BAY DISTRICT SCHOOL BIOLOGY I PACING GUIDE Course Code: 2002500
Pacing
(# of days)
Lesson Topic
Topics
(7 period
Day)
45 min
periods
10
Introduction
to Biology
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
Edited 08/11/2014
Standards
Red = Low
Green = Moderate
Blue = High
* Annually Assessed Benchmark
Strategy
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:
1. Pose questions about the natural world
2. Conduct systematic observations
3. Examine books and other sources of
information to see what is already known
4. Review what is known in light of empirical
evidence
5. Plan investigations
6. 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)
7. Pose answers, explanations, or descriptions of
events
8. Generate explanations that explicate or
describe natural phenomena (inferences)
9. Use appropriate evidence and reasoning to
justify these explanations to others
10. Communicate results of scientific
investigations
11. Evaluate the merits of the explanations
produced by others.
A list of
various
strategies
used:
Lecture, Note
taking, Teacher
Demos, Quick
Labs, Inquiry
Based Labs,
Animated
Concepts, Web
Quest,
Interactive
Review,
Internet
Magazine,
Differentiated
Instruction for
Below Level,
English
Learners, PreAP Learners.
Reading
Strategies:
During Reading
Holt
McDougal
Biology FL
2012
Multiple
sections/
activities
Most
Chapters
1.3
1.3
Required Lab
Topics with
Examples
Scientific
Method Labdesign
experiment
Examples:
Fun with
Bubbles Lab
(HOT Lab
manual)
Termite lab
(Hansen)
Little Red Fish
(Dow)
Interactive
Scientific
method
http://sunshin
e.chpc.utah.ed
u/labs/scientifi
c_method/sci_
method_main.
html
Growing
Plants
http://www.ex
BAY DISTRICT SCHOOL BIOLOGY I PACING GUIDE Course Code: 2002500
SC.912.N.1.4 Identify sources of information and
assess their reliability according to the strict
standards of scientific investigation. (HIGH)
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.2.2 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.L.16.10* Evaluate the impact of
biotechnology on the individual, society and the
environment, including medical and ethical issues.
(HIGH)
HE.912.C.1.3 Evaluate how environment and
personal health are interrelated.
SC.912.L.14.4 Compare and contrast structure and
function of various types of microscopes.
Edited 08/11/2014
–
Process
Diagrams,
Cycle
Diagrams,
Supporting
Main Ideas
Notes, Main
Idea Webs,
Two-Column
Notes.
1.3, 10.5
plorelearning.c
om/index.cfm
?method=cRes
ource.dspDeta
il&ResourceID
=615
1.3
Intro to
microscope
lab
Examples:
Intro to
microscope\la
b p. 19 TE
After ReadingCause-and –
Effect
Diagrams,
Content
Frames, Venn
Diagrams, Y
Diagrams,
Concept Maps.
“E” lab
Cheek cell vs.
elodea
1.5, 5.5,
9.1, 9.2,
9.3, 9.4,
9.5, 9.6,
p.286,
1.5, 31.1,
31.5
1.4
BAY DISTRICT SCHOOL BIOLOGY I PACING GUIDE Course Code: 2002500
(MODERATE)
15
Chemistry of
Life
Atoms, Ions and molecules-
Properties of Water
(transport in plants through
roots, stems and leaves)
Carbon- based molecules
Chemical Reactions and
Enzymes
SC.912.L.18.1 Describe the basic molecular
structures and primary functions of the four major
categories of biological macromolecules.
(MODERATE)
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.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)
2.1, 2.3
Water lab
Ex.
Properties of
Water Lab
(HOT lab)
2.2
Penny lab,
pepper lab,
wax paper
lab
2.4, 2.5
The
Properties of
Water Web
Tutorial
http://kisdw
ebs.katyisd.o
rg/campuses
/MRHS/teach
erweb/hallk/
Teacher%20
Documents/
AP%20Biolog
y%20Materia
ls/Chemistry
%20of%20Lif
e/The%20Pro
perties%20of
%20Water/0
2_A02s.swf
Identifying
Nutrients
Edited 08/11/2014
BAY DISTRICT SCHOOL BIOLOGY I PACING GUIDE Course Code: 2002500
GIZMO
http://www.ex
plorelearning.c
om/index.cfm
?method=cRes
ource.dspView
&ResourceID=
452
Enzymatic
activity (how
factors like
temp. and pH
affect
activity)
Ex.
Pineapple/
gelatin lab
Toothpickase15
Cells – Cell
Structure
Cell theory
Cell Organelles
Prokaryotic vs. Eukaryotic
Cells
Animal Cells vs. Plant Cells
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)
SC.912.N.1.3 Recognize that the strength or
usefulness of a scientific claim is evaluated through
scientific argumentation, which depends on critical
and logical thinking, and the active consideration of
alternative scientific explanations to explain the
data presented. (LOW)
SC.912.N.2.1 Identify what is science, what clearly
Edited 08/11/2014
3.1
3.2
Comparing
Plant and
animal cells
lab
Examples:
3-D Cell
Model
Project (HOT
lab )
Elodea vs.
cheek cell
microscope
BAY DISTRICT SCHOOL BIOLOGY I PACING GUIDE Course Code: 2002500
Cell membrane
Diffusion and Osmosis
Cell Transport
is not science, and what superficially resembles
science (but fails to meet the criteria for science).
(HIGH)
3.3, 3.4,
3.5
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)
Osmosis Lab
Example:
Inquiry Lab:
Design Your
own
Investigation
Diffusion
Across a
Membrane
text p. 88
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 selective barrier
(passive and active transport). (MODERATE)
Cellular
Edited 08/11/2014
Chemical Energy
SC.912.L.18.10* Identify the reactants, products,
Interactive
Cell structure
http://www.ce
llsalive.com/ce
lls/cell_model.
htm
Cell
Membrane lab
Example:
Quick Lab:
Modeling the
Cell
membrane p.
83 (15 min.)
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)
12
lab
Rubber Egg
lab
Diffusion and
Osmosis
(HOT lab)
4.1
Photosynthesi
BAY DISTRICT SCHOOL BIOLOGY I PACING GUIDE Course Code: 2002500
Energy
Role of ATP
Overview of Photosynthesis
Overview of Cellular
Respiration (Aerobic) vs.
Fermentation (Anaerobic)
and basic functions of aerobic and anaerobic
cellular respiration. (MODERATE)
SC.912.L.18.7* Identify the reactants, products, and
basic functions of photosynthesis. (MODERATE)
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.
(MODERATE)
4.2, 4.3
4.4, 4.5,
4.6
4.4, 4.5
s
Investigating
the Effect of
Light Intensity
on
Photosynthesi
s (HOT lab)
Cellular
Respiration
Cellular
Respiration
(HOT lab)
The
interrelated
nature of
photosynthesi
s and cellular
respiration lab
Virtual Lab:
Carbon
transfer
through
Snails and
Elodea
http://www.classz
one.com/cz/books
/bio_12_fl/resour
ces/htmls/virtual_
labs/virtualLabs.ht
ml
11
Plants
Edited 08/11/2014
Plants (Tissues, Limited to
SC.912.L.14.7* Relate the structure of each of the
21.1,
Foldable for
BAY DISTRICT SCHOOL BIOLOGY I PACING GUIDE Course Code: 2002500
meristematic, ground,
dermal and vascular tissues,
Structures, Limited to
cambium, guard cells,
stomata, phloem, xylem)
major plant organs and tissues to physiological
processes. (MODERATE)
21.2,
21.4
parts of a
flower and
major organs
of plants.
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)
5.1, 5.2,
5.4
Compare the
stages of
mitosis lab
Examples:
Plant organs -roots, leaves,
and stems,
Structure and Reproductive
Parts of Flower, fruit, seed
and cones.
15
Cell Growth –
Mitosis and
Meiosis
Cell cycle
Mitosis
Cytokinesis
Regulation of Cell Cycle
Asexual reproduction
Chromosomes and Meiosis
(genetic variation)
SC.912.L.16.8 Explain the relationship between
mutation, cell cycle, and uncontrolled cell growth
potentially resulting in cancer. (MODERATE)
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)
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)
Edited 08/11/2014
5.3
5.3,
1.5, 5.5,
9.1, 9.2,
9.3, 9.4,
9.5, 9.6,
p.286,
6.1, 6.2
Teach with
Technology :
“Cell Division
Supervisor”
classzone.com
p. 135 TE
Investigation:
Mitosis in
Onion Root
Cells text p.
143
Virtual Onion
tip lab (Katie)
Jill’s Mitosis
Dance
BAY DISTRICT SCHOOL BIOLOGY I PACING GUIDE Course Code: 2002500
SC.912.L.15.15 Describe how mutation and genetic
recombination increase genetic
variation.(Moderate)
6.1
6.6
6.6, 8.7,
10.2,
11.1
15
DNA and RNA
Replication –
Protein
Synthesis
DNA and RNA Structure
DNA Replication
DNA transcription and
translation
Protein Synthesis
Biotechnology / ethics (DNA
fingerprinting, Genetic
Engineering)
SC.912.L.16.9 Explain how and why the genetic
code is universal and is common to almost all
organisms. (MODERATE)
SC.912.L.16.3* Describe the basic process of DNA
replication and how it relates to the transmission
and conservation of the genetic information.
(HIGH)
SC.912.L.16.5 Explain the basic processes of
transcription and translation, and how they result
in the expression of genes. (HIGH)
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
Edited 08/11/2014
8.2
8.3
8.4, 8.5,
8.6
8.7
Recombinant
DNA activity
Example:
Engineering a
Crop
“Harvest of
Fear GMO’s
student
interactive.
http://www.
pbs.org/wgb
h/harvest/en
gineer/index.
html
(Dow write –
up)
DNA
structure lab
EX.
DNA origami
model
(Dow)
Building a
DNA Model
Project (HOT
lab )
DNA
Extraction
(strawberry)
Lab (Hot lab)
BAY DISTRICT SCHOOL BIOLOGY I PACING GUIDE Course Code: 2002500
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)
9.1, 9.2,
9.3, 9.4,
9.5, 9.6,
p.286,
Cheek cell
DNA
extraction
Virtual DNA
fingerprintin
g
http://www.
pbs.org/wgb
h/nova/teach
ers/body/cre
ate-dnafingerprint.ht
ml
Impacts of
Biotech
Cloning
Movie
Stem Cell
Research
Making
Karyotypes
(HOT lab )
Edited 08/11/2014
BAY DISTRICT SCHOOL BIOLOGY I PACING GUIDE Course Code: 2002500
15
Genetics and
Heredity
Mendel’s laws of segregation
Mendel’s laws of
independent assortment
Monohybrid Punnett
Squares.
Dihybrid Punnett squares
Pedigree Chart
Inheritance Patterns
SC.912.L.16.1* Use Mendel's laws of segregation
and independent assortment to analyze patterns of
inheritance. (HIGH)
6.3
SC.912.L.16.2* Discuss observed inheritance
patterns caused by various modes of inheritance,
including dominant, recessive, codominant, sexlinked, polygenic, and multiple alleles. (HIGH)
6.4, 6.5
7.1, 7.2,
7.3, 7.4
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/w
hataregd/
Edited 08/11/2014
BAY DISTRICT SCHOOL BIOLOGY I PACING GUIDE Course Code: 2002500
15
Evolution and
History Life
Darwin and natural selection
10.3,
11.2
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)
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)
SC.912.L.15.1* Explain how the scientific theory of
evolution is supported by the fossil record,
comparative anatomy, comparative embryology,
biogeography, molecular biology, and observed
evolutionary change. (HIGH)
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)
Edited 08/11/2014
10.4,
10.5,
12.1,12.2
Natural
selection Lab
Examples:
Natural
Selection
(Beak lab)
(HOT lab )
Moth lab
Wooly Worm
lab (Dow)
11.3,
11.4,
11.5,
11.6
12.3,
12.4,
12.5
12.6
Predator –
Prey Pursuit
text p. 315
Evidence for
the Theory of
Evolution
(HOT lab)
Virtual Lab
Comparing
Hominid
Skulls
http://www.
classzone.co
m/cz/books/
bio_12_fl/res
ources/htmls
/virtual_labs/
virtualLabs.ht
BAY DISTRICT SCHOOL BIOLOGY I PACING GUIDE Course Code: 2002500
ml
12
Classification/
Kingdoms
Comparison of Kingdoms
Classification of organisms
Dichotomous Keys
SC.912.L.15.6* Discuss distinguishing characteristics
of the domains and kingdoms of living organisms.
(MODERATE)
17.4
SC.912.L.15.4* Describe how and why organisms
are hierarchically classified and based on
evolutionary relationships. (HIGH)
17.1,
17.2,
17.3
SC.912.L.15.5 Explain the reasons for changes in
how organisms are classified. (HIGH)
17.4,
23.2
Distinguish
Characteristi
cs of Six
Kingdoms
Example:
6-kingdom
booklet
(Dow)
Dichotomous
Key activity
Example:
Shoe lab
Using a
Dichotomous
Key for
Invertebrate
Phyla (HOT lab)
10
Organization
&
Development
of Living
Organisms
Label and Identify Major
Parts of Brain
SC.912.L.14.26 Identify the major parts of the brain
on diagrams or models. (LOW)
Cardiovascular System
SC.912.L.14.36 Describe the factors affecting blood
flow through the cardiovascular system.
(MODERATE)
Immune System
Reproductive System
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
Edited 08/11/2014
29.4,
29.1
30.2,
30.1,
30.3,
30.4
30.2,
30.4,
31.4,
Brain
Labeling
Worksheet
Pinky and the
Brain Video http://youtu.
be/snO68aJT
OpM
Stimuli Effects
on Heart Rate:
Sympathetic
Stimuli and
BAY DISTRICT SCHOOL BIOLOGY I PACING GUIDE Course Code: 2002500
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, 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)
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)
15
Ecology
Population
Food Webs (trophic levels)
Biogeochemical Cycles (water
and carbon)
Climate Change
Loss of Biodiversity
Renewable and Nonrenewable Resources
Edited 08/11/2014
31.3,
31.5
31.2,
31.3,
31.4
34.1,
34.2,
34.3,
34.4
Coughing (HOT
lab)
Heart
Dissection
http://youtu.
be/g4LafBUUZw
Antibodies
Virtual Lab http://www.
hhmi.org/bio
interactive/vl
abs/immunol
ogy/
Reproductive
System
Labeling
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)
13.1,13.2
14.3,14.4
15.1
Limiting
Factors (HOT
Lab)
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)
13.3,
13.4,
13.6
Designing
Food Chains
and Food
Webs (HOT
lab)
SC.912.E.7.1 Analyze the movement of matter and
13.5
Dissolved O2
Lab:
Dissolved O2
BAY DISTRICT SCHOOL BIOLOGY I PACING GUIDE Course Code: 2002500
energy through the different biogeochemical
cycles, including water and carbon. (HIGH)
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)
15.4,
15.5
16.4
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)
16.1,
16.2,
16.3
SC.912.L.17.13* Discuss the need for adequate
monitoring of environmental parameters when
making policy decisions. (HIGH)
16.1,
16.2,16.3
SC.912.L.17.20* Predict the impact of individuals on
environmental systems and examine how human
lifestyles affect sustainability. (HIGH)
Edited 08/11/2014
14.4,
15.2,
15.3,
16.1,
16.2,
16.3,
16.5
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
Environment
al Protection
Agency):
http://www.
epa.gov/acid
rain/educatio
n/site_stude
nts/acid_ani
m.html
BAY DISTRICT SCHOOL BIOLOGY I PACING GUIDE Course Code: 2002500
Species
Diversity
Index Study
on Human
Impacted
areas of
campus vs.
areas less
impacted.
http://www.
countrysidein
fo.co.uk/sim
psons.htm
160 days
Edited 08/11/2014