ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: AP Biology
GRADE LEVEL:
CREATION DATE: March, 2003
Essential Question, Concept or Theme: A. Chemistry of Life
PA Standards: Not Applicable
Benchmark/Skills
1. 1. Understand the chemical and physical
properties of water.
 Explain how the chemical and physical
properties of water make life on Earth
possible.
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Course Approved Textbook:
Campbell, Neil A. Biology, 5th
ed. Menlo Park, CA: Addison
Wesley Longman, 1999.
Assessment




Teacher-generated
summative assessments
Formal written lab report
Class
participation/discussion
End of chapter in textbook Course Approved Laboratory
Manual: AP Biology Lab
– Self-quiz, challenge
Manual for Students
questions
Chemistry of Life – Chapters
2-5
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

Course/Grade: AP Biology
Page 1
Periodic chart
Computer software
Diagrams from books/still
images from laser disk The Living Textbook
Models
Overhead transparencies of
diagrams
Laboratory equipment and
supplies
Instructional Strategies



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




-1-
Direct instruction/lecture
Student Laboratory
Investigation: Enzyme
catalysis
Labeling diagrams/modeling
structures and processes
Topic specific computer
program activities
Showing still images from laser
disc
Class discussion
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: A. Chemistry of Life
PA Standards: Not Applicable
Benchmark/Skills
2.



Explain the relationship between organic
molecules and the functioning of organisms.
Describe the role of carbon in the molecular
diversity of life.
Explain how cells build up and break down
organic molecules.
Relate the structure of organic molecules to
their functions in organisms.
Approx. Time Allotment:
Assessment




Teacher-generated
summative
assessments
Formal written lab
report
Class participation/
discussion
End of chapter in
textbook – Self-quiz,
challenge questions
Aligned Materials/
Resources/Technology
Chemistry of Life – Chapters
2-5






Periodic chart
Computer software
Diagrams from books/still
images from laser disk - The
Living Textbook
Models
Overhead transparencies of
diagrams
Laboratory equipment and
supplies
Instructional Strategies









Course/Grade: AP Biology
Page 2
-2-
Direct instruction/lecture
Student Laboratory
Investigation: Enzyme
catalysis
Labeling diagrams/modeling
structures and processes
Topic specific computer
program activities
Showing still images from
laser disc
Class discussion
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further
readings from textbook
March, 2003
Essential Question, Concept or Theme: A. Chemistry of Life
PA Standards: Not Applicable
Benchmark/Skills
3. Explain free energy changes in
organisms.
 Explain how the laws of
thermodynamics relate to the
biochemical processes that
provide energy to living
systems.
Approx. Time Allotment:
Assessment




Teacher-generated summative
assessments
Formal written lab report
Class participation/
discussion
End of chapter in textbook –
Self-quiz, challenge questions
Aligned Materials/
Resources/Technology
Chemistry of Life – Chapters
2-5






Periodic chart
Computer software
Diagrams from books/still
images from laser disk - The
Living Textbook
Models
Overhead transparencies of
diagrams
Laboratory equipment and
supplies
Instructional Strategies









Course/Grade: AP Biology
Page 3
-3-
Direct instruction/lecture
Student Laboratory
Investigation: Enzyme
catalysis
Labeling diagrams/modeling
structures and processes
Topic specific computer
program activities
Showing still images from laser
disc
Class discussion
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: A. Chemistry of Life
PA Standards: Not Applicable
Benchmark/Skills
4. Explain the importance of enzymes.
 Explain how enzymes control the speed at which
chemical reactions take place.
 Relate the structure of an enzyme to its specific
function in the organism.
 Describe the regulation of enzyme activity.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Formal written lab
report
Class participation/
discussion
End of chapter in
textbook – Self-quiz,
challenge questions
Aligned Materials/
Resources/Technology
Chemistry of Life –
Chapters
2-5
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




Course/Grade: AP Biology
Page 4
Periodic chart
Computer software
Diagrams from
books/still images
from laser disk - The
Living Textbook
Models
Overhead
transparencies of
diagrams
Laboratory equipment
and supplies
Instructional Strategies









-4-
Direct instruction/lecture
Student Laboratory
Investigation: Enzyme
catalysis
Labeling diagrams/modeling
structures and processes
Topic specific computer
program activities
Showing still images from laser
disc
Class discussion
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: A. Chemistry of Life
PA Standards: Not Applicable
Adaptations/Inclusion Techniques
Approx. Time Allotment:
Enrichment Strategies
Remediation Strategies
For all topics of study (May include
but is not limited to):
For all topics of study (May
include but is not limited to):
For all topics of study (May
include but is not limited to):


















Modified homework (length or
type of assignment given)
CD ROM tutorials
Modified projects
Extended time
Hard copies of notes given to
student
Aide in room
Preferential seating
Hands-on activities
Visual/auditory aids
IEP recommendations
Course/Grade: AP Biology
Homework options
Essays
Student project options
Enrichment computer
software
Page 5
Multicultural/Interdisciplinary
Connection
CD ROM tutorials
Modified homework
Extra help with teacher
Tutoring
-5-
March, 2003
Essential Question, Concept or Theme: B. Cells
PA Standards: Not Applicable
Approx. Time Allotment:
Benchmark/Skills
1. Compare and contrast prokaryotic and
eukaryotic cells.
 Identify the similarities and differences
between prokaryotic and eukaryotic cells.
 Identify the evolutionary relationships
between prokaryotic and eukaryotic cells.
Assessment




Teacher-generated
summative assessments
Formal written lab
report
Class
participation/discussion
End of chapter in
textbook – Self-quiz,
challenge questions
Aligned Materials/
Resources/Technology
Cells – Chapters 7 & 8
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
Course/Grade: AP Biology
Page 6
Laboratory equipment
and supplies
Computer software
Cell models – plant and
animal
Laser disc – still images –
The Living Textbook
Overhead transparencies
of diagrams
Diagrams of plant and
animal cells
Microscopes
Prepared slides
Instructional Strategies









-6-
Direct instruction/lecture
Student Laboratory
Investigations: Diffusion and
osmosis, Mitosis and meiosis
Class discussion
Labeling diagrams/modeling
structures and processes
Topic specific computer
program activities
Showing still images from laser
disc
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: B. Cells
PA Standards: Not Applicable
Benchmark/Skills
2. Analyze the structure of cellular
membranes.
 Describe the current model of cell
membranes.
 Relate the differing molecular
arrangement of various
membranes to their differences in
function.
 Explain how the molecular
structure of membranes allows for
various mechanisms of transport
and recognition.
 Describe the various mechanisms
of cellular transport.
Course/Grade: AP Biology
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Formal written lab report
Class
participation/discussion
End of chapter in textbook –
Self-quiz, challenge
questions
Aligned Materials/
Resources/Technology
Cells – Chapters 7 & 8
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






Page 7
Laboratory equipment and
supplies
Computer software
Cell models – plant and animal
Laser disc – still images – The
Living Textbook
Overhead transparencies of
diagrams
Diagrams of plant and animal
cells
Microscopes
Prepared slides
Instructional Strategies









-7-
Direct instruction/lecture
Student Laboratory
Investigations: Diffusion and
osmosis, Mitosis and meiosis
Class discussion
Labeling diagrams/modeling
structures and processes
Topic specific computer
program activities
Showing still images from laser
disc
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: B. Cells
PA Standards: Not Applicable
Approx. Time Allotment:
Benchmark/Skills
3. Describe the organization of cells.
 Describe how a cell’s functions are divided up
within the cell.
 Relate the structure of cell organelles to their
functions.
 Explain how cell organelles work together to
perform various cell functions.
 Describe factors that limit the size of cells.
Assessment




Teacher-generated
summative assessments
Formal written lab
report
Class
participation/discussion
End of chapter in
textbook – Self-quiz,
challenge questions
Aligned Materials/
Resources/Technology
Cells – Chapters 7 & 8
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






Course/Grade: AP Biology
Page 8
Laboratory equipment
and supplies
Computer software
Cell models – plant and
animal
Laser disc – still images
– The Living Textbook
Overhead
transparencies of
diagrams
Diagrams of plant and
animal cells
Microscopes
Prepared slides
Instructional Strategies









-8-
Direct instruction/lecture
Student Laboratory
Investigations: Diffusion and
osmosis, Mitosis and meiosis
Class discussion
Labeling diagrams/modeling
structures and processes
Topic specific computer
program activities
Showing still images from laser
disc
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: B. Cells
PA Standards: Not Applicable
Benchmark/Skills
4. Describe the regulation of the cell
cycle.
 Explain how cells ensure genetic
information is maintained
between generations.
 Describe the process of mitosis in
copying genetic information.
 Explain what happens during
cytokinesis.
 Describe the mechanisms that
regulate the cell cycle.
 Relate errors in cell cycles to the
formation of tumors.
Course/Grade: AP Biology
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Formal written lab report
Class
participation/discussion
End of chapter in textbook –
Self-quiz, challenge
questions
Aligned Materials/
Resources/Technology
Cells – Chapters 7 & 8








Page 9
Laboratory equipment and
supplies
Computer software
Cell models – plant and animal
Laser disc – still images – The
Living Textbook
Overhead transparencies of
diagrams
Diagrams of plant and animal
cells
Microscopes
Prepared slides
Instructional Strategies









-9-
Direct instruction/lecture
Student Laboratory
Investigations: Diffusion and
osmosis, Mitosis and meiosis
Class discussion
Labeling diagrams/modeling
structures and processes
Topic specific computer
program activities
Showing still images from laser
disc
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: B. Cells
PA Standards: Not Applicable
Approx. Time Allotment:
Adaptations/Inclusion Techniques
For all topics of study (May include but is not
limited to):










Modified homework (length or type of
assignment given)
CD ROM tutorials
Modified projects
Extended time
Hard copies of notes given to student
Aide in room
Preferential seating
Hands-on activities
Visual/auditory aids
IEP recommendations
Course/Grade: AP Biology
Enrichment Strategies
Remediation Strategies
For all topics of study (May
include but is not limited
to):
For all topics of study (May
include but is not limited
to):








Homework options
Essays
Student project options
Enrichment computer
software
Page 10
Multicultural/Interdisciplinary
Connection
CD ROM tutorials
Modified homework
Extra help with teacher
Tutoring
- 10 -
March, 2003
Essential Question, Concept or Theme: C. Cellular Energetics
PA Standards: Not Applicable
Benchmark/Skills
1. Describe how coupled reactions
take place in living systems.
 Describe the role of ATP in the
anabolic and catabolic processes
of cells.
 Describe how chemiosmosis
works.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Formal written lab report
Class
participation/discussion
End of chapter in textbook –
Self-quiz, challenge
questions
Aligned Materials/
Resources/Technology
Cellular Energetics – Chapters 6, 9, 
& 10






Laboratory equipment and
supplies
Computer software
Laser disc – still images and
movie clips – The Living
Textbook
Overhead transparencies of
diagrams
Diagrams of cellular respiration
and photosynthesis







Course/Grade: AP Biology
Page 11
- 11 -
Instructional Strategies
Direct instruction/lecture
Student Laboratory
Investigations: Plant pigments
and photosynthesis, Cell
respiration
Concept mapping/outlining
readings from textbook
Labeling diagrams/modeling
structures and processes
Topic specific computer
program activities
Class discussions
Showing video clips and still
images from laser disc
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: C. Cellular Energetics
PA Standards: Not Applicable
Benchmark/Skills
2. Explain the processes of fermentation and
cellular respiration.
 Describe how organic molecules are broken
down in organisms.
 Explain the role of oxygen in the production
of energy.
 Explain how organisms produce energy in the
absence of oxygen.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Formal written lab
report
Class
participation/discussion
End of chapter in
textbook – Self-quiz,
challenge questions
Aligned Materials/
Resources/Technology
Cellular Energetics –
Chapters 6, 9, & 10





Laboratory equipment
and supplies
Computer software
Laser disc – still images
and movie clips – The
Living Textbook
Overhead
transparencies of
diagrams
Diagrams of cellular
respiration and
photosynthesis
Instructional Strategies









Course/Grade: AP Biology
Page 12
- 12 -
Direct instruction/lecture
Student Laboratory
Investigations: Plant pigments
and photosynthesis, Cell
respiration
Concept mapping/outlining
readings from textbook
Labeling diagrams/modeling
structures and processes
Topic specific computer
program activities
Class discussions
Showing video clips and still
images from laser disc
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: C. Cellular Energetics
PA Standards: Not Applicable
Benchmark/Skills
3. Explain the role of
photosynthesis.
 Describe how photosynthesis
produces chemical energy from
light energy.
 Explain how carbohydrates are
produced during photosynthesis.
 Describe how photosynthesis
varies in different environmental
conditions.
 Relate the processes of cellular
respiration and photosynthesis.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Formal written lab report
Class
participation/discussion
End of chapter in textbook –
Self-quiz, challenge
questions
Aligned Materials/
Resources/Technology
Cellular Energetics – Chapters 6, 9, 
& 10






Laboratory equipment and
supplies
Computer software
Laser disc – still images and
movie clips – The Living
Textbook
Overhead transparencies of
diagrams
Diagrams of cellular respiration
and photosynthesis







Course/Grade: AP Biology
Page 13
- 13 -
Instructional Strategies
Direct instruction/lecture
Student Laboratory
Investigations: Plant pigments
and photosynthesis, Cell
respiration
Concept mapping/outlining
readings from textbook
Labeling diagrams/modeling
structures and processes
Topic specific computer
program activities
Class discussions
Showing video clips and still
images from laser disc
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: C. Cellular Energetics
PA Standards: Not Applicable
Adaptations/Inclusion Techniques
For all topics of study (May include but is not
limited to):










Modified homework (length or type of
assignment given)
CD ROM tutorials
Modified projects
Extended time
Hard copies of notes given to student
Aide in room
Preferential seating
Hands-on activities
Visual/auditory aids
IEP recommendations
Course/Grade: AP Biology
Approx. Time Allotment:
Enrichment Strategies
Remediation Strategies
For all topics of study (May
include but is not limited
to):
For all topics of study (May
include but is not limited
to):








Homework options
Essays
Student project options
Enrichment computer
software
Page 14
Multicultural/Interdisciplinary
Connection
CD ROM tutorials
Modified homework
Extra help with teacher
Tutoring
- 14 -
March, 2003
Essential Question, Concept or Theme: D. Heredity
PA Standards: Not Applicable
Benchmark/Skills
1. Explain the production of gametes
through the process of meiosis.
 Describe the importance of
meiosis.
 Relate the characteristics of
meiosis to sexual reproduction.
 Explain how meiosis produces
gametes.
 Compare and contrast gamete
production in plants and animals.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Formal written lab report
Class
participation/discussion
End of chapter in textbook –
Self-quiz, challenge
questions, genetics problems







Aligned Materials/
Resources/Technology
Laboratory equipment and
supplies
Diagrams - phases of cell
cycle/mitosis/meiosis
Models - mitosis and meiosis
Laser disk - stills - The Living
Textbook
Overhead transparencies of
diagrams
Microviewer slide and booklet
- Plant mitosis, Animal mitosis,
and Meiosis
Microscope
Instructional Strategies









Course/Grade: AP Biology
Page 15
- 15 -
Direct instruction/lecture
Student Laboratory
Investigation: Genetics of
organisms
Labeling diagrams/modeling
structures and processes
Class discussions
Showing still images and video
clips from laser disc
Topic specific computer
program activities
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: D. Heredity
PA Standards: Not Applicable
Benchmark/Skills
2. Explain the arrangement of chromosomes in
eukaryotes.
 Describe how chromosomes are arranged in
eukaryotic organisms.
 Explain how the arrangement of
chromosomes in eukaryotes leads to variation
as well as continuity between generations.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Formal written lab
report
Class
participation/discussion
End of chapter in
textbook – Self-quiz,
challenge questions,
genetics problems







Course/Grade: AP Biology
Page 16
Aligned Materials/
Resources/Technology
Laboratory equipment
and supplies
Diagrams - phases of
cell
cycle/mitosis/meiosis
Models - mitosis and
meiosis
Laser disk - stills - The
Living Textbook
Overhead
transparencies of
diagrams
Microviewer slide and
booklet - Plant mitosis,
Animal mitosis, and
Meiosis
Microscope
Instructional Strategies









- 16 -
Direct instruction/lecture
Student Laboratory
Investigation: Genetics of
organisms
Labeling diagrams/modeling
structures and processes
Class discussions
Showing still images and video
clips from laser disc
Topic specific computer
program activities
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: D. Heredity
PA Standards: Not Applicable
Benchmark/Skills
3. Explain the patterns of inheritance in
organisms.
 Describe the work of Gregor Mendel and
explain how his work formed the basis of
modern day genetics.
 Explain the various patterns of inheritance.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Formal written lab
report
Class
participation/discussion
End of chapter in
textbook – Self-quiz,
challenge questions,
genetics problems







Course/Grade: AP Biology
Page 17
Aligned Materials/
Resources/Technology
Laboratory equipment
and supplies
Diagrams - phases of
cell
cycle/mitosis/meiosis
Models - mitosis and
meiosis
Laser disk - stills - The
Living Textbook
Overhead
transparencies of
diagrams
Microviewer slide and
booklet - Plant mitosis,
Animal mitosis, and
Meiosis
Microscope
Instructional Strategies









- 17 -
Direct instruction/lecture
Student Laboratory
Investigation: Genetics of
organisms
Labeling diagrams/modeling
structures and processes
Class discussions
Showing still images and video
clips from laser disc
Topic specific computer
program activities
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: D. Heredity
PA Standards: Not Applicable
Adaptations/Inclusion Techniques
For all topics of study (May include but is not
limited to):










Modified homework (length or type of
assignment given)
CD ROM tutorials
Modified projects
Extended time
Hard copies of notes given to student
Aide in room
Preferential seating
Hands-on activities
Visual/auditory aids
IEP recommendations
Course/Grade: AP Biology
Approx. Time Allotment:
Enrichment Strategies
Remediation Strategies
For all topics of study (May
include but is not limited
to):
For all topics of study (May
include but is not limited
to):








Homework options
Essays
Student project options
Enrichment computer
software
Page 18
Multicultural/Interdisciplinary
Connection
CD ROM tutorials
Modified homework
Extra help with teacher
Tutoring
- 18 -
March, 2003
Essential Question, Concept or Theme: E. Molecular Genetics
PA Standards: Not Applicable
Benchmark/Skills
1. Describe the importance of RNA and DNA in
organism's function.
 Relate the structure of RNA and DNA to the
storage of genetic information and synthesis
of proteins.
 Compare and contrast the genetic information
in prokaryotes and eukaryotes.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Formal written lab
report
Class
discussion/participation
End of chapter in
textbook – Self-quiz,
challenge questions
Aligned Materials/
Resources/Technology
Molecular Genetics –
Chapters 15 - 19







Course/Grade: AP Biology
Page 19
Laboratory equipment
and supplies
Laser disk - still images
- The Living Textbook
Computer software
Extraction materials
DNA/protein synthesis
model kit
Diagrams and
overheads of diagrams –
DNA, replication,
transcription, translation
Genetic code chart
Instructional Strategies









- 19 -
Direct instruction/lecture
Student Laboratory
Investigation: Molecular
biology
Topic specific computer
program activities
Class discussion
Labeling diagrams/modeling
structures and processes
Showing still images and video
clips from laser disc
Concept mapping/outlining
readings from chapter
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: E. Molecular Genetics
PA Standards: Not Applicable
Benchmark/Skills
2. Describe the regulation of genes in living
systems.
 Explain the mechanisms through which gene
expression is regulated in prokaryotes and
eukaryotes.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Formal written lab
report
Class
discussion/participation
End of chapter in
textbook – Self-quiz,
challenge questions
Aligned Materials/
Resources/Technology
Molecular Genetics –
Chapters 15 - 19







Course/Grade: AP Biology
Page 20
Laboratory equipment
and supplies
Laser disk - still images
- The Living Textbook
Computer software
Extraction materials
DNA/protein synthesis
model kit
Diagrams and
overheads of diagrams –
DNA, replication,
transcription, translation
Genetic code chart
Instructional Strategies









- 20 -
Direct instruction/lecture
Student Laboratory
Investigation: Molecular
biology
Topic specific computer
program activities
Class discussion
Labeling diagrams/modeling
structures and processes
Showing still images and video
clips from laser disc
Concept mapping/outlining
readings from chapter
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: : E. Molecular Genetics
PA Standards: Not Applicable
Benchmark/Skills
3. Explain the importance of mutations.
 Describe the various ways that genetic
information can be changed in organisms.
 Describe the effects of genetic alterations in
organism function and development.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Formal written lab
report
Class
discussion/participation
End of chapter in
textbook – Self-quiz,
challenge questions
Aligned Materials/
Resources/Technology
Molecular Genetics –
Chapters 15 - 19







Course/Grade: AP Biology
Page 21
Laboratory equipment
and supplies
Laser disk - still images
- The Living Textbook
Computer software
Extraction materials
DNA/protein synthesis
model kit
Diagrams and
overheads of diagrams –
DNA, replication,
transcription, translation
Genetic code chart
Instructional Strategies









- 21 -
Direct instruction/lecture
Student Laboratory
Investigation: Molecular
biology
Topic specific computer
program activities
Class discussion
Labeling diagrams/modeling
structures and processes
Showing still images and video
clips from laser disc
Concept mapping/outlining
readings from chapter
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: : E. Molecular Genetics
PA Standards: Not Applicable
Benchmark/Skills
4. Explain the structure of viruses and how their
genetic information is copied.
 Describe the structure of viruses.
 Describe the process of reproduction in
viruses.
 Explain how viruses are able to transfer
genetic information from cell to cell.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Formal written lab
report
Class
discussion/participation
End of chapter in
textbook – Self-quiz,
challenge questions
Aligned Materials/
Resources/Technology
Molecular Genetics –
Chapters 15 - 19







Course/Grade: AP Biology
Page 22
Laboratory equipment
and supplies
Laser disk - still images
- The Living Textbook
Computer software
Extraction materials
DNA/protein synthesis
model kit
Diagrams and
overheads of diagrams –
DNA, replication,
transcription, translation
Genetic code chart
Instructional Strategies









- 22 -
Direct instruction/lecture
Student Laboratory
Investigation: Molecular
biology
Topic specific computer
program activities
Class discussion
Labeling diagrams/modeling
structures and processes
Showing still images and video
clips from laser disc
Concept mapping/outlining
readings from chapter
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: : E. Molecular Genetics
PA Standards: Not Applicable
Benchmark/Skills
5. Explain the importance of genetic technology.
 Describe the current recombinant
technologies.
 Describe the practical applications of genetic
technology.
 Analyze the legal and ethical implication of
genetic technology.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Formal written lab
report
Class
discussion/participation
End of chapter in
textbook – Self-quiz,
challenge questions
Aligned Materials/
Resources/Technology
Molecular Genetics –
Chapters 15 - 19







Course/Grade: AP Biology
Page 23
Laboratory equipment
and supplies
Laser disk - still images
- The Living Textbook
Computer software
Extraction materials
DNA/protein synthesis
model kit
Diagrams and
overheads of diagrams –
DNA, replication,
transcription, translation
Genetic code chart
Instructional Strategies









- 23 -
Direct instruction/lecture
Student Laboratory
Investigation: Molecular
biology
Topic specific computer
program activities
Class discussion
Labeling diagrams/modeling
structures and processes
Showing still images and video
clips from laser disc
Concept mapping/outlining
readings from chapter
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: : E. Molecular Genetics
PA Standards: Not Applicable
Adaptations/Inclusion Techniques
For all topics of study (May include but is not
limited to):










Modified homework (length or type of
assignment given)
CD ROM tutorials
Modified projects
Extended time
Hard copies of notes given to student
Aide in room
Preferential seating
Hands-on activities
Visual/auditory aids
IEP recommendations
Course/Grade: AP Biology
Approx. Time Allotment:
Enrichment Strategies
Remediation Strategies
For all topics of study (May
include but is not limited
to):
For all topics of study (May
include but is not limited
to):








Homework options
Essays
Student project options
Enrichment computer
software
Page 24
Multicultural/Interdisciplinary
Connection
CD ROM tutorials
Modified homework
Extra help with teacher
Tutoring
- 24 -
March, 2003
Essential Question, Concept or Theme: F. Evolutionary Biology
PA Standards: Not Applicable
Benchmark/Skills
1. Describe the origin of the Earth’s life forms.
 Explain the current models for the origins of
the Earth’s organic molecules.
 Explain the current models for the origins of
prokaryotic and eukaryotic cells.
Assessment




Teacher-generated
summative assessments
Class
participation/discussion
Formal written lab
report
End of chapter in
textbook – Self-quiz,
challenge questions
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Evolutionary Biology –
Chapters 20 - 24










Course/Grade: AP Biology
Page 25
Laboratory equipment
and supplies
Laser disc – still images
and video clips – The
Living Textbook
Fossil specimens
Skull models
Diagrams/plastic
mounts of vertebrate
embryos
Diagrams of
homologous
parts/vestigial structures
Overhead
transparencies of
diagrams
Diagrams of convergent
evolution and adaptive
radiation examples
Scientific articles
Computer software
Instructional Strategies









- 25 -
Direct instruction/lecture
Student laboratory
investigation: Population
genetics and evolution
Labeling diagrams/modeling
structures and processes
Class discussion
Topic specific computer
program activities
Showing video clips and still
images from laser disc
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: F. Evolutionary Biology
PA Standards: Not Applicable
Benchmark/Skills
2. Understand how scientists use various types of
evidence to determine evolutionary relationships.
 Identify and describe types of evidence for
evolution.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Class
participation/discussion
Formal written lab
report
End of chapter in
textbook – Self-quiz,
challenge questions
Aligned Materials/
Resources/Technology
Evolutionary Biology –
Chapters 20 - 24










Course/Grade: AP Biology
Page 26
Laboratory equipment
and supplies
Laser disc – still images
and video clips – The
Living Textbook
Fossil specimens
Skull models
Diagrams/plastic
mounts of vertebrate
embryos
Diagrams of
homologous
parts/vestigial structures
Overhead
transparencies of
diagrams
Diagrams of convergent
evolution and adaptive
radiation examples
Scientific articles
Computer software
Instructional Strategies









- 26 -
Direct instruction/lecture
Student laboratory
investigation: Population
genetics and evolution
Labeling diagrams/modeling
structures and processes
Class discussion
Topic specific computer
program activities
Showing video clips and still
images from laser disc
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: F. Evolutionary Biology
PA Standards: Not Applicable
Benchmark/Skills
3. Explain the various mechanisms used to
explain how evolution occurs.
 Describe the role of natural selection in the
process of evolution.
 Relate heredity and natural selection to the
process of evolution.
 Describe how speciation occurs.
 Identify and describe various patterns of
evolution and explain the mechanisms behind
those patterns.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Class
participation/discussion
Formal written lab
report
End of chapter in
textbook – Self-quiz,
challenge questions
Aligned Materials/
Resources/Technology
Evolutionary Biology –
Chapters 20 - 24










Course/Grade: AP Biology
Page 27
Laboratory equipment
and supplies
Laser disc – still images
and video clips – The
Living Textbook
Fossil specimens
Skull models
Diagrams/plastic
mounts of vertebrate
embryos
Diagrams of
homologous
parts/vestigial structures
Overhead
transparencies of
diagrams
Diagrams of convergent
evolution and adaptive
radiation examples
Scientific articles
Computer software
Instructional Strategies









- 27 -
Direct instruction/lecture
Student laboratory
investigation: Population
genetics and evolution
Labeling diagrams/modeling
structures and processes
Class discussion
Topic specific computer
program activities
Showing video clips and still
images from laser disc
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: F. Evolutionary Biology
PA Standards: Not Applicable
Adaptations/Inclusion Techniques
For all topics of study (May include but is not
limited to):










Modified homework (length or type of
assignment given)
CD ROM tutorials
Modified projects
Extended time
Hard copies of notes given to student
Aide in room
Preferential seating
Hands-on activities
Visual/auditory aids
IEP recommendations
Course/Grade: AP Biology
Approx. Time Allotment:
Enrichment Strategies
Remediation Strategies
For all topics of study (May
include but is not limited
to):
For all topics of study (May
include but is not limited
to):








Homework options
Essays
Student project options
Enrichment computer
software
Page 28
Multicultural/Interdisciplinary
Connection
CD ROM tutorials
Modified homework
Extra help with teacher
Tutoring
- 28 -
March, 2003
Essential Question, Concept or Theme: G. Diversity of Organisms
PA Standards: Not Applicable
Benchmark/Skills
1. Understand the relationship between structure
and function at the organism level.
 Identify the major body plans of plants and
animals.
Assessment




Teacher-generated
summative assessments
Formal written lab
report
Class
participation/discussion
End of chapter in
textbook – Self-quiz,
challenge questions
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Diversity of Organisms –
Chapters 25 - 30






Course/Grade: AP Biology
Page 29
Laboratory equipment
and supplies
Various specimens from
each phyla
Diagrams of animals
from each phyla
Laser disk - still images
and movie clips - The
Living Textbook
Overhead
transparencies of
diagrams
Classification keys
Instructional Strategies








- 29 -
Direct instruction/lecture
Showing video clips and still
images from laser disc
Class discussion
Concept mapping/outlining
readings from textbook
Labeling diagrams/modeling
structures and processes
Using/creating own
classification keys
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: G. Diversity of Organisms
PA Standards: Not Applicable
Benchmark/Skills
2. Survey the diversity of life forms on Earth.
 Identify organisms from each of the major
kingdoms of life.
 Identify organisms from each major phyla of
animals and division of plants.
Assessment




Teacher-generated
summative assessments
Formal written lab
report
Class
participation/discussion
End of chapter in
textbook – Self-quiz,
challenge questions
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Diversity of Organisms –
Chapters 25 - 30






Course/Grade: AP Biology
Page 30
Laboratory equipment
and supplies
Various specimens from
each phyla
Diagrams of animals
from each phyla
Laser disk - still images
and movie clips - The
Living Textbook
Overhead
transparencies of
diagrams
Classification keys
Instructional Strategies








- 30 -
Direct instruction/lecture
Showing video clips and still
images from laser disc
Class discussion
Concept mapping/outlining
readings from textbook
Labeling diagrams/modeling
structures and processes
Using/creating own
classification keys
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: G. Diversity of Organisms
PA Standards: Not Applicable
Benchmark/Skills
3. Describe how organisms are classified.
 Identify distinguishing characteristics of each
major phyla of animals and division of plants.
Assessment




Teacher-generated
summative assessments
Formal written lab
report
Class
participation/discussion
End of chapter in
textbook – Self-quiz,
challenge questions
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Diversity of Organisms –
Chapters 25 - 30






Course/Grade: AP Biology
Page 31
Laboratory equipment
and supplies
Various specimens from
each phyla
Diagrams of animals
from each phyla
Laser disk - still images
and movie clips - The
Living Textbook
Overhead
transparencies of
diagrams
Classification keys
Instructional Strategies








- 31 -
Direct instruction/lecture
Showing video clips and still
images from laser disc
Class discussion
Concept mapping/outlining
readings from textbook
Labeling diagrams/modeling
structures and processes
Using/creating own
classification keys
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: G. Diversity of Organisms
PA Standards: Not Applicable
Benchmark/Skills
4. Identify the phylogenetic relationships
between organisms.
 Identify evidence supporting the relationship
of organisms to one another.
 Explain how scientists study the evolutionary
relationship between organisms.
 Identify how phylogenetic information is used
to classify organisms.
Assessment




Teacher-generated
summative assessments
Formal written lab
report
Class
participation/discussion
End of chapter in
textbook – Self-quiz,
challenge questions
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Diversity of Organisms –
Chapters 25 - 30






Course/Grade: AP Biology
Page 32
Laboratory equipment
and supplies
Various specimens from
each phyla
Diagrams of animals
from each phyla
Laser disk - still images
and movie clips - The
Living Textbook
Overhead
transparencies of
diagrams
Classification keys
Instructional Strategies








- 32 -
Direct instruction/lecture
Showing video clips and still
images from laser disc
Class discussion
Concept mapping/outlining
readings from textbook
Labeling diagrams/modeling
structures and processes
Using/creating own
classification keys
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: G. Diversity of Organisms
PA Standards: Not Applicable
Adaptations/Inclusion Techniques
For all topics of study (May include but is not
limited to):










Modified homework (length or type of
assignment given)
CD ROM tutorials
Modified projects
Extended time
Hard copies of notes given to student
Aide in room
Preferential seating
Hands-on activities
Visual/auditory aids
IEP recommendations
Course/Grade: AP Biology
Approx. Time Allotment:
Enrichment Strategies
Remediation Strategies
For all topics of study (May
include but is not limited
to):
For all topics of study (May
include but is not limited
to):








Homework options
Essays
Student project options
Enrichment computer
software
Page 33
Multicultural/Interdisciplinary
Connection
CD ROM tutorials
Modified homework
Extra help with teacher
Tutoring
- 33 -
March, 2003
Essential Question, Concept or Theme: H. Structure and Function of Plants and Animals
PA Standards: Not Applicable
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
1. Describe the processes of reproduction,
Teacher-generated
 Laboratory equipment
growth, and development.
summative assessments
and supplies
Formal
written
lab
reports
 Describe the patterns of reproduction and
 Various specimens from
growth in plants and animals and explain their Class
each phyla
discussion/participation
regulation.
 Diagrams of animals
End of chapter in textbook – Self Explain the significance of alteration of
from each phyla
quiz, challenge questions
generations in plants.
 Laser disk - still images
and movie clips - The
Living Textbook
 Overhead
transparencies of
diagrams
 Video – Tissues Prog. 6
Course/Grade: AP Biology
Page 34
Approx. Time Allotment:
Instructional Strategies







- 34 -
Direct instruction/lecture
Student Laboratory
investigations: Transpiration,
Physiology of the circulatory
system, Animal behavior
Labeling diagrams/modeling
structures and processes
Laser disk clips and still images
Charts comparing life processes
of animals of different phyla
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: H. Structure and Function of Plants and Animals
PA Standards: Not Applicable
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
2. Identify structural, physiological and
Teacher-generated
 Laboratory equipment
behavioral adaptations in organisms.
summative assessments
and supplies
Formal
written
lab
reports
 Relate the cellular organization in plant and
 Various specimens from
Class
animal systems to their structure and
each phyla
discussion/participation
functioning.
 Diagrams of animals
 Explain the relationship between structure and End of chapter in textbook – Selffrom each phyla
quiz, challenge questions
function in various organ systems.
 Laser disk - still images
 Describe the interaction among organ systems
and movie clips - The
in animals.
Living Textbook
 Explain how the success of land plants and
 Overhead
animals is related to their adaptations.
transparencies of
diagrams
 Video – Tissues Prog. 6
Course/Grade: AP Biology
Page 35
Approx. Time Allotment:
Instructional Strategies







- 35 -
Direct instruction/lecture
Student Laboratory
investigations: Transpiration,
Physiology of the circulatory
system, Animal behavior
Labeling diagrams/modeling
structures and processes
Laser disk clips and still images
Charts comparing life processes
of animals of different phyla
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: H. Structure and Function of Plants and Animals
PA Standards: Not Applicable
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
3. Explain how plants and animals respond to
Teacher-generated
 Laboratory equipment
their environment.
summative assessments
and supplies
Formal
written
lab
reports
 Various specimens from
 Describe the various mechanisms of response
Class
each phyla
to signals in the environment and identify
discussion/participation
 Diagrams of animals
what factors regulate those responses.
End of chapter in textbook – Selffrom each phyla
quiz, challenge questions
 Laser disk - still images
and movie clips - The
Living Textbook
 Overhead
transparencies of
diagrams
 Video – Tissues Prog. 6
Course/Grade: AP Biology
Page 36
Approx. Time Allotment:
Instructional Strategies







- 36 -
Direct instruction/lecture
Student Laboratory
investigations: Transpiration,
Physiology of the circulatory
system, Animal behavior
Labeling diagrams/modeling
structures and processes
Laser disk clips and still images
Charts comparing life processes
of animals of different phyla
Concept mapping/outlining
readings from textbook
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: H. Structure and function of Plants and Animals
PA Standards: Not Applicable
Adaptations/Inclusion Techniques
For all topics of study (May include but is not
limited to):










Modified homework (length or type of
assignment given)
CD ROM tutorials
Modified projects
Extended time
Hard copies of notes given to student
Aide in room
Preferential seating
Hands-on activities
Visual/auditory aids
IEP recommendations
Course/Grade: AP Biology
Enrichment Strategies
Remediation Strategies
For all topics of study (May
include but is not limited
to):
For all topics of study (May
include but is not limited
to):








Homework options
Essays
Student project options
Enrichment computer
software
Page 37
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
CD ROM tutorials
Modified homework
Extra help with teacher
Tutoring
- 37 -
March, 2003
Essential Question, Concept or Theme: I. Ecology
PA Standards: Not Applicable
Benchmark/Skills
1. Explain the mechanisms of population
dynamics.
 Describe various models to show the growth
of a population.
 Identify biotic and abiotic factors in an
ecosystems and describe their effects upon a
population size.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Class
discussion/participation
Formal written lab
report
End of chapter in
textbook – Self-quiz,
challenge questions
Aligned Materials/
Resources/Technology
Ecology – Chapters 46 - 50





Laboratory equipment
and supplies
Computer software
Laser disc clips and still
images – The Living
Textbook
Labeling
diagrams/modeling
structures and processes
Computer software
Instructional Strategies









Course/Grade: AP Biology
Page 38
- 38 -
Direct instruction/lecture
Class discussions
Student Laboratory
Investigation: Dissolved
oxygen and aquatic primary
productivity
Concept mapping/outlining
readings from textbook
Laser disc clips and still images
Labeling diagrams/modeling
structures and processes
Topic specific computer
program activities
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: I. Ecology
PA Standards: Not Applicable
Benchmark/Skills
2. Identify factors affecting ecosystems and
communities.
 Describe the flow of energy through the
trophic levels of an ecosystem.
 Describe the cycling of nutrients through an
ecosystem.
 Relate the activities of organisms to the
cycling of nutrients through an ecosystem and
describe their effects upon those cycles.
 Describe the effects of biotic and abiotic
factors on the structure of a community and
the functioning of an ecosystem.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Class
discussion/participation
Formal written lab
report
End of chapter in
textbook – Self-quiz,
challenge questions
Aligned Materials/
Resources/Technology
Ecology – Chapters 46 - 50





Laboratory equipment
and supplies
Computer software
Laser disc clips and still
images – The Living
Textbook
Labeling
diagrams/modeling
structures and processes
Computer software
Instructional Strategies









Course/Grade: AP Biology
Page 39
- 39 -
Direct instruction/lecture
Class discussions
Student Laboratory
Investigation: Dissolved
oxygen and aquatic primary
productivity
Concept mapping/outlining
readings from textbook
Laser disc clips and still images
Labeling diagrams/modeling
structures and processes
Topic specific computer
program activities
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: I. Ecology
PA Standards: Not Applicable
Benchmark/Skills
3. Identify global environmental issues.
 Analyze ways in which humans affect
biogeochemical cycles.
Approx. Time Allotment:
Assessment




Teacher-generated
summative assessments
Class
discussion/participation
Formal written lab
report
End of chapter in
textbook – Self-quiz,
challenge questions
Aligned Materials/
Resources/Technology
Ecology – Chapters 46 - 50





Laboratory equipment
and supplies
Computer software
Laser disc clips and still
images – The Living
Textbook
Labeling
diagrams/modeling
structures and processes
Computer software
Instructional Strategies









Course/Grade: AP Biology
Page 40
- 40 -
Direct instruction/lecture
Class discussions
Student Laboratory
Investigation: Dissolved
oxygen and aquatic primary
productivity
Concept mapping/outlining
readings from textbook
Laser disc clips and still images
Labeling diagrams/modeling
structures and processes
Topic specific computer
program activities
End of chapter questions
Recommended further readings
from textbook
March, 2003
Essential Question, Concept or Theme: I. Ecology
PA Standards: Not Applicable
Adaptations/Inclusion Techniques
For all topics of study (May include but is not
limited to):










Modified homework (length or type of
assignment given)
CD ROM tutorials
Modified projects
Extended time
Hard copies of notes given to student
Aide in room
Preferential seating
Hands-on activities
Visual/auditory aids
IEP recommendations
Course/Grade: AP Biology
Approx. Time Allotment:
Enrichment Strategies
Remediation Strategies
For all topics of study (May
include but is not limited
to):
For all topics of study (May
include but is not limited
to):








Homework options
Essays
Student project options
Enrichment computer
software
Page 41
Multicultural/Interdisciplinary
Connection
CD ROM tutorials
Modified homework
Extra help with teacher
Tutoring
- 41 -
March, 2003