AP Biology Course Theme: The Theory of Evolution
Charles Darwin’s Theory of Evolution represents a giant leap in human understanding.
It explains and unifies all of biology – millions of years of natural history from before
Darwin’s time, as well as the 150+ years of genetics, cell and molecular biology,
physiology and even ecology since Darwin published the theory. It directs our
responses to disease and our practice of agriculture. It enlightens conservation biology.
It helps society fight crime, and has the potential to guide our future decisions about
biotechnology. Apart from science, the Theory of Evolution has dramatically changed
how we think about ourselves and how we relate to the world. Because the theory has
influenced so many aspects of human life, it is the guiding theme of this course,
Advanced Placement Biology.
Teaching Philosophy
All students need an opportunity to experience science as a process and not just learn
biology as a collection of unrelated facts. Biology is not a collection of unrelated facts,
but of knowledge that builds on previous findings and relates to all of life. This means
that this course, AP Biology, will emphasize how scientists use their observations and
readings to ask questions that can lead to new information and/or new experiments and
new knowledge, all related to life.
In the early parts of the 21st century, as technology allows information to be retrieved at
a moments notice, students must be able to retrieve and interpret information
appropriately; students must be able to interpret the content of scientific information and
readings, and decide if the material is beneficial. This will lead to developing a critically
thinking mind, and then to new knowledge partially based on the work of others.
New experiments build on the work of others and eventually lead to additional evidence
on different topics. Some of these topics will be related, while others may not be. This
investigative process will be used throughout this AP Biology course. It is important for
students to become excited with discovery as they ask and answer their own questions
about natural and biological phenomena that they see, read about, or experience in the
laboratory and field.
In addition, it is critical that students connect new concepts with what they know; with
each connection they help themselves build a solid framework of biological knowledge
and scientific know-how. It is imperative that students understand the importance of
biology to this planet now and in the future. It is undeniably important that AP biology
students truly understand concepts such as the outcomes of the Human Genome
Project and the possibilities of biotechnology, the significance of the work of Charles
Darwin, as well as the importance of protecting all ecosystems.
Together, this framework will help students to enter their future, prepared for whatever
may lie ahead of them.
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Resources
CR 1
Main Textbook:
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Reece, Jane et al., Campbell Biology, 7th Edition. Benjamin Cummings, 2004
Supplemental On-line Books:
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CK-12 Biology, www.ck12.org, 2012
CK-12 Biology Concepts, www.ck12.org, 2012
Additional Materials. Students are encouraged to use test preparation books that
provide additional review and practice materials. Students are also encouraged to seek
additional materials from online sources including:
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http://www.hippocampus.org/Biology
http://www.brightstorm.com/science/biology/
http://www.khanacademy.org/#biology
http://www.dnalc.org/
Course Objectives
Throughout the course, students will
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exhibit mastery of the major principles of biology,
demonstrate skills in using various types of biological instrumentation and scientific
methodologies,
learn how to read and critique biological scientific papers,
learn how to compile scientific information from various resources,
practice finding and using patterns in collected data to solve scientific problems, and
apply biological knowledge and critical thinking to environmental and social
concerns.
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Course Organization
CR 2
This course is structured around the four big ideas and the enduring understandings
identified in the Curriculum Framework. This course will encompass the core scientific
principles, theories, and processes governing living organisms and biological systems.
All essential knowledge will be taught and all learning objectives will be addressed
through this curriculum. The course will focus on inquiry-based laboratory work and the
use of the science practices in both lab and non-lab based activities.
The Big Ideas
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CR 2, 3a-d, 4a-d
Big idea 1: The process of evolution drives the diversity and unity of life.
Big idea 2: Biological systems utilize free energy and molecular building blocks
to grow, to reproduce and to maintain dynamic homeostasis.
Big idea 3: Living systems store, retrieve, transmit and respond to information
essential to life processes.
Big idea 4: Biological systems interact, and these systems and their interactions
possess complex properties.
Students will be given a table of the big ideas and enduring understandings to selfmonitor mastery of these major organizing tools. The big ideas and enduring
understandings will also be posted in the room. At the beginning of each unit, the big
ideas and enduring understandings that will be addressed during the unit will be
discussed. As connections are made across big ideas, a web of relatedness joining the
enduring understandings will be developed as the course progresses. The learning
objectives will be used as a guide to build class discussions, to help students learn a
focused quantity of biological content with the use of specific scientific process skills.
Skills will be practiced every day, not necessarily all skills every day, but each day at
least one skill will be used to introduce the biological content students study.
The four big ideas are interrelated, and they will not be taught in isolation. The course
will connect the enduring understandings from one big idea with those of the others
wherever practical. Students will maintain a curricular map of the big ideas and enduring
understanding showing connections as they are made.
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Students are provided with opportunities to meet the learning objectives within
each of the big ideas. These opportunities will occur outside of the laboratory
investigations.
The science practices and the learning objectives are used throughout the
course. All activities and class work will be connected to at least one learning
objective that will be clearly communicated to students so they can see the
science practices and learning objectives as the framework around which the
learning of the course takes place. The science practices and learning objectives
will also be addressed in classroom activities and projects external to the formal
lab investigations.
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Social and Ethical Concerns
CR 5
It is vitally important that students connect their classroom knowledge to socially
important issues. The course will allow students to learn about and discuss many issues
in a variety of formats. Issues will be discussed in a class setting, and students may
research and report on a current topic that has social or ethical issues associated with
it. Since the goal will be to discuss a timely event, the list below should be seen as
illustrative as new issues continually appear.
•Stem Cell Research (Big idea 3)
•Global Warming (Big idea 4)
•Antibiotic Resistance and the Problems with Improper Antibiotic Use (Big idea 1)
•Genetically Modified Food (Big idea 3)
•ELSI Issues: Ethical, legal and social implications of the Human Genome Project. (Big
idea 3)
*Students will view the movie Gattaca and/or Extraordinary Measures and evaluate the
ethical and scientific merits of the films.
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Communication
CR 8
Students will maintain a laboratory notebook and a portfolio throughout the course.
Throughout the course, students will communicate to others in formats such as group
presentations, PowerPoint presentations, poster sessions, and written reports/papers.
Communication tools will represent examples of the collaboration, reflection, and
articulation seen in the course as a whole.
Free-Response Questions
Learning how to answer free-response questions is an important part of my course, and
I give students a great deal of practice with this. During each unit they do 20-minute inclass, graded assignment that is designed to help them become comfortable with this
kind of evaluation. These responses will become a significant contribution to the student
portfolio.
Speaker Series
Throughout the school year, 3 to 6 guest speakers speak will present to the class.
Speakers will be biological/biomedical scientists from local universities and research
centers, including USC and UCLA Schools of Medicine, California State University,
Northridge and Cedars-Sinai Medical Center. Speakers are asked to discuss their
research and give an overview of a specific topic, emphasizing the processes
necessary to conduct research, as well as discuss their belief of the importance of
science to society. Students will have the opportunity to interview the speakers, adding
these interviews to their portfolios.
Science and Society
CR 5
It is easy to argue numerous aspects surrounding the topic of global climate change.
Towards the end of the class, students will participate in a class debate surrounding this
topic. Students will debate the reasons, consequences and outcomes of climate
change. The class is organized into two groups, the “pro” group and the “con” group,
based on this controversial issue. The students select three speakers to represent their
side of the panel. Members of each group provide the panel with information to help
them win the debate. The winning side is the side that formulates and defends the most
well documented argument.
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Research Paper
CR 8
Understanding Biodiversity is an online book of species information devoted to high
school biology students. It is published by the CK-12 Foundation
(http://www.ck12.org/flexbook/book/13865) in collaboration with the Encyclopedia of Life
(www.eol.org). The book is written for high school students by high school students.
Contributing students research the cell biology, genetics, evolution, ecology and
physiology of any known species, from bacteria to man. The focus of this series is to
reflect on the importance of biodiversity, and what we, as a species, need to do to
protect biodiversity and our planet.
Pairs of AP Biology students will be required to research a species and prepare a
submission for this book. For Understanding Biodiversity, students may also write about
historical expeditions important to the natural history literature. This paper will become
a significant contribution to the student portfolio.
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