2013-2014 GENERAL BIOLOGY
COURSE CODE: 2000310S
UNIT TITLE:
INTRODUCTION TO BIOLOGY (10 DAYS)
UNIT ESSENTIAL QUESTION/S:
COURSE NAME: GENERAL BIOLOGY
SEMESTER:
1ST
GRADING PERIOD: 1ST
What role does science play in the study of life?
CONCEPT
CONCEPT
CONCEPT
 Syllabus
 Safety Contract
 The Study of Life/ Unifying Themes
 Scientific Method
 Safety Test
 EOC Predictive Test
 Parts and Usage of a Light Microscope/ vs. TEM and SEM
 Tools used in Biology
Nature of Science , Math and Language Art Standards will be addressed throughout this course
STANDARDS
STANDARDS
NGSSS:
Common Core ELA:
SC.912.N.1.1 Define a problem based on a
specific body of knowledge, for example:
biology, chemistry, physics, and earth/space
science, and do the following:
 Pose questions about the natural world.
 Conduct systematic observation
 Examine books and other sources of
information to see what is already
known
 Review what is known in light of
empirical evidence
LA.910.2.2.3-The
student
will
organize
information to show understanding or
relationships among facts, ideas, and events
(e.g., representing key points within text
through charting, mapping paraphrasing,
summarizing, comparing, contrasting, or
outlining).
STANDARDS
Common Core MATHEMATICS:
MA.912.A.1.2-Determine appropriate and
consistent standards of measurement for the
data to be collected in a survey or experiment.
MA.912.S.3.2-Collect, organize, and analyze data
sets, determine the best format for the data and
present visual summaries from the following: bar
graphs, line graphs, stem and leaf plots, circle
graphs, histograms, box and whisker plots,
scatter plots, and cumulative frequency graphs.
2013-2014 GENERAL BIOLOGY
 Plan investigations
 Use tools to gather, analyze, and
interpret data (this includes the use of
measurement in metric and other
systems, and also the generation and
interpretation of graphical
representations of data, including data
tables and graphs)
 Pose answers, explanations, or
descriptions of events
 Generate explanations that explicate or
describe natural phenomena
(inferences)
 Use appropriate evidence and
reasoning to justify these explanations
to others
 Communicate results of scientific
investigations
 Evaluate the merits of the explanations
produced by others.
LA.910.4.2.2-The student will record
information and ideas from primary and/or
secondary sources accurately and coherently,
noting the validity and reliability of these
sources and attributing sources of information.
LACC.910.RST.1.1-Cite specific textual evidence
to support analysis of science and technical
texts, attending to the precise details of
explanations or descriptions.
LACC.910.RST.1.3-Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks attending to special
cases or exceptions defined in the text.
LACC.910.RST.3.7-Translate quantitative or
technical information expressed in words in a
text into visual form (e.g., a table or chart) and
translate information expressed visually or
SC.912.N.1.3-Recognize that the strength or mathematically (e.g., in an equation) into
usefulness of a scientific claim is evaluated words.
through scientific argumentation, which
depends on critical and logical thinking, and the LACC.910.WHST.1.2-Write
active consideration of alternative scientific informative/explanatory texts, including the
explanations to explain the data presented. narration of historical events, scientific
procedures/ experiments, or technical
(LOW)
processes.
SC.912.N.1.4-Identify sources of information
and assess their reliability according to the LACC.910.WHST.3.9-Draw evidence from
strict standards of scientific investigation. informational texts to support analysis,
reflection, and research.
(HIGH)
2013-2014 GENERAL BIOLOGY
SC.912.N.1.6-Describe how scientific inferences
are drawn from scientific observations and
provide examples from the content being
studied. (MODERATE)
SC.912.N.2.1-Identify what is science, what
clearly not science is, and what superficially
resembles science (but fails to meet the criteria
for science). (HIGH)
SC.912.N.2.2-Identify which questions can be
answered through science and which questions
are outside the boundaries of scientific
investigation, such as questions addressed by
other ways of knowing, such as art, philosophy,
and religion. (HIGH)
SC.912.N.3.1-Explain that a scientific theory is
the
culmination
of
many
scientific
investigations drawing together all the current
evidence concerning a substantial range of
phenomena; thus, a scientific theory
represents the most powerful explanation
scientists have to offer. (HIGH)
SC.912.N.3.4-Recognize that theories do not
become laws, nor do laws become theories;
theories are well supported explanations and
laws are well supported descriptions.
(MODERATE)
SC.912.L.16.10*-Evaluate the impact of
biotechnology on the individual, society and
the environment, including medical and ethical
issues. (HIGH)
2013-2014 GENERAL BIOLOGY
SC.912.L.14.4-Compare and contrast structure
and function of various types of microscopes.
(MODERATE)
LESSON ESSENTIAL
LESSON ESSENTIAL QUESTIONS
QUESTIONS
 What are the goals of science?
 What procedures are at the core of scientific methodology?
 Why are hypothesis so important to controlled experiments?
 Why is peer review important?
 What is the relationship between science and society?
 What characteristics do all living things share?
 How is metric system important to science?
VOCABULARY
Observation
controlled experiments
control group
bias
Metabolism
ACTIVITIES/RESOURCES
Study Workbook A 1.1 Worksheets
Biology.com
Art in Motion: Experimental Design
Art Review: Revising Hypothesis
Assessment Resource Book Visual Quiz
VOCABULARY
inference
independent variable
data
stimulus
sexual reproduction
ACTIVITIES/RESOURCES
Inquiry 1.2 Quick Lab p. 13
Study Workbook A 1.2 Worksheets
LESSON ESSENTIAL QUESTIONS
VOCABULARY
hypothesis
Dependent variable
theory
homeostasis
asexual reproduction
ACTIVITIES/RESOURCES
Inquiry 1.3 Analyzing Data p. 20
Study Workbook A 1.3 Worksheets
2013-2014 GENERAL BIOLOGY
ADDITIONAL INFORMATION
Scientific Method Lab- design experiment
Examples:
 Fun with Bubbles Lab (HOT Lab manual)
 Termite lab (Hansen)
 Little Red Fish (Dow)
Interactive Scientific method
http://sunshine.chpc.utah.edu/labs/scientific_method/sci_method_main.html
Growing Plants
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=615
Intro to Microscope Lab
Examples: “E” lab
Cheek cell vs. elodea
GIZMO
http://www.paec.org/biologypartnership/
Reference:
Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
UNIT TITLE: Cells – Cell Structure
(15 DAYS)
SEMESTER:
1ST
GRADING PERIOD: 1ST
2013-2014 GENERAL BIOLOGY
UNIT ESSENTIAL QUESTION/S:
How are cell structures adapted to their functions?
CONCEPT
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CONCEPT
CONCEPT
STANDARDS
STANDARDS
Cell theory
Cell Organelles
Prokaryotic vs. Eukaryotic Cells
Animal Cells vs. Plant Cells
Cell membrane
Diffusion and Osmosis
Cell Transport
STANDARDS
NGSSS
Common Core ELA:
Common Core Math:
SC.912.L.14.1- Describe the scientific theory of
cells (cell theory) and relate the history of its
discovery to the process of science.
(MODERATE)
LACC.1112.RST.1.1-Cite specific textual
evidence to support analysis of science and
technical texts, attending to important
distinctions the author makes and to any gaps
or inconsistencies in the account.
MACC.912.F-IF.3.7-Graph functions expressed
symbolically and show key features of the graph,
by hand in simple cases and using technology for
more complicated cases.
SC.912.L.14.3*-Compare and contrast the
general structures of plant and animal cells.
Compare and contrast the general structures of
prokaryotic and eukaryotic cells. (MODERATE)
SC.912.L.14.2*-Relate structure to function for
the components of plant and animal cells.
Explain the role of cell membranes as a highly
LACC.1112.WHST.1.2-Write
informative/explanatory texts, including the
narration of historical events, scientific
procedures/ experiments, or technical
processes.
a. Introduce a topic and organize complex
ideas, concepts, and information so that
each new element builds on that which
precedes it to create a unified whole;
include formatting (e.g., headings),
MACC.912.N-Q.1.1-Use units as a way to
understand problems and to guide the solution
of multi-step problems; choose and interpret
units consistently in formulas; choose and
interpret the scale and the origin in graphs and
data displays.
2013-2014 GENERAL BIOLOGY
selective barrier (passive and active transport).
(MODERATE)
b.
c.
d.
e.
f.
graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
Develop the topic thoroughly by
selecting the most significant and
relevant facts, extended definitions,
concrete details, quotations, or other
information and examples appropriate
to the audience’s knowledge of the
topic.
Use varied transitions and sentence
structures to link the major sections of
the text, create cohesion, and clarify the
relationships among complex ideas and
concepts.
Use precise language, domain-specific
vocabulary and techniques such as
metaphor, simile, and analogy to
manage the complexity of the topic;
convey a knowledgeable stance in a style
that responds to the discipline and
context as well as to the expertise of
likely readers.
Provide a concluding statement or
section that follows from and supports
the information or explanation provided
(e.g., articulating implications or the
significance of the topic).
2013-2014 GENERAL BIOLOGY
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LESSON ESSENTIAL
LESSON ESSENTIAL QUESTIONS
QUESTIONS
What is the cell theory?
How do microscopes work?
How are eukaryotic and prokaryotic cells different?
What is the role of cell nucleus?
Why is the cell membrane sometimes referred to as fluid mosaic?
What is passive transport? Active transport?
How do individual cells maintain homeostasis?
How do the cells of multi cellular organisms work together to maintain homeostasis?
VOCABULARY
Cell
nucleus
cytoplasm
cytoskeleton
endoplasmic reticulum
mitochondrion
selectively permeable
osmosis
hypotonic
organ
ACTIVITIES/RESOURCES
Student Edition (Pearson), pp. 190-195
Inquiry 7.1 Quick Lab p. 193
Study Workbook A 7.1 Worksheets
Student Edition (Pearson), pp. 196-207
Inquiry 7.2 Quick Lab, p. 203
Study Workbook A 7.2 Worksheets
VOCABULARY
cell theory
eukaryote
organelle
centriole
golgi apparatus
cell wall
diffusion
isotonic
osmotic pressure
organ system
ACTIVITIES/RESOURCES
Students Edition (Pearson),pp. 208-213
Study Workbook A 7.3 Worksheets
LESSON ESSENTIAL QUESTIONS
VOCABULARY
cell membrane
prokaryote
lysosome
ribosome
chloroplast
bilipid layer
facilitated diffusion
hypertonic
tissue
receptor
ACTIVITIES/RESOURCES
Students Edition (Pearson, pp. 214-217
Inquiry 7.4 Analyzing Data, p 216
Biology.com
Data Analysis: Maximizing Mitochondria
2013-2014 GENERAL BIOLOGY
ADDITIONAL INFORMATION
Comparing Plant and animal cells lab
Examples:
 3-D Cell Model Project (HOT lab )
 Elodea vs. cheek cell microscope lab
Interactive Cell structure
http://www.cellsalive.com/cells/cell_model.htm
Cell Membrane lab
Example:
Quick Lab: Modeling the Cell membrane p. 83 (15 min.)
Osmosis Lab
Example:
 Inquiry Lab: Design Your own Investigation Diffusion Across a Membrane text p. 88
 Rubber Egg lab
 Diffusion and Osmosis (HOT lab)
http://www.biologycorner.com
http://www.paec.org/biologypartnership/
Reference:
Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY
UNIT TITLE: CELLULAR ENERGY(12 DAYS)
UNIT ESSENTIAL QUESTION/S:
SEMESTER:
GRADING PERIOD: 1st
1st

How do plants and other organisms capture energy from the sun?
 How do organisms obtain energy?





CONCEPT
CONCEPT
CONCEPT
Chemical Energy
Role of ATP
Overview of Photosynthesis
Plants (Tissues, Limited to meristematic, ground, dermal and vascular tissues, Structures, Limited to cambium, guard cells, stomata, phloem,
xylem)
Overview of Cellular Respiration (Aerobic) vs. Fermentation (Anaerobic)
STANDARDS
STANDARDS
STANDARDS
NGSSS:
Common Core ELA:
SC.912.L.18.10*-Identify the reactants,
products, and basic functions of aerobic and
anaerobic cellular respiration. (MODERATE)
LACC.1112.RST.1.1-Cite specific textual evidence
to support analysis of science and technical
texts, attending to important distinctions the
author makes and to any gaps or inconsistencies
SC.912.L.18.7*-Identify the reactants, products, in the account.
and basic functions of photosynthesis.
(MODERATE)
LACC.910.RST.1.3-Follow precisely a complex
multistep procedure when carrying out
SC.912.L.14.7*-Relate the structure of each of
experiments, taking measurements, or
the major plant organs and tissues to
performing technical tasks, attending to special
physiological processes. (MODERATE)
cases or exceptions defined in the text.
SC.912.L.18.8*-Connect the role of adenosine
triphosphate (ATP) to energy transfers within a
cell. (HIGH)
SC.912.L.18.9*-Explain the interrelated nature
of photosynthesis and cellular respiration.
LACC.910.RST.2.4-Determine the meaning of
symbols, key terms, and other domain-specific
Common Core Math:
MACC.912.N-Q.1.1-Use units as a way to
understand problems and to guide the solution
of multi-step problems; choose and interpret
units consistently in formulas; choose and
interpret the scale and the origin in graphs and
data displays.
2013-2014 GENERAL BIOLOGY
(MODERATE)
words and phrases as they are used in a specific
scientific or technical context relevant to grades
9–10 texts and topics.
LACC.910.RST.3.7-Translate quantitative or
technical information expressed in words in a
text into visual form (e.g., a table or chart) and
translate information expressed visually or
mathematically (e.g., in an equation) into
words.
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LESSON ESSENTIAL
LESSON ESSENTIAL QUESTIONS
QUESTIONS
Why is ATP useful to cells?
What happens during the process of photosynthesis?
What are the reactants and products of photosynthesis?
What factors affect photosynthesis?
Why do most organisms undergo the process of cellular respiration?
How do cells release energy from food in the presence of oxygen?
How do cells release energy from food without oxygen?
VOCABULARY
ATP
photosynthesis
aerobic respiration
pigment
Calvin cycle
NAD+
VOCABULARY
heterotroph
cellular respiration
anaerobic respiration
thylakoid
Glycolysis
LESSON ESSENTIAL QUESTIONS
VOCABULARY
autotroph
fermentation
chlorophyll
stroma
Krebs’s cycle
2013-2014 GENERAL BIOLOGY
ACTIVITIES/RESOURCES
ACTIVITIES/RESOURCES
ACTIVITIES/RESOURCES
Student Edition, pp. 226-229
Study Workbook 8.1 Worksheets
Biology.com Visual Analogy: ATP as a Charged
Battery
Lab Manual A: Plant Pigments and
Photosynthesis
Student Edition, pp. 230-234
Inquiry 8.2 Quick Lab, p.234
Study Workbook 8.2 Worksheets
Biology.com Visual Analogy: Carrying Electrons
Lab Manual B: Plant Pigments and
Photosynthesis
Data Analysis: Rates of Photosynthesis
Study Workbook B 8.1-8.3 Worksheets
Student Edition, pp. 235-241
Inquiry 8.3 Analyzing Data, p. 240
Study Workbook 8.3 Worksheets
ADDITIONAL INFORMATION
Photosynthesis
 Investigating the Effect of Light Intensity on Photosynthesis (HOT lab)
Cellular Respiration
 Cellular Respiration (HOT lab)
The interrelated nature of photosynthesis and cellular respiration lab
Virtual Lab: Carbon transfer through Snails and Elodea
http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/virtual_labs/virtualLabs.html
http://www.paec.org/biologypartnership/
Reference:
Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY
UNIT TITLE: Chemistry of Life (15 DAYS)
SEMESTER:
1st
GRADING PERIOD: 2nd
UNIT ESSENTIAL QUESTION/S:
What are the basic chemical principles that affect living things?
CONCEPT
CONCEPT
Atoms, Ions and moleculesProperties of Water (transport in plants through roots, stems and leaves)
Carbon- based molecules
Chemical Reactions and Enzymes
STANDARDS
STANDARDS
CONCEPT
STANDARDS
NGSSS
Common Core ELA
Common Core MATHEMATICS
SC.912.L.18.1 Describe the basic molecular
structures and primary functions of the four
major categories of biological macromolecules.
(MODERATE)
LACC.1112.RST.1.1-Cite specific textual
evidence to support analysis of science and
technical texts, attending to important
distinctions the author makes and to any gaps
or inconsistencies in the account.
MACC.912.N-Q.1-Reason quantitatively and use
units to solve problems.
SC.912.L.18.12 Discuss the special properties of
water that contribute to Earth’s suitability as an
environment for life; cohesive behavior, ability
to moderate temperature, expansion upon
freezing, and versatility as a solvent. (
Moderate)
SC.912.L.14.7* Relate the structure of each of
the major plant organs and tissues to
physiological processes. (MODERATE)
LACC.1112.RST.1.3-Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks; analyze the specific
results based on explanations in the text.
LACC.910.RST.4.10-By the end of grade 10,
read and comprehend science/technical texts in
the grades 9–10 text complexity band
independently and proficiently.
MACC.912.N-Q.1.1-Use units as a way to
understand problems and to guide the solution
of multi-step problems; choose and interpret
units consistently in formulas; choose and
interpret the scale and the origin in graphs and
data displays.
2013-2014 GENERAL BIOLOGY
SC.912.L.18.11* Explain the role of enzymes as
catalysts that lower the activation energy of
biochemical reactions. Identify factors, such as
pH and temperature, and their effect on
enzyme activity. (MODERATE)
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LESSON ESSENTIAL
LESSON ESSENTIAL QUESTIONS
QUESTIONS
How does the structure of water contribute to its unique properties?
How does water’s polarity influence its properties as a solvent?
Why is it important for cells to buffer solutions against rapid change in pH?
What element does carbon bond with to make up life’s molecules?
What are the functions of each of the four groups of macromolecules?
What happens to chemical bonds during chemical reactions?
How do energy changes affect whether a chemical reaction will occur?
What role do enzymes play in living things and what affects their function?
VOCABULARY
Cohesion
Solution
Suspension
Carbohydrate
Nucleic acids
Amino acid
Product
Enzyme substrate
VOCABULARY
Adhesion
Solute
Monomer
Monosaccharide
Nucleotide
Chemical reaction
Activation energy
LESSON ESSENTIAL QUESTIONS
VOCABULARY
Mixture
Solvent
Polymer
Lipid
Protein
Reactant
Catalyst
2013-2014 GENERAL BIOLOGY
ACTIVITIES/RESOURCES
Properties of Water:
Student Edition, pp. 40-44
Inquiry 2.2 Quick Lab, p. 43
Study Workbook A 2.2 Worksheets
Biology.com Art in Motion: Salt Solution
Data Analysis: Acid Rain
Study Workbook B 2.2 Worksheets
Lab Manual A: Temperature Affects Enzymes
ACTIVITIES/RESOURCES
Carbon Compounds:
Student Edition, pp. 45-49
Inquiry 2.3 Analyzing Data, p. 48
Study Workbook A 2.3 Worksheets
ACTIVITIES/RESOURCES
Chemical Reactions and Enzymes
Student Edition, pp. 50-53
Study Workbook A 2.4 Worksheets
Study Workbook B 2.4 worksheets
Lab Manual A: Enzymes in Detergents
Study Workbook B 2.3 Worksheets
Lab Manual A: Making Models of Molecules
ADDITIONAL INFORMATION
Water lab
Ex.
 Properties of Water Lab (HOT lab)
 Penny lab, pepper lab, wax paper lab
The Properties of Water Web Tutorial
http://kisdwebs.katyisd.org/campuses/MRHS/teacherweb/hallk/Teacher%20Documents/AP%20Biology%20Materials/Chemistry%20of%20Life/The%
20Properties%20of%20Water/02_A02s.swf
Identifying Nutrients GIZMO
http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=452
Enzymatic activity (how factors like temp. and pH affect activity)
Ex.
 Pineapple/ gelatin lab
 Toothpick-asehttp://www.paec.org/biologypartnership/
Reference:
Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY
UNIT TITLE: Cell Growth – Mitosis and Meiosis
(18 DAYS)
UNIT ESSENTIAL QUESTION/S:
SEMESTER:
2nd
GRADING PERIOD: 3rd
How does a cell produce a new cell?
CONCEPT
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Cell cycle
Mitosis
Cytokinesis
Regulation of Cell Cycle
Asexual reproduction
Chromosomes and Meiosis (genetic variation)
STANDARDS
CONCEPT
CONCEPT
STANDARDS
STANDARDS
NGSSS
Common Core ELA
Common Core Mathematics
SC.912.L.16.14-Describe the cell cycle, including
the process of mitosis. Explain the role of
mitosis in the formation of new cells and its
importance in maintaining chromosome
number during asexual reproduction.
(MODERATE)
LACC.1112.RST.1.1 -Cite specific textual
evidence to support analysis of science and
technical texts, attending to important
distinctions the author makes and to any gaps
or inconsistencies in the account.
MACC.912.N.Q.1.2Define appropriate quantities for the purpose of
descriptive modeling.
SC.912.L.16.8-Explain the relationship between
mutation, cell cycle, and uncontrolled cell
growth potentially resulting in cancer.
(MODERATE)
LACC.1112.RST.3.7- Integrate and evaluate
multiple sources of information presented in
diverse formats and media (e.g., quantitative
data, video, multimedia) in order to address a
question or solve a problem.
2013-2014 GENERAL BIOLOGY
SC.912.L.16.16-Describe the process of meiosis,
including independent assortment and crossing
over. Explain how reduction division results in
the formation of haploid gametes or spores.
(MODERATE)
LACC.910.RST.2.4-Determine the meaning of
symbols, key terms, and other domain-specific
words and phrases as they are used in a specific
scientific or technical context relevant to grades
9–10 texts and topics.
SC.912.L.16.17* -Compare and contrast mitosis
and meiosis and relate to the processes of
sexual and asexual reproduction and their
consequences for genetic variation. (HIGH)
SC.912.L.15.15-Describe how mutation and
genetic recombination increase genetic
variation.(Moderate)
LESSON ESSENTIAL
LESSON ESSENTIAL
QUESTIONS
QUESTIONS
 What are some of the difficulties a cell faces as it increases in size?
 How do sexual and asexual reproduction compare?
 What is the role of chromosomes in cell division?
 What are the main events of the cell cycle?
 What events occur during each of the four phases of mitosis?
 How do daughter cells split apart after mitosis?
 How is the cell regulated?
 How do cancer cells differ from other cells?
 How do cells become specialized for different functions?
 What are stem cells?
 What are some possible benefits and issues associated with stem cell research?
LESSON ESSENTIAL QUESTIONS
2013-2014 GENERAL BIOLOGY
VOCABULARY
VOCABULARY
Cell division
Cell cycle
cytokenesis
chromatid
anaphase
chromosome
interphase
prophase
centriole
telophase
ACTIVITIES/RESOURCES
ACTIVITIES/RESOURCES
Cell Growth, Division, and Reproduction:
Student Edition, pp. 274- 278
Inquiry 10.1 Quick Lab, p. 275
Study Workbook A 10.1 Worksheets
Biology.com Visual Analogy: Growing Pains
Regulating the Cell Cycle:
Student Edition, pp. 286-291
Inquiry 10.3 Analyzing Data, p. 288
Study Workbook A 10.3 Worksheets
VOCABULARY
chromatin
mitosis
centromere
metaphase
cancer
ACTIVITIES/RESOURCES
Cell Differentiation:
Student Edition, pp. 292-297
Inquiry 10.4 Analyzing Data, p. 294
Study Workbook A 10.4 Worksheets
Study Workbook B 10.3 Worksheets
The Process of Cell Division
Student Edition, pp. 279-285
Inquiry 10.2 Quick Lab, p. 283
Students Workbook A 10.2 Worksheets
Lab Manual B Regeneration in Planaria
Data Analysis: The Rise and Fall of Cyclins
Hands-on Activity: Comparing Surface Area to
Volume
Lab Manual A Regeneration of Planaria
ADDITIONAL INFORMATION
Compare the stages of mitosis lab
Examples:
Teach with Technology : “Cell Division Supervisor” classzone.com
Investigation: Mitosis in Onion Root Cells
Virtual Onion tip lab (Katie)
Jill’s Mitosis Dance
Study Workbook B 10.4 Worksheets
Cellular Differentiation of C. elegans
2013-2014 GENERAL BIOLOGY
Recombinant DNA activity
Example:
Engineering a Crop “Harvest of Fear GMO’s student interactive.
http://www.pbs.org/wgbh/harvest/engineer/index.html
(Dow write –up)
Reference:
Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY
UNIT TITLE: DNA and RNA Replication –
Protein Synthesis (15 DAYS)
UNIT ESSENTIAL QUESTION/S:
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SEMESTER:
2nd
What is the structure of DNA, and how does it function in genetic inheritance?
How does information flow from DNA to RNA to direct the synthesis of proteins?
CONCEPT
CONCEPT
DNA and RNA Structure
DNA Replication
DNA transcription and translation
Protein Synthesis
Biotechnology / ethics (DNA fingerprinting, Genetic Engineering)
STANDARDS
STANDARDS
NGSSS:
GRADING PERIOD: 3rd
Common Core ELA
SC.912.L.16.9- Explain how and why the genetic LACC.1112.RST.1.3-Follow precisely a complex
code is universal and is common to almost all
multistep procedure when carrying out
organisms. (MODERATE)
experiments, taking measurements, or
performing technical tasks; analyze the specific
SC.912.L.16.3*- Describe the basic process of
results based on explanations in the text.
DNA replication and how it relates to the
transmission and conservation of the genetic
LACC.1112.RST.3.7-Integrate and evaluate
information. (HIGH)
multiple sources of information presented in
diverse formats and media (e.g., quantitative
SC.912.L.16.5-Explain the basic processes of
data, video, multimedia) in order to address a
transcription and translation, and how they
question or solve a problem.
result in the expression of genes. (HIGH)
LACC.1112.WHST.3.9- Draw evidence from
informational texts to support analysis,
reflection, and research.
CONCEPT
STANDARDS
Common Core Mathematics
MACC.912.N-Q.1.3 -Choose a level of accuracy
appropriate to limitations on measurement
when reporting quantities.
2013-2014 GENERAL BIOLOGY
SC.912.L.16.4-Explain how mutations in the
DNA sequence may or may not result in
phenotypic change. Explain how mutations in
gametes may result in phenotypic changes in
offspring. (HIGH)
SC.912.L.16.10* Evaluate the impact of
biotechnology on the individual, society and
the environment, including medical and ethical
issues. (HIGH)
LACC.910.RST.2.4-Determine the meaning of
symbols, key terms, and other domain-specific
words and phrases as they are used in a specific
scientific or technical context relevant to grades
9–10 texts and topics.
SC.912.L.14.6 Explain the significance of genetic
factors, environmental factors, and pathogenic
agents to health from the perspectives of both
individual and public health. (HIGH)
SC.912.L.16.10 Evaluate the impact of
biotechnology on the individual, society and
the environment, including medical and ethical
issues. (HIGH)




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

LESSON ESSENTIAL
LESSON ESSENTIAL QUESTIONS
LESSON ESSENTIAL QUESTIONS
QUESTIONS
How did scientists determine that DNA is responsible for storing, copying, and transmitting genetic information?
How was the basic structure of DNA discovered?
How do cells copy their DNA?
What is RNA?
How do cells make proteins?
What happens when cell’s DNA changes?
How do cells regulate gene expression?
2013-2014 GENERAL BIOLOGY
VOCABULARY
Transformation
Telomere
RNA polymerase
codon
point mutation
ACTIVITIES/RESOURCES
The Structure of DNA:
Student Edition, pp. 344-349
Inquiry 12.2 Analyzing Data, p. 345
Study Workbook A 12.2 Worksheets
VOCABULARY
bacteriophage
DNA polymerase
genetic code
anticodon
mutagen
ACTIVITIES/RESOURCES
RNA:
Student Edition, pp. 362-365
Study Workbook A 13.1 Worksheets
VOCABULARY
replication
RNA transcription
poly peptide
mutation
ACTIVITIES/RESOURCES
Mutations:
Student Edition, pp. 372-376
Inquiry 13.3 Quick Lab, p. 374
Study Workbook A 13.3 Worksheets
Lab Manual A: From DNA to Protein Synthesis
Lab Manual A: Extracting DNA
DNA Replication:
Student Edition, pp. 350-353
Inquiry 12.3 Quick Lab, p. 352
Study Workbook A 12.3 Worksheets
Lab Manual B: Extracting DNA
Data Analysis: Base Percentages
Hands-on Activity: Modeling DNA Replication
Ribosomes and Protein Synthesis:
Student Edition, pp. 366-371
Inquiry 13.2 Quick Lab, p. 367
Workbook A 13.2 Worksheets
Workbook B 13.2 Worksheets
Lab Manual B: From DNA to Protein Synthesis
Data Analysis: The Discovery of RNA
Interference
Student Edition. Pp. 377-383
Inquiry 13.4 Analyzing Data, p. 381
2013-2014 GENERAL BIOLOGY
ADDITIONAL INFORMATION
Building a DNA Model Project (HOT lab )
DNA Extraction (strawberry) Lab (Hot lab)
Cheek cell DNA extraction
Virtual DNA fingerprinting
http://www.pbs.org/wgbh/nova/teachers/body/create-dna-fingerprint.html
Impacts of Biotech
 Cloning Movie
 Stem Cell Research
 Making Karyotypes (HOT lab )
http://www.paec.org/biologypartnership/
Reference:
Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY
UNIT TITLE: Genetics and Heredity (15 DAYS)
UNIT ESSENTIAL QUESTION/S:
SEMESTER:
2nd
GRADING PERIOD: 3rd
How does biological information pass from one generation to another?







CONCEPT
Mendel’s laws of segregation
Mendel’s laws of independent assortment
Structure and Reproductive Parts of Flower
Monohybrid Punnett Squares.
Dihybrid Punnett squares
Pedigree Chart
Inheritance Patterns
STANDARDS
CONCEPT
CONCEPT
STANDARDS
STANDARDS
NGSSS
Common Core ELA
Common Core Mathematics
SC.912.L.16.1* Use Mendel's laws of
segregation and independent assortment to
analyze patterns of inheritance. (HIGH)
LACC.910.RST.1.1 Cite specific textual
evidence to support analysis of science and
technical texts, attending to the precise details of
explanations or descriptions.
MACC.K12.MP.1: Make sense of problems and
persevere in solving them.
SC.912.L.16.2* Discuss observed inheritance
patterns caused by various modes of
inheritance, including dominant, recessive,
codominant, sex-linked, polygenic, and multiple
alleles. (HIGH)
SC.912.L.14.7* Relate the structure of each of
the major plant organs and tissues to
physiological processes. (MODERATE)
LACC.910.RST.1.3 Follow precisely a
complex multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks attending to special
cases or exceptions defined in the text.
LACC.910.RST.3.7 Translate quantitative or
technical information expressed in words in a
text into visual form (e.g., a table or chart) and
translate information expressed visually or
mathematically (e.g., in an equation) into words.
MACC.K12.MP.2: Reason abstractly and
quantitatively.
MACC.K12.MP.3: Construct viable arguments and
critique the reasoning of others. [Viable
arguments include evidence.]
MACC.K12.MP.4: Model with mathematics.
MACC.K12.MP.5: Use appropriate tools
strategically.
2013-2014 GENERAL BIOLOGY




LACC.910.WHST.1.2 Write
informative/explanatory texts, including the
narration of historical events, scientific
procedures/ experiments, or technical processes.
MACC.K12.MP.6: Attend to precision.
LACC.910.WHST.3.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
MACC.K12.MP.8: Look for and express regularity
in repeated reasoning.
MACC.K12.MP.7: Look for and make use of
structure.
LESSON ESSENTIAL
LESSON ESSENTIAL QUESTIONS
QUESTIONS
How does an organism pass its characteristics on to its offspring?
How can you predict the outcome of genetic cross?
How can interactions between alleles, genes, and environment affect an organism’s trait?
How does a cell divide to create cells with exactly half of the original cell’s genetic information?
VOCABULARY
VOCABULARY
Genetics
Hybrid
principle of dominance
Probability
Phenotype
Independent assortment
ACTIVITIES/RESOURCES
The Work of Mendel:
Student Edition, pp.308-312
Inquiry 11.1 Quick Lab, p. 311
Study Workbook A and B, 11.1 Worksheets
Spanish Study Workbook, 11.1 Worksheets
Applying Mendel’s Principles:
Student Edition, pp. 313-318
Study Workbook A and B, 11.2 Worksheets
Spanish Study Workbook, 11.2 Worksheets
fertilization
gene
segregation
Homozygous
Genotype
ACTIVITIES/RESOURCES
Other Patterns of Inheritance:
Student Edition, pp. 319-322
Study Workbook A and B, 11.3 Worksheets
Spanish Study Workbook, 11.3 Worksheets
Lab Manual B, 11.3 Data Analysis Worksheet
LESSON ESSENTIAL QUESTIONS
VOCABULARY
trait
allele
Gamete
Heterozygous
Punnett square
ACTIVITIES/RESOURCES
Meiosis:
Student Edition, pp. 323-329
Study Workbook A and B, 11.4 Worksheets
Spanish Study Workbook, 11.4 Worksheets
Lab Manual B, 11.4 Data Analysis Worksheet
Biology.com:
Lesson Overview • Lesson Notes
• Activities: Art in Motion, Tutor Tube,
Data Analysis • Assessment: Self-Test,
Lesson Assessment
2013-2014 GENERAL BIOLOGY
Lab Manual A, 11.2 Quick Lab Worksheet
Lab Manual B, 11.2 Hands-On Activity
ADDITIONAL INFORMATION



Punnett Square Practice
Pedigree Chart Lab
Inheritance Patterns
Ex.
Investigating Inherited Traits (HOT lab)
Genetic Disorders: Informational Poster and Presentation (HOT lab)
Genetic Disorder Library http://learn.genetics.utah.edu/content/disorders/whataregd/
http://www.paec.org/biologypartnership/
Reference:
Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY
UNIT TITLE: Evolution and History Life
(15 DAYS)
UNIT ESSENTIAL QUESTION/S:










SEMESTER:
2nd
GRADING PERIOD: 4th
What is natural selection?
How can populations evolve to form new species?
How do fossils help biologists understand the history of life on Earth?
CONCEPT
CONCEPT
Darwin and natural selection
Theory of Natural selection
Evidence of Evolution
Other Mechanisms of Evolution (Gene flow and genetic drift)
Origin of Life
Early Single-celled Organisms
Primate Evolution (Skulls)
STANDARDS
STANDARDS
CONCEPT
STANDARDS
NGSSS:
Common Core ELA
SC.912.L.15.13 Describe the conditions
required for natural selection, including:
overproduction of offspring, inherited
variation, and the struggle to survive, which
result in differential reproductive success.
(MODERATE)
Common Core Mathematics
LACC.910.RST.1.1 Cite specific textual evidence
to support analysis of science and technical
texts, attending to the precise details of
explanations or descriptions.
MACC.K12.MP.1: Make sense of problems and
persevere in solving them.
LACC.910.RST.1.3 Follow precisely a complex
SC.912.L.15.1* Explain how the scientific theory multistep procedure when carrying out
experiments, taking measurements, or
of evolution is supported by the fossil record,
performing technical tasks attending to special
comparative anatomy, comparative
embryology, biogeography, molecular biology, cases or exceptions defined in the text.
and observed evolutionary change. (HIGH)
MACC.K12.MP.2: Reason abstractly and
quantitatively.
MACC.K12.MP.3: Construct viable arguments
and critique the reasoning of others. [Viable
arguments include evidence.]
MACC.K12.MP.4: Model with mathematics.
MACC.K12.MP.5: Use appropriate tools
2013-2014 GENERAL BIOLOGY
SC.912.L.15.14* Discuss mechanisms of
evolutionary change other than natural
selection such as genetic drift and gene flow.
(MODERATE)
SC.912.L.15.8 Describe the scientific
explanations of the origin of life on Earth.
(MODERATE)
SC.912.L.15.10* Identify basic trends in
hominid evolution from early ancestors six
million years ago to modern humans, including
brain size, jaw size, language, and manufacture
of tools. (MODERATE)
strategically.
MACC.K12.MP.6: Attend to precision.
LACC.910.RST.3.7 Translate quantitative or
technical information expressed in words in a
text into visual form (e.g., a table or chart) and
translate information expressed visually or
mathematically (e.g., in an equation) into
words.
MACC.K12.MP.8: Look for and express regularity
in repeated reasoning.
LACC.910.WHST.1.2 Write
informative/explanatory texts, including the
narration of historical events, scientific
procedures/ experiments, or technical
processes.
LACC.910.WHST.3.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
LESSON ESSENTIAL QUESTIONS








MACC.K12.MP.7: Look for and make use of
structure.
LESSON ESSENTIAL
LESSON ESSENTIAL QUESTIONS
QUESTIONS
What patterns of biodiversity did Darwin observe while traveling aboard the Beagle?
What is Darwin’s theory of evolution by natural selection?
What are the main lines of scientific evidence that support Darwin’s theory of evolution by natural selection?
How do genes make evolution possible?
What can genes tell us about an organism’s evolutionary history?
How do scientists use fossils to study Earth’s history?
What are some patterns in which evolution has occurred?
What happened during Earth’s early history?
2013-2014 GENERAL BIOLOGY
VOCABULARY
Evolution
Fitness
homologous structure
gene pool
coevolution
ACTIVITIES/RESOURCES
Ideas That Shaped Darwin’s Thinking:
Student Edition, pp. 450-453
Study Workbooks A and B, 16.2 Worksheets
Spanish Study Workbook, 16.2 Worksheets
Inquiry 16.2 Quick Lab, p. 457
Evidence of Evolution
Student Edition, pp. 465-473
Study Workbooks A and B, 16.4 Worksheets
Spanish Study Workbook, 16.4 Worksheets
Lab Manual B, 16.4 Data Analysis Worksheet,
Hands-On Activity Worksheet
Biology.com
Lesson Overview • Lesson Notes
• Activities: Art Review, Visual Analogy
• Assessment: Self-Test, Lesson Assessment
VOCABULARY
fossil
natural selection
analogous structure
gradualism
adaptive radiation
ACTIVITIES/RESOURCES
The Fossil Record
Student Edition, pp. 538-545
Inquiry 19.1 Quick Lab, p. 541
Study Workbooks A and B, 19.1 Worksheets
Spanish Study Workbook, 19.1 Worksheets
Biology.com
Lesson Overview • Lesson Notes
• Activities: Art in Motion, Visual Analogy
• Assessment: Self-Test, Lesson Assessment
Patterns and Processes of Evolution:
Student Edition, pp. 546-552
Study Workbooks A and B, 19.2 Worksheets
Spanish Study Workbook, 19.2 Worksheets
Lab Manual B, 19.2 Data Analysis Worksheet
VOCABULARY
adaptation
biogeography
vestigial structure
punctuated equilibrium
convergent evolution
ACTIVITIES/RESOURCES
Earth’s early History
Student Edition, pp. 553-563
Inquiry 19.3 Analyzing Data, p.556
Study Workbooks A and B, 19.3 Worksheets
Spanish Study Workbook, 19.3 Worksheets
Lab Manual B, 19.3 Hands-On Activity
Worksheet
Biology.com
Lesson Overview • Lesson Notes
• Activity: Art Review
• Assessment: Self-Test, Lesson Assessment
ADDITIONAL INFORMATION
Natural selection Lab
Examples:
 Natural Selection (Beak lab) (HOT lab )
 Moth lab
 Wooly Worm lab (Dow)
 Predator –Prey Pursuit
Evidence for the Theory of Evolution (HOT lab)
Virtual Lab Comparing Hominid Skulls http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/virtual_labs/virtualLabs.html
2013-2014 GENERAL BIOLOGY
Reference:
Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson
2013-2014 GENERAL BIOLOGY
UNIT TITLE: Classification/Kingdoms (15 DAYS)
UNIT ESSENTIAL QUESTION/S:
SEMESTER:
2nd
GRADING PERIOD: 4th
 What is the goal of biologists who classify living things?



CONCEPT
Comparison of Kingdoms
Classification of organisms
Dichotomous Keys
STANDARDS
NGSS
SC.912.L.15.6* Discuss distinguishing
characteristics of the domains and kingdoms of
living organisms. (MODERATE)
SC.912.L.15.4* Describe how and why
organisms are hierarchically classified and
based on evolutionary relationships. (HIGH)
SC.912.L.15.5 Explain the reasons for changes
in how organisms are classified. (HIGH)
CONCEPT
CONCEPT
STANDARDS
STANDARDS
Common Core ELA
Common Core Mathematics
LACC.910.RST.1.1 Cite specific textual evidence
to support analysis of science and technical
texts, attending to the precise details of
explanations or descriptions.
MACC.K12.MP.1: Make sense of problems and
persevere in solving them.
LACC.910.RST.1.3 Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks attending to special
cases or exceptions defined in the text.
LACC.910.RST.3.7 Translate quantitative or
technical information expressed in words in a
text into visual form (e.g., a table or chart) and
translate information expressed visually or
mathematically (e.g., in an equation) into
words.
MACC.K12.MP.2: Reason abstractly and
quantitatively.
MACC.K12.MP.3: Construct viable arguments
and critique the reasoning of others. [Viable
arguments include evidence.]
MACC.K12.MP.6: Attend to precision.
MACC.K12.MP.7: Look for and make use of
structure.
MACC.K12.MP.8: Look for and express regularity
in repeated reasoning.
2013-2014 GENERAL BIOLOGY
LACC.910.WHST.1.2 Write
informative/explanatory texts, including the
narration of historical events, scientific
procedures/ experiments, or technical
processes.
LACC.910.WHST.3.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
LESSON ESSENTIAL QUESTIONS








LESSON ESSENTIAL
QUESTIONS
Why do scientists classify organisms?
How do evolutionary relationships affect the way scientists classify organisms?
What are the major groups within which organisms are currently classified?
What is the goal of evolutionary classification?
What is a cladogram?
How are DNA sequences used in classification?
What are the six kingdoms of life as they are now identified?
What does the tree of life show?
VOCABULARY
Binomial nomenclature
taxon
class
phylogeny
cladogram
bacteria
VOCABULARY
genus
family
phylum
clade
derived character
archaea
LESSON ESSENTIAL QUESTIONS
VOCABULARY
systematic
order
kingdom
monophyletic group
domain
eukarya
2013-2014 GENERAL BIOLOGY
ACTIVITIES/RESOURCES
Finding Order in Diversity:
Student Edition, pp. 510-515
Inquiry 18.8 Quick Lab, p. 512
Study Workbooks A and B, 18.1 Worksheets
Spanish Study Workbook, 18.1 Worksheets
Lab Manual B, 18.1 Hands-On Activity
Worksheet
Biology.com
Lesson Overview • Lesson Notes
• Activity: Art in Motion
• Assessment: Self-Test, Lesson Assessment
ACTIVITIES/RESOURCES
Modern Evolutionary Classification:
Student Edition, pp. 516-522
Study Workbook A and B, 18.2 Worksheets
Spanish Study Workbook, 18.2 Worksheets
www.biology.com
Lesson Overview • Lesson Notes
• Activities: InterActive Art, Data Analysis
• Assessment: Self-Test, Lesson Assessment
ACTIVITIES/RESOURCES
Building the Tree of Life:
Student Edition, pp. 523-529
Inquiry 18.3 Analyzing Data, p. 524
Study Workbook A and B, 18.3 Worksheets
Spanish Workbook, 18.3 Worksheets
Lab Manual B, 18.3 Data Analysis Worksheet
ADDITIONAL INFORMATION
Distinguish Characteristics of Six Kingdoms
Example:
 6-kingdom booklet (Dow)
Dichotomous Key activity
Example:
 Shoe lab
 Using a Dichotomous Key for Invertebrate Phyla (HOT lab)
Reference:
Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY
UNIT TITLE: Organization & Development of
Living Organisms (10 DAYS)
SEMESTER:
2nd
GRADING PERIOD: 4th
UNIT ESSENTIAL QUESTION/S:







Where does processing of information occur in the nervous system?
How does the structures of the circulatory and respiratory systems allow for their close functional
relationship?
How does the body fight against invading organisms that may disrupt homeostasis?
CONCEPT
Label and Identify Major Parts of Brain
Cardiovascular System
Immune System
Reproductive System
STANDARDS
NGSSS:
SC.912.L.14.26 Identify the major parts of the
brain on diagrams or models. (LOW)
SC.912.L.14.36 Describe the factors affecting
blood flow through the cardiovascular system.
(MODERATE)
HE.912.C.1.8 Analyze strategies for prevention,
detection and treatment of communicable and
chronic diseases.
HE.912.C.1.4 Analyze how heredity and family
history can impact personal health.
SC.912.L.14.52 Explain the basic functions of
the human immune system, including specific
and nonspecific immune response, vaccines,
CONCEPT
CONCEPT
STANDARDS
STANDARDS
Common Core ELA
LACC.910.RST.1.1 Cite specific textual evidence
to support analysis of science and technical
texts, attending to the precise details of
explanations or descriptions.
LACC.910.RST.1.3 Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks attending to special
cases or exceptions defined in the text.
Common Core Mathematics
MACC.K12.MP.1: Make sense of problems
and persevere in solving them.
MACC.K12.MP.2: Reason abstractly and
quantitatively.
MACC.K12.MP.3: Construct viable
arguments and critique the reasoning of
others. [Viable arguments include evidence.]
MACC.K12.MP.7: Look for and make use of
structure.
MACC.K12.MP.8: Look for and express
regularity in repeated reasoning.
2013-2014 GENERAL BIOLOGY
and antibiotics. (MODERATE)
SC.912.L.16.13* Describe the basic anatomy
and physiology of the human reproductive
system. Describe the process of human
development from fertilization to birth and
major changes that occur in each trimester of
pregnancy. (MODERATE)
LACC.910.RST.3.7 Translate quantitative or
technical information expressed in words in a
text into visual form (e.g., a table or chart) and
translate information expressed visually or
mathematically (e.g., in an equation) into
words.
LACC.910.WHST.1.2 Write
informative/explanatory texts, including the
narration of historical events, scientific
procedures/ experiments, or technical
processes.
LACC.910.WHST.3.9 Draw evidence from
informational texts to support analysis,
reflection, and research.








LESSON ESSENTIAL
LESSON ESSENTIAL QUESTIONS
QUESTIONS
What are the different parts of the brain?
What are the four lobes of the brain?
What are the functions of the circulatory system?
How does the heart pump blood through the body?
What are the three types of blood vessels?
What are the common circulatory diseases?
What are the main functions of the male reproductive system? Female reproductive system?
What important events occur during the later stages of human development?
VOCABULARY
VOCABULARY
Zygote
Gastrulation
fetus
scrotum
vas deferens
blastocyst
neurolation
puberty
seminiferous tubules
semen
LESSON ESSENTIAL QUESTIONS
VOCABULARY
implantation
placenta
testis
epididymis
ovary
2013-2014 GENERAL BIOLOGY
menstrual cycle
atrium
pulmonary circulation
capillary
cerebral cortex
occipital
ACTIVITIES/RESOURCES
The Human Brain:
Student Edition, pp 901-905
Study Workbook A 31.2 Worksheets
ovulation
ventricle
systemic circulation
vein
brain stem
temporal
myocardium
valve
artery
cerebrum
parietal
frontal
ACTIVITIES/RESOURCES
Cardiovascular System:
Student Edition, pp. 948-953
Inquiry 33.1 Quick Lab, p. 951
Study Workbook A 33. 1
Lab Manual A: Tidal Volume and Vital Capacity
Student Edition, pp. 1014-1019
Inquiry 35.2 Analyzing Data, p. 1017
Study Workbook A 35.2 Worksheets
ACTIVITIES/RESOURCES
Reproductive System:
Student Edition, pp. 988-994
Inquiry 34.3 Quick Lab, p 990
Study Workbook A 34.3 worksheets
Fertilization and Development:
Student Edition, pp. 995-1001
Inquiry 34.4 Quick Lab, p. 1000
Study Workbook A 34.4 Worksheets
ADDITIONAL INFORMATION






Brain Labeling Worksheet
Pinky and the Brain Video - http://youtu.be/snO68aJTOpM
Stimuli Effects on Heart Rate: Sympathetic Stimuli and Coughing (HOT lab)
Heart Dissection http://youtu.be/g4LafB-UUZw
Antibodies Virtual Lab - http://www.hhmi.org/biointeractive/vlabs/immunology/
Reproductive System Labeling
Reference:
Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.
2013-2014 GENERAL BIOLOGY
UNIT TITLE: Ecology (20 DAYS)
UNIT ESSENTIAL QUESTION/S:




2nd
GRADING PERIOD: 4th
How do Earth’s living and non living parts interact and affect the survival of organisms?
How do abiotic and biotic factors shape ecosystems?
What factors contribute to changes in populations?
How have human activities shaped local and global economy?


CONCEPT






SEMESTER:
CONCEPT
CONCEPT
Population
Food Webs (trophic levels)
Biogeochemical Cycles (water and carbon)
Climate Change
Loss of Biodiversity
Renewable and Non-renewable Resources
STANDARDS
NGSSS
SC.912.L.17.5* Analyze how population size is
determined by births, deaths, immigration,
emigration, and limiting factors (biotic and
abiotic) that determine carrying capacity.
(HIGH)
SC.912.L.17.9* Use a food web to identify and
distinguish producers, consumers, and
decomposers. Explain the pathway of energy
transfer through trophic levels and the
reduction of available energy at successive
trophic levels. (MODERATE)
SC.912.E.7.1 Analyze the movement of matter
and energy through the different
biogeochemical cycles, including water and
carbon. (HIGH)
STANDARDS
Common Core ELA
LACC.910.RST.1.1 Cite specific textual evidence
to support analysis of science and technical
texts, attending to the precise details of
explanations or descriptions.
LACC.910.RST.1.3 Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks attending to special
cases or exceptions defined in the text.
LACC.910.RST.3.7 Translate quantitative or
technical information expressed in words in a
text into visual form (e.g., a table or chart) and
STANDARDS
Common Core Mathematics
MACC.K12.MP.1: Make sense of problems and
persevere in solving them.
MACC.K12.MP.2: Reason abstractly and
quantitatively.
MACC.K12.MP.3: Construct viable arguments
and critique the reasoning of others. [Viable
arguments include evidence.]
MACC.K12.MP.4: Model with mathematics.
MACC.K12.MP.5: Use appropriate tools
strategically.
MACC.K12.MP.6: Attend to precision.
MACC.K12.MP.7: Look for and make use of
structure.
MACC.K12.MP.8: Look for and express regularity
2013-2014 GENERAL BIOLOGY
SC.912.L.17.4* Describe changes in ecosystems
resulting from seasonal variations, climate
change and succession. (MODERATE)
SC.912.L.17.2* Explain the general distribution
of life in aquatic systems as a function of
chemistry, geography, light, depth, salinity, and
temperature. (HIGH)
SC.912.L.17.8* Recognize the consequences of
the losses of biodiversity due to catastrophic
events, climate changes, human activity, and
the introduction of invasive, non-native
species. (HIGH)
SC.912.L.17.11* Evaluate the costs and benefits
of renewable and nonrenewable resources,
such as water, energy, fossil fuels, wildlife, and
forests. (HIGH)
SC.912.L.17.13* Discuss the need for adequate
monitoring of environmental parameters when
making policy decisions. (HIGH)
SC.912.L.17.20* Predict the impact of
individuals on environmental systems and
examine how human lifestyles affect
sustainability. (HIGH)
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translate information expressed visually or
mathematically (e.g., in an equation) into
words.
in repeated reasoning.
LACC.910.WHST.1.2 Write
informative/explanatory texts, including the
narration of historical events, scientific
procedures/ experiments, or technical
processes.
LACC.910.WHST.3.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
LESSON ESSENTIAL
LESSON ESSENTIAL QUESTIONS
QUESTIONS
What is ecology?
What are biotic and abiotic factors?
What methods are used in ecological studies?
What are primary producers?
How do consumers obtain energy and nutrients?
How does energy flow through ecosystems?
What do the three types of ecological pyramids illustrate?
How does matter move through the biosphere?
LESSON ESSENTIAL QUESTIONS
2013-2014 GENERAL BIOLOGY
VOCABULARY
Biosphere
ecology
biotic factor
primary producers
heterotroph
herbivore
decomposer
habitat
competitive exclusion principle
keystone species
parasitism
primary succession
photic zone
estuary
immigration
logistic growth
density dependent
ACTIVITIES/RESOURCES
VOCABULARY
species
ecosystem
abiotic factor
photosynthesis
consumer
scavenger
detritivore
niche
predation
symbiosis
commensalism
pioneer species
aphotic zone
population density
emigration
carrying capacity
density independent
ACTIVITIES/RESOURCES
A Changing Landscape:
Student Edition, pp. 154-157
Inquiry 6.1 Quick Lab, p. 155
Study Workbook A 6.1 Worksheets
How Populations Grow:
Student Edition, pp. 130-136
Inquiry 5.1 Analyzing Data, p. 135
Study Workbook A 5.1 Worksheets
Using Resource Wisely:
Student Edition, pp. 158-165
Inquiry 6.2 Analyzing Data, p. 164
Study Workbook A 6.2 Worksheets
Limits to Growth:
Student Edition, pp. 137-141
Inquiry 5.2 Quick Lab, p. 138
Study Workbook A 5.2 Worksheets
Biodiversity:
Student Edition, pp. 166-172
Inquiry 6.3 Analyzing Data, p. 172
Study Workbook A 6.3 Worksheets
9400110200882803695699Student Edition, pp.
142-145
Study Workbook A 5.3 Worksheets
VOCABULARY
community
biome
autotroph
chemosynthesis
carnivore
omnivore
tolerance
resource
herbivory
mutualism
ecological succession
secondary succession
wetland
age structure
exponential growth
limiting factors
demography
ACTIVITIES/RESOURCES
What is Ecology:
Student Edition, pp. 64-68
Inquiry 3.1 Quick Lab, p. 67
Study Workbook A 3.1 Worksheets
Energy, Producers, and Consumers
Student Edition, pp. 69-72
Inquiry 3.1 Quick Lab, p. 72
Study Workbook A 3.2 Worksheets
2013-2014 GENERAL BIOLOGY
Lab Manual A: The Growth Cycle of Yeast
Meeting Ecological Challenges:
Student Edition, pp. 173-179
Study Workbook A 6.4 Worksheets
Lab Manual A Acid Rain and Seeds
Oil Eating Bacteria
Niches and Community Interactions:
Student Edition, pp. 99-105
Inquiry 4.2 Analyzing Data, p 102
Study Workbook A 4.2 Worksheets
Succession:
Student Edition, pp. 106-109
Inquiry 4.3 Quick Lab, p. 108
Study Workbook A 4.3 Worksheets
Energy Flow in Ecosystems:
Student Edition, pp. 73-78
Inquiry 3.3 Analyzing Data, p. 77
Study Workbook A 3.3 Worksheets
Cycles of Matter:
Student Edition, pp. 79-87
Study Workbook A 3.4 Worksheets
Lab Manual A: Effect of Fertilizer on Algae
Aquatic Ecosystems:
Student Edition, pp. 117-121
Study Workbook A 4.5 Worksheets
Lab Manual: Abiotic Factors and Plant Selection
ADDITIONAL INFORMATION
Limiting Factors (HOT Lab)
Designing Food Chains and Food Webs (HOT lab)
Dissolved O2 Lab:
Dissolved O2 Titration kit or DO2 Sensor.
Compare DO2 levels in water samples taken from sites with varying levels of light and/or temp. and compare.
Human Impact – Effects of Acid Rain (HOT lab )
Acid Rain Tutorial (from Environmental Protection Agency): http://www.epa.gov/acidrain/education/site_students/acid_anim.html
Species Diversity Index Study on Human Impacted areas of campus vs. areas less impacted. http://www.countrysideinfo.co.uk/simpsons.htm
Reference:
Miller , K., & Levine, J. (2012). Biology. Upper Saddle River, New Jersey: Pearson.