Biology by zhangyun

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									          MSBSD Biology Scope and Sequence

   The mission of MSBSD K-12 Science is to provide developmentally appropriate, standards-based
   science instruction. Our students will connect science content and process skills through an inquiry
   based, content-rich, student centered approach. They will apply scientific habits of mind as
   successful, informed, and ethical participants in a rapidly changing world.

   The high school science goals – To produce scientifically literate students who are able to:
       Apply scientific concepts and content to think and communicate critically and logically.
       Use scientific inquiry to develop the ability to think and apply scientific process skills.
       Construct questions, design methods, gather and analyze data, formulate conclusions, and communicate results.
       Utilize the appropriate technology and media throughout the scientific process.
       Formulate, justify, and apply scientifically based decisions.
       Evaluate the history of science and its dynamic and evolving nature.


How to Read the Scope and Sequence
   The various columns are labeled with concept, objective, and GLE or content strand number.
   Each box contains one learning objective with the Bloom’s Taxonomy level of understanding.
   The objectives are numbered by course name and numerical character {i.e. BIO 1 means the course Biology,
      Objective 1}.




                                           Matanuska Susitna Borough School District
                                                       501 N. Gulkana
                                                    Palmer, Alaska 99645
                                                      www.matsuk12.us
Matanuska Susitna Borough School District                                                                                                 MSBSD Biology Objectives




                                                                      Biology
Each objective is not necessarily a discreet lesson. Many objectives will overlap with other objectives or recur throughout the course.
The recommended times include instruction, practice, review and assessment.

                                                                                                               TIME
    CONCEPT                            OBJECTIVE                                        GLE                                        IDEAS
                                                                                                               Hours
Physiology            BIO 1: State the functions of cell organelles;     [10] SC2.2 explaining that cells
                      including the nucleus, mitochondria and            have specialized structures in
                      chlorooplast.                                      which chemical reactions occur.
                      Bloom's Level: knowledge                                                                   4.0
Genetics              BIO 2: Recognizes that all organisms have          [9] SC1.1 recognizing that all
                      chromosomes made of DNA and that DNA               organisms have chromosomes
                      determines traits.                                 made of DNA and that DNA
                      Bloom's Level: knowledge/comprehension             determines traits.                      4.0
Genetics              BIO 3: Predict probable offspring using            [9] SC1.2 using probabilities to
                      Punnett Squares and patterns of inheritance.       recognize patterns of inheritance
                      Bloom's Level: application/synthesis               (e.g., Punnett Squares).
                                                                                                                 4.0
Genetics              BIO 4: Discuss current societal issues             [10] SC1.3 examining issues
                      related to genetics. Eg. Cloning, genetic          related to genetics (L).
                      modified food, amniocentesis, stem cell
                      research.
                      Bloom's Level: comprehension                                                               2.0
Evolution             BIO 5: Identify that the source of variation is    [10] SC1.2 explaining how the
                      mutation.                                          processes of natural selection can
                      Bloom's Level: comprehension                       cause speciation and extinction.        1.0
Evolution             BIO 6: Recall that all organisms exhibit           SC1.2
                      variations in heritable traits.
                      Bloom's Level: knowledge                                                                   1.0
Evolution             BIO 7: Describe the concept of differential        SC1.2
                      reproductive success and survival.
                      Bloom's Level: comprehension                                                               1.0




                                                          Developed by MSBSD K-12 Science Writing Team
                                                           Approved by the MSBSD School Board 6/18/08                                                       p. 2 of 7
Matanuska Susitna Borough School District                                                                                    MSBSD Biology Objectives




                                                                                                      TIME
   CONCEPT                     OBJECTIVE                                      GLE                                        IDEAS
                                                                                                      Hours
Evolution      BIO 8: Explain how the processes of natural     SC1.2
               selection can cause speciation and
               extinction.
               Bloom's Level: comprehension                                                            1.0
Evolution      BIO 9: Infer evolutionary pathways from         [9] SC1.3 inferring evolutionary               diagram, flow charts, compare
               evidence (e.g., DNA, homologous and             pathways from evidence (e.g.,                  and contrast, time-line
               analogous structures and fossils).              fossils, geologic samples, recorded
               Bloom's Level: evaluation                       history).                               4.0
Taxonomy       BIO 10: Compare and contrast the                [9] SC2.1 describing and comparing
               characteristics of the six kingdoms.            the characteristics of
               Bloom's Level: analysis                         phyla/divisions from each kingdom.
                                                                                                       1.5
Taxonomy       BIO 11: Identify seven hierarchical levels of   SC2.1
               classification.
               Bloom's Level: comprehension                                                            1.0
Taxonomy       BIO 12: Correctly use the format for writing    SC2.1
               scientific names; (genus species).
               Bloom's Level: application                                                              1.0
Physiology     BIO 13: Cite the function of major              [9] SC2.3 stating the function of
               physiological systems (i.e., circulatory,       major physiological systems (i.e.,
               excretory, digestive, respiratory,              circulatory, excretory, digestive,
               reproductive, nervous, immune, endocrine,       respiratory, reproductive, nervous,
               musculoskeletal, and integumentary).            immune, endocrine,
               Bloom's Level: knowledge                        musculoskeletal, and
                                                               integumentary).                         4.5
Physiology     BIO 14: Identify the functions of organs of     [10] SC2.3 explaining the functions
               major systems. (i.e., respiratory, digestive,   of organs of major systems (i.e.,
               circulatory, reproductive, nervous,             respiratory, digestive, circulatory,
               musculoskeletal, and excretory).                reproductive, nervous,
               Bloom's Level: comprehension                    musculoskeletal, and excretory).
                                                                                                       4.5




                                                 Developed by MSBSD K-12 Science Writing Team
                                                  Approved by the MSBSD School Board 6/18/08                                                   p. 3 of 7
Matanuska Susitna Borough School District                                                                                    MSBSD Biology Objectives




                                                                                                     TIME
   CONCEPT                     OBJECTIVE                                     GLE                                         IDEAS
                                                                                                     Hours
Physiology     BIO 15: Outline the pathways of the            [10] SC2.4 tracing the pathways of
               digestive, circulatory, and excretory systems. the digestive, circulatory, and
               Bloom's Level: comprehension                   excretory systems.
                                                                                                      9.0
Physiology     BIO 16: Explain the structure-function         [10] SC2.1 describing the structure-
               relationship of organ systems. Eg. Joints,     function relationship (e.g., joints,
               lungs and skin.\                               lungs).
               Bloom's Level: comprehension                                                           4.5    joints, lungs, muscle, connective
Ecology        BIO 17: Investigate ecological               [10] SC3. 2 exploring ecological
               relationships,(e.g., competition, niche,     relationships (e.g., competition,
               feeding relationships, symbiosis).           niche, feeding relationships,
               Bloom's Level: analysis                      symbiosis). (L)                           4.5
Ecology        BIO 17.5: Draw a simple carbon cycle and     [9] SC3.1 describing the carbon and
               nitrogen cycle; include input of energy      nitrogen cycle within an ecosystem
               provided by the sun.                 Bloom's and how the continual input of
               Level: comprehension/application             energy fron sunlight keeps the
                                                            process going                             4.0
Ecology        BIO 18: Diagram the interrelationship        [10] SF1.1-SF3.1 analyzing the                   water, salmon, mining, land use,
               between competing user groups of similar     competition for resources by                     resource development
               resources. E.g. water use, habitat, minerals various user groups to describe
               and human uses and wildlife management       these interrelationships. Cross
               Bloom's Level: analysis                      referenced with SA3.1, grades 8
                                                            and 11                                    1.0
Ecology        BIO 18.5: Explain how dynamic factors (e.g., [9] SC3.3 identifying dynamic
               carrying capacity, limiting factors,         factors (e.g., carrying capacity,
               biodiversity, and productivity) affect       limiting factors, biodiversity, and
               population size. Bloom's Level:              productivity) that affect population
               Comprehension                                size.                                     4.0
Geology        BIO 19: Simulate the rock cycle, using a
               physical model .                             [9] SD1.1 using a model to                       ? Repeat from 6th grade?
               Bloom's Level: comprehension/application     demonstrate the rock cycle. (L)           4.5    Spiral?




                                                 Developed by MSBSD K-12 Science Writing Team
                                                  Approved by the MSBSD School Board 6/18/08                                                     p. 4 of 7
Matanuska Susitna Borough School District                                                                           MSBSD Biology Objectives




                                                                                                          TIME
   CONCEPT                     OBJECTIVE                                         GLE                              IDEAS
                                                                                                          Hours
Geology        BIO 20: Explain the processes of the rock         [10] SD1.1 using a model to explain
               cycle.                                            the processes (i.e., formation,
               Bloom's Level: analysis                           sedimentation, erosion,
                                                                 reformation) of the rock cycle.           1.0
Geology        BIO 21: Examine the water cycle and its
               effect on changes in the Earth's surface (e.g.,
               freeze/thaw, permafrost, glaciation, salinity     [9] SD1.2 applying knowledge of
               and sea level).                                   the water cycle to explain changes
               Bloom's Level: analysis                           in the Earth’s surface. *                 4.5
Geology        BIO 22: Recognize that there are different
               cycles in the enviroment that interact with
               and influence each other. (i.e., water cycle,     [10] SD1.2 describing their
               carbon cycle, oxygen cycle).                      interrelationships (i.e., water cycle,
               Bloom's Level: comprehension                      carbon cycle, oxygen cycle).              1.0
Geology        BIO 23: Recognize the dynamic interaction of
               erosion and deposition including human            [9] SD2.1 recognizing the dynamic
               causes.                                           interaction of erosion and
               Bloom's Level: comprehension                      deposition including human causes.        4.5
Geology        BIO 24: Analyze the dynamic interaction of        [10] SD2.1 recognizing the dynamic
               erosion and deposition and recommend              interaction of erosion and
               solutions to local problems. E.g. Rivers,         deposition including human causes.
               Coastlines, Matanuska River and coastal
               villages in Alaska.
               Bloom's Level: comprehension/analysis                                                       4.0
Geology        BIO 25: Describe how the theory of plate
               tectonics explains the dynamic nature of          [9] SD2.2 describing how the theory
               earths surface.                                   of plate tectonics explains the
               Bloom's Level: comprehension                      dynamic nature of its surface.            4.5
Geology        BIO 26: Evaluate the influence of plate           [10] SD2.2 describing how the
               tectonics on human endeavors.                     theory of plate tectonics explains
               Bloom's Level: analysis/evaluation                the dynamic nature of its surface.        2.0




                                                 Developed by MSBSD K-12 Science Writing Team
                                                  Approved by the MSBSD School Board 6/18/08                                          p. 5 of 7
Matanuska Susitna Borough School District                                                                            MSBSD Biology Objectives




                                                                                                           TIME
   CONCEPT                          OBJECTIVE                                      GLE                             IDEAS
                                                                                                           Hours
Geology             BIO 27: Examine the carbon cycle and its        [10] SC3.1 relating the carbon cycle
                    relationship to global warming.                 to global climate change.
                    Bloom's Level: analysis                                                                 3.0
Scientific Method * BIO 28: Given data, calculate the mean,         [10] SA1.1 asking questions,
                    median, mode and formulate conclusions.         predicting, observing, describing,
                    Bloom's Level: comprehension                    measuring, classifying, making
                                                                    generalizations, analyzing data,        1.0
Scientific Method * BIO 29: Students construct an original          [10] SA1.2 reviewing pertinent
                    hypothesis to test a question or problem.       literature, hypothesizing, making
                    Bloom's Level: synthesis                        qualitative and quantitative
                                                                    observations, controlling               4.5
Scientific Method * BIO 30: Design a method to test a               experimental variables, analyzing
                                                                    SA1.2
                    hypothesis.
                    Bloom's Level: synthesis
                                                                                                            4.5
Scientific Method * BIO 31: While conducting an experiment          SA1.2
                    students make observations, record and
                    organize data.
                    Bloom's Level: synthesis                                                                2.0
Scientific Method * BIO 32: Analyze data and draw conclusions SA1.2
                    supported by the data.
                    Bloom's Level: synthesis                                                                1.0
Scientific Method * BIO 33: Compare results to literature values. SA1.2
                    Bloom's Level: synthesis
                                                                                                            1.0
Scientific Method * BIO 34: Identify bias that may hinder logical   [10] SA2.1 examining methodology
                    conclusions.                                    and conclusions to identify bias and
                    Bloom's Level: comprehension                    determining if evidence logically       1.0
Scientific Method * BIO 35: Identify bias that may unduly           supports the conclusions.
                                                                    SA2.1
                    influence methodology.
                    Bloom's Level: comprehension                                                            1.0




                                                      Developed by MSBSD K-12 Science Writing Team
                                                       Approved by the MSBSD School Board 6/18/08                                      p. 6 of 7
Matanuska Susitna Borough School District                                                                                 MSBSD Biology Objectives




                                                                                                                TIME
   CONCEPT                          OBJECTIVE                                         GLE                               IDEAS
                                                                                                                Hours
Scientific Method * BIO 36: Recognize that scientific knowledge
                    changes based on experimental and                [10] SG3.1 using experimental or
                    observational data.                              observational data to evaluate a
                    Bloom's Level: comprehension                     hypothesis.                                 1.0
Scientific Method * BIO 37: Recognize that scientific
                    advancements depend on curiosity,
                    creativity, imagination and a broad              [10] SG4.1 recognizing the role of
                    knowledge base.                                  these factors on scientific
                    Bloom's Level: comprehension                     advancements.                               1.0
Society *           BIO 38: Discuss how progress in science
                    and invention is highly interrelated to what
                    else is happening in society. E.g. Global        [10] SE1.1 identifying that progress
                    Warming, Alternative Fuels, Stem Cell            in science and invention is highly
                    Research and Space Science                       interrelated to what else is
                    Bloom's Level: analysis                          happening in society                        1.0
Society *           BIO 39: Investigate a current problem,           [10] SE3.1 researching a current
                    identifying possible solutions, and evaluating   problem, identifying possible
                    the impact of each solution. E.g ANWAR,          solutions, and evaluating the impact
                    Pebble Mine, Global Warming, etc.                of each solution. (L)
                    Bloom's Level: analysis
                                                                                                                 2.0
Society *           BIO 40: Scrutinize the impact of various         [10] SG1.1 describing how those
                    perspectives on the advancement of science.      perspectives (i.e., cultural, political,
                    (i.e., cultural, political, religious,           religious, philosophical) have
                    philosophical)                                   impacted the advancement of
                    Bloom's Level: analysis                          science.                                    1.0
Society *           BIO 41: Recognize processes of science
                    used by past scientists. (e.g., Goodall,         [10] SG2.1 using an account of an
                    Watson & Crick, Newton).                         event to recognize the processes of
                    Bloom's Level: comprehension                     science used by historically
                                                                     significant scientists (e.g., Goodall,
                                                                     Watson & Crick, Newton).                    1.0




                                                     Developed by MSBSD K-12 Science Writing Team
                                                      Approved by the MSBSD School Board 6/18/08                                            p. 7 of 7

								
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