species, and/or ecosystem level.

Objective 2 Identify how humans benefit from biodiversity.

Objective 3 List and discuss human impacts on biodiversity
• Habitat destruction- habitat restoration
• Invasive Species
• Population growth (human)
• Pollution
• Overharvesting

Structure and Function

Objective 1 Identify the basic structures and functions that allow organisms to obtain and use energy.
(Includes: unicellular, multicellular, animal, and plant)

Objective 2 Identify the basic structures and functions that allow organisms to exchange
(Includes: unicellular, multicellular, animal, and plant)

Objective 3 Identify the basic structures and functions that allow organisms to rid itself of
(Includes: unicellular, multicellular, animal, and plant)

Objective 4 Identify the basic structures and functions behind the transport of essential materials
in an organism.
(Includes: unicellular, multicellular, animal, and plant)

Objective 5 Identify the basic structures and explain the functions that allow an organism to pass on genetic information for the survival of the species.
(Includes: unicellular, multicellular, animal, and plant)

Biochemistry

Objective 1 Identify reactants and products in biochemical reactions.

Objective 2 Identify the structure and function of macromolecules .
(Includes Carbohydrates, Nucleic Acids, Lipids, and Proteins)

Objective 3 Recognize the function of enzymes

Objective 4 Recognize the relationship of photosynthesis and cell respiration to cell energetics

Organization of Cells

Objective 1 Identify the basics components of cell theory.
•All living things are made of cells.
•Cells are the basic unit of structure and function.
•All cells come from pre-existing cells.

Objective 2 Compare and contrast eukaryotic with prokaryotic cells.
Major considerations include: •presence of a nucleus.
•Presence of membrane bound organelles.
•both living.
•both have plasma membranes and ribosomes.

Objective 3 Classify cell organelles according to their contribution to overall cell functions.
Include the following functions: Tansport (plasma membrane)
Energy ( chloroplast,mitochondria)
Manufacturing of macromolecules (ribosome)
Homeostasis (plasma membrane)
Structure (cell wall)

Objective 4 Compare and contrast plant cells and animal cells.
Features that distinguish plant from animal cells.

Objective 5 Recognize the cell processes that regulate the flow of substances in and out of the cell body.
Distinguish between: diffusion – osmosis – passive transport – active transport

Objective 6 Recognize that the cell cycle provides for genetic continuity, cell division, growth, and repair.

Evolution

Objective 1 Recognize evolution as change over time.

Objective 2 Recognize that natural selection is the primary process for evolutionary change.
(State the basic principles of natural selection)

Objective 3 Recognize the factors that lead to speciation

Objective 4 Recognize evidences that support the theory of evolution.
(e.g. molecular, homology, embryology, fossil, etc.)

Objective 5 Demonstrate an understanding that evolutionary theory provides an explanation
for the diversity of life on Earth.

Let me give you a little background. Freshman at our school take Biology, then as sophomores the more advanced students take chemistry while those who are weaker take physical science (a one semester intro to Chem and one semester into to physics with Earth Science sprinkled in). There are many students who take chemistry as Juniors after they have completed the physical science class. Even though the Juniors coming out of physical science have some chem background, the sophomores tend to outscore them on tests.

Anyway, I am hoping to get some ideas out there about topics and how much time/depth of covering them. There are times with I think we should stick with a few main topics and cover them very deeply and in the process we will cover some of the other things they may encounter in the future, and then I go to the other side and feel the students should be exposed to as much as we can cram in during the year. Let me know how you teach and what works best for you.