Biology II
Course Description
Biology II is a course that introduces students
to major specialty areas of biology. The students explore the following:
- Comparative Anatomy and Zoology
- Embryology
- Genetics
- Immunology
- Microbiology
- Botany.
Standard Number: 1.0 Comparative
Anatomy/Zoology
Standard: The student will observe,
model, and/or manipulate a variety of organisms representing the major groups
of invertebrate and vertebrate animals, to gain an understanding of increasing
complexity.
Learning Expectations:
The student will
- 1.1 compare and contrast animals, from
simplest organisms to most complex, with regard to anatomical differences,
embryological development, and evolutionary history.
- 1.2 investigate how animals accomplish
functions like ingestion and digestion, transportation of materials, respiration,
excretion, movement, reproduction and development.
- 1.3 demonstrate an understanding of systems
of increasing complexity, as well as the relationship between structure
and function in all organisms.
Performance Indicators:
At Level 1, the student is able to
- observe, model, manipulate, and/or dissect specimens representative of major groups of animals. (These may include, but are not limited to earthworms, clams, crayfish, grasshoppers, starfish, fish, and frogs.)
- distinguish among organisms that reproduce asexually and sexually.
At Level 2, the student is able to
- identify organisms with intracellular digestion, two-way, and one-way digestive systems, and name vertebrate organisms that are herbivores, carnivores, and omnivores.
- relate methods of respiration to the anatomy and the habitat of an animal.
- identify the bones and major muscles of the musculoskeletal system, and investigate the physiology of muscle movement.
- compare the circulatory systems of representative organisms, components of blood, and the differences among vertebrate hearts.
- investigate the increasing complexity of methods of excretion utilized by animals.
- investigate careers in wildlife and marine biology, zoo curator, and wildlife management.
At Level 3, the student is able to
- relate the growth and development of organisms to genetic, hormonal, and environmental controls.
- examine the ways that the endocrine system, nervous systems, and sense organs assist in monitoring an organism’s environment.
- compare human models to similar structures in animals.
Sample Task:
Investigate a system and develop a presentation for class in any form, other than written form, (poetry, dance, music, power-point, video, and/or audio).
Integration/Linkages:
anatomy and physiology, health/wellness, ecology, language arts, zoology
Standard Number: 2.0 Embryology
Standard: The student will investigate the processes of gamete production, fertilization, and development.
Learning Expectations:
The student will
- 2.1 compare and contrast the anatomy and production of eggs
and sperm.
- 2.2 investigate the process of zygote formation.
- 2.3 distinguish between internal and external fertilization.
- 2.4 describe and distinguish among cleavage, gastrulation,
and differentiation.
- 2.5 compare the embryological development of organisms including,
but not limited to frog, chicken, and human.
Performance Indicators:
At Level 1, the student is able to
- relate the process of meiosis to the formation of haploid from diploid cells.
At Level 2, the student is able to
- label diagrams representing the formation of egg and sperm.
- examine and describe the behavior of egg and sperm during fertilization.
- research the formation of body systems from origin tissues: the endoderm, mesoderm, and ectoderm.
- research careers in animal husbandry, veterinary medicine, genetics, and zoology.
At Level 3, the student is able to
- describe blastula formation in a variety of egg types, including frogs, chickens, and humans.
- sequence a series of diagrams depicting gastrulation of a frog, chicken, and human embryo.
- contrast normal and abnormal differentiation of cells in amphibians, chickens, and mammals.
- describe the process of cloning and debate its ethical and social implications.
Sample Task:
Obtain fertilized chicken eggs for 21-day incubation period, opening and observing embryonic development of the eggs on days representing the various stages of development, such as:1, 2, 4, 6, 8, 12, 14, 15, and 18. This activity can also be performed with frog eggs.
Integration/Linkages:
biology, health/wellness, animal studies, zoology, biotechnology, sociology, language arts, agriculture
Standard Number: 3.0 Genetics
Standard: The student will examine
the structure and function of DNA.
Learning Expectations:
The student will
- 3.1 examine modes of inheritance involving linked genes and epistasis.
- 3.2 investigate the effects of the environment on DNA.
- 3.3 investigate chromosome mapping, crossing over, and the formation of new gene combinations.
- 3.4 examine the process of regulating gene expression.
- 3.5 explore the genomic organization and inheritance of DNA in prokaryotes, eukaryotes, cellular organelles, and humans.
- 3.6 investigate the applications of recombinant DNA technology, including cloning.
- 3.7 investigate population genetics and the Hardy-Weinberg Law.
- 3.8 explore the processes of transcription and translation.
Performance Indicators:
At Level 1, the student is able to
- relate the process of speciation and the ability of a population to undergo evolutionary divergence to allele frequencies using the Hardy-Weinberg Law.
- explain how proteins are the end product of gene expression, using models.
At Level 2, the student is able to
- interpret data from a model of crossing-over and explain how crossing-over increases genetic diversity.
- analyze modes of inheritance including gene linkage and epistasis, using karyotypes, genetic problems, pedigrees, or Punnett squares.
- distinguish among nuclear DNA and the DNA of bacteria, organelles, and bacteriophages.
- research methods of genetic engineering, including recombinant DNA and cloning.
- research the relationship of genetics to cancer.
- explain the relationship between environmental conditions and changes in the DNA sequences.
- investigate careers in genetic engineering, genetic counseling, and genetic research.
At Level 3, the student is able to
- research DNA mutations related to environmental influences.
- investigate the editing of mRNA and its translation into a protein.
Sample Task:
Conduct an experiment in which students use
DNA to transform bacteria into luminescent types.
Integration/Linkages:
mathematics, chemistry, sociology, ecology,
biotechnology, health/wellness, microbiology, language arts, and history
Standard Number: 4.0 Immunology
Standard: The student will investigate
the reaction of, causes for, and results of the immune response.
Learning Expectations:
The student will
- 4.1 examine the stages of an immune response.
- 4.2 analyze an immune response at the
cellular and molecular level.
- 4.3 explore immune disorders.
- 4.4 compare the different types of immune
responses evoked by antigens.
- 4.5 explore the worldwide impact of vaccination
programs.
Performance Indicators:
At Level 1, the student is able to
- describe the role of lymphocytes in an immune response.
- compare autoimmune diseases to other diseases.
- investigate the sociological effects of AIDS and other
autoimmune diseases.
At Level 2, the student is able to
- compare and contrast specific immunity and acquired immunity.
- investigate the effect of environmental and genetic factors on immune responses.
- debate the use of other species for studying immune responses in humans.
- research the process for the FDA approval of experimental drugs.
- research careers in immunology, epidemiology, chemistry, virology, serology, and statistics.
At Level 3, the student is able to
- investigate the major antibodies found in human serum.
- research how vaccines are produced and the considerations made when manufacturing the influenza vaccine each year.
- investigate the sharp increase in the number and kinds of allergies.
Sample Task:
- Students complete a research paper on the techniques
used to test people for allergies.
- Students will use a simulated blood typing kit
(without blood) to see the antigen/antibody interaction.
- Students will write a research paper on blood
types and their differences in ethnic groups.
- Students visit a local blood bank or have a
medical laboratory technologist to speak on the process that a unit of blood
goes through before it is given to a patient.
- Students write a position paper on the use of
FDA pre-approved drugs.
- Students complete a paper describing the steps
taken by the body during a reaction to a blood transfusion.
Integration/Linkages:
health/wellness, social studies, chemistry,
math, language arts, geography, earth science, ecology, and history
Standard Number: 5.0 Microbiology
Standard: The student will investigate
diversity, impact, and uses of microorganisms as well as diseases caused by
microorganisms.
Learning Expectations:
The student will
- 5.1 examine the diversity of microbial
life forms and explore the conditions under which microbes thrive.
- 5.2 compare and contrast pathogenic and
parasitic microbes as regards their identity, interactions, the diseases
they cause, and methods used to control their growth.
- 5.3 investigate the role of microbes
in genetic engineering and examine ways microbes are used in society.
- 5.4 identify the various relationships
shared among humans, plants, and microbes.
Performance Indicators:
At Level 1, the student is able to
- distinguish among bacterial types according to shape and
by using different stains.
- distinguish among bacterial, fungal, and microscopic parasites
according to their growth and nutrition.
- describe symbiosis, mutualism, parasitism, and commensalism
in relation to the major classes of microbes.
- describe the beneficial uses of microbes.
At Level 2, the student is able to
- explain exponential growth of bacterial populations and
evaluate long term methods used to control growth.
- demonstrate the process of using recombinant DNA production
with the bacterium E. coli.
- describe an environment for the major classes of microbes:
bacteria, viruses, fungi, parasites, and protists that will maximize growth
and reproduction capabilities.
- research careers that involve microbiology, such as mycology,
the brewing industry, microbes in water purification systems, and parisitology.
- describe the procedure for a Gram stain, and use it to
distinguish among bacteria.
At Level 3, the student is able to
- participate in a classroom debate on the use of biological
weapons.
- research graphs, charts, and data of an epidemic and debate
the position that this same scenario could or could not happen again today.
- use microscopes to analyze a soil sample for bacteria,
fungi, and various roundworms found in a healthy sample.
- investigate epidemiology of emerging infectious diseases.
Sample Task:
- Students use different staining techniques
to identify unknown bacteria (non-pathogenic).
- Students take local soil and water samples from
different areas of the community and observe the presence or absence of bacteria.
- Students conduct studies of different water
purification systems and their effectiveness by visiting a local water treatment
facility.
- Students investigate waterborne pathogens and
their effects on human populations.
Integration/Linkages:
health/wellness, genetics, botany, ecology,
history, mathematics, language arts, agriculture, sociology
Standard Number: 6.0 Botany
Standard: The student will investigate
simple and complex plant forms and understand the importance of plant life to
survival on earth.
Learning Expectations:
The student will
- 6.1 examine the anatomy and physiology
of non-vascular and vascular plants to demonstrate the biological evolution
of plants on the earth.
- 6.2 investigate the anatomical and physiological
differences among plants that explain how plants grow, reproduce, survive,
and coexist with animals in their particular habitats.
- 6.3 demonstrate the wide variety of plants
that are both harmful and useful to animals, especially humans.
Performance Indicators:
At Level 1, the student is able to
- observe and explain the life cycles of mosses and ferns.
- identify, describe, or label the major organs of vascular
plants to be the roots, stems, leaves, and seed-producing structures.
- observe, draw, and label the major structures contained
within the flowers and seeds of angiosperms, and explain the processes of
pollination and germination.
At Level 2, the student is able to
- observe differences in plants to identify those that are
non-vascular or vascular, spore-bearing or seed producing, gymnosperms or
angiosperms, and monocots or dicots.
- distinguish the types of plants adapted to life in a variety
of habitats, and explain the specializations necessary for survival in those
habitats.
- compare and contrast spores and seeds, and relate them
to the structures of plants where they are produced.
- compare and contrast gymnosperms and angiosperms.
- research careers in agriculture, horticulture, landscaping,
agronomy, food science, and nutrition.
At Level 3, the student is able to
- explain the transpiration, tension-cohesion (adhesion-cohesion),
and pressure flow models to describe transport of materials in vascular
plants.
- describe how hormonal and environmental factors affect
the growth and development of plants, and predict what occurs when these
factors are changed.
- describe and list plants, or parts of plants, that are
helpful and harmful to animals, and especially humans, paying particular
attention to sources of food, shelter, clothing, and medicines.
- research local plant populations, using a dichotomous key
to identify the various species.
Sample Task:
Have each student research and present to the
class, a plant that is used for food, shelter, clothing, or medicine. Students
will find the source of the plant, what product is gathered from the plant,
and the related uses. Each presentation should become part of the student’s
project. This is an example of a medicinal plant project:
- A diagram or picture of the plant in question.
- A description of the condition or disease treated.
- Purported medicinal effect of the plant on the body (how it works).
- Is there any research to support the claims made about this plant/product?
- Examples of plants that may be assigned areyew trees and taxol, foxglove plants and digitalis, St. John’s wort, ginseng, gingko, willow bark and aspirin, garlic, oranges and vitamin C, etc.
Integration/Linkages:
agriculture, chemistry, ecology, sociology,
art, medicine, genetics, history
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