Biology I Syllabus
2013-2014
Unit 1: Introduction to Biology and Scientific Method (Weeks 1-2)
This unit reviews scientific method and problem solving.
Essential Questions:
 How will I use the scientific method to complete laboratory activities and identify the
differences between living and nonliving?
 How will I use basic scientific equipment to complete scientific experiments?
QC Standards Addressed:
A.1.a.b.c.d.e. f.
A.2.a.c
A.3.a.c.d.f.g.h
A.4.c.d.
E.3.e
Learning Targets: How do I?
 Design and conduct different types of biological investigations?
 Explain through analysis and correctness of scientific investigations?
 Communicate and defend my investigations using evidence and connections?
 Use laboratory equipment to conduct and improve scientific investigations?
 Use the SI system and graphs to communicate data?
 Describe the criteria that are used to consider an organism as living?
 Define and provide examples of levels of biological organization?
Key Vocabulary: analyzing, data, control, independent variable, dependent variables, hypothesis,
inferring, theory, law, observation, modeling, research bias, inquiry, accuracy, light microscope and parts,
transmission and Scanning electron microscope, metrics, biology, homeostasis, metabolism, reproduction,
stimulus.
Instructional Resources
Chapter 1: Scientific Method and Problem Solving
Activities Addressed:
 Paper Airplane Lab
 Scientific Method – Senses Lab
 Parts of a Microscope Lab
 Living vs. Nonliving Lab
Unit 2: Chemistry of Life (Weeks 3-5)
This unit will address biochemistry. Topics covered will include the polarity of water,
macromolecules and enzymes.
Essential Questions:
 How does atomic structure affect the properties of water?
 How do enzymes work in biochemical reactions?
QC Standards addressed:
A.1.a.b.c.d.e.f
A.3.f
A.4.c.d
A.5.a.b.c.d.e.f.g.h.i.j
Learning Targets. How do I?:
 Identify and describe how subatomic particles are arranged in atoms?
 Describe the difference in ions and atoms and their importance in biological processes?
 Compare the types of bonding between atoms to form molecules?
 Explain the fundamental principles of the pH scale and the consequences of having the different
concentrations of H+ and OH-?
 Explain the unique properties of water that are essential to living organisms?
 Show how chemical reactions can be represented by chemical formulas?
 Explain the difference between organic and inorganic compounds?
 Describe the general structure and function of major groups of organic compounds?
 Describe the function of enzymes, including how enzyme-substrate specificity works, in
biochemical reactions?
Key Vocabulary: elements, compounds, cells, tissue, organ, organ system, organism, atoms, protons,
electrons, neutrons, proteins, amino acids, pH, lipids, carbon, carbohydrates, acids, bases, peptide bonds,
covalent bonds, ionic bonds, mixtures, solutions, monosaccharide, disaccharide, polysaccharide, glucose,
fructose, sucrose, starch, nucleic acids, monomer, polymer, activation meeting.
Instructional Resources
Chapter 2: The Chemistry of Life Chapter 8.1: Energy and Life
Activities Addressed:
 Toothpickase
 Enzyme Lab (Potato and Liver)
 pH Lab
 Atom in a Bag Activity
Unit 3: The Functions of Cellular Structures (Weeks 6-8)
This unit will analyze similarities and differences among plant and animal cells and describe the
functions of all cellular organelles. Additional topics include homeostasis, motility of cells and
structure of the cell membrane.
Essential Questions:
 How do plant and animal cells differ?
 How do cells maintain homeostasis?
QC Standards Addressed:
A.1.1-f
A.2.a.c.
A.3.a.b.f.
A.4.c.d
B.1.a-g.j.
C.1.a.
Leaning Target: How do I?
 Describe the functions of all major cellular organelles?
 Contrast the structure and function of components of cell mobility?
 Explain how the cell membrane controls movement of substances both into and out of the cell?
 Explain how the cell membrane maintains homeostasis?
 Describe the movement of different solutions and explain how they affect cells?
 Explain the occurrence in each of the phases of mitosis and in cell replication?
 Explain how cell store energy temporarily as ATP?

Key Vocabulary: nucleus, ER, golgi, lysosomes, vacuoles, cell wall, chloroplast, flagella, cilia, plastids,
cell membrane, phospholipids, carrier proteins, transport proteins, passive transport, active transport,
hypotonic, hypertonic isotonic, concentration gradient, mitosis, anaphase, telophase, metaphase,
prophase, spindle.
Instructional Resources
Chapter 7: Cell Structure and Function Chapter 10: Cell Growth and Division
Activities Included:
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Parts of the Microscope Lab
Plant vs. Animal Cell Lab
Analyzing Data Lab
Potato Lab Osmosis
Osmosis of Elodea Lab
Mitosis Flipbooks
Naked Egg Activity
Unit 4: Cellular Respiration and Photosynthesis (Weeks 9-11)
This unit will identify the cellular sites of and follow through the major pathways of anaerobic
and aerobic respiration, compare reactants and products of each process and account for how
aerobic respiration produces more ATP than monosaccharides.
Essential Questions:
 How is ATP produced during cellular respiration?
 How is glucose produced during photosynthesis?
QC Standards Addressed:
A.1.a.-f
A.2.a.c
A.3.a.b.c
A.4.c
B.1.h.i
E.2.a-f
Learning Target: How Can I?
 Recognize that living systems require a continuous input of energy?
 Explain how the chemical bonds of food molecules contain energy that is released when the
bonds are broken?
 Investigate photosynthesis and cellular respiration and the energy relationships in the processes?
 Analyze the flow of matter and energy between living systems and the environment?
 Explain that the energy of life primarily derives from the sun?
Key vocabulary: ATP, cellular respiration, electron transport chain, oxidative phosphorylation,
glycolysis, chemiosmosis, light dependent reaction, Calvin cycle, glucose, pyruvic acid.
Instructional Resources
Chapter 8: Photosynthesis Chapter 9: Cellular Respiration Chapter 23: Roots, Stems and Leaves
Activities Included:
 Respiration and Exercise
 Elodea and Photosynthesis (light vs. dark reactions)
Unit 5: Genetics and Biotechnology (Weeks 12-14)
This unit will address the basic structure and function of DNA, mRNA, tRNA and proteins.
Also, we will describe how gene expression is regulated in organisms such that specific proteins
are synthesized only when needed.
Essential Questions:
 How does the structure of DNA manipulate replication, transcription and translation?
 How does meiosis increase genetic variation?
QC Standards Addressed:
A.1.3
A.3.b.f.h
C.1.a-e.m.n.
Learning Target: How can I?
 Contrast the chromosome number of body cells and gametes?
 Summarize the events of meiosis?
 Contrast meiosis and mitosis?
 Summarize the relationship between genes and DNA?
 Describe the overall structure of the DNA molecule?
 Compare and contrast the RNA model to DNA?
 Identify and describe the main types of RNA?
 Summarize the events of DNA replication?
 Describe transcription and the editing of RNA?
 Summarize translation?
 Identify the genetic code?
 Discuss factors of gene regulation?
Key Vocabulary: chromosomes, chromatids, centromere, diploid, haploid, DNA, RNA, double helix,
purine, pyrimidine, adenine, cytosine, guanine, thymine, replication, mRNA, tRNA, rRNA, transcription,
translation.
Instructional Resources
Chapter 12: DNA and RNA
Activities Included:
 Replication, transcription and translation lab
Unit 6: Mendel’s Peas: A Study of Mendelian Genetics (Weeks 15-18)
This unit will describe Mendel’s Laws of Inheritance, meiosis, independent assortment and
segregation. Additionally, genotypes, phenotypes, dominance, recessive, codominant and
incomplete dominance will be addressed.
Essential Questions:
 How are traits inherited?
 How are genes expressed?
QC Standards Addressed:
A.1.c.e
A.2.c
A.3.a.c-e
C.1.f-l
D.1.a
E.2.a.b
E.a (from English 10 Objectives)
Learning Targets: How can I?
 Summarize conclusions about inheritance based on Mendel’s work?
 Explain the principle of dominance?
 Describe what happens during segregation?
 Use punnett squares in the work with probability?
 Explain the principle of independent assortment?
 Describe other patterns of inheritance?
 Explain how Mendel’s principles apply to organisms?
 Explain the purpose and techniques used in selective breeding?
 Explain how scientists manipulate DNA?
 Discuss applications of genetic engineering?
 Summarize the main steps in cloning?
Key Vocabulary: dominant, recessive, law of dominance, segregation, genotype, phenotype, law of
independent assortment, multiple allelic, polygenic, incomplete dominance, codominance cloning.
Instructional Resources
Chapter 11: Introduction to Genetics
Activites Included:
 Determining Phenotypes and Genotypes Lab
 Punned Square and Pedigree Activities
 Dragon Genetics
Unit 7: Evolution and Natural Selection (Weeks 19-21)
This unit will address Darwin and his theory of Evolution and natural selection. Also,
speciation, extinction and diversity will be addressed. We will distinguish between
catastrophism, gradualism and punctuated equilibrium.
Essential Questions:
 What is natural selection?
 How do species evolve?
QC Standards Addressed:
A.1.a-f
A.2.a-c
A.4.c.d
D.1.a-m
A.2 Reading Strategies (From English 10 Objectives)
D.2. Application (From English 10 Objectives)
Learning Target: How do I?
 Explain Darwin’s principle of survival of the fittest?
 Explain the influence of other scientists and of Darwin’s trips on the H.M.S Beagle?
 Provide examples of behaviors that have evolved through natural selection?
 Design, perform and analyze a laboratory simulation of natural selection on a working
population?
 Explain how natural selection and its evolutionary consequences provide explanation for
similarities between ancient life forms and current species?
 Describe the conditions required to be considered a species?
 Discuss evidence from geology, biochemistry, embryology, comparative anatomy, and
comparative physiology that points to shared evolutionary relationships?
 Explain how Earth’s life-forms have evolved?
Key Vocabulary: natural selection, survival of the fittest, disruptive selection, directional selection,
stabilizing selection, speciation, catastrophism, gradualism, punctuated equilibrium.
Instructional Resources
Chapter 15: Darwin’s Theory of Evolution Chapter 16: Evolution of Populations
Activities Include
 How the Tiger Earned his Stripes Lab
 Toothpick Fish
 Camouflage Activities
 Cladogram Activity
Unit 8: Animals and Relationships Among Organisms (Weeks 22-24)
This unit addresses how organisms are classified into a hierarchy or groups and subgroups based
on similarities that reflect their evolutionary relationships and the identification the major types
of animal cells and tissues. Additionally we will describe the major components and functions of
physiological systems, including skeletal, muscle, circulatory, respiratory, digestive, urinary,
endocrine, nervous, reproductive and immune.
Essential Questions:
 What are the major components and functions of the human systems?
 What characteristics are used to classify all living things?
QC Standards Addressed:
A.2.c
E.3.a-g
E.1.a.b
Learning Target: How can I?
 Explain how organisms are classified into a hierarchy of groups and subgroups based on
similarities that reflect their evolutionary relationships?
 List each of the major levels in the hierarchy of taxa?
 Explain the binomial nomenclature system?
 Construct and use a dichotomous key?
 Distinguish between and among viruses, bacteria and protists?
 Explain classification criteria for fungi, plants and animals?
 Compare the major divisions of animals?
 Identify the major types of animal cells and tissues?
 Describe the major components and functions of physiological systems?
 Identify types and functions of plant tissues?
 Describe different types of plants?
 Explain the reproduction of seed plants?
 Describe patterns of plant growth?
 Explain what plant hormones are and how they work?
 Describe how plants obtain nutrients?
Key Vocabulary: kingdom, phylum, class, order, family, genus, species, fungi, epithelial, connective,
muscular, mammalia, aves, reptilia, amphibia, xylem, phloem, pistil, sepal, anther, filament, ovum,
stigma, style.
Instructional Resources
Chapter 18: Classification Chapters 19-22 Overview
Chapters 35-40 (Overview)
Activities Include:
 Classification of Lures Activities
 Dichotomous Key Lab
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Frog Dissection
Flower Dissection
Unit 9: The Organization of the Biosphere (Weeks 24-26)
This unit will address organization and the environment. Topics will cover biomes, ecosystems,
communities, populations, habitats and niches. Topics will include energy transfer, biotic and
abiotic factors, food chains and webs, as well as biological pyramids.
Essential Questions:
 How are ecosystems
 How does energy transfer through an ecosystem?
QC Standards Addressed:
A.1.a.b.c.d.e.f.,
A.3.f
A.4.b.c.
F.1.a.b.c.d.e.g.k
Learning Target: How do I?
 Define and provide examples of biosphere, ecosystem, community, populations, species, habitat
and niche?
 Determine how biotic and abiotic factors affect biomes?
 Explain how energy flows through the ecosystem in one direction?
 Explain how the amount of life in a given environment can support is limited by resources?
 Explain how organisms cooperate and compete in ecosystems?
 Diagram the flow of energy using food chains, food webs and pyramids?
 Explain the process of ecological succession?
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Key Vocabulary: Biotic, abiotic, biosphere, populations, community, species, habitat, niche, food chain,
food web, trophic level, autotroph, heterotroph, 1st order consumer, 2nd order consumer, tertiary
consumer, symbiosis, mutualism, commensalism, parasitism, predation, competition.
Instructional Practices
Chapter 3: The Biosphere Chapter 4: Ecosystems and Communities
Activities Addressed:
 Food Chain/web activity
 symbiosis video activity
 food menu
Unit 10: Ecology: Populations, Communities and Ecosystems (Weeks 27-29)
This unit will focus population growth, carrying capacity and succession. Additionally we will
address environmental concerns and human interference with major ecosystems.
Essential Question:
 How does carrying capacity affect the size of a population?
 How does the human population impact the environment?
QC Standards Addressed:
A.1.a-f
A.2.a.c.
A.4.c.d.
F.1.c-j.l.m.
Learning Target: How do I?
 Explain the concept of carrying capacity?
 Describe the growth of populations including exponential and logistic growth?
 Describe the different current journal articles relating to environmental concerns?
 Discuss and evaluate the significance of human interference with major ecosystems?
 Describe examples of competition, symbiosis and predation?
Key Vocabulary: carrying capacity, exponential growth, logistic growth, R-strategies, K-strategies, slow
growth reproduction strategies, rapid growth reproduction strategies, pioneer species, climax community,
ecosystems, habitat loss, habitat fragmentation, habitat destruction.
Instructional Resources
Chapter 5: Populations
Activities Addressed:
 Carrying Capacity: Kaibab Deer
 Food Pyramid Calculations
 The Lorax Activity
 Eagle Activity