Gwinnett, GA: Biology (2018) Gizmos | Browse by Core Curriculum

1: obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells

1.a: construct a written argument that demonstrates an understanding that the ability of a macromolecule to carry out a specific cellular process is determined by its subcomponents (monomers)

1.a.a1: develop a model that demonstrates a conceptual understanding that enzymes speed up chemical reactions such as digestion

1.a.a2: plan and carry out an investigation to examine the effect of enzymes on living systems (Honors Extension)

2: obtain, evaluate, and communicate information to analyze the role of cellular transport in maintaining homeostasis

2.a: plan and carry out investigations to determine the role of cellular transport (examples of active and passive transport) in maintaining homeostasis

2.a.a1: construct a written argument that relates movement of molecules with or against a concentration gradient (or in bulk) to the use of energy

2.a.a2: ask questions and propose explanations that investigate the response of various types of cells to different external environments

2.a.a3: plan and carry out investigations that demonstrate the movement of water into and out of a cell depending upon the tonicity of its environment

3: obtain, evaluate, and communicate information to analyze the role of the cell cycle in maintaining genetic continuity

3.a: develop and use models to explain the purpose of mitosis in cellular growth and repair

4: ask questions to investigate and provide explanations on the role of photosynthesis and cellular respiration in the energy exchange of organisms, examining their function in the cycling of matter and the flow of energy in ecosystems

4.a: develop and use models to investigate the structure, function, and renewable nature of ADP/ATP and their role in providing energy for cellular processes.

4.b: develop and use models to explain the inputs, outputs, and general functions of the sub-processes of photosynthesis (light/dark reactions) and cellular respiration (glycolysis/Krebs/Electron Transport) (Honors Extension)

4.c: construct a written argument that illustrates an understanding of the interdependence of these two processes; and the role of these processes in energy flow through ecosystems as well as the cycling of matter between living and nonliving components of ecosystems

4.d: construct an explanation regarding how organisms derive energy in the presence or absence of oxygen (Honors Extension)

5: obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells

5.a: use mathematical and computational thinking to examine the structure of DNA and RNA using the rules of base pairing

5.b: develop and use models to examine the semi-conservative nature of DNA replication

5.c: construct a written explanation of how the structures of both DNA and RNA lead to the expression of information within the cell via transcription and translation

5.c.c1: develop and use models to examine protein synthesis by transcribing and translating a gene segment into an amino acid sequence

5.d: ask questions regarding how mistakes in DNA replication lead to genetic variability (Honors Extension)

6: obtain, evaluate, and communicate information regarding processes that result in heritable genetic variation

6.a: construct an argument based on evidence to support the claim that heritable genetic variations may result from various process such as crossing over during meiosis, non-lethal DNA errors, and/or environmental factors (radiation, chemicals, and viruses)

6.a.a1: develop and use models to investigate how genetic variations arise during meiosis (crossing over, nondisjunction)

7: obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations

7.a: develop and use models to investigate how meiosis produces four genetically different daughter cells by undergoing two cellular divisions

7.a.1: analyze and interpret evidence to support the claim that heritable information is passed from one generation to another through meiosis followed by fertilization

7.b: ask questions and define problems that explain the relationship between Mendel?s laws (segregation and independent assortment) and the role of meiosis in reproductive variability

7.c: construct an explanation regarding how errors in meiosis (nondisjunction) may contribute to certain human genetic disorders resulting from monosomy and trisomy

7.d: construct a written argument to support a claim about the relative advantages and disadvantages of sexual and asexual reproduction

7.e: develop and use mathematical models to investigate probabilities of inheritance (monohybrid and dihybrid Punnett squares)

7.e.e2: use mathematics and computational thinking to investigate how rules of probability can be used to examine patterns of inheritance (Honors Extension)

7.f: develop and use models to illustrate how traits are passed to subsequent generations (pedigree analysis) (Honors Extension)

8: obtain, evaluate, and communicate information about how genetic engineering techniques can manipulate DNA and lead to advancements in society

8.a: Ask questions to gather and communicate information about the use and ethical considerations of biotechnology in forensics, medicine and agriculture using current advancements (DNA fingerprinting, recombinant DNA, gene therapy, cloning, pesticide/antibiotic resistance, and GMOs).

8.a.a1: engage in argumentation from evidence to identify how biotechnology plays a role in economics and society

8.a.a2: analyze and interpret data resulting from DNA fingerprinting

9: obtain, evaluate, and communicate information to explore the theory of evolution

9.b: construct a written argument that supports the idea that genetic variation in a population increases the chance that some individuals will survive more than others

9.c: engage in argument from evidence that investigates the evolutionary consequences of sexual and asexual reproduction strategies

9.d: construct an argument using valid and reliable sources to support the claim that evidence from comparative morphology (analogous vs. homologous structures), embryology, biochemistry (protein sequence) and genetics support the theory that all living organisms are related by way of common descent

10: obtain, evaluate, and communicate information regarding the mechanisms through which populations evolve

10.a: develop and use mathematical models to support explanations of how undirected (random) genetic changes in natural selection and genetic drift have led to changes in populations of organisms

10.a.a1: use mathematical and computational thinking to calculate changes in allele frequency using Hardy Weinberg (Honors Extension)

10.b: engage in argument from evidence that illustrates that natural selection acts on genetic variation and leads to adaptations

10.b.b2: develop and use models to explain the role of natural selection in developing biological resistance (pesticides, antibiotics, influenza vaccines)

10.b.b3: develop and use models to illustrate that natural selection can change the distribution phenotypes in three ways (directional, disruptive, stabilizing selection) (Honors Extension)

11: obtain, evaluate, and communicate information on how changes in the environment have contributed to speciation and biodiversity

11.a: construct an explanation that demonstrates how understanding the age of Earth has influenced our understanding of the evolution of new species from preexisting species

12: obtain, evaluate, and communicate information to illustrate the organization of interacting systems within single celled and multi-celled organisms

12.b: construct an explanation to show a comparison of the basic characteristics of the clades of life (mode of nutrition, cell type, method of reproduction, presence/absence of cell wall, environment, motility)

12.d: develop and use models (cladograms and phylogenetic trees) to investigate how derived characteristics can be used to hypothesize the order in which groups of species have descended from a common ancestor

13: obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment

13.a: develop and use models to explore the biogeochemical cycles (C, H, O, N, and P) and explain the need for cycling of these nutrients within and between ecosystems

13.a.a1: construct a written explanation to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration

13.b: develop and use models to arrange components of a food web according to energy flow

13.c: plan and carry out investigations and analyze data to support explanations about factors affecting biodiversity and populations in ecosystems including size, carrying capacity, response to limiting factors, and keystone species

13.c.c1: use mathematical and computational thinking to investigate factors that limit population growth

13.c.c2: analyze and interpret data to investigate population growth curves (logistical and exponential)

13.d: construct a written argument to predict the impact of environmental change on the stability of an ecosystem (primary and secondary succession)

13.d.d1: construct a written explanation of how biodiversity can be affected by environmental changes (temperature, pH, drought, fire)

13.d.d2: plan and carry out investigations to explore the impact of environmental changes on biodiversity within an ecosystem