Curriculum Mapper Planning Template: Approximate Time Frame: 2 weeks
Course: Freshman Biology
Semester: Fall
Quarter: 1
Unit Title: Nature of Science
Content
Big Idea:
Skills
Specific Skills:
Biology is curiosity about life that
develops into experiments about
1) Compare and contrast the
and explanations for our world.
processes of science
2) Create an Experiment
a. brainstorm questions
Essential Questions:
b. formulate hypothesis
What is the goal of science?
c. choose materials
Why biology?
d. write methods
What does it mean to be alive?
e. collect data
How powerful is a theory?
f. graph data
How does science happen?
g. analyze data
How do I perform a valid
h. form conclusions
experiment?
3)
Accurately and precisely use
What are the limits of our senses?
What do I do with the information instruments of measurement
4) List and explain the
collected during an experiment?
characteristics shared by all living
Why is it important for me to
things
know about the scientific
method?
Content Knowledge:
- Course Overview: enduring
understandings, big ideas,
essential questions, themes
- Processes of Science:
observation, fact, law, hypothesis,
theory, inference
- Characteristics of Science:
consistent, observable, natural,
predictable, testable, tentative
- Experimental Design: questions,
hypotheses, variables, materials,
methods, data collection, data
analysis, conclusions, questions
Assessment
Common Assessments:
Introductory Inquiry Lab
Design & Perform an Experiment
(baseline assessment)
-- Beetles, crickets, mealworms,
etc.
Resources
Required:
Textbook
Lab Supplies
- live organisms
Measurement Instruments
Optional:
Text: Chapter 1
- Characteristics of Life: cells,
movement, reproduction, DNA,
grow & develop, need energy,
respond to environment, repair
injury, maintain homeostasis,
evolve
Life’s complexity depends on the relationships between cells, individuals, populations, and their
environments.
Evolution drives the natural world.
Departmental Enduring Understanding: Science is a process of discovery, based on experimentation, which is used to explain the natural
world and make informed decisions.
Biology Enduring Understandings:
Curriculum Mapper Planning Template: Approximate Time Frame: 2 weeks
Course: Freshman Biology
Semester: Fall
Quarter: 1
Unit Title: Ecology
Content
Big Idea:
Skills
Assessment
Specific Skills:
Common Assessments:
1) Differentiate between a habitat
and a niche
2) Trace the movement of matter
through an ecosystem
3) Track the flow of energy
through an ecosystem
4) Explain the importance of
biodiversity
5) Model symbiotic interactions
Six Pillars and Ecology
Written reflection on the
connections between the Six
Pillars and Ecology principles
Life cannot stand alone.
Essential Questions:
What does it mean to be alive?
Is diversity that important?
How do organisms affect one
another’s survival?
Is soil and sun enough?
Do I need a bin to be a recycler?
How is biodiversity important to
our survival?
Resources
Required:
Textbook
Optional:
Text: Chapters 3, 4 & 6-3
Video: Planet Earth- Pole to Pole
Content Knowledge:
- Hierarchy: organism,
population, community,
ecosystem, biome, and biosphere
- Factors: abiotic & biotic
- Roles & Relationships:
heterotroph, autotroph,
decomposer, symbiosis, habitat,
niche
- Matter and Energy
- Biodiversity
Life’s complexity depends on the relationships between cells, individuals, populations and their
environments.
Evolution drives the natural world.
Departmental Enduring Understanding: Science is a process of discovery, based on experimentation, which is used to explain the natural
world and make informed decisions.
Biology Enduring Understandings:
Curriculum Mapper Planning Template: Approximate Time Frame: 6-8 weeks
Course: Freshman Biology
Overarching Big Idea and
Essential Question for Cells
Big Idea:
It takes a cell to be alive.
Essential Question:
What does it mean to be alive?
I -- BIOCHEMISTRY
Big Ideas
Biology and chemistry are
interconnected.
All life depends on water.
Macromolecules are the building
blocks of cells.
Essential Questions
Why is water so special?
How is there chemistry in me?
Am I really what I eat?
II – STRUCTURE &
FUNCTION
Big Ideas
Quarters: 1 & 2
Unit Title: Cells
Content
Content Knowledge
- Water: unique properties &
importance to life
- Carbon
- Macromolecules: proteins,
carbohydrates, lipids, nucleic
acids
- Foods and nutrition
Semester: Fall
Skills
Assessment
Specific Skills:
Common Assessments:
I -- BIOCHEMISTRY
1) Explain and observe the
properties of water
2) Describe the specific
characteristics of each of the
macromolecules
3) Qualitatively analyze different
food samples for presence of
macromolecules
1st Quarter Writing Prompt
What does it mean to be alive?
OR
What is the purpose of life?
II -- STRUCTURE &
FUNCTION
1) Compare and contrast
prokaryotic and eukaryotic cells
2) Compare and contrast plant
and animal cells
3) Properly use a compound light
microscope to observe and
describe cell parts and processes
4) Describe the characteristics
(structure and function) of
specific organelles
5) Locate organelles within a cell
6) Compare and contrast active
and passive transport
7) Mathematically model the
relationship between cell size and
diffusion
III -- ENERGY
1) Compare and contrast the
different methods of metabolism
1st Quarter Inquiry Lab
Design & Perform an Experiment
-- Diffusion and Cell Size
07-08 Interventions
Division – demonstrate
understanding of mitosis process
with comparison to meiosis in
writing and drawing
Resources
Required:
Textbook
Lab Supplies
- food samples
- indicators
- cellular model (potato, sponge,
agar, egg)
- base & indicator
- compound light microscope
- prepared slides (onion root tip)
Optional:
Text:
biochem  chapter 2
structure & function  chapter 7
energy  chapters 8 & 9
division  chapters 10 & 11-4
The Cell Theory states that cells
are the basic units of life.
Prokaryotic and eukaryotic cells
differ in organization.
Plant and animal cells differ in
organelles.
The plasma membrane helps a
cell maintain homeostasis.
Essential Questions
What is the purpose of life?
What is a cell?
Are all of my cells the same?
Is bigger better?
What happens inside of my cells?
How do my cells drink water, eat,
and poop?
Content Knowledge
- Cell Theory: 3 postulates
- Cell Types: prokaryotic,
eukaryotic, plant, animal
- Organelles: nucleus, cytoplasm,
ribosome, mitochondria,
chloroplast (optional: ER, golgi
body, vacuole, lysosome)
- Membranes: plasma membrane
- Cell Size and Diffusion
- Transport: passive, active
III -- ENERGY
Big Ideas
All living organisms use and
convert energy to carry out
biological processes.
Essential Questions
Why do organisms need energy?
Where do organisms get energy?
IV -- DIVISION
1) Draw and describe the cell
cycle
2) Use a microscope to identify
the steps of mitosis
3) Draw and describe the steps of
mitosis
4) Label the important cellular
parts in mitosis drawings
5) Compare and contrast mitosis
and meiosis
Content Knowledge
- Fermentation (bacteria)
- Photosynthesis (plant)
- Cellular respiration (animal)
IV -- DIVISION
Big Ideas
Cells grow until they reach their
size limit, then they either stop
growing or divide.
Cellular division can occur both
at an asexual level through
cloning (mitosis) and at a sexual
level (meiosis).
Essential Questions
How does a cell spend its life?
Why would my cells clone
themselves?
What is the only cell in my body
that doesn’t clone itself? Why
not?
Why does the amount of DNA in
a sex cell matter?
What happens if one of my cells
turns rogue?
(Extension- What determines how
long a cell lives?)
Content Knowledge
- Cell Cycle: interphase (G1, S,
G2) and division (mitosis)
- Mitosis: prophase, metaphase,
anaphase, telophase, cytokinesis
- Cancer (extension)
- Meiosis: haploid, diploid,
gamete, zygote
Life’s complexity depends on the relationships between cells, individuals, populations and their
environments.
Evolution drives the natural world.
Departmental Enduring Understanding: Science is a process of discovery, based on experimentation, which is used to explain the natural
world and make informed decisions.
Biology Enduring Understandings:
Curriculum Mapper Planning Template: Approximate Time Frame: 5-7 weeks
Course: Freshman Biology
Quarter: 2 and 3
Unit Title: Genetics
Content
Overarching Big Idea and
Essential Questions for
Genetics
Big Idea:
Information flows from DNA to
traits and results in biodiversity.
Essential Questions:
Is DNA destiny?
Is diversity that important?
I -- HEREDITY
Big Ideas
Genetic information is passed
from parents to offspring.
We can predict the probable
outcomes of genetic crosses.
Essential Questions
What does a 19th century pea
loving monk have to do with my
hair color?
Are looks deceiving?
Why don’t I look just like my
siblings if we have the same
parents?
What controls an organism’s
traits, nature (DNA) or nurture
(environment)?
Content Knowledge
- Mendel
- Punnett Squares
Semester: Fall
Skills
Assessment
Resources
Specific Skills:
Common Assessments:
Required:
I -- HEREDITY
1) Calculate heredity probabilities
based on monohybrid Punnett
square crosses
2) Compare and contrast:
homozygous/heterozygous
phenotype/genotype
dominant/recessive
allele/gene/chromosome
3) Model the effect of the
environment on an organism’s
gene expression
2nd Quarter Inquiry Lab
Design & Perform Experiment
-- Nature vs. Nurture
-- Corn Seeds
Textbook
Lab Supplies
- corn seeds
- DNA modeling kits
Computer Lab (Internet)
2nd Quarter Writing Prompt
Is DNA Destiny?
Optional:
II -- DNA
1) Model the structure of DNA
2) Describe and draw the steps of
DNA replication
2a) Extension: describe and draw
the steps of protein synthesis
(transcription and translation)
3) Compare and contrast DNA
and RNA
4) Describe the different types of
mutations
III -- GENETIC
ENGINEERING
Student Choice:
1) Describe the causes, symptoms
and treatments of various genetic
disorders
2) Explain different
biotechnology techniques
07-08 Interventions
Targeted final review
Text:
heredity  chapter 11
DNA  chapter 12
genetic engineering  chapters
13 & 14
II -- DNA
Big Idea
DNA codes for protein
production.
Essential Questions
How was the structure of DNA
discovered?
What does DNA look like?
How does DNA determine who I
am?
What’s the relationship between
DNA, alleles, genes, and
chromosomes?
What happens when a DNA
mistake occurs?
Are all mutations bad?
How old is my DNA?
Content Knowledge
- History: Franklin, Watson &
Crick
- Structure: double helix,
backbone, nucleotides, bases
- Function: replication
- Protein Synthesis: transcription
and translation
- RNA (t, m & r)
- Mutations
III -- GENETIC
ENGINEERING
Big Idea
Biotechnology has opened the
door to both fixing and causing
problems.
Essential Questions
How much should biotechnology
be influenced by society?
Where do we draw the line in
genetic manipulation?
Content Knowledge
Student Choice:
- Genetic Disorders
- Biotechnology
Life’s complexity depends on the relationships between cells, individuals, populations and their
environments.
Evolution drives the natural world.
Departmental Enduring Understanding: Science is a process of discovery, based on experimentation, which is used to explain the natural
world and make informed decisions.
Biology Enduring Understandings:
Curriculum Mapper Planning Template: Approximate Time Frame: 8-10 weeks
Course: Freshman Biology
Quarter: 3
Unit Title: Diversity of Life
Content
Overarching Big Idea and
Essential Questions for
Diversity of Life
Big Idea:
Life has patterns of unity
(similarities) and diversity
(differences).
Essential Questions:
Is diversity that important?
What does it mean to be alive?
I -- CLASSIFICATION
Big Ideas
Organisms are classified based on
genetic and evolutionary
relationships.
Life is organized into three
domains and six kingdoms.
Essential Questions
If classification systems change
over time because of new
information, are they ever really
correct?
Is it better to classify organisms
based on what they look like or
their DNA?
Content Knowledge
-Linnean Classification
-Phylogeny & Cladistics
Semester: Spring
Skills
Assessment
Specific Skills:
Common Assessments:
I -- CLASSIFICATION
1) Explain how biologists classify
organisms
2) Interpret a cladogram
3rd Quarter Writing Prompt
How does biotechnology impact
society?
OR
Are Viruses Alive?
II -- VIRUS & BACTERIA
1) Describe the major groups of
Diversity of Life Assessment
bacteria
Create a graphic organizer for the
2) Apply the characteristics of life diversity of life
to viruses
III -- PROTIST & FUNGI
1) Describe the major groups of
protists
2) Describe the major groups of
fungi
3) Explain how the protist
kingdom evolved into plants,
animals, and fungi
IV -- PLANTS
1) Describe the major groups of
plants
2) Describe the evolutionary
history of plants
V -- ANIMALS
1) Differentiate between an
animal and a vertebrate
2) Describe the major groups of
invertebrates
3) List the characteristics of a
chordate
Resources
Required:
Textbook
Lab Supplies
- dissection specimens
a. earthworm
b. grasshopper
c. starfish
d. perch
- dissection tools
Computer Lab (Internet)
Optional:
Text:
classification  chapter 18
virus & bacteria  chapter 19
protist & fungi  chapters 20 &
21
plants  chapters 22, 23 & 24
animals  chapters 26, 27, 28,
29, 30, 31, 32, & 33
II -- VIRUS & BACTERIA
Big Idea
Microorganisms rule the world.
Essential Questions
Are viruses alive?
What does bacteria do for us?
How can something as small as a
virus take down something as big
as an elephant?
Content Knowledge
-Structure and Function of
Viruses
-Classification of Bacteria
-Structure and Function of
Bacteria
III -- PROTIST & FUNGI
Big Ideas
Protists produce the world.
Fungi clean the world.
Essential Questions
Why are there so many types of
protists?
What would the world be like
without fungi?
What’s the largest organism on
the planet?
Content Knowledge
- Classification of Protists
- Structure and Function of
Protists
- Classification of Fungi
- Structure and Function of Fungi
4) Describe the major groups of
chordates
5) Appropriately use dissection
tools
6) Dissect various animal
specimens
IV -- PLANTS
Big Idea
Plants fuel the world.
Essential Questions
How did plants originate, migrate,
and diversify?
What would the world be like
without plants?
Content Knowledge
- Classification of Plants
- Structure and Function of Plants
V -- ANIMALS
Big Idea
Animals run the world.
Essential Questions
How can a sponge, insect, and
human be animals?
Why are animals so successful?
Content Knowledge
- Classification of Animals
- Invertebrate Phyla (sponges,
cniderians, flatworms,
roundworms, annelids, mollusks,
arthropods, echinoderms)
- Chordate Phylum (nonvertebrate chordates, fish,
amphibians, reptiles, birds,
mammals)
- Structure and Function of
Animals
Biology Enduring Understandings:
Life’s complexity depends on the relationships between cells, individuals, populations and their
environments.
Evolution drives the natural world.
Departmental Enduring Understanding: Science is a process of discovery, based on experimentation, which is used to explain the natural
world and make informed decisions.
Curriculum Mapper Planning Template: Approximate Time Frame: 4-6 weeks
Course: Freshman Biology
Semester: Spring
Quarter: 4
Unit Title: Evolution
Content
Overarching Big Idea and
Essential Question for
Evolution
Big Idea:
The Theory of Evolution explains
the origins, adaptations, and
diversity of life.
Essential Question:
Was Darwin right?
I -- DARWIN
Big Idea
Charles Darwin proposed the
Theory of Evolution by way of
Natural Selection.
Essential Questions
What inspired Darwin?
Why were Darwin’s ideas so
revolutionary?
Content Knowledge
- Darwin: history, evolution
theory, life, travels, Galapagos
- Contemporaries: Wallace,
Lamarck
II -- EVIDENCE
Big Idea
Examples of evolution have been
observed and documented both in
the past and present.
Skills
Assessment
Resources
Specific Skills:
Common Assessments:
Required:
I -- DARWIN
1) Empathize with Darwin’s
conflict
2) Compare and contrast Darwin,
Lamarck, and Wallace
3) Explain the Theory of
Evolution
4th Quarter Writing Prompt
Is diversity that important?
Textbook
Lab Supplies
- whale models
Computer Lab (Internet)
4th Quarter Inquiry Lab
Design and perform an
experiment
-- Marine Mammal Adaptations
Optional:
II -- EVIDENCE
1) Interpret data from the six
pillars
2) Document examples of
evolution happening today
Writing Prompt - Extension
How does evolution explain both
the unity and diversity of life?
III -- MECHANISMS
1) Describe biological adaptation
2) Explain and model Natural
Selection
3) Differentiate between the
methods of speciation
4) Argue the merits of sexual
reproduction
Final Project
Create an animal & ecosystem
Text: Chapters 15, 16 & 17
Essential Questions
Can I “see” evolution happening?
Can you “test” evolution?
What kind of evidence exists to
support evolution?
Content Knowledge
- Current Examples: tuskless
elephants, peppered moths, avian
flu, antibiotic resistant bacteria,
etc.
- Six Pillars: anatomy,
embryology, biogeography,
classification, molecular,
paleontology
III -- MECHANISMS
Big Ideas
Evolution explains both the unity
and diversity of life.
Natural Selection combines the
forces of the environment with
individual genetic differences to
dictate reproductive success.
Essential Questions
Can I evolve?
Can I adapt?
How do we know that evolution
has happened?
What determines who will be
most successful?
Why sex?
Why don’t whales have legs?
What’s the opposite of evolution?
How does evolution explain both
the unity and diversity of life?
Content Knowledge
- Natural Selection: mutations,
adaptations, environmental
pressures (predator, resource),
survival of the fittest
- Common Ancestry
- Sexual Selection
- Artificial Selection
- Speciation: microevolution,
macroevolution, coevolution
- Extinction
Life’s complexity depends on the relationships between cells, individuals, populations and their
environments.
Evolution drives the natural world.
Departmental Enduring Understanding: Science is a process of discovery, based on experimentation, which is used to explain the natural
world and make informed decisions.
Biology Enduring Understandings: