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2020 Biology Unit Progression Home Page

Page history last edited by Heather Johnston 1 year, 4 months ago

Welcome to the Sample Unit Progressions and corresponding resources for Biology I. These resources were developed and identified by Oklahoma educators to support instruction aligned to the Oklahoma Academic Standards for Science (OAS-S) and are connected to the Biology I Bundled Standards Analyses. Recommendations are not intended to be an exhaustive listing of instructional possibilities.

Check out this Guide to the Sample Unit Progressions for more details about each component in the unit.

Click on the unit name to access the instructional resources for that unit.

Unit Information	Driving Question	Essential Questions	Standards
Unit 1: Ecosystem Interactions, Energy, and Dynamics (Instructional Resources) Suggested Timeline: 5-6 weeks Ecosystem Interactions, Energy, and Dynamics Bundle Analysis	How and why do organisms interact with their environment, and what are the effects of these interactions?	What factors can affect the carrying capacity of ecosystems at different scales? How can different scales be used to explain the factors that affect biodiversity and populations in ecosystems? How do matter and energy cycle through an ecosystem? How do ecosystems respond when the environment changes?	B.LS2.1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacities of ecosystems at different scales. B.LS2.2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. B.LS2.4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. B.LS2.6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
Unit Information	Driving Question	Essential Questions	Standards
Unit 2: Matter and Energy in Organisms and Ecosystems (Instructional Resources) Suggested Timeline: 5-6 weeks Matter and Energy in Organisms and Ecosystems Bundle Analysis	How do living organisms acquire energy and matter to carry out life functions?	How do plants capture and store energy? How do organisms obtain and use the matter and energy they need to live and grow? How does matter cycle and energy flow through an ecosystem?	B.LS1.5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. B.LS1.6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. B.LS1.7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy. B.LS2.3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. B.LS2.5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
Unit Information	Driving Question	Essential Questions	Standards
Unit 3: Homeostasis, Cell Structure, and Function (Instructional Resources) Suggested Timeline: 4-6 weeks Homeostasis, Cell Structure, and Function Bundle Analysis	How do cell's structure and function enable them to perform important life processes?	How do specialized cells work together to maintain order in multicellular organisms? How do mitosis and cellular differentiation contribute to the growth and development of organisms? How are a living system's internal conditions maintained and regulated? How does the structure of DNA code for proteins and what do proteins do?	B.LS1.1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells. B.LS1.2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. B.LS1.3 Plan and conduct an investigation to provide evidence of maintaining homeostasis in living organisms. B.LS1.4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Unit Information	Driving Question	Essential Questions	Standards
Unit 4: Inheritance and Variation of Traits (Instructional Resources) Suggested Timeline: 5-6 weeks Inheritance and Variation of Traits Bundle Analysis	How are characteristics of one generation passed to the next?	How can individuals of the same species and even siblings have different DNA? How do changes in genes lead to genetic variation? How does the environment affect the variation and distribution of traits?	B.LS3.1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. B.LS3.2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. B.LS3.3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
Unit Information	Driving Question	Essential Questions	Standards
Unit 5: Natural Selection and Common Ancestry (Instructional Resources) Suggested Timeline: 11-12 weeks Natural Selection and Common Ancestry Bundle Analysis	What forces drive a change in populations over time?	What evidence can be used to show that different organisms are related? What factors influence natural selection and biodiversity? How can statistics and probability be used to explain why organisms with certain traits tend to increase in numbers? How does natural selection lead to adaptation of populations? How can changes in environmental conditions affect species? How do organisms interact in groups so as to benefit individuals?	B.LS2.8 Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce. B.LS4.1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. B.LS4.2 Construct an explanation based on evidence that biological diversity is influenced by (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. B.LS4.3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. B.LS4.4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. B.LS4.5 Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.