Biology Scope and Sequence

Grading Period Unit Title Learning Targets

Throughout the B.(1) Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field
School Year investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:
(A) demonstrate safe practices during laboratory and field investigations, including chemical, electrical, and fire
safety, and safe handling of live and preserved organisms; and
(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of
materials.
B.(2) Scientific processes. The student uses scientific methods during laboratory and field investigations. The student
is expected to:
(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this
section;
(B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or
not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a
wide variety of conditions are incorporated into theories;
(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by
multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable
explanations, but they may be subject to change as new areas of science and new technologies are developed;
(D) distinguish between scientific hypotheses and scientific theories;
(E) plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and
selecting, handling, and maintaining appropriate equipment and technology;
(F) collect data individually or collaboratively, make measurements with precision and accuracy, record values using
appropriate units, and calculate statistically relevant quantities to describe data, including mean, median, and range;
(G) demonstrate the use of course apparatuses, equipment, techniques, and procedures;
(H) organize, analyze, evaluate, build models, make inferences, and predict trends from data;
(I) perform calculations using dimensional analysis, significant digits, and scientific notation; and
(J) communicate valid conclusions using essential vocabulary and multiple modes of expression such as lab reports,
 labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.
B.(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make
informed decisions within and outside the classroom. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence,
logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of
those scientific explanations, so as to encourage critical thinking by the student;
(B) communicate and apply scientific information extracted from various sources such as current events, news
reports, published journal articles, and marketing materials;
(C) draw inferences based on data related to promotional materials for products and services;
(D) evaluate the impact of research and technology on scientific thought, society, and the environment;
(E) describe the connection between aquatic science and future careers; and
(F) research and describe the history of aquatic science and contributions of scientists.

First Grading Cell Theory and  List characteristics of living things (1. One or more cells, 2. Need a source of energy to carry
Period Organelles out life processes, 3. Can respond to the environment, 4. Can reproduce and develop, 5.
System of related parts, 6. Maintain homeostasis and 7. Evolve and adapt)
 describe how structure is related to function
 Describe the scientist's contribution to the Cell Theory (Hooke, Leeuwenhoek, Schleiden,
Schwann, Virchow)
 Describe the three principles of Cell Theory (all organisms are made of one or more cells,
basic unit of structure, all cells come from cells)
 Compare structures found in the two cells types: prokaryotic cells (bacteria) and eukaryotic
cells (animals, plants, fungi, protist)
 Locate and focus on an object under a light microscope using the coarse adjustment and fine
adjustment
 Describe how to report the magnification on a light microscope
 Describe data as qualitative or quantitative
 Assign proper SI Units to lab equipment: cm, µm, mL, ˚C, g, mg
 Identify major structures present in a model of a eukaryotic cell (cell wall, chloroplast,
endoplasmic reticulum, Golgi apparatus, mitochondria, nucleus, plasma membrane,
ribosome)
 Describe the cellular function of the organelles listed above
 Describe the major structural differences in animal cells and plant cells
Cell Membrane and  describe the structure of a phospholipid (hydrophilic head and hydrophobic tail) and relate
Cellular Transport it to its function in the cell membrane
 identify the membrane proteins found in the plasma membrane and describe their
functions: 1. transport protein (protein channel, carrier protein), 2. receptor protein, and 3.
marker protein (glycoprotein)
 explain how selective permeability of the cell membrane maintains homeostasis
 explain how a concentration gradient results in diffusion across a cell membrane
 distinguish between the types of passive transport: simple diffusion and facilitated diffusion
 predict the movement of water (osmosis) into/out of a cell when place in the three types of
osmotic solutions: isotonic, hypotonic, hypertonic
 explain why energy (ATP) is needed to actively transport substances across a cell
membrane
 compare and contrast passive transport and active transport and give examples of each
 differentiate between endocytosis and exocytosis
Biomolecules  distinguish between an atom, an ion, and a molecule
 describe the significance of covalent bonds to biological systems
 explain how the properties of water (cohesion, adhesion, surface tension, universal solvent, capillary
action, high specific heat) are important to biological systems
 describe the significance of hydrogen bonding to biological systems
 compare and contrast covalent bonds and hydrogen bonds
 describe a biomolecule
 describe how biomolecules are polymers made up of monomers held together by covalent bonds
 identify a structure as a carbohydrate (monosaccharide, polysaccharide)
 describe the functions of carbohydrates (immediate energy, energy storage, structure)
 describe the specifics uses of polysaccharides in organisms (starch, cellulose, chitin, cellulose)
 identify a structure as a lipid (3 fatty acid + glycerol = triglyceride, phosphate group + 2 fatty acids =
phospholipid)
 identify a hydrocarbon chain as saturated or unsaturated
 describe the functions of lipids (long-term energy storage, structure, insulation)
 identify the structural components of a protein (amino acids, peptide bond, polypeptide)
 list and describe the various uses of protein in living things (enzymes, structural components)
 identify the three components of a nucleotide (phosphate group, pentose sugar and nitrogenous
base)
 describe the functions nucleic acid (genetic information storage, protein synthesis)
ATP, Reactions and  describe the structure of adenosine triphosphate (ATP) – 3 phosphate groups,
Enzymes adenine, and ribose
 describes the function of ATP in a cell
 explain the cycle of ATP (use and recovery)
 identify the parts of the photosynthesis chemical reaction (reactants, products)
(6 H2O + 6 CO2 →→→ C6H12O6 + 6 O2)
 describe how biomolecules can be joined together (dehydration synthesis reaction)
or broken apart (hydrolysis reaction)
 identify the significant components of an enzyme reaction (enzyme, active site,
substrate, reactants, products)
 explain the effect an enzyme has on activation energy
 investigate the conditions that affect enzyme function (temperature, pH)
 interpret an enzyme activity graph
Photosynthesis,  describe the chemical equation for photosynthesis, using written words and chemical
Respiration and formulas
Fermentation (6 H2O + 6 CO2 →→→ C6H12O6 + 6 O2)
 identify the locations of each reaction of photosynthesis in chloroplasts (thylakoid
membrane, stroma)
 describe the reactants and products for each reaction of photosynthesis (light dependent
reaction and light independent reaction)
 identify the role of NADP+ and NADPH (electron carriers) in photosynthesis
 interpret a light spectrum graph of chlorophyll
 describe the chemical equation for cellular respiration, using written words and chemical
formulas
(C6H12O6 + 6 O2 → 6 H2O +6 CO2)
 identify the locations of the reactions of cellular respiration in mitochondria (cytoplasm,
matrix,
inner membrane, intermembrane space)
 identify the amount of ATP produced at each stage of cellular respiration (glycolysis, Krebs
cycle, electron transport chain [ETC])
 identify the role of NAD+/NADH and FAD/FADH2 (electron carriers) in cellular respiration
 compare the reactions of photosynthesis to those of cellular respiration
 explain the purpose of fermentation
 identify the products of the two types of fermentation (lactic acid and alcoholic)
 describe the benefits of fermentation
Second Grading DNA, Cell Cycle and  identify the scientists and their contribution toward DNA structure and function (Hershey
Period Mitosis & Chase, Chargaff, Watson & Crick, Franklin)
 identify the components of a nucleotide (phosphate, pentose sugar, nitrogenous base)
 apply Chargaff’s rule to DNA structure (base pairing: A=T, C=G)
 identify the structure of a DNA molecule (double helix, sugar-phosphate backbone,
hydrogen bond)
 explain the process of DNA replication
 list and describe the functions of the key enzymes used in replication (helicase, DNA
polymerase)
 Explain the relationship between the factors that limit cell size (surface area to volume
ratio and diffusion)
 Describe the relationship between chromosome, chromatid, chromatin, histones and DNA
 List and identify individual phases of the cell cycle (Interphase [G 1, S, G2], Mitosis,
Cytokinesis)
 Explain the purpose of mitosis in organisms (growth/development, reproduction, repair)
 Explain the events that occur in each phase of mitosis (prophase, metaphase, anaphase,
telophase)
 Explain the relationship between cell cycle and cancer (disruption of the cell cycle and
damage to the DNA)
 Identify external factors (cell to cell contact, growth factors) and internal factors (check
points) that regulate cellular division
 Identify different causes of cancer (environmental, DNA mutations, control of cell cycle)
 Compare and contrast binary fission and mitosis
 Compare the advantages and disadvantages of asexual reproduction to sexual reproduction
 Explain how stem cells develop into different cell types through cell differentiation
Protein Synthesis  *compare and contrast DNA to RNA (double strand vs. single strand, thymine vs. uracil,
deoxyribose vs. ribose)
 describe the process of transcription and translation (DNA  mRNA  protein)
 use the codon charts/wheel to find the corresponding amino acids as coded for in a section
of mRNA
 list and describe the functions of the different types of RNA used in protein synthesis
(mRNA, tRNA)
 describe the function of RNA polymerase
 recognize how gene expression is regulated in prokaryotic cells through the use of an
operon
 explain how mRNA is processed prior to translation (removal of introns)
 describe the different types of gene mutations (point mutation, frame shift)
  describe the different types of chromosomal mutations that can occur (duplication,
translocation, inversion)

Mendel and Meiosis  Compare and contrast haploid (n) and diploid (2n) cells
 Compare body cells to gamete
 Explain the purpose of meiosis in regards to gamete formation
 Explain and identify the phases of meiosis (Meiosis I and Meiosis II)
 Identify different types of chromosomes (autosomes, homologous chromosomes, sex
chromosomes)
 Compare the results of meiosis in both females and males
 Compare the process of meiosis to mitosis
 Identify the importance of Mendel and his two laws (Law of Segregation and Law of
Independent Assortment)
 Compare genotype (TT, Tt, tt) and phenotype (physical trait)
 Determine the expected phenotypic ratio and percentage of an offspring's traits in both
monohybrid and dihybrid genetic crosses.
 Accurately predict the outcome of various crosses by using a Punnett square and information
from
P, F1, & F2 generations
 Explain when and how genetic recombination occurs (crossing over/Prophase I & independent
assortment/Anaphase I)
 Identify errors that can occur in meiosis and the impact on the organism (nondisjunction →
monosomy, trisomy)
 Complete a Punnett square for non-Mendelian inheritance (codominance, incomplete
dominance, multiple alleles, sex-linked genes)
 Recognize that some traits are the results many different genes working together (polygenic
inheritance)
 Distinguish between external and internal influences on traits (gender, age, climate, season,
hormones)
Third Grading Evolution  provide scientific estimates for the age of earth and when life originated
Period  determine the relative order of past events (relative dating) by comparing the location of
fossils in strata
 identify scientists and their experiments that supported the concept of the development of early
life (Miller & Urey)
 explain the endosymbiont theory (Margulis) and how it relates to the formation of eukaryotic cells
 summarize Charles Darwin’s theory of natural selection
 describe the four principles of natural selection (variation, overproduction, adaptation, descent with
modification)
 describe the types of anatomical homologies (homologous structures)
 describe developmental homologies (embryology)
 describe molecular homologies (DNA sequence analysis)
 describe the different modes of natural selection on populations (directional, stabilizing, and
disruptive selection)
 describe how changes in allelic frequencies occur by chance (genetic drift, gene flow,
mutation, recombination)
 describe the types of events that can lead to speciation (geographic, behavioral, temporal)
compare the rates of evolution gradualism vs. punctuated equilibrium (stasis & sudden
appearance)
Taxonomy, Protist &  explain the purpose of taxonomy
Fungi  explain the history and methods of taxonomy
 explain the significance of modern classification (binomial nomenclature)
 classify organisms using dichotomous key
 describe the organization of taxa in a biological classification system. (DKPCOFGs)
 interpret a phylogenetic tree/cladogram to determine the evolutionary relationships
between organisms
 describe the evolutionary relationships of the 3 domains and list the kingdoms
associated with each
 compare the characteristics of the six kingdoms of life (cell type, cell wall composition,
feeding methods, levels of organization, and examples) page R27-R30
 identify and describe different types of protists (animal like, plant like, fungus like)
 identify the structural characteristics of fungi (chitin, hyphae, mycelium, spores) and
their role as a decomposer in ecology
 examine the importance of protists and fungi in regards to medicine (penicillin) and
disease in humans (athlete’s foot and malaria (plasmodium))
Bacteria, Viruses and  describe the characteristics of archaea
Biotechnology  compare and contrast the different types of bacteria (bacillus, cocci, sprilli, strepto-
, staphylo-, diplo-)
 Identify the structures of a bacterium (pili, nucleoid, flagella, plasmid, capsule)
 describe the two ways in which bacteria reproduce (binary fission & conjugation)
 describe the beneficial roles of prokaryotes
 describe the function of antibiotics and how improper use can lead to antibiotic
resistance
 Identify the structure of a virus (capsid, viral envelope, genetic material,
glycoprotein)
 compare and contrast the reproductive cycles of viruses (lytic /lysogenic)
 explain the relationship between the reproductive cycle of viruses (such as HIV,
and Influenza) and disease in a host
 explain how restriction enzymes cut DNA (sticky ends & blunt ends)
 explain the process and purpose of gel electrophoresis
 explain the purpose polymerase chain reaction (PCR)
 explain how DNA fingerprinting is used for identification and analysis of genomes
 describe how organisms are cloned
 describe the process of genetic engineering using recombinant DNA
 describe both sides of the argument concerning genetically modified organisms
(GMOs)
Plants  describe the structures of plant cells that make them unique from other eukaryotic cells
(cell wall, cellulose, chloroplast, large central vacuole)
 distinguish the functions and locations of the three types of plant tissues (ground, dermal,
vascular)
 compare and contrast xylem and phloem
 identify evolutionary origins of land plants by looking at currently existing plant groups
(nonvascular, and vascular plants)
 identify the structures and functions of roots, stems, and leaves
 identify the structures found in a cross section of roots, stems, and leaves
 distinguish between primary and secondary growth of plants
 compare monocotyledons and dicotyledons (structure: roots, stems, leaves, petals, seed)
 describe the alternation of generation in plants (gametophyte & sporophyte phases)
 identify the structure and function of a flower: carpel (stigma, style, ovary, ovule), stamen
(anther, filament)
  identify the process of fertilization in a flowering plant
 describe the structure and function of a seed (seed coat, endosperm, embryo)
 describe different methods for plants to asexually reproduce (stolons, tubers, bulbs)
 list the plant hormones and describe their function (ethylene, cytokinins, auxins)
 name and describe various plant tropisms (gravi-, photo-, thigmo-)

Fourth Grading Human Body Systems  List and describe the systems of the body and their functions (Respiratory, Circulatory,
Period Digestive, Immune, Reproductive, Excretory, Nervous, Integumentary, Muscular, Skeletal,
Lymphatic)
 Describe the levels of biological organization (cells, tissues, organs, organ system, organism)
 Examine and describe the three muscle types (smooth, skeletal, cardiac)
 Explain the role of feedback mechanisms in maintaining homeostasis (positive & negative)

 Describe the role of capillaries for absorption and exchange between cells and their
surroundings.
 Describe the three types of blood vessels (arteries, veins, capillary)
 Describe the composition of blood (plasma, platelets, red blood cells, white blood
cells)
 Compare mechanical and chemical digestion
 Identify and describe the role of the digestive organs: esophagus, stomach, liver,
gallbladder, pancreas, small intestine, large intestine, rectum and anus
 Explain how food/nutrients go from its original form to one that can enter the blood
stream through microvilli
 Describe how the kidney functions in the excretory system for filtration, reabsorption,
and excretion of waste to maintain homeostasis (kidney, ureter, urinary bladder,
urethra)
 Identify the component parts of the nervous system ( brain, nerves, and neurons)
 Draw and label the structure of a neuron (cell body, axon, dendrites, myelin sheath,
axon terminals)
 Describe the differences between central and peripheral nervous systems
 Identify the role of hypothalamus and pituitary
 Identify the roles of blood, lymph, and white blood cells in the immune system
 Identify examples of nonspecific immunity (skin, mucus, inflammation, fever)
 Identify examples of specific immunity (B-Cells, antibodies, T-Cells, memory cells)
  Describe the role of the lymphatic system in the body.
 Compare and contrast gametogenesis in females and males
 Give examples of how hormones control the female and male reproductive systems
(ovulation, corpus luteum, follicle)
 Describe the path taken by both eggs and sperm in human fertilization (ovary, fallopian
tube, uterus, cervix, vagina, urethra, testicle)
Ecology  list and differentiate levels of biological organization in ecology (organism, species,
population, community, ecosystem, biome, biosphere).
 differentiate between trophic levels: autotrophs (photosynthetic, chemosynthetic) &
heterotrophs (herbivore, omnivore, carnivore)
 describe the components and trace the flow of energy and matter in an ecosystem from the
ultimate source (sun) to primary, secondary, tertiary, and quaternary consumers using
ecological pyramids, food chains, and food webs
 describe the flow of matter and consequences of disruptions of the carbon and nitrogen cycles
 identify the five types of symbiotic relationships (predation, competition, mutualism,
commensalism, parasitism)
 summarize the role of microorganisms in the maintenance and disruption of ecosystems
 Predict the type of survivorship curve based on an organism’s characteristics (Type I, Type
II, and Type III)
 compare and contrast exponential (J-shaped) and logistics (S-shaped) in regards to
population growth
 describe how density factors affect population growth (density-independent & density-
dependent limiting factors)
 describe the sequence of events under which primary and secondary succession take place
 explain how greenhouse gases lead to global warming’s effect on ecosystems
 describe how toxins accumulate as you move through the trophic levels in the food chain
(biomagnification)
 explain the importance of biodiversity to humans (ex: medicine, biotechnology) and nature
(ex: ecosystem stability)
 describe threats to biodiversity (such as: habitat loss, habitat fragmentation, habitat
degradation, invasive species) and the consequences they pose
Animals and  identify and describe the role of the three embryonic germ layers in regard to animal
Dissections development (ectoderm, mesoderm, endoderm)
 describe developmental patterns in animals from fertilization to a blastula (p. 676)
 identify the forms of symmetry found in animals (asymmetry, radial , bilateral)
 label the anatomical directional terms of various animals (ventral, dorsal, anterior,
 posterior, proximal, distal) (p. 675, 734)
 distinguish between the three body plans (acoelomate, pseudocoelomate, and
coelomate)
 Identify and label: aortic arches, crop, gizzard, clitellum, setae, brain, pharynx,
intestine, ventral nerve vessel, dorsal blood vessel, segment
 Identify and label: nares, glottis, pinnae, papillae (mammary, urogenital), palentine
rugae, tongue, palates (hard and soft), larynx, epiglottis, trachea, heart, thymus,
thyroid, brain, lungs, diaphragm, kidneys, large intestine, small intestine, stomach,
rectum, spleen, urinary bladder, pancreas, gall bladder, liver, esophagus, external
genital opening (female and male), anus, penis, scrotum, umbilical cord