Owego Apalachin Central School District
Subject:
Biology
Unit:
Ecology
Essential questions:
Goals:
Time
Frame
Course Title:
#/Placement of Unit:
AP Biology
1
Duration: 3 weeks
Is extinction the rule or the exception?
Does the extinction of a species endanger the survival of the rest of the planet?
How many more humans can the Earth and its inhabitants sustain?
Are humans bad for the environment?
Use tools and interpret models that show/describe the growth of a population.
Explain how a population size is regulated by its environment’s abiotic and biotic factors.
Classify an organism’s trophic category/niche within an ecosystem.
Create a food chain, food web, energy diagram, and mass diagram, given a selection of organisms.
Sketch and outline the many nutrient recycling processes that occur in any ecosystem.
Defend your point of view of whether humans are helpful or harmful to their environment, and support your claims with facts.
Content
Skills
Performance Tasks/
Instructional Activities
Resources/
Technology Integration
Describe the biotic and biotic factors in the various
aquatic and terrestrial biomes on Earth.
Sketch an ecosystem to demonstrate the
understanding of biotic and abiotic factors as well as
the groupings of ecosystem, community, population,
and species.
Analyze the behavior of snails, pillbugs, planaria,
paramecia, hydra, and amoeba within a simulated
natural environment.
Hypothesize the evolutionary significance of specific
behaviors belonging to the selected organisms listed
above.
Build-a-biome project: create it in an aquarium, present
it to classmates, and critique other groups’ biome
projects.
Digital camera
Campbell text, ch. 50
apcentral.collegeboard.com
CIBT snail lab and AP bio pillbug lab # 11.
Observations of pond organisms under the compound
light microscope.
Hydra and daphnia activity.
SUPA planaria regeneration project.
CIBT behavior lab
Compound light microscopes
Flex Cam
Digital camera
Pond organisms from Brick Pond
Campbell text, ch. 51
apcentral.collegeboard.com
Analyze the growth rate of yeast cells.
Interpret population growth curves on a graph.
Predict the human growth trends for the next 100
years, and use modern technology/events/issues to
support your ideas.
Yeast population lab.
Class discussion: Is the end near?
3 days
Populations
x
growth models
x
sampling
x
limiting factors
x
human population growth
Compound light microscope
Flex Cam
Campbell text, ch. 52
apcentral.collegeboard.com
6 days
Community relationships
x
niches
Use chemicals and tools related to water analysis to
monitor the health of our Owego Creek, and share our
Monitoring streams lab along with AP bio lab #12.
Research and presentation of a journal article.
Tioga County Water Conservation
District: Wendy Walsh
4 days
The biosphere
x
ecosystems
x
biomes
x
biotic/abiotic factors
Organism behavior
5 days
(plus
project)
x
x
x
nutritional/trophic roles
nutrient/energy cycles
biodiversity and human
impacts
data with the Conservation project in NYS all year long.
Research Internet and/or science journals to locate,
read, and summarize to class about what the effects of
adding a chemical or pollutant to an environment had,
and what it took to “fix” it, or what is currently being
done about it.
Draw and label trophic diagrams using organisms in
Owego.
Observe and dissect a golden rod gall in order to
describe what a gall is and how it forms, and to
assess/relatively determine the number of predators in
the golden rod’s habitat.
Sketch and explain the steps to various nutrient cycles,
and then discuss why it is vital for these nutrients to
remain in an ecosystem.
“Owego Ecosystem” posters.
Round robin review of nutrient cycles.
Trophic niches and nutrient cycles Jeopardy.
CIBT Golden rod gall lab.
Assessment(s)
Standards:
Build-a-biome project
AP and CIBT animal behavior labs
SUPA planaria regeneration project
Monitoring stream lab activity and AP lab #12
Class discussion
Science journal presentation
Jeopardy review activity
Chapters 50-55 review questions via peer review
Daily reading/review assessment at start of each class
Worksheets for guided practice
Written multiple choice and short answer exam using AP biology guidelines
A. 1, 3, 4
C. 2
D. 1, 2
F. 1, 2, 4, 5, 6, 7
CIBT stream lab equipment
AP biology lab #12
Internet and various OACSD
research databases
Jeopardy program and laptop and
projection unit
Campbell text, ch. 53-55
apcentral.collegeboard.com
Self-Assessment/Reflection
Owego Apalachin Central School District
Subject:
Biology
Unit:
Chemistry of Life
Essential questions:
Goals:
Time
Frame
Course Title: AP Biology
#/Placement of Unit: 2
Duration: 2 weeks
What ingredients do I need to make a living organism (like myself!)?
I should never diet?
What does my food look like, molecularly speaking?
Draw a Bohr diagram of an atom and from it predict how the atom may chemically react.
Explain and compare the different ways in which atoms bond to form various molecules and compounds.
Write and interpret a chemical equation and a dissociation equation.
Explain and compare the various intermolecular attractive forces in water that give it its unusual and life-saving properties.
Demonstrate the dissociation of acids and bases and buffers as it relates to organisms.
Justify nature’s choice of carbon as the backbone atom for all organisms.
Compare the ultimate interdependent recycling processes of dehydration synthesis and hydrolysis.
Draw, identify, and compare the structures and functions of monomers and polymers found inside all organisms.
Perform chemical tests to identify the presence of carbohydrates, proteins, lipids, and nucleic acids.
State the two laws of thermodynamics and apply them to how organisms maintain their free energy.
Compare exergonic and endergonic processes and its relatedness to ATP.
Analyze the narrow range of conditions enzymes work in.
Defend the statement that we could not live without enzymes.
Assess different dieting options for losing weight.
Content
Skills
Performance Tasks/
Instructional Activities
1 day
Chemicals of life
x
atoms and isotopes
x
elements and molecules
x
compounds
Draw an atom using the Bohr model.
Write electron configurations for atoms and ions.
State at least 10 most common elements in organisms.
Recognize isotopes and uses for radioactive ones.
Build molecules and compounds using atom model kits.
Draw on paper Bohr models of atoms.
Write chemical formulas for simple chemical
compounds.
1 day
Bonding
x
ionic
x
polar and non polar covalent
Describe how different kinds of chemical bonds form.
Contrast the differences between chemical bond types.
Given a compound’s formula, be able to determine the
type of bond(s) it contains.
Build compounds using atom model kits to compare
structures of various ionic and covalent compounds.
Use electronegativity chart or periodic table to
categorize the kind of bond found in a compound.
2 days
Water structure and properties
Describe the polar structure of a water molecule and
how its structure creates attractive forces that make
water the “universal solvent” and the major component
in all cells.
Inquiry: explain water demonstration with pennies, a
cup, and a glass tube.
“Like dissolves like” lab.
Intermolecular attractive forces
x
hydrogen bonding
x
van der Waals forces
x
dipoles
Resources/
Technology Integration
Atom model kits
“Biochemistry” on
www.biology.arizona.edu
Campbell text, ch. 2
apcentral.collegeboard.com
Atom model kits
“Biochemistry” on
www.biology.arizona.edu
Campbell text, ch. 2
apcentral.collegeboard.com
“Biochemistry” on
www.biology.arizona.edu
Campbell text, ch. 3
SUPA biology lab, unit 15
apcentral.collegeboard.com
x
cohesion
Acids, bases, buffers, and pH
3 days
Carbon compounds
x
functional groups
x
carbohydrates
x
enzymes and proteins
x
lipids
x
nucleic acids
Identify carbon compounds, given both chemical and
structural formulas.
Compare the structures of saccharides, amino acids,
fatty acids, and nucleotides.
Compare the structure and function of carbohydrates,
proteins, lipids, and nucleic acids.
Perform chemical tests to identify the presence of
carbohydrates, proteins, lipids, and nucleic acids.
CIBT lab on testing for nutrients.
CIBT lab and AP bio lab #2: Enzyme catalysis
Build monomers/macromolecules using atom model kits.
CIBT interactive Rasmol activity for enzyme
shapes/functions.
Evaluate nutritional habits and ways to improve them.
Interactive graphic organizer using static cling paper.
Interview own doctor to ask about dieting.
1 day
Laws of thermodynamics
x
Free energy
x
Exergonic and endergonic
reactions
Draw and interpret exothermic and endothermic
potential energy diagrams.
State everyday examples of high and low entropy.
2 days
Dehydration synthesis and
hydrolysis
State the two laws of thermodynamics and relate it to
Planet Earth in a closed system versus a more realistic
open system, and what it means for the future of Earth.
Explain how free energy helps organisms maintain low
entropy.
Describe the process of dehydration synthesis and
hydrolysis as they relate to the building and digestion
of the macromolecules of carbohydrates, proteins,
lipids, and nucleic acids.
Vernier lab probes and laptop
“Biochemistry” on
www.biology.arizona.edu
Campbell text, ch. 3
apcentral.collegeboard.com
CIBT nutrients lab/enzyme lab
AP bio lab on enzymes
Static cling paper
“Chemistry of Amino Acids” on
www.biology.arizona.edu
Campbell text, ch. 4, 5
Rasmol software from CIBT
several laptops
apcentral.collegeboard.com
Vernier lab probes and laptop
Campbell, ch. 6
apcentral.collegeboard.com
Draw structural equations of dehydration synthesis and
hydrolysis of carbohydrates, proteins, and lipids (not
nucleic acids).
Use atom model kits to show dehydration synthesis and
hydrolysis of macromolecules.
Atom model kits
“Biochemistry” on
www.biology.arizona.edu
Campbell, ch. 5,
apcentral.collegeboard.com 6
2 days
Perform chemical tests to determine the acidity and
effects of acids, bases, and buffers in solution as it
relates to inside cells.
Acid/base/buffer and pH lab.
Assessment(s)
Standards:
AP biology lab
2 CIBT labs
“Like dissolves like” lab
Acidity lab
Chapters 2-6 review questions via peer review
2 out-of-class essays
2 computerized learning activities
“Interview my doctor” report
Daily reading/review assessment at start of each class
Worksheets for guided practice
Written multiple choice and short answer exam using AP biology guidelines
A. 1, 3
C. 1
F. 1, 2, 4
Self-Assessment/Reflection
Owego Apalachin Central School District
Subject:
Biology
Unit:
Cells
Essential questions:
Goals:
Time
Frame
4 days
5 days
Course Title:
#/Placement of Unit:
AP Biology
3
Duration: 3 weeks
What gadgets do we get to use to study cells?
How are our cells like Henry Ford’s division of labor factory set-up?
How does a cell “phone” other cells to communicate important information?
If different cells of an organism have varying and short life spans, how does the organism live for many years?
Use and familiarize self with tools used to study cells, including the compound light microscope, stereoscope, TEM, SEM, and microtome.
Defend the point of view that prokaryotic cells evolved before eukaryotic ones.
Use microscopes to identify and know the function of various cell organelles.
Create a cell membrane model that would be better than ours, and compare its capabilities to ours.
Compare the transporting mechanisms of osmosis, facilitated diffusion, diffusion, and active transport, including pinocytosis and phagocytosis.
Decide whether a virus is alive or not, and defend your point of view.
Discuss the three stages to cell communication, and describe how each one operates.
Sketch a “conversation” between 2 cells.
Summarize the importance of cellular reproduction.
Identify under a microscope the different stages of mitosis in a cell, and describe the activities going on at each step.
Prepare microscopic slides using we and dry mount methods and appropriate stains.
Explain how knowledge of the cell cycle is vital to our ability to control and cure diseases, like cancer.
Content
Skills
Performance Tasks/
Instructional Activities
Resources/
Technology Integration
Compound light microscopes
Flex Cam
Jeopardy software and laptop and
projection unit
SUNY Binghamton
http://www.mos.org/sln/sem/intro.htm
Campbell text, ch. 7
apcentral.collegeboard.com
“Cell Biology” on
www.biology.arizona.edu
PowerPoint software and laptop and
projection unit
Compound light microscopes
Flex Cam
Campbell text, ch. 7
apcentral.collegeboard.com
Microscopy
x
compound light microscope
skills
x
measurement skills
x
electron microscopes
Know and use parts of microscopes properly.
Measure microscopic specimen accurately.
Prepare wet and dry mount slides.
Compare capabilities and limitations of light
microscopes, TEMs, and SEMs.
SUPA biology microscope lab, unit 1.
Microscope Jeopardy.
FT to Binghamton University’s TEM and SEM.
Cells
x
evolution of cells
x
organelles
Compare prokaryotic and eukaryotic cells.
Draw a basic plant or animal cell.
Identify and know the organelles (and each one’s
function) in plant and animal cells, and find them under
a microscope.
Compare your cells to Henry Ford’s factory.
Defend your point of view as to whether a virus is alive
or not.
SUPA biology cells lab, unit 7.
PowerPoint presentation on cells.
Cells Jeopardy.
History of Henry Ford’s division of labor idea.
3 days
Cell membrane structure and
function
2 days
Cell communication
5 days
The cell cycle
x
mitosis
x
regulation
x
cancer
Create cell membrane model that is better than ours
and compare its capabilities to ours.
Know the components to the cell membrane and how
they function.
Compare the different transportation methods of active
and passive transport.
Discuss 3 stages to cell communication, and how each
operates.
Describe the ways in which cells respond to signals.
Describe what goes on in each step of the cell cycle,
including interphase, mitosis, and cytokinesis.
Identify cell cycle stages in onion and whitefish cells
using a microscope.
Summarize how analyzing the cell cycle can help
scientists cure and prevent diseases like cancer.
AP biology lab #1 (SUPA biology unit 8 lab).
Model/sketch and presentation of a more ideal cell
membrane.
AP biology lab #1 (SUPA bio unit 8
lab)
Campbell text, ch. 8
apcentral.collegeboard.com
Introduction with cup and string “telephones.”
Sketch of a “conversation” between 2 cells.
Campbell text, ch. 11
apcentral.collegeboard.com
Cell cycle clock activity.
Interactive cell cycle static cling graphic organizer.
AP biology lab #3 (part A) (SUPA biology unit 12 lab).
FT to Lourdes Hospital cancer treatment center.
“Cell Biology” on
www.biology.arizona.edu
Lourdes Hospital
Compound light microscopes
Flex Cam
Campbell text, ch. 12
apcentral.collegeboard.com
Assessment(s)
Standards:
2 SUPA biology labs
1½ AP biology labs
2 FT participation and discussion activities
2 Jeopardy review activities
Computerized cell activities
Chapters 7,8, 11, 12 review questions via peer review
Cell model project
Static cling graphic organizer activity
Daily reading/review assessment at start of each class
Worksheets for guided practice
Written multiple choice and short answer exam using AP biology guidelines
A. 1, 3
D. 1, 3
F. 1, 2, 4, 7
Self-Assessment/Reflection
Owego Apalachin Central School District
Subject:
Biology
Unit:
Cellular Energetics
Essential questions:
Goals:
Time
Frame
Course Title:
#/Placement of Unit:
AP Biology
4
Duration: 2 weeks
If we can’t live without plants, then how can plants live without us?
Where and how do all living things get the energy needed to survive?
Create a self-sustaining, closed plant ecosystem, in an aquarium, that will last the remainder of the school year.
Outline each step, in chronological order, of cellular respiration, from glycolysis to the electron transport chain, and be able to state where each occurs
in a cell.
Compare the net energy differences between glycolysis, both kinds of anaerobic respiration, aerobic respiration, the Krebs cycle, and the electron
transport chain.
Outline each step, in chronological order, of photosynthesis, from the light reaction to the dark reaction, and be able to state where in the cell each
occurs.
Describe what a coupled reaction is, as it relates to electrons and the production of ATP.
Explain how photosynthesis and cellular respiration are reverse reactions of each other, and even so, plants do not need us to survive, although we
cannot survive without plants.
Content
Skills
Performance Tasks/
Instructional Activities
Resources/
Technology Integration
ATP-ADP Cycle
Contrast anabolic and catabolic reactions.
Compare exergonic and endergonic reactions.
Compare oxidation and reduction reactions.
Sketch and describe the ATP-ADP cycle.
ATP-ADP cycle lab.
Regents biology lab
Campbell text, ch. 9
apcentral.collegeboard.com
5 days
Cellular Respiration
x
glycolysis
x
fermentation
x
Krebs cycle
x
electron transport chain
Outline where and how each of the steps of cellular
respiration occurs, including reactants and products.
Compare the amount of ATP gained in each step of
cellular respiration.
Create a memorable, quality graphic organizer for
cellular respiration review.
Analyze oxygen consumption of different aged,
germinating seeds.
Role play on video tape a “kid-friendly” version of the
different steps and variations of cellular respiration, and
then critique others’ videos for accuracy and quality.
AP biology lab # 5 on cellular respiration.
digital video camera
TV
AP bio lab #5
Vernier lab probes and laptops
Campbell text, ch. 9
apcentral.collegeboard.com
5 days
Photosynthesis
x
chloroplasts and pigments
x
Photolysis
x
Calvin cycle
Build a self-sustaining, closed plant ecosystem, in an
aquarium, that will last the remainder of the year.
Outline where and how each of the steps of
photosynthesis occurs, including reactants and
products.
Extract plant pigments and perform a chromatography
experiment to analyze the pigments found in spinach
leaves and to understand how they “capture” energy
and transform it into ATP.
AP biology lab #6 on chromatography and
photosynthesis (SUPA lab, unit 16)
Plant ecosystem project.
Role play on video tape a “kid-friendly” version of the
different steps of photosynthesis, and then critique
others’ videos for accuracy and quality.
Vernier lab on spectrophotometry to quantify the
wavelengths of the different colors of pigment.
digital video camera
TV
AP bio lab #5 (SUPA lab, unit 16)
Vernier lab probe and laptop
Campbell text, ch. 10
apcentral.collegeboard.com
1 day
Assessment(s):
Standards:
ATP-ADP lab
2 AP bio labs
1 Vernier lab
Videos on cellular respiration and photosynthesis
Chapters 9-10 review questions via peer review
Daily reading/review assessment at start of each class
Written multiple choice and short answer exam using AP biology guidelines
A. 1, 3, 4
F. 1, 2, 4
Self-Assessment/Reflection
Owego Apalachin Central School District
Subject:
Biology
Unit:
Heredity
Essential questions:
Goals:
Course Title:
#/Placement of Unit:
Duration: 3 weeks
Why don’t I look like anyone in my family….am I adopted?
Is sexual reproduction better than asexual reproduction?
How does Gregor Mendel explain the process of heredity?
Variety is the spice of life?
How do mutations cause disease?
Content
Skills
Performance Tasks/
Instructional Activities
Resources/
Technology Integration
Meiosis
Diagram and explain the chronological steps of meiosis
in both males and females.
Generalize how meiosis helps advance adaptability in
sexually reproducing organisms and compare that to
asexually reproducing organisms.
Static cling interactive meiosis graphic organizer.
Role play process of meiosis.
“Diagram the story of your life before conception.”
AP bio lab #3 part B only.
Online meiosis tutorial.
Static cling paper
AP bio lab #3
apcentral.collegeboard.com
Campbell text, ch. 13
www.biology.arizona.edu
Mendel’s Laws of Heredity
x
Punnett squares
x
Chi square analysis
x
Pedigrees
Use Mendel’s laws of heredity and Punnett squares to
solve various inheritance questions.
Create a pedigree that follows one trait in your family.
Investigate and analyze the inheritance of fruit flies.
Perform a chi square analysis of data collected from
fruit fly project and analyze your errors.
Describe the work of Morgan and how it affected
Mendel’s laws of heredity.
Perform Punnett squares with linked traits.
Relatively determine the map distance between several
linked traits.
Analyze a karyotype to determine sex of the individual
Worksheets with various inheritance questions to solve
for using Mendel’s laws and Punnett squares.
“What’s your phenotype?” activity.
Pedigree project and presentation.
AP bio lab #7: fruit fly project and chi square analysis.
Online Mendelian inheritance tutorial.
Guided practice with worksheet on linked traits and
Punnett squares as well as gene mapping.
Online karyotype and chromosomal inheritance activity.
Research a common inherited chromosomal disease
and state its cause, effects, and what we’re doing to fix
it.
AP bio lab #7
www.biology.arizona.edu
Campbell text, ch. 14
apcentral.collegeboard.com
3 days
6 days
5
Diagram the chromosomal process of meiosis, in chronological order, and explain each step.
Discuss why meiosis is vital for the continuation of sexually reproducing organisms.
Compare the adaptability of asexually reproducing organisms with that of sexually reproducing organisms.
Use Mendel’s laws of heredity and Punnett squares to predict possible traits of sexually reproducing organisms.
Apply Mendel’s laws and a chi square analysis to investigate the inheritance patterns in fruit flies.
Create and interpret pedigrees.
Calculate the relative distance between linked traits using mapping techniques.
Discuss how various human genetic diseases develop and what their effects are, as well as what we are doing to try to fix them.
Time
Frame
10 days
AP Biology
Chromosomal Inheritance
x
linked traits
x
gene mapping
x
karyotypes
x
mutations
www.biology.arizona.edu
Campbell text, ch. 15
Internet and OACSD databases for
research
and if any chromosomal disease is present.
List some human genetic diseases and be able to state
the chromosomal mishap that caused it as well as the
effects of this disease and what we are doing to fix it.
Assessment(s)
Standards:
“The story of my life before conception” review activity with peers
AP biology lab #3 part B
Pedigree project and presentation
AP bio lab #7: fruit fly lab, journal, chi square analysis, and report
Online karyotype activity
Genetic disease report
Chapters 13-15 review questions via peer review
Daily reading/review assessment at start of each class
Written multiple choice and short answer exam using AP biology guidelines
A. 1, 3
F. 1, 2, 3, 4
Self-Assessment/Reflection
Owego Apalachin Central School District
Subject:
Biology
Unit:
Molecular Genetics
Essential questions:
Goals:
Time
Frame
5 days
5 days
2 days
Course Title:
#/Placement of Unit:
AP Biology
6
Duration: 3 weeks
Is RNA or DNA better evolved to carry out the life processes of living organisms?
How do our bodies make the enzymes needed to stay alive, and how do they know when to start/stop making them?
Are there important similarities between my genome and the genome of a bacteria?
How are we using viruses to investigate genetics?
How can it be that most of my DNA is “junk?”
Am I more likely to be cloned or die from a genetic disease?
Compare the physical structures of DNA and RNA and their fidelity during replication.
Describe the molecular process of DNA replication and all the helper enzymes associated with it.
Describe the various repair mechanisms that occur during DNA replication.
Describe the molecular process of transcription and translation.
Compare viral replication with that of bacterial replication and eukaryotic replication.
Perform DNA gel electrophoresis to solve a hypothetical crime.
Discuss various DNA technologies being used, including cloning, restriction enzymes and gel electrophoresis, PCR, genome mapping, and
recombinant DNA techniques.
Content
DNA as the genetic material
x
history of its discovery
x
replication
x
repair mechanisms
Gene expression
x
transcription
x
translation
Gene regulation
x
organization of DNA
x
operon systems
Skills
Performance Tasks/
Instructional Activities
Resources/
Technology Integration
Discuss and timeline the major scientists and their
discoveries that led to the understanding of DNA as the
genetic material.
Outline the chronological steps to DNA replication and
discuss the functions of the helper enzymes involved.
Describe the many repair mechanisms DNA has
evolved to ensure low mutation rates.
Outline and role play the chronological steps to
transcription and translation.
Describe the limitation of repairs during transcription
and translation and how it leads to silent and
expressed mutations.
Colored paper match game and time line activity.
Interpret models and diagrams of DNA replication.
Interactive static cling replication activity.
Online DNA replication tutorial.
DNA replication paper model lab activity.
Static cling paper
www.biology.arizona.edu
Campbell text, ch. 16
apcentral.collegeboard.com
Regents bio lab on DNA replication
Interpret models and diagrams of transcription and
translation.
Interactive role play activity.
Online gene expression tutorial.
Transcription/translation paper model lab activity.
www.biology.arizona.edu
Campbell text, ch. 17
apcentral.collegeboard.com
Regents bio lab on gene expression
Describe the physical structure of how genes are
packaged to make chromosomes.
Compare the regulation of inducible and repressible
enzymes using the operon theory.
Use the operon theory to explain the beginnings of
Microslide set #81 on the structure of the nucleus and
chromosomes.
Interactive static cling operon activity.
Round robin review.
Microslides from set #81.
Static cling paper
7 days
DNA technology
x
recombinant DNA
x
cloning
x
PCR techniques
x
DNA fingerprinting and gel
electrophoresis
x
gene therapy
x
human genome project
some cancers.
Research journal articles or the Internet to see where
and for what DNA technology is being used, and
present findings to class.
Perform gel electrophoresis and analyze results to
solve a hypothetical crime.
Perform recombinant DNA techniques to transform one
type of bacterium so that it is resistant to an antibiotic.
Justify our need to perform DNA techniques on plants,
animals, and other organisms.
Research article on DNA technique.
Dr. Yerky from Cornell University
CIBT lab (AP bio lab # 6B) on gel electrophoresis.
CIBT lab on DNA fingerprinting.
AP bio lab #6A on recombinant DNA techniques.
Look at human genome project web site to inform self
about all the genes we have identified, and what we are
hoping to do with the information.
Online tutorial on molecular biology.
Class discussion on DNA techniques: is this great
medicine or are we going too far?
Assessment(s)
Standards:
Interactive static cling learn and review activities
Paper model lab activities
Round robin exercise
Presentation of journal article on a DNA technique
2 CIBT labs
1 AP biology lab on molecular biology
Participation in class discussion
Chapters 16, 17, 20 review questions via peer review
Daily reading/review assessment at start of each class
Written multiple choice and short answer exam using AP biology guidelines
A. 1, 4
D. 1, 2
F. 1, 2, 3, 4, 5, 6, 7
CIBT lab on gel electrophoresis
CIBT lab on DNA fingerprinting
AP bio lab kit #6
Human genome project web site:
http://www.er.doe.gov/production/obe
r/hug_top.html
Campbell text, ch. 20
www.biology.arizona.edu
apcentral.collegeboard.com
Self-Assessment/Reflection
Owego Apalachin Central School District
Subject:
Biology
Unit:
Evolutionary Biology
Essential questions:
Goals:
Course Title:
#/Placement of Unit:
AP Biology
7
Duration: 3 weeks
What evidence do we have that supports idea that life has evolved over many years?
Did Darwin believe that humans evolved from apes?
What are some current scientific ideas about the origin of life?
Read excerpts from Darwin’s Origin of Species to erase misconceptions about evolution.
In a small group setting, research, analyze, and critique Darwin’s and others’ theories and hypotheses about the evolution of life and how life may have
originated.
Create and interpret phylogenic trees.
Predict the amount of evolution occurring in a population using the Hardy-Weinberg theorem.
Time
Frame
Content
Darwinian evolution
6 days
Population evolution
4 days
Phylogeny
Skills
Performance Tasks/
Instructional Activities
Explain the historical development behind Darwin’s
idea of evolution and origin of species.
Describe the relationship among variations, natural
selection, and evolution.
Describe the process of speciation according to
Darwin.
Cite examples of evolution that we have witnessed
within our lifetime – evidence enough?
Use the Hardy-Weinberg theorem to predict amount of
population evolution.
Discuss the role of Mendelian genetics during
population evolution.
Hypothesize what forces may be present to drive our
evolution in the future, and what the outcomes might
be.
Create and interpret a phylogenic tree.
Class discussion from PBS Evolution series: Darwin’s
Dangerous Idea
Class discussion from Discovery Channel’s Planet of
Life series: Evolution’s Next Step
Class discussion from Classic movie: Inherit the Wind
Read and discuss excerpts from Origin of Species by
Charles Darwin
PBS Evolution series: Darwin’s
Dangerous Idea
Classic movie: Inherit the Wind
Origin of Species by Charles Darwin
Campbell text, ch. 22, 24
Look up national statistics of genetic diseases, and from
that single piece of datum, calculate the rate of evolution
for that trait for our entire US population.
Hypothesize how our and other species may evolve in
the future, and what factors will be the driving force
AP bio lab #8 on population evolution
Discovery Channel’s Planet of Life
series: Evolution’s Next Step
Campbell text, ch. 23
AP bio lab #8
Phylogenic tree activity from BEST Summer Institute
Research, share, compare, and critique theories and
hypotheses about the origin of life.
Use simple ingredients to create an amino acid in the
lab.
Internet search for alternate theories on the origin of life.
Small group presentation of search results.
Class consensus on most plausible ideas.
Create “the first amino acids” lab.
Phylogenic tree activity from BEST
Summer Institute
Campbell text, ch. 25
The Internet
Discovery Channel’s Planet of Life
series: The Birth of Earth and
Ancient Oceans
Campbell text, ch. 26
3 days
Origin of life
4 days
Resources/
Technology Integration
Assessment(s)
Standards:
Participation and quality of participation during several class discussions
Worksheets for guided practice on Hardy-Weinberg theorem
AP bio lab #8
Phylogenic tree activity
Origins of life activity
Chapters 22-26 review questions via peer review
Daily reading/review assessment at start of each class
Written multiple choice and short answer exam using AP biology guidelines
A. 1, 3, 4
F. 1, 2, 3, 4
Self-Assessment/Reflection
Owego Apalachin Central School District
Subject:
Biology
Unit:
Diversity of Organisms
Essential questions:
Goals:
Time
Frame
#/Placement of Unit:
AP Biology
8
Duration: 4 weeks
Am I related to a fungus (and a radish and a planaria and a(n) ________)?
How can anyone come to appreciate slime molds, creepy crawly bugs, or scary-looking crocodiles?
How and why has life become so diverse since the first origin of life?
What are the major kinds of organisms that inhabit our planet?
What are the fundamental structures and common life processes that have evolved in each of the 5 major kingdoms of life?
Describe the speculated origins of the major group of organisms, including bacteria, single-celled eukaryotes, plants, fungi, invertebrates, and
vertebrates.
Compare similarities and differences between the major groups of organisms in terms of habitat, physical structure, symmetry, nutritional roles, and
general metabolic traits.
Observe microscopic organisms and dissect representative organisms, including an angiosperm, a mushroom, an earthworm, a starfish, and a fresh
water fish in order to list, observe, and compare traits/body plans/adaptations of some common organisms belonging to the various kingdoms and
phyla.
Use the scientific method to investigate the effects of a growth hormone on Wisconsin fast plants.
Content
Prokaryotes
3 days
Single-celled eukaryotes
3 days
5 days
(plus
project)
Course Title:
Plants
x
Seedless
x
Seed
Skills
Observe under a microscope and classify basic types
according to shape and staining properties.
Sketch and identify on a diagram the basic parts to a
prokaryotic cell.
Justify the reasons for the reproductive success and
the immense population size of prokaryotes.
Perform a gram stain on bacteria and identify/compare
gram positive and gram negative bacteria.
Observe under a microscope and identify protists by
comparing their body shapes, body plans, and niches.
Sketch and identify on a diagram the basic parts to
various eukaryotic organisms, including ameba and
paramecia.
Describe the evolution of single-celled eukaryotes from
prokaryotes.
Describe the evolution of plants from water to land and
from seedless to seed plants.
Dissect a seed and a flower in order to identify their
reproductive parts and state each one’s function.
Performance Tasks/
Instructional Activities
Resources/
Technology Integration
Cheek cell/bacteria lab.
Gram stain activity.
Compound light microscopes
Gram stain chemicals/materials
Prepared microscope slides
Flex cam
Campbell text, ch. 27
Pond water lab.
Brick Pond critters
Prepared microscope slides
Compound light microscopes
Flex cam
Campbell text, ch. 28
Evolution of plants article and class discussion.
Seed and flower dissection.
Wisconsin fast plant project.
FT to Binghamton University to observe their
Digital camera
Grow lights set-up/plant project
materials
Binghamton University greenhouse
Fungi
2 days
Invertebrates
6 days
Vertebrates
5 days
Use the scientific method and grow a specific
angiosperm from seedlings for one month and discover
the effects a lack of one kind of hormone has on the
development of the entire organism.
Compare a fungus to a plant and justify why a fungus
does not belong in the Kingdom Plantae.
Dissect an edible mushroom to identify the common
body parts of a fungus.
Describe the evolutionary relationship of fungi to
animals.
Observe preserved sponges and jellyfish and live
hydra to identify and compare their body plans and
parts adapted to its marine environment.
Dissect a starfish to identify common echinoderm body
plans and parts and describe its adaptations to a
marine niche.
Dissect an earthworm to identify common annelid body
plans and parts and describe its adaptations to a dark
land environment.
Collect and identify various “bugs” using field guides.
Describe the evolution of vertebrates from water to
land organisms.
Dissect a fish belonging to the class osteichthyes to
identify common parts and adaptations to a fresh water
habitat.
Justify your point of view that humans are/are not the
most adapted organisms on the planet.
greenhouses, arranged by biome.
Campbell text, ch. 29-30
Fungus dissection.
Stereoscope
Campbell text, ch. 31
Hydra, sponge, and jellyfish diversity lab.
Starfish dissection and lab practical.
Great Australian Barrier Reef video.
Earthworm dissection and lab practical.
“Adopt a Bug” activity.
Preserved sponges - science room
Preserved starfish and earthworms
Great Australian Barrier Reef video in
OFA library
Insect field guide books
Digital camera
Prepared microscope slides
Compound light microscope
Microslide lesson set #215
Campbell text, ch. 32-33
Preserved fish.
Stereoscope.
Jeopardy program and laptop and
projection unit
Campbell text, ch. 34
Fish dissection and lab practical.
“I’m the best at _____ because _____” class
game/activity to compare all previous organisms plus
vertebrates.
Interactive Jeopardy review game on all major groups of
organisms.
Class discussion on who is best adapted to live on
Planet Earth.
Assessment(s)
Standards:
5 labs with practicals
Jeopardy review game
Wisconsin fast plant project
Chapters 27-34 review questions via peer review
Daily reading/review assessment at start of each class
Written multiple choice and short answer exam using AP biology guidelines
A. 1, 3
F. 1, 4
Self-Assessment/Reflection
Owego Apalachin Central School District
Subject:
Unit:
Biology
Plant Maintenance
Essential questions:
Goals:
Time
Frame
5 days
#/Placement of Unit: 9
Duration: 3 weeks
What do plants eat?
How can trees grow to be so tall when they have no skeleton or muscles to help hold them up nor mouths to drink water with?
What do plants use to detect things within their environment, and what do plants use to respond to them?
Do plants mate?
Should I eat genetically engineered plants?
Identify and state the functions of the different plant tissues found in common angiosperm roots, stems, and leaves.
Observe and compare meristemic, primary, and secondary tissue growth in an angiosperm using plant project from last unit.
Measure transpiration rates of different kinds of leaves under various conditions.
Describe the reproductive cycle of plants, including its sexual and asexual components.
Observe many common and edible examples of plants that have been produced via asexual reproduction methods.
Describe the different genetic engineering technologies that are being used/experimented with plants and state their advantages/concerns.
Investigate the effects of a growth hormone on the development of Wisconsin fast plants (project began last unit).
Content
Angiosperm tissues
x
roots
x
stems
x
leaves
Plant transpiration
3 days
Plant reproduction
4 days
Plant homeostasis
5 days
Course Title: AP Biology
Skills
Performance Tasks/
Instructional Activities
Resources/
Technology Integration
Use a microscope to observe, sketch, and identify
different tissues of an angiosperm’s roots, stems, and
leaves, and be able to state each tissue’s function.
Identify the support tissues that allow plants to grow to
great heights.
Compare monocots to dicots.
Observe and investigate the rates of transpiration in
different kinds of leaves.
Compare the variety of transport mechanisms plants
use and what each mechanism is capable of doing.
Describe how maple syrup is produced.
Observations and sketches of prepared microscope
slides of various plant tissues.
Comparative plant lab activity with various monocots
and dicots.
Prepared microscope slides of roots,
stems, and leaves
Campbell text, ch. 35
Food coloring in celery and flowers intro demonstration.
AP bio lab #9 on transpiration.
The making of maple syrup story in small groups.
AP lab #9
Campbell text, ch. 36
Compare the gametophyte and sporophyte generations
in plants that go through an alternation of generations.
State the method of asexual reproduction by which
particular plants can be/are made from.
Decide whether genetically engineered plants are
healthy to eat.
Continue with Wisconsin fast plant project to
investigate the effects of a growth hormone on the
development of the seedlings.
Observation of moss to identify gametophyte and
sporophyte generations.
Taste edible plants and observe non-edible plants that
have been produced via asexual reproductive means.
Research and then discuss findings about genetically
engineered crops and their +/- to humans.
Wisconsin fast plant project.
Guest speaker from Tioga Gardens.
Price Chopper
Campbell text, ch. 38
Internet and OACSD databases
Digital camera
Grow lights set-up/plant project
materials
List various hormones and pigments used by
angiosperms, and be able to state each one’s function.
Describe defense mechanisms plants have evolved in
order to guard against pathogens.
Describe how we can tell what may be wrong with an
ailing plant by looking at its coloration and other
physical features.
Tioga Gardens
Campbell text, ch. 37, 39
Assessment(s)
Standards:
Plant sketches
AP bio lab #9 on transpiration
Wisconsin fast plant project
Chapters 35-39 review questions via peer review
Daily reading/review assessment at start of each class
Written multiple choice and short answer exam using AP biology guidelines
A. 1, 4
C. 2
D. 1
F. 1, 2, 6, 7
Self-Assessment/Reflection
Owego Apalachin Central School District
Subject:
Biology
Unit:
Animal Maintenance
Essential questions:
Goals:
#/Placement of Unit:
AP Biology
10
Duration: 4 weeks, plus after AP exam
How is the organ system of an animal structured, and how does that benefit a multicellular organism?
There are bacteria in my intestine – is that okay?!
Why don’t I get sick every day?
What’s my blood pressure, and who cares about it anyway?
How does my body know how to regulate itself?
How is it that a zygote grows into a baby?
Do all embryonic animals develop similarly?
Use body temperature (or blood sugar levels) to diagram/discuss an example of a negative feedback mechanism, and then compare that to what
would happen if it were regulated by a positive feedback mechanism.
Identify the nutritional adaptations and their functions of representative organisms, such as the frog and pig.
Measure people’s blood pressure and know what it indicates and how to keep it healthy.
Describe the steps our body can take to irradicate a pathogen.
Compare the response of our endocrine system to that of our nervous system.
Compare external and internal fertilization and the adaptations/limitations of both.
Describe the stages of embryonic development in humans, and then compare that to the embryonic development of frogs and chickens.
Discuss how the study of cytoplasmic determinants has led us to understand how we can help fix developmental issues in growing embryos before
they are born.
Dissect representative organisms, such as the frog, pig, and pregnant cow uterus, to compare and understand how our human body is structured and
adapted to performing all the vital life processes.
Time
Frame
Content
Skills
Performance Tasks/
Instructional Activities
Resources/
Technology Integration
Animal Organization
Construct a graphic organizer indicating understanding
of the different levels of organization in animals.
Describe the increasing challenges of organisms as
they go up the organizational pyramid, and how they
are built to overcome these challenges.
Static cling graphic organizer activity.
Static cling paper
Campbell text, ch. 40
Nutrition
Identify and compare the different animal organs and
processes used to ingest, digest, and egest food.
Discuss the role of enzymes and microbes during
digestion.
Assess and compare the amount of vitamin C in
several juices.
Dissect owl pellets to taxonomically classify the
“Pin the ____ on the _____” nutrition review activity.
Chart adaptations for representative organisms,
including hydra, earthworm, frog, human.
CIBT vitamin C lab.
CIBT owl pellet lab.
CIBT labs on vitamin C and owl
pellets
Campbell text, ch. 41
1 day
2 days
Course Title:
Circulation and transport
4 days
Immunity
4 days
Vernier lab probes and laptops
Sphygmomanometer
School nurse
Compound light microscope
Prepared slides
Ward’s blood typing lab
Campbell text, ch. 42
Prepared slides of blood cells.
CIBT PowerPoint on the immune system.
CIBT POPs tetanus activity.
Interactive, problem-solving Internet activities on
immunity.
Compound light microscope
CIBT PowerPoint disk and projection
unit
CIBT POPs lab activity
Internet immunity activity at:
http://medmyst.rice.edu/html/mission
1.html
“Immunology” on
www.biology.arizona.edu
Campbell text, ch. 43
Campbell text, ch. 44
Compare the organs and adaptations for excretion
among representative organisms, such as the hydra,
earthworm, frog, and human.
Identify the major components to a human kidney and
what the role of each is.
Jumping jacks and bromothymol blue intro activity.
Chart adaptations for representative organisms,
including hydra, earthworm, frog, human.
Support and locomotion
Locate, identify, and describe the functions of major
support structures on a chicken wing, and compare the
homologous structures with that of a human arm.
Compare the organization/capabilities/limitations of the
various muscle types.
Describe the mechanism that allows a muscle to
contract and relax.
Compare the endocrine and nervous systems’
components, response times, and duration of their
responses.
Hypothesize: why 2 regulation mechanisms?
Graph the hormone levels during a typical human
menstrual cycle and explain why it is an example of a
negative feedback mechanism.
Identify the many sensory mechanisms in our body and
describe how they function during a nervous or
hormonal response.
Compare the +/- of internal and external fertilization.
Identify and state the functions of the reproductive
structures of the human male and female.
Dissect a pregnant cow uterus to discover its
adaptations for reproduction and make comparisons to
humans.
Identify under a microscope and compare the
developmental stages of the starfish, frog, chick, and
human.
Dissect a chicken egg to locate and describe its
Dissect a chicken wing.
“Simon Says” with bones of the body.
Prepared slides of muscle and bone tissue.
Compound light microscope
Prepared slides
Campbell text, ch. 49
Intro activity on taste buds, reflexes, optical illusions,
and other sensory mechanisms.
CIBT menstrual cycle activity and pig ovaries dissection.
Imaginative Crayola drawing and presentation of a
person undergoing a nervous response.
Persuasive essay in small groups: Which regulation
system is better?
CIBT lab on menstrual cycle
Preserved pig ovaries
Campbell text, ch. 45, 48
Prepared slides on starfish, frog, and chick embryology.
Microslide lesson sets # 17, 60, 61, and 62 on
reproduction and embryological development.
Chicken egg dissection.
CIBT pregnant cow uterus dissection.
CIBT lab activity on Medaka Japanese fish
observations.
“Developmental biology” on
www.biology.arizona.edu
Compound light microscope
Flex cam
Digital camera
Prepared slides
Microslide slide sets and booklets
Campbell text, ch. 46-47
2 days
6 days
Prepared slides of arteries and veins.
“Cow heart walk.”
Chart adaptations for representative organisms,
including hydra, earthworm, frog, human.
AP bio lab #10.
Have nurse come in to teach us how to take our blood
pressure and what is/is not a healthy reading and why.
Have nurse also come in to blood type us.
Caffeine/adrenaline activity and discussion.
Excretion
2 days
4 days
remains and determine the relative population of prey
in that habitat.
Identify and compare the ways in which representative
organisms circulate nutrients and wastes within cells
and within their body.
Use a cow heart to identify the chambers and vessels
blood flows through during pulmonary circulation.
Compare the structural and functional differences
between the main vessels of circulation.
Measure one’s blood pressure and investigate
environmental factors that influence it.
Type our own blood to know what ours is and why it is
important to know.
Observe and describe the affects of adrenaline and/or
caffeine on the heartbeat of Daphnia, and compare that
to the effects on humans.
Compare the size, number, and functional differences
among the many kinds of immune cells.
Create a graphic organizer to summarize the
immunological response capabilities of our immune
system.
Diagnose and treat a hypothetical patient using tetanus
as the example.
Regulation
x
Endocrine
x
Nervous
Reproduction and development
x
reproduction adaptations
x
comparative embryonic
development
As time
allows, up
to 4 weeks
Frog and fetal pig dissections
x
After the AP exam, we will
have about a month of classes
left, in which I plan to go into
great depth and detail with the
dissections of a frog and fetal
pig.
reproductive adaptations.
Observe and locate the major stages of developing
Medaka fish embryos from its one cell stage to its adult
stage.
Identify on a diagram or under a microscope the major
primary components to a chick and frog and human
embryo and state their roles in development.
Describe the history behind the experiments and
scientists that led us to the understanding of embryonic
development and how this knowledge can help us fix
developmental issues before the organism is born.
Compare the embryonic roles of the endoderm,
ectoderm, and mesoderm.
Perform a quality dissection of an organism in order to
use it for purposes of study.
Identify major tissues and organs of both the frog and
pig in order to verify what we have studied throughout
the year about all the systems of the body, and to
make comparisons of these two organisms to humans.
Frog dissection.
Fetal pig dissection.
Assessment(s)
Standards:
6 CIBT labs/activities
1 AP bio lab on cellular physiology
4 dissections plus frog and pig dissections/orals
Prepared slides sketches
Chapters 40-49 review questions via peer review
Daily reading/review assessment at start of each class
Written multiple choice and short answer exam using AP biology guidelines
A. 1,3,4
C. 1,2
D. 1,2
F. 2, 4, 5, 7
Preserved frogs and fetal pigs
Fetal pig dissection manuals
Self-Assessment/Reflection
OWEGO APALACHIN CENTRAL SCHOOL DISTRICT
CURRICULUM COVER PAGE
‰ Project:
Curriculum:
X
‰ Full year
‰ Half year
X
‰ Review and Revision:
‰ Scope and Sequence
‰ Modifications
Full year
‰ Half year
‰ Quarter
Subject:
Science
Course:
Advanced Placement Biology
Grade Level(s): 11/12
Duration:
‰ full year course
Written by:
Barbara Melby
Date:
September 15, 2004
Approval Date:
‰ half year course
‰ quarter
‰ other __________________