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Title Biology Grade Level 10

Curriculum Area Chemical Basis for Life Time Frame 2 weeks
Developed By K. Wendel
Identify Desired Results
Content Standards
BIO.A.1 BASIC BIOLOGY PRINCIPLES
BIO.A.1.1 Explain the characteristics common to all organisms.
BIO.A.1.1.1 Describe the characteristics of life shared by all prokaryotic and eukaryotic organisms.
BIO.A.1.2 Describe relationships between structure and function at biological levels of organization.
BIO.A.1.2.1 Compare cellular structures and their functions in prokaryotic and eukaryotic cells.

Describe and interpret relationships between structure and function at various levels of biological organization
BIO.A.1.2.2
(i.e., organelles, cells, tissues, organs, organ systems, and multicellular organisms).

Understandings (Big Ideas) Essential Questions

Overarching Questions
Overarching Understanding Content Specific
(based on Big Ideas)

TSWBAT understand how form and function relate to all ● What are the characteristics of life ● What is a living organism?
biological organisms. shared by all organisms? ● What are the 2 main classes of
organisms?
TSWBAT identify all parts of a prokaryotic and a ● What are the structural levels of ● Explain the function of each cellular
Eukaryotic cell and give their function organization in living things? structure.
● What are the levels of organization
● How do the structures of cells aide in within an organism?
cell survival? ● What is the Cell Theory?
● Explain the function of each cellular
● What are the differences between structure.
prokaryotic and eukaryotic cells?
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Knowledge Skills
Students will… Students will be able to…

Students will be expected to know: Students will be expected to:

● characteristics of life shared by all prokaryotic and eukaryotic ● Explain the characteristics common to all organisms
organisms
● Describe relationships between structure and function at biological levels of
● cellular structures and their functions in prokaryotic and organization.
eukaryotic cells
● Explain the characteristics common to all organisms

Vocabulary

Activities Assessments Resources

● Microscope Lab​- Are Fruits and ● Rubric covering lab performance and results 1. Student Lab (hands-on)
Vegetables Really Made of https://pals.sri.com/tasks/9-12/Fruitsveg/
Cells? From PALS ● Partner review with flashcards.
● Vocabulary note cards 2. Class Book
● Crash Course worksheet about Video https://www.ck12.org/user%3Akwendel
● Buddy System –​Read and /book/CK-12-Biology-Mrs.-Wendel/
Summarize ● Formal Assessment
3. Crash Course Biology
● Class discussion ● Cell model project
https://wpsu.pbslearningmedia.org
/collection/crash-course-biology/
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Title Biology Grade Level 10

Curriculum Area Chemical Basis for Life Time Frame 2 weeks
Developed By K. Wendel
Identify Desired Results
Content Standards
BIO.A.2 Chemical Basis for Life
BIO.A.2.1 Describe how the unique properties of water support life on Earth.
Describe the unique properties of water and how these properties support life on Earth
BIO.A.2.1.1
(e.g., freezing point, high specific heat, cohesion).
Describe and interpret relationships between structure and function at various levels of biochemical organization
BIO.A.2.2
(i.e., atoms, molecules, and macromolecules).
BIO.A.2.2.1 Explain how carbon is uniquely suited to form biological macromolecules.
BIO.A.2.2.2 Describe how biological macromolecules form from monomers.
BIO.A.2.2.3 Compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids in organisms.
BIO.A.2.3 Explain how enzymes regulate biochemical reactions within a cell.
BIO.A.2.3.1 Describe the role of an enzyme as a catalyst in regulating a specific biochemical reaction.
BIO.A.2.3.2 Explain how factors such as pH, temperature, and concentration levels can affect enzyme function.

Understandings (Big Ideas) Essential Questions

Overarching Understanding Overarching Questions (based on Big Ideas) Content Specific
● What are the 4 macromolecules that make up all living
TSWBAT understand the unique things. ● What is a living organism?
properties that make up life as we ● What are the 2 main classes of
know it. ● What are the structural levels of organization in living organisms?
things. ● What are the levels of organization
within an organism?
● What are the relationships between structure and function
at various levels of biochemical organization
(i.e., atoms, molecules, and macromolecules).
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Vocabulary

Knowledge Skills
Students will… Students will be able to…

Students will be expected to know: Students will be expected to:

● how biological macromolecules form from monomers. ● Explain how carbon is uniquely suited to form biological macromolecules.
● how enzymes regulate biochemical reactions within a cell. ● Describe and interpret relationships between structure and function at
various levels of biochemical organization (i.e., atoms, molecules, and
macromolecules).
● the unique properties of water and how these properties support
life on Earth (e.g., freezing point, high specific heat, cohesion ● Explain how factors such as pH, temperature, and
concentration levels can affect enzyme function.

● Compare the structure and function of carbohydrates, lipids, proteins, and

nucleic acids in organisms.

Activities Assessments Resources

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Cut & Paste Lab-​Building Macromolecules 1. Informal assessment- asking Handouts for the Crash Course Video
Vocabulary note cards questions of students as they
work on their posters . Class Book
Buddy System – ​https://www.ck12.org/user%3Akwendel
Crash Course worksheet ​https://www.svsd.net/cms 2. Partner review with flashcards. ​ /book/CK-12-Biology-Mrs.-Wendel/
/lib5/PA01001234/Centricity
/Domain/928/Crash%20Course% 3. Crash Course “Carbon is a Crash Course Biology
20Macromolecules.pdf tramp – Buddy summaries
https://wpsu.pbslearningmedia.org
Class discussion and notes 4. Formal Assessment ​ /collection/crash-course-biology/

Title Biology Grade Level 10

Curriculum Area Bioenergetics Time Frame 2 weeks
Developed By K. Wendel
Identify Desired Results
Content Standards
BIO.A.3 Bioenergetics
BIO.A.3.1 Identify and describe the cell structures involved in processing energy.
BIO.A.3.1.1 Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy transformations.
BIO.A.3.2 Identify and describe how organisms obtain and transform energy for their life processes.
BIO.A.3.2.1 Compare the basic transformation of energy during photosynthesis and cellular respiration.
BIO.A.3.2.2 Describe the role of ATP in biochemical reactions.

Understandings (Big Ideas) Essential Questions

Content Specific
Overarching Understanding Overarching Questions (based on Big Ideas)
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TSWBAT explain the relationship What is the importance of cells in their role of homeostasis? ● Compare and contrast eukaryotic and
between cell respiration and prokaryotic cells and viruses
photosynthesis. What is the function of the cell membrane in supporting cell ● How do environmental factors affect
functions? living things?
TSWBAT describe the processes of ● Identify the main steps in cellular
cell transport. respiration.
● Identify the main steps in
TSWBAT discuss the processes of photosynthesis.
active and passive transport as it
relates to cells?

Vocabulary

Knowledge Skills
Students will… Students will be able to…
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Students will be expected to know: Students will be expected to:

● the steps of cellular respiration. ● Explain how photosynthesis and cellular respiration are interconnected.
● the steps to photosynthesis ● Describe explain the production of ATP through aerobic and anaerobic
reaxtions
● the unique properties of water and how these properties support
life on Earth (e.g., freezing point, high specific heat, cohesion

Activities Assessments Resources

● Cut & Paste Lab-​Building Macromolecules ● Informal assessment- asking Manipulatives for the cycles involved in
● Vocabulary note cards questions of students as they Photosynthesis & Cellular Respiration
work on their manipulatives (Craft Beads and the Krebs cycle)
● Cooperative Learning –
o Group work- project for given cell energy ● Partner review with flashcards. Class Book
topic…teach the class
o ​https://www.svsd.net/cms ● Khan Academy practice https://www.ck12.org/user%3Akwendel
/lib5/PA01001234/Centricity/Domain/928/Crash self-quiz with explanations ​ /book/CK-12-Biology-Mrs.-Wendel/
%20Course%20Macromolecules.pdf
● Formal Assessment Crash Course Biology
● Class discussion and notes, slides, handouts.
● Student teaching student group https://wpsu.pbslearningmedia.org
work. /collection/crash-course-biology/

Kahn Academy (lessons and discussions)

Khan Academy Lessons
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Title Biology Grade Level 10

Curriculum Area Homeostasis and Transport Time Frame 2 weeks
Developed By K. Wendel
Identify Desired Results
Content Standards
BIO.A.4 ​ Homeostasis and Transport
BIO.A.4.1 Identify and describe the cell structures involved in transport of materials into, out of, and throughout a cell.
BIO.A.4.1.1 Describe how the structure of the plasma membrane allows it to function as a regulatory structure and/or protective barrier for a cell.
Compare the mechanisms that transport materials across the plasma membrane (i.e., passive transport-diffusion, osmosis,
BIO.A.4.1.2
facilitated diffusion; and active transport-pumps, endocytosis, exocytosis).
Describe how membrane-bound cellular organelles (e.g., endoplasmic reticulum, Golgi apparatus) facilitate the transport of
BIO.A.4.1.3
materials within a cell.
BIO.A.4.2 Explain mechanisms that permit organisms to maintain biological balance between their internal and external environments.
BIO.A.4.2.1 Explain how organisms maintain homeostasis (e.g., thermoregulation, water regulation, oxygen regulation).

Understandings (Big Ideas) Essential Questions

Overarching Understanding Overarching Questions (based on Big Ideas) Content Specific
● Why does a cell have to have membrane transport?
TSWBAT define and explain the unique ● What are the cell structures involved in cellular transport? ● What is passive transport?
properties of cell membranes and ● Explain isotonic, hypertonic and hypotonic solutions ● What is active transport
transport of materials across them. ● What are the sub- categories for
transport?
TSWBAT explain homeostasis and ● Explain the function of each type of
how it is maintained transport.
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Vocabulary

Knowledge Skills
Students will… Students will be able to…

Students will…: Students will be expected to:

● Be able to discuss the process of active transport and passive ● Explain the sodium potassium pump.
transport
● Describe active and passive transport
● Know the difference between isotonic, hypotonic, and
hypertonic

Activities Assessments Resources

● Notes & Slides Lab participation and written report on Handouts for the Crash Course Video
cell osmosis
● Round Robin reading
Class Book
● Vocabulary note cards Partner review with flashcards. ​https://www.ck12.org/user%3Akwendel
​ /book/CK-12-Biology-Mrs.-Wendel/
● Buddy System –Watch, discuss, record Crash Course worksheet
● Egg Osmosis Lab Crash Course Biology
Formal Assessment ​Membranes and Transport
● Class discussion and notes
Diagram handout _ slides
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● Color –to- Learn Membrane diagram

Title Biology Grade Level 10

Curriculum Area Cell Growth and Reproduction Time Frame 3 weeks
Developed By K. Wendel
Identify Desired Results
Content Standards
BIO.B.1 ​ Cell Growth and Reproduction
BIO.B.1.1 Describe the three stages of the cell cycle: interphase, nuclear division, cytokinesis.
BIO.B.1.1.1 Describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis or meiosis), cytokinesis.
BIO.B.1.1.2 Compare the processes and outcomes of mitotic and meiotic nuclear divisions.
BIO.B.1.2 Explain how genetic information is inherited.
BIO.B.1.2.1 Describe how the process of DNA replication results in the transmission and/or conservation of genetic information.
BIO.B.1.2.2 Explain the functional relationships between DNA, genes, alleles, and chromosomes and their roles in inheritance.

Understandings (Big Ideas) Essential Questions

Overarching Understanding Overarching Questions (based on Big Ideas) Content Specific

TSWBAT describe the stages of the ● Why do cells divide? ● What are some of the factors that
cell cycle. ● How do cells prepare for cell division? control cell growth and division?
TSWBAT identify and describe the ● How do cells divide to produce more cells? ● What are the stages of meiosis?
phases of mitosis. ● How are characteristics of living things passed on through ● How are mitosis and meiosis similar?
TSWBAT describe the role of DNA in generations? ● How are they different?
cell division.
TSWBAT describe how cell division is
regulated.
TSWBAT explain the importance of
learning how to control cell growth.
 11

Vocabulary

Knowledge Skills
Students will… Students will be able to…

Students will be expected to know: Students will be expected to:

● why cells divide. ● Explain the factors that connect cell growth and division.
● How are characteristics of living things passed on through ● Describe explain meiosis and mitosis
generations

Activities Assessments Resources

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● Describe the stages of the cell cycle. Computer / Internet virtual labs and activities
● Internet Activities (Cell Cycle, Mitosis
● Identify and describe the phases of mitosis.
drawings and descriptions and Onion Class Book
● Describe the role of DNA in cell division. Root Tips) ​https://www.ck12.org/user%3Akwendel
● Phases of Mitosis cut out activity ​ /book/CK-12-Biology-Mrs.-Wendel/
● Describe how cell division is regulated. ● Phases of Mitosis drawings
● Explain the importance of learning how to ● Tests and quizzes Crash Course Biology
● Class participation ​Crash Course Cell Reproduction
control cell growth. ● Phases of Mitosis modeling

Title Biology Grade Level 10

Curriculum Area Genetics Time Frame 2 weeks
Developed By K. Wendel
Identify Desired Results
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Content Standards
BIO.B.2 ​Genetics
BIO.B.2.1 Compare Mendelian and non-Mendelian patterns of inheritance.
Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked,
BIO.B.2.1.1
polygenic, and multiple alleles).
Describe processes that can alter composition or number of chromosomes (i.e., crossing-over, nondisjunction, duplication, translocation,
BIO.B.2.1.2
deletion, insertion, and inversion).
BIO.B.2.2 Explain the process of protein synthesis (i.e., transcription, translation, and protein modification).
BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all organisms.
BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the production of specific types of proteins.
BIO.B.2.3 Explain how genetic information is expressed.
BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g., silent, nonsense, frame-shift).
BIO.B.2.4 Apply scientific thinking, processes, tools, and technologies in the study of genetics.
Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g., selective breeding, gene splicing,
BIO.B.2.4.1
cloning, genetically modified organisms, gene therapy).

Understandings (Big Ideas) Essential Questions

Overarching Understanding Overarching Questions (based on Big Ideas) Content Specific

TSWBAT compare and contrast ● Why do cells divide? ● How are characteristics of living things
genetic disorders and infectious ● How do genetic mutations alter the DNA sequence ? passed on through generations?
diseases. ● How do cells divide to produce more cells? ● How is information organized in a DNA
● How are characteristics of living things passed on through molecule?
TSWBAT describe the shape of DNA ● How are genetic disorders different
generations?
molecule. from infectious diseases?
● What is the shape of a DNA molecule?
TSWBAT explain the major steps of
DNA replication and why this process
is important.
 14

Vocabulary

Knowledge Skills
Students will… Students will be able to…

Students will be expected to know: Students will be expected to:

● why cells divide. ● Explain ​ho​ w information is organized in a DNA molecule?

● how genetic mutations alter the DNA sequence ● Describe explain meiosis and mitosis

Activities Assessments Resources

● Describe the stages of the cell cycle. Computer / Internet virtual labs and activities
● Internet Activities (Cell Cycle, Mitosis
● Use appropriate websites to illustrate genetic
drawings and descriptions and Onion Class Book
problems . Root Tips) ​https://www.ck12.org/user%3Akwendel
● Phases of Mitosis cut out activity ​ /book/CK-12-Biology-Mrs.-Wendel/
● Describe the role of DNA in cell division. ● Phases of Mitosis drawings
● Describe how cell division is regulated. ● Tests and quizzes Crash Course Biology
● Class participation ​Crash Course Cell Reproduction
● Lab activities for probability, human karyotyping, ● Phases of Mitosis modeling
and human traits .

Title Biology Grade Level 10

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Curriculum Area Evolution Time Frame 2 Weeks

Developed By K. Wendel
Identify Desired Results

BIO.B.3 Evolution
BIO.B.3.1.1 Explain how natural selection can impact allele frequencies of a population.
Describe the factors that can contribute to the development of new species (e.g., isolating mechanisms, genetic drift, founder effect,
BIO.B.3.1.2
migration).
BIO.B.3.1.3 Explain how genetic mutations may result in genotypic and phenotypic variations within a population.
BIO.B.3.2 Analyze the sources of evidence for biological evolution.
Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical, physiological, embryological, biochemical, and universal
BIO.B.3.2.1
genetic code).
BIO.B.3.3 Apply scientific thinking, processes, tools, and technologies in the study of the theory of evolution.
BIO.B.3.3.1 Distinguish between the scientific terms: hypothesis, inference, law, theory, principle, fact, and observation.

Understandings (Big Ideas) Essential Questions

Overarching Understanding Overarching Questions (based on Big Ideas) Content Specific

.​ TSWBAT e​xplain how Darwin How do species become more diverse? ● Describe the steps of natural selection
developed this theory of evolution from How do some species survive environmental changes while as a mechanism for evolution.
his experiences. ● Explain how the many pieces of
others do not?
evidence scientists have discovered
TSWBAT explain how new species What evidence is used to support the Theory of Evolution, supports the theory of evolution
arise as a result of evolution. including the fossil record? ● Examine how mutations and
adaptations apply to Darwin’s theory of
TSWBAT explain what is evolution by natural selection.
natural selection? ● How do species become extinct?
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Vocabulary

Knowledge Skills
Students will… Students will be able to…

Students will be expected to know: Students will be expected to:

● what is evolution by natural selection . ● Describe the steps of natural selection ?

● how new species arise as a result of evolution ● Describe how do species become extinct

Activities Assessments Resources

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● Cooperative group activities to illustrate natural Posters (comparison of structures and life Computer / Internet virtual labs
selection cycles of bacteria and viruses)
● Peppered Moth internet activity Tests and quizzes Class Book
● Create simulated model/poster of natural Lab reports – Cooperative group ​https://www.ck12.org/user%3Akwendel
selection principles. Projects and presentations – research on ​ /book/CK-12-Biology-Mrs.-Wendel/
● Active Reading infectious diseases
● Directed Reading Article summaries Crash Course Biology
● Visuals - Homologous structures coloring Class participation ​Evolution
activity, skeletons, PowerPoint pictures and Debate – overuse of antibiotics
diagrams
Model / poster materials

Title Biology Grade Level 10

Curriculum Area Ecology Time Frame 2 Weeks
Developed By K. Wendel
Identify Desired Results

BIO.B.4 Ecology
BIO.B.4.1 Describe ecological levels of organization in the biosphere.
Describe the levels of ecological organization (i.e., organism, population, community, ecosystem, biome, and
BIO.B.4.1.1
biosphere).
BIO.B.4.1.2 Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems.
BIO.B.4.2 Describe interactions and relationships in an ecosystem.
BIO.B.4.2.1 Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids).
BIO.B.4.2.2 Describe biotic interactions in an ecosystem (e.g., competition, predation, symbiosis).
BIO.B.4.2.3 Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, and
 18

nitrogen cycle).

Understandings (Big Ideas) Essential Questions

Overarching Understanding Overarching Questions (based on Big Ideas) Content Specific

TSWBAT identify biotic and abiotic ● What are the factors that affect the size of a population? ● Describe the steps of natural selection
factors that determine the carrying ● How can population graphs be analyzed to explain as a mechanism for evolution.
capacity of an environment. population growth? ● Explain how the many pieces of
TSWBAT describe the parts of an ● How have technological advances affected human evidence scientists have discovered
exponential growth curve. population growth and size? supports the theory of evolution
TSWBAT name and describe some ● What are types of interactions between organisms in a ● Examine how mutations and
technological advances that have community? adaptations apply to Darwin’s theory of
affected human population growth and ● How does competition for resources affect species in a natural selection.
size. community? ● How do species become extinct?
TSWABT compare and contrast the
various interactions that take place
within a community.
TSWBAT describe the results of
competition among organisms in a
community.

Vocabulary
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Knowledge Skills
Students will… Students will be able to…

Students will be expected to know: Students will be expected to:

● the factors that affect the size of a population . ● Examine how mutations and adaptations apply to Darwin’s theory of
natural selection.?
● the types of interactions between organisms in a community?
● Describe the steps of natural selection as a mechanism for evolution

Activities Assessments Resources

● Labs – population, predator-prey ● Test/quizzes Computer / Internet virtual labs
● Discuss examples of feeding relationships and
symbiotic relationships that exist in a chosen ● Lab reports Class Book
ecosystem. ​https://www.ck12.org/user%3Akwendel
● The Effect of Herbivores on a Plant Species Lab ● Projects ​ /book/CK-12-Biology-Mrs.-Wendel/
● Population Growth Lab
● Presentations Crash Course Biology
​Ecology
● Creating & interpreting graphs –
Population growth
Model / poster/ Lab materials