La Cañada High School
California's Science Standards
Biology/Life Science
Summary - Standards that all students are expected to achieve in the course of their studies are unmarked. Standards that all students should have the opportunity to learn are marked with an asterisk (*).
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Biology/Life Science |
Core Activities(How skills are taught) |
Anchor Assessment (How skills are measured) |
Cell Biology
1. The fundamental life processes of plants and
animals depend on a variety of chemical reactions that occur in specialized
areas of the organism's cells. As a basis for understanding this concept: a. Students know cells are enclosed
within semipermeable membranes that regulate their interaction with their
surroundings. b. Students know 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. c. Students
know how prokaryotic cells, eukaryotic cells (including those from plants
and animals), and viruses differ in complexity and general structure. d. Students
know 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. e. Students know the role of the
endoplasmic reticulum and Golgi apparatus in the secretion of proteins. f. Students
know usable energy is captured from sunlight by chloroplasts and is
stored through the synthesis of sugar from carbon dioxide. g. Students
know the role of the mitochondria in making stored chemical-bond energy
available to cells by completing the breakdown of glucose to carbon dioxide. h. Students know most macromolecules
(polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are
synthesized from a small collection of simple precursors. i.* Students know how chemiosmotic
gradients in the mitochondria and chloroplast store energy for ATP
production. j* Students know how eukaryotic cells are
given shape and internal organization by a cytoskeleton or cell wall or both.
Genetics 2. Mutation and sexual reproduction lead
to genetic variation in a population. As a basis for understanding this
concept: a. Students
know 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. b. Students know only certain cells in a
multicellular organism undergo meiosis. c. Students know how random chromosome
segregation explains the probability that a particular allele will be in a
gamete. d. Students know new combinations of
alleles may be generated in a zygote through the fusion of male and female
gametes (fertilization). e. Students
know why approximately half of an individual's DNA sequence comes from
each parent. f. Students know the role of chromosomes
in determining an individual's sex. g. Students
know how to predict possible combinations of alleles in a zygote from the
genetic makeup of the parents. 3. A multicellular organism develops from a
single zygote, and its phenotype depends on its genotype, which is
established at fertilization. As a basis for understanding this concept: a. Students
know 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). b. Students know the genetic basis for
Mendel's laws of segregation and independent assortment. c.* Students know how to predict the
probable mode of inheritance from a pedigree diagram showing phenotypes. d.* Students know how to use data on
frequency of recombination at meiosis to estimate genetic distances between
loci and to interpret genetic maps of chromosomes. 4. Genes are a set of instructions encoded in
the DNA sequence of each organism that specify the sequence of amino acids in
proteins characteristic of that organism. As a basis for understanding this
concept: a. Students know the general pathway by
which ribosomes synthesize proteins, using tRNAs to translate genetic
information in mRNA. b. Students know how to apply the genetic
coding rules to predict the sequence of amino acids from a sequence of codons
in RNA. c. Students
know 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. d. Students know specialization of cells
in multicellular organisms is usually due to different patterns of gene
expression rather than to differences of the genes themselves. e. Students know proteins can differ from
one another in the number and sequence of amino acids. f.* Students know why proteins having
different amino acid sequences typically have different shapes and chemical
properties. 5. The genetic composition of cells can be
altered by incorporation of exogenous DNA into the cells. As a basis for
understanding this concept: a.
Students know the general structures
and functions of DNA, RNA, and protein. b. Students know how to apply
base-pairing rules to explain precise copying of DNA during semiconservative
replication and transcription of information from DNA into mRNA. c. Students know how genetic engineering
(biotechnology) is used to produce novel biomedical and agricultural
products. d.* Students know how basic DNA technology
(restriction digestion by endonucleases, gel electrophoresis, ligation, and
transformation) is used to construct recombinant DNA molecules. e.* Students know how exogenous DNA can be
inserted into bacterial cells to alter their genetic makeup and support
expression of new protein products. Ecology 6. Stability in an ecosystem is a balance
between competing effects. As a basis for understanding this concept: a. Students know biodiversity is the sum
total of different kinds of organisms and is affected by alterations of
habitats. b. Students know how to analyze changes
in an ecosystem resulting from changes in climate, human activity,
introduction of nonnative species, or changes in population size. c. Students
know how fluctuations in population size in an ecosystem are determined
by the relative rates of birth, immigration, emigration, and death. d. Students
know how water, carbon, and nitrogen cycle between abiotic resources and
organic matter in the ecosystem and how oxygen cycles through photosynthesis
and respiration. e. Students know a vital part of an
ecosystem is the stability of its producers and decomposers. f. Students know 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. g.* Students know 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. Evolution 7. The frequency of an allele in a gene
pool of a population depends on many factors and may be stable or unstable
over time. As a basis for understanding this concept: a. Students know why natural selection
acts on the phenotype rather than the genotype of an organism. b. Students know why alleles that are
lethal in a homozygous individual may be carried in a heterozygote and thus
maintained in a gene pool. c. Students know new mutations are
constantly being generated in a gene pool. e.* Students know the conditions for
Hardy-Weinberg equilibrium in a population and why these conditions are not
likely to appear in nature. f.* Students know how to solve the
Hardy-Weinberg equation to predict the frequency of genotypes in a
population, given the frequency of phenotypes. 8. Evolution is the result of genetic changes
that occur in constantly changing environments. As a basis for understanding
this concept: a. Students know how natural selection
determines the differential survival of groups of organisms. b. Students
know a great diversity of species increases the chance that at least some
organisms survive major changes in the environment. c. Students know the effects of genetic
drift on the diversity of organisms in a population. d. Students know reproductive or
geographic isolation affects speciation. e. Students know how to analyze fossil
evidence with regard to biological diversity, episodic speciation, and mass
extinction. f.* Students know 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. g.* Students know 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 evolutionarily from one another. Physiology 9. As a result of the coordinated
structures and functions of organ systems, the internal environment of the
human body remains relatively stable (homeostatic) despite changes in the
outside environment. As a basis for understanding this concept: a. Students
know how the complementary activity of major body systems provides cells
with oxygen and nutrients and removes toxic waste products such as carbon
dioxide. b. Students
know how the nervous system mediates communication between different
parts of the body and the body's interactions with the environment. c. Students know how feedback loops in
the nervous and endocrine systems regulate conditions in the body. d. Students know the functions of the
nervous system and the role of neurons in transmitting electrochemical
impulses. e. Students know the roles of sensory
neurons, interneurons, and motor neurons in sensation, thought, and response.
f.* Students know the individual functions
and sites of secretion of digestive enzymes (amylases, proteases, nucleases,
lipases), stomach acid, and bile salts. g.* Students know the homeostatic role of
the kidneys in the removal of nitrogenous wastes and the role of the liver in
blood detoxification and glucose balance. h.* Students know the cellular and
molecular basis of muscle contraction, including the roles of actin, myosin,
Ca+2, and ATP. i.* Students know how hormones (including
digestive, reproductive, osmoregulatory) provide internal feedback mechanisms
for homeostasis at the cellular level and in whole organisms. 10. Organisms have a variety of mechanisms to
combat disease. As a basis for understanding the human immune response: a. Students know the role of the skin in
providing nonspecific defenses against infection. b. Students
know the role of antibodies in the body's response to infection.
d. Students
know 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. e. Students know 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. f.* Students know the roles of phagocytes,
B-lymphocytes, and T-lymphocytes in the immune system. |
1) Dialysis tubing 2)
Poster presentations 3)
Cell Transport Chart 4)
Diffusion Skits 5) Potato Lab- Osmosis 6)
Lecture and reading notes 1) Enzyme Laboratory 2) Demonstration 3) pH Laboratory 4) H2O2 Liver
Laboratory
5) Protein Laboratory
(TOPS)
6) Lecture and reading notes 1) Relative size chart comparison 2) Comparative drawings of cells and viruses. 3)
Lecture and reading notes 1) Lecture and reading notes 2) Pictures and Diagrams 3) Horse, Human, Ape DNA Lab 4) Video Presentations 1) Cell Brochure 2)
Lecture and reading notes 3) Video Presentation 4) Cell Collage 1) Lecture and reading notes
2) Poster & Model
Presentations
3) Video Presentations 4)
Group Collaborations 1) Cell Brochure 2) Lecture and reading notes
3) Video Presentation 4)
Anaerobic Respiration Lab 1) Organic Compounds Chart 2) Lecture and reading notes
3) Video Presentation 4) Group Collaborations/ Presentations (Power
Point, etc.) 1) Lecture and reading notes 2) Poster Presentations 3) Video Presentations 1) Lecture and reading notes
2) Cell Brochure
3) Video Presentations 1) Lecture and reading notes 2) Meiosis cell cylce drawing 3) Comparison of mitosis and meiosis 4) Group Children's books/ stories 1) Lecture and reading notes 2) Meiosis cell cylce drawing 3) Comparison of mitosis and meiosis 4)
Group Children's books/
stories 5) Flip Books 1) Lecture and reading notes 2) Punnet Square problems (individual and
group) 3) Probability Partner Activity
(offspring)
4) Video Presentations 5) Mendel Lab 1) Lecture and reading notes 2) Punnet Square problems (individual and
group)
3) Probability Partner
Activity (offspring) 4) Video Presentations 5) Mendel Lab 1) Lecture and reading notes 2) Punnet Square problems (individual and
group)
3) Probability Partner
Activity (offspring) 4) Video Presentations 5) Mendel Lab 1) Lecture and reading notes 2) Punnet Square problems (individual and group) 3) Probability Partner Activity (offspring) 4) Video Presentations 5) Hybrid and dihybrid crosses 1) Lecture and reading notes 2) Punnet Square problems (individual and group) 3) Probability Partner Activity (offspring) 4) Video Presentations 5)
Hybrid and dihybrid crosses 1) Lecture and reading notes 2) Punnet Square problems (individual and group) 3) Probability Partner Activity (offspring) 4) Video Presentations 5) Hybrid and dihybrid crosses 1) Lecture and reading notes 2) Hybrid and Dihybrid crosses (in groups and
individual situations) 3) Video Presentations 4) Lab activities 5) Sex Chromosomes and Heredity Chart 1) Lecture and reading notes 2) Video presentations 3) Punnett Square problems 1) Lecture and reading notes 2) Group and individual problems 1) Lecture and reading notes 2) Horse, Human, and Gorilla Lab 3) Group and Individual problems 4) Relate to
Comparative Biochemistry 1) Lecture and reading notes (Central
Dogma)
2) Translation Diagrams and
drawings 3) Translation group and individual problems 1) Lecture and reading notes (Central Dogma)
2) Translation Diagrams and
drawings 3) Translation group and individual problems 1) Lecture and reading notes (Central
Dogma)
2) Translation Diagrams and
drawings 3) Translation group and individual problems 4) Mutations Chart 1) Lecture reading and notes 2) Human,
Horse, Gorilla Lab 1) Lecture and reading notes 2) Organic Coumpounds Chart 3) Human, Horse, and Gorilla Lab 4) Translation group and
individual problems 1) Lecture and reading notes 2) Worksheets 3) Diagrams and drawings 4)
Comparison and contrast chart 1) Lecture and reading notes 2)
Worksheets 3) Diagrams and drawings 4) Constructing examples of each 5) Comparison and contrast
chart 1) Lecture and reading notes 2)
Worksheets 3) Diagrams and drawings 4) Constructing examples of each 5) Comparison and contrast
chart 1)
Lecture and reading notes 2)
Genetic engineering diagram 3) Video
presentations
4) Ethics of Bioengineering
debate 1)
Lecture and reading notes 2)
Genetic engineering diagram 3) Video
presentations
4) Genetic engineering and Electrophoresis Lab 1)
Lecture and reading notes 2)
Genetic engineering diagram 3) Video
presentations
4) Genetic engineering and
Electrophoresis Lab 1) Lecture and reading notes 2) Levels or organization flip chart 3) Biome Vacations Project – design an ecosystem. 4) Court
Trial- Human Population Growth 1) Lecture and reading notes 2)
Population Ecology group presentations 3) Ecology Mind Map posters 4) Video Presentations 1) Lecture and reading notes 2) Diagrams and drawings 3) CD ROM
Activity 4) Soil Lab 5) Algae Lab 1) Lecture and reading notes 2) Diagram and drawings 3) Group Presentations 4) Chaparral Food web group lab 1) Lecture and reading notes 2) Trophic Levels Chart 3) Diagrams and drawings 4) Trophic levels collage 5) Chaparral Food web group lab 1) Lecture and reading notes 2) Diagrams and drawings 3) Group and individual problems and worksheets 4) Biome
CD-Rom 1)
Lecture and reading
notes 2)
Natural Selection activity 3)
Video presentations 1) Lecture and reading notes 2) Punnet Square problems 3) Gene problems and worksheets 1) Lecture and reading notes 2) Mutations chart 1) Lecture and reading notes 2) Population genetics group presentations 3) Video
presentation 4) Natural
Selection Activity 1)
Lecture and reading
notes 2)
Popluation genetics group
presentations 3)
Video presentation 4)
Evolution mind map poster 1) Lecture and reading notes 2) Population genetics group
presentations
3) Video presentation 4)
Evolution mind map poster 5)
Sickle Cell Anemia Lab 6) Mutation
Lab 1) Lecture and reading notes 2) Natural selection group presentations
3) Video presentation 4)
Evolution mind map poster 1) Lecture and reading notes 2) Population Genetics group
presentations
3) Evolution Mind Map
posters 4) Video Presentations 1) Lecture and reading notes 2) Population Genetics group
presentations
3) Evolution Mind Map
posters 4) Video Presentations 1) Lecture and reading notes 2)
Population Genetics group presentations 3) Evolution Mind Map 4) Video Presentations 1) Lecture
and reading notes 2) Worksheets
and group problems on Carbon 14 and Potassium argon dating 3) Interpreting
pictures and drawings 4) Earth
timeline (small group and class project) 5) Video
presentation 6)
Lamarck/ Darwin Mock Debates 1) Lecture and reading notes 2)
Human, Horse, and Gorilla Lab 3)
Worksheets and diagrams 4)
Evolution mind map 5) Video presentation 1) Lecture and reading notes 2) Human, Horse, and Gorilla Lab 3) Worksheets and diagrams 4)
Evolution mind map 5) Video presentation 1) Lecture and reading notes 2) Video presentations 3) Body
systems mind map 4)
Body books 5)
Lung Models 1)
Lecture and reading
notes 2)
Video presentations 3) Nervous System Group presentations 4)
Drawings and diagrams 5) Nervous System Lab 1)
Lecture and reading
notes 2)
Video presentations 3)
Nervous System Group
presentations 4) Drawings and diagrams 5) Nervous System Lab 1)
Lecture and reading
notes 2)
Video presentations 3)
Nervous System Group
presentations 4) Drawings and diagrams 1)
Lecture and reading
notes 2)
Video presentations 3) Nervous
System Group presentations 4)
Nervous System Lab Packets 5)
Drawings and diagrams 1)
Lecture and reading
notes 2)
Video presentations 3)
Liver, gall bladder, and
pancreas chart 4)
Pepsin Lab 5) Amylase
Lab 6) Diet Analysis 1) Lecture and reading notes 2) Video presentations 3) Drawings and diagrams 1) Lecture and reading notes 2) Video presentations 3) Muscle contraction chart 1) Lecture and reading notes 2) Video presentations 3) Drawings and diagrams 4) Sea Urchin Lab 1) Lecture and reading notes 2) Video presentations 3) Diagrams and drawings 1) Lecture and reading notes 2) Video presentations 3) Diagrams and drawings 4)
Court Trial- Xenotransplantation and Stem Cell Research 1) Lecture and reading notes |