Term 1: Biochemistry and Cells
Learning Goals:
Learner will be able to test a hypothesis by designing an experiment, collecting data, and reporting results.
Learner will be able to describe most of the properties of water and discuss their relationship to everyday
observation in life.
Learner will be able to relate complex biological processes like metabolism, diffusion, osmosis, respiration,
photosynthesis to everyday experiences, like digestion, food preservation, and the smell of perfume, etc.
Content Presentations
Date
Learner should complete 2-3 presentations
1. How to Test a Hypothesis
2. Properties of Water
3. Functional Groups & Carbon
Chemistry
8/20
Possible Labs or
Explorations
Possible Projects
Learner should complete 4-5 labs or
explorations
Learner should complete 4-5
projects
Test any Hypothesis
Step by Step guide on How
to Test a Hypothesis
8/26
Product testing: ex: Which
paper towel holds the most
water?
Properties of Water
Foldable
8/28
What are the properties of
Water?
Functional Groups Foldable
or flashcards
What Organic Molecules are
in everyday foods?
Protein Folding Diorama
How is diffusion related to
semi-permeable membranes?
Monomers and Polymers
o Dehydration and
Hydrolysis
What is the percentage of
water in a carrot or egg?
Journal: You are what you
eat: How a meal becomes
You!
4. Biochemical Reactions:
Monomers and Polymers
(Dehydration and Hydrolysis)
a. Carbohydrates, Proteins
(including protein
folding), Lipids, and
Nucleic Acids Amino
Acids, Polypeptides, and
Protein Folding
9/4
5. The Prokaryotic and Eukaryotic
Cell: Parts and Functions
9/10
What is the optimum
temperature or pH for catalase 3D Cell Project
or protease?
6. Molecular Movement: Diffusion
and Osmosis
9/17
What is the optimum sugar
for yeast respiration?
Diffusion and Osmosis
Animation
7. Enzymes: Catalysts of
Metabolism
9/24
What level of light causes the
optimum rate of
photosynthesis?
Enzyme Claymation Video
8. Respiration: From Glucose to
ATP
9/26
9. Photosynthesis: From CO2 and
H2O to Glucose
10/2
Respiration and
Photosynthesis Foldable
Term 2: Cellular Growth, Reproduction, and Genetics
Learning Goals:
Learner will be able to test a hypothesis by designing an experiment, collecting data, and reporting results.
Learner will be able to conduct an observation and report findings.
Learner will be able to relate complex biological processes like the cell cycle, mitosis, meiosis, fertilization,
transcription, translation to everyday experiences, like creating offspring, sibling similarities and
differences, bell curves, etc.
Learner will be able to conduct research using technology like cloning, bacterial transformation, plasmid
transfer or gel electrophoresis.
Content Presentations
Date
Learner should complete 2-3 presentations
Possible Labs,
Explorations, or Activities
Possible Projects
Learner should complete 4-5 labs or
explorations
Learner should complete 4-5
projects
Step by Step guide on How
to make an Observation
10. Duplication: The Cell Cycle and
Mitosis
10/18
Test any Hypothesis
11. Variation: Meiosis and Crossover
10/26
In which phase do cells spend
the most time?
Cell Cycle Foldable
12. Mendel’s Laws
10/29
Meiosis Simulation: Making
Babies
Meiosis Animation: How
Meiosis Achieves Variety.
13. An Understanding of
Chromosomes
11/8
Punnett Square Problems
SparkyNotes: How to solve
Punnett Square Problems.
14. DNA Structure and Replication
11/12
Pedigree Challenge
Pedigree: Follow a trait
through your family tree for
3 generations.
15. From DNA to RNA to Protein:
Transcription and Translation
11/20
Counting Corn and
Recognizing Patterns
Build a 3D DNA Model
16. The Genetics of Viruses and
Bacteria
11/22
Isolating the DNA from an
organism.
Transcription and
Translation Animation
17. DNA Technology
12/5
Alien Protein Synthesis
DNA Code Words
Karyotype Disorders
Will bacteria express foreign
DNA?
DNA Fingerprinting: Using
Gel Electrophoresis
Bacterial “Sex” or How an
asexual organism achieves
Variety Comic Book.
DNA Technology
infomercial
Term 3: Evolution, Diversity, and Human Systems
Learning Goals:
Learner will be able to test a hypothesis by designing an experiment, collecting data, and reporting results.
Learner will be able to explain natural selection and speciation using specific examples of organisms.
Learner will be able to appreciate the diversity of the living world and how it is classified.
Learner will be able to discuss the mechanical and chemical processes at work within the human body and
how it interacts with the surrounding environment.
Content Presentations
Date
Learner should complete 2-3 presentations
18. Darwin, Evolution, and Natural
Selection
Possible Projects
Learner should complete 4-5 labs or
explorations
Learner should complete 4-5
projects
Test any Hypothesis
Evolution Comic Book
Camouflage Frog Lab
Letter to Lamarck
1/27
Hominid Bran Size Lab
Designing a Phylogenetic
Tree of Life
2/6
Rabbit Alleles
Tracing the Evolutionary
Ancestry of Vertebrates
22. The Respiratory and Circulatory
Systems: From the Environment
to the Cell
2/10
Play Survival Board Game
Digestive Ride
23. The Immune System: The Battle
Against Domestic and Foreign
Enemies
2/18
Cardiovascular Explorations
Endocrine Concentration
24. The Nervous System: Sensation,
Integration, and Response
2/25
Nervous Explorations
Action Potential Animation
25. The Endocrine and Excretory
Systems: Regulation and
Homeostasis
3/4
Reflex Speed Lab
Nephron Animation
19. Speciation & Phylogeny: How
Species Evolve
20. Survey of Diversity: Prokaryota
& Protista, Fungi, Plants, and
Animals
21. The Digestive System: From
Polymers to Monomers
1/15
Possible Labs,
Explorations, or Activities
1/23
Human Systems Foldable
Content Topics
1.
2.
3.
4.
5.
6.
7.
8.
9.
Term 1 Topics
How to Test a Hypothesis
Properties of Water
Functional Groups & Carbon Chemistry
Biochemical Reactions: Monomers and
Polymers (Dehydration and Hydrolysis)
a. Carbohydrates, Proteins (including
protein folding), Lipids, and Nucleic
Acids
The Prokaryotic and Eukaryotic Cell: Parts and
Functions
Molecular Movement: Diffusion and Osmosis
Enzymes: Catalysts of Metabolism
Respiration: From Glucose to ATP
Photosynthesis: From CO2 and H2O to Glucose
Term 2 Topics
Duplication: The Cell Cycle and Mitosis
Variation: Meiosis and Crossover
Mendel’s Laws
An Understanding of Chromosomes
DNA Structure and Replication
From DNA to RNA to Protein: Transcription
and Translation
7. The Genetics of Viruses and Bacteria
8. DNA Technology
1.
2.
3.
4.
5.
6.
Term 3 Topics
1. Darwin, Evolution, and Natural Selection
2. Speciation & Phylogeny: How Species Evolve
3. Survey of Diversity: Prokaryota & Protista, Fungi, Plants, and Animals
4. The Digestive System: From Polymers to Monomers
5. The Respiratory and Circulatory Systems: From the Environment to the Cell
6. The Immune System: The Battle Against Domestic and Foreign Enemies
7. The Nervous System: Sensation, Integration, and Response
8. The Endocrine and Excretory Systems: Regulation and Homeostasis
Term 4: BIOREX
Open Assessment
All content-based assessments will be free response and may be comprehensive. For example, a question might
look like: You’ve eaten a pepperoni pizza, discuss the fate of all of the macro molecules within a slice of pizza.
Learners would have to have a knowledge of biochemical molecules AND enzymatic operations in order to get
the maximum number of points.
Sample Answer:
As I’m chewing the pizza the carbohydrates in the crust would be digested by the
+1
+1
+1
enzyme amylase into simple sugars. My stomach acid would denature the proteins.
nerd
point
+1
nerd
point
As digestion continued into the duodenum, lipase enzymes would break the lipids in
+1
+1
+1
the cheese into fatty acids, while the proteins were broken down by proteases into amino
+1
acids. Finally, the nucleic acids within the nuclei of the cells of the tomato sauce or
+1
+1
pepperoni would be broken down into nucleotides. All of the monomers (amino acids,
+1
sugars, nucleotides, and fatty acids) would be absorbed by the blood
stream that
nerd
point
surrounds the small intestine.
Science Habits
These will be assessed on 4 random weeks for every learner.
Curious
Creative
Relate with Others
Self-Governing
Reflective
Learner asks relevant
questions
Learner demonstrates a
positive sense of
engagement
Learner uses reliable
sources for independent
research
Learner asks the “what if”
questions
Learner exhibits
confidence
Learner designs products
that are unique, original,
and innovative
Learner creates products
that are aesthetically
pleasing
Learner approaches a
problem from more than
one perspective
Learner articulates
connections to the real
world and other classes and
themes
Learner demonstrates
understanding using
analogies, comparisons,
graphic organizers
Learner encourages an
exchange of ideas
Learner allows others to
do their job
Learner maintains a
physical and mental
presence
Learner does their part by
collaborating and
delegating duties
Learner provides honest
feedback to peers
Learner develops a
collaborative relation with
teacher and other students
Learner stays on task
during class time
Learner prepares for every
class and is self-motivation
Learner uses laptop
appropriately
Learner participates in
class discussion and uses
correct vocabulary
Learner uses equipment
appropriately and practices
safety
Learner collects and
documents data effectively
Learner practices realistic
self-assessment
Learner proposes alternate
pathways to find solutions
and
suggests other ways to test
variables
Learner takes risks and
learns from successes and
failures
Learner values the process
in addition to the product
Lab Reports
What lab reports and scientific papers accomplish:
 Persuade others to accept or reject your hypotheses by presenting your data and interpretations
 Detail data, procedures, and outcomes for future researchers
 Become part of the accepted body of scientific knowledge when published unless later disproved
 Provide a historical record for reference and document a current situation for future comparison
Lab Report Format:
Title: “What is the lab about?”
Name
Block
Date
Abstract: A brief summary of the entire lab. This should be the last section written.
Introduction: “What is the problem?”
 Define the subject of the report: “Why was this study performed?”
 Provide background information and relevant studies: “What knowledge already exists about this subject?” Use
your book and the internet for this section.
 Outline scientific purpose(s) and/or objective(s): “What are the specific hypotheses and the experimental design
for investigation?” State your hypothesis.
Materials and Methods: “How did I solve the Problem?”
 List materials used as part of the procedures, how were they used, and where and when was the work done
(especially important in field studies) Not a list, written in paragraph form. Describe the procedures in a similar
way.
 Provide enough detail for the reader to understand the experiment without overwhelming him/her.
 This section must be written with enough detail that others can duplicate your experiment.
Results: “What did I find out?”
 Concentrate on general trends and differences and not on trivial details.
 Summarize the data from the experiments without discussing their implications
 Organize data into tables, figures, graphs, photographs, etc.
 Title all figures and tables; include a legend explaining symbols, abbreviations, or special methods
 Number figures and tables separately and refer to them in the text by their number, (ex: Figure 1 shows that the
activity… ;The activity decreases after five minutes (fig. 1) )
Discussion: “What does it mean?”
 Interpret the data; do not restate the results
 Address lab-specific questions
 Relate results to existing theory and knowledge (use your book or internet)
 Explain the logic that allows you to accept or reject your original hypotheses
 Include suggestions for improving your techniques or design, or clarify areas of doubt for further research
Before you begin a lab, you should trouble shoot your ideas with peers, teammates, and your teacher. You should become
familiar with the topic by reading it the before you actually do it. Prior Planning Prevents Poor Performance. You
should have a pre-lab completed before beginning to collect any data. The hypothesis MUST be written before beginning
a lab. The pre-lab write up should include the Introduction, Materials & Methods, and blank data tables.
*Hint: Write in the passive voice, no first person “I” or “we.” Example: Three test tubes were assembled in a test tube
rack. To each tube, 2mL of water were added.
Honors Biology Lab Rubric
Attach this rubric to the front of every Lab that you choose to have assessed.
Lab Title:
CATEGORY
4
3
2
1
Title
Student generates an
original, unique, and
informative title
Student generates an
informative title
Student generates
a title
There is no
title or it is
unoriginal
Student does an
exceptional job in 200
words or fewer
summarizing the
experiment.
Student does a good job
in 200 words or fewer
summarizing the
experiment.
Student
summarizes the
experiment.
There is no
summary or
the summary is
incoherent.
Student thoroughly
describes the purpose of
doing the lab, cites and
relates at least 2 scholarly
resources (APA format),
leading to a well-worded
hypothesis.
Student describes the
purpose of doing the
lab, does a little
informal research
(anecdotal, from text or
other aspects of
course), leading to a
hypothesis
Student describes
the purpose of
doing the lab, and
states a
hypothesis
There is no
Introduction or
it is
incoherent.
There may or
may not be a
hypothesis.
Student writes in
paragraph form using
original wording. It is brief
yet complete. (assume
scientifically literate
audience, ie a student two
weeks behind you in same
class)
Student writes in
paragraph form using
original wording. It is
brief. (assume
scientifically literate
audience, ie a student
two weeks behind you
in same class)
Student writes in
paragraph form.
There is no
Materials and
Methods or it
is incoherent
or it is in list
form.
Student creates welllabeled data and colored
graphs, charts, tables,
pictures, calculations
(descriptive stats). There is
a brief statement of
observed trends.
Student creates welllabeled data and
colored graphs, charts,
tables, pictures,
calculations.
(descriptive stats)
Student
completes data
and graphs,
charts, tables, and
pictures.
Student does
not complete
data and
graphs or it is
incomplete or
erroneous.
 Student writes in the
third person, relates the
data to hypothesis using
the terminology “supports”
or “does not support”,
clearly explains results
using at least 5 examples
from their lab or other
experience.
 Student expands
concepts to connect to at
least 5 other ideas in
course and/or the “real
world” clearly, obviously,
and repeatedly
demonstrating a clear
pattern of understanding.
 Student writes in the
third person, relates the
data to hypothesis
using the terminology
“supports” or “does not
support”, and explains
results.
 Student expands
concepts to connect to
other ideas in course
and/or the “real world”
a few times
demonstrating a
pattern of
understanding.
Student writes in
the third person.
Student may
expand concepts
to connect to
other ideas in
course and/or the
“real world”.
Evidence of
understanding is
not obvious.
Student does
not write in the
third person.
Student may or
may not
expand
concepts to
connect to
other ideas in
course and/or
the “real
world”.
Evidence of
understanding
is absent.
x1
Abstract
x1
Introduction
x1
Materials
and
Methods
x1
Results:
Data and
Analysis
x1
Discussion
x5
+
∆
Self
Score
Peer
score
Totals
MAX:
40 PTS
Team:
Block:
Actual
Score
Honors Biology Presentation Rubric
Hand this rubric to 3 non- teammates and your teacher at the start of every presentation. Collect and average the totals and give it to the teacher.
Presentation Title:
CATEGORY
4
 Speaks loudly &
clearly to the class
using eye contact to
Presentation enhance presentation.
Style/Creativity  Speaking style is
engaging & interactive
(asks questions of
x3
audience)
 Passion for topic is
obvious.
 All important
content covered.
 Presentation is
accurate, with no
Content factual errors.
Accuracy/Clarity  Uses original
vocabulary, defining
x3
complex words
 Provides multiple
examples and analogies
to achieve clarity.
 Background does
not detract from text or
other graphics. Choice
of background is
consistent from slide to
slide and is appropriate
Organization for the topic.
Background,  Font formats (e.g.,
Font, & Flow color, bold, italic) have
been carefully planned
to enhance readability
x1
and content.
 Almost exclusively
picture and diagrams
with some text
 Flow enhances
presentation.
 Makes many
connections with real
Significance world examples.
Relevance & the  Places things in
Real World proper context.
 Relates content to
the bigger picture
x3
and/or other topics in
biology.
+
(do not leave blank)
3
2
 Speaks clearly to
the class and uses eye
contact.
 Speaking style is
interactive (asks
questions of audience)
 Passion for topic is
apparent.
1
 Most important
content covered.
 Presentation is
accurate, with few
factual errors.
 Uses original
vocabulary, defining
complex words
 Provides some
examples and analogies
to achieve clarity.
 Background does
not detract from text or
other graphics. Choice
of background is
consistent from card to
card.
 Font formats have
been carefully planned
to enhance readability.
 Many pictures and
diagrams with some
text
 Flow is consistent.
 Speaks to the
 Speaks to the
class.
class.
 Speaking style is  Reads directly
good, but speaker from the PPT.
may not ask
 Speaking style is
questions.
weak; speaker does
 Presentation is not ask questions at
dry.
all.
 Passion for topic  Passion for topic
is not obvious.
is absent.
 Most important  Some important
content covered.
content covered.
 Presentation is  Presentation is
accurate, with few not entirely accurate,
factual errors.
with several factual
 Uses vocabulary, errors.
without defining
 Uses vocabulary,
complex words
without defining
 Provides few
complex words
examples or
 Provides few or
analogies.
no examples.
 Background
 Background
does not detract
makes it difficult to
from text or other see text or competes
graphics.
with other graphics
 Font formatting on the page.
may be a little hard  Font formatting
to read.
makes it very
 Some pictures
difficult to read the
and diagrams with material.
some text
 Mostly text, few
 Flow skips
diagrams
around, may be
 Flow is
confusing.
incoherent.
 Makes some
connections with real
world examples.
 Places things in
proper context.
 Relates content to
the bigger picture
and/or other topics in
biology.
 Makes a few
connections with
real world
examples.
 Content related
to the bigger picture
and/or other topics
in biology may not
occur.
∆
Self Peer Actual
Score Avg. Score
 Makes no
connections with
real world.
 Content related
to the bigger picture
and/or other topics
in biology may not
occur.
(do not leave blank)
Totals
MAX:
40 PTS
Name(s):
Block:
Honors Biology Project Rubric
Attach this rubric to every completed project.
Project Title:
3
2
1
 Project is wholly
original
 Project is High
Quality, with few if
Project
any mistakes in
Style/Creativity production
 Project is very
x5
aesthetically pleasing
 A sense of humor or
passion for topic is
obvious.
 All important
content covered.
 Project is accurate,
with no factual errors.
 Uses original
vocabulary, defining
complex words
Content
Accuracy/Clarity  Makes multiple (>5)
connections to other
biology content and
x5
real life.
 Provides multiple
examples and/or
analogies to achieve
clarity.
 Project is original
 Project is Quality
Work, with few
mistakes in production
 Project is
aesthetically pleasing
 A sense of humor or
passion for topic is
present
 Project is mostly
original
 Project is Quality
Work, with a few
mistakes in
production
 Project is
aesthetically okay.
 Project may or
may not be original
 Several mistakes
in production
 Passion for topic
is absent.
 Most important
content covered.
 Project is accurate,
with few factual errors.
 Uses original
vocabulary, defining
complex words
 Makes some (>4)
connections to other
biology content and
real life.
 Provides some
examples and/or
analogies to achieve
clarity.
 Most important
content covered.
 Project is
accurate, with few
factual errors.
 Uses vocabulary,
without defining
complex words
 Makes a few (>3)
connections to other
biology content and
real life.
 Provides few
examples or
analogies.
 Some important
content covered.
 Project is not
entirely accurate,
with several factual
errors.
 Uses vocabulary,
without defining
complex words
 May make
connections to
other biology
content and real
life.
 Provides few or
no examples.
+
∆
CATEGORY
4
Self Peer Actual
Score Score Score
Totals
MAX:
40 PTS
Team:
Block:
Project Narrative:
How does this relate to your life and other content in biology?
Why did you do this? What did you learn? What worked? What would you improve on? Etc.
Learner:
Block:
Term #1 Portfolio
Title:
Title:
Totals
Title:
Presentations
Points Earned
Title:
Title:
Title:
Title:
Title:
Title:
Title:
Title:
Title:
Title:
Labs/Explorations
Points Earned
Projects
Points Earned
Free Response
Assessments
How to
Test a
Hypothesis
Properties
of Water
Functional
Groups &
Carbon
Chemistry
Biochemical
Reactions
The Cell:
Parts and
Functions
Enzymes:
Catalysts of
Metabolism
Molecular
Movement:
Diffusion
and
Osmosis
Respiration:
From
Glucose to
ATP
Photosynthesis:
From CO2 and
H2O to
Glucose
Points Earned
Science Habits
Week 1
Week 2
Week 3
Week 4
Points Earned
Mid Term Test
50 points X 2
Lab Design
and Biochemistry
Points Earned
End of Term Test
50 points X 2
Lab Design,
Biochemistry, and Cells
Points Earned
Total
1st Term
Reflection
Learner:
Block:
Term #2 Portfolio
Title:
Title:
Totals
Title:
Presentations
Points Earned
Title:
Title:
Title:
Title:
Title:
Title:
Title:
Title:
Title:
Title:
Labs/Explorations
Points Earned
Projects
Points Earned
Free Response
Assessments
Duplication:
The Cell Cycle
and Mitosis
Variation:
Meiosis and
Crossover
Mendel’s Laws
An
Understanding
of
Chromosomes
DNA Structure
and Replication
From DNA to
RNA to Protein:
Transcription
and Translation
The Genetics of
Viruses and
Bacteria
DNA
Technology
Points Earned
Science Habits
Week 1
Week 2
Week 3
Week 4
Points Earned
Semester
Reflection
Title:
20 points
Points Earned
Mid Term Test
50 points X 2
Cellular Growth and Reproduction
Points Earned
Total
Learner:
Block:
Term #3 Portfolio
Title:
Title:
Totals
Title:
Presentations
Points Earned
Title:
Title:
Title:
Title:
Title:
Title:
Title:
Title:
Title:
Title:
Labs/Explorations
Points Earned
Projects
Points Earned
Free Response
Assessments
Darwin,
Evolution, and
Natural
Selection
Speciation &
Phylogeny:
How Species
Evolve
Survey of
Diversity:
Prokaryota &
Protista, Fungi,
Plants, and
Animals
The Digestive
System: From
Polymers to
Monomers
The Respiratory
and Circulatory
Systems: From
the
Environment to
the Cell
The Immune
System: The
Battle Against
Domestic and
Foreign
Enemies
The Nervous
System:
Sensation,
Integration, and
Response
The Endocrine
and Excretory
Systems:
Regulation and
Homeostasis
Points Earned
Science Habits
Week 1
Week 2
Week 3
Week 4
Points Earned
Mid Term Test
50 points X 2
Evolution, Speciation, and Diversity
Points Earned
End of Term Test
50 points X 2
Evolution, Speciation, Diversity, and Human Systems
Points Earned
Total