Curriculum Guide
for
Biology
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Understand Scientific Explanations
Essential Questions: How do we build and refine models that describe and explain the natural and designed world?
Unit Overview: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing,
and interpreting the natural and designed world.
Standards/
CPI’s
5.1.12.A.1
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Refine interrelationships among
concepts and patterns of evidence
found in different central scientific
explanations.
Scientific Method Lab – Students learn
how to approach and solve scientific
problems by identifying the scientific
method steps. They investigate the effect
of exertion on heart beats as an example.
They record their hypothesis, create their
own experiment to test the hypothesis,
collect results, and make a conclusion.
Introduction to Microscope Lab –
Students learn how to use the microscopes
by viewing different microscopic objects.
Students will compare their images with
the actual shape by drawing diagrams of
the images.
Introduction to Microscope Lab –
Students calculate the size of a spacemen
using mathematical formula
Evidence of Learning
Formative and Summative
measures
Recording results in
lab report.
Resources Books, articles,
text, etc.
Text book Section 1.4
Lab sheet 3 in Biology
file
Comparing their
conclusion with
other classmates.
Completing
conclusion questions
on lab sheet for
homework.
Recording results in
lab reports
Answering question
in lab sheet
Text book section1.3
Lab 2 sheet in Biology
file
Text book section1.3
Lab 2 sheet in Biology
file
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Understand Scientific Explanations
Essential Questions: How do we build and refine models that describe and explain the natural and designed world?
Unit Overview: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing,
and interpreting the natural and designed world.
Standards/
CPI’s
5.1.12.A.2
5.1.12.A.3
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Develop and use mathematical,
physical, and computational tools to
build evidence-based models and to
pose theories.
On-Line conversion activity- Students
use the SI system to perform conversions
and solve problems.
http://www.onlineconversion.com/
Use scientific principles and theories to
build and refine standards for data
collection, posing controls, and
presenting evidence.
Scientific Method Lab- Students use the
principles of the scientific method to
research the effect of exertion on heart
beats.
.
PH and the living systems Lab- Students
compare acids and bases. They investigate
the effect of acid and base on organic
materials
Evidence of Learning
Formative and Summative
measures
Resources Books, articles,
text, etc.
Students calculate
the diameter of the
low and high power
field as well as the
size of cork cells
Lab 3 Sheet in
Biology file
Students create their
own experiments,
construct an
organizer to collect
results, interpret the
results and make a
conclusion. They
report all their work
in the lab report.
Lab sheet 4 in biology
file
Students create PH
scale and record
their results on it.
Also, they create PH
organizer.
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Generate Scientific Evidence Through Active Investigations:
Essential Questions: What constitutes useful scientific evidence?
Unit Overview Students master conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.
Standards/
CPI’s
5.1.12.B.1
5.1.12.B.2
5.1.12.B.3
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Evidence of Learning
Formative and Summative
measures
Resources Books, articles,
text, etc.
Design investigations, collect
evidence, analyze data, and evaluate
evidence to determine measures of
central tendencies, causal/correlation
relationships, and anomalous data
Exploring the Activity of Biological
Catalysts Lab- Students use computerbased exploration to simulate the effect of
temperature, PH, and concentration on
enzyme activity.
Students graph
their findings,
interpret them and
make conclusion.
Scientific
exploration CD
biology
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
Organic compounds Lab- Students build
up models of different organic compound.
They simulate hydrolysis and condensation
reactions.
Students draw
their models and
compare and
contrast different
organic molecules.
They collect all
their results in
their lab reports.
Lab sheet 5 in
Biology File
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
DNA Lab- Students build up models of
DNA molecule and simulate transcription
and translation process.
Students draw and
label their models
and identify the
amino acids
equivalent.
Lab sheet 10 in Bio
folder
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Generate Scientific Evidence Through Active Investigations:
Essential Questions: What constitutes useful scientific evidence?
Unit Overview Students master conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.
Standards/
CPI’s
5.1.12.B.4
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Comparing Animal and Plant Cells LabStudents prepare microscope slides using
their own cheek cells and compare it with
plant cells.
Evidence of Learning
Formative and Summative
measures
Resources Books, articles,
text, etc.
Students draw and Lab sheet 7 in Bio
label different cells Folder
in their lab reports.
Organelles Lab- Students create a model of Students draw
an organelle and simulate diffusion to find
their models and
evidence for cell transport
create tables to
compare and
contrast cell
transport of
different materials.
Lab Sheet 9 in Bio
Folder
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Reflect on Scientific Knowledge
Essential Questions: How is scientific knowledge constructed?
Unit Overview: Scientific knowledge builds on itself over time.
Standards/
CPI’s
5.1.12.C.1
5.1.12.C.2
Evidence of Learning
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Reflect on and revise understandings as
new evidence emerges.
Research and Compare the various cycles
in respiration and photosynthesis. Model the
Calvin Cycle, Krebs Cycle Electron
transport chain
Resulting reports
and models.
Presentation to
class
Computer,
internet, web
quests and
textbook
Illustrate difference between living and
nonliving things. Select characteristics
which prove something is living. Examine
the virus to standards.
Resulting report,
or white board
presentation
Textbook, white
boards
Research work of Watson and Crick.
Examine the original ideas of DNA, Lab
DNA modeling; make models of DNA
based on present understanding.
Resulting reports
and models.
Presentation to
class
Examine process of diffusion and osmosis.
Using diffusion and osmosis lab predict
expected result, and compare to the analysis
of the actual results
Lab report
Use data representations and new
models to revise predictions and
explanations.
Formative and
Summative measures
Resources Books, articles,
text, etc.
Computer,
internet, web
quests and
textbook
Lab material,
Lab worksheet.
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Reflect on Scientific Knowledge
Essential Questions: How is scientific knowledge constructed?
Unit Overview: Scientific knowledge builds on itself over time.
Standards/
CPI’s
5.1.12.C.3
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Consider alternative theories to
interpret and evaluate evidence-based
arguments.
Evidence of Learning
Formative and
Summative measures
Examine work of Calvin, Watson and Crick
to demonstrate the relationship between
their theories and models, and the evidence
they used
Resulting reports
and models.
Presentation to
class
Illustrate difference between living and
nonliving things. Select characteristics
which prove something is living. Examine
the virus to standards.
Resulting report,
or white board
presentation
Resources Books, articles,
text, etc.
Computer,
internet, web
quests and
textbook
Textbook, white
boards
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Participate Productively in Science
Essential Questions: How does scientific knowledge benefit – deepen and broaden - from scientists sharing and debating ideas and information with peers?
Unit Overview: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values
and norms.
Standards/
CPI’s
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Evidence of Learning
Formative and Summative
measures
Resources Books, articles,
text, etc.
5.1.12.D.1
Engage in multiple forms of discussion
in order to process, make sense of, and
learn from others’ ideas, observations,
and experiences.
Chromatography Lab- Students discuss
and investigate different waves of visible
light and invisible rays. They also discuss
the components of visible light, types of
pigments found in plants, what makes the
leaves look green, and why leaves turn
colors in the fall. Students use
chromatography to separate pigments.
Students create
tables to compare
different pigments
and identify their
properties.
Lab Sheet 11 in
Bio Folder
5.1.12.D.2
Represent ideas using literal
representations, such as graphs, tables,
journals, concept maps, and diagrams.
Mitochondria lab- Students prepare slides
of plant cells to examine their structures.
They use special dye to observe
mitochondria at work.
Students draw plant
cells and create
journal about the
mitochondria
function.
Lab Sheet 10 B in
Bio Folder
Acid and Base Lab - Students investigate
the effect of acids and base on organic
molecules.
Students record
their findings in
tables and graph
them to find the
relationship
between PH and
stability of organic
molecules.
Lab Sheet 5 in Bio
Folder.
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Participate Productively in Science
Essential Questions: How does scientific knowledge benefit – deepen and broaden - from scientists sharing and debating ideas and information with peers?
Unit Overview: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values
and norms.
Standards/
CPI’s
5.1.12.D.3
Evidence of Learning
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Formative and Summative
measures
Vertebrate Lab- Students discuss and
investigate the classification and the general
characteristics of frogs, lizards, salamander,
planaria and fish.
Students draw the
animals and create
compare and
contrast organizers
Demonstrate how to use scientific tools
and instruments and knowledge of how
to handle animals with respect for their
safety and welfare.
Resources Books, articles,
text, etc.
Lab Sheet 23 in Bio
Folder
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Living Systems
Essential Questions: How does structure relate to function in living systems from the organismal to the cellular level?
Unit Overview: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of
molecules, which also carry out biological functions.
Standards/
CPI’s
5.3.12.A.1
5.3.12.A.2
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Represent and explain the relationship
between the structure and function of
each class of complex molecules using
a variety of models.
Demonstrate the properties and
functions of enzymes by designing and
carrying out an experiment.
Evidence of Learning
Formative and
Summative measures
Resources Books, articles,
text, etc.
Molecules of life computer research Students investigate the structure, function
and characteristics of monomers and
polymers of different macromolecules.
Students create
poster of examples
of different
macromolecules
and their
characteristics and
answer the quiz.
Importance of proteins Journal- Students
watch on-line videos about the structure and
function of proteins
Students create
proteins journal
http://www.brightst
orm.com/science/bio
logy/chemical-basisof-life/proteins
Exploring the Activity of EnzymesStudents investigate the effect of
temperature, PH, and concentration on the
enzyme activity.
Students create
tables and graphs
and analyze them.
Biology activity CD
http://www.sof
tschools.com/q
uizzes/biology/
molecules_of_l
ife/quiz716.ht
ml
Lab sheet 7 in Bio
Folder
5.3.12.A.3
Predict a cell’s response in a given set
of environmental conditions.
Salivary Amylase Activity Lab - Students Students create lab
investigate the factors that affect the activity report
of Salivary Amylase enzyme
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Living Systems
Essential Questions: How does structure relate to function in living systems from the organismal to the cellular level?
Unit Overview: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of
molecules, which also carry out biological functions.
Standards/
CPI’s
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Evidence of Learning
Formative and
Summative measures
Resources Books, articles,
text, etc.
5.3.12.A.4
Distinguish between the processes of
cellular growth (cell division) and
development (differentiation).
5.3.12.A.5
Describe modern applications of the
regulation of cell differentiation and
analyze the benefits and risks (e.g. stem
cells, sex determination).
Osmosis and Turgor Pressure LabStudents investigate the effect of fresh and
salt water on potato, onion, and celery cells.
Students create
tables to compare
the response of
cells in different
environments.
Identify the limiting factor on the size of
the cell activity- Students calculate
volume/surface area ration.
Mitosis Scavenger Hunt (on-line project)
- Students investigate the phases of mitosis,
function of mitosis, and how cells
differentiate.
Lab Sheet 12 in Bio
Folder
Modern
Biology section 4.1
Students create
activity report
http://mset.rst2.edu/
portfolios/a/abdelme
ssih_m/finalweb/
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Living Systems
Essential Questions: How does structure relate to function in living systems from the organismal to the cellular level?
Unit Overview: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of
molecules, which also carry out biological functions.
Standards/
CPI’s
5.3.12.A.6
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Describe how a disease is the result of
a malfunctioning system, organ, and
cell, and relate this to possible
treatment interventions (e.g. diabetes,
cystic fibrosis, lactose intolerance).
Stem Cells computer Project- Students
investigate what stem cells are, where stem
cells come from, and potential stem cell
therapies
Meiosis and Human Disorders Web quest
(on-line project) - Students pretend that
they are among genetic councilor teams
working in a hospital to investigate genetic
inherited disease.
Evidence of Learning
Formative and
Summative measures
Students prepare 10
minutes power
point presentations
and present it.
Students create an
advertisement to
represent a client’s
opinion on stem
cell research,
including
information they
have learned about
the topic.
Resources Books, articles,
text, etc.
http://teach.genetics.
utah.edu/content/tec
h/stemcells/multime
dia.pdf
http://mset.rst2.edu/
portfolios/a/abdelme
ssih_m/cellreproduc
tio/home.htm
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Matter and Energy
Essential Questions: How is matter transferred and energy transferred/transformed in living systems?
Unit Overview: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some
organisms obtain their food directly from other organisms.
Standards/
CPI’s
5.3.12.B.1
5.3.12.B.2
5.3.12.B.3
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Cite evidence that the transfer and
transformation of matter and energy
links organisms to one another and to
their physical setting.
Evidence of Learning
Formative and
Summative measures
Students create
Homeostasis On-Line Web QuestStudents investigate the mechanism of some Homeostasis
living things in order to maintain stable
journal.
conditions.
Use mathematical formulas to justify
the concept of an efficient diet
Molecules Of life On-Line Slide ShowStudents investigate the structure and
function of the macromolecules that form
living things.
Students create
macromolecules
research
Predict what would happen to an
ecosystem if an energy source was
removed.
Miller’s experiment On-line animated
show - Students simulate the early
atmosphere and the effect of energy on the
formation of the first protein molecules.
Students cover the
guide questions in
their report
Resources Books, articles,
text, etc.
http://www.google.
com/url?q=http://w
ww.myteacherpage
s.com/webpages/S
Weiss/files/bio%25
202%2520homeost
asis%2520webques
t%2520ver%25202.
0.doc&sa=U&ei=h
D_uTZnKLYb0sw
PSpuDCAw&ved=
0CA8QFjAB&usg=
AFQjCNE81AExlZ
jxXA7WW2nC0hC
lzTLDdA
http://mset.rst2.edu/
portfolios/a/abdelm
essih_m/finalprojec
t/biochempro.ppt
http://www.ucsd.tv/millerurey/
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Matter and Energy
Essential Questions: How is matter transferred and energy transferred/transformed in living systems?
Unit Overview: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some
organisms obtain their food directly from other organisms.
Standards/
CPI’s
5.3.12.B.4
5.3.12.B.5
5.3.12.B.6
Evidence of Learning
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Explain how environmental factors
(such as temperature, light intensity,
and the amount of water available) can
affect photosynthesis as an energy
storing process.
Chromatography Lab- Students use the
chromatography technique to relate light
absorption to plant pigments and their effect
on photosynthesis.
Students cover the
guide questions in
their lab reports.
Respiration O-Line Web Quest- Students
work in teams to research how human,
animals and other living thing depend on
plants to get energy.
Students hand in
respiration
research.
http://mset.rst2.edu/portfoli
os/a/abdelmessih_m/mywe
b/index.htm
Students create a
van diagram
http://www.ehow.com/info
_7890304_similaritiesbetween-combustioncellular-respiration.html
Investigate and describe the
complementary relationship (cycling of
matter and flow of energy) between
photosynthesis and cellular respiration.
Explain how the process of cellular
respiration is similar to the burning of
fossil fuels.
Combustion & Cellular Respiration
Computer research- Students compare and
contrast cellular respiration and fuel
combustion.
Formative and
Summative measures
Resources Books, articles,
text, etc.
Chromatography lab Sheet
in Bio Folder.
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Interdependence
Essential Questions: How are organisms dependant on each other?
Unit Overview: Serves All animals and most plants depend on both other organisms and their environment to meet their basic needs.
Standards/
CPI’s
5.3.12.C.1
5.3.12.C.2
5.3.12.C.3
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Evidence of Learning
Formative and
Summative measures
Resources Books, articles,
text, etc.
Analyze the interrelationships and
interdependencies among different
organisms, and explain how these
relationships contribute to the stability
of the ecosystem.
Food Chain and Food Web ActivityStudents investigate the flow of energy
between the living things in an ecosystem.
Students create a
food web and food
pyramids.
://www.vtaide.c
om/png/foodcha
ins.htm
Model how natural and human-made
changes in the environment will affect
individual organisms and the dynamics
of populations.
Black Bear Web Quest- Students explore
the factors that affect wildlife and the
interaction between man and wildlife.
Students create a
debate about black
bear hunting.
http://mset.rst2.edu/po
rtfolios/a/abdelmessih
_m/webquest/
Explain the value and potential
applications of genome projects.
Karyotype lab- Students create different
karyotypes and then, interpret information
and diagnose inherited diseases if found.
Students answer
karyotype
questions in their
lab reports.
Lab sheet 17 in Bio
Folder
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Interdependence
Essential Questions: How are organisms dependant on each other?
Unit Overview: Serves All animals and most plants depend on both other organisms and their environment to meet their basic needs.
Standards/
CPI’s
5.3.12.C.4
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Predict the potential impact on an
organism (no impact, significant
impact) given a change in a specific
DNA code, and provide specific real
world examples of conditions caused
by mutations
Mutation Lab- Students- create DNA and
RNA and simulate different types of
mutation and find out the effect on the
organism proteins.
Evidence of Learning
Formative and
Summative measures
Students answer
the question sheet
and find out the
disorders result
from some
mutation.
Resources Books, articles,
text, etc.
Lab Sheet 14 in Bio
Folder
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Heredity and Reproduction
Essential Questions: How is genetic information passed through generations?
Unit Overview: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they
pass this on to their offspring during reproduction.
Standards/
CPI’s
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Evidence of Learning
Formative and
Summative measures
Resources Books, articles,
text, etc.
5.3.12.D.1
Explain the value and potential
applications of genome projects.
Cytochrom-C Lab. Examine the genomes
of various organisms for formation of
cytochrom C Relate similarities and
differences in the organisms.
Students arrange
different species in
ascending order
and in a
cladogram.
Holt Resources
Lab program
C19
H:\Modern
Biology
(D)\data\Ch08
5.3.12.D.2
Predict the potential impact on an
organism (no impact, significant
impact) given a change in a specific
DNA code, and provide specific real
world examples of conditions caused
by mutations.
Sickle Cell Anemia research: Examine the
sickle Cell Anemia mutation. Present the
mutation, DNA code and resulting
consequence
Students create a
research
http://www.nhlb
i.nih.gov/health/
dci/Diseases/Sca
/SCA_WhatIs.ht
ml
5.3.12.D.3
Demonstrate through modeling how the Meiosis and fertilization Lab- Students
create their own chromosomes and simulate
sorting and recombination of genes
fertilization and creating babies.
during sexual reproduction has
an effect on variation in offspring
(meiosis, fertilization).
Students hand in
parents and babies
tables in their lab
reports
Lab Sheet 17 in
Biology folder
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Heredity and Reproduction
Essential Questions: How is genetic information passed through generations?
Unit Overview: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they
pass this on to their offspring during reproduction.
Standards/
CPI’s
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Modeling Meiosis- Model the stages of
meiosis in an animal cell and demonstrate
genetic recombination.
Evidence of Learning
Formative and
Summative measures
Students cover the
guide questions in
their lab reports
Resources Books, articles,
text, etc.
Holt Resources
Lab program
C11
H:\Modern
Biology
(D)\data\Ch08
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Evolution and Diversity
Essential Questions: How does natural selection encourage inter and intra specific diversity over time?
Unit Overview: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These
selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.
Standards/
CPI’s
5.3.12.E.1
5.3.12.E.2
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Account for the appearance of a novel
trait that arose in a given population.
Estimate how closely related species
are, based on scientific evidence (e.g.,
anatomical similarities, similarities of
DNA base and/or amino acid sequence.
Evidence of Learning
Formative and
Summative measures
Examine DNA replication, possibility of
Model of DNA
mutation and results of mutations. Model
and protein
replication with and without errors, showing showing variation
resulting protein. Model kits
Research Sickle Cell Anemia, examine
molecular change and resulting physical
change. Examine “fitness of carrier,
diseased and healthy individual
Resulting
presentation and
report
Research and present analogous
structures, homologous structures of
multiple organisms. Model the
modifications of 4 structures to demonstrate
anatomical similarities based on structure
and or amino acid sequence. Relate back to
DNA base composition. DNA modeling
Kits
Resulting report
and models
Resources Books, articles,
text, etc.
Computer,
Textbook, Web
quests
Computer, text,
whiteboard.
Computer,
textbook ,
internet, DNA
model kits
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Evolution and Diversity
Essential Questions: How does natural selection encourage inter and intra specific diversity over time?
Unit Overview: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These
selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.
Standards/
CPI’s
5.3.12.E.3
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Provide a scientific explanation for the
history of life on Earth using scientific
evidence (e.g., fossil record, DNA,
protein structures, etc.)
Fossil lab examines various organisms
through time via pic. Determine the
relationship between each type create a tree,
Research protein structures in various
organisms, present finding
Protein Structure Lab examining
similarities and differences between chromc proteins in 10 different organisms. Show
relationship via number of differences and
similarities.
5.3.12.E.4
Account for the evolution of a species
by citing specific evidence of
biological mechanisms.
Examine Stanley Miller experiment
demonstrating formation of organic
molecules
Evidence of Learning
Formative and
Summative measures
Resulting Lab
report and models
Resulting Lab
report and models
Resulting poster
Resulting report
and presentation
Resources Books, articles,
text, etc.
Computer, Lab
worksheet
Lab Worksheet,
computer,
whiteboards
Text book
poster board or
white board.
Text, computer,
internet
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Evolution and Diversity
Essential Questions: How does natural selection encourage inter and intra specific diversity over time?
Unit Overview: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These
selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.
Standards/
CPI’s
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Research the development of Equus (horse)
over time. Examine time periods and
environmental factors that would have
caused these changes. Create presentation
of results.
Fossil Lab trace the development of the
trilobite over time by comparison of various
structural changes. Examine time periods
and possible environmental factors that
would have caused these changes
Evidence of Learning
Formative and
Summative measures
Resulting Lab
report and project.
Resources Books, articles,
text, etc.
Lab worksheet.
Computer, Textbook.