Curriculum Guide
for
Biology honors
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Understand Scientific Explanations
Essential Questions: How do we build and refine models that describe and explain the natural and designed world?
Unit Overview: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing,
and interpreting the natural and designed world.
Standards/
CPI’s
5.1.12.A.1
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Refine interrelationships among
concepts and patterns of evidence
found in different central scientific
explanations.
Scientific Method Lab – Students learn
how to approach and solve scientific
problems by identifying the scientific
method steps. They investigate the effect
of exertion on heart beats as an example.
They record their hypothesis, create their
own experiment to test the hypothesis,
collect results, and make a conclusion.
Introduction to Microscope Lab –
Students learn how to use the microscopes
by viewing different microscopic objects.
Students will compare their images with
the actual shape by drawing diagrams of
the images.
Introduction to Microscope Lab –
Students calculate the size of a spacemen
using mathematical formula
Evidence of Learning
Formative and Summative
measures
Recording results in
lab report.
Resources Books, articles,
text, etc.
Text book Section 1.4
Lab sheet 3 in Biology
file
Comparing their
conclusion with
other classmates.
Completing
conclusion questions
on lab sheet for
homework.
Recording results in
lab reports
Answering question
in lab sheet
Text book section1.3
Lab 2 sheet in Biology
file
Text book section1.3
Lab 2 sheet in Biology
file
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Understand Scientific Explanations
Essential Questions: How do we build and refine models that describe and explain the natural and designed world?
Unit Overview: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing,
and interpreting the natural and designed world.
Standards/
CPI’s
5.1.12.A.2
5.1.12.A.3
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Develop and use mathematical,
physical, and computational tools to
build evidence-based models and to
pose theories.
On-Line conversion activity- Students
use the SI system to perform conversions
and solve problems.
http://www.onlineconversion.com/
Use scientific principles and theories to
build and refine standards for data
collection, posing controls, and
presenting evidence.
Scientific Method Lab- Students use the
principles of the scientific method to
research the effect of exertion on heart
beats.
.
PH and the living systems Lab- Students
compare acids and bases. They investigate
the effect of acid and base on organic
materials
Evidence of Learning
Formative and Summative
measures
Resources Books, articles,
text, etc.
Students calculate
the diameter of the
low and high power
field as well as the
size of cork cells
Lab 3 Sheet in
Biology file
Students create their
own experiments,
construct an
organizer to collect
results, interpret the
results and make a
conclusion. They
report all their work
in the lab report.
Lab sheet 4 in biology
file
Students create PH
scale and record
their results on it.
Also, they create PH
organizer.
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Generate Scientific Evidence Through Active Investigations:
Essential Questions: What constitutes useful scientific evidence?
Unit Overview Students master conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.
Standards/
CPI’s
5.1.12.B.1
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Design investigations, collect
evidence, analyze data, and evaluate
evidence to determine measures of
central tendencies, causal/correlation
relationships, and anomalous data
Exploring the Activity of Biological
Catalysts Lab- Students use computerbased exploration to simulate the effect of
temperature, PH, and concentration on
enzyme activity.
Evidence of Learning
Formative and Summative
measures
Students graph
their findings,
interpret them and
make conclusion.
Ozone computer research- Students search Students create
the web to investigate the significance of
ozone journal.
the ozone layer.
5.1.12.B.2
Build, refine, and represent evidencebased models using mathematical,
physical, and computational tools.
Organic compounds Lab- Students build
up models of different organic compound.
They simulate hydrolysis and condensation
reactions.
DNA Lab- Students build up models of
DNA molecule and simulate transcription
and translation process.
Resources Books, articles,
text, etc.
Scientific
exploration CD
biology
http://www.oar.noaa.g
ov/climate/t_ozonelay
er.html
Students draw
their models and
compare and
contrast different
organic molecules.
They collect all
their results in
their lab reports.
Lab sheet 5 in
Biology File
Students draw and
label their models
and identify the
amino acids
equivalent.
Lab sheet 10 in Bio
folder
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Generate Scientific Evidence Through Active Investigations:
Essential Questions: What constitutes useful scientific evidence?
Unit Overview Students master conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.
Standards/
CPI’s
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Modeling Chemical Bond ProjectStudents build up models of compounds to
contrast ionic and covalent bonds.
5.1.12.B.3
Revise predictions and explanations
using evidence, and connect
explanations/arguments to established
scientific knowledge, models, and
theories.
Comparing Animal and Plant Cells LabStudents prepare microscope slides using
their own cheek cells and compare it with
plant cells.
ATP Computer research- Students watch
on-line to understand the importance of
ATP to the living systems.
5.1.12.B.4
Develop quality controls to examine
data sets and to examine evidence as a
means of generating and reviewing
explanations.
Evidence of Learning
Formative and Summative
measures
Students present
their models to the
class
Resources Books, articles,
text, etc.
http://www.youtube.co
m/watch?v=r8oiF7IA1
F4
Students draw and Lab sheet 7 in Bio
label different cells Folder
in their lab reports.
Students create
power point
presentation on
ATP
Students draw
Organelles Lab- Students create a model of
their models and
an organelle and simulate diffusion to find
create tables to
evidence for cell transport
compare and
contrast cell
transport of
different materials.
http://www.youtube.co
m/watch?v=0TgCUkjo
acU
Lab Sheet 9 in Bio
Folder
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Generate Scientific Evidence Through Active Investigations:
Essential Questions: What constitutes useful scientific evidence?
Unit Overview Students master conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.
Standards/
CPI’s
Evidence of Learning
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Formative and Summative
measures
Enzymes Action activity- Students watch
0n-line video about enzymes to understand
the effect of enzymes on chemical reactions
Students draw
graphs to show
enzymes activity
Resources Books, articles,
text, etc.
http://www.brightstor
m.com/science/biolog
y/chemical-basis-oflife/enzymes
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Reflect on Scientific Knowledge
Essential Questions: How is scientific knowledge constructed?
Unit Overview: Scientific knowledge builds on itself over time.
Standards/
CPI’s
5.1.12.C.1
5.1.12.C.2
Evidence of Learning
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Reflect on and revise understandings as
new evidence emerges.
Research and Compare the various cycles
in respiration and photosynthesis. Model the
Calvin Cycle, Krebs Cycle Electron
transport chain
Resulting reports
and models.
Presentation to
class
Computer,
internet, web
quests and
textbook
Illustrate difference between living and
nonliving things. Select characteristics
which prove something is living. Examine
the virus to standards.
Resulting report,
or white board
presentation
Textbook, white
boards
Research work of Watson and Crick.
Examine the original ideas of DNA, Lab
DNA modeling; make models of DNA
based on present understanding.
Resulting reports
and models.
Presentation to
class
Examine process of diffusion and osmosis.
Using diffusion and osmosis lab predict
expected result, and compare to the analysis
of the actual results
Lab report
Use data representations and new
models to revise predictions and
explanations.
Formative and
Summative measures
Resources Books, articles,
text, etc.
Computer,
internet, web
quests and
textbook
Lab material,
Lab worksheet.
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Reflect on Scientific Knowledge
Essential Questions: How is scientific knowledge constructed?
Unit Overview: Scientific knowledge builds on itself over time.
Standards/
CPI’s
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Meiosis and fertilization Lab- Students
relate meiosis to sexual reproduction by
creating their own chromosomes and
simulate fertilization and having babies.
5.1.12.C.3
Consider alternative theories to
interpret and evaluate evidence-based
arguments.
Evidence of Learning
Formative and
Summative measures
DNA and mutation Lab- Students identify
mutation by creating their own DNA and
RNA and explain the effect of mutation on
inheritance and evolution.
text, etc.
Students create
Lab Sheet 14 in
parent and children bio Folder
genetic tables in
lab reports.
Examine work of Calvin, Watson and Crick
to demonstrate the relationship between
Resulting reports
their theories and models, and the evidence and models.
they used
Presentation to
class
Illustrate difference between living and
nonliving things. Select characteristics
which prove something is living. Examine
the virus to standards.
Resources Books, articles,
Computer,
internet, web
quests and
textbook
Textbook, white
boards
Resulting report,
or white board
presentation
Students relate
mutation to natural
selection in their
lab reports.
Lab Sheet 15 in
Bio Folder
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Participate Productively in Science
Essential Questions: How does scientific knowledge benefit – deepen and broaden - from scientists sharing and debating ideas and information with peers?
Unit Overview: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values
and norms.
Standards/
CPI’s
5.1.12.D.1
5.1.12.D.2
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Engage in multiple forms of discussion
in order to process, make sense of, and
learn from others’ ideas, observations,
and experiences.
Represent ideas using literal
representations, such as graphs, tables,
journals, concept maps, and diagrams.
Evidence of Learning
Formative and Summative
measures
Resources Books, articles,
text, etc.
Chromatography Lab- Students discuss
and investigate different waves of visible
light and invisible rays. They also discuss
the components of visible light, types of
pigments found in plants, what makes the
leaves look green, and why leaves turn
colors in the fall. Students use
chromatography to separate pigments.
Students create
tables to compare
different pigments
and identify their
properties.
Global Worming on-line Web questStudents investigate the causes, impacts,
and solutions for global warming.
Students prepare
global warming
presentation
Mitochondria lab- Students prepare slides
of plant cells to examine their structures.
They use special dye to observe
mitochondria at work.
Students draw plant
cells and create
journal about the
mitochondria
function.
Lab Sheet 10 B in
Bio Folder
Acid and Base Lab - Students investigate
the effect of acids and base on organic
molecules.
Students record
their findings in
tables and graph
them to find the
Lab Sheet 5 in Bio
Folder.
Lab Sheet 11 in
Bio Folder
http://www.koshlandsciencemuseum.org/teachers/
wq-gw-gd001.jsp
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Participate Productively in Science
Essential Questions: How does scientific knowledge benefit – deepen and broaden - from scientists sharing and debating ideas and information with peers?
Unit Overview: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values
and norms.
Standards/
CPI’s
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Evidence of Learning
Formative and Summative
measures
Resources Books, articles,
text, etc.
relationship
between PH and
stability of organic
molecules.
5.1.12.D.3
Demonstrate how to use scientific tools
and instruments and knowledge of how
to handle animals with respect for their
safety and welfare.
Exploring the Activity of Biological
Catalysts Lab- Students collect data about
reaction intensity and enzyme concentration
and organize it in tables and graphs.
Students create
conclusion
Lab Sheet 12
Vertebrate Lab- Students discuss and
investigate the classification and the general
characteristics of frogs, lizards, salamander,
planaria and fish.
Students draw the
animals and create
compare and
contrast organizers
Lab Sheet 23 in Bio
Folder
Students create a
food web
http://www.saskschoo
ls.ca/~ischool/tisdale/
sc/sc6/foodchain/stud
ents.htm
Food web on-line Web Quest- Student
investigate the relationship between living
things in an ecosystem.
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Living Systems
Essential Questions: How does structure relate to function in living systems from the organismal to the cellular level?
Unit Overview: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of
molecules, which also carry out biological functions.
Standards/
CPI’s
5.3.12.A.1
5.3.12.A.2
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Evidence of Learning
Formative and
Summative measures
Resources Books, articles,
text, etc.
Molecules of life computer research Students investigate the structure, function
and characteristics of monomers and
polymers of different macromolecules.
Students create
poster of examples
of different
macromolecules
and their
characteristics and
answer the quiz.
Importance of proteins Journal- Students
watch on-line videos about the structure and
function of proteins
Students create
proteins journal
http://www.brightstorm.
com/science/biology/che
mical-basis-oflife/proteins
Demonstrate the properties and
functions of enzymes by designing and
carrying out an experiment.
Exploring the Activity of EnzymesStudents investigate the effect of
temperature, PH, and concentration on the
enzyme activity.
Students create
tables and graphs
and analyze them.
Biology activity CD
Predict a cell’s response in a given set
of environmental conditions.
Salivary Amylase Activity Lab - Students Students create lab
investigate the factors that affect the activity report
of Salivary Amylase enzyme
Represent and explain the relationship
between the structure and function of
each class of complex molecules using
a variety of models.
http://www.softschools.c
om/quizzes/biology/mole
cules_of_life/quiz716.ht
ml
5.3.12.A.3
Lab sheet 7 in Bio
Folder
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Living Systems
Essential Questions: How does structure relate to function in living systems from the organismal to the cellular level?
Unit Overview: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of
molecules, which also carry out biological functions.
Standards/
CPI’s
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Evidence of Learning
Formative and
Summative measures
Resources Books, articles,
text, etc.
5.3.12.A.4
Distinguish between the processes of
cellular growth (cell division) and
development (differentiation).
5.3.12.A.5
Osmosis and Turgor Pressure LabStudents investigate the effect of fresh and
salt water on potato, onion, and celery cells.
Describe modern applications of the
Identify the limiting factor on the size of
regulation of cell differentiation and
the cell activity- Students calculate
analyze the benefits and risks (e.g. stem volume/surface area ration.
cells, sex determination).
Mitosis Scavenger Hunt (on-line project)
- Students investigate the phases of mitosis,
function of mitosis, and how cells
differentiate.
Chromosomal Simulation of Mitosis Vs
Meiosis Lab. Students create models of
meiosis phases Vs mitosis phases using lab
materials.
Students create
tables to compare
the response of
cells in different
environments.
Students create
activity report
Students Compare
and contrast
meiosis and mitosis
phases in their lab
reports
Students create
cancer cells
research
Lab Sheet 12 in Bio
Folder
Modern
Biology section 4.1
http://mset.rst2.edu/
portfolios/a/abdelme
ssih_m/finalweb/
Lab Sheet 13 in Bio
Folder
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Living Systems
Essential Questions: How does structure relate to function in living systems from the organismal to the cellular level?
Unit Overview: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of
molecules, which also carry out biological functions.
Standards/
CPI’s
5.3.12.A.6
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Describe how a disease is the result of
a malfunctioning system, organ, and
cell, and relate this to possible
treatment interventions (e.g. diabetes,
cystic fibrosis, lactose intolerance).
Normal cells vs. cancer cells Computer
Research- The students research the
characteristics of cancer cells and normal
cells.
Evidence of Learning
Formative and
Summative measures
Students prepare 10
minutes power
point presentations
and present it.
Stem Cells computer Project- Students
investigate what stem cells are, where stem
cells come from, and potential stem cell
therapies
Manipulating DNA Flipbook- Students
research all the techniques of manipulating
DNA.
Resources Books, articles,
text, etc.
http://www.apjohnc
ancerinstitute.org/tr
eatment-1.htm
http://teach.genetics.
utah.edu/content/tec
h/stemcells/multime
dia.pdf
Students create
Manipulating DNA
Flipbook
http://www.cartage.
org.lb/en/themes/sci
ences/lifescience/phy
sicalanthropology/he
reditybeyond/Manip
ulatingDNA/Manipu
latingDNA.htm
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Living Systems
Essential Questions: How does structure relate to function in living systems from the organismal to the cellular level?
Unit Overview: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of
molecules, which also carry out biological functions.
Standards/
CPI’s
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Evidence of Learning
Formative and
Summative measures
Resources Books, articles,
text, etc.
Meiosis and Human Disorders Web quest
(on-line project) - Students pretend that
they are among genetic councilor teams
working in a hospital to investigate genetic
inherited disease.
Students create an
advertisement to
represent a client’s
opinion on stem
cell research,
including
information they
have learned about
the topic.
http://mset.rst2.edu/port
folios/a/abdelmessih_m/c
ellreproductio/home.htm
Animal breeding research- Students
research how heredity allows animal
breeders to develop animals that have
desirable traits.
Students create
Animal Breeding
research
modern Biology
Chapter 8
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Matter and Energy
Essential Questions: How is matter transferred and energy transferred/transformed in living systems?
Unit Overview: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some
organisms obtain their food directly from other organisms.
Standards/
CPI’s
5.3.12.B.1
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Cite evidence that the transfer and
transformation of matter and energy
links organisms to one another and to
their physical setting.
Evidence of Learning
Formative and
Summative measures
Students create
Homeostasis On-Line Web QuestStudents investigate the mechanism of some Homeostasis
living things in order to maintain stable
journal.
conditions.
Resources Books, articles,
text, etc.
http://www.google.com/url
?q=http://www.myteacherp
ages.com/webpages/SWeis
s/files/bio%25202%2520ho
meostasis%2520webquest
%2520ver%25202.0.doc&s
a=U&ei=hD_uTZnKLYb0
swPSpuDCAw&ved=0CA
8QFjAB&usg=AFQjCNE8
1AExlZjxXA7WW2nC0h
ClzTLDdA
Food Chain and Food Web ActivityStudents investigate the flow of energy
between the living thing in an ecosystem.
Students create a
food web.
http://www.vtaide.com/png
/foodchains.htm
Molecules Of life On-Line Slide ShowStudents investigate the structure and
function of the macromolecules that form
living things.
Students create
macromolecules
research
http://mset.rst2.edu/
portfolios/a/abdelm
essih_m/finalprojec
t/biochempro.ppt
5.3.12.B.2
Use mathematical formulas to justify
the concept of an efficient diet
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Matter and Energy
Essential Questions: How is matter transferred and energy transferred/transformed in living systems?
Unit Overview: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some
organisms obtain their food directly from other organisms.
Standards/
CPI’s
5.3.12.B.3
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Predict what would happen to an
ecosystem if an energy source was
removed.
Miller’s experiment On-line animated
show - Students simulate the early
atmosphere and the effect of energy on the
formation of the first protein molecules.
Food Web Activity- Students investigate
the effect of each organism on the survival
of the others.
5.3.12.B.4
Explain how environmental factors
(such as temperature, light intensity,
and the amount of water available) can
affect photosynthesis as an energy
storing process.
Chromatography Lab- Students use the
chromatography technique to relate light
absorption to plant pigments and their effect
on photosynthesis.
Factors affecting Photosynthesis GraphsStudents explore the factors that affect the
rate of photosynthesis.
Evidence of Learning
Formative and
Summative measures
Students cover the
guide questions in
their report
Students create
food pyramids.
Students cover the
guide questions in
their lab reports.
Students create
photosynthesis
graphs
Resources Books, articles,
text, etc.
http://www.ucsd.tv/millerurey/
http://www.vtaide.c
om/png/foodchains.
htm
Chromatography lab
Sheet in Bio Folder.
Modern Biology
chapter 7 Section 7.3
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Matter and Energy
Essential Questions: How is matter transferred and energy transferred/transformed in living systems?
Unit Overview: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some
organisms obtain their food directly from other organisms.
Standards/
CPI’s
5.3.12.B.5
5.3.12.B.6
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Investigate and describe the
complementary relationship (cycling of
matter and flow of energy) between
photosynthesis and cellular respiration.
Explain how the process of cellular
respiration is similar to the burning of
fossil fuels.
Evidence of Learning
Formative and
Summative measures
Resources Books, articles,
text, etc.
http://mset.rst2.edu/portfoli
os/a/abdelmessih_m/mywe
b/index.htm
Respiration O-Line Web Quest- Students
work in teams to research how human,
animals and other living thing depend on
plants to get energy.
Students hand in
respiration
research.
Efficiency of aerobic/anaerobic
respiration activity- Students relate the
amount of energy produced form
aerobic/anaerobic respiration to the energy
stored during photosynthesis.
Students answer
question sheet.
http://www.biology.arizona
.edu/biochemistry/problem
_sets/metabolism/metabolis
m.html
Combustion & Cellular Respiration
Computer research- Students compare and
contrast cellular respiration and fuel
combustion.
Students create a
van diagram
http://www.ehow.com/info
_7890304_similaritiesbetween-combustioncellular-respiration.html
Students cover the
guide questions
http://www.diffen.com/diff
erence/Aerobic_Respiratio
n_vs_Anaerobic_Respirati
on
Aerobic/Anaerobic Respiration researchStudents differentiate between different
organisms as to mechanism and amount of
energy produced.
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Interdependence
Essential Questions: How are organisms dependant on each other?
Unit Overview: Serves All animals and most plants depend on both other organisms and their environment to meet their basic needs.
Standards/
CPI’s
5.3.12.C.1
5.3.12.C.2
5.3.12.C.3
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Analyze the interrelationships and
interdependencies among different
organisms, and explain how these
relationships contribute to the stability
of the ecosystem.
Model how natural and human-made
changes in the environment will affect
individual organisms and the dynamics
of populations.
Explain the value and potential
applications of genome projects.
Evidence of Learning
Formative and
Summative measures
Food Chain and Food Web ActivityStudents investigate the flow of energy
between the living things in an ecosystem.
Students create a
food web and food
pyramids.
Observing animal behavior- Students
explore animal behavior and how each
animals affect the others.
Students create
animal behavior
research.
Black Bear Web Quest- Students explore
the factors that affect wildlife and the
interaction between man and wildlife.
Students create a
debate about black
bear hunting.
Population Dynamic Research- Students
investigate the factors that affect the size of
a bird population.
Students cover the
guide questions in
their research
Karyotype lab- Students create different
karyotypes and then, interpret information
and diagnose inherited diseases if found.
Students answer
karyotype
questions in their
lab reports.
Resources Books, articles,
text, etc.
://www.vtaide.com/
png/foodchains.htm
Holt Biosources C20
http://mset.rst2.edu/portfoli
os/a/abdelmessih_m/webqu
est/
http://www.stanford.edu/gr
oup/stanfordbirds/text/essa
ys/Population_Dynamics.ht
ml
Lab sheet 17 in Bio
Folder
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Interdependence
Essential Questions: How are organisms dependant on each other?
Unit Overview: Serves All animals and most plants depend on both other organisms and their environment to meet their basic needs.
Standards/
CPI’s
5.3.12.C.4
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Predict the potential impact on an
organism (no impact, significant
impact) given a change in a specific
DNA code, and provide specific real
world examples of conditions caused
by mutations
Evidence of Learning
Formative and
Summative measures
Resources Books, articles,
text, etc.
Making Genetic Engineering ModelStudents create human and bacterial DNA
and simulate genetic engineering.
Holt Biosource Lab
Students answer
the guide questions program A8
in their lab reports
Mutation Lab- Students- create DNA and
RNA and simulate different types of
mutation and find out the effect on the
organism proteins.
Students answer
the question sheet
and find out the
disorders result
from some
mutation.
Lab Sheet 14 in Bio
Folder
Students create an
evolutionary tree
Holt Biosources Lab
Program B8
Fossil Study lab- Students analyze
characteristics of fossils to place them in
similar groups.
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Heredity and Reproduction
Essential Questions: How is genetic information passed through generations?
Unit Overview: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they
pass this on to their offspring during reproduction.
Standards/
CPI’s
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Evidence of Learning
Formative and
Summative measures
Resources Books, articles,
text, etc.
5.3.12.D.1
Explain the value and potential
applications of genome projects.
Cytochrom-C Lab. Examine the genomes
of various organisms for formation of
cytochrom C Relate similarities and
differences in the organisms.
Students arrange
different species in
ascending order
and in a
cladogram.
Holt Resources
Lab program
C19
H:\Modern
Biology
(D)\data\Ch08
5.3.12.D.2
Predict the potential impact on an
organism (no impact, significant
impact) given a change in a specific
DNA code, and provide specific real
world examples of conditions caused
by mutations.
Sickle Cell Anemia research: Examine the
sickle Cell Anemia mutation. Present the
mutation, DNA code and resulting
consequence
Students create a
research
http://www.nhlb
i.nih.gov/health/
dci/Diseases/Sca
/SCA_WhatIs.ht
ml
5.3.12.D.3
Demonstrate through modeling how the Meiosis and fertilization Lab- Students
create their own chromosomes and simulate
sorting and recombination of genes
fertilization and creating babies.
during sexual reproduction has
an effect on variation in offspring
(meiosis, fertilization).
Students hand in
parents and babies
tables in their lab
reports
Lab Sheet 17 in
Biology folder
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Heredity and Reproduction
Essential Questions: How is genetic information passed through generations?
Unit Overview: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they
pass this on to their offspring during reproduction.
Standards/
CPI’s
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Modeling Meiosis- Model the stages of
meiosis in an animal cell and demonstrate
genetic recombination.
Evidence of Learning
Formative and
Summative measures
Students cover the
guide questions in
their lab reports
Resources Books, articles,
text, etc.
Holt Resources
Lab program
C11
H:\Modern
Biology
(D)\data\Ch08
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Evolution and Diversity
Essential Questions: How does natural selection encourage inter and intra specific diversity over time?
Unit Overview: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These
selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.
Standards/
CPI’s
5.3.12.E.1
5.3.12.E.2
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Account for the appearance of a novel
trait that arose in a given population.
Estimate how closely related species
are, based on scientific evidence (e.g.,
anatomical similarities, similarities of
DNA base and/or amino acid sequence.
Evidence of Learning
Formative and
Summative measures
Examine DNA replication, possibility of
Model of DNA
mutation and results of mutations. Model
and protein
replication with and without errors, showing showing variation
resulting protein. Model kits
Research Sickle Cell Anemia, examine
molecular change and resulting physical
change. Examine “fitness of carrier,
diseased and healthy individual
Resulting
presentation and
report
Research and present analogous
structures, homologous structures of
multiple organisms. Model the
modifications of 4 structures to demonstrate
anatomical similarities based on structure
and or amino acid sequence. Relate back to
DNA base composition. DNA modeling
Kits
Resulting report
and models
Resources Books, articles,
text, etc.
Computer,
Textbook, Web
quests
Computer, text,
whiteboard.
Computer,
textbook ,
internet, DNA
model kits
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Evolution and Diversity
Essential Questions: How does natural selection encourage inter and intra specific diversity over time?
Unit Overview: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These
selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.
Standards/
CPI’s
5.3.12.E.3
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Provide a scientific explanation for the
history of life on Earth using scientific
evidence (e.g., fossil record, DNA,
protein structures, etc.)
Fossil lab examines various organisms
through time via pic. Determine the
relationship between each type create a tree,
Research protein structures in various
organisms, present finding
Protein Structure Lab examining
similarities and differences between chromc proteins in 10 different organisms. Show
relationship via number of differences and
similarities.
5.3.12.E.4
Account for the evolution of a species
by citing specific evidence of
biological mechanisms.
Examine Stanley Miller experiment
demonstrating formation of organic
molecules
Evidence of Learning
Formative and
Summative measures
Resulting Lab
report and models
Resulting Lab
report and models
Resulting poster
Resulting report
and presentation
Resources Books, articles,
text, etc.
Computer, Lab
worksheet
Lab Worksheet,
computer,
whiteboards
Text book
poster board or
white board.
Text, computer,
internet
Content Area: Biology
Target Course/Grade level: 11
Unit Title: Evolution and Diversity
Essential Questions: How does natural selection encourage inter and intra specific diversity over time?
Unit Overview: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These
selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.
Standards/
CPI’s
Unit Learning Targets As a result of this
Lessons and Activities The learning experiences that
segment of learning, students will…
will facilitate engagement and achievement
Research the development of Equus (horse)
over time. Examine time periods and
environmental factors that would have
caused these changes. Create presentation
of results.
Fossil Lab trace the development of the
trilobite over time by comparison of various
structural changes. Examine time periods
and possible environmental factors that
would have caused these changes
Evidence of Learning
Formative and
Summative measures
Resulting Lab
report and project.
Resources Books, articles,
text, etc.
Lab worksheet.
Computer, Textbook.