TABLE OF CONTENTS - Lindbergh School District

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Biology - Honors Rationale: The Lindbergh School District science curriculum respects the importance of science literacy for all students. The curriculum, based upon the Missouri Show-Me Standards is student-centered and will allow students to explore, discover, understand and apply science to our ever changing world. The goal of Biology is for students to understand the complexity of the living world, including the functions and processes of organisms, their interactions with one another and the environment, and to respect the living world. Course Description: This course is recommended for freshman excelling in science. This is an accelerated introductory biology course which will prepare students to continue in the sequence with Honors chemistry, Advanced biology, Advanced chemistry and/or Physics. In this course the fundamental concepts of biology are developed. A second semester research project which focuses on using methods in experimentation and observation, collection and interpretation of data, followed by drawing of conclusions is a major component of the course. 236 of 367
Strand 1: Major Objectives IS Suggested Activities Suggested Assessments Concept A: Cell Structure & Function The student will be able to state the three parts of the cell theory. Concept B: Cell Structure & Function Identify the structures of the cell [cell wall, cell membrane, cytoplasm, nucleus, chloroplast *(thylakoids, grana, stroma), mitochondrion, ribosome, vacuole, Golgi body, endoplasmic reticulum, lysosome, vescicles] found in different types of cells (bacterial, plant, skin, nerve, blood, muscle). Concept C: Cell Structure & Function Identify the functions of various cell parts (structural support, transport of materials, storage of genetic information, photosynthesis and respiration, synthesis of new molecules, waste disposal) Concept D: Cell Structure & Function Specifically compare the structure and function of cell walls v. cell membrane; mitochondrion v. chloroplast. Include the physical and chemical interactions that occur between organelles as they carry out life processes. Concept E: Cell Structure & Function Identify in order, and with examples, the levels of organization- -cell, tissue, organ, system, organism Concept A: Cell Transport Discuss the role of diffusion, osmosis, and active transport in maintaining homeostasis and the nature of the semi-permeable membrane (size, concentration gradient). C3 C6 C8 12 R T C3 C6 C8 C12 R T C3 R W C3 R R C1 C3 R Students will produce 3-dimensional model and a poster of cell organelles and their functions. Students will investigate various cells under the microscope. (1.4, 4.4, SC3) Students will produce 3-dimensional model and a poster of cell organelles and their functions. Students will investigate various cells under the microscope. (1.4, 4.4, SC3) Students will compare the functions of a cell to a factory. (1.6, 1.8, 4.1, SC3) Students will create a flow chart that describes the interrelationships between the stated pairs of organelles. (1.6, 1.8, SC3) Students will name 3 organ systems and 2 organs from each. (1.5, 1.6, SC3) Students will observe the transport of water across the membrane of using decalcified eggs. (1.2, SC3, SC7) Provided with a cell diagram, students will identify the cell as plant or animal with explanation, match organelles with their functions, and select three organelles and provide their names. Explain why the cell theory is universal. Provided with a cell diagram, students will identify the cell as plant or animal with explanation, match organelles with their functions, and select three organelles and provide their names. Provided with a cell diagram, students will identify the cell as plant or animal with explanation, match organelles with their functions, and select three organelles and provide their names. Given a list of possibilities, students will select one pair of organelles, and discuss the interrelationship between the two. Provided with an example of an organ, students will describe how it fits into the hierarchy. Students will draw a cell under normal conditions, and then redraw it according to provided altered conditions. 237 of 367
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TABLE OF CONTENTS SCIENCE K-12 CURR
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LINDBERGH SCHOOL DISTRICT Rationale
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Show-Me Performance Standards Goal
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Elementary School Rationale: The te
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Strand 1: Properties and Principles
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Strand 4: Changes in Ecosystems and
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Strand 6: Composition and Structure
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Strand 7: Scientific Inquiry 1. Sci
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Strand 8: Impact of Science, Techno
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First Grade Rationale: The teaching
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Concept D: Plants and animals have
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Strand 5: Processes and Interaction
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. Plan and conduct a simple investi
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Concept E: The nature of science re
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Second Grade Rationale: The teachin
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Concept D: The interaction of mass
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Strand 3: Characteristic and Intera
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Standard 8: Impact of Science, Tech
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Concept C: Evidence is used to form
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. Work with a group to solve a prob
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objects (attract or repel). desktop
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Concept C: Natural selection is the
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a. Use quantitative and qualitative
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Concept E: The nature of science re
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Fifth Grade Rationale: The teaching
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Concept D: The interaction of mass
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Concept E: Biological classificatio
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Concept C: The regular and predicta
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Concept B: Advances in technology o
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Middle School Rationale: The import
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Major Objectives IS Suggested Activ
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Concept H: Chemical bonding is the
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away from the source through a medi
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Concept C: Cells are the fundamenta
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synthesis or breakdown of organic c
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Concept B: Living organisms have th
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Concept B: The hydrosphere is compo
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constants, multiple trials, a valid
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C1-12 average and compare. (1.1, 1.
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. Interpret data in order to make a
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Concept B: Scientific theories are
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Concept D: Scientific information i
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n. Identify advantages and disadvan
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c. Compare the amount of gravitatio
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. Identify some common diseases (i.
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a. Explain and trace the possible p
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predict the next day’s weather f.
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a. Describe how the Earth’s place
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e. Relate the apparent change in th
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f. Recognize that the phases of the
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d. Evaluate the design of an experi
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measured data and check to see if t
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communication and defense of logica
Page 185 and 186: Describe how the contributions of s
Page 187 and 188: in society think about themselves,
Page 189 and 190: Strand 1: Properties and Principles
Page 197 and 198: Strand 3: Characteristic and Intera
Page 199 and 200: into the blood stream, and exits th
Page 201 and 202: Strand 3: Characteristic and Intera
Page 203 and 204: Strand 4: Changes in Ecosystems and
Page 205 and 206: Strand 5: Processes and Interaction
Page 211 and 212: Strand 7: Scientific Inquiry 1. Sci
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Page 215 and 216: c. Recognize the possible effects o
Page 217 and 218: Strand 8: Impact of Science, Techno
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Page 221 and 222: Concept C: Scientific ethics requir
Page 223 and 224: Biology Rationale: The Lindbergh Sc
Page 225 and 226: Concept C: Energy Flow in Ecosystem
Page 227 and 228: Standard 2: Life of a Cell Major Ob
Page 229 and 230: Standard 3: Reproduction Major Obje
Page 231 and 232: Standard 4: DNA & Protein Synthesis
Page 233 and 234: Concept C: Genetics Explain how sex
Page 235: Concept D: Microevolution Identify
Page 239 and 240: Concept B: Enzymes Discuss enzyme s
Page 241 and 242: Concept B: Embryological Developmen
Page 243 and 244: expression of a genetic disorder (h
Page 245 and 246: Concept D: Microevolution Identify
Page 247 and 248: Concept A: Interdependence of Organ
Page 249 and 250: Physical Science Rationale: The Lin
Page 251 and 252: 2.1.B.b Calculate the acceleration
Page 253 and 254: acceleration of two objects, compar
Page 255 and 256: and its velocity STRAND 7C, 7D, 8.2
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Page 261 and 262: Objects within It 3. Regular and pr
Page 263 and 264: Concept A: The apparent position of
Page 265 and 266: 4. Human activity is dependent upon
Page 267 and 268: 5.2.B.e & f Describe the effects of
Page 269 and 270: Physical Science - Honors Rationale
Page 271 and 272: made of, have properties that can b
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Page 275 and 276: Concept B: Newton’s Laws of Motio
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Page 281 and 282: Concept A: Forms of energy have a s
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Page 285 and 286: Concept E: The atomic model describ
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Concept H: Chemical bonding is the
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Strand 1: Matter, Atoms, and the Pe
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Concept: Electromagnetic Energy and
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Strand 4: Chemical Quantities and S
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concentrations, properties, and int
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Concept: Nuclear Contrast the diffe
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AP/IB Chemistry 1 Rationale: The Li
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Standard 4: Reactions in Aqueous So
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Standard 9: Liquids and Solids Majo
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AP/IB Biology 1 Rationale: The Lind
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Standard 4: Molecular Biology Measu
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Strand 1: Circular Motion Major Obj
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Strand 3: Electrostatics Major Obje
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Apply vector addition to conditions
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Strand 8: Linear Momentum Major Obj
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Prove independence of vertical and
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Astronomy Rationale: The Lindbergh
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Standard 3: Solar System Major Obje
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Strand 1: Botony Major Objectives I
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AP/IB Chemistry 2 Rationale: The Li
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Strand 4: Acid-Base Equilibria Majo
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Earth Science Rationale: The Lindbe
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Objective: Changes in the Earth ove
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Concept C: The atmosphere (air) is
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Strand 1: Atmosphere Major Objectiv
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Strand 5: Resource Management Major
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Strand 1: Blood and Heart Major Obj
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Strand 5: Cell Structures and Funct
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Strand 8: How the Human Body is Org
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Strand 11: Human Reproductive Syste
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Strand 14: Muscular System Major Ob
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Strand 21: Tissues, Glands, and Mem
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Strand 1: Circular Motion Major Obj
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Strand 3: Forces and Vectors Major
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Strand 5: Linear Momentum Major Obj
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AP Physics 2 Rationale: The Lindber
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Major Objectives IS Suggested Activ
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Calculate the energy required to ra
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TABLE OF CONTENTS - Lindbergh School District

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