WEEKLY LESSON PLAN
TEACHER
B. Rivera
17th
WEEK OF SCHOOL
COURSE: AP Biology
DATES: 1/6 – 1/9
The Big Ideas:
 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,
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 interaction possess
complex properties
Learning Focus – Unit 4 – Molecular Genetics
(Big Ideas 1, 2, 3, and 4)
Status vs. Pacing Calendar: On Time
Rigor – key strategies for focus in 2014
 HOT questions
 Be the Lead Reader
 Wait time
Unit: Biochemistry
Big Ideas Addressed: 1,2,3,4
Learning Objectives:


EK 3.A.1: DNA, and in some cases RNA, is the primary source of heritable information.
EK 3.B.2: A variety of intercellular and intracellular signal transmissions mediate gene
expression.
EK 3.C.1: Changes in genotype can result in changes in phenotype.
EK 3.C.2: Biological systems have multiple processes that increase genetic variation.
EK 4.C.1: Variation in molecular units provides cells with a wider range of functions.




Essential Questions:
 How is genetic information stored?
 How do genetic processes allow for variation?
 How is genetic information passed from one generation to the next?
Monday 1/5
Unit 6:
Molecular
Genetics
Tuesday 1/6
Unit 3: Cells
and Cell
Processes
*Teacher Workday: No Class
1. Objective: Students will examine the complete process of DNA replication and
Central Dogma noting the enzymes required to complete the process.
2. Engage and connect –
 Science of Learning: (short film)
3. Guided instruction –

Create groups to discuss, examine and recreate the processes of molecular
genetics
 PowerPoint Presentation: Molecular Genetics
Independent practice –
 None
4. Check for understanding – Peer assistance and discussion
5. Homework –
 Begin worksheet: Molecular Genetics
Wednesday
12/10
Unit 3: Cells
and Cell
Processes
1.
2.
3.
4.
5.
Objective: Students will identify components of DNA and examine the eukaryotic
replication process and be able to give a detailed account of the process using proper
terminology.
Engage and connect: Open discussion: How does DNA replicate and how did this
process come about? How is this process different from prokaryotic replication?
Guided instruction – None
Independent practice – Get in groups and analyze the process and answer worksheet
provided.
Check for understanding – Group monitoring and participation.
Homework – Continue
Thursday
12/11
Unit 3: Final
Review
1. Objective: Students will give group presentations using sourced information they
have discovered and answer class questions.
2. Engage and connect: Open discussion
3. Guided instruction – None
Independent practice – Notes,
4. Check for understanding – Discussion –
5. Homework –Continue working on Molecular Genetics worksheet
Friday 12/12
Unit 3: Final
Review
1. Objective: Students will read about Central Dogma and examine the processes of
transcription and translation.
2. Engage and connect: How is RNA transcribed from DNA and how are proteins
produced?
3. Guided instruction – Review Transcription and Translation and identify key
enzymes.
Independent practice – Continue group work on Protein Synthesis worksheet
4. Check for understanding – Class discussion and peer assistance
5. Homework –
 Complete Molecular Genetics worksheet
 Watch Video: Life’s Greatest Miracle (NOVA) and complete worksheet
Upon request by any special needs student, they can receive additional time to
complete their assignments. Also, I am available every morning and most
afternoons to provide additional assistance to any student who requests it.
Depending on their specific request or my assessment of their involvement and
understanding of the subject matter in the classroom, special needs students are
given preferential seating.
Worksheets are used to prepare for each major test.
How will you assess learning and mastery?
Daily
 Observations during student group and independent work time, lab work, and board
work
 Class participation and involvement in discussions and labs
Weekly
 Homework
 Labs, Focus Activities, and/or tests
Demonstrations or Labs:
Lab Activities – TBD
Test: - TBD