Integrated Science 2/Biology
Week/Day(s)
10 - 11 days
Unit/Topic
Nutrient Cycles
(Chapter 3: 1)
Semester 1
Essential Assignment/
Assessment
Safety Rules (H)
Safety Quiz (T)
Colonization of Mars activity (H)
Destination Mars Video (H)
Cycle Research Project and Presentation
(Honors) (T)
Nitrogen Cycle Game (H)
Carbon Cycle Game (H)
Nutrient Cycle Review Sheet (H)
Nutrient Cycle Test (T)
State Standard/
Objective
Bio/LS.6.d Students know how water, carbon,
and nitrogen cycle between abiotic resources
and organic matter in the ecosystem and how
oxygen cycles through photosynthesis and
respiration.
ES.7.a Students know the carbon cycle of
photosynthesis and respiration and the nitrogen
cycle.
ES.7.b Students know the global carbon cycle:
the different physical and chemical forms of
carbon in the atmosphere, oceans, biomass,
fossil fuels, and the movement of carbon
among these reservoirs.
23 – 25 days
Photosynthesis/Cellular Leaf Anatomy Color Plate (H)
Respiration
Microscope observations/drawings of whole
(Chapters 8, 9)
leaf mount and leaf cross-sections–12 pts (L)
Chromatography Lab – 43 pts (L)
Ch 8 Guided Reading worksheet (H)
Test Review Sheet (H)
Test on Leaf Anatomy, Chromatography, and
Photosynthesis (T)
Ecosystems Lab – 28 pts (L)
Ch. 9 worksheet (H)
Quiz on Cellular Respiration and Ecosystems
Lab (T)
Grade Category: (H) = Classwork/Homework; (L) = Labs/Projects; (T) = Tests/Quizzes
ES.7.c Students know the movement of matter
among reservoirs is driven by Earth's internal
and external sources of energy.
Bio/LS.1.f Students know usable energy is
captured from sunlight by chloroplasts and is
stored through the synthesis of sugar from
carbon dioxide.
Bio/LS.1.g Students know the role of the
mitochondria in making stored chemical-bond
energy available to cells by completing the
breakdown of glucose to carbon dioxide.
IE.1.a Select and use appropriate tools and
technology (such as computer-linked probes,
Last Updated: 6/11/2014
spreadsheets, and graphing calculators) to
perform tests, collect data, analyze
relationships, and display data.
IE.1.b Identify and communicate sources of
unavoidable experimental error.
16 – 18 days
Energy/Ecology
(Chapter 3:2 additional
information from
Conceptual Physics
and Global Science)
Energy Share Sheet (H)
Energy Activities (L)
Conceptual Physics Text assignment (H)
Energy Content of a Fuel Lab -25 pts(L)
Energy Content Extension (H)
Food Web Game (H)
Energy Unit Review (H)
Energy Unit Test (T)
IE.1.d Formulate explanations by using logic
and evidence.
Physics.3.a Students know heat flow and work
are two forms of energy transfer between
systems.
Physics.3.d Students know that most processes
tend to decrease the order of a system over
time and that energy levels are eventually
distributed uniformly.
Chem.7.d Students know how to solve
problems involving heat flow and temperature
changes, using known values of specific heat
and latent heat of phase change.
Bio/LS.6.e Students know a vital part of an
ecosystem is the stability of its producers and
decomposers.
Bio/LS.6.f Students know at each link in a food
web some energy is stored in newly made
structures but much energy is dissipated into
the environment as heat. This dissipation may
be represented in an energy pyramid.
IE.1.a Select and use appropriate tools and
technology (such as computer-linked probes,
spreadsheets, and graphing calculators) to
Grade Category: (H) = Classwork/Homework; (L) = Labs/Projects; (T) = Tests/Quizzes
Last Updated: 6/11/2014
perform tests, collect data, analyze
relationships, and display data.
IE.1.b Identify and communicate sources of
unavoidable experimental error.
7-8 days
Population
Dynamics/Ecology
(Chapter 5: 1 - 2)
11 - 15 Days
Diseases/Immune
System
(Chapters 19, 40)
Planet in Peril (H)
Scientific Notation worksheet (H)
Wolf-Moose Analysis (H)
Population Growth Lab – 36 pts (L)
Populations Mini-test (T)
2 Day Disease (H)
Immunizing the Herd (H)
Virus Color Plate/Diagram (H)
Immune Response Color Plate (H)
Most Wanted Disease Posters (T)
IE.1.d Formulate explanations by using logic
and evidence.
Bio/LS.6.c Students know how fluctuations in
population size in an ecosystem are determined
by the relative rates of birth, immigration,
emigration, and death.
Bio/LS.10.a. Students know the role of the
skin in providing nonspecific defenses against
infection.
Bio/LS.10.b. Students know the role of
antibodies in the body’s response to infection.
Bio/LS.10.c. Students know how vaccination
protects an individual from infectious diseases.
Bio/LS.10.d.Students know there are important
differences between bacteria and viruses with
respect to their requirements for growth and
replication, the body’s primary defenses
against bacterial and viral infections, and
effective treatments of these infections.
Bio/LS.10.e.Students know why an individual
with a compromised immune system (for
example, a person with AIDS) may be unable
to fight off and survive infections by
microorganisms that are usually benign.
Grade Category: (H) = Classwork/Homework; (L) = Labs/Projects; (T) = Tests/Quizzes
Last Updated: 6/11/2014
f.* Students know the roles of phagocytes, Blymphocytes, and T-lymphocytes in the
immune system.
Integrated Science 2 Semester 2
Week/Day(s)
7 – 9 days
Unit/Topic
Essential Assignment/
Assessment
Cell Structures and
Processes
(Chapter 7: 2 -3)
Cell Structure Color Plate (H)
Cell Organelle Quiz (T)
Potato Cell Lab (L)
Cell Membrane, Osmosis, Diffusion, Potato
Lab Test (T)
State Standard/
Objective
Bio/LS.1.a Students know cells are enclosed
within semi permeable membranes that regulate
their interaction with their surroundings.
Bio/LS.1.c Students know how prokaryotic cells,
eukaryotic cells (including those from plants and
animals), and viruses differ in complexity and
general structure.
Bio/LS.1.e Students know the role of the
endoplasmic reticulum and Golgi apparatus in the
secretion of proteins.
IE.1.a Select and use appropriate tools and
technology (such as computer-linked probes,
spreadsheets, and graphing calculators) to
perform tests, collect data, analyze relationships,
and display data.
IE.1.b Identify and communicate sources of
unavoidable experimental error.
IE.1.d Formulate explanations by using logic and
evidence.
Grade Category: (H) = Classwork/Homework; (L) = Labs/Projects; (T) = Tests/Quizzes
Last Updated: 6/11/2014
10 – 12 days
Cell Division
(Chapter 10, 11:4)
Sugar Cube Activity (H)
Agar Cell Demonstration (H)
Mitosis Color Plate and Question (H)
Onion Root tip Lab (L)
Quiz on Cell Cycle and Surface Area to
Volume ratio (T)
Meiosis Model (H)
Mitosis/Meiosis Test (T)
Bio/LS.2.a Students know meiosis is an early
step in sexual reproduction in which the pairs of
chromosomes separate and segregate randomly
during cell division to produce gametes
containing one chromosome of each type.
Bio/LS.2.b Students know only certain cells in a
multi cellular organism undergo meiosis.
Bio/LS.2.c Students know how random
chromosome segregation explains the probability
that a particular allele will be in a gamete.
Bio/LS.2.d Students know new combinations of
alleles may be generated in a zygote through the
fusion of male and female gametes (fertilization).
Bio/LS.2.e Students know why approximately
half of an individual's DNA sequence comes
from each parent.
Bio/LS.2.f Students know the role of
chromosomes in determining an individual's sex.
18 - 20 days
Genetics
(DNA/Protein
Synthesis)
(Chapters 12, 13:2)
Strawberry DNA Extraction (L)
Cracking the Code of Life (H)
DNA Model (Packet 24) (H)
RNA Model (Packet 25) (H)
Gel Electrophoresis Lab (L)
DNA/Electrophoresis Test (T)
Enzyme Lab (L)
RNA/Protein Synthesis Test (T)
Bio/LS.1.d. Students know the central dogma of
molecular biology outlines the flow of
information from transcription of ribonucleic acid
(RNA) in the nucleus to translation of proteins on
ribosomes in the cytoplasm.
Bio/LS.4.a. Students know the general pathway
by which ribosomes synthesize proteins, using
tRNAs to translate genetic information in mRNA.
Bio/LS.4.b. Students know how to apply the
genetic coding rules to predict the sequence of
Grade Category: (H) = Classwork/Homework; (L) = Labs/Projects; (T) = Tests/Quizzes
Last Updated: 6/11/2014
amino acids from a sequence of codons in RNA.
Bio/LS.4.c. Students know how mutations in the
DNA sequence of a gene may or may not affect
the expression of the gene or the sequence of
amino acids in an encoded protein.
Bio/LS.4.d. Students know specialization of cells
in multicellular organisms is usually due to
different patterns of gene expression rather than
to differences of the genes themselves.
Bio/LS.4.e.Students know proteins can differ
from one another in the number and sequence of
amino acids.
Bio/LS.4.f.* Students know why proteins having
different amino acid sequences typically have
different shapes and chemical properties.
Bio/LS.5.a. Students know the general structures
and functions of DNA, RNA, and protein.
13 – 16 days
Mendelian
Genetics
(Chapters 11, 14:
1-2)
Design A Kid (H)
Single Factor and Two Factor Cross
worksheets (H)
Quiz on Single and Two Factor Crosses (T)
Worksheets on Incomplete Dominance,
Codominance, Multiple Alleles, and SexLinked Traits (H)
Pedigrees Assignment (H)
Genetics Unit Test (T)
Grade Category: (H) = Classwork/Homework; (L) = Labs/Projects; (T) = Tests/Quizzes
Bio/LS.5.b. Students know how to apply basepairing rules to explain precise copying of DNA
during semiconservative replication and
transcription of information from DNA into
mRNA.
Bio/LS.2.g Students know how to predict
possible combinations of alleles in a zygote from
the genetic makeup of the parents.
Bio/LS.3.a Students know how to predict the
probable outcome of phenotypes in a genetic
cross from the genotypes of the parents and mode
of inheritance (autosomal or X-linked, dominant
Last Updated: 6/11/2014
or recessive).
7 – 8 days
Genetics
(Biotechnology)
(Chapter 13: 2-3)
Genetic Engineering Color Plate (H)
Bacterial Transformation Lab (L)
Quiz on Genetic Engineering (T)
Bio/LS.3.b Students know the genetic basis for
Mendel's laws of segregation and independent
assortment.
Bio/LS.5.c Students know how genetic
engineering (biotechnology) is used to produce
novel biomedical and agricultural products.
Bio/LS.5.e Students know how exogenous DNA
can be inserted into bacterial cells to alter their
genetic makeup and support expression of new
protein products.
IE.1.a Select and use appropriate tools and
technology (such as computer-linked probes,
spreadsheets, and graphing calculators) to
perform tests, collect data, analyze relationships,
and display data.
IE.1.b Identify and communicate sources of
unavoidable experimental error.
10 – 12 days
Evolution
(Chapter 15, 16,
17:4)
Forcepies Activity (L)
Video on The Galapagos Islands (H)
Summary of Darwinian Evolution (H)
Drift Worm Activity (H)
Macroevolution Poster/Jigsaw (H)
IE.1.d Formulate explanations by using logic and
evidence.
Bio/LS.7.a Students know why natural selection
acts on the phenotype rather than the genotype of
an organism.
Bio/LS.7.b Students know why alleles that are
lethal in a homozygous individual may be carried
in a heterozygote and thus maintained in a gene
pool.
Bio/LS.7.d Students know variation within a
species increases the likelihood that at least some
Grade Category: (H) = Classwork/Homework; (L) = Labs/Projects; (T) = Tests/Quizzes
Last Updated: 6/11/2014
members of a species will survive under changed
environmental conditions.
Bio/LS.8.a Students know how natural selection
determines the differential survival of groups of
organisms.
Bio/LS.8.b Students know a great diversity of
species increases the chance that at least some
organisms survive major changes in the
environment.
Bio/LS.8.c Students know the effects of genetic
drift on the diversity of organisms in a
population.
Bio/LS.8.d Students know reproductive or
geographic isolation affects speciation.
Optional if time:
9 – 11 days
Physiology
(Chapter 37: 1, 3)
Nerve Impulse Color Plate and Questions
Respiratory System Color Plate and Questions
Labeling Heart Diagram
Muscle Fiber Video
Sheep Plucks Lab
Bio/LS.9.a Students know how the
complementary activity of major body systems
provides cells with oxygen and nutrients and
removes toxic waste products such as carbon
dioxide.
Bio/LS.9.b Students know how the nervous
system mediates communication between
different parts of the body and the body's
interactions with the environment.
Bio/LS.9.c Students know how feedback loops in
the nervous and endocrine systems regulate
conditions in the body.
Bio/LS.9.d Students know the functions of the
nervous system and the role of neurons in
Grade Category: (H) = Classwork/Homework; (L) = Labs/Projects; (T) = Tests/Quizzes
Last Updated: 6/11/2014
transmitting electrochemical impulses.
Bio/LS.9.e Students know the roles of sensory
neurons, interneurons, and motor neurons in
sensation, thought, and response.
Grade Category: (H) = Classwork/Homework; (L) = Labs/Projects; (T) = Tests/Quizzes
Last Updated: 6/11/2014