HS+Bio+Curriculum

This is the proposed high school science curriculum, developed by the curriculum committee during 2006-2007, and aligned to the PSSA Science anchors.


 * __Biology Course Outline__**


 * __STRUCTURE OF LIFE (Molecules/Cells)__**


 * S11.B.1.1.1 Explain how structure determines function at multiple levels of Cell/Chemical Organization (e.g., chemical, cellular, anatomical, ecological).**


 * S11.B.1.1.2 Compare and contrast the structural and functional similarities and Classification differences among living things (e.g., classify organisms into existing classification groups, compare systems).**


 * S11.B.1.1.3 Compare and contrast cellular processes (e.g., photosynthesis and Process: Photo/Resp. respiration, meiosis and mitosis, protein synthesis and DNA replication).**


 * __CONTINUITY OF LIFE (Evolution/Genetics)__**


 * S11.B.2.1.1 Explain the theory of evolution by interpreting data from fossil records, Evolution Theory similarities in anatomy and physiology, embryological studies, or DNA studies that are relevant to the theory of evolution.**


 * S11.B.2.1.2 Explain the role of mutations, differential reproduction, and gene Mutation recombination in changing the genetic makeup of a population.**


 * S11.B.2.1.3 Explain the role of selective breeding and biotechnology in changing the Selective Breeds/ Biotech genetic makeup of a population.**


 * S11.B.2.1.4 Explain why natural selection can act only on inherited traits.**
 * Natural Selection Requirements**


 * S11.B.2.2.1 Describe how genetic information is expressed (i.e., DNA, genes, DNA: Replication, chromosomes, transcription, translation, and replication). Transcription, Translation, Protein Synthesis**


 * S11.B.2.2.2 Compare and contrast the functions of mitosis and meiosis in passing on Mitosis/Meiosis genetic information.**


 * S11.B.2.2.3 Explain how different patterns of inheritance affect population variability. Mendelian/Non-Mendelian (i.e., multiple alleles, co-dominance, dominance, recessive, and sex-influenced traits).**


 * __INTERACTION OF LIFE (Ecology)__**


 * S11.B.3.1.1 Explain the significance of diversity in ecosystems. Diversity**


 * S11.B.3.1.2 Explain the biotic (i.e., plant, animal, and microbial communities) and Biotic/Abiotic (i.e., soil, air, temperature, and water) components of an ecosystem and their interaction.**


 * S11.B.3.1.3 Describe how living organisms affect the survival of one another. Symbiosis**


 * S11.B.3.1.4 Explain the similarities and differences in the major biomes (e.g., desert, Biomes tropical rain forest, temperate forest, coniferous forest, tundra) and the communities that inhabit them.**


 * S11.B.3.1.5 Predict how limiting factors (e.g., physical, biological, chemical factors) Limiting Factors can affect organisms.**


 * S11.D.1.3.1 Explain the multiple functions of different water systems in relation to Aquatic Biomes/Estuaries landforms (e.g., buffer zones, nurseries, food production areas, habitat, water quality control, biological indicators).**


 * S11.D.1.3.2 Explain relationships among physical characteristics, vegetation, Biotic/Abiotic Factors in topography, and flow as it relates to water systems. Water Systems**


 * S11.D.1.3.3 Explain factors (e.g., nutrient loading, turbidity, rate of flow, rate of Water Quality deposition, biological diversity) that affect water quality and flow through a water system.**