Biology Curriculum Map and Pacing Guide
Introduction to Biology: A Look into Biology Week 1
Standards:
A.1.c.
I Can Statements:
 I can collect, organize and analyze data accurately and precisely. This
means I can use scientific techniques and mathematics in experiments
appropriately.
A.2.c
 I can use graphs and data tables to express patterns and relationships
determined from sets of scientific data.
A.1.e.
 I can write and speak effectively to present and explain scientific results.
This means I can use appropriate terminology and graphics.
Activities
Survey for graphing purposes: Start in class tallying information from students,
such as birth month, eye color, height, favorite song, age ranges etc. Each
group will get one of the above topics to graph. They will create then post them
around the room. The students will then travel around the room scoring the
graphs based on a student created rubric. The students are required to present
their findings to the class.
Formative Bell Work—Week 1
Assessment
 What are some different ways to display data gathered during an
experiment?
 Graphs with written description. A final concluding statement should be
stated with each graph.
A.1.f.
 I can safely use laboratory equipment and techniques when conducting
scientific investigations.
A.2.a.
 I can use appropriate SI units for length, mass, time, temperature,
quantity, area, volume, and density.
 I can describe the relationships among SI unit prefixes (e.g. centi-, milli-,
kilo-).
 I can describe how SI units are related to analogous English units.
A.4.d.
 I can use mathematics to enhance the scientific inquiry process. This
means I can choose appropriate units of measurement, graph and
manipulate experimental data.
Activities:
Lab stations: how to measure, paper dimensions, masses, liquid volumes,
students will choose from a variety of equipment.
Formative Bell Work—Week 1
Assessment
 What are the names of the lab equipment you see sitting around the
room?
 Write a hypothesis for the following question…..How does temperature
affect the rate that a cricket chirps?
 Identify lab equipment and measuring, ex. how much liquid in a cylinder.
Student groups rotate around the room through various lab stations to measure
length, width, temperature, mass and volume. Then, had to convert the metric
measurements
BIOLOGY CURRICULUM (MCCUNE) 1
A.3.a.
A.3.f.


I can describe the fundamental assumptions of science.
I can use a variety of appropriate sources (e.g. Internet, scientific journals)
to retrieve relevant information and cite references properly.
A.8.a
 I can apply knowledge of Greek, Latin, and Anglo-Saxon affixes,
(literacy)
inflections, and roots to understand unfamiliar words and new subject
area vocabulary.
A.2.a
 I can apply strategies before, during and after reading to increase fluency
(literacy)
and comprehension. This means I can read for purpose, by previewing,
scanning, making predictions, comparing, inferring, summarizing, and
using graphic organizers.
A.4.a.
 I can describe the biological criteria that need to be met in order for an
organism to be considered alive.
Activities:
Week 2:
Students use the Biology book as a reference to consider Marty the Martian’s
problem of finding a living thing when he visits earth.
Formative Week 2:
Assessment Given various problems/questions – students must determine whether or not a
corresponding hypothesis is valid and testable.
Demystifying the Nature of Science Week 2-4
 I can manipulate variables in experiments using appropriate procedures.
This means I can use controls and multiple trials in experiments.
 I can interpret results and draw conclusions.
 I can revise hypotheses as necessary and/or formulating additional
questions or explanations.
 I can safely use laboratory equipment and techniques when conducting
scientific investigations.
Activities
 Given several experiment scenarios, students must identify the dependent
and independent variables, constants, control, and draw conclusions
based on the gathered data.
Formative
 Data Table Design and Collection, Experiment scientifically correct,
Assessment
including variable, constants, control group.
A.3.d.
 I can explain why scientific explanations must meet certain criteria. This
means I can be consistent with experimental/observational evidence
about nature, open to critique and modification, be subject to peer review,
and use ethical reporting methods and procedures.
A.3.f.
 I can use a variety of appropriate sources to retrieve relevant information
and cite references properly.
Activities:
 Gum lab: How does chewing time affect mass?
 Water Density Lab: How does volume affect density?
 LDC: Research Question: What really causes a cold?
 Students use the Cornell method to take notes from 3 articles of reputable
sources.
Formative Bell Work: Week 2
Assessment
 If Density = Mass /Volume; what is the density of a substance if 50mL of it
BIOLOGY CURRICULUM (MCCUNE) 2
:
has a mass of 100 grams
 If the total mass of your gum is 8 grams and 2 grams of that is sugar, then
what percent of your gum is sugar?
Bell Work: Week 3
 Why does an experiment need to be repeated at least 3-5 times?
 Insure reliability
 What two pieces of information should always be included in a
conclusion?
 Does the data agree with the hypothesis, what does the data say?
 What is the difference between scientific investigations and scientific
research?
 Lab reports (% sugar in gum and does volume affect density of water lab)
 Analysis of 3 experimental scenarios
 Argumentative Essay: What causes the common cold?
Summative Quality Core Generated Test 1
Assessment Intervention Groups from test data
A.1.a.
A.1.b.
A.1.c.
A.1.d
The Five Second Rule: A Rule to Live by or a Myth to Bust?
Week 11-12
 I can identify and clarify biological research questions and design
experiments.
 I can manipulate variables in experiments using appropriate procedures.
This means I can use controls and multiple trials in experiments.
 I can collect, organize, and analyze data accurately and precisely. This
means I can use using scientific techniques and mathematics in
experiments.
 I can interpret results and draw conclusions.
 I can revise hypotheses as necessary and/or formulating additional
questions or explanations.
A.1.e.

I can write and speak effectively to present and explain scientific results. I
can use appropriate terminology and graphics.
A.1.f.

I can safely use laboratory equipment and techniques when conducting
scientific investigations.
 I can design and conduct investigations appropriately.
Activities:
Student groups design their own projects and test to test the 5 second rule
Formative Bell Work: Week 11
Assessment
 How does scientific inquiry affect our daily lives?
 Is investigating the 5 second rule an example of basic science, applied
science, or technology?
A.4.c

I can plan to manipulate variables in experiments using appropriate
procedures.
Written lab plan/report with data and conclusions
BIOLOGY CURRICULUM (MCCUNE) 3
A.3.a.

I can describe the fundamental assumptions of science.
A.3.c

I can recognize and apply criteria that scientists use to evaluate the
validity of scientific claims and theories.
 I can distinguish between and among viruses, monerans, and protists.
 I can give examples of viruses, monerans, and protists.
Activities:
To obtain the background knowledge needed for the project results, the
“Research Group” must complete a Four Corners research plan where each
member of the group is responsible for one section of the research.
Four Corners: Bacteria, Archae, Protists, and Fungi
Available Sources: Handout B-4 (from Quality Core unit) and both available
biology books. All sources of information must be referenced
Formative Bell Work: Week 11-12
Assessment
 How are bacteria different from fungi?
 What is the sterile technique and why should you follow it for your
experiment?
 Research Design
 Supporting research of the four types of microbes
 Analysis of Laura’s Experiment
B.1.b
 I can analyze writing assignments in terms of purpose and audience to
(literacy)
determine which strategies to use.
B.1.c.
 I can revise, refine, and proofread own and others’ writing, using
(literacy)
appropriate tools.
 I can use checklists, writing conferences, student-developed and
professional rubrics or models to find strengths and weaknesses and to
seek strategies for improvement.
B.2.e.
 I can craft first and final drafts of workplace and other real-life writing that
(literacy)
are appropriate to the audience, provide clear and purposeful information,
and use a format appropriate to the task.
Activities:
Research
Plan for the project
Formative Week 11 Revised and edited research plan with Problem, Procedure, Materials
Assessment list and hypothesis
Summative Assessment – Week 13
Complete research project with qualitative, and quantitative data,
Conclusion and Written letter to the CDC in reference to the validity of the 5 second rule.
E.3.e
Atomically Correct: The Chemistry of Life Week 4-6
A.5.a
Activities:
Formative






I can identify subatomic particles, and describe how they are arranged in atoms.
Reading for understanding – Reading Essentials for Biology Book pgs. 55-56
Notes
Examples
Model, then practice using the Periodic Table of Elements
Labeled sketches
Bell Work: Week 5
BIOLOGY CURRICULUM (MCCUNE) 4
Assessment
 What is chemistry and why are we studying it in Biology?
 What information can you find out about an element just by looking at the
periodic table?
 Use the graph on pg.149 of the Biology Book to interpret of which three
elements living things are mostly composed.
Post-it note quiz for 4 multiple choice Quality Core Questions: on Promethean
Board Formative Assessment: Immediate feedback
A.5.b
 I can describe the difference between ions and atoms and the importance
of ions in biological processes.
Activities:
Review protons, neutrons and electrons
Science Notebook Pg. 50-53
Formative Bell Work: Week 6
Assessment
 Read the two paragraphs at the top of pg. 154 in the biology book. Then,
explain two specific characteristics of ionic bonds.
 Section 6-1 Assessment : questions 1-3
 Exit slip: What is the importance of K, Na, and Ca ions in biological
processes?
 Part 3 of Constructed Response Question: Muscle Contraction, Brain
impulses,
A.5.c
 I can compare the types of bonding between atoms to form molecules.
Activities:
Bonding Basics – Students will be given the empirical formula for various
covalent molecules. They must sketch the arrangement to show the sharing of
the electrons.
Notes*** In drawing the water molecule on pg. 53 of the Science Notebook,
students must add the nature of polarity to accurately depict the arrangement of
the atoms in the molecule.
Formative Bell Work:
Assessment 9/8 – What are the different types of chemical bonds
9/24 – What is the maximum number of covalent bonds that can form between a
single carbon atom and 1 or more hydrogen atoms?
Exit slip:
9/24 – What is the primary factor that determines the polarity of a bond between
atoms?
Annotated Student Drawings
A.5.i
Activities:
I can define and explain the unique properties of water that are essential to living
organisms.
Develop questions that spark interest and conversation about a new topic area. Write
each question on a separate sheet of chart paper. Post the questions around the
classroom in stations. Give each group’s recorder a different color marker. Direct groups
to a starting station and identify a time limit. Students should brainstorm ideas and the
recorder for each group should write them directly on the chart paper. At timed intervals,
BIOLOGY CURRICULUM (MCCUNE) 5
groups will rotate or “carousel” to each station.
9/26
Key Questions for Carousel Activity:
What is so unique about water?
Why is water essential for life?
Describe how/ why water is a powerful solvent.
How is water’s property of high specific heat capacity important to living things?
How is the property of high surface tension in water important to living things?
Enzymes are essential to life. How does water affect enzymes?
Identify what you feel is the most important property of water is. Explain why?
Formative
Assessment
Bell Work:
9/26 – Describe the physical characteristics of water.
10/1 – Why is water needed for living things to survive?
Exit slips:
Pick one property of water that you feel is most important and justify.
A.5.f
10/1 – Honey is composed mostly of glucose and fructose. What property of water
explains why honey dissolves easily in water?
 I can explain the fundamental principles of the pH scale. This means I
understand the consequences of having the different concentrations of hydrogen
and hydroxide ions.
Activities:
Rotations:
Group 1: Virtual pH demo
Group 2:
a.
b.
c.
d.
Group 3:
Formative
Assessment
Hands on pH testing of various substances
Predict
Test
Record
Compare
Scoring/correcting constructed response questions
Bell Work:
9/11 – For what reason is the pH scale used
9/12 – In what foods would you expect to find acids? Bases?
9/13 – What role do acids/bases play in our bodies?
9/14 – Summarize the graphs on pg. 164.
Virtual Lab Report with Conclusion on how pH affects enzymes.
Organic Chemistry: The Molecules of Life(10/8-10/11)
A.5.e
Activities:
 I can explain the difference between organic and inorganic compounds.
Bell Work:
 What do you know about organic and inorganic compounds?
 Pick a card with various objects on each card such as water, rock, and dog.
After the video, what is organic and what is inorganic?
http://player.discoveryeducation.com
The name of the video compounds: organic compounds
BIOLOGY CURRICULUM (MCCUNE) 6
Formative
Assessment
A.5.g
Activities:
Formative
Assessment
A.5.h
Activities:
Bell Work: Week 10
 What is a macromolecule?
 What are the four types of organic molecules
Gallery Walk of readings or other materials on carbs, lipids etc and look for answers.
Jigsaw activity with 2 Biology books
 I can describe the general structure and function(s) , including common
functional groups of monosaccharides, disaccharides, polysaccharides,
carbohydrates, fatty acids, glycerol, glycerides, lipids, amino acids, dipeptides,
polypeptides, proteins, and nucleic acids.
10/10 Students will make 13 notecards
10/11 Quiz on organic compounds notecards
21 Question Knowledge based quiz (power point) of the pictures of the note cards
I can describe the function of enzymes, including how enzyme-substrate specificity
works, in biochemical reactions.
10/9 Computer Lab
Collaborative Group work Web animation (enzymes)
http://www.pc.maricopa.edu/Biology/ppepe/BIO156/Bio%20156%20Lesson%2003/Les
son%2003/Lesson%2003.php
•Each student group takes turns working through the animation and answering the
accompanying questions. Scores will be emailed to me.
Individual Virtual Lab: - Computer lab
http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/index.htm
Summative
assessment
10/3 Quality Core Test 2
10/4 intervention groups for test results
Cell-ebrate: The Functions of Cellular Structures
10/29 – 11/28
A.1.a.

I can identify and clarify biological research questions and design
experiments.
A.4.c.
A.1.b.

I can design and conduct investigations appropriately.

I can manipulate variables in experiments using appropriate procedures.
This means I can use controls and multiple trials.
A.1.c.

I can collect, organize, and analyze data accurately and precisely. I can use
scientific techniques and mathematics in experiments.
A.4.d.

I can use mathematics to enhance the scientific inquiry process. This means
choosing appropriate units of measurement, graphing and manipulating
experimental data.
A.1.d.

I can interpret results and draw conclusions.
BIOLOGY CURRICULUM (MCCUNE) 7

I can revise hypotheses as necessary and/or formulating additional questions
or explanations.
A.1.e.

A.1.f.

A.2.a.

I can write and speak effectively to present and explain scientific results.
This means I can use appropriate terminology and graphics.
I can safely use laboratory equipment and techniques when conducting
scientific investigations.
I can use appropriate SI units for length, mass, time, temperature, quantity,
area, volume, and density.
I can describe the relationships among SI unit prefixes (e.g., centi-, milli-,
kilo-).
I can describe how SI units are related to analogous English units.
I can use graphical, mathematical, and simple statistical models to express
patterns and relationships determined from sets of scientific data.

A.2.c.


A.3.a.

Activities:
I can describe the fundamental assumptions of science.
Inquiry labs on diffusion and osmosis
11/14-15 – Gummy Bear Lab
http://staff.slcschools.org/lmadden/science/Link%20Files/Biology_Details/Les
sons/Stand2obj3Osmosislabs.pdf
http://mrswhittsweb.pbworks.com/f/osmosis+inquiry+lab.pdf
Formative
Assessment
A.3.b.
A.3.f.
Activities:
Formative
Assessment
B.1.a.
Lab Report

I can assess how scientific and technological progress has affected
other fields of study, careers, and aspects of everyday life.
 I can use a variety of appropriate sources (e.g. Internet, scientific
journals) to retrieve relevant information and cite references properly.
Persuasive essay: Is stem cell research ethical?
Web Page website:
http://www.glogster.com/
http://www.easytemplates.com/
Project and feedback.


I can analyze the similarities and differences among (a) plant versus
animal cells.
I can analyze the similarities and difference among (b) eukaryotic
versus prokaryotic cells
BIOLOGY CURRICULUM (MCCUNE) 8
Activities:
http://www.teachersdomain.org/resource/tdc02.sci.life.cell.animplant/
http://www.cod.edu/people/faculty/fancher/ProkEuk.htm
Matrix Activity Prokaryotic vs. Eukaryotic Print out some of information from this page or the links at :
https://www.etap.org/demo/biology1/instruction3tutor.html
http://www.cod.edu/people/faculty/fancher/ProkEuk.htm
Use various reference materials to complete the matrix below to compare the cell
types
Prokaryotic
Organelles
Nucleus
Flagellum
Cell Membrane
Mitochondria
Ribosomes
Endoplasmic Reticulum
Cell Wall
Eukaryotic
Prokaryote and Eukaryote Similarities/ Differences (Age, Structure,Size, etc.)
Formative
Assessment
10/29: Bell Work: compare and contrast plant and animal cells.
10/31: Compare and contrast eukaryotic and prokaryotic cells.
Quality Core Question:
BIOLOGY CURRICULUM (MCCUNE) 9
B.1.b.

B.1.d.

Activities:
I can describe the functions of all major cell organelles, including
nucleus, ER, RER, Golgi apparatus, ribosome, mitochondria,
microtubules, microfilaments, lysosomes, centrioles, and cell
membrane.
I can contrast the structure and function of subcellular components of
motility (e.g., cilia, flagella, pseudopodia).
11/7 Pre-assessment of cell organelles and functions
Organelle Function and Analogy
Using the foldable paper, create a visual organizer for the following organelles:
Golgi apparatus
Microtubules
Microfilaments
ribosome
Mitochondria
Endoplasmic Reticulum (Rough and Smooth)
Chloroplasts
BIOLOGY CURRICULUM (MCCUNE) 10
Cell Membrane/Cell Wall
Nucleus
On the left side of the foldable goes the function of each organelle. On the right
goes an analogy of how that organelle is like some part of a business.
11/8 - Picture Perfect Cut out the pictures and paste next to the organelle that it represents the
function.
 Write a brief explanation of why the picture represents the organelle you
chose.
Organelle
Picture
Reasoning for Choice
Ribosomes
Chloroplasts
Lysosomes
Vacuole
Golgi Apparatus
Mitochondria
Smooth
Endoplasmic
Reticulum
Rough
Endoplasmic
Reticulum
Nucleus
Cell Membrane
Cell Wall
Microtubule
Microfilament
BIOLOGY CURRICULUM (MCCUNE) 11
BIOLOGY CURRICULUM (MCCUNE) 12
Formative
Assessment
Bell Work Questions:
11/1 – What is the function of the cell membrane?
11/2 – What is considered to be the power house of the cell?
11/7 – Describe the function of the cell membrane
11/9 – What is synthesized on the ribosomes?
11/9 – Oral Quiz (Organelles and their functions)
Ex. It is an organelle
It is found in eukaryotic cells
It has an envelope.
It contains the message needed by ribosomes.
Contains deoxyribonucleic acid, etc.
Quality Core Questions: (Exit Slip Questions)
B.1.e.

I can explain how the cell membrane controls movement of substances both
into and out of the cell and within the cell.
B.1.f.

I can explain how the cell membrane maintains homeostasis.
B.1.g.

I can describe and contrast these types of cell transport: osmosis, diffusion,
facilitated diffusion, and active transport.
BIOLOGY CURRICULUM (MCCUNE) 13
Activities:
11/12 – Section 7.4 in Biology Book
11/13 Cellular Transport
http://www.wiley.com/legacy/college/boyer/0470003790/animations/membrane_transpor
t/membrane_transport.htm
Progress through the animation which will explore and ask you questions about cellular
transport. After you have completed exploring the animation, then do an Etch A Sketch
model (below) to explain the difference between active and passive transport.
You must have two examples of Passive Transport and an example of Active Transport.
Etch A Sketch
Type of Transport
Representative drawing
Definition of process
Formative
Assessment
Bell Work: 11/8 – Explain how the cell membrane helps the cell maintain
homostasis.
11/13 Frayer ModelUse it to define either cell transport as central word or diffusion or osmosis, etc.
Frayer Model
Definition in your own words
Examples
Facts/characteristics
Word
Nonexamples
Bell Work:
Quality Core Question:
BIOLOGY CURRICULUM (MCCUNE) 14
BIOLOGY CURRICULUM (MCCUNE) 15
Summative
Assessment
B.1.j.
Activities:
11/19 & 11/20 – Book review
11/26 & 11/27 study guide
11/28 – Assessment – (Cells, Organelles & Membrane Transport)
 I can describe the basic process of mitosis.
12 / 4,5,6,7,10
Foldable Booklet
http://nhsmshorton.okaloosaschools.wikispaces.net/file/view/Mitosis+Foldable+Direc
tions.pdf
http://highered.mcgrawhill.com/sites/0073031216/student_view0/exercise13/mitosis_overview_1.html
Good website for mitosis including a movie, quiz, essay questions, overview with
matching sort activities you could print out and use instead of drag and drop on
screen
 Sketches
 Microscope slides of actual examples of cells in the different stages of
mitosis
 Online mitosis simulator with quiz
 Simulation of mitosis with paper plates and pipe cleaners
Formative
Assessment
12/11
Annotated drawing of phases of mitosis and explanation of each phase.
Quality Core Question:
BIOLOGY CURRICULUM (MCCUNE) 16
BIOLOGY CURRICULUM (MCCUNE) 17
Formative
Assessment
Quality Core Questions:
BIOLOGY CURRICULUM (MCCUNE) 18
A Study of Plants and Photosynthesis (3/14 – 3/22)
B.1.i

I can explain how photosynthetic organisms use the processes of photosynthesis
and respiration.
E.2.a

Activities:


Formative
Assessment
E.2.b

I can describe the basic mechanisms of plant processes, especially movement of
materials and plant reproduction.
3/15 – Microscope sketches of xylem and phloem in stems and leaves
Demo – plant in water, sitting in the window. Daily recording of the amount of water in
the container will show transpiration.
Prior Knowledge/ New Knowledge chart
Activities:

Formative
Assessment
E.2.c
Activities:

I can explain the functions of unique plant structures, including the cell wall,
chloroplasts, and critical parts of the flower and the seed.
3/14 - Students dissect a flower - identifying each part and its job.
 flower diagram


I can explain the interaction between pigments, absorption of light, and reflection
of light.
3/18 - Pigment Chromatography Lab
Chlorophyll pigment vs. Autumn leaf pigment




Formative
Assessment
E.2.d
E.2.e
Activities:
Formative
Assessment
A.5.d
Activities:
Summative
Assessment:
http://www.quia.com/rr/12502.html game on seed parts

Lab Report – Summative Questions
I can describe the light-dependent and light-independent reactions of
photosynthesis.

I can relate the products of the light-dependent reactions to the products of the
light-independent reactions.
 Power point
 Students make a flow chart to describe the events of photosynthesis
 Using their chart. Students must describe how each step of photosynthesis
leads to the next with the products and processes being described very
specifically.
 I can show how chemical reactions (e.g., photosynthesis, fermentation, cellular
respiration) can be represented by chemical formulas.
 Card Sort – match the chemical formula with the process.
 3/22 - 12 multiple choice items
 Genetics (1 / 2 - 1/28)
C.1.a
C.1.b

I can describe the basic structure and function of DNA, mRNA, tRNA, amino
acids, polypeptides, and proteins (e.g., replication, transcription, and translation).

I can describe the experiments of major scientists in determining both the
BIOLOGY CURRICULUM (MCCUNE) 19
structure of DNA.

C.1.c
C.1.d

Activities:







I can use mRNA codon charts to determine amino acid sequences of example
 polypeptides.
I can use mRNA codon charts to determine the effects of different types of
mutations on amino acid sequence and protein structure (e.g., sickle cell anemia
resulting from base substitution mutation).
1 / 2 – Pre Test, Encyclomedia video, Pre - Test
1 / 3&4 – Color coding DNA Handout
1 / 7 – Jigsaw note taking (DNA, Genes, Chromosomes, Protein)
1 / 8 & 9 – Textbook Resources – Chap. 10 Sections 1-3)
1 / 10 - Constructed Response
1 /14 &15 – Intervention / Enrichment groups
1 / 16 – Study Island (DNA & Protein Synthesis lessons)
 Interventions:
 http://learn.genetics.utah.edu/content/begin/dna/transcribe/
interactive website building a protein from DNA
 Can you decode the Message? Activity on protein synthesis, students build
sentences using DNA strands and codon wheel.
 Create a Flow Chart from beginning to end of protein synthesis.
 Enrichment:
 Students are assigned Genetic diseases to apply in the virtual lab ( text book
virtual labs)
 1 / 11 – Constructed response Quiz
Formative
Assessment:

1 / 16 – Study Island (DNA & Protein Synthesis lessons)

C.1.f.
I can describe the basic process of meiosis.
C.1.h.

Activities:






I can explain how the process of meiosis reveals the mechanism behind
Mendel’s conclusions about segregation and independent assortment on a
molecular level.
1/17 – Video simulation, Sketches, Paper plate lab (modeling meiosis).
1/18 – Complete rotations
1/18 –
Power point quiz
Meiosis phases; Compare and contrast meiosis and mitosis
1/22 – Intervention Activity



1/23 – EoC Assessment practice (M.C.)
1/24 – EoC Assessment practice (CR)
1/28 – Intervention Groups
Formative
Assessment
Summative
Assessment
 Mendel’s Peas: An examination of Mendelian Genetics (1/29
– 2/15)
A.3.c.

I can recognize and apply criteria that scientists use to evaluate the validity of
scientific claims and theories.
BIOLOGY CURRICULUM (MCCUNE) 20
A.3.a.

I can describe the fundamental assumptions of science.
C.1.g.

A.3.e.

A.3.d.

C.1.i.

A.1.c.

A.2.c

I can identify and explain Mendel’s law of segregation and law of independent
assortment.
I can explain why all scientific knowledge is subject to change as new evidence
becomes available.
I can explain why scientific explanations must meet certain criteria. This means I
can be consistent with experimental/observational evidence about nature, open to
critique and modification, be subject to peer review, and use ethical reporting
methods and procedures.
I can define and provide an example of the following: genotype, phenotype,
dominant allele, recessive allele, codominant alleles, incompletely dominant alleles,
homozygous, heterozygous, and carrier.
I can collect, organize, and analyze data accurately and precisely. This means
using scientific techniques and mathematics in experiments.
I can use graphs and data tables to express patterns and relationships determined
from sets of scientific data.
C.1.k.

C.1.l

Activities:
Formative
Assessment:
C.1.j.
I can construct and interpret Punnett squares and pedigree charts (e.g., calculate
and predict phenotypic and genotypic ratios and probabilities).
I can infer parental genotypes and phenotypes from offspring data presented in
pedigree charts and from the phenotypic and genotypic ratios of offspring.
1/29 – Notes, Lecture, and Direct Instruction
Power point notes
1/30 – Punnett Square Practice
2/6 – Reteach
2/7 & 8 – Punnett Square Practice
2/11 – 10 question multiple choice quiz
I can explain sex-linked patterns of inheritance in terms of some genes being absent from
the smaller Y chromosome, and thus males (XY) having a different chance of exhibiting
certain traits than do females (XX).
I can describe the mode of inheritance in commonly inherited disorders (e.g., sickle cell
anemia, Down syndrome, Turner’s syndrome, PKU).
2/12 – Notes/Lecture/Direct Instruction
Power point notes
2/13 – Practice Problems (Pedigree charts)
2/14 – End of 6 wks. Test (20)
2/15 – Intervention groups
C.1.m
Activities:
Summative
Asessment:
Beaks, Beans, and M&M’s: A study of Natural Selection
&
Evolution of Early Earth and Speciation (4/10 – 5/7)
D.1.b
Activities:
Formative
Assessment
D.1.d
I can explain the biological definition of evolution.


I can discuss Darwin’s principle of survival of the fittest.
BIOLOGY CURRICULUM (MCCUNE) 21



I can explain what Darwin meant by natural selection.

I can explain the influences of other scientists (e.g., Malthus, Wallace, Lamarck,
Lyell) and of Darwin’s trip on HMS Beagle in formulating Darwin’s ideas about
natural selection.
A.2.a

I can apply strategies before, during, and after reading to increase fluency and
comprehension (e.g., adjusting purpose, previewing, scanning, making predictions,
comparing, inferring, summarizing, using graphic organizers) with increasingly
challenging texts
Activities:
Formative
Assessment
D.1.g


Activities:
Formative
Assessment
D.1.j


Activities:
Formative
Assessment
A.1.a


Activities:
Formative
Assessment
D.1.a.


Activities:
D.1.b.




Activities:
Formative
Assessment
D.1.e
Activities:
D.1.c.




Activities:
Formative
Assessment
D.1.f


Activities:


I can provide examples of behaviors that have evolved through natural selection
(e.g., migration, courtship rituals).
I can describe the basic types of selection, including disruptive, stabilizing, and
directional.
I can identify and clarify biological research questions and design experiments.
I can describe the experiments of Redi, Needham, Spallanzani, and Pasteur to
support or falsify the hypothesis of spontaneous generation.
I can explain the biological definition of evolution.
I can differentiate among chemical evolution, organic evolution, and the
evolutionary steps along the way to aerobic heterotrophs and photosynthetic
autotrophs.
I can contrast Lamarck’s and Darwin’s ideas about changes in organisms over
time.
BIOLOGY CURRICULUM (MCCUNE) 22
D.1.g.

Activities:
Formative
Assessment
D.1.k.




I can provide examples of behaviors that have evolved through natural selection
(e.g., migration, courtship rituals).
I can explain how natural selection and its evolutionary consequences (e.g.,
adaptation or extinction) provide a scientific explanation for the fossil record of
ancient life-forms.
I can explain how evolution accounts for the striking molecular similarities
observed among the diverse species of living organisms.
Activities:
D.1.l.


Activities:
Formative
Assessment
D.1.i.



I can specifically describe the conditions required to be considered a species (e.g.,
reproductive isolation, geographic isolation).
D.1.m

I can explain how Earth's life-forms have evolved from earlier species as a
consequence of interactions of (a) the potential of a species to increase its
numbers and (b) genetic variability of offspring due to mutation and recombinations
of DNA.
Activities:
Formative
Assessment
D.1.n



I can discuss evidence from the fields of geology, biochemistry, embryology,
comparative anatomy, and comparative physiology that points to shared
evolutionary relationships.
I can distinguish between catastrophism, gradualism, and punctuated equilibrium .
Activities:
Formative
Assessment
Unit 13: Relationships Among Organisms (3/25-4/9)
E.3.a.
Activities:
I can explain how organisms are classified into a hierarchy of groups and subgroups
based on similarities that reflect their evolutionary relationships.
Introduction: Students will gather information about each of the kingdoms.
Bacteria (and viruses) – Pgs. 512-533
Protists – Pgs. 540-567
Fungi – pgs. 574 – 593
Plants – Pgs. 600-681
Animals – pgs. 688-899
BIOLOGY CURRICULUM (MCCUNE) 23
E.3.b
I can list each of the major levels in the hierarchy of taxa: kingdom, phylum, class,
order, family, genus, and species.
Activities:
E.3.c.
I can explain the binomial nomenclature system.
Activities:
Formative
Assessment
E.3.d.
I can construct and use a dichotomous taxonomic key.
Activities:
Formative
Assessment
E.3.e.
3/26
Practice using nuts and bolts
Then apply the practice using actual living things (printed on notecards)
I can distinguish between and among viruses, bacteria, and protists, and give
examples of each.
Activities:
Formative
Assessment
E.3.f.
I can explain classification criteria for fungi, plants, and animals.
Activities:
E.3.g.
I can compare the major divisions of animals.
Activities:
Formative
Assessment
Animals (2/28 – 3/13)
E.1.a.
I can identify major types of animal cells and tissues.
E.1.b.
I can describe the major components and functions of physiological systems,
including skeletal, muscle, circulatory, respiratory, digestive, urinary, endocrine,
nervous, reproductive, and immune.
Activities:
Summative


Student groups are assigned a specific system to research.
Each group is responsible for:
o teaching the class the major organs and their functions of that system
to the class using visuals.
o providing the class with 2 questions
 Power point or Presi presentations are recommended.
 A scoring rubric and self-assessment for the presentations are provided
 A study guide for each system is provided to each student.
3/13 - Body Systems Test – 30 multiple choice items from Quality Core question
BIOLOGY CURRICULUM (MCCUNE) 24
Assessment
bank and study island question bank
The Organization of the Biosphere (4/10 – 4/23)
A.4.b
Activities:
Formative
Assessment
F.1.a
I can define and provide examples of each level of organization (e.g., biosphere,
biome, ecosystem, community, population, multicellular organism, organ system,
organ, tissue, cell, organelle, molecule, atom, subatomic particle).
I can define and provide examples of biosphere, biome, ecosystem, community,
population, species, habitat, and niche.
Activities:
Formative
Assessment
F.1.b
I can discuss biotic and abiotic factors that affect land and aquatic biomes.
Activities:
Formative
Assessment
F.1.c
I can discuss the role of beneficial bacteria (e.g., in the recycling of nutrients).
Activities:
Formative
Assessment
F.1.d
Activities:
Formative
Assessment
F.1.e
Activities:
Formative
Assessment
F.1.g
Activities:
Formative
Assessment
F.1.k
Activities:
Formative
Assessment
A.3.f
D.2.c
I can explain how energy flows through ecosystems in one direction, from
photosynthetic organisms to herbivores to carnivores and decomposers.
I can explain how the amount of life any environment can support is limited by the
available matter and energy and by the ability of ecosystems to recycle the residue
of dead organic materials.
I can diagram the flow of energy using food webs, food chains, and pyramids (e.g.,
pyramid of energy, pyramid of biomass, and pyramid of numbers).
I can explain the process of ecological succession, and describe the different
communities that result.
I can use a variety of appropriate sources (e.g., Internet, scientific journals) to
retrieve relevant information; cite references properly.
I can give impromptu and planned presentations (e.g., debates, formal meetings)
BIOLOGY CURRICULUM (MCCUNE) 25
that stay on topic and/or adhere to prepared notes.
Activities:
Formative
Assessment
F.1.d.
Activities:
F.1.f.
Activities:
F.1.i.
I can discuss the role of beneficial bacteria (e.g., in the recycling of nutrients).
I can explain how the amount of life any environment can support is limited by the
available matter and energy and by the ability of ecosystems to recycle the residue
of dead organic materials.
I can explain the concept of carrying capacity.
Activities:
Formative
Assessment
F.1.g.
Activities:
F.1.g.
Activities:
Formative
Assessment
F.1.e.
I can explain how organisms cooperate and compete in ecosystems.
I can explain how interrelationships and interdependencies of organisms may
generate ecosystems that are stable for thousands of years.
I can describe examples of competition, symbiosis, and predation.
I can explain how energy flows through ecosystems in one direction, from
photosynthetic organisms to herbivores to carnivores and decomposers.
Activities:
F.1.h.
I can diagram the flow of energy using food webs, food chains, and pyramids (e.g.,
pyramid of energy, pyramid of biomass, and pyramid of numbers).
Activities:
Formative
Assessment
A.1.a
I can identify and clarify biological research questions and design experiments.
A.1.b
I can manipulate variables in experiments using appropriate procedures. This
means I can use controls and multiple trials.
A.1.c
I can collect, organize, and analyze data accurately and precisely. This means
using scientific techniques and mathematics in experiments.
A.1.d
I can interpret results and draw conclusions. I can revise hypotheses as necessary
and/or formulating additional questions or explanations.
A.1.e
I can write and speak effectively to present and explain scientific results. This
means using appropriate terminology and graphics.
A.1.f
I can safely use laboratory equipment and techniques when conducting scientific
investigations.
I can use appropriate SI units for length, mass, time, temperature, quantity, area,
A.2.a
BIOLOGY CURRICULUM (MCCUNE) 26
volume, and density.
I can describe the relationships among SI unit prefixes (e.g., centi-, milli-, kilo-).
I can describe how SI units are related to analogous English units
F.1.j.
I can describe the growth of populations, including exponential and logistic growth
(e.g., design and conduct an experiment investigating bacterial growth using
appropriate calculations).
Activities:
Formative
Assessment
A.2.a.
(literacy)
F.1.l.
I can apply strategies before, during and after reading to increase fluency and
comprehension. This means I can read for purpose, by previewing, scanning,
making predictions, comparing, inferring, summarizing, using graphic organizers.
I can read and describe current journal articles relating to environmental concerns
(e.g., loss of biodiversity, habitat loss, pollution).
Activities:
F.1.m
Discuss and evaluate the significance of human interference with major ecosystems
(e.g., the loss of genetic diversity in cloned crops or animals)
Activities:
Formative
Assessment
BIOLOGY CURRICULUM (MCCUNE) 27