Victoria Freeman

Year Long Biology Plan

Nebraska State Science Standards:
SC12.1.1*

Students will design and conduct investigations that lead to the use of logic and
evidence in the formulation of scientific explanations and models

SC12.1.1.c*

Identify and manage variables and constraints

SC12.1.1.f *

Represent and review collected data in a systematic, accurate, and objective

manner

SC12.1.1.h *

Use results to verify or refute a hypothesis

SC12.1.1.j *

Share information, procedures, results, conclusions, and defend findings to a

scientific community (peers, science fair audience, policy makers)

SC12.1.1.l *

Use appropriate mathematics in all aspects of scientific inquiry

SC12.1.2 *

Students will apply the nature of scientific knowledge to their own investigations
and in the evaluation of scientific explanations.

SC12.1.2.a*

Recognize that scientific explanations must be open to questions, possible

modifications, and must be based upon historical and current scientific
knowledge.

SC12.1.3

Students will solve a complex design problem.

SC12.3.4

Students will describe the theory of biological evolution.

SC12.3.4.a

Identify different types of adaptations necessary for survival (morphological,

physiological, behavioral)

SC12.3.2

Students will describe the molecular basis of reproduction and heredity.

SC12.3.2.b

Describe the basic structure of DNA and its function in genetic inheritance.

SC12.3.2.c

Recognize how mutations could help, harm, or have no effect on individual

organisms.

SC12.3.2.d

Describe that sexual reproduction results in a largely predictable, variety of

possible gene combinations in the offspring of any two parents.

SC12.3.4.d

Apply the theory of biological evolution to explain diversity of life over time.

SC12.3.1

Students will investigate and describe the chemical basis of the growth,
development, and maintenance of cells.

SC12.3.1.a

Identify the complex molecules (carbohydrates, lipids, proteins, nucleic acids) that
make up living organisms.

SC12.3.1.b

Identify the form and function of sub-cellular structures that regulate cellular
activities

SC12.3.1.c

Describe the cellular functions of photosynthesis, respiration, cell division,

protein synthesis, transport of materials, and energy capture/release

SC12.3.1.d

Describe how an organism senses changes in its internal or external environment

and responds to ensure survival.

SC12.3.3

Students will describe, on a molecular level, the cycling of matter and the flow of
energy between organisms and their environment.

SC12.3.3.a

Explain how the stability of an ecosystem is increased by biological diversity.

SC12.3.3.c

Explain how distribution and abundance of different organisms in ecosystems are

limited by the availability of matter and energy and the ability of the ecosystem to
recycle materials.

SC12.3.3.d

Analyze factors which may influence environmental quality.

* These standards will be addressed throughout the year rather than being addressed discretely.
All other standards will be addressed directly in lessons in the order listed.

Next Generation Science Standards:

HS-LS4-1.

Communicate scientific information that common ancestry and biological evolution

are supported by multiple lines of empirical evidence.

HS-LS4-3.

Apply concepts of statistics and probability to support explanations that

organisms with an advantageous heritable trait tend to increase in proportion to
organisms lacking this trait.

HS-LS3-1.

Ask questions to clarify relationships about the role of DNA and chromosomes in
coding the instructions for characteristic traits passed from parents to offspring.

HS-LS3-2.

Make and defend a claim based on evidence that inheritable genetic variations may
result from: (1) new genetic combinations through meiosis, (2) viable errors
occurring during replication, and/or (3) mutations caused by environmental factors.

HS-LS3-3.

Apply concepts of statistics and probability to explain the variation and distribution
of expressed traits in a population.

HS-LS1-1.

Construct an explanation based on evidence for how the structure of DNA

determines the structure of proteins which carry out the essential functions of life
through systems of specialized cells.

HS-LS1-2.

Develop and use a model to illustrate the hierarchical organization of interacting

systems that provide specific functions within multicellular organisms.

HS-LS1-4.

Use a model to illustrate the role of cellular division (mitosis) and differentiation in
producing and maintaining complex organisms.

HS-LS1-5.

Use a model to illustrate how photosynthesis transforms light energy into stored
chemical energy.

HS-LS1-7.

Use a model to illustrate that cellular respiration is a chemical process whereby the
bonds of food molecules and oxygen molecules are broken and the bonds in new
compounds are formed resulting in a net transfer of energy.

HS-LS2-1.

Use mathematical and/or computational representations to support explanations of

factors that affect carrying capacity of ecosystems at different scales.

HS-LS2-3.

Construct and revise an explanation based on evidence for the cycling of matter
and flow of energy in aerobic and anaerobic conditions.

HS-LS2-6.

Evaluate the 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.

HS-LS4-5.

Evaluate the evidence supporting claims that changes in environmental conditions

may result in: (1) increases in the number of individuals of some species, (2) the
emergence of new species over time, and (3) the extinction of other species

HS-LS4-6.

Create or revise a simulation to test a solution to mitigate adverse impacts of

human activity on biodiversity.*

Course Essential Question: How can we explain the diversity of life found on Earth?
Unit:

Course Understandings...

Nature of
science

Students will understand that

scientific
explanations are open to
questioning and
modification
scientific
explanations must be
based on historical and
current scientific models
scientific
explanations must be
testable and produce
reproducible results

Evolution

DNA/
genetics

Unit Essential Questions

Course Skills

1. What is
science?
2. What are
scientific models
based on?
3. Why do we
trust science?

Students will
develop the
skills to
question,
reason, form
logical
conclusions
based on
presented
evidence

there are multiple

lines of empirical
evidence supporting
biological evolution
different types of
adaptation exist and
support survival
organisms with
advantageous heritable
traits tend to increase in
proportion

1. What is
evolution?
2. What
causes populations
to change over
time?

analyze
trends, make
predictions,
analyze and
present data,
report findings

there is a
molecular basis for
heredity and reproduction
the structure of
DNA is essential to its
function
mutations play an
essential role in variation

1. What is
heredity and how is
it significant to the
theory of
evolution?
2. Why are
mutations
important?

understand
and calculate
ratios,
understand
how
microscopic
changes can
lead to
macroscopic
differences

Phylogeny

a hierarchical
organization explains/ fits
the diversity of life

1. Why does a
hierarchical
organization make
sense in light of
evolution?

read a
phylogenetic
tree, order
things in a
logical
progression

Cells

all living things

are made of cells
there is a wide
variety of single cellular
organisms with large
amounts of variation
subcellular
structures regulate
cellular activities
different chemical
processes are used by
cells

1. How does
cellular function
dictate form?

use a
microscope,
draw
conclusions
based upon
observations

Multicellular

organisms sense
and respond to change
within their environments
different types of
organisms rely on
different metabolic
processes (respiration,
photosynthesis)
protein synthesis
is a critical component of
function.

1. How does
being multicellular
differ from being
single cellular?
2. How does
metabolic function
vary?

read and write

metabolic
reactions,
explain and
predict cause
and effect
relationships

Ecology

matter cycles
through an ecosystem
ecosystems are a
balance of complex
interactions, and changes
in one factor can have
wide reaching effects
human factors
can influence
environmental quality

1. Why are
matter cycles
significant?
2. Why is
there concern
about loss of
biodiversity?
3. How have
humans impacted
the environment?

understand
and diagram
cycles, follow
data trends