PROJECTED CURRICULUM MAP - Neshaminy
CURRICULUM MAP Honors Biology 1Course/ Subject: Basic Biological PrinciplesGrade: 9Teachers: High School Biology Dept.Timeframe:National Benchmark beingaddressed1) Describe the characteristics of lifeshared by all prokaryotic and eukaryoticorganisms.State Standards-1)BIO.A.1.1.12)BIO.A.1.2.12) Compare and contrast cellularstructures and their functions inprokaryotic and eukaryotic cells.Skills/Competencies1a) Compare prokaryoticcells to eukaryotic cells1b) Identify thecharacteristics thatdefine life2a) Identify the function ofdifferent organelleswithin the cell andinteractions with eachother2b) Compare and contrastthe differences in formand function of plantand animal cellsAssessment (common orindividual; formative orsummative)1a) Formative :Venn DiagramRST9-10.52a) Organelle Structure AndFunctions Chart RST9-10.22b) Cells Of The BodyMicroviewer Activity2c) Cell Structure ColoringPages2d) Cell Story or Cell CatalogRST9-10.4, WHST910.2A2.b. Mystery Cell Lab3)BIO.A.1.2.21RST9-10.3, RST9-10.73) Sequence the levels ofbiological organizationin order from least tomost complexCCCSS.ELA-Literacy.910.51b) Think-Pair-Share2e) Organelle and FunctionTest3) Describe and interpret relationshipsbetween structure and function atvarious levels of biological organization(i.e., organelles, cells, tissues, organs,organ systems, and multicellularorganisms).Common CoreStandards forLiteracyImplementationIdeas- Science3) Hiérarchy of Life teracy.910.5
Unit: Chemical Basis of LifeTimeframe:National Benchmark beingaddressed1) Describe the unique properties of waterand how these properties support life onEarth (e.g., freezing point, high specificheat, cohesion).State Standards-1) BIO.A.2.1.12)BIO.A.2.2.12) Explain how carbon is uniquely suited toform biological macromolecules.Skills/Competencies1) Compare andcontrast covalent andhydrogen bonds2) Discuss propertiesand composition ofwater3) Differentiatebetween acids andbasesAssessment (common orindividual; formative orsummative)1) Properties of Water 1e)2) Identify pH of various solutions3) Effectiveness of Antacids Lab(RST.9-10.3)(RST.910.7)(WST.9-10.1d) (WST.910.2f)3)BIO.A.2.2.23) Describe how biological macromoleculesform from monomers.4) Discuss uniqueproperties of carbon4) BIO.A.2.2.34) Compare and contrast the structure andfunction of carbohydrates, lipids, proteins,and nucleic acids in organisms.5)BIO.A.2.3.15) Describe the role of an enzyme as acatalyst in regulating a specific biochemicalreaction.6)BIO.A.2.3.26) Explain how factors such as pH,temperature, and concentration levels canaffect enzyme function.25) Describedehydrationsynthesis andhydrolysis reactions6) Compare andcontrast the structureand function ofbiologicalmacromolecules4) Sketch or concept map ofdehydration synthesis andhydrolysis (RST.9-10.2)5) Concept map of carbohydrates,lipids, nucleic acids, andproteins (RST.9-10.5)6) Identifying Inorganic andOrganic Molecules Lab (RST.910.3)(RST.9-10.7) (WST.910.1d) (WST.9-10.2f)7) Describe the mainjobs of proteins7) Carbohydrates, Proteins, LipidsCut and Paste Activities(RST.9-10.4)8) Demonstrate the fourlevels of proteinstructure8) Catalase Lab (RST.9-10.3)(RST.9-10.7) (WST.9-10.1d)(WST.9-10.2f)9) Describe the processof denaturation9) Chapter TestCommon CoreStandards forLiteracyImplementationIdeas- Science
Unit: BioenergeticsTimeframe:National Benchmark being addressedState Standards-Skills/CompetenciesAssessment (common orindividual; formative orsummative)1) Describe the fundamental roles of plastids (e.g.,chloroplasts) and mitochondria in energytransformations.1) BIO.A.3.1.11) Identify the specialized structures andfunction of mitochondria andchloroplasts.1)Coloring ActivitiesRST9-10.52) Compare and contrast the basic transformation ofenergy during photosynthesis and cellular respiration.2) BIO.A.3.2.12a) Evaluate the impact of cellularprocesses on the biological community2a) Global Warming ArticleRST9-10.1;RST9-10.2: WHST.910.1b; WHST.9-10.1e2b) Photofinish LabRST0-10.3;RST9-10.7; WHST.910.2f2c) Got Energy?LabRST9-10.3;RST9-10.7; WHST.910.2f2d) Yeast Respiration LabRST9-10.3;RST9-10.7; WHST.910.2f2e) Food Burning LabRST9-10.3;RST9-10.7; WHST.910.2f2b)Explain the interdependence of theprocesses of photosynthesis andcellular respiration3) Describe the role of ATP in biochemical reactions3) BIO.A.3.2.23) Describe the relationship between thestructure of organic molecules and thefunction they serve in living organisms3) ATP Cycle Cutout ActivityRST9-10.5Chapter Test3
Unit: Homeostasis and TransportTimeframe:National Benchmark being addressed1) Describe how the structure of the plasmamembrane allows it to function as a regulatorystructure and/or protective barrier for a cell.State Standards-1) BIO.A.4.1.12) Compare and contrast the mechanisms thattransport materials across the plasma membrane(i.e., passive transport -- diffusion, osmosis, facilitateddiffusion; active transport -- pumps, endocytosis,exocytosis).2) BIO.A.4.1.23) Describe how membrane‐bound cellular organelles(e.g., endoplasmic reticulum, Golgiapparatus) facilitate the transport of materials withina cell.3) BIO.A.4.1.34)Explain how organisms maintain homeostasis (e.g.,thermoregulation, water regulation, sdescribe the role of the plasma membranein regulating cell activities andprotecting the cell.compare the various mechanisms ofpassive and active transport.Assessment (common orindividual; formative orsummative)Surface area to volume activityRST9-10.1, RST9-10.3Diffusion and osmosis labRST9-10.3;RST9-10.7WHST.9-10.2f, WHST.9-10.1eVinegar Egg shell labRST9-10.3;RST9-10.7WHST.9-10.2f, WHST.9-10.1erelate the structures of membrane-boundorganelles to their functions in energytransfer and transportation ofmaterials.Demonstrate homeostasis dynamicallyreturns biological changes (bodytemperature, osmolarity, bloodpressure, pH, blood glucose, etc.) tobalance by modifying chemicalreactions, adjusting energytransformations, and responding toenvironmental changes.Plasmolysis labRST9-10.3;RST9-10.7WHST.9-10.2f, WHST.9-10.1eTransport concept mapRST0-10.5WHST.9-10.2aGot Energy LabRST9-10.3;RST9-10.7;WHST.9-10.2f, WHST.9-10.1e
Unit: Cell Growth and ReproductionTimeframe –National Benchmark being addressed1) Describe the events that occur during the cellState Standards-1) BIO.B.1.1.1cycle: interphase, nuclear division (i.e., mitosis ormeiosis), cytokinesis.Skills/Competencies1a) Identify and describe the threemain stages in the cell cycle1b) Identify the changes andevents that occur in cellsbefore and during mitosis.1C) understand the problem cellgrowth causes and how celldivision solves the cellgrowth problemAssessment (common orindividual; formative orsummative)1a) Cell Cycle LabRST9-10.3;RST9-10.7;WHST.9-10.2f, WHST.9-10.1e1b) Cell Cycle PosterRST9-10.51c) Meiosis Bead Activity1d) Meiosis Web questRST9-10.72) Compare and contrast the processes andoutcomes of mitotic and meiotic nuclear divisions.3) Describe how the process of DNA replicationresults in the transmission and/or conservation ofgenetic information.4) Explain the functional relationships among DNA,genes, alleles, and chromosomes and their roles ininheritance.2) BIO.B.1.1.21) Differentiate between mitosisand meiosis.1) Venn DiagramRST9-10.53a) DNA Replication Activity3) BIO.B.1.2.14) BIO.B.1.2.23a) Determine the relationshipbetween alleles and genes3b) Summarize the events ofDNA replication and explainthe result of replication3c) Model the steps of DNAreplication.3d) Explain how the process ofDNA replication relates toheredity4)Explain the roles of DNA,genes, alleles, andchromosomes in inheritanceRST9-10.53b) DNA Model Activity3c) DNA Origami Activity4a)Strawberry DNA LabRST9-10.3;RST9-10.7;WHST.9-10.2f, WHST.9-10.1e4b) Build a Frog LabRST9-10.3;RST9-10.7;WHST.9-10.2f, WHST.9-10.1e4c) DNA to RNA cut-out Activity5
Unit: GeneticsTimeframe –NATIONAL BENCHMARKS1) Describe and/or predict observedSTATE STANDARDS1) BIO.B.2.1.1patterns of inheritance (i.e., dominant,recessive, co-dominance, incompletedominance, sex-linked, polygenic, andmultiple alleles).COMPETENCIES/SKILLSASSESSMENTStudents create Patterns ofInheritance concept mapSummative assessment onInheritance patternsPerform punnet squares on allpatterns of inheritanceCoin Flip LabRST9-10.3;RST9-10.7;WHST.9-10.2f, WHST.9-10.1e2) Describe processes that can altercomposition or number of chromosomes(i.e., crossing-over, nondisjunction,duplication, translocation, deletion,insertion, and inversion).2) BIO.B.2.1.2Recognize the difference betweenpoint and chromosomal mutationsand the effect of proteinABO Blood Type LabRST9-10.3;RST9-10.7;WHST.9-10.2f, WHST.9-10.1ePipe Cleaner Baby LabRST9-10.3;RST9-10.7;WHST.9-10.2f, WHST.9-10.1eGenetic Disorder Brochure ProjectWHST.9-10.6; WHST.9-10.83) Describe how the processes oftranscription and translation are similar inall organisms.4) Describe the role of ribosomes,endoplasmic reticulum, Golgi apparatus,and the nucleus in the production ofspecific types of proteins.5) Describe how genetic mutations alterthe DNA sequence and may or may notaffect phenotype (e.g., silent, nonsense,frame-shift).3) BIO.B.2.2.1Describe a Genetically ModifiedOrganismsexplain the processes of transcription,translation, and protein modification4) BIO.B.2.2.26RST9-10.1;RST9-10.2DNA Fingerprinting Activitydescribe the role of the EndoplasmicReticulum and Golgi apparatus in proteinsynthesisMutation Concept Map5) BIO.B.2.3.1explain the effects of a point or frame-shiftmutation on the polypeptidedescribe the kinds of chromosomalmutations that can occur.relate them to changes in the DNA thatmay result in a change in phenotype6) Explain how genetic engineering hasimpacted the fields of medicine, forensics,and agriculture (e.g., selective breeding,gene splicing, cloning, geneticallymodified organisms, gene therapy).Jigsaw Reading6) BIO.B.2.4.1Students will understand how geneticengineering can effect the genome of otherorganismsRST9-10.5Karyotype LabRST9-10.3;RST9-10.7;WHST.9-10.2f, WHST.9-10.1eHuman Characteristics ActivityOnline Activities
Unit: EvolutionTimeframe: 8 weeksNational Benchmark being addressed1) Explain how natural selection can impact alleleState Standards-1) BIO.B.3.1.1frequencies of a population.2) Describe the factors that can contribute to the2) BIO.B.3.1.2development of new species (e.g., isolatingmechanisms, genetic drift, founder effect,migration).3) Explain how genetic mutations may result ingenotypic and phenotypic variations within apopulation.Skills/Competencies1a Compare and contrastadaptation to environment withina species.1b. Apply the concept of survivalof the fittest.2a. describe factors that may leadto the development of newspecies: isolating mechanisms,genetic drift, founder effect, andmigration.2b) sequence events that canlead to reproductive isolation oftwo populations3) BIO.B.3.1.33a. explain how genetic mutationsmay result in genotypic andphenotypic variations within apopulation.3b. analyze the results of scientificstudies to determine whethergenetic mutations can bebeneficial4) Interpret evidence supporting the theory ofevolution (i.e., fossil, anatomical, physiological,embryological, biochemical, and universal geneticcode).4) BIO.B.3.2.14a. Compare and contrast aminoacids found in various organisms.4b. Analyze homologousstructures in fossil records.Assessment (common orindividual; formative orsummative)1a. Birds on an Island LabRST9-10.3;RST9-10.72a. Hominid Skulls LabRST9-10.3;RST9-10.7WHST.9-10.7; WHST.9-10.1c3a. Peppered Moth SimulationRST9-10.23b. Pesticide Resistance OnlineActivity RST9-10.23c. How is Camouflage and AdaptiveAdvantage Lab RST9-10.3;RST910.7; WHST.9-10.7; WHST.9-10.1c4a. Amino Acid Sequence ComparisonActivity. RST9-10.74b. Homologous Structure ColoringActivity4c. The Great Fossil Find4d. Interpreting Fossil Evidence5) Distinguish among the scientific terms:hypothesis, inference, law, theory, principle, fact,and observation.75) BIO.A.3.3.15. Define and distinguishbetween core scientificvocabulary.5a. Create a master list of corevocabulary. RST9-10.45b. Create descriptions for eachvocabulary word RST9-10.4;RST910.5
6) Understand that evolution builds on whatalready exists, so the more variety there is, the morethere can be in the future. But evolution does notnecessitate long-term progress in some set direction.Evolutionary change appears to be like the growth ofa bush: Some branches survive from the beginningwith little or no change; many die out altogether; andothers branch repeatedly, sometimes giving rise tomore complex organisms.6) BIO.B.3.1.21. Compare and contrastadaptation to environment withina species (natural selection)2. Speciation Concept Map2. Relate the biological speciesconcept to the modern definitionof species4. Explain how the isolation ofpopulations can lead to speciationi.e. reproductive isolation,temporal isolation, pre-zygot6icvs. post zygotic isolation,mechanical isolation, behavioralisolation, etc 3. T-Chart Activity on Convergent andDivergent Evolution5. Compare two kinds ofisolation and the pattern ofspeciation associated with each5. See # 4 above6. Compare and contrast aminoacids found in various organisms6. DNA/Protein Analysis Lab7. List the five conditions inwhich evolution may take place7. Unit Exam8. Use the Hardy-Weinbergequation to provide mathematicalproof that evolution occurs9. Describe how convergentevolution can result amongdifferent species10. Explain how divergentevolution can lead to speciesdiversity11. Compare artificial selectionand natural selection81. Five Fingers of Evolution Video4. Venn Diagram on Pre-zygotic vs.Post-zygotic isolation
Unit: EcologyTimeframe:National Benchmark being addressedState Standards-1) Describe the levels of ecological organization (i.e.,organism, population, community, ecosystem, biome,biosphere).1) BIO.B.4.1.12) Describe characteristic biotic and abioticcomponents of aquatic and terrestrial ecosystems.2) BIO.B.4.1.23) Describe how energy flows through an ecosystem(e.g., food chains, food webs, energy pyramids).3) BIO.B.4.2.1Skills/Competencies1) Sequence the levels of biologicalorganization in order from least tomost complex.2) research the connections betweenfactors that determine biomedevelopment including a physicalmap, and plant and animalpopulations3a) Sequence a food chain to show thetransfer of energy.3b) Describe the roles of organisms in afood web in terms of energy flow inan ecosystem.3c) Explain why food webs are moreappropriate models than food chainsto show ecosystem interactionsAssessment (common orindividual; formative orsummative)1) Make a foldable that list anddescribe the levels of biologicalorganization. RST9-10.52a) Create-a-biome concept mapRST9-10.52b) Biome FoldableRST9-10.53a) Food Web LabRST9-10.3;RST9-10.7;WHST.9-10.2f, WHST.9-10.1e3b) Interactive Food Web Activity4a) PBS Symbiotic Strategies Lesson4) Describe biotic interactions in an ecosystem (e.g.,competition, predation, symbiosis).4) BIO.B.4.2.25) Describe how matter recycles through an ecosystem(i.e., water cycle, carbon cycle, oxygen cycle, nitrogencycle).5) BIO.B.4.2.394a) Describe biotic interactions betweenorganisms in a food chain.4b) Define and describe the possibleecological relationships betweenspecies that coexist in an ecosystem4c) Classify specific interspeciesrelationships as mutualistic,commensal, or parasitic5a) Compare cycles of matter withconservation of energy inecosystems.5b) Identify the major cycles in nature(Carbon Cycle, Nitrogen Cycle,Water Cycle) and how they relate toorganisms4b) Concept Map RST9-10.55a) Chemical Cycle PaperRST9-10.5; WHST.9-10.8
6) BIO.B.4.2.46) Predict the role of human beings onecological succession6) Describe how ecosystems change in response tonatural and human disturbances (e.g., climate changes,introduction of nonnative species, pollution, fires).10RST9-10.57a) Carrying Capacity Lab7) Compare and contrast limiting factorsin a population7) Describe the effects of limiting factors onpopulation dynamics and potential species extinction.6) Case study on human influences7) BIO.B.4.2.5RST9-10.3;RST9-10.7;WHST.9-10.7; WHST.9-10.1c7b) Carrying capacity graphingactivity
(i.e., passive transport -- diffusion, osmosis, facilitated diffusion; active transport -- pumps, endocytosis, exocytosis). 3) Describe how membrane‐bound cellular organelles (e.g., endoplasmic reticulum, Golgi apparatus) facilitate the transport of materials within a cell. 4)Explain how organisms maintain homeostasis (e.g.,
Neshaminy High School History. The seal of the Neshaminy High School is a duplicate of the seal of the Langhorne family. Clarence of Camden gave it to the Langhorne family in 1610. The original seal was black and silver, but the high school uses its own colors of red and blue. The Arms contain a red cross on a blue background
Mary Ellen Bowman, Neshaminy fourth grade teacher, stated that she has been an educator at Samuel Everitt Elementary School for 24 years and for many years the parents, students, and teachers have been waiting patiently for upgrades to the building. She said other schools in the district have been improved and
Aug 27, 2019 · Map 1 – Map Basics Map 8 – Sub-Saharan Africa Map 2 – Land Features Map 9 – North Africa & the Middle East Map 3 – Rivers and Lakes Map 10 – E Asia, C Asia, S Asia, and SE Asia Map 4 – Seas, Gulfs, and other Major Water Features Map 11 – Central and South Asia Map 5 – North America and the Caribbean Map 12 – Oceania
Topographic map Political map Contour-line map Natural resource map Military map Other Weather map Pictograph Satellite photograph/mosaic Artifact map Bird's-eye map TYPE OF MAP (Check one): UNIQUE PHYSICAL QUALITIES OF THE MAP (Check one or more): Title Name of mapmaker Scale Date H
This map does not display non-motorized uses, over-snow uses, . Fort Polk Kurthwood Cravens Gardner Forest Hill 117 28 10 107 1200 113 112 111 118 121 28 121 399 468 496 28 112 488 463 465 MAP INDEX 8 MAP INDEX 1 MAP INDEX 3 MAP INDEX 2 MAP INDEX 4 MAP INDEX 5 MAP INDEX 7 MAP I
The Map Screen has many options for customization in the Moving Map Setup Menu. NOTE: To access the Moving Map setup menu, press MORE Set Menu Moving Map. Map Screen Orientation The map can be set up for Track Up, Heading Up or North Up. To choose the desired orientation: 1. Highlight Up Reference, on top of the Moving Map setup page. 2.
The Comprehensive Plan for the Town of Princess Anne Page 9 Adopted : October 13, 2009 List of Maps MAP 1 SENSITIVE AREAS MAP 2 HYDRIC SOILS MAP 3 EXISTING LAND USE MAP 4 PARKS SERVING TOWN OF PRINCESS ANNE MAP 5 TRANSPORTATION MAP 6 DEVELOPMENT CAPACITY ANALYSIS - TOWN LIMITS MAP 7 GROWTH AREAS Map 8 FUTURE LAND USE List of Appendices APPENDIX A: Map 9 GROWTH AREAS DEVELOPMENT CAPACITY
water-quality analyses for streams in the Neshaminy Cr?ek basin. These analyses form the basis for the interpretations in the report . of the stream merge at Chalfont, which is in New Britain Township, Bucks County. The stream flows southeasterly into the Delaware River near Eddington, about 15 miles north of Philadelphia. About
