Specialized Support Biology Scope and Sequence
1st Nine Weeks Period
Units of Study: The Nature of Science, Ecology, Biochemistry, and Cell Structures & Processes
Essential Questions / Desired Outcomes
1. How do you remain safe and make wise choices when exploring your environment?
2. How do I use proper safety equipment during a lab?
3. What is the most appropriate equipment for measuring a specific material?
4. What type of graphs could we use to interpret data collected?
5. How do we depend on cycles and systems?
6. How does the flow of energy move through a food chain?
7. How do plants and animals adapt to their environment?
8. What impact do I have on the ecosystem?
9. How does my body use the foods/liquids I consume? (How is my body a system?)
10. How do enzymes help the body breakdown proteins in the food we eat?
11. What are the structures and functions of cell parts?
12. In what ways do you think a classification system is similar to the system used in a grocery store?
13. How does the cell manifest the characteristics of life?
14. How are plant cells different from animal cells?
15. Where do new cells come from?
16. What happens when equilibrium in a system is disturbed?
17. What happens when homeostasis within the body is disturbed?
18. How do cells do a job?
19. How are cells specialized?
Group 1
Group 2
Group 3
Safety and Ecology
Ecology and Biochemistry
Cell Structures & Processes
Classroom Elements
(part of every ALE
Biology classroom
district wide) Use this
timeline as a guide.
Implement the elements
on the chart by the
weeks indicated, but no
later than. Your
students’ progress and
readiness should
determine if things could
begin sooner.
• Identify hazard signs and their
significance
• Demonstrate proper
disposal/recycling
• Explain necessary safety gear
• Discriminate between safe and
unsafe practices in the lab/classroom
• Select the most appropriate
equipment for measuring a specific
material
• Interpret food labels for nutritional value
• Categorize foods according to the food
pyramid
• Investigate the impact of dietary choices on
weight gain/loss, overall health,
hydration/dehydration
• Design a balanced meal using knowledge
of food pyramid groups
• Investigate the role of enzymes in our
body.
•
•
•
•
•
•
•
Demonstrate proper hygiene habits
Identify cellular processes including
functions of cellular parts.
Compare prokaryotic and
eukaryotic cells
Examine roots, stems, and leaves of
plants
Examine animal cells like blood,
muscle, and epithelium
Describe the role of DNA and RNA
Identify the structure and functions
of cells
North East Independent School District
Specialized Support Biology Scope and Sequence
• Interpret various types of graphs
such as bar graphs, line graphs and
circle graphs
• Identify parts of the food pyramid
• Analyze the flow of energy through
the water cycle
• Illustrate a simple food chain
• Analyze the flow of matter and
energy through a food chain
• Analyze how plants and animals
adapt to their surroundings
• Identify the flow of matter and
energy through food chains, food
webs, and ecological pyramids
• Describe the flow of matter through
the carbon and nitrogen cycles
•
Investigate how organisms, populations,
and communities respond to external
factors
• Demonstrate and identify some
characteristics of homeostasis
• Describe the structures and functions of
carbohydrates, lipids, proteins, and nucleic
acids
• Identify the role of enzymes
•
Describe the functions of cells
Key Vocabulary
Terms
hazard, danger, safe, unsafe, gear,
disposal, recycle, measurement, graph,
pie, line, bar, pictograph, energy, food
pyramid, water cycle, precipitation,
condensation, evaporation, food chain,
food web, animals, plants, adaptation,
photosynthesis, chlorophyll, chemical
energy, radiant energy, oxygen,
glucose, carbon dioxide, ecosystem,
producers, consumers, decomposers
fruits, oils, dairy, meat & beans, vegetables,
grains, nutrition, label, weight, diet, meal,
carbohydrate, protein, enzymes, homeostasis
eukaryotic, prokaryotic, cell, DNA,
RNA, cells, dehydration, heat stroke,
Stations
Procedures to teach, model & implement:
§ Visual tools/systems to organize student
rotation
§ Care and use of materials
§ Self-managing behaviors
§ How to request assistance
§ How to share materials
§ Clean-up and storage
§ Sharing of accomplishments
Key stations to implement:
§ Writing Station: journaling, graphing, webbing, illustrating, projects
§ Literacy Station: books, books on tape, vocabulary development, Book Worm, Step by Step,
Big Mack
§ Experiment Station: manipulative activities, lab,
§ Computer Station: web links, Start-to-Finish books, United Streaming Video, PowerPoint,
web quest
§ Independent Station: structured activities, extension activities
homeostasis, hypothermia,
thermoregulation, specialized cells
North East Independent School District
Specialized Support Biology Scope and Sequence
Communication
Websites
Safety Rap: http://www.educationalrap.com/67/lab-safety.html
Lab Safety Tutorial: http://www.baruch.cuny.edu/tutorials/weissman/biolab/
Triple Beam Balance Practice: http://www.touchspin.com/chem/DisplayTBB.html
Create A Graph: http://nces.ed.gov/nceskids/createagraph/default.aspx
Creature World Website: http://www.pbs.org/kratts/world/content.html
Teeth Match: http://www.bbc.co.uk/schools/ks2bitesize/science/activities/teeth_eating.shtml
Food Chain: http://www.bbc.co.uk/schools/ks2bitesize/science/activities/food_chains.shtml
Photosynthesis http://www.wonderville.ca/v1/activities/photosynthesis/index.html
Vocabulary review: Producers, Consumers, & Decomposers review game
http://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumersgame.htm
Food Webs: http://www.harcourtschool.com/activity/food/food_menu.html
Website: Food Chains: http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm
Health & Body activities: http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml
Magic School Bus “For Lunch” (added to website link on Sept. 9, 2009)
http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=9673
Assessments
Data collection: work samples, anecdotal records, video tape, photographs, teacher made checklist
North East Independent School District