B6Tools-Tools of the Trade-Teacher
PreAP BIOLOGY—LESSON PLAN
DAY 1—Opening Day/Lab Safety/Themes of Biology
ESSENTIAL QUESTION (EQ)
How can you use the same skills and strategies as a scientist to
learn about your world?
LEARNING TARGET
I can identify appropriate safety precautions when conducting
scientific investigations.
BEFORE (30 minutes)
I.
II.
Classroom expectations (Syllabus/Rules)
Textbooks/Learning styles inventory
DURING (30 minutes)
III. Laboratory safety rules—pp. 1066-1067 w/ Safety Worksheet
AFTER (20 minutes)
IV.
Introduction to Biology
A. Study of Life
• First life forms arose on Earth more than 3.5 billion years ago
• Single-celled, microscopic organisms (living thing) appeared first & floated
alone in seas
• Over 40 million species (types of organisms) exist with only about 2 million
identified
• Many organisms are unidentified & new species are still discovered
• Biology is the study of all living things and how they interact with each other
& their environment
• Over long periods of time, species changed or evolved so that new species
arose from earlier organisms & came to inhabit almost every part of the
earth (bacteria living in thermal vents, parasites living inside another
organism, etc.)
• Organisms must adapt to their specific environment to survive & reproduce
B. Unifying Themes of Biology
The six unifying themes include:
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B6Tools-Tools of the Trade-Teacher
•
•
•
•
•
•
Cell Structure & Function
Stability & Homeostasis
Reproduction & Inheritance
Evolution
Interdependence of Organisms
Matter, Energy, & Organization
C. Conclusion

List 3 correct procedures depicted in the illustration.

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B6Tools-Tools of the Trade-Teacher
PreAP LESSON PLANS
DAY 2—Tools of Measurement Pre-Lab/Length Measurements
ESSENTIAL QUESTION (EQ)
How can you use the same skills and strategies as a scientist to
learn about your world?
LEARNING TARGET
I can gather data using appropriate scientific equipment and
measurements.
BEFORE (10 minutes)
I.
Student Information Sheet
DURING (40 minutes)
II.
Lab—Tools (ASIM)
A. Pre-test
B. Pre-lab--Engagement
1. The teacher shows the following pieces of equipment (as available) to
students and identifies the names of each.
*These items found in Tools of the Trade. Power Point with photos of all
equipment found in Extension (Equipo) Activity.
Beaker
*Balance (Electronic, Triple Beam)
*Buret
Clamps
*Crucible and Cover
Dropper
Evaporating dish
Flask (Erlenmeyer, Volumetric)
Forceps
Funnel
Gauze square
Graduated Cylinder
Graduated pipette
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*Micropipette and tips
Microscope
Mortar and Pestle
Petri dish
Pipette
Pipette Pump
*Ring stand
Scoopula
Stirring Rod
Test Tube
Test Tube Brush
Test Tube Holder
Test Tube Rack
Thermometer
Thin stem pipette
Tongs
Watch glass
Wash Bottle
Weigh boat
Well plate
2. Using the equipment hand out, students will write the name of the
equipment.
AFTER
III.
IV.
Measuring Length—Using a metric ruler, practice measuring various
objects and converting units. (30 minutes)
Formative Assessment—Match diagrams of equipment to the
correct name and use of each. (10 minutes)
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Scientific Equipment
used to enlarge
an image
supports an
item being
examined
under the
microscope
holds liquids
while they are
being stirred
or heated
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used to
measure the
volume of
liquids
covers
specimen on
a slide
used to
clean test
tubes
used to hold or
lift specimens
enlarges the
image of an
object
assists in
transferring
liquids to
containers with
smaller
openings
used to
ignite a
burner
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B6Tools-Tools of the Trade-Teacher
holds liquids
for
observation or
testing
holds test
tubes during
observation or
testing
used for
exact
measurements
of liquids
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protects the
eyes from
damaging
substances
used to
transfer
small
amounts of
liquids
adds
additional
support for
containers
held on
tripods or
O-rings
used for
picking up
crucibles &
crucible covers
only
used to
grind solids
into powders
used to store
liquids
used to
store
solutions
holds
specimen being
dissected
holds test
tubes while
heating
used for
massing
substances
heat source
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B6Tools-Tools of the Trade-Teacher
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used to
measure
temperature
used to cap
flasks
containing
liquids
used for
cutting
specimens
being
dissected
hose used
for
connecting
glassware
plate used to
culture
microorganisms
used for
massing
substances
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B6Tools-Tools of the Trade-Teacher
PreAP Lesson Plans
Day 3—Tools Lab
ESSENTIAL QUESTION (EQ)
How can you use the same skills and strategies as a scientist to
learn about your world?
LEARNING TARGET
I can gather data using appropriate scientific equipment and
measurements.
BEFORE (10 minutes)
I.
Warm-up
Conversions
1.69.8 meters (m) = ________________ centimeters (cm)
2. 152.97 milliliters (ml) = ________________ liters (l)
3. 42.67 liters (l) = _____________ milliliters (ml)
4. 26 grams (g) = _____________ kilograms (kg)
5. 123.43 centigrams (cg) = ______________ grams (g)
DURING (70 minutes)
PROCEDURE
Work with a partner and begin the lab at an open station. Answer the
questions that relate to that station, but do not move on until every group is
ready to move. Move clockwise around the room until you have completed all
12 stations. Some questions do not have just one exact answer and some are
asking for your opinion. Make sure that you and your partner agree on
answers and complete identical lab sheets. No help will be received from
other groups or from the teacher.
AFTER
EXIT SLIP—Describe the steps in finding the volume of an irregular object,
such as a marble or rock.
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B6Tools-Tools of the Trade-Teacher
PreAP LESSON PLANS
DAY 4—Experimental Variables/Graphing Practic
ESSENTIAL QUESTION (EQ)
How can you use the same skills and strategies as a scientist to
learn about your world?
LEARNING TARGET
I can create graphs and analyze the data.
BEFORE (40 minutes)
I.
Warm up
Identify the usage of the following.
A. triple beam balance
B. graduated cylinder
C. Petri dish
D. Inoculating loop
II. Lab and Safety Test
DURING
II.
Graphing Practice (20 minutes)
A. Determine mean, median, and mode
mean—average (add numbers and divide by number of
numbers added)
median—the middle of the number range (order from least to
greatest number; middle number of odd number list; average
middle two numbers of an even number list
mode—number that appears the most; can have more than one
B. Parts of a graph
Title—Reflects the data
Name x-axis—will be the manipulated variable of the
experiment (variable that is deliberately changed)
Name the y-axis—will be the responding variable of the
experiment (variable that is the response or result of the
change of the manipulated variable)
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Interval of numbers—must use as much of the grid area
as possible
Accurately graphing the data with the correct type of
graph (bar, line, circle)
C. Student practice (30 minutes)
AFTER
EXIT SLIP—Pertaining to graphing,
THUMBS UP—I GOT IT
THUMBS DOWN—WRITE YOUR PROBLEM SO THAT I CAN CLARIFY
IT AT THE BEGINNING OF THE NEXT CLASS.
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B6Tools-Tools of the Trade-Teacher
PreAP LESSON PLANS
Day 5—Parts of Experiment/Pre-Lab Forms
ESSENTIAL QUESTION (EQ)
How can you use the same skills and strategies as a scientist to
learn about your world?
LEARNING TARGET
I can develop and explain the appropriate procedure, controls, and
variables (manipulated, responding, and constants) in scientific
experimentation
BEFORE (10 minutes)
I.
Warm up
Define the following.
CONTROL – a part of the experiment that is NOT being
tested and is used for COMPARISON.
VARIABLE – any part of an experiment that can CHANGE
INDEPENDENT VARIABLE – the part of the experiment that is
CHANGED by the scientist doing the experiment
DEPENDENT VARIABLE – the part of the experiment that is
AFFECTED by the independent variable
DURING
II.
Student Practice
A. Reading scenarios to identify the parts of an experiment.
(30 minutes)
B. Pre-Lab Form (30 minutes)
C. Overview of Mystery Powder Lab to be written up in Pre-lab
form
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AFTER (10 minutes)
III.
Review—Scientific Method Video Animation
http://www.sumanasinc.com/webcontent/animations/content/scien
tificmethod.html
IV.
Formative Assessment
Microwave Miracle
Patrick believes that fish that eat food exposed to microwaves will become
smarter and would be able to swim through a maze faster. He decides to
perform an experiment by placing fish food in a microwave for 20 seconds. He
has the fish swim through a maze and records the time it takes for each one to
make it to the end. He feeds the special food to 10 fish and gives regular food
to 10 others. After 1 week, he has the fish swim through the maze again and
records the times for each.
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What was Patrick’s hypothesis?
Which fish are in the control group?
What is the independent variable?
What is the dependent variable?
Look at the results in the charts. What should Patrick’s conclusion be?
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B6Tools-Tools of the Trade-Teacher
PreAP LESSON PLANS
Day 6—Mystery Powder Lab
ESSENTIAL QUESTION (EQ)
How can you use the same skills and strategies as a scientist to
learn about your world?
LEARNING TARGET
I can gather and analyze data using appropriate summary
statistic.
BEFORE
I. Warm up (15 minutes)
Your basketball team, the Ricebirds, has been
asked to create a bar graph illustrating your
team's scores for each of its last ten games. The
following table illustrates these scores.
Game Score
1
67
2
72
3
71
4
68
5
70
6
65
7
75
8
78
9
77
10
80
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B6Tools-Tools of the Trade-Teacher
DURING
I.
Mystery Powder Lab (50 minutes)
Many powders and liquids look alike although they have quite different properties.
These powders and liquids could be harmless or very dangerous. How would one know
the difference? Touching, tasting, or even smelling unknown materials in the
laboratory goes against all safety precautions. To be able to safely identify an
unknown substance without putting anyone in danger is an important assignment of a
scientist.
The systematic method which a scientist uses to identify an unknown powder
can be a good means to teach the step by step approach to the scientific
process. In this lab students will use the steps of the scientific process to
produce qualitative observations which will be used to safely identify five
unknown white powders.
AFTER
II.
Mystery Powder Lab Discussion--(20 minutes)
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B6Tools-Tools of the Trade-Teacher
PreAP LESSON PLAN
Day 7—Chapter 1 Test/Intro to Biochemistry
ESSENTIAL QUESTION (EQ)
How can you use the same skills and strategies as a scientist to
learn about your world?
LEARNING TARGET
I can apply my knowledge of scientific skills and strategies.
BEFORE (5 minutes)
I.
Warm up
(http://www.biologyjunction.com/b1ch1q9%20observation.ppt
DURING (55 minutes)
II.
Chapter 1 Test—Nature of Science
AFTER
III. Biochemistry Note Booklet
Complete the title page and the next 3 pages (through Water
Properties)
http://www.scuc.txed.net/webpages/kbeck/files/biochemistry%20bookle
t.doc
IV.
Brief overview of Biochemistry (This link is the entire PPT. Notes
for Biochemistry, Chapter2
http://www.scuc.txed.net/webpages/kbeck/files/ppt%20%20biochemistry.ppt
Basic Chemistry PPT. notes
http://www.scuc.txed.net/webpages/kbeck/files/ppt%20%20the%20chemical%20nature%20of%20matter.ppt
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