Chetek-Weyerhaeuser High School

Transcription

1 Chetek-Weyerhaeuser High School Unit 1 Introduction to Animals (12 days) Biology II Units and s Biology II A s 1. I can create a classification system that successfully classifies organisms. I can create a classification system that successfully classifies organisms. 4 Proficient I can create a classification system that successfully classifies organisms. 3 Developing I can compare and contrast a phylogenetic tree to a cladogram. 2 Basic I can differentiate between classifying, identifying and keying organisms. 1 Minimal I can identify the purpose of a classification system. 2. I can categorize invertebrates and vertebrates based on their physical features. I can categorize invertebrates and vertebrates based on their physical features. 4 Proficient I can categorize invertebrates and vertebrates based on their physical features. 3 Developing I can determine how physical features of animals further categorize them. 2 Basic I can define physical features of animals. 1 Minimal I can identify physical features of animals. 3. I can categorize animals based on body plan. I can categorize animals based on body plan. 4 Proficient I can categorize animals based on body plan. 3 Developing I can compare types of developments. 2 Basic I can sequence the development of a typical animal. 1 Minimal I can identify terminology required to categorize animals. Mrs. Gregorich 11/17/2016 1

2 Unit 2 Sponges and Cnidarians (7 days) s 1. I can organize the processes of sexual and asexual reproduction in sponges. I can organize the processes of sexual and asexual reproduction in sponges. 4 Proficient I can organize the processes of sexual and asexual reproduction in sponges. 3 Developing I can argue how the sponge structure relates to feeding adaptations. 2 Basic I can describe the body plan of a sponge. 1 Minimal I can define terminology associated with sponges. 2. I can apply cnidarians structure to function in relation to feeding, body defense, and nervous responses. I can apply cnidarians structure to function in relation to feeding, body defense, and nervous responses. 4 Proficient I can apply cnidarians structure to function in relation to feeding, body defense, and nervous responses. 3 Developing I can distinguish between four different classes of cnidarians and ctenophores. 2 Basic I can describe the body plan of a cnidarian. 1 Minimal I can define terminology associated with cnidarians. Unit 3 Flatworms and Roundworms (7 days) s 1. I can compare and contrast the characteristics, anatomy, and life cycle of free living planarians to tapeworms and flukes. I can compare and contrast the characteristics, anatomy and life cycle of free living planarians to tapeworms and flukes. 4 Proficient I can compare and contrast the characteristics, anatomy and life cycle of free living planarians to tapeworms and flukes. 3 Developing I can examine and describe the characteristics, anatomy, and life cycle of types of flatworms. 2 Basic I can summarize the body plan of flatworms. 1 Minimal I can identify vocabulary related to flatworms. Mrs. Gregorich 11/17/2016 2

3 2. I can communicate the structural adaptations and relationships between humans and parasitic flatworms and roundworms. I can communicate the structural adaptations and relationships between humans and parasitic flatworms and roundworms. 4 Proficient I can communicate the structural adaptations and relationships between humans and parasitic flatworms and roundworms. 3 Developing I can differentiate between flatworms and roundworms. 2 Basic I can summarize the body plan of roundworms. 1 Minimal I can identify vocabulary related to roundworms. Unit 4 Mollusks and Annelids (8 days) s 1. I can compare and contrast the characteristics and body plans of gastropod, bivalve, and cephalopod mollusks. I can compare and contrast the characteristics and body plans of gastropod, bivalve, and cephalopod mollusks. 4 Proficient I can compare and contrast the characteristics and body plans of gastropod, bivalve, and cephalopod mollusks. 3 Developing I can determine the characteristics of mollusks. 2 Basic I can summarize the body plan of mollusks. 1 Minimal I can identify vocabulary related to mollusks. 2. I can make predictions based on the structural adaptations of annelids. I can make predictions based on the structural adaptations of annelids. 4 Proficient I can make predictions based on the structural adaptations of annelids. 3 Developing I can describe the structural relationship between the classes of annelids. 2 Basic I can summarize the key characteristics of annelids. 1 Minimal I can identify vocabulary related to annelids. Unit 5 Arthropods and Insects (14 days) Mrs. Gregorich 11/17/2016 3

4 s 1. I can defend the phylogenetic relationships between the five major subphyla of arthropods. I can defend the phylogenetic relationships between the five major subphyla of arthropods. 4 Proficient I can defend the phylogenetic relationships between the five major subphyla of arthropods. 3 Developing I can determine the characteristics of arthropods. 2 Basic I can summarize the body plan of arthropods. 1 Minimal I can identify vocabulary related to arthropods. 2. I can conclude and document how the internal and external structures of a crayfish relate to function. I can conclude and document how the internal and external structures of a crayfish relate to function. 4 Proficient I can conclude and document how the internal and external structures of a crayfish relate to function. 3 Developing I can describe the structural adaptations of a crayfish. 2 Basic I can summarize the key characteristics of aquatic and terrestrial crustaceans. 1 Minimal I can identify vocabulary related to crayfish. 3. I can categorize species of arthropods based on adaptations and unique characteristics. I can categorize species of arthropods based on adaptations and unique characteristics. 4 Proficient I can categorize species of arthropods based on adaptations and unique characteristics. 3 Developing I can communicate the adaptations and unique characteristics of the species. 2 Basic I can identify adaptations and unique characteristics of the species. 1 Minimal I can define vocabulary related to the species. 4. I can defend the adaptations that make insects an evolutionarily successful class. Mrs. Gregorich 11/17/2016 4

5 I can defend the adaptations that make insects an evolutionarily successful class. 4 Proficient I can defend the adaptations that make insects an evolutionarily successful class. 3 Developing I can research the adaptations that make insects an evolutionarily successful class. 2 Basic I can list many adaptations that make insects an evolutionarily successful class. 1 Minimal I can recognize many adaptations that make insects an evolutionarily successful class. Unit 6 Echinoderms and Invertebrate Chordates (8 days) s 1. I can model the water-vascular system and other body systems of echinoderms. I can model the water-vascular system and other body systems of echinoderms. 4 Proficient I can model the water-vascular system and other body systems of echinoderms. 3 Developing I can distinguish between characteristics of different classes of echinoderms. 2 Basic I can summarize the body plan of echinoderms. 1 Minimal I can identify vocabulary related to echinoderms. 2. I can compare and contrast invertebrate and vertebrate chordates based on their evolutionary relationship. I can compare and contrast invertebrate and vertebrate chordates based on their evolutionary relationship. 4 Proficient I can compare and contrast invertebrate and vertebrate chordates based on their evolutionary relationship. 3 Developing I can analyze the major characteristics of chordates. 2 Basic I can describe the structure of lancelets and tunicates. 1 Minimal I can define vocabulary related to chordates. Biology II B Unit 1 Echinoderms and Invertebrate Chordates (10 days) Mrs. Gregorich 11/17/2016 5

6 s 1. I can model the water-vascular system and other body systems of echinoderms. I can model the water-vascular system and other body systems of echinoderms. 4 Proficient I can model the water-vascular system and other body systems of echinoderms. 3 Developing I can distinguish between characteristics of different classes of echinoderms. 2 Basic I can summarize the body plan of echinoderms. 1 Minimal I can identify vocabulary related to echinoderms. 2. I can compare and contrast invertebrate and vertebrate chordates based on their evolutionary relationship. I can compare and contrast invertebrate and vertebrate chordates based on their evolutionary relationship. 4 Proficient I can compare and contrast invertebrate and vertebrate chordates based on their evolutionary relationship. 3 Developing I can analyze the major characteristics of chordates. 2 Basic I can describe the structure of lancelets and tunicates. 1 Minimal I can define vocabulary related to chordates. Unit 2 Fishes and Amphibians ( 15 days) s 1. I can compare and contrast the adaptations of the different groups of fishes and discuss how they relate to the phylum as a whole. I can compare and contrast the adaptations of the different groups of fishes and discuss how they relate to the phylum as a whole. 4 Proficient I can compare and contrast the adaptations of the different groups of fishes and discuss how they relate to the phylum as a whole. 3 Developing I can interpret the phylogeny of fishes. 2 Basic I can relate the structural adaptations of fishes to their Mrs. Gregorich 11/17/2016 6

7 environments. 1 Minimal I can identify biological terminology associated with jawless, cartilaginous, and bony fish. 2. I can create a tool for summarizing bony fishes external and internal anatomy relating it to its specific function. I can create a tool for summarizing bony fishes external and internal anatomy relating it to its specific function. 4 Proficient I can create a tool for summarizing bony fishes external and internal anatomy relating it to its specific function. 3 Developing I can 2 Basic I can follow a specific set of steps to successfully dissect a bony fish. 1 Minimal I can define the internal and external anatomy of a bony fish. 3. I can create a story that summarizes the demands of a terrestrial environment to the adaptations of amphibians. I can create a story that summarizes the demands of a terrestrial environment to the adaptations of amphibians. 4 Proficient I can create a story that summarizes the demands of a terrestrial environment to the adaptations of amphibians. 3 Developing I can 2 Basic I can 1 Minimal I can Unit 3 Reptiles and Birds (10 days) s 1. I can deduce how reptile adaptation and group characteristics make them suited to life on land. I can deduce how reptile adaptation and group characteristics make them suited to life on land. Mrs. Gregorich 11/17/2016 7

8 4 Proficient I can deduce how reptile adaptations and class characteristics make them suited to life on land. 3 Developing I can research reptile species of Wisconsin. 2 Basic I can describe the differences between different groups of reptiles. 1 Minimal I can define terminology associated with reptiles 2. I can explore bird adaptations in relation to their ability to fly and hypothesize how they make them suited for life on land. I can explore bird adaptations in relation to their ability to fly and hypothesize how they make them suited for life on land. 4 Proficient I can explore bird adaptations in relation to their ability to fly and hypothesize how they make them suited for life on land. 3 Developing I can hypothesize how bird adaptations make them suited for life on land. 2 Basic I can research bird adaptations in relation to their ability to fly. 1 Minimal I can define terminology associated with birds. Unit 4 Mammals and Animal Behavior (12 days) s 1. I can conclude and document how the internal and external structure of a rat relate to function through comparative anatomy. I can conclude and document how the internal and external structure of a rat relate to function through comparative anatomy. 4 Proficient I can conclude and document how the internal and external structure of a rat relate to function through comparative anatomy. 3 Developing I can describe how the characteristics of mammals enable them to adapt to most habitats. 2 Basic I can examine a variety of mammalian characteristics. 1 Minimal I can identify vocabulary related to mammals Mrs. Gregorich 11/17/2016 8

9 2. I can compare and contrast monotremes, marsupials, and placental mammals. I can compare and contrast monotremes, marsupials, and placental mammals. 4 Proficient I can compare and contrast monotremes, marsupials, and placental mammals. 3 Developing I can present research on monotremes, marsupials and placental mammals. 2 Basic I can summarize the differences between subgroups of mammals. 1 Minimal I can identify vocabulary related to subgroups of mammals. 3. I can create an animal behavioral study focused on proper scientific design practices. I can create an animal behavioral study focused on proper scientific design practices. 4 Proficient I can implement an animal behavioral study focused on proper scientific design practices. 3 Developing I can write-up an animal behavior study. 2 Basic I can discuss pros and cons of a behavioral study plan. 1 Minimal I can identify vocabulary related to animal behavior. Unit 5 Research and Writing in Science (15 days) s 1. I can create an annotated bibliography that includes peer-reviewed sources. I can create an annotated bibliography that includes peer-reviewed sources. 4 Proficient I can create an annotated bibliography that includes peerreviewed sources. 3 Developing I can 2 Basic I can research credible scientific sources and peer-reviewed literature relevant to a topic. 1 Minimal I can identify controversial topics in science. Mrs. Gregorich 11/17/2016 9

10 2. I can develop a thesis statement that supports a position in totality. I can develop a thesis statement that supports a position in totality. 4 Proficient I can develop a thesis statement that supports a position in totality. 3 Developing I can outline information into two opposing sides. 2 Basic I can identify a thesis statement in scientific writing. 1 Minimal I can identify the counter argument and argument within a controversial topic in science. 3. I can communicate information clearly and logically and model assigned expectations for writing in the biological sciences. I can communicate information clearly and logically and model assigned expectations for writing in the biological sciences. 4 Proficient I can communicate information clearly and logically and model assigned expectations for writing in the biological sciences. 3 Developing I can summarize research findings in my own words. 2 Basic I can insert appropriate in-text citation to avoid plagiarism. 1 Minimal I can cite peer-reviewed science literature sources using APA format techniques. Mrs. Gregorich 11/17/