CURRICULUM MAP: 10398.map

Biology (ACP) 511
Unit 1 - Biology as a Science and Evolution

TIME FRAME: 1.5 weeks
GRADE: 10
CONTACT:

         MAP LEVEL: 1
07.0 SCIENCE

07.0.1.9.1 -- Students will gather and synthesize information concerning a problem

07.0.1.9.2 -- Students will generate and revise hypotheses based upon empirical data and the requirements of logical reasoning

07.0.1.9.3 -- Students will interpret the results of experimentation using statistical reasoning

07.0 SCIENCE

07.0.1.9.4 -- Students will critique scientific experiments or research by seeking out possible sources of bias in the design and analysis of data

07.0.1.9.5 -- Students will suggest alternative ways of explaining data and criticize arguments in which data, explanations or conclusions are represented as the only ones worthy of consideration

07.0.1.9.6 -- Students will prepare and present oral and written scientific reports that communicate in a logical sequence the process, results and validity of scientific experiments and research.

07.0 SCIENCE

07.0.5.9.1 -- Students will understand that the present diversity of life I a result of natural selection and other evolutionary processes that have been at work for long periods of time

07.0.5.9.3 -- Students will describe why diversity in a species is important for its survival in a changing environment

07.0.6.9.1 -- Students will recognize that changes in the types of species on Earth may have occurred either gradually or through sudden bursts of major change (punctuated equilibrium)

07.0.6.9.3 -- Students will understand how fossil anatomical, molecular and other observable forms of evidence provide support for the theory of natural selection

07.0.6.9.4 -- Students will explain that preservation of the Earth's biological diversity is critical to the future of human beings and other living things

07.0.6.9.5 -- Students will describe scientific theories for the origin of life and the evidence to support the theories

07.0 SCIENCE

07.0.6.9.6 -- Students will explain the differences between human beings and other primates

07.0 SCIENCE



What is the goal of scientific inquiry?
How do scientists test hypotheses?
How does a scientific theory develop?
What are the characteristics of living organisms?
How can life be studied at different levels?
How are laboratory instrumentation and measurement used in the scientific process?
What are the principles behind evolution?
What evidence exists supporting the theory of evolution?
What are the components of the theory of natural selection?
How are Lamarck's theories inconsistent with genetic traits?
How is the scientific theory applied to the study of evolution and theory of natural selection?



1. Scientific method
2. Experimental design
3. Characteristics of living organisms
4. Branches of biology as a science
5. Scientific measurement and equipment
6. Define evolution
7. Theories of Evolution: Darwin vs. Lamarck
8. Evidence of Evolution: fossil, homologous, vestigial, embryological, chemical
9. Conditions of Natural Selection
10. Speciation and its causes: isolation (geographic, genetic, environmental, mechanical, behavior), mutation, natural selection, genetic drift, selective breeding
11. Punctuated vs. gradualism evolution




Students in Biology I will develop the ability to:
1. Discuss the logic of scientific inquiry,
2. Design and implement an open ended inquiry,
3. List and describe the characteristics of living organisms,
4. Compare and contrast characteristics and/or properties of living vs. non-living forms,
5. Use microscopy skills, metric measurement and conversions,
6. Compare and contrast the theories of natural selection and Lamarckism,
7. Utilize the proofs of evolution to assess evolutionary proximity,
8. Apply the theory of natural selection to a given evolutionary problem,
9. Differentiate between the conditions for genetic equilibrium and evolutionary change.




1. Design and perform a laboratory experiment
2. Use of a microscope



Objective/Subjective testing in a ratio "range" of 50-60:50-40 percent
Laboratory (demonstrate skills in lab safety and equipment use)
Cooperative Activities
Class discussion



Video as a springboard for class discussion: Evolution, a journey into where we're from and where we're going, Learning and Teaching Evolution - WGBH



BSCS Biology (A Molecular Approach) - Everyday Learning Corporation - 2000