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Oroville Union High School District |
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Science Curriculum |
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Science - College Preparatory Biology |
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Cell Membranes
The learner will be able to
understand that cells are enclosed within semipermeable membranes that regulate
their interaction with their surroundings
.
| Strand |
Scope |
Source |
| Cell Biology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 1.a. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 3 (45). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 3-5 (59-60, 74-80, 81-86, 87, 88-89, 90-91). [Textbook]. |
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Functions of Enzymes
The learner will be able to
understand that enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings
.
| Strand |
Scope |
Source |
| Cell Biology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 1.b. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapters 1 (37) and 5 (91-93). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 3-4 (40-42, 43, 44, 46-47). [Textbook]. |
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Differences in Cell Structure
The learner will be able to
understand how prokaryotic cells, eukaryotic cells (including those from
plants and animals), and viruses differ in complexity and general structure
.
| Strand |
Scope |
Source |
| Cell Biology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 1.c. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 3. [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 3-4 (57-58, 61-66, 67, 68, 69, 70-71, 452-457). [Textbook]. |
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Transcription &Translation of Protei
The learner will be able to
understand that the central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the cytoplasm
.
| Strand |
Scope |
Source |
| Cell Biology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 1.d. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapters 3 (56-60) and 7 (138 and 141-142). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 10 (206-212, 213, 220, 221, 222-223). [Textbook]. |
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Endoplasmic Reticulum & Golgi Appara
The learner will be able to
understand that the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins
.
| Strand |
Scope |
Source |
| Cell Biology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 1.e. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 3 (59). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 3 (62-63). [Textbook]. |
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Photosynthesis
The learner will be able to
understand that usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide
.
| Strand |
Scope |
Source |
| Cell Biology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 1.f. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 5 (96-101). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 3, 5 (65-66, 97-103, 112, 114-115). [Textbook]. |
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Functions of the Mitochondrion
The learner will be able to
understand that the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide
.
| Strand |
Scope |
Source |
| Cell Biology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 1.g. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 3 (58). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 3, 5 (64, 104-107, 112, 114-115). [Textbook]. |
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Macromolecules
The learner will be able to
understand that most macromolecules (polysaccharides, nucleic acids, proteins,
lipids) in cells and organisms are synthesized from a small collection of simple precursors
.
| Strand |
Scope |
Source |
| Cell Biology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 1.h. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 2 (33 and 38). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 2 (35-37). [Textbook]. |
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* Chemiosmotic Gradients
The learner will be able to
understand how chemiosmotic gradients in the mitochondria and chloroplast
store energy for ATP production
.
| Strand |
Scope |
Source |
| Cell Biology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 1.i*. |
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* Eukaryotic Cell Structure
The learner will be able to
understand how eukaryotic cells are given shape and internal organization by
a cytoskeleton or cell wall or both
.
| Strand |
Scope |
Source |
| Cell Biology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 1.j*. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 3 (56-60). [Textbook]. |
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Meiosis
The learner will be able to
understand that meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 2.a. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 6 (123-126). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 7 (142-147, 153, 154, 155, 156-157). [Textbook]. |
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Multicellular Process and Meiosis
The learner will be able to
understand that only certain cells in a multicellular organism undergo meiosis.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 2.b. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 6 (123-126). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 7 (146-147, 154, 155, 156-157). [Textbook]. |
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Random Chromosome Segregation
The learner will be able to
understand how random chromosome segregation explains the probability
that a particular allele will be in a gamete
.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 2.c. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 6 (119-123). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 7, 8 (142-143, 144-145, 153, 156-157, 162-163, [Textbook]. |
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Fertilization
The learner will be able to
understand that new combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization)
.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 2.d. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, chapter 6 (124). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 6 (120-121). [Textbook]. |
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Organisms DNA Sequence
The learner will be able to
understand why approximately half of an individual's DNA sequence comes
from each parent
.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 2.e. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 6 (123-126). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 6-7 (120-121, 142-145). [Textbook]. |
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Chromosomes and Sex Determination
The learner will be able to
understand the role of chromosomes in determining an individual's sex.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 2.f. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 6 (123-126). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 6 (122). [Textbook]. |
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Predicting Genetic Makeup of Parents
The learner will be able to
understand how to predict possible combinations of alleles in a zygote from
the genetic makeup of the parents
.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 2.g. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 8-9 (164-167, 168-174, 181, 182, 189, ). [Textbook]. |
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Phenotype Prediction
The learner will be able to
understand how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 3.a. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 6 (119-120). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 8 (173-174, 178-180, 184-185). [Textbook]. |
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Mendel's Law Of Segregation
The learner will be able to
understand the genetic basis for Mendel's laws of segregation and independent assortment
.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 3.b. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart, and Winston, 1996, Unit 9 (200). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 8 (164-167). [Textbook]. |
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* Pedigree Evaluation
The learner will be able to
understand how to predict the probable mode of inheritance from a pedigree
diagram showing phenotypes
.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 3.c. |
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* Interpreting Genetic Information
The learner will be able to
understand how to use data on frequency of recombination at meiosis to estimate genetic distances between loci and to interpret genetic maps of chromosomes
.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 3.d. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter . [Textbook] [Textbook]. |
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Protein Synthesis by Ribosomes
The learner will be able to
understand the general pathway by which ribosomes synthesize proteins using tRNAs to translate genetic information in mRNA.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 4.a. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 7 (142, 145 and 154-155). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 10 (206-212). [Textbook]. |
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Genetic Coding Rules
The learner will be able to
understand how to apply the genetic coding rules to predict the sequence of
amino acids from a sequence of codons in RNA
.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 4.b. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 7 (143). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 10 (209-212, 222-223). [Textbook]. |
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Mutations in DNA
The learner will be able to
understand how mutations in the DNA sequence of a gene may or may not
affect the expression of the gene or the sequence of amino acids in an encoded
protein
.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 4.c. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 7 (140). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 10 (217-218, 219, 220, 222-223). [Textbook]. |
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Specialization of Cells
The learner will be able to
understand that specialization of cells in multicellular organisms is usually due to
different patterns of gene expression rather than to differences of the genes
themselves
.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 4.d. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 7 (141-150). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 10, 30, 32 (206-212, 213-218, 437, 724-725). [Textbook]. |
|
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Protein Differentiations
The learner will be able to
understand that proteins can differ from one another in the number and sequence of amino acids
.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 4.e. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 2 (33-37) and 3 (51-57). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 10 (206-209). [Textbook]. |
|
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* Protein Shapes and Chemical Properties
The learner will be able to
understand why proteins having different amino acid sequences typically have
different shapes and chemical properties
.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 4.f*. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 2 (36) and 9 (183). [Textbook]. |
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DNA, RNA, & Protein
The learner will be able to
understand the general structures and functions of DNA, RNA, and protein.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 5.a. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 7 (136-150). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 8, 9, 10 (188-191, 192-194, 206-212). [Textbook]. |
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Copying of DNA
The learner will be able to
understand how to apply base-pairing rules to explain precise copying of DNA
during semiconservative replication and transcription of information from DNA
into mRNA
.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 5.b. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 7 (140-142). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 9-10 (195, 196-197, 202-203, 206-212). [Textbook]. |
|
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* DNA Technology and Recombinant DNA
The learner will be able to
understand how basic DNA technology (restriction digestion by endonucleases,
gel electrophoresis, ligation, and transformation) is used to construct
recombinant DNA molecules
.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 5.d*. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 11 (237-240, 241, 242, 243). [Textbook]. |
|
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* Altering Genetic Makeup
The learner will be able to
understand how exogenous DNA can be inserted into bacterial cells to alter
their genetic makeup and support expression of new protein products
.
| Strand |
Scope |
Source |
| Genetics |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 5.e*. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 11 (226-230). [Textbook]. |
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Biodiversity
The learner will be able to
understand that biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats.
| Strand |
Scope |
Source |
| Ecology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 6.a. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 12 (248). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 17, 19 (360-364, 406-409, 410-413, 414, 422, 42 [Textbook]. |
|
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Changes in Ecosystems
The learner will be able to
understand how to analyze changes in an ecosystem resulting from changes in
climate, human activity, introduction of nonnative species, or changes in population size
.
| Strand |
Scope |
Source |
| Ecology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 6.b. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 13 (272-279). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 19 (406-409, 410-415). [Textbook]. |
|
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Fluctuations in Populations in Ecosystem
The learner will be able to
understand how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death
.
| Strand |
Scope |
Source |
| Ecology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 6.c. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 19 (414-415). [Textbook]. |
|
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Water, Carbon, Nitrogen & Oxygen Cyc
The learner will be able to
understand how water, carbon, and nitrogen cycle between abiotic resources
and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration
.
| Strand |
Scope |
Source |
| Ecology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 6.d. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 12 ( 254-256). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 17 (370-374, 375, 376). [Textbook]. |
|
|
Stability of Producers and Consumers
The learner will be able to
understand that a vital part of an ecosystem is the stability of its producers and decomposers
.
| Strand |
Scope |
Source |
| Ecology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 6.e. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 12 (250). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 17 (365-367, 375, 376, 378-379). [Textbook]. |
|
|
Food Webs and Energy Pyramids
The learner will be able to
understand that at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid
.
| Strand |
Scope |
Source |
| Ecology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 6.f. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 12 (251) and 24 (537 and 542). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 17 (368-369, 375, 376, 378-379). [Textbook]. |
|
|
* Accom. vs. Adaptation of Organisms
The learner will be able to
understand how to distinguish between the accommodation of an individual
organism to its environment and the gradual adaptation of a lineage of organisms through genetic change
.
| Strand |
Scope |
Source |
| Ecology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 6.g*. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 13 (286-289, 327-330). [Textbook]. |
|
|
|
Gene Pool Allele Frequency
|
|
|
Natural Selection
The learner will be able to
understand why natural selection acts on the phenotype rather than the genotype of an organism.
| Strand |
Scope |
Source |
| Evolution |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 7.a. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 9 (176-182). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 13, 16 (276, 279, 281, 346-352, 356-357). [Textbook]. |
|
|
Lethal Alleles
The learner will be able to
understand why alleles that are lethal in a homozygous individual may be
carried in a heterozygote and thus maintained in a gene pool
.
| Strand |
Scope |
Source |
| Evolution |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 7.b. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 8 (173-174). [Textbook]. |
|
|
Mutations
The learner will be able to
understand that new mutations are constantly being generated in a gene pool.
| Strand |
Scope |
Source |
| Evolution |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 7.c. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 8, 13 (178-180, 276, 281). [Textbook]. |
|
|
Species Variation
The learner will be able to
understand that variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions
.
| Strand |
Scope |
Source |
| Evolution |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 7.d. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 7, 13 (145, 276, 281, 290-294). [Textbook]. |
|
|
* Hardy-Weinberg Equilibrium
The learner will be able to
understand the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature
.
| Strand |
Scope |
Source |
| Evolution |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 7.e*. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 16 (346-352, 353). [Textbook]. |
|
|
* Solve Hardy-Weinberg Equation
The learner will be able to
understand how to solve the Hardy-Weinberg equation to predict the frequency of genotypes in a population, given the frequency of phenotypes
.
| Strand |
Scope |
Source |
| Evolution |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 7.f*. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 16 (346, 349). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 13 (276, 281-282, 290-294, 298-299). [Textbook]. |
|
|
|
Genetic Changes & Environment
|
|
|
Differential Survival
The learner will be able to
understand how natural selection determines the differential survival of groups of organisms.
| Strand |
Scope |
Source |
| Evolution |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 8.a. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 13 (276, 281-282, 290-294, 298-299). [Textbook]. |
|
|
Species Diversity vs. Species Survival
The learner will be able to
understand that a great diversity of species increases the chance that at least some organisms survive major changes in the environment
.
| Strand |
Scope |
Source |
| Evolution |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 8.b. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 13 (276, 290-294, 298-299). [Textbook]. |
|
|
Genetic Drift
The learner will be able to
understand the effects of genetic drift on the diversity of organisms in a population.
| Strand |
Scope |
Source |
| Evolution |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 8.c. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 16 (348-349). [Textbook]. |
|
|
Reproductive and Geographic Isolation
The learner will be able to
understand that reproductive or geographic isolation affects speciation.
| Strand |
Scope |
Source |
| Evolution |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 8.d. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 13 (281-282, 293-294). [Textbook]. |
|
|
Fossil Analysis
The learner will be able to
understand how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction
.
| Strand |
Scope |
Source |
| Evolution |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 8.e. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 9 (176-192) and 10 (199-214). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 13 (283-289). [Textbook]. |
|
|
* Evolutionary Relationships
The learner will be able to
understand how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram) that shows probable evolutionary relationships
.
| Strand |
Scope |
Source |
| Evolution |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 8.f*. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 13, 15 (286-289, 327-330). [Textbook]. |
|
|
* Estimates of Evolutionary Divergence
The learner will be able to
understand how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged and evolved from one another.
.
| Strand |
Scope |
Source |
| Evolution |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 8.g*. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 13, 14, 15, 28, 31, 33 (283-289, 305, 327-330, [Textbook]. |
|
|
|
Organ Systems & Homeostasis
|
|
|
Major Body Systems
The learner will be able to
understand how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.
| Strand |
Scope |
Source |
| Physiology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 9.a. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 39, 40 (890-892, 898-899, 901, 902). [Textbook]. |
|
|
Nervous System Mediation
The learner will be able to
understand how the nervous system mediates communication between different parts of the body and the body's interactions with the environment
.
| Strand |
Scope |
Source |
| Physiology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 9.b. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 28 (638-663). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 42 (952-957, 958-963, 964-968, 975, 976, 977). [Textbook]. |
|
|
Feedback Loops
The learner will be able to
understand how feedback loops in the nervous and endocrine systems regulate
conditions in the body
.
| Strand |
Scope |
Source |
| Physiology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 9.c. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 38, 42, 43 (859, 963, 964, 983-984, 988, 1000-1 [Textbook]. |
|
|
Function of the Nervous System
The learner will be able to
understand the functions of the nervous system and the role of neurons in
transmitting electrochemical impulses
.
| Strand |
Scope |
Source |
| Physiology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 9.d. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 28 (638-663). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 42 (952-957, 958-963, 964-968, 975, 976, 977). [Textbook]. |
|
|
The Role of Neurons
The learner will be able to
understand the roles of sensory neurons, interneurons, and motor neurons in
sensation, thought, and response
.
| Strand |
Scope |
Source |
| Physiology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 9.e. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 28 (652). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 42 (961-963). [Textbook]. |
|
|
*Functions and Sites of Digestive Enzyme
The learner will be able to
understand the individual functions and sites of secretion of digestive enzymes
(amylases, proteases, nucleuses, lipases), stomach acid, and bile salts
.
| Strand |
Scope |
Source |
| Physiology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 9.f*. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 3, 40 (42, 915-917, 919, 925). [Textbook]. |
|
|
* Homeostatic Role of the Kidneys
The learner will be able to
understand the homeostatic role of the kidneys in the removal of nitrogenous
wastes and the role of the liver in blood detoxification and glucose balance
.
| Strand |
Scope |
Source |
| Physiology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 9.g*. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 40 (920-923, 925). [Textbook]. |
|
|
* Muscle Contraction
The learner will be able to
understand the cellular and molecular basis of muscle contraction, including
the roles of actin, myosin, Ca +2 , and ATP
.
| Strand |
Scope |
Source |
| Physiology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 9.h*. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 39 (867-869, 875). [Textbook]. |
|
|
* Hormones and Internal Feedback
The learner will be able to
understand how hormones (including digestive, reproductive, osmoregulatory)
provide internal feedback mechanisms for homeostasis at the cellular level
and in whole organisms
.
| Strand |
Scope |
Source |
| Physiology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 9.i*. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 43 (982-984, 985-989, 990-996, 997, 998, 1000-1 [Textbook]. |
|
|
|
Organisms' Immune Responses
|
|
|
Skin Defenses Against Infection
The learner will be able to
understand the role of the skin in providing nonspecific defenses against
infection.
| Strand |
Scope |
Source |
| Physiology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 10.a. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 27 (616-618). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 41 (932-934). [Textbook]. |
|
|
Antibodies
The learner will be able to
understand the role of antibodies in the body's response to infection.
| Strand |
Scope |
Source |
| Physiology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 10.b. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 39 (749-759). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 41 (935-937). [Textbook]. |
|
|
Vaccinations
The learner will be able to
understand how vaccination protects an individual from infectious diseases.
| Strand |
Scope |
Source |
| Physiology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 10.c. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 8 (166) and 16 (351-356). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 22, 41 (492, 939-940). [Textbook]. |
|
|
Bacteria and Viruses
The learner will be able to
understand that there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body's primary
defenses against bacterial and viral infections, and effective treatments of these infections
.
| Strand |
Scope |
Source |
| Physiology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 10.d. |
| |
Instructional Resources |
| |
| · |
Biology Visualizing Life, Holt, Hinehart, and Winston, 1994, Chapter 16 (338-359). [Textbook]. |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 21 (452-459, 460-467, 469, 470, 471, 938-940, 9 [Textbook]. |
|
|
Compromised Immune System
The learner will be able to
understand why an individual with a compromised immune system (for
example, a person with AIDS) may be unable to fight off and survive infections
by microorganisms that are usually benign
.
| Strand |
Scope |
Source |
| Physiology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 10.e. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 41 (942-944). [Textbook]. |
|
|
* Macrophage (Phagocytes), B & T Ce
The learner will be able to
understand the roles of macrophage (phagocytes), B-lymphocytes, and T-lymphocytes in the
immune system
.
| Strand |
Scope |
Source |
| Physiology |
Master |
CA: Science Content Standards, December 1998, Grades 9-12, Biology/Life Sciences, 10.f*. |
| |
Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Ch 41 (934, 935-937). [Textbook]. |
|
|
Investigation and Experimentation
The learner will be able to
a) select and use appropriate tools and technology to perform tests, collect, and display data, b) identify and communicate sources of unavoidable experimental error, c) identify possible reasons for inconsistent results, d) formulate explanations using logic and evidence, e) distinguish between hypothesis and theory as scientific terms, f) read and interpret topographic and geographic maps, and g) analyze the locations, sequences or time intervals that are characteristic of the succession of species in an ecosystem.
| Strand |
Scope |
Source |
| Science |
Master |
Oroville Union High School District(a) |
| |
Unit Instructional Resources |
| |
| · |
Biology Principles & Explorations, Holt, Rinehart and Winston, 2001, Chapters 1-44 [Textbook]. |
|
|
|
