Biological Science
COURSE DESCRIPTION
This integrated, collaboratively taught Biological Science Content class will provide all students an opportunity to study cellular processes, heredity and natural selection, the biological classification
system, and the diversity and uniqueness of the five kingdoms of life on earth. Special
emphasis will be put on scientific inquiry and laboratory activities to allow students the opportunity to use and develop their own scientific minds. By satisfying requirements of this study, all students will become more informed,
skilled, productive, employable, and socially responsible citizens.
SWRSD OUTCOMES
Outcome 5:
Students demonstrate honesty, respect, concern, and caring for themselves, their environment,
and others.
Outcome 6:
Students exhibit a positive attitude and selfinitiative.
Outcome 7:
Students use a variety of ways to think and to reason when solving problems, and making
t houghtful decisions.
Outcome 11:
Students demonstrate skills and attitudes that will enable them to achieve post high
school education.
COURSE OUTLINE
CONTENT
(Essential course facts, concepts, and basic skills; assessed
with
teacher
-made
tests
and
rubrics
)
Major Units of Study
A. Life
Alaska Content Standard(s): Standard A 10
: Cells (C-1,2,3,4,7)
( A student should understand that living things are made up mostly of cells and that
all life processes occur in cells.)
Key Elements:
Student will know about, understand, and demonstrate the ability to
- correctly spell, define, and use in proper context a variety of key terms/concepts
(adaptation, homeostasis, variable, control, theory, law, host cell, virus, cell
theory, prokaryotic, eukaryotic)
- explain the necessity and purposes of the scientific method(state the problem, gather
information, hypothesis, variables, experiment, analyzing, reporting)
- distinguish between various cellular parts and processes (chloroplasts, mitochondria,
cell wall, membrane, nucleus, mitosis, meiosis)
- correctly organize and list the levels of biological organization from cell, tissue,
organ, to organism.
B. Heredity & Evolution
Alaska Content Standard(s): Standard A 11: Heredity
(A student should understand that similar features are passed on by genes through
reproduction.)
Standard A 13: Natural Selection
(A student should understand the theory of natural selection as an explanation for
evidence of changes in life forms over time.)
Key Elements:
Student will know about, understand, and demonstrate the ability to
- correctly spell, define, and use in proper context a variety of key terms/concepts
(DNA, gene, trait, mutation, heredity, genotype, phenotype, allele, homozygous,
heterozygous, dominant, recessive, -2- ROUGH DRAFT
Punnet square, gradualism, punctuated equilibrium, variation)
- explain the basic fundamental process of heredity using key vocabulary (genotype,
phenotype, DNA, gene, trait, mutation, generation)
- explain the theory of natural selection as put forth by Charles Darwin (species,
mutation, variation, gradualism, punctuated equilibrium)
C. Diversity of Life
Alaska Content Standards: Standard A 12: Diversity
(A student should distinguish the patterns of similarity and differences in the living
world in order to understand the diversity of life and understand the theories that
describe the importance of diversity for species and ecosystems.)
Key Elements:
Student will know about, understand, and demonstrate the ability to
- correctly spell, define, and use in proper context a variety of key terms/concepts
(classify, binomial nomenclature, taxonomy, kingdom, dichotomous key, monera, protista,
fungi, aerobe, anaerobe, fission, saprophyte, pathogen)
- identify the need for a biological classification system, and explain the organization
of the current system. (taxonomy, 5 kingdoms, classify, binomial nomenclature,
dichotomous key)
- explain the biological difference between monerans, protists, and fungi. (reproduction,
mobility, characteristics)
D. Plants
Alaska Content Standard(s): Standard A 15: Environmental Knowledge
(A student should use science to understand and describe the local environment.)
Key Elements:
Student will know about, understand, and demonstrate the ability to
- correctly spell, define, and use in proper context a variety of key terms/concepts
(vascular, nonvascular, moss, fern, spore, root, leaves, stem, chlorophyll, stomata,
guard cells, xylem, phloem, photosynthesis, respiration, transpiration, pollination, tropism)
- account for the adaptations by plants to land (roots, stems, leaves,water, competition)
- compare/contrast the variation of life cycles among members of the plant kingdom
and the associated reality of that life cycle. (spore, seed, flower, cone, gymnosperm,
angiosperm, alternation of generation, vascular, nonvascular, water dependency, seed dispersal)
- tell how plants respond to certain stimuli. (photoperiodism, phototropism, thigmotropism,
gravitropism, hydrotropism)
- arrange the chemical formula for photosynthesis and discuss its importance in regards
to all life on earth and how it creates a cycle with respiration that enables life
on earth to exist as we know it.
E. Animals
Alaska Content Standard(s): Standard A 14B: Individuals, Populations, Communities
(A student shouldunderstand that the living environment consists of individuals, populations,
and communities.)
Key Elements:
Students will know about, understand, and demonstrate the ability to
- correctly spell, define, and use in proper context a variety of key terms/concepts
(vertebrate, invertebrate, symmetry, asymmetrical, radial symmetry, bilateral symmetry,
hermaphrodite, regeneration, filter feeders, regeneration, free-living, parasitic, open circulatory system, closed circulatory system, metamorphosis, exoskeleton,
endoskeleton, endotherm, ectotherm, chordate, cartilage, bone, hibernation, estivation,
mammal, herbivore, omnivore, carnivore)
-
3- ROUGH DRAFT
- outline the major phylums in the animal kingdom and associate the basic characteristics
of each (Porifera, Cnidarian, Platyhelminthes, Annelida, Molluska...)
- fully comprehend the complexity involved in the variety of reproductive and feeding
strategies incorporated by the members of the Animal Kingdom and how they are used
to classify organisms.
SKILLS
(Essential processes or skills, universally taught by all teachers in all courses;
assessed
with
teacher
-made
rubrics
and/or
tests
)
Major Categories of Skills
A. Cross-curricular and/or Integrative Skills
Key Elements:
Student will know about, understand, and demonstrate the ability to
1. effectively communicate (listen, observe, read, write, discuss, present, explain,
persuade, defend)
- apply a variety of mathematical concepts and skills (logic, statistical interpretation,
plotting and analyzing graphs, concluding, predicting trends) to solve common day-to-day
problems
3. use a variety of higher order thinking skills (hypothesizing, estimating, analyzing,
classifying, synthesizing, evaluating,inferring, generalizing) to solve common
day-to-day problems
- set and achieve goals (brainstorm, envision, plan, research, manage time, persist,
complete)
- produce quality products (plan, organize, draft, evaluate, revise, improve, persist,
complete)
B. Technological Skills
Key Elements:
Student will know about, understand, and demonstrate the ability to
- use modern technology (computers, scanners, copiers, printers, calculators, audio/visual
tools, telephones, fax machines, calculators) to solve common, day-to-day problems
- apply basic computer applications (word processing, spreadsheet, database, graphics,
desktop publishing, Internet, e-mail) to produce quality products, including
- multimedia presentations (speeches, demonstrations, lectures)
- reports, bids, proposals, instructions, manuals
- research polls, surveys, checklists
- graphs, tables, charts, maps, illustrations, photographs
- letters (complaints, requests, replies, recommendations, applications, resumes)
- expository essays, research papers, literary works related to Biological Science.
C. Life and/or Employability Skills
Key Elements:
Student will know about, understand, and demonstrate the ability to
- behave responsibly and produce quality products related to Biological Science.
- attend, be punctual, follow directions, manage time, stay on task, meet deadlines
safely, effectively, efficiently, accurately use the work area, materials,
tools, & technology
- set short and long-term goals, plan, use higher order thinking skills, seek help,
persist
- work well with others (cooperate, develop group unity, determine leadership roles,
contribute to group success, allow others to contribute, resolve group conflicts,
make group decisions)
- relate Biological Science content and skills to your personal life and the lives of others
respect and treat others equally, from the perspective of the needs and rights
of all people
- responsibily examine (be aware, know resources, research, consider, discuss) current
Biological Science issues and/or events that personally affect you or others
- effectively support opinions in productive ways (preplan, research, logically organize,
give specific examples, illustrate, recommend)
-4- ROUGH DRAFT
- use new knowledge, understanding, skills and tools to solve real life problems, make
decisions or choices , and predict logical consequences or possibilities
- . acquire career knowledge and skills related to employment opportunities in the sciences.
- compare colleges, technical, or business schools (locations, size, costs, special
programs)
- apply for admission, complete applications for scholarships or other financial aids
- develop a four-year schedule of classes, including alternatives for those not available 6. present oneself in an employable manner
- wear appropriate dress and be physically well-groomed demonstrate good
speaking and/or interviewing skills
- complete all written forms (letter of application, resume, required forms, legal
documents) provide a portfolio that shows special products, skills, experiences,
achievements, awards
D. Cultural Relevance:
Alaska Content Standards for Culturally Responsive Schools: Student Standards A-E
Key Elements:
Student will know about, understand, and demonstrate the ability to
- respect ones own cultural heritage, traditions, and language
- interview elders in order to compile personal genealogies and/or a local history
- identify local cultural values and traditional responsibilities to the environment
- respect and live in tune with local cultural values and traditions
- build on local knowledge and skills to achieve future success in the world at large
by
- using methods from ones own traditions to learn about the world beyond ones village understanding
how the local culture relates to others in the area, state, nation, and world
- making appropriate choices regarding the long-term consequences of ones own actions
- participate in a variety of traditional activities related to the local culture,
including
- subsistence activities, arts and crafts, dance and music, sports and recreation
- community government, tribal, and church affairs
- total wellness programs (drug and alcohol free programs, parenting, nutrition, exercise)
- engage in family-related activities based on traditional ways of knowing and learning,
including
- consistent, respectful, loving interactions with Parents and Elders that show appreciation of
their roles as providers and care givers, culture bearers, and educators in the community
- self-assess ones own strengths and needs in order to make appropriate life choice
- explain the processes, forces, and interactions of the world and its varied cultures,
includinng the
- interrelationships of the spiritual, natural, and human world
- geographical and ecological resources of the local environment
- impact of the environment on the origins of culture and ones personal cultural perspective
- the nature of diversity and the need for change over time
- cross-cultural influences, interactions, conflicts, communications, and resolutions
INSTRUCTIONAL RESOURCES AND MATERIALS
A. Community Resources Related to Course
Each individual and/or team of instructors, with the help of long time staff, students,
parents and other concerned community members should cooperatively compile and periodically
update a list of village elders, parents, local government leaders, business persons, and other concerned, active members of the community willing to share their
wealth of experiences, knowledge and skills.
B.
Major Internet Web Site Addresses Related to Course
(a tiny sample)