Biology I

Unit 1 - Biochemistry (Bio .2a-c)

Unit 2 - Cell Structure (Bio .3abd)

Unit 3 - Cell Energetics (Bio .2e)

Nucleic Acids and Protein Synthesis (Bio .2d, .3c, .5a,b,e)

Unit 5 - Cell Growth, Division and Specialization (Bio .3ce, .5d)

Unit 6 - Genetics and Health (Bio .5c)

Unit 7 - Evolution (Bio .7a-d)

Unit 8 - Classification and Biodiversity (Bio .6)

Unit 9 - Viruses and Bacteria (Bio .4)

Unit 10 - Ecology (Bio .8)

Water Chemistry (Bio .2a)

Macromolecules (Bio .2b)

Enzymes (Bio .2c)

Cell Theory and Nature of Science (Bio .3a)

Life Processes are Supported by Systems Made of Cells (Bio .3b)

Cell Membrane (Bio .3d)

Cell Transport (Bio .3d)

Photosynthesis (Bio .2e)

Cellular Respiration (Bio .2e)

Relationship Between Photosynthesis and Cellular Respiration (Bio .2e)

DNA Structure (BIO.5a,b)

DNA Replication (Bio .3c)

Protein Synthesis (Bio .2d)

Synthetic Biology (Bio .5e)

Cell Cycle and Mitosis (Bio .3c)

Cell Specialization (Bio .3e)

Meiosis (Bio .5d)

Mendelian Punnett Squares (Bio .5c)

Mendelian Punnett Squares - Dihybrid Crosses (Bio. 5c)

Non-Mendelian Genetics (Bio .5c)

Fossil Records (Bio .7a)

Genetic Variation (Bio .7b)

Natural Selection (Bio .7c)

Evidence for Biological Evolution (Bio .7d)

Classification of Organisms (Bio .6a, c, f)

Fossil Records and Cladograms (Bio .6b, c)

Domains and Kingdoms (Bio .6 d,e)

Viruses (Bio .4a,d)

Bacteria (Bio .4b,c,d)

Germ Theory (Bio .4e)

Population Ecology (Bio .8a)

Energy and Matter Cycling (Bio.8b)

Ecological Succession (Bio .8c)

Human Impacts on the Ecosystem (Bio .8d)

I can explain how water’s physical properties contribute to: polarity adhesion (capillary action) cohesion (surface tension) thermal regulation (high heat capacity) density solubility

 I can relate the chemical and physical properties of water to life's metabolic activities.

I can recognize that living cells are composed of relatively few elements including carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur. 

 I can differentiate the four major categories of macromolecules (lipids, carbohydrates, proteins, and nucleic acids) through their primary roles and functions 

I can describe the structure of enzymes and explain their role in acting as catalysts to control the rate of metabolic reactions

I can plan and conduct an investigation to determine the effect of an enzyme on a biochemical reaction and apply biological principles and evidence to explain the results.

I can differentiate among a scientific hypothesis, theory, and law. 

I can provide examples of how the additions to cell theory represents Nature of Science.

I can explain how the organelles function individually and, in a system, to support life processes.

I can compare how life processes are maintained within cells and within organisms.

 I can explain how the levels of cellular organization contribute to division of labor in multicellular organisms.

I can use an argument supported by evidence for how the body is a system of interacting subsystems composed of groups of c

I can plan and conduct an investigation to provide evidence that mechanisms maintain homeostasis within living things, such as heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.

I can describe how the composition of the cell membrane contributes to cell function.

I can construct and use models and simulations to represent and explain how substances move across the cell membrane by osmosis, diffusion, facilitated diffusion, and active transport.

I can evaluate the limitations of models used when appropriate.

I can describe how the cell’s surroundings influence the direction and type of cell transport.

 I can plan and conduct investigations related to how concentration affects the rate of diffusion across a semipermeable membrane, using proper sampling techniques, data collection, and analysis. procedures 

I can compare the energy needed to move substances across the cell membrane by osmosis, diffusion, facilitated diffusion, and active transport.

I can explain how biological systems use energy and matter to maintain organization, to grow, and to reproduce.

I can explain how photosynthesis changes light energy into stored chemical energy. 

 I can illustrate how photosynthesis transform light energy into stored chemical energy.   

I can describe how the presence of oxygen affects the amount of energy available to an organism.

 I can explain how photosynthesis and cellular respiration are connected processes that provide living things energy.

I can compare a variety of DNA models and evaluate them for their effectiveness in explaining its structure and function.

  I can provide examples to illustrate how modern advances related to DNA structure and function illustrate the nature of science.

I can describe the process of DNA replication.

I can explain the importance of DNA replication in cell division. 

 I can explain the process of protein synthesis, including transcription and translation.

I can use a DNA or RNA codon chart to determine protein strands based on a segment of nucleic acid.

  I can evaluate and use credible, accurate, and unbiased resources to gather and summarize scientific and technical information about how genetic engineering tools and technologies can be used to alter the genome of an organism. 

  I can debate the pros and cons of synthetic biology. 

I can evaluate data from databases or experimentation to support an argument for the transmission of traits across generations.

I can model and describe the parts of cell cycle to include the processes involved in each stage of mitosis

I can explain the importance of DNA replication in cell division.

I can describe the role of cell specialization (or lack there of) in the life processes of unicellular and multicellular organisms. 

 I can provide evidence to support the idea that a cell’s form fits its function within a multicellular organism. 

 I can describe in general terms the stages of meiosis and explain the processes occurring at each stage; differentiate these from the end products of mitosis.

 I can explain why meiosis is important for sexual reproduction. 

 I can compare the process of mitosis and meiosis and determine which conditions are necessary for each process to occur. 

I can make and defend a claim based on evidence from scientific literature that inheritable genetic variations may result from new genetic combinations through meiosis. 

 I can explain the relationship between genotype and phenotype.  

I can use a Punnett square to predict the phenotypic and genotypic ratios of the possible offspring for a monohybrid cross. 

I can use a Punnett square to predict the phenotypic and genotypic ratios of the possible offspring for a dihybrid cross.

I can use statistics to explain the distribution of traits in offspring. 

 I can explain the relationship between genotype and phenotype.  

 I can use a Punnett square to predict the phenotypic and genotypic ratios of the possible offspring for a dihybrid cross.

 I can use statistics to explain the distribution of traits in offspring. 

 I can predict possible genotypes and phenotypes of codominance and incomplete dominance crosses using Punnett Squares. 

 I can identify sources of genetic diversity and explain how it can be an advantage for populations.

I can determine the relative age of a fossil, given information about its position in the rock and absolute dating by radioactive decay.

I can differentiate between relative and absolute dating based on fossils in biological evolution.

 I can explain how advancements in our understanding of DNA and its function contribute to the understanding that species change over time. 

 I can explain how advancements in genetic technology contribute to the understanding that species change over time.

 I can provide evidence to support the argument that variations for a given trait within a population may be helpful or harmful to the survival of a population when environmental pressures arise.  

I can discuss sources of genetic variation within a population.

I can describe the effect of reproductive strategies and rates and how they affect the population's survival.

 I can predict the effect of environmental pressures on populations.    

I can explain how natural selection led to changes in gene frequency in populations over time.  

I can compare punctuated equilibrium with gradual change over time. 

 I can construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.   

I can construct an explanation based on evidence that the process of evolution primarily results from: the potential for a species to increase in number, the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, competition for limited resources and the proliferation of those organisms that are better able to survive and reproduce in the environment.  

I can evaluate evidence supporting the claim that changes in environmental conditions may result in an increased number of some species, the emergence of new species over time, and/or the extinction of other species. 

I can arrange organisms in a hierarchy according to similarities and differences in structural and biochemical characteristics (BIO.6 a)  

 I can recognize scientific names as part of a binomial nomenclature (BIO.6 a) 

I can recognize similarities in embryonic stages in diverse organisms in the animal kingdom, from zygote through embryo, and infer relationships (BIO.6 c) 

 I can recognize new attributes (physical and chemical) that affect the taxonomic group into which an organism is (or was) placed (BIO.6 f). 

I can compare structural characteristics of an extinct organism, as evidenced by its fossil record, with present, familiar organisms.

 I can analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth (under the assumption that natural laws operate today as in the past).

I can interpret a cladogram or phylogenetic tree to make inferences about relationships.

I can recognize similarities in embryonic stages in diverse organisms in the animal kingdom, from zygote through embryo, and infer relationships. 

 I can apply classification criteria to categorize examples of organisms as representatives of the three domains: Archaea, Bacteria, and Eukarya.

 I can apply classification criteria to categorize examples of organisms as representatives of the six kingdoms: archaebacteria, eubacteria, protista, fungi, plantae, and animalia.

I can explain in simple terms how viruses infect host organisms.

I can use evidence to support the viruses as nonliving.

 I can I can examine effects of viruses on human health. 

I can use evidence to support the description of bacteria as living.

I can compare a virus and a bacterium in relation to genetic material and reproduction.

I can examine effects of bacteria on human health. 

I can provide an evidence-based explanation that connects the germ theory to the nature of science, such as describing the effects of Pasteur’s and Koch’s experiments on the understanding of disease transmission.

I can describe how germ theory exemplifies the nature of science as supported by evidence. 

 I can use evidence from scientific literature and research to support a claim on the use or misuse of vaccines or antibiotics

I can use mathematical representations such as charts, graphs, histograms, and population change data, to support explanations of factors that affect carrying capacity of ecosystems.

I can make predictions about changes that could occur in population numbers as the result of population interactions.

 I can graph and interpret a population growth curve and identify the carrying capacity of the population.

I can interpret how the flow of energy occurs between trophic levels in all ecosystems in a: food chain food web pyramid of energy pyramid of biomass

I can develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere

I can evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem 

I can recognize and understand the cause-and-effect relationship between changes in the abiotic and biotic conditions in an ecosystem and succession.

 I can describe the patterns of succession found in aquatic and terrestrial ecosystems of Virginia. 

I can identify factors leading to primary and secondary succession.

I can describe the characteristics of a climax community. 

I can provide examples to illustrate and explain how habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change can disrupt an ecosystem and threaten the survival of species.

 I can design, evaluate, and refine a solution for reducing the negative effects of human activity on a Virginia watershed or ecosystem.