STUDY PLAN
HIGH SCHOOL
Teacher(s): Angélica Guevara Bernal
Group: Eighth Grade
Subjetc: Biology
Hours per Week: 3
Period: First Term
Date(s): 2009 -2010
STANDARD:
Explico la variabilidad en las poblaciones y la diversidad biológica como consecuencia de estrategias de reproducción, cambios genéticos y selección natural.
CONTENTS
COMPETENCES
ACTIVITIES
REINFORCEMENT
EVALUATION CRITERIA
ACTIVITIES
REPRODUCTION
•Observes specific
•Through concept maps compares
•Extended Readings: an
•Weekly E-Workshop.
•
Monera Kingdom
phenomena.
the characteristics of reproduction
article from the Scientific
•Final Project: Oral
•
Protist Kingdom
•Keeps a record of his /her
in the five kingdoms.
American Magazine and a
Presentation about the
•
Fungi Kingdom
observations and results using •Makes model of the reproductive
specific text from the e-book
Reproductive System using IT
•
Plant Kingdom
diagrams, graphics and charts. system in Human Beings, using
posted on
resources.
•
Animal Kingdom
•Asks specific questions about different kinds of material.
www.pomboscience.wikispac
•Comments made in the
REPRODUCTION IN HUMAN
and experience or about the
•Explains through an oral
es.com
forum of the web page.
BEINGS
applications of scientific
presentation the differences
•Review Questionnaire.
•Review Questionnaire.
•Production of Male
theories.
between the production of male
•Comment on a specific video •Oral Evaluations at the end
Gametes: Spermatogenesis
•Identifies and verifies
and female gametes.
in the discussion label of the
of each class.
•Male Reproductive Organs
conditions that have influence •Reads and writes an essay about
web page.
•Spelling Bee based on the
• Male Hormones
on an experiment and those
the importance of the Health Care
science glossary of the week.
• Production of Female
that remain constant or
of Reproductive System.
•Ecological Behavior.
Gametes: Oogenesis
permanent (variables).
•Researches about Sexual
•Class participation in
•Female Reproductive Organs •Persists on the search of
Transmission Diseases (STD).
debates, discussion or
•Female Hormones
answers to questions.
•Participates in a talk about
brainstorming.
•Menstrual Cycle
•Formulates hypothesis base
conceptive and anticonceptive
•Weekly revision of the
•Fertilization and Pregnancy
on everyday knowledge,
methods, conducted by an especial
Science Fair Project File,
•Health Care of Reproductive theories and scientific models. guest.
findings, notes and journal.
System
•Updates the Science project and
•Global Evaluation at the end
•Science Fair Project.
share his/her findings with the
of the term.
class.
BIBLIOGRAPHY:
JOHNSON Raven, Biology 6th Edition. Chapter 59.
RETCHMAN Max, Biology, CliffStudySolver. Chapter 9.
SILVER, Theodore, Cracking the SAT II Biology, The Princeton Review.
BEJARANO CESAR, Portal de la Ciencia 8, Grupo Editorial Norma 2006
STUDY PLAN
HIGH SCHOOL
Teacher(s): Angélica Guevara Bernal
Group: Eighth Grade
Subjetc: Biology
Hours per Week: 3
Period: Second Term
Date(s): 2009 -2010
STANDARD:
Identifico aplicaciones de algunos conocimientos sobre la herencia y la reproducción al mejoramiento de la calidad de vida de las poblaciones.
CONTENTS
COMPETENCES
ACTIVITIES
REINFORCEMENT
EVALUATION CRITERIA
ACTIVITIES
GENETICS AND HEREDITY
•Observes specific
•Through concept maps describes
•Extended Readings: an
•Weekly E-Workshop.
•Laws of Heredity
phenomena.
the three laws of Heredity.
article from the Scientific
•Essay: The Human Genome
•Dominance and
•Keeps a record of his /her
•Makes a comparison chart to
American Magazine and a
Project.
codominance.
observations and results using explain what dominance and
specific text from the e-book
•Oral Presentation about
•Multiple Alleles: Blood
diagrams, graphics and charts. codominance are.
posted on
Punctual Mutations.
Groups
•Asks specific questions about •Explains through an oral
www.pomboscience.wikispac
•Review Questionnaire.
•Poligenic Inheritance.
and experience or about the
presentation the characteristics of
es.com
•Quizzes at the end of some
•Sex-Linked Inheritance.
applications of scientific
each Blood group.
•Review Questionnaire.
classes.
•Sex-limited autosomal
theories.
•Reads and writes an essay about
•Comment on a specific video •Oral questions at the end of
Inheritance.
•Identifies and verifies
the importance of the Health Care
in the discussion label of the
each class (randomly).
•Genes and environment.
conditions that have influence of Reproductive System.
web page.
•Spelling Bee based on the
•Mutations.
on an experiment and those
•Makes a model about the DNA
science glossary of the week
GENETICS: BASIC CONCEPTS
that remain constant or
Constitution.
every Friday.
•Meiosis.
permanent (variables).
•Researches about Mutations and
•Class participation in
•Comparing Mitosis and
•Persists on the search of
Punctual Mutations.
debates, discussion or
meiosis.
answers to questions.
•Participates in a debate about the
brainstorming.
•Sources of genetic
•Formulates hypothesis base
Project of the Human Genome.
•Ecological Behavior.
variability.
on everyday knowledge,
•Updates the Science project and
•Weekly revision of the
•Genes Constitution.
theories and scientific models. share his/her findings with the
Science Fair Project File,
•DNA: the molecule of life.
class.
findings, notes and journal.
•DNA Duplication.
•Global Evaluation at the end
•The genetic code.
of the term.
•Synthesis of proteins.
•Punctual Mutations.
•The Human Genome.
•Genetic manipulation.
BIBLIOGRAPHY:
JOHNSON Raven, Biology 6th Edition. Chapters 14, 15.
RETCHMAN Max, Biology, CliffStudySolver. Chapter 11.
SILVER, Theodore, Cracking the SAT II Biology, The Princeton Review.
BEJARANO CESAR, Portal de la Ciencia 8, Grupo Editorial Norma 2006
STUDY PLAN
HIGH SCHOOL
Teacher(s): Angélica Guevara Bernal
Group: Eighth Grade
Subjetc: Biology
Hours per Week: 3
Period: Third Term
Date(s): 2009 -2010
STANDARD:
Explico la variabilidad en las poblaciones y la diversidad biológica como consecuencia de estrategias de reproducción, cambios genéticos y selección natural.
CONTENTS
COMPETENCES
ACTIVITIES
REINFORCEMENT
EVALUATION CRITERIA
ACTIVITIES
PRINCIPLES OF
•Observes specific
•Observes a video about types of
•Extended Readings: an
•Weekly E-Workshop.
MICROBIOLOGY
phenomena.
Microbes.
article from the Scientific
•Project for the Community:
•The discovery of Microbes.
•Keeps a record of his /her
•Gives a written and oral opinion
American Magazine and a
Maintaining a Healthy
•The end of Spontaneous
observations and results using about Spontaneous Generation.
specific text from the e-book
Environment
Generation.
diagrams, graphics and charts. •Describe the characteristics of The posted on
•Power Point Presentation
•The Modern Age
•Asks specific questions about Modern Age
www.pomboscience.wikispac
about types of
•Microorganisms and
and experience or about the
•Identifies causes and
es.com
microorganisms.
Diseases.
applications of scientific
consequences of Diseases and
•Review Questionnaire.
•Oral Presentation about
•Koch Postulates.
theories.
microorganisms.
•Comment on a specific video Koch Postulates.
•Form and Classification of
•Identifies and verifies
•Gives a presentation about Koch
in the discussion label of the
•Summary about Growth and
Microorganisms.
conditions that have influence Postulates.
web page.
Reproduction in
•Types of Microorganismson an experiment and those
•Uses a concept map to explain the
Microorganisms.
•Characteristics of a
that remain constant or
Form and Classification of
•Review Questionnaire.
Microbian cell.
permanent (variables).
Microorganisms.
•Quizzes at the end of some
•Nutrition and Metabolism in •Proposes and support
•Makes a power point
classes.
a Microbe.
answers to questions and
presentation about Types of
•Oral questions at the end of
•Growth and Reproduction in compares them to others and Microorganismseach class (randomly).
Microorganisms.
scientific theories.
•Describes the characteristics of a
•Spelling Bee based on the
•Applications of
•Formulates hypothesis base Microbian cell.
science glossary of the week
Microbiology.
on everyday knowledge,
•Compares the Nutrition and
every Friday.
theories and scientific models. Metabolism in a Microbe.
•Class participation in
•Reads and writes a brief summary
debates, discussion or
about Growth and Reproduction in
brainstorming.
Microorganisms.
•Ecological Behavior.
•Watches movies about
•Weekly revision of the
Applications of Microbiology and
Science Fair Project File,
gives a opinion about them.
findings, notes and journal.
•Creates a Project to teach the
•Global Evaluation at the end
community how to maintain a
of the term.
healthy environment.
BIBLIOGRAPHY:
SLONCZEWSKI & FOSTER, Microbiology an Evolving Science;
SILVER, Theodore, Cracking the SAT II Biology, The Princeton Review.
BEJARANO CESAR, Portal de la Ciencia 8, Grupo Editorial Norma 2006
Subjetc: Biology
Period: Fourth Term
STANDARD:
STUDY PLAN
HIGH SCHOOL
Teacher(s): Angélica Guevara Bernal
Group: Eighth Grade
Hours per Week: 3
Date(s): 2009 -2010
Explico condiciones de cambio y conservación en diversos sistemas teniendo en cuenta transferencia y transporte de energía y su interacción con la materia.
CONTENTS
NATURAL REGIONS OF THE
EARTH
•Biomes of the world
•Levels of organization in
Nature
•Climatic Zones of the Earth
•Thermal Bioclimatic
Conditions
•Ecological impact and
protocols to diminish it.
COMPETENCES
ACTIVITIES
•Keeps a record of his /her
observations and results using
diagrams, graphics and charts.
•Uses mathematics as a
means to organize, analyze
and present data resulting
from labs or minilabs.
•Establishes relationships
between gathered
information and results.
•Proposes and support
answers to questions and
compares them to others and
scientific theories.
•Formulates hypothesis base
on everyday knowledge,
theories and scientific models.
•Listens in a respectful way
but critically other points of
view to modify them and
construct more solid
arguments.
•Explains the importance of
biomes of Colombia and biomes of
the world.
•Researches about the latest
technological advances about
ecosystems and biomes of
Colombia.
•Creates a project to preserve
nature and minimize
environmental pollution.
•Class discussions: graphs, images
and videos, sharing the results of
their analysis.
•Reading: Colombia al filo de la
oportunidad. Contrasting this
information with more recent
studies.
•Creating a graph of temperature
and precipitation of biomes of the
work in a data table with a written
analysis.
•Creating a blog about one of the
regions of Colombia, including
pictures, graphs, written
descriptions about fauna and flora.
BIBLIOGRAPHY:
RETCHMAN Max, Biology, CliffStudySolver. Chapters 29 and 30
GARCÍA MARQUEZ, Colombia al filo de la oportunidad, Colciencias.
BEJARANO CESAR, Portal de la Ciencia 8, Grupo Editorial Norma 2006
REINFORCEMENT
ACTIVITIES
•Extended Readings: specific
articles from:
zonasdecolombia.com
Nuestracolombia.org.co
Minambiente.gov.co
A specific text from the ebook posted on
www.pomboscience.wikispac
es.com
•Review Questionnaire.
•Comment on a specific video
in the discussion label of the
web page.
EVALUATION CRITERIA
•Weekly E-Workshop.
•Project to minimize
environmental pollution.
•Class Participation in
discussions.
•Graphs, data tables created
by the students.
•Blog about a region of
Colombia.
•Summary about Colombia al
filo de la oportunidad.
•Review Questionnaire.
•Quizzes at the end of some
classes.
•Oral questions at the end of
each class (randomly).
•Spelling Bee based on the
science glossary of the week
every Friday.
•Class participation in
debates, discussion or
brainstorming.
•Ecological Behavior.
•Global Evaluation at the end
of the term.