Cell Standards

Oregon Standards: H.1L.1, H.1L.4, H.3S.4

  1. Distinguish between prokaryotic and eukaryotic cells, and plant and animal cells: H.1L.4

                *There are more organelles listed in the text then are listed here.

  1. Describe how eukaryotic cells convert and use energy: H.1L.1

  1. Identify examples from the history of science that illustrate modification of scientific knowledge in light of challenges to prevailing explanations: H.3S.4


Cell Transport

Oregon Standards: H.1L.4

  1. Describe the structure and behavior of the cell membrane. H.1L.4

  1. Describe and explain how passive transport maintains homeostasis and life. H.1L.4

  1. Describe and explain how active transport maintains homeostasis and life. H.1L.4

 


Macromolecules

Oregon Standards: H.1L.1

  1. Explain how the carbon atom and water are important to all life. H.1L.1

  1. Identify characteristics and examples of proteins, lipids, and carbs. H.1L.1


DNA & Protein Synthesis

State Standard: H.1L.2, H.2L.4

1. Describe the structure of DNA and how proteins are formed from this code. H.1L.2, H.2L.4

2.  Explain the processes and enzymes involved in DNA replication and making proteins, and how mistakes in DNA replication or environmental factors can alter proteins. H.1L.2, H.2L.4

3. Describe the outcome of the cell cycle (interphase and mitosis).* H.1L.2, H.2L.4

Enrichment topics: PCR and replication

*Note: Asexual reproduction is covered in more detail in genetics, where sexual and asexual reproduction are compared and contrasted.


Genetics

State Standards: H.1L.3, H.2L.3

  1. Identify, explain, and apply Mendelian genetics including laws, simple heredity, and use of Punnett Squares. 
  1. Use a Punnett square to DETERMINE the phenotype or genotype of offspring (including ratios)
  2. DEFINE the following vocabulary terms: gamete, zygote, trait, phenotype, genotype, homozygous, heterozygous, recessive, dominant
  1. ANALYZE a Punnett square to determine the form of inheritance
  2. SOLVE for the genotype and phenotypes of a dihybrid cross

  1. Explain how genetic diversity is increased with crossing over, mutations, and genetic recombination.
  1. Identify or describe the results of meiosis
  2. Describe methods of increasing genetic diversity: mutations, crossing over, genetic recombination
  3. Define the following vocabulary terms: allele, chromosome, gene, haploid, diploid
  1. Evaluate sexual and asexual reproduction to compare and contrast the affect on genetic diversity of each
  1. Identify and explain complex patterns of inheritance including interpreting pedigrees.
  1. EXPLAIN or IDENTIFY complex patters of inheritance: incomplete dominance, co-dominance, multiple alleles, sex-linked traits, & polygenic traits.
  2. SOLVE for blood types.
  1. CONSTRUCT a pedigree from a given scenario and IDENTIFY genotypes when possible.

Research a disease and create a presentation.


Evolution

State Standard: H.2L.4, H.2L.5,

  1. Explain how our understanding of biological evolution has changed over time with new scientific research and discoveries.
  1. Proficient:
  1. State how old the earth is and use evidence (fossils, comparative dating) to support this age.
  2. Identify the contributions/discoveries Hutton, LaMarck, Wallace, Malthus, and Darwin made in relation to evolution.
  1. Exceeds:
  1. Using the same species, create an example that distinguishes between LaMarck and Darwin’s explanations for how species change over time.

  1. Identify and explain different mechanisms (processes) that contribute to species changing over time.
  1. Proficient:
  1. Identify how competition, genetic variation, over production of offspring, and natural selection (environment) result in species changing over time.
  2. Explain how a new species forms gradually (the species changes not the individual).
  3. Identify types of adaptations (behavioral, structural, physiological) allow species to survive in a changing environment.
  1. Exceeds:
  1. If given an simulated environment, evaluate how and why a species might change given the conditions of the environment.

  1. Classify evidence supporting biological evolution.
  1. Proficient:
  1. Identify given evidence or scenarios as fossil evidence, law of superposition, structures (homologous, analogous, vestigial), DNA sequence, or camouflage.
  1. Exceeds:
  1. Interpret how types of evidence support biological evolution if given a scenario or picture.

  1. Identify patterns of selection acting upon a species.
  1. Proficient:
  1. Identify types of population selection (stabilizing, directional, disruptive, and sexual) given a description of a scenario, a graph, or picture.
  2. Identify mechanisms of evolution (genetic drift, bottleneck effect, and founder effect) given a description of a scenario or picture.
  3. Identify mechanisms of isolation that can cause speciation (reproductive, behavioral, geographic, temporal) given a description of a scenario or picture.
  1. Exceeds:
  1. Evaluate a situational scenario to examine how a species would change over time.


Ecology

State Standard: H.2L.1, H.2L.2

  1. Describe how ENERGY and CHEMICALS (nitrogen, carbon, water, & phosphorous) pass through different levels in the ecosystem.
  1. Identify examples and explain the following terms: producer, consumers (1st, 2nd, and 3rd), autotroph, heterotroph, food chain, and food web
  2. Calculate energy lost or passed on after changing trophic levels, and be able to describe energy loss with trophic pyramids.
  3. Draw or label diagrams of the biogeochemical cycles (water, carbon, phosphorous, nitrogen) and identify biotic (living) and abiotic (non-living) parts of the cycle.
  1. Predict how a change to an ecosystem will lead to changes in food relationships or bio-geo-chemical cycles.

  1. Describe, explain, and analyze the relationships between biotic and abiotic parts in an ecosystem.
  1. Categorize items as abiotic and biotic examples.
  2. Identify and explain the following terms using examples: symbiosis, parasitism, mutualism, predator/prey, commensalism, competition, habitat, niche, ecosystem, community, population, individual.
  1. Compare and contrast the habitat and niche of a given organism to student selected organism (completed in Habitat & Niche Activity).
  1. Predict the outcomes a change in resource (shelter, food, and matter)  or human disturbance has on an ecosystem.
  1. Distinguish between types of succession (primary and secondary) using examples.
  2. Predict  the effect changes to ecosystems would have on producers and consumers (food chains, top carnivores, nutrient loss)
  3. Be able to outline impacts of climate change, invasive species, biodiversity, and habitat loss
  1. Describe and analyze how human disturbance impacts interconnections in ecosystems (climate change, habitat destruction, biodiversity loss, and introduction of new species)*

                        *Completed in the Human Disturbance Webquest

  1. Describe and explain factors causing populations patterns and change.
  1. Define the concept of limiting factors and explain how they determine distribution, dispersal, size, and population changes.
  2. Identify how and explain why individuals in a population can be  dispersed differently.  
  3. Identify and explain how population changes (immigration & emigration) affect growth (exponential and logistic) and size (carrying capacity & crash).
  1. Given a scenario affecting population size/growth, evaluate how the population might change due to the event.


Career Related Learning Standards:

Planning & Design:

Identify question and variables, identifying constants and controls, developing a method or procedure to collect reliable data

Data Collection & Analysis:

Recording, processing, and presenting data to draw reasonable conclusions based on the data that discuss weaknesses and limitations of the data.  (Avoid restating data found in tables. Instead, try to reveal any patterns using specific calculations like mode, averages, ect.)

Conclusion & Evaluation:

States explanations of observations or results based on collected data and links results to other topics and/or studies.

Teamwork:

Student works with group members by remaining positive, does not distract others, and positively contributes to the group’s completion of the lab

Communication:

Student communicates clearly, either verbally or through writing, during class discussions, labs, presentations, and in assignments.  “Clearly” includes limited grammatical errors and conventions, participating when appropriate and on topic, and relevant scientific language. (Avoid the use of pronouns like I, you, me, we, our, etc.)

Work Ethic:

Student is on task and works consistently to complete lab during class period and leaves lab area clean and prepared for next class; work is completed on time.  

* Scientific Planning and Application of Science Standards will be merged 2nd semester.

Not Proficient

Proficient

Exceeds Proficiency

Planning & Design:

Missing some elements of proficient  -  please correct and turn back in within one class period.  

Includes most of the following

Hypothesis & Variables:

  • States testable question or hypothesis
  • Lists IV, DV & Control
  • States 1 appropriate constant

Procedure & Background:

  • Procedure that is repeatable and has clear and numbered steps
  • Background describes purpose of the lab

Meets plus most of the following

Hypothesis & Variables:

  • Background connects the lab to larger ideas
  • At least one credible, external citation used (MLA format)  in background to further background explanation (not wikipedia, ask.com, or personal webpages)
  • Several appropriate constants listed.

Procedure:

  • Detailed and concise
  • Procedure allows for the control of variables & constants

Data Collection & Processing:

Missing some elements of proficient  -  please correct and turn back in within one class period.

Includes most of the following

Data Analysis and Conclusion:

  • Type of graph and/or table is appropriate for raw and calculated data
  • Labeling of graph or table is correct (axis, units, and title)

Includes most of the following

Data Analysis and Conclusion:

  • Calculations are used when appropriate (mode, average, error or uncertainties)

Conclusion & Evaluation:

Missing some elements of proficient  -  please correct and turn back in within one class period.

Includes the following:

  • States an explanation, with justification, based on analysis of the data
  • Links findings to original question or hypothesis
  • States appropriate data to support the explanation

Includes most of the following:

  • Explains limitations, errors, or weaknesses (individual and procedural) of experiment and suggest improvement
  • Apply related concepts to topics in the news, scientific community, or your life.
  • At least one credible, external citation used (MLA format and not wikipedia, ask.com, or personal webpages) to cite specific examples of other areas in science or current events that this topic relates to; at least one citation used.

Work Ethic:

Any of the following:

  • Missing elements listed in proficient
  • JEOPARDIZES SAFETY.

  • Work is late

Includes most of the following:

  • Student is on task and works consistently to complete lab during class period
  • Student leaves lab area clean and prepared for next class
  • Work is completed on time

Includes most of the following:

  • Student helps to clean common areas OR
  • Student assists other students when appropriate OR
  • Student attempts to find solutions to problems or questions independently, with group members, or research

Teamwork:

Missing elements listed in proficient.

Includes most of the following:

  • Works with group members by remaining positive
  • Does not distract others
  • Positively contributes to the group’s lab completion

Includes most of the following:

  • Student assists other group members as necessary

Communication:

Missing elements listed in proficient.

Includes most of the following:

  • Answers fully address question
  • Limited grammatical errors and conventions
  • Uses scientific language (avoid the use of pronouns like I, you, me, we, our, etc.) and is concise but detailed

Includes most of the following:

  • Discussion fully connects findings or implications to class concepts or real world events with at least one external citation..
  • Appropriate scientific vocabulary used extensively and accurately