Kelsey Piper

Teac 452V
Draft Year-long Curriculum Plan
Content area: Biology
Grade Level: Sophomore (10th)
Nebraska State Science Education standards
SC K-12.3 Comprehensive Science Standard Life Science: Students will integrate and communicate the information, concepts, principles,
processes, theories, and models of the Life Sciences to make connections with the natural and engineered world.

SC12.3.1: Students will investigate and describe the chemical basis of the growth, development, and maintenance of cells.
o

SC12.3.1.aIdentifythecomplexmolecules(carbohydrates,lipids,proteins,nucleicacids)thatmakeuplivingorganisms

SC12.3.1.bIdentifytheformandfunctionofsubcellularstructuresthatregulatecellularactivities

SC12.3.1.cDescribethecellularfunctionsofphotosynthesis,respiration,celldivision,proteinsynthesis,transportofmaterials,andenergy
capture/release

SC12.3.1.dDescribehowanorganismsenseschangesinitsinternalorexternalenvironmentandrespondstoensuresurvival

SC12.3.2: Students will describe the molecular basis of reproduction and heredity
o

SC12.3.2.aIdentifythatinformationpassedfromparentstooffspringiscodedinDNAmolecules

SC12.3.2.bDescribethebasicstructureofDNAanditsfunctioningeneticinheritance

SC12.3.2.cRecognizehowmutationscouldhelp,harm,orhavenoeffectonindividualorganisms

SC12.3.2.dDescribethatsexualreproductionresultsinalargelypredictable,varietyofpossiblegenecombinationsintheoffspringofanytwo
parents

SC12.3.3: Students will describe, on a molecular level, the cycling of matter and the flow of energy between organisms and their
environment.
o

SC12.3.3.aExplainhowthestabilityofanecosystemisincreasedbybiologicaldiversity

SC12.3.3.bRecognizethatatomsandmoleculescycleamonglivingandnonlivingcomponentsofthebiosphere

SC12.3.3.cExplainhowdistributionandabundanceofdifferentorganismsinecosystemsarelimitedbytheavailabilityofmatterandenergy
andtheabilityoftheecosystemtorecyclematerials

SC12.3.3.dAnalyzefactorswhichmayinfluenceenvironmentalquality

SC12.3.4: Students will describe the theory of biological evolution.

o

SC12.3.4.aIdentifydifferenttypesofadaptationsnecessaryforsurvival(morphological,physiological,behavioral)

SC12.3.4.bRecognizethattheconceptofbiologicalevolutionisatheorywhichexplainstheconsequenceoftheinteractionsof:(1)the
potentialforaspeciestoincreaseitsnumbers,(2)thegeneticvariabilityofoffspringduetomutationandrecombinationofgenes,(3)afinite
supplyoftheresourcesrequiredforlife,and(4)theensuingselectionbytheenvironmentofthoseoffspringbetterabletosurviveandleave
offspring

SC12.3.4.cExplainhownaturalselectionprovidesascientificexplanationofthefossilrecordandthemolecularsimilaritiesamongthediverse
speciesoflivingorganisms

SC12.3.4.dApplythetheoryofbiologicalevolutiontoexplaindiversityoflifeovertime

SC K-12.1 Comprehensive Science Standard Inquiry, the Nature of Science, and Technology: Students will combine scientific processes
and knowledge with scientific reasoning and critical thinking to ask questions about phenomena and propose explanations based on gathered
evidence.

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.
o

SC12.1.1.aFormulateatestablehypothesissupportedbypriorknowledgetoguideaninvestigation

SC12.1.1.bDesignandconductlogicalandsequentialscientificinvestigationswithrepeatedtrialsandapplyfindingstonewinvestigations

SC12.1.1.cIdentifyandmanagevariablesandconstraints

SC12.1.1.dSelectanduselabequipmentandtechnologyappropriatelyandaccurately

SC12.1.1.eUsetoolsandtechnologytomakedetailedqualitativeandquantitativeobservations

SC12.1.1.fRepresentandreviewcollecteddatainasystematic,accurate,andobjectivemanner

SC12.1.1.gAnalyzeandinterpretdata,synthesizeideas,formulateandevaluatemodels,andclarifyconceptsandexplanations

SC12.1.1.hUseresultstoverifyorrefuteahypothesis

SC12.1.1.iProposeand/orevaluatepossiblerevisionsandalternateexplanations

SC12.1.1.jShareinformation,procedures,results,conclusions,anddefendfindingstoascientificcommunity(peers,sciencefairaudience,policymakers)

SC12.1.1.kEvaluatescientificinvestigationsandofferrevisionsandnewideasasappropriate

SC12.1.1.lUseappropriatemathematicsinallaspectsofscientificinquiry

Next Generation Science Standards

From Molecules to Organisms: Structure and Processes

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-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
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-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may
combine with other elements to form amino acids and/or other large carbon-based molecules.
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.

Ecosystems: Interactions, Energy, and Dynamics

HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of
ecosystems at different scales.
HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity
and populations in ecosystems of 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-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an
ecosystem.
HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the
biosphere, atmosphere, hydrosphere, and geosphere.
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-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-LS2-8: Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce.

Heredity: Inheritance and Variation of Traits

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.

Biological Evolution: Unity and Diversity

HS-LS4-1: Communicate scientific information that multiple lines of empirical evidence support common ancestry and biological
evolution.

HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential
for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction,
(3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the
environment.
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-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
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.

Unit
Unit 1- Nature of Science
Unit 2- (Evolution) Theory of Evolution
Unit 3- (Evolution) Diversity and Behavior
Unit 4- (Ecology) Matter and Energy in Ecosystems
Unit 5- (Ecology) Interdependence of Organisms and Environmental Impacts
Unit 6-(Cells) Cell Structure and Function/Transport of Materials
Unit 7- (Cells) Photosynthesis and Respiration
Unit 8- (Genetics) Cell Division and DNA Structure and Function
Unit 9- (Genetics) Genetic Variation/Transmission

Time Frame
2 weeks
3 weeks
4 weeks
4 weeks
4 weeks
4 weeks
4 weeks
6 weeks
5 weeks

10th Grade Biology

Overarching Questions: What is biology? How does biology affect human life and our environment?
Unit
1 Nature of
Science

Course Understandings
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.
Student will understand

Course Essential Questions

Course Skills
How do scientists
Students will be able to
investigate questions and
solve problems?
Asks questions and state hypotheses
using prior scientific knowledge
Design and conduct scientific
investigations
Collect data and interpret graphs

The scientific process

Scientific reasoning and the importance of critical thinking to
formulate explanations based on evidence.
The scientific community

Verify hypotheses by experimental

results
Know the safety procedures in the
classroom
Select lab equipment and technology
when appropriate

Scientific data and graphs

2 Theory of
Evolution

SC12.3.4 Students will describe the theory of biological

evolution.
o SC12.3.4.b Recognize that the concept of biological evolution is a
theory which explains the consequence of the interactions of: (1)
the potential for a species to increase its numbers, (2) the genetic
variability of offspring due to mutation and recombination of
genes, (3) a finite supply of the resources required for life, and (4)
the ensuing selection by the environment of those offspring better
able to survive and leave offspring

What evidence supports the Students will be able to

theory of evolution and the
concept of natural
Explain how the theory of evolution has
selection?
changed over time
Identify the types of evidence that
supports evolution such as the fossil
records,
Define evolution in genetic terms

o SC12.3.4.c Explain how natural selection provides a scientific

explanation of the fossil record and the molecular similarities
among the diverse species of living organisms

Students will understand

The criteria required for evolution to occur
Charles Darwins contribution to science
Natural selection and how population changes over time
Types of evidence such as fossil records and genetic variation
that supports evolution
3 Diversity and
SC12.3.4 Students will describe the theory of biological
Behavior
evolution.
o SC12.3.4.a Identify different types of adaptations necessary for
survival (morphological, physiological, behavioral)

What components make up Students will be able to

the classification system?
What is the significance of Explain the hierarchical order that
behavior in the evolution of
organisms are categorized (Linnaean
animal species?
Classification System)

 Identify organism based on the

binominal nomenclature
Read and interpret cladograms
Describe the difference between innate
and learned behavior patterns

o SC12.3.4.d Apply the theory of biological evolution to explain

diversity of life over time

4 Matter and
Energy in
Ecosystems

Students will understand

The biological classification system
How behaviors evolved through natural selection
That behavior can change in order to survive
SC12.3.3 Students will describe, on a molecular level, the
cycling of matter and the flow of energy between organisms
and their environment.

How does energy flow

through ecosystems and
how do organisms obtain
that energy?

o SC12.3.3.a Explain how the stability of an ecosystem is increased by

biological diversity
o SC12.3.3.b Recognize that atoms and molecules cycle among living
and nonliving components of the biosphere

Students will be able to

Identify the components of an
ecosystem
Draw a food chain with at least four
levels
Model and explain the different nutrient
cycles

Student will understand

The components that make up an ecosystem, such as
producers and consumers
How energy flows through different tropic levels
How matter and energy are conserved in an ecosystem
5
SC12.3.3 Students will describe, on a molecular level, the
Interdependence cycling of matter and the flow of energy between organisms
of Organisms
and their environment.
and
Environmental o SC12.3.3.c Explain how distribution and abundance of different
organisms in ecosystems are limited by the availability of matter
Impacts
and energy and the ability of the ecosystem to recycle materials
o SC12.3.3.d Analyze factors which may influence environmental
quality

Student will understand

The role competition plays in population size and growth
That organisms have an impact on environmental resources

What factors contribute to

changes in population?

Students will be able to

Relate the stability of an ecosystem to
its diversity
Read and interpret data about
population density
Model carrying capacity of an
ecosystem
Describe how human activities affect
the environment (pollution)
List examples of solutions to
environmental problems (recycle,
conservation, etc.)

 The impact humans have on the environment and its resources

6 Cell Structure SC12.3.1: Students will investigate and describe the chemical
and Function/
basis of the growth, development, and maintenance of cells.
Transport of
Materials
o SC12.3.1.aIdentifythecomplexmolecules(carbohydrates,lipids,

What is the relationship

between the structure and
function within the cell?

proteins,nucleicacids)thatmakeuplivingorganisms

o SC12.3.1.bIdentifytheformandfunctionofsubcellularstructures
thatregulatecellularactivities

Student will understand

The role of macromolecules and enzymes in the body

The cell theory
How Prokaryotes and Eukaryotes differ
Cell organelles and their function
How cell membrane helps maintain homeostasis
7 Photosynthesis SC12.3.1: Students will investigate and describe the chemical
and Respiration basis of the growth, development, and maintenance of cells.

How do plants and other

organisms capture energy
from the sun?

o SC12.3.1.c Describe the cellular functions of photosynthesis,

respiration, cell division, protein synthesis, transport of materials,
and energy capture/release

Students will understand

How energy is stored and released
The process of photosynthesis and respiration
How plant cells have specific organelles that aid in
photosynthesis
The electron transport chain
How photosynthesis and respiration are interconnected
What factors affect photosynthesis
8 Cell Division

SC12.3.2 Students will describe the molecular basis of

reproduction and heredity.

How does a cell produce a

Student will be able to

Identify foods that contain carbs, lipids,
proteins, or nucleic acids
Identify cell organelles and their
functions
Create a model that represent the cell
Identify the difference between and
plant and animal cell
Model how molecules move through the
cell membrane

Student will be able to

Describe the role of chlorophyll during
photosynthesis
Describe the role of chloroplasts during
photosynthesis
Name the steps of the electron transport
chain
Compare and contrast the reactants and
products of photosynthesis and
respiration
List the factors that affect
photosynthesis

Student will be able to

and DNA
structure and
Function

o SC12.3.2.a Identify that information passed from parents to

offspring is coded in DNA molecules
o SC12.3.2.b Describe the basic structure of DNA and its function in
genetic inheritance

new cell?
What is the structure of
DNA, and how is it
replicated?

Student will understand

9 Genetic
Variation/Trans
mission

The phases of mitosis

The phases of meiosis
How mitosis and meiosis are different
The structure of DNA molecule
That DNA molecules form chromosomes
How DNA replicates
The process of protein productions
SC12.3.2 Students will describe the molecular basis of
reproduction and heredity.

o SC12.3.2.c Recognize how mutations could help, harm, or have no

effect on individual organisms
o 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

Students will understand

The possibility of hereditary outcomes by using probability

The role DNA plays in heredity
The difference between dominant and recessive traits.
How phenotype and genotype differ from one another
How mutations affect human health

What is the function of

DNA in genetic
inheritance?

Illustrate and label the phases of the cell

cycle
Compare and contrast mitosis and
meiosis processes
Illustrate and label a chromosome
Model the structure of DNA and its four
nitrogen bases
Describe the process of transcription
and translation
Compare and contrast DNA and RNA
Predict the anticodons of tRNA for a
sequence of mRNA
Students will be able to
Predict the outcomes of various genetic
crosses using punnett squares
Describe the phenotypes of various
traits given their genotype
Explain the importance of genetic
variation
Describe and illustrate the effect of
DNA mutations

Conclusion:
Creating my year-long curriculum took some hard work and strategic planning. Not having much background in creating a
yearlong plan, I decided to ask my cooperating teacher about it. She then showed me the LPS pacing chart. This chart consisted of the
chapters that needed to be taught, how long to teach each unit, and the order of the units throughout the year. This chart helped me
create my units and decide the length of each unity. However, I did decide that I would change the order of the units. There are four
major science areas that are covered in my yearlong plan: evolution, ecology, cells, and genetics. I have divided these four areas into
nine big idea units.
I start my yearlong plan with learning about scientific method. This unit allows students to start the year off by using their
critical thinking skills. Students will be able to design and conduct an experiment, which will be an important skill throughout the
year. Next, I move on to units two and three that deal with the principle of evolution. Unit two focuses on the theory of evolution. This
section reviews Earths history and the evidence that supports evolution. The third unit covers diversity of organisms and how
behavior plays a role in evolution.

Units four and five examine another main section of Biology, Ecology. Unit four examines how energy flows through our
ecosystem. Next, unit five describes that factors that affect population growth and the impact organisms have on the environment.
After that, I move onto units six and seven that talk about the concepts of cell structure and function and the biological processes in
the cell. Unit six talks about cell structure and function, where as, unit seven talks about photosynthesis and respiration. Finally, the
last two units talk about genetics. Unit eight talks about cell division processes and DNA replication. The last unit, unit nine, discusses
genetic variation in organism.
The reason I decided to put my units in this order is because it starts off with the theory and history of science (evolution), and
works it way to what we presently know about science. I also think my yearlong plan starts with concrete ideas, such as ecology, and
moves to more abstract ideas, such as cells and genetics. Another reason for the order of my units is because I believe the level of
difficulty increases after every unit. From the experience in my practicum, students grasped ecology principles, but are really
struggling with cell principles. However, as students gain knowledge throughout the semester, they should be able to handle more
difficult concepts. This order of units allows for the content to match their development.