Huntsville City Schools
Instructional Guide 2015-2016
Course: Honors Biology Grade: 9th Grade_
Notes:
 LTF/ASIM lab work is mandatory in Honors Biology. The mandatory labs are bold in the pacing guide. Questions from the
mandatory labs will be included on the benchmark tests. Math components should not be eliminated from the LTF labs.
 Vocabulary should come from the bold words in the text of Campbell Biology Concepts and Connections.
1st Nine Weeks
Beginning August 4, 2015 Ending October 2, 2015
Alabama Course of
Study Standards
(ALCOS)
1. Select appropriate
laboratory glassware,
balances, time
measuring equipment,
and optical
instruments to conduct
an experiment.
A. Describing the
steps of the
scientific method
B. Comparing
controls,
dependent
variables, and
1
“I Can” Statements
(Quality Core Objectives)
Resources
A.1.a. I can identify and clarify
biological research questions and
design experiments
Textbook: Campbell Biology
Concepts and Connections
Chapter 1 pg 2- 13
A.1.b. I can manipulate variables in
experiments using appropriate
procedures (e.g., controls, multiple
trials)
Mandatory LTF Lab:
 Green Bean, The
Wonderful Fruit
Suggested LTF Labs:
A.1.c. I can collect, organize, and
 Vitruvian Man Meets
analyze data accurately and precisely
Scientific Method
(e.g., using scientific techniques and
 Write it Up
mathematics in experiments)
 Foundation Lesson I: The
Scientific Method
Pacing Recommendation /
Date(s) Taught
Initial introduction. Must
Include a safety unit.
Safety Contracts Required
A brief discussion on the
process of science however
the process of science
objectives will mainly be
covered in the lab activities.
2 Week (10 Days)
independent
variables
C. Identifying safe
laboratory
procedures when
handling chemicals
and using Bunsen
burners and
laboratory
glassware
1D. Using appropriate
SI units for measuring
length, volume, and
mass
A.1.d. I can interpret results and
draw conclusions, revising
hypotheses as necessary and/or
formulating additional questions or
explanations
Suggested ASIM Labs:
 ASIM Biology Safety Rules
& Safety Contract
 Tools of the Trade
A.1.e. I can write and speak
effectively to present and explain
scientific results, using appropriate
terminology and graphics
A.1.f. I can safely use laboratory
equipment and techniques when
conducting scientific investigations
A.2.a I can use appropriate SI units
for length, mass, time, temperature,
quantity, area, volume, and density,
and describe the relationships
among SI unit prefixes (e.g., centi-,
milli-, kilo-) and how SI units are
related to analogous English units
Suggested LTF Labs:
 Line & Bar Graphs
A.2.b. I can calculate the mean of a
set of values
A.2.c. I can use graphical models,
mathematical models, and simple
statistical models to express patterns
and relationships determined from
sets of scientific data
A.3.a. I can describe the fundamental Suggested ASIM Labs:
assumptions of science
 Toilet Paper Strength Lab
A.3.b. I can assess how scientific and
technological progress has affected
2
other fields of study, careers, and
aspects of everyday life
A.3.c. I can recognize and apply
criteria that scientists use to evaluate
the validity of scientific claims and
theories
A.3.d. I can explain why scientific
explanations must meet certain
criteria (e.g., be consistent with
experimental/observational
evidence about
nature, be open to critique and
modification, be subject to peer
review, use ethical reporting
methods and procedures)
A.3.e. I can explain why all scientific
knowledge is subject to change as
new evidence becomes available to
the scientific community
A.3.f. I can use a variety of
appropriate sources (e.g., Internet,
scientific journals) to retrieve
relevant information; cite references
properly
A.3.g. I can compare the goals and
procedures followed in basic science
with the goals and procedures of
applied science and technology;
discuss the important contributions
of each and how citizens need to
understand the ramifications of
funding both endeavors
3
5. Identify cells,
tissues, organs, organ
systems, organisms,
populations,
communities, and
ecosystems as levels of
organization in the
biosphere.
A.3.h. I can explain how the
contributions of basic science drive
the potential of applied science (e.g.,
advantages found in nature can be
emulated for our own
benefit/product development, such
as observations of gecko feet
suggesting new adhesives;
understanding of basic cell biology
leading to cancer treatments)
A.4.a. I can describe the biological
criteria that need to be met in order
for an organism to be considered
alive
A.4.b. I can define and provide
examples of each level of
organization (e.g., biosphere, biome,
ecosystem, community, population,
multicellular organism, organ
system, organ, tissue, cell, organelle,
molecule, atom, subatomic particle)
A.4.c. I can design and conduct
investigations appropriately using
essential processes of scientific
inquiry
A.4.d. I can use mathematics to
enhance the scientific inquiry
process (e.g., choosing appropriate
units of measurement, graphing and
manipulating experimental data)
4
2. Describe cell
processes necessary
for achieving
homeostasis, including
active and passive
transport, osmosis,
diffusion, exocytosis,
and endocytosis.
A.5.a. I can identify subatomic
particles and describe how they are
arranged in atoms
Chapter 2: The Chemical Basis
of Life
pgs 16-30
A+ College Ready (A+ CR)
Unit 2 Biochemistry
A.5.b. I can describe the difference
between ions and atoms and the
importance of ions in biological
processes
Chapter 3: The Molecules of
Cells
pgs 32-47

A. Identifying functions
of carbohydrates,
lipids, proteins, and
nucleic acids in cellular
activities
A.5.c. I can compare the types of
bonding between atoms to form
molecules
A.5.e. I can explain the difference
between organic and inorganic
compounds
A.5.f. I can explain the fundamental
principles of the pH scale and the
consequences of having the different
concentrations of hydrogen and
hydroxide ions
A.5.g. I can describe the general
structure and function(s), including
common functional groups, of
monosaccharides, disaccharides,
polysaccharides, carbohydrates, fatty
acids, glycerol, glycerides, lipids,
amino acids, dipeptides,
polypeptides, proteins, and nucleic
acids
A.5.h. I can describe the function of
enzymes, including how enzyme-
5
Enzymes
5.11-5.15; pgs 81-85
Mandatory LTF Labs:
 McMush
 Hydrogen Peroxide
Breakdown
Suggested LTF Labs
 Enzyme Activity
 Teaching Strategy for Enzymes
Suggested ASIM Labs
 Enzyme Applications
 Acids, Bases, and pH
 Macromolecules Lab
Videos:
Crash course Biology Series:
Biological Molecules (You are what
you Eat), That’s Why Carbon is a
Tramp, Water (Liquid is Awesome),







3 Weeks (15 days)
Elements, Atoms, and
Compounds
Chemical Bonds
Water’s Life-Supporting
properties
Organic compounds
Carbohydrates
Lipids
Proteins
Nucleic Acids
substrate specificity works, in
biochemical reactions
2. Describe cell
processes necessary
for achieving
homeostasis, including
active and passive
transport, osmosis,
diffusion, exocytosis,
and endocytosis.
A.5.i. I can define and explain the
unique properties of water that are
essential to living organisms
B.1.a I can analyze the similarities
and differences among (a) plant
versus animal cells and (b)
eukaryotic versus prokaryotic cells
Chapter 4: A Tour of the Cell
pages 50-70
Chapter 5: The Working Cell
p.72-80
Chapter 8:Cellular
Reproduction and Genetics
8.1-8-10 only! pgs. 124-136
B.1.b I can describe the functions of
all major cell organelles, including
nucleus, ER, RER, Golgi apparatus,
ribosome, mitochondria,
Mandatory LTF Lab:
B. Comparing the
microtubules, microfilaments,
 Larger is not always
reaction of plant and
lysosomes, centrioles, and cell
better
animal cells in isotonic, membrane
 Chromosome
hypotonic, and
Manipulation
hypertonic solutions
B.1.d I can contrast the structure and
function of subcellular components
Suggested LTF Labs:
C. Explaining how
of motility (e.g., cilia, flagella,
 Gatekeepers
surface area, cell size,
pseudopodia)
 Diffusion Confusion
temperature, light, and B.1.e I can explain how the cell
 Cell Division
pH affect cellular
membrane controls movement of
Suggested ASIM Labs:
activities
substances both into and out of the
 Introduction to the
2D. Applying the
cell and within the cell
Microscope
concept of fluid
 Using the Microscope
pressure to biological
B.1.f I can explain how the cell
 Cell Size Lab
systems
membrane maintains homeostasis
 Osmosis in Onion Cells
 Osmosis & Diffusion
4. Describe similarities B.1.g I can describe and contrast
 Rubber Egg
and differences of cell
these types of cell transport:
organelles, using
osmosis, diffusion, facilitated
diagrams and tables.
diffusion, and active transport
6
A+CR Unit 1: Cells
4 Weeks (20 Days)










Introduction to the cell
(cell size, SA/V ratio)
The Nucleus and
Ribosomes
The Endomembrane
System
Energy-Converting
Organelles
The Cytoskeleton and Cell
Surfaces
Membrane structure and
Function
Energy and the Cell
How Enzymes Function
Cell Division and
Reproduction.
The Eukaryotic Cell Cycle
A. Identifying scientists
who contributed to the
cell theory
Examples: Hooke,
Schleiden, Schwann,
Virchow, van
Leeuwenhoek
B. Distinguishing
between prokaryotic
and eukaryotic cells
C. Identifying various
technologies used to
observe cells
D. Distinguishing
between prokaryotic
and eukaryotic cells
5A. Recognizing that
cells differentiate to
perform specific
functions
7
B.1.j. I can describe the process of
mitosis
I can identify scientists who
contributed to the cell theory eg.
Hooke, Schleiden, Schwann, Virchow,
and Van Leeuwenhoek.
Videos:
Crash course Biology Series: In
da Club, Membranes and
Transport. Mitosis (Splitting up is
Complicated)
Materials Needed for Green Bean,
The Wonderful Fruit (Note:
Material lists are for teacher setup unless noted by supply):
 Balance
 Beaker, 250mL
 Beaker, 600mL
 Calculator
 Graduated cylinder, 100mL
 Graduated cylinder, 50mL
 Graduated cylinder, 500mL
 Ruler, clear metric
 String
 green beans
 snow peas
Materials needed for McMush:
o Aprons
o beaker, 250 mL
o 2 clamps, test tube
o goggles
o graduated cylinder, 50 mL
o paper towels
o test tube brush
o test tube rack, jumbo
o glove, disposable
o marker, Sharpie®
o glucose solution
o iodine-potassium iodide
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
solution in dropper bottle
for each labbench
McMush slurry (one happy
meal will be enough to
make a slurry for 6 classes
of 14 groups with 2
students)
Sudan III in dropper bottle
for each labbench
Benedict’s solution in
dropper bottle for each
lab bench
Biuret’s reagent in dropper
bottle for each lab bench
gelatin, solution
starch solution
test tubes, jumbo
oil, vegetable
beaker, 600 mL
blender
hot plate
starch, spray can
pipette, thin stem
scissors
distilled water
Dextrose
Materials Needed for Hydrogen
Peroxide:
o beakers, 50mL
o Calculator, graphing
o Forceps
o Goggles
o Graduated cylinder, 10mL
o Lab Quest
o Paper towels
8
o Sensor, gas pressure
o Test tube rack
o Catalase solution (potato
juice)
o Distilled water
o Filter paper disks
o Hydrogen peroxide, 3%
o 2 beakers, 600 mL
o blender
o graduated cylinders,
100 mL
o hot plate
o ice and ice chest
o test tube brushes
o wood splints
o filter paper
o hole punch, single
o pipettes, thin stem
o scissors
o hydrochloric acid, 6 M
o beef liver
o matches
o potato
o water, distilled
Materials for Larger Is Not Always
Better:
o Aprons
o beaker, 250 mL
o calculator, graphing
o goggles
o 450 mL hydrochloric acid,
0.1 M
o paper towels
o plate, paper
o gloves, disposable
9
o
o
o
o
knives, plastic
ruler, clear metric
spoons, plastic
agar blocks with
phenolphthalein
o
o
o
o
o
o
o
beaker, 1000 mL
hot plate
hydrochloric acid, 1 M
phenolphthalein, solid
sodium hydroxide, 1 M
container, square edged
pipette, thin stem
Materials for Chromosome
Manipulation:
o aprons
o goggles
o paper towels
o 2 copies of chromosome #1
o 2 copies of chromosome #2
o pencils, colored, assorted
o scissors
o 4 straws, coffee, pieces
o string, approx. 1 m
o tape, clear
o beads
o yarn
10
Huntsville City Schools
Instructional Guide 2015-2016
Course: Honors Biology Grade: 9th Grade_
2nd Nine Weeks
Beginning October 12, 2015 Ending December 18, 2015
ALCOS
Standards
“I Can” Statements *
1A. Describing the steps of the
scientific method
A.5.j. I can explain how cells store
energy temporarily as ATP
3.) Identify reactants and
products associated with
photosynthesis and cellular
respiration and the purposes
of these two processes.
A.5.d. I can show how chemical
reactions (e.g., photosynthesis,
fermentation, cellular respiration)
can be represented by chemical
formulas
B.1.h.I can identify the cellular
sites of and follow through the
major pathways of anaerobic and
aerobic respiration, compare
reactants and products for each
process, and account for how
aerobic respiration produces more
ATP per monosaccharide
E.2.c. I can explain the interaction
between pigments, absorption of
light, and reflection of light
11
Resources
Chapter 6: How Cells
Harvest Energy
Pgs. 88-104
Mandatory LTF Lab:
 Yeast and molasses
Pacing
Recommendation /
Date(s) Taught
A+CR Unit 3:
Bioenergetics
Cellular Respiration
2 weeks (10 days)

Suggested LTF Lab:
 Cricket Respiration
Suggested ASIM Labs:
 Yeast (Aerobic
Respiration)
Videos: Crash course
Biology Series: ATP
Respiration (#7)
Chapter 7: Photosynthesis:
Using Light to Make Food
pgs 106-121



Cellular
Respiration:
Aerobic
Harvesting of
Energy
Stages of Cellular
Respiration
Fermentation:
Anaerobic
Harvesting of
Energy
Connections
Between
Metabolic
Pathways
E.2.d. I can describe the lightdependent and light-independent
reactions of photosynthesis
E.2.e. I can relate the products of
the light-dependent reactions to
the products of the lightindependent reactions
E.2.f. I can design and conduct an
experiment (including the
calculations necessary to make
dilutions and prepare reagents)
demonstrating
effects of environmental factors on
photosynthesis
Mandatory LTF Lab:
 Sinkers and Floaters
(factors effecting
photosynthesis)
Photosynthesis
2 Weeks (10 days)

Suggested LTF Labs:
 Light, Dark, Does it
really Matter?
 Picking out the
Pigments
Suggested ASIM Labs:
 Photosynthetic
Pigments
Or Leaf Disk
Photosynthesis
 Factors Affecting
Photosynthesis
 Fluorescence of
Chlorophyll





Overview
(Autotrophs vs
heterotrophs,
chloroplast
review, redox,
ATP/NADPH
links)
The Light The
Calvin Cycle
Reactions
C3, C4, and CAM
pathways
Factors Affecting
Photosynthesis
Pathway
connections
Videos:
Crash course Biology Series:
Photosynthesis (#8)
6 Describe the roles of mitotic
and meiotic divisions during
the reproduction, growth, and
repair of cells
6A: Comparing sperm and egg
formation in terms of ploidy
Example: ploidy-haploid,
diploid
12
C.1.f I can describe the basic
process of meiosis
C.1.g I can identify and explain
Mendel’s law of segregation and
law of independent assortment
C.1.h I can explain how the process
of meiosis reveals the mechanism
Chapter 8: The Cellular
Basis of Reproduction
8.11-8.23 Only
Pgs.136-149
Chapter 9: Patterns of
Inheritance
pgs. 152-178
A+CR Unit 5: Mendelian
Genetics
4 Weeks (20 days)


Meiosis and
Crossing Over
Alterations of
Chromosome
6B: Comparing sexual and
asexual reproduction
7: Apply Mendel’s law to
determine phenotypic and
genotypic probabilities of
offspring.
7A Defining important genetic
terms, including dihybrid
cross, monohybrid cross,
phenotype, genotype,
homozygous, heterozygous,
dominant trait, recessive trait,
incomplete dominance,
codominance, and allele
7B Interpreting inheritance
patterns shown in graphs and
charts
7C Calculating genotypic and
phenotypic percentages and
ratios using a Punnett square
8C Relating normal patterns of
genetic inheritance to genetic
variation Example: crossingover
8E Relating genetic disorders
and disease to patterns of
genetic inheritance Examples:
hemophilia, sickle cell anemia,
Down’s syndrome, Tay-Sachs
13
behind Mendel’s conclusions about
segregation and independent
assortment on a molecular level
C.1.i I can define and provide an
example of the following: genotype,
phenotype, dominant allele,
recessive allele, codominant alleles,
incompletely dominant alleles,
homozygous, heterozygous, and
carrier
C.1.j. I can explain sex-linked
patterns of inheritance in terms of
some genes being absent from the
smaller Y chromosome, and thus
males(XY) having a different
chance of exhibiting certain traits
than do females (XX)
C.1.k.I can construct and interpret
Punnett squares and pedigree
charts (e.g., calculate and predict
phenotypic and genotypic ratios
and probabilities)
C.1.l.I can infer parental genotypes
and phenotypes from offspring
data presented in pedigree charts
and from the phenotypic and
genotypic ratios of offspring
C.1.m. I can describe the mode of
inheritance in commonly inherited
disorders (e.g., sickle cell anemia,
Mandatory LTF Lab:
 Pea Possibilities
Suggested LTF Labs
 Mendel & His Peas
 Autosomal
Dominance
Suggested ASIM Labs
 Modeling Meiosis &
Mendel (Hudson Alpha
Chromosocks)
 Alkaptonuria
 Dragon Genetics
Crash course Biology Series:
Meiosis (Where the Sex
Starts)




Number and
Structure
Mendel’s Laws
Variations on
Mendel’s Laws
(Incomplete
Dominance,
multiple alleles,
polygenic,
epistasis)
The Chromosomal
Basis of
Inheritance
(linked genes and
chromosome
maps)
Sex Chromosomes
and Sex-Linked
Genes
disease, Cystic fibrosis, color
blindness, phenylketonuria
(PKU)
8 Identify the structure and
function of DNA, RNA, and
protein
8A Explaining the
relationships among DNA,
genes, and chromosomes
8B: List significant
contributions of biotechnology
to society, including
agricultural and medical
practices
8D Relating ways chance,
mutagens, and genetic
engineering increase diversity
Examples: insertion, deletion,
translocation, inversion,
recombinant DNA
14
Down syndrome, Turner’s
syndrome, PKU)
C.1.a I can describe the basic
structure and function of DNA,
mRNA, tRNA, amino acids,
polypeptides, and proteins.
Chapter 10: Molecular
Biology of the Gene
Pgs. 180-190
C.1.b I can describe the
experiments of major scientists in
determining both the structure of
DNA and the central dogma
Mandatory LTF Lab:
 Digging for DNA

Suggested ASIM Labs:
Expanded DNA

Materials for Digging for
DNA:
o aprons
o bag, zipper-lock, quart
o balance
o beaker, 250 mL
o centrifuge tube,
o screw cap
o cheese cloth
o cup, 3-oz plastic
o dishwashing liquid
o ethanol, 95%
o goggles
o graduated cylinder,
o 10 mL
o ice and ice chest
o marker, Vis-à-vis®
o meat tenderizer
o microcentrifuge tubes
o paper clips, standard
o paper towels
o pipette, thin stem
A+CR Unit 4: Molecular
Genetics
1 week
The Structure of
the Genetic
Material
DNA Replication
o
o
o
o
salt, non-iodized
strawberry
water, distilled
weigh boats
Materials Needed for Sinkers
and Floaters:
o lamp, fluorescent
o hole punch, single
o marker, Sharpie®
o stopwatches
o 28 syringes, 12 mL
o cups, 12-oz plastic
o 3 beakers, 600 mL
o hot plate
o water, distilled
o pipette, graduated
o aluminum foil
o baking soda
o dishwashing liquid
o 3 light bulbs, various
o wattages
o plant with hairs
plants, light and
dark ivy
o plastic wrap, clear
o plastic wrap, colored
o soda, colorless
Materials Needed for Yeast
and Molasses:
o 56 test tubes (70 mL)
o 7 test tubes racks
o 28 ea #4 test tube
15
o
o
o
o
o
o
o
o
stoppers
14 graduated cylinders
(100mL)
56 graduated centrifuge
tubes
17 mmx120mm
(15mL) 0.1mL
graduations
28 scissors
28 glue sticks
100 mL yeast solution
Molasses
Distilled water
Materials Needed for Pea
Possibilities:
o
computer, with Excel®
o
2 coins, pennies
o
7 markers, Sharpie
16
Huntsville City Schools
Instructional Guide 2015-2016
Course: Honors Biology Grade: 9th Grade_
3rd Nine Weeks
Beginning January 5, 2016
Ending March 4, 2016
ALCOS
Standards
8 Identify the structure and
function of DNA, RNA, and
protein
8A Explaining the
relationships among DNA,
genes, and chromosomes
8B: List significant
contributions of
biotechnology to society,
including agricultural and
medical practices
8D Relating ways chance,
mutagens, and genetic
engineering increase
diversity Examples:
insertion, deletion,
17
“I Can” Statements *
C.1.a I can describe the basic
structure and function of DNA,
mRNA, tRNA, amino acids,
polypeptides, and proteins (e.g.,
replication, transcription, and
translation)
C.1.b I can describe the experiments
of major scientists in determining
both the structure of DNA and the
central dogma
Resources
Chapter 10: Molecular Biology of
the Gene
10.17-10.16
Pgs. 191--199
Videos: Crash course Biology
Series: DNA Structure and
Replication, DNA, Hot Pockets: The
longest Word Ever
Chapter 11: How Genes are
Controlled
C.1.c I can use mRNA codon charts to 11.1-11.10
determine amino acid sequences of
Pgs 210-220
example polypeptides
Chapter 12: DNA Technology and
C.1.d I can use mRNA codon charts
Genomics
to determine the effects of different
Pgs. 230-250
types of mutations on amino acid
sequence and protein structure (e.g.,
Pacing
Recommendation /
Date(s) Taught
A+CR Unit 4:
Molecular Genetics
cont.
3 Weeks (15 days)



The Flow of
Genetic
Information from
DNA to RNA to
Protein
The genetics of
Viruses and
Bacteria
Control of Gene
Expression
translocation, inversion,
recombinant DNA
sickle cell anemia resulting from
base substitution mutation)
C.1.e I can describe how gene
expression is regulated in organisms
such that specific proteins are
synthesized only when they are
needed by the cell (e.g., allowing cell
specialization)
B.1.c I can illustrate how all cell
organelles work together by
describing the step-by-step process
of the translation of an mRNA strand
into a protein and its subsequent
processing by organelles so that the
protein is appropriately packaged,
labeled, and eventually exported by
the cell
C.1.n. I can complete a major project
relating to recombinant DNA,
cloning, or stem cell research
Mandatory LTF Labs:
 The trp Operon
 Introduction to Gel
Electrophoresis
Suggested LTF Labs:
 Proteins, The Essence of Life
Suggested ASIM Labs:
 Hudson Alpha Disorder
Detectives
 Hudson Alpha Genes &
ConSEQUENCES
Manipulating DNA
Videos:
The Tryptophan Operon: DNA
tube.com
Howard Hughes Medical Institute
Holiday Lectures in Science:
Scanning Life’s Matrix: Genes,
Proteins and Small Molecules
http://www.hhmi.org/biointeracti
ve/browse?kw=&sort_by=search_a
pi_aggregation_1&items_per_page=
25&field_bio_format_type[0]=2344
8
12 Describe protective
adaptations of animals,
including mimicry,
camouflage, beak type,
migration, and hibernation
18
D.1.a .I can describe the experiments
of Redi, Needham, Spallanzani, and
Pasteur to support or falsify the
hypothesis of spontaneous
generation
Chapter 13: How Populations
Evolve
Pgs. 254-274
A+CR Unit 7: Evolution
4 Weeks (20 Days)
12A Identifying ways in
which the theory of evolution
explains the nature and
diversity of organisms
12 B Describing natural
selection, survival of the
fittest, geographic isolation
and fossil record
9 Differentiate between the
previous 5-kingdom and
current 6-kingdom
classification system
9A Sequencing taxa from
most inclusive to least
inclusive in the classification
of living things.
9B Identifying organisms
using a dichotomous key
9E Writing Scientific names
accurately by using binomial
nomenclature
9C Identifying ways in which
organisms from the
Archaeabacteria, Eubacteria
(Monera), Protista, and Fungi
kingdoms are beneficial and
harmful
19
D.1.b. I can explain the biological
definition of evolution
D.1.c. I can differentiate among
chemical evolution, organic
evolution, and the evolutionary steps
along the way to aerobic
heterotrophs and photosynthetic
autotrophs
D.1.d. I can discuss Darwin’s
principle of survival of the fittest and
explain what Darwin meant by
natural selection
D.1.e. I can explain the influences of
other scientists (e.g., Malthus,
Wallace, Lamarck, Lyell) and of
Darwin’s trip on HMS Beagle in
formulating Darwin’s ideas about
natural selection
D.1.f. I can contrast Lamarck’s and
Darwin’s ideas about changes in
organisms over time
D.1.g. I can provide examples of
behaviors that have evolved through
natural selection (e.g., migration,
courtship rituals)
D.1.h. I can design, perform, and
analyze a laboratory simulation of
natural selection on a working
population (e.g., teacher chooses
prey
Include, through research or
additional notes, the scientists who
influenced Darwin (see D.1.e)


Chapter 14: The Origin of Species
Pgs: 276-290
Chapter 15: Tracing Evolutionary
History
15.4-15.6 & 15.9-15.19 only
Pgs. 297-298
Pgs. 302-315
Mandatory LTF Labs:
 Quackers & Cottontails
Suggested LTF Labs:
 Bean Baby Bunnies
 Hardy Har Har
 Life in the Cold
 Mystery of the Chicken & the
Egg
Suggested ASIM Labs:
 Bird Adaptation
 Bead Bug Lab
 Pepper Moth Lab
 Classification of Living Things
 Whale Evolution
 Molecular Evolution
 Which Beak is Best?
Videos: What Darwin Never Knew





Darwin’s Theory
of Evolution
The Evolution of
Populations
(Hardy
Weinberg)
The Mechanisms
of Microevolution
Defining Species
Mechanisms of
Speciation
Major events in
the history of Life
Mechanisms of
Macroevolution
A+ CR Unit 8:
Taxonomy and
Biodiversity
Taxonomy, Binomial
Nomenclature,
Phylogeny,
Dichotomous Keys,
cladograms
2 weeks (10 days)-
9D Justifying the grouping of
viruses in a category
separate from living things
items [hard candy, marshmallows];
students choose feeding adaptation
[fork, toothpick, spoon] and hunt;
students record results and then
change prey or adaptation; and
students analyze results using
statistical methods)
D.1.i. I can specifically describe the
conditions required to be considered
a species (e.g., reproductive
isolation, geographic isolation)
D.1.j. I can describe the basic types
of selection, including disruptive,
stabilizing, and directional
The “Evolution” Series: specify
“Extinction” and “Great
Transformations”
Howard Hughes Medical Institute
Holiday Lectures in Science:
 Evolution: Constant Change
and Common Threads
 Evolution: Fossils, Genes and
Mousetraps
http://www.hhmi.org/biointe
ractive/browse?kw=&sort_by
=search_api_aggregation_1&it
ems_per_page=25&field_bio_f
ormat_type[0]=23448
D.1.k. I can explain how natural
selection and its evolutionary
consequences (e.g., adaptation or
extinction) provide a scientific
explanation for
the fossil record of ancient life-forms
and the striking molecular
similarities observed among the
diverse species of living organisms
D.1.l. I can discuss evidence from the
fields of geology, biochemistry,
embryology, comparative anatomy,
and comparative physiology that
points to shared evolutionary
relationships
D.1.m. I can explain how Earth’s lifeforms have evolved from earlier
species as a consequence of
20
Mandatory LTF Labs:
 Classification Webquest
interactions of (a) the potential of a
species
to increase its numbers and (b)
genetic variability of offspring due to
mutation and recombination of DNA
D.1.n. I can distinguish between
catastrophism, gradualism, and
punctuated equilibrium
E.3.a. Explain how organisms are
classified into a hierarchy of groups
and subgroups based on similarities
that reflect their evolutionary
relationships
Materials Needed for The trp Operon:
o bags, zipper-lock, quart
o 70 beads, pony, assorted
o colors
o paper clips, jumbo
o pencils, colored,
assorted
o 70 pipe cleaners,
different colors
o 14 straws, flexible
o 14 straws, large diameter
o tape, clear
o tape, masking
o 5 rolls yarn
Materials Needed for Introduction to
Gel Electrophoresis:
E.3.b. I can list each of the major
o aprons
levels in the hierarchy of taxa:
o goggles
kingdom, phylum, class, order,
o paper towels
family, genus, and species
o ruler, clear metric
o set of microtubes with
E.3.c. I can explain the binomial
o food colors
nomenclature system
o
E-Gel®
o
7 pipettes, extended
E.3.d. I can construct and use a
o fine tip, small bulb,
dichotomous taxonomic key
o individual
o food colors, set of four
E.3.f. I can explain classification
o
marker, Sharpie®
criteria for fungi, plants, protists, and
o E-Gel® starter kit
animals.
o water, distilled
o microtubes
21
Materials Needed for Quackers &
Cottontails:
o bags, zipper-lock, quart
o Cheez-It®, white
o Cheez-It®, yellow
Classification Webquest is a paper
lab.
22
Huntsville City Schools
Instructional Guide 2015-2016
Course: Honors Biology Grade: 9th Grade_
4th Nine Weeks
Beginning March 7, 2016
Ending May 26, 2016
ALCOS
Standards
5: Identify cells, tissues,
organs, organ systems,
organisms, populations,
communities, and
ecosystems as levels of
organization in the
biosphere.
13 Trace the flow of
energy as it decreases
through the trophic
levels from producers to
the quaternary level in
food chains, food webs,
and energy pyramids
13A Describing the
interdependence of
biotic and abiotic factors
in an ecosystem
23
“I Can” Statements *
Resources
F.1.a. I can define and provide examples
of biosphere, biome, ecosystem,
community, population, species,
habitat, and niche
Chapter 34: The Biosphere: An
Introduction to Earth’s Diverse
Environments
34.1-34.5 Only
Pgs. 680-685
F.1.b. I can discuss biotic and abiotic
factors that affect land and aquatic
biomes
F.1.c. I can discuss the role of beneficial
bacteria (e.g., in the recycling of
nutrients)
F.1.d. I can explain how energy flows
through ecosystems in one direction,
from photosynthetic organisms to
herbivores to carnivores and
decomposers
Chapter 37: Communities and
Ecosystems
Pgs. 738-758
Pacing Recommendation /
Date(s) Taught
A+CR Unit 6 Ecology
4 weeks (20 days)


Chapter 38: Conservation
Biology
38.1-38.6 Only
Pgs 760-769
Suggested LTF Labs:
 I’m Depending on You
 Call of the Wild
 Lemmings of Norway
 White Tail Rising

The Biosphere
Community
Structure and
Dynamics
(interspecific
interactions,
competition,
symbiosis, trophic
structure, food
chains/food webs,
species richness and
diversity, keystone
species, disturbance
Ecosystem Structure
and Dynamics
(primary
Examples: effects of
humidity on stomata
size, effects of dissolved
oxygen on fish
respiration
F.1.h I can describe examples of
competition, symbiosis, and predation
F.1.f. I can explain how organisms
cooperate and compete in ecosystems
and how interrelationships and
13C Describing the niche interdependencies of organisms
of decomposers
may generate ecosystems that are
13 B Contrasting
stable for thousands of years
autotrophs and
heterotrophs
F.1.g. I can diagram the flow of energy
using food webs, food chains, and
13D Using the ten
pyramids (e.g., pyramid of energy,
percent law to explain
pyramid of biomass, and
the decreasing
pyramid of numbers)
availability of energy
through the trophic
F.1.l I can read and describe current
levels
journal articles relating to
environmental concerns (e.g., loss of
14 Trace biogeochemical biodiversity, habitat loss, pollution)
cycles through the
environment, including
F.1.m I can discuss and evaluate the
water, carbon, oxygen,
significance of human interference with
and nitrogen
major ecosystems (e.g., the loss of
genetic diversity in cloned crops or
14 Relating natural
animals)
disasters, climate
changes, nonnative
F.1.k I can explain the process of
species, and human
ecological succession, and describe the
activity to the dynamic
different communities that result
equilibrium of
ecosystems
F.1.i I can explain the concept of
carrying capacity
14A Describing the
process of Ecological
F.1.e. I can explain how the amount of
succession
life any environment can support is
24

Biodiversity in the
Wetlands
Suggested ASIM Lab:
 Biomes
 Predator-Prey Population
 Food Chain, Food Web,
Energy Pyramid Magnetic
Manipulative
 Into the Forest
 Limiting Factors
 Fish Factors
 Exponential Population
Growth

productivity,
chemical cycles,
energy flow)
The Loss of
Biodiversity (human
influences)
16 Identify densitydependent and densityindependent limiting
factors that affect
populations in an
ecosystem
15 Identify biomes
based on environmental
factors and native
organisms
16A Discriminating
among symbiotic
relationships, including
mutualism,
commensalism, and
parasitism
11 Classify animals
according to type of
skeletal structure,
method of fertilization
and reproduction, body
symmetry, body
coverings, and
locomotion
limited by the available matter and
energy and by the ability of
ecosystems to recycle the residue of
dead organic materials
F.1.j I can describe the growth of
populations, including exponential and
logistic growth (e.g., design and conduct
an experiment
investigating bacterial growth using
appropriate calculations)
E.3.e. I can distinguish between and
among viruses, bacteria, and protists,
and give examples of each
I can identify ways in which organisms
from the Eubacteria, Archeabacteria,
Protista and Fungi kingdoms are
beneficial and harmful.
E.3.e I can distinguish between and
among viruses, bacteria, and protists,
and give examples of each
E.3.g I can compare the major divisions
of animals
E.1.a. I can identify major types of
animal cells and tissues
25
Chapter 16: Microbial Life:
Prokaryotes and Protists
16.13-16.21 Only
Pgs. 330-337
Chapter 17: The Evolution of
Plant and Fungal Diversity
17.14-17.21 Only
Pgs. 355-361
See A+CR Biology Curriculum,
2013 for outline notes on
Protista and Fungi Kingdoms.
Chapter 18: The Evolution of
Invertebrate Diversity
18.1-18.4, 18.15 Only
A+ CR Unit 8: Taxonomy
and Biodiversity
1 week
Protista and Fungi
1 week
Review of viruses and
bacteria
1 week
Major divisions of animals,
physiological systems of
animals.
E.1.b. I can describe the major
components and functions of
physiological systems, including
skeletal, muscle, circulatory,
respiratory,
digestive, urinary, endocrine, nervous,
reproductive, and immune
Pgs. 364-369
Pg.384
Chapter 19: The Evolution of
Vertebrate Diversity
19.1 Only Emphasize figure 19.1
Pg. 390
Chapter 20: Unifying Concepts
of Animal Structure and
Function
Pgs. 412-427
Selected Portions of Chapters
21-30. These chapters are too
detailed but can be used as
reference. Teach only the info that
is specified in the “I can”
statements. Time is of the essence.
Mandatory LTF Labs:
 Virus Transmission
 What an Animal!
Suggested ASIM Labs:
 Vertebrate Tissues
Videos:
Crash course Biology Series:
Animal Development ( We’re Just
Tubes), Excretory system, Great
Glands, the Reproductive system,
The Nervous System,
Your Skeleton (Its Alive), Your
Immune System (Natural Born
26
Killer), Circulatory/Respiratory
system (#27)
10 Distinguish between
monocots and dicots,
angiosperms and
gymnosperms, and
vascular and nonvascular
plants
10A Describing the
histology of roots, stems,
leaves, and flowers
10B Recognizing
chemical and physical
adaptations of plants
27
E.2.a. I can describe the basic
mechanisms of plant processes,
especially movement of materials and
plant reproduction
Chapter 31: Plant Structure,
Growth and Reproduction
31.1-31.12 Only
Pgs. 620-637
E.2.b. I can explain the functions of
unique plant structures, including the
cell wall, chloroplasts, and critical parts
of the flower and the seed
Chapter 32: Plant Nutrition
and Transport
32.1-32.5 Only
Pgs. 644-649
I can:
 Distinguish between monocots
and eudicots.
Chapter 33: Control Systems in
Plants
33.2 pg. 664 specifically Table
33.2
33.9 responses to Stimuli pg.
670

Distinguish between
gymnosperms and angiosperms.

Differentiate between vascular
and nonvascular plants

Describe the specialize tissue
types that make up the plant
vascular system

Describe the histology of roots,
stems, leaves and flowers

Recognize chemical and physical
adaptations of plants
Mandatory LTF Labs:
 Holey Mole- Examining
Stomates
 Monocots and Dicots,
Two Plants with
Differences:
Suggested ASIM Labs:
 Root & Stem
Structure
 Make a Flower
A+CR Unit 9: Botany
 2 weeks (10 Days)
Videos:
The Private Life of Plants with
David Attenborough Series.
www.davidattenborough.co.uk/
dvds/private_life_of_plants.php
Materials Needed for Virus
Transmission:
o aprons
o goggles
o paper towels
o test tube, medium
o glue stick
o
marker, Sharpie®
o 2 pipettes, thin stem
o ruler, clear metric
o scissors
o unknown solution
o aluminum foil
o Velcro® (hook and loop)
o test tube racks
o water, distilled
o bag, trash, large
o phenolphthalein, 1%
o pipette, thin stem
o sodium hydroxide,M
Materials Needed for What an
Animal!:
o paper towels
o glue stick
o
marker, Sharpie®
o pencil, colored
o scissors
o balls, polystyrene
28
o
o
o
o
o
o
brad
googly eyes
paper, construction,
assorted color
pipe cleaners, different
colors
Materials Needed for Holey MoleExamining Stomates:
o aprons
o calculator, graphing
o gloves, disposable
o microscope cover slips
o microscope slides
o microscope, compound
o paper towels
o ruler, clear metric,
15 cm flat
o nail polish, clear
o plant, dicot
o plant, monocot
Materials Needed for Monocots
and Dicots, Two Plants with
Differences:
o aprons
o goggles
o microscope, compound
o paper towels
o aluminum foil
o forceps
o gloves, disposable
o iodine-potassium iodide
o solution in dropper bottle
o microscope cover slips
o microscope slides
29
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
2 pkg Petri dishes
scalpel
syringe, 12 mL
toluidine blue O 0.1%
solution
plant leaf, Hawaiian
schefflera
plant leaf, monocot
water, distilled
beaker, 1000 mL
beaker, 250 mL
bottles, dropper, amber
cheese cloth
plant, Hawaiian schefflera
plant, monocots
Other Suggested Resources
Concept
Resource
Type
Title/Link
Time
Chemical Bonds
Modeling &
Simulation
program
Chemical Bonds (Concord Consortium)
http://concord.org/stemresources/chemical-bonds
Varies
Carbohydrates
Video
Paul Anderson Video on Carbohydrates
http://www.schooltube.com/video/f1d532
1446cd4d218fec/Carbohydrates
Approximately
9 minutes
30
Miscellaneous
Allows students to
explore different kinds of
bonds and adjust
electronegativity to see
how it affects chemical
bonds.
Lipids
Video
Paul Anderson Video on Lipids
http://www.schooltube.com/video/65e387
f387a54419b293/Lipids
Approximately 7
minutes
Proteins
Video
Paul Anderson Video on Proteins
http://www.schooltube.com/video/23a264
b1f3a84784a3e7/Proteins
Approximately
9 minutes
Proteins
Games
Fold-It
http://fold.it/portal/
Varies
Allows students to learn
how proteins form based
on the amino acids and
their properties
Protein Folding
Hands On
Activity
Amino Acid Starter Kit (Set of 3)
http://www.carolina.com/dna-modelkits/amino-acid-starter-kit-set-of-3kits/211129.pr?question=protein+folding
Approximately 1
to 2 class periods
Cell Membrane
Interactive
Animation
Cell Membrane
http://www.johnkyrk.com/cellmembrane.h
tml
Cells
Virtual Fly
Through
Video
Virtual Cell
http://vcell.ndsu.nodak.edu/animations/fly
through/movie-flash.htm
Approximately
6 ½ minutes
Prokaryotic &
Eukaryotic Cells
Website
(multiple
resources)
Cells Alive!
www.cellsalive.com
Varies
Available through
Carolina. Enough for 3
groups. (A larger version
of this kit was included in
the 2012 GREAT
workshop resource tub.)
Website also has tap on
top left corner for options
for
other
biology
interactive animations.
A video showing the cell
and organelles in a “fly
through” type of view.
(Takes time to buffer as
the file is a little large.)
Includes animations,
puzzles, diagrams, etc.
31
Varies
Diffusion,
Osmosis, & Active
Transport
Model &
Simulation
Diffusion, Osmosis & Active Transport
(Concord Consortium)
http://concord.org/stemresources/diffusion-osmosis-and-activetransport
Cellular Respiration (Concord Consortium)
http://concord.org/stemresources/cellular-respiration
Varies
Cellular
Respiration
Interactive
Animation
with Text
Photosynthesis
Interactive
Animation
Illuminating Photosynthesis (PBS)
http://www.pbs.org/wgbh/nova/nature/p
hotosynthesis.html
Varies
Printable version also
available.
Photosynthesis
Song with
Lyrics
Photosynthesis Song with Lyrics to Taylor
Swift’s “I Knew You Were
Trouble”https://www.youtube.com/watch?
v=ww33L0lD37I&safe=active
Approximately 4
min
Lyrics on Screen
Mitosis
Rap Video
with Lyrics
Mitosis Rap
http://www.youtube.com/watch?v=I5uFuv
kN97I&safe=active
Approximately 4
minutes
Reproduction
Interactive
Asexual vs Sexual Reproduction
http://learn.genetics.utah.edu/content/vari
ation/reproduction/
Varies
Monohybrid
Cross
Video
Monohybrid Cross Punnett Squares Basics
Approximately 11
http://www.schooltube.com/video/8b3bd9 minutes
430ac04abf9787/The%20Punnett%20Squa
re%20Explained
Dihybrid Cross
Video
Dihybrid Cross Punnett Squares
http://www.schooltube.com/video/859fb5
5120c169f8c462/Dihybrid%20Cross%20V
odcast
32
Varies
Approximately 12
minutes
Genetics
Game
Geniverse
http://concord.org/stemresources/geniverse
Varies
Genetic
Variations
Slide Video
Sources of variation
http://learn.genetics.utah.edu/content/vari
ation/sources/
Varies
Genetics
Rap Video
Genetics Rap
http://www.youtube.com/watch?v=0OnwO
KiMVb8&safe=active
Approximately 4
minutes
Genetic
Mutations
Text with
graphics
Mutations
http://learn.genetics.utah.edu/content/vari
ation/mutation/
Varies
Translation
Printable
Amino Acid Codon Chart
NA
http://www.teacherspayteachers.com/Prod
uct/Chart-of-Amino-Acids-Names-andAbbreviations-and-Codons-messengerRNA-codons-158776
Genomics
Video
Cracking Your Genetic Code (NOVA)
http://video.pbs.org/video/2215641935/
53 minutes
Biotechnology
Interactive
Timeline
Progress of Science Digital Timeline
http://timeline.hudsonalpha.org/
Varies
33
Electrophoresis
Virtual Lab
Virtual Electrophoresis
http://learn.genetics.utah.edu/content/labs
/gel/
Varies
DNA
Virtual Lab
DNA Extraction
Varies
http://learn.genetics.utah.edu/content/labs
/extraction/
PCR
Virtual Lab
PCR
Varies
http://learn.genetics.utah.edu/content/labs
/pcr/
Evolution
Multiple
Videos
Adaptations
Modeling &
Simulation
Phylogenetic
Trees
Interactive
Phylogenetic Trees
http://www.hhmi.org/biointeractive/creati
ng-phylogenetic-trees-dna-sequences
Varies
Phylogenetic
Trees
Interactive
Seashell Sorting
Varies
34
Evolution
Darwin Video 30
http://www.hhmi.org/biointeractive/origin minutes
-species
Finch Video
15 minutes
Lizard Video
17 minutes
Adaptations
Varies
http://concord.org/stemresources/mystery-plants-mystery
http://www.hhmi.org/biointeractive/sortin
g-seashells
Embryology
Interactive
Embryology
http://www.pbs.org/wgbh/nova/evolution
/guess-embryo.html
Varies
Evolution in
Populations
Virtual Lab
Stickleback Evolution Lab
http://www.hhmi.org/biointeractive/stickl
eback-evolution-virtual-lab
Varies
Dichotomous
Keys &
Cladograms
Printable
Activity
Dichotomous Keys & Cladograms Activity
http://www.nsta.org/highschool/connectio
ns/201312StudentActivityHandout.pdf
Varies
Flower Anatomy
Lab
Flower Dissection
http://www.battaly.com/science/flowerlab
_no.htm
1 class period
Flower Anatomy
Lab
Flower Dissection
1 class period
http://naturalsciences.sdsu.edu/classes/lab
2.6/lab2.6.html#anchor20015960
Case Study
Ecotourism: Who Benefits?
http://sciencecases.lib.buffalo.edu/cs/colle
ction/detail.asp?case_id=359&id=359
varies
Carbon Cycle
Case Study
Dust to Dust
http://sciencecases.lib.buffalo.edu/cs/colle
ction/detail.asp?case_id=246&id=246
varies
Humans & The
Environment
Case Study
Can Suminoe Oysters Save Chesapeake Bay?
http://sciencecases.lib.buffalo.edu/cs/colle
ction/detail.asp?case_id=428&id=428
varies
Humans & The
Environment
35
Humans & The
Environment
Case Study
Nutrient Cycles and Pollution
http://sciencecases.lib.buffalo.edu/cs/colle
ction/detail.asp?case_id=487&id=487
Varies
Humans & The
Environment
Case Study
The Effects of Coyote Removal in Texas
http://sciencecases.lib.buffalo.edu/cs/colle
ction/detail.asp?case_id=438&id=438
Varies
Math in Science
Videos
Mathematics in Science
Varies
http://learn.genetics.utah.edu/content/mat
h/
Population
Growth
Modeling &
Simulations
Modeling Populations
Population
Growth
Case Study
Too Many Deer
http://sciencecases.lib.buffalo.edu/cs/colle
ction/detail.asp?case_id=174&id=174
Varies
Math in Science
Case Study
Mathematics in Conservation
http://sciencecases.lib.buffalo.edu/cs/colle
ction/detail.asp?case_id=693&id=693
Varies
36
Varies
http://concord.org/stemresources/african-lions-modelingpopulations