Biology II Pacing Guide
2011-2012
Unlike other courses, Biology II offers 24 weeks of common curriculum and 12 weeks of curriculum designed by each individual teacher. This
pacing guide reflects the common curriculum. It is the responsibility of each Biology II teacher to provide information to students and parents
regarding the pacing and topics that will be taught during the 12 weeks that are not common to all Biology II courses.
Time Frame
Topic
Va. Standard of Learning (2010)
Core lab
Semester 1
Scientific Method
BIO2.1
(12 weeks)
The student will demonstrate an understanding of scientific
Experimental Design
reasoning, logic, and the nature of science by planning and
and Analysis
conducting investigations in which
a) observations of living organisms are recorded in the lab and in
Terrestrial Ecology
the field;
b) hypotheses are formulated based on direct observations and
Aquatic Ecology
information from scientific literature;
c) variables are defined and investigations are designed to test
Chesapeake Bay
hypotheses;
d) graphing and arithmetic calculations are used as tools in data
analysis;
e) conclusions are formed based on recorded quantitative and
qualitative data;
f) sources of error inherent in experimental design are identified
and discussed;
g) validity of data is determined;
h) chemicals and equipment are used in a safe manner;
i) appropriate technology including computers, graphing
calculators, and probeware, is used for gathering and analyzing
data, communicating results, modeling concepts, and simulating
experimental conditions;
j) research utilizes scientific literature;
k) differentiation is made between a scientific hypothesis, theory,
and law;
m) current applications of biological concepts are used.
BIO2.2
The student will investigate and understand the impact of
abiotic factors on the characteristics of organisms within a
terrestrial biome. Key concepts include:
a) the impact of abiotic factors (temperature, altitude,
precipitation and latitude) on plant and animal adaptations
b) the impact of biotic factors (competition, predation, inter and
intra specific relationships) on plant and animal adaptations
c) identification of the flora and fauna of a Virginia terrestrial
biome
BIO2.3
The student will investigate and understand succession
patterns in ecosystems. Key concepts include:
a) identification of the stages of plant succession in a Virginia
terrestrial biome
b) difference between primary and secondary succession with
focus on the mechanism of disturbance that would create each
c) difference between human caused and natural forms of
disturbances
BIO2.4
The student will investigate and understand biological diversity.
Key concepts include:
a) the distinction of diversity from species richness
b) identification of the major threats to biodiversity
c) various strategies for protecting biodiversity in Virginia
terrestrial ecosystems
BIO2.5
The student will investigate and understand the impact of biotic
and abiotic factors on the characteristics of organisms within
freshwater and marine biomes. Key concepts include:
a) the impact of abiotic factors (temperature, salinity, oxygen
levels, nutrients, pH, pressure and light) on plant and animal
adaptations
b) the impact of biotic factors (competition, predation, and
inter/intraspecific) on populations within a marine ecosystem
c) the impact of biotic factors (temperature, salinity, oxygen
levels, nutrients, and pH) on populations within an aquatic
ecosystem
d) manmade and natural disturbances that threaten or enhance
aquatic species survival
BIO2.6
The student will investigate and understand the natural
processes and human interactions that affect wetlands. Key
concepts include:
a) components of wetlands (hydrophytic vegetation, hydric soils,
positive signs of hydrology)
b) environmental functions of wetlands (sediment trapping,
biodiversity, water purification, nursery areas for birds and fish,
recreational opportunities, flood abatement to upland habitat)
c) historical impact of agriculture on wetlands
d) current land-use practices that positively and negatively affect
wetlands
BIO2.7
The student will investigate and understand the natural
processes and human behaviors that impact water quality. Key
concepts include:
a) classes of water pollutants (sediment, nutrients, toxic)
b) the impact of pollutants on the flora and fauna of local and
regional waters
c) methods of water quality testing
BIO2.8
The student will investigate and understand the historical,
financial, and biological significance of the Chesapeake Bay to
the state of Virginia. Key concepts include:
a) role of the bay to Native Americans and the early settlers
b) comparative analysis of productivity of the bay to other
estuaries in the world
c) historical and present impact of the bay on the Virginia
economy
d) methods of conserving and protecting the bay
e) factors impacting the health of the bay: pollution, invasive
species
f) Chesapeake Bay Remediation
Semester 2
(12 weeks)
Cellular Organization
Overview of Body
Systems
Human Central Nervous
System
Human Respiratory
System
Human Circulatory
System
Human Digestive
System
BIO2.9
The student will investigate and understand that the human
body shows patterns of cellular organization. Key concepts
include:
a) organization: cells, tissues, organs, and systems
b) tissues: epithelial, connective, muscle, and nervous
c) body systems
BIO2.10
The student will investigate and understand the structure and
function of the human central nervous system. Key concepts
include:
a) neuron structure and function
b) types of neurons
c) the pathway of a nerve impulse from stimulus to response
d) parts of the brain and their functions (cerebrum, cerebellum,
and brainstem)
e) characteristics of the somatic and autonomic nervous systems
f) characteristics of the parasympathetic and sympathetic nervous
systems
g) common diseases of the nervous system (stroke, epilepsy, and
Alzheimer)
h) biological/physiological effects of drugs on the nervous system
BIO2.11
The student will investigate and understand the structure and
function of the human respiratory and circulatory systems. Key
concepts include:
a) major structures and functions of the human respiratory
system
b) major structures and functions of the human circulatory system
c) components of blood
d) the interrelationship of the circulatory and respiratory systems
e) common diseases of the respiratory system (emphysema,
asthma)
f) common diseases of the human circulatory system (coronary
artery disease)
BIO2.12
The student will investigate and understand the structure and
function of the human digestive system. Key concepts include:
a) major structures and functions of the organs of the alimentary
canal and accessory organs (mouth, pharynx, esophagus,
stomach, small and large intestine, rectum, liver, pancreas, gall
bladder)
b) the source and role of digestive enzymes
c) macronutrients (carbohydrates, fats, and proteins) and
micronutrients (vitamins and minerals)
d) common disorders of the digestive system (Diabetes, GERD,
Stomach Ulcers, Hepatitis, and Appendicitis)