Pacing Guide for Biology
HS Block Course
Dates
Week
1
SCOS OBJECTIVES
Goal 1.00 Learner will develop
abilities necessary to do and
understand scientific inquiry.
Goal 1 should be embedded in
goals 2-5 throughout the year.

Scientific method

Safely manipulate
materials and equipment
needed for scientific
investigations
4 days
ESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLS
SUGGESTED ESSENTIAL
TASKS, STRATEGIES,
PROJECTS, CONNECTIONS
Mini Lab-Glencoe pg. 16, 20, 22
Throughout The Year - Reinforce
 Recognize and Identify Hypothesis,
Variables, and Results of an
experiment.
 Create Hypotheses
 Identify/Use Controls
 Select/Use Measurement Tools
 Organize Data into Charts/Graphs
 Interpret Graph
 Analyze and Interpret Data
 Communicate Findings
 Variables
RECOMMENDED
RESOURCES
Classroom introduction, safety
procedures, general paper
work.
Sites for additional activities
http://www.dpi.state.nc.us/docs/curriculum/sc
ience/scos/2004/biology/supportdocument.
doc pg. 44.
http://www.biologycorner.com/worksheets/co
ntrols.html
Instructional Resources
Glencoe Biology, pg. 11-18
http://scifiles.larc.nasa.gov/text/kids/Research
_Rack/tools/scientific_method.html
http://www.bioc.rice.edu/pblclass/6th%20gra
de/process%20skills/graphing/checklist.pd
f
http://sciencewithsandy.com/safety/names001.
htm
http://nces.ed.gov/nceskids/createagraph/
http://www.accessexcellence.org/RC/AB/WY
W/wkbooks/OBAS/thinkactivity4.php
http://www.biologycorner.com/worksheets/saf
ety.html
Goal 5.00 Investigate and
analyze the
interrelationship among
organisms, populations,
communities, and
ecosystems.
 Describe and give examples of
mutualism, commensalism, and
parasitism
 Recognize a predator- prey
relationship
 Recognize and predict Patterns in
Instructional Strategies
Students will need to do a Field Study.
1. NCDPI Biology Support Document
“Techniques of Field Ecology” p. 248-256
Analyze data to understand interactions
between abiotic and biotic factors.
2. Glencoe Textbook Biology Problem
Instructional Resources
Glencoe Biology
pp. 35-45, 67-69, 90-109, 132137 (good review)
5.01 Identify and describe
symbiotic relationships
 Identify techniques of
field ecology.

.
Explain how abiotic and
biotic relationships are
related to one another
and their importance in
ecosystems.
Predator-Prey graph
 Recognize and describe field ecology
techniques specifically sampling and
quadrant studies
 Explain how abiotic and biotic
relationships are related to one
another and their importance in
ecosystems
 Understand the difference between
abiotic and biotic factors.
 Given a diagram or paragraph
describing an ecosystem, identify the
biotic and abiotic factors
Solving Lab “Biotic and Abiotic Factors” p.
37.
3. Practice all types of population graphs.
Students should be able to interpret data
from graphs.
Draft of Support doc. by Units
1) Levels of Organization in the
Environment, Unit 5, pg 10-13
2) Symbiotic Cartoon, Unit 5, pg. 1415
3)
http://www.ncpublicschools.org/curriculum/
science/units/high/
Support Doc.
1) Campus field study pg 129.
2) Environmental Factors that affect
the Hatching of Brine Shrimp, pg.
134
3) The Effects of Acid rain on
Seedling Growth. Pg. 244
http://www.ncpublicschools.org/docs/curric
ulum/science/scos/2004/biology/supportdoc
ument.doc
Sites for additional activities:
http://www.biologycorner.com/worksheet
s/deer_predation.html
http://www.algebralab.org/practice/pract
ice.aspx?file=Reading_PredatorPrey.xml
http://www.accessexcellence.org/AE/AEP
C/WWC/1991/predator.php
http://www.tiem.utk.edu/~gross/bioed/be
alsmodules/predator-prey.html
http://www.pbs.org/edens/etosha/cr_lesso
n_jackal.htm (must check this out at
home)
2
Video/DVD:
NC Biotechnology Center
Unseen Life on Earth Program
10: Microbial Interactions
Other instructional supplies:
Laboratory material lists may be
found in the following:
Glencoe Lab Manual
pp. T18-T26.
Week
2
5.01 Continued…

Analyze how limiting
factors influence
carrying capacity and
interrupt population
growth graphs.
 Describe and identify limiting factors
(ex: food availability, space,
competition, disease, natural
disasters)
 Recognize an S-shaped curve
indicates a population has reached
carrying capacity and identify the
carrying capacity on a graph.
 Recognize a J-shaped curve indicates
exponential growth.
 Recognize the difference between
primary and secondary succession
 Identify primary and secondary
5 days
succession from a diagram
5.02 Investigate the Carbon
cycle as it relates to
photosynthesis and
respiration.
 Analyze food chains,
food webs, and energy
pyramids for direction
and efficiency of energy
transfer.







Understand how carbon flows from
plants to animals.
Understand how carbon is passed
from one organism to another.
Understand how carbon returns to
Earth through respiration, excretion,
and decomposition Identify
producers and consumers in an
ecosystem
Identify three types of consumers:
omnivores, herbivores, carnivores
Recognize that energy flow through
an ecosystem occurs through a food
chain
Arrange a food chain in the proper
order from producers through each
level of consumer
Identify food chains within a food
web
 Understand trophic levels and the
energy flow in ecological
3
Instructional Strategies
Activating strategy-use a demonstration of
blowing into a test tube of bromothymol
blue to begin discussion on the carbon
cycle.
1. Glencoe Textbook Biology Minilab
“Detecting Carbon Dioxide” p. 54
Activities for interpreting food chains/webs2. Excellent activities for Goal 5
3. Food Chains
(good lesson on food chain, also allows you
to create your own food chain/webs and
print copy)
4.Google Images- “Food Webs” for many
excellent images of food webs – have
students pick a food web image
& discuss what happens when organisms
are removed at various levels of the web.
Honors Level Students:
Explore the nitrogen and phosphorous
cycles
*Activities: Mini Lab. pg 54
NCSCOS:
1) Carbon Cycle Games, Unit 4, pg 104-06
2) Food Webs, Unit 4, pg 106-12
http://www.ncpublicschools.org/curricul
um/science/units/high/
Support Doc.
1) Field study on School Grounds.
Pg. 248 or pg.129
2) Food Chains and Biological
Magnification. Pg. 253
http://www.ncpublicschools.org/docs/curric
ulum/science/scos/2004/biology/supportdoc
ument.doc
NCDPI Biology Support Document “Food
Chain and Biological Magnification
Activity” pp. 253-254
Instructional Resources
Recommended Resources:
Glencoe Biology
pp. 46-56. 60
Other instructional supplies:
Laboratory material lists may be
found in the following:
Glencoe Lab Manual
pp. T18-T26.
Video/DVD:
NC Biotechnology Center
Unseen Life on Earth Program
8: Microbial Ecology
Nitrogen, phosphorous, &
carbon cycle diagrams
 Pyramids (numbers, biomass,
energy)
 Understand the efficiency of energy
transfer - 10% of energy is passed
from one trophic level to the next
Instructional Strategies
Activities:
1. Foldable pg. 91
2. Mini lab 4.1, pg. 92; 4.2, pg. 102
3. Problem solving Lab 4.1, pg. 95;
4.2, pg. 101; 5.1;
4. BioLab, pg.104
5. Support Doc. 104; 126.
NCSCOS-1) Environmental Factors that affect
the Hatching of Brine Shrimp, pg.
134
2) The Effects of Acid rain on Seedling
Growth. Pg. 244
http://www.ncpublicschools.org/docs/curric
ulum/science/scos/2004/biology/supportdoc
ument.doc
Other sources:
5.03 Analyze historic and
potential changes in human
population.
 Analyze a human population growth


graph.
Discuss factors that influence
population growth or decline
including birth rate, death rate,
immigration, and emigration the
concept of population density
Understand the concept of population
density
 Recognize that the principle cause of
acid rain comes from human sources.
 Investigate the causes of habitat
destruction and the effects on the
ecosystem
 Know that introducing a non-native
species can lead to the spread of
disease, competition for food and
4
http://www.edf.org/page.cfm?tagID=35215
&source=ggadgw35215&gclid=CN68oMD
H250CFYZM5QodaUKkyA
http://www.epa.gov/climatechange/kids/gre
enhouse.html
http://earthguide.ucsd.edu/earthguide/diagra
ms/greenhouse/
Instructional Resources
Recommended Resources:
Glencoe Textbook Biology
pp. 91-103, 110-128
Other instructional supplies:
Laboratory material lists may be
found in the following:
Glencoe Lab Manual
pp. T18-T26.
Video/DVD:
Nova:
Endangered Planet
Global Warming: The Signs of
Science
World in Balance
Global Warming – What’s Up
With the Weather?
National Geographic:
An Inconvenient Truth
Graphing Human population
exercise
space, and reduce biodiversity.

Discuss factors that
influence climate
change.
 Understand the concept of the
greenhouse effect.
 Know that burning fossil fuels
increases the amount of carbon
dioxide in the atmosphere and may
contribute to global warming.
 Know the use of chlorofluorocarbons
(CFCs) have been linked to the rapid
depletion of ozone in the atmosphere.
Week
3
Goal 2.00 Learner will develop
an understanding of the
physical, chemical and cellular
basis of life.
2.01 Compare and Contrast the
structure and functions of the
following organic molecules.




5 days
Carbohydrates Glucose, Glycogen,
Starch, Cellulose
Proteins – Insulin,
Hemoglobin, Enzymes
Lipids - Fats
Nucleic Acids – DNA
and RNA
 Examine the role and importance of
organic molecules to organisms
 Examples to investigate include starch,
cellulose, insulin, glycogen, glucose,
enzymes, hemoglobin, fats, DNA and
RNA. (Distinguish among mono, and
polysaccharides - concept not
terminology)
 Interrupt test results for
– Starch
(Iodine), Lipids (Brown Paper),
Monosaccharides (Benedict’s),
Protein (Biuret’s).
 Emphasis on Functions and Subunits
for each organic molecule and the
significance of starch, glucose,
glycogen, cellulose, insulin,
hemoglobin, enzymes, fats, RNA,
DNA in living things
5
Instructional Strategies
An inquiry lab should be completed to test
for organic compounds
1. Glencoe Laboratory Manual “Tests
for Organic Compounds “ pp. 2730
2. Foldable pg. 157, BioLab pg. 164
3. Teachers may create and use paper
models to show examples of
organic molecules.
4. Teachers may use toy-linking
blocks to illustrate polymer
building using the monomer
blocks.
5. Create a chart to summarize key
information on organic
compounds.
Testing for biomolecules, iodine, Biuret’s,
Benedict’s:
http://www.dpi.state.nc.us/docs/curriculum/
science/units/high/biology/unit1.doc
pg. 15.
Virtual lab:
http://www.occc.edu/trandall/biologylabs/D
Instructional Resources
Recommended Resources:
Glencoe Textbook Biology- pp.
157-166
Other instructional supplies:
Laboratory material lists may be
found in the following:
Glencoe Lab Manual pp. T18T26
Learning village
http://www.learn360.com/Show
Video.aspx?Subject=3332036&
GradeLevel=3360056&Page=3
&ID=131553
2.01 con’t
ocuments/Organic%20Compounds/Organic
%20Compounds.htm
Structure & function of biomolecules:
http://www.cancerquest.org/printfriendly.cf
m?printsec=8
2.02 Investigate and describe the
structure and function of cells
including:
 Cell organelles.
 Identify and describe the structure and
function of: nucleus, plasma
membrane, cell wall, mitochondria,
vacuoles, chloroplasts, and ribosomes.
 Explain the proper techniques for Light
Microscope use and determine total
magnification.
Instructional Strategies
1. Use a concept map to review cell
structure/function and have students label
pictures of cells.
2. Color and label pictures of cells.
Animal Cell
Plant Cell
Use muscle and nerve cell examples to
discuss cell signaling.
3. Glencoe Textbook Biology “Inside Story:
Muscle Cell” p. 908
Other instructional supplies:
Laboratory material lists may be
found in the following:
Glencoe Lab Manual pp. T18T26
Students need to see visuals to understand
surface area to volume ratio. Eggs can be
used for a demo.
Video/DVD:
NC Biotechnology Center
4. Glencoe Textbook Biology “Problem
Solving Lab: What Happens to the Surface
Area of a Cell as its Volume Increases?” p.
203
Unseen Life on Earth Program
2: The Unity of Living Systems
A microscope lab should be used to
demonstrate proficiency.
5. Glencoe Lab Manual “Use of the Light
Compound Microscope” pp. 35-38
6. Glencoe Lab Manual “How Can a
Microscope Be Used in the Laboratory?”
pp. 39-42
In addition to a microscope lab, students
should complete a cell lab.
7. Glencoe Biolab “Observing and
Comparing Different Cell Types” pp. 188-
6
Instructional Resources
Glencoe Textbook Biology - pp.
171-187, 202-203, 1106, 946
Cell-ebration Activity - NCDPI
Support Documents pp. 190193
189
8. Glencoe “Problem Solving Lab: What
Happens to the Surface Area of a Cell as
It’s Volume Increases?” p. 203
9. Websites with examples of good cell
labs:
Plant Animal Lab (downloadable
document)
http://people.ucls.uchicago.edu/~mwagner/
CW/6th%20grade/Cells%20and%20heredit
y/microscope%20lab(cells).pdf
It’s Alive….
http://www.teachnology.com/worksheets/science/cell/
http://waynesword.palomar.edu/lmexer1.ht
m
Microscope and cells:
http://teachers.henrico.k12.va.us/deeprun/ve
st_m/plant_animal_lab.rtf
http://kvhs.nbed.nb.ca/gallant/biology/onion
_lab.html
10. Cell Biology topics under Lessons
12. Parts Wanted: Cell Organelles Activity
–
www.teachersfirst.com/winners/cellparts.ht
m - Students will name the parts of the cell,
demonstrate knowledge of the parts of a cell
in reference to cell functions and apply their
knowledge of the cell and the cell parts to a
real world situation.
13. Use the online website for lecture and
review
Cells Alive
14. Use manipulative VENN diagrams to
compare and contrast cell topics.
Week
4

Cell organelles con’t.

Cell specialization.
Writing:
15. Students will define essential
vocabulary using a three-part definition
(term, classification, distinguishing
characteristics- i.e. A cell is a collection of
7
 Hierarchy of cell organization: Cells
→tissues →organs → organ system
 Structure of cells as it relates to their
specific functions including Neurons,
RBCs, WBCs, sperm cells, & muscle
cells.
 Through a study of a variety of cells
4 days
should recognize the differences
between plant and animal cells
 Explain the different roles of vacuoles
in plants and animal cells (sometimes
vacuoles of referred to as vesicles in
animal cells)
 Understand that chloroplast and cell
walls are only found in plant cells due
to their functions
living matter enclosed by a barrier that
separates it from its surroundings.)
Students could be required to write all
vocabulary in this format or could be
required to do selected terms on quizzes and
tests. Students could be required to color
code definitions by writing or underlining
with markers, colored pencils or
highlighters in three different colors as
illustrated above.
16. Write a journal entry using the
following prompt: You are designing a
segment intended to teach cell functions for
a cartoon on a children’s science show.
Pretend you are a nerve cell and explain
how the chemical signals that you release
can affect the activity of another cell. Be
sure to write in complete sentences.
17. Write an essay using the following
prompt: Write a paper for your teacher in
which you define the differences between
“animal” and “plant”. * Use the North
Carolina Writing Assessment rubric to score
student’s essays.
Honors Level Students:



Add ER, Golgi, Lysosomes, and
Cytoplasm to study of organelles
Design organelles
Make microscopic measurements /
Compare SEM & TEM
Activity:
Cell structure link:
http://www.tvdsb.on.ca/westmin/science/sbi
3a1/Cells/cells.htm
Organelle chart/ table:
Weekhttp://oldsite.granvillecsd.org/teachers
webs/Aubrey/Cell%20Organelle%20Chart.
htm
http://www.usoe.k12.ut.us/CURR/science/s
ciber00/7th/cells/sciber/orgtable.htm
8
Cell structure:
https://www.msu.edu/~atkins66/cells2/cell_
structure.htm
Week
5

Communication among
cells within an
organism.
 Understand that chemical signals, such
Instructional recourses
as hormones, are responsible fro
communication among cells (i.e.
muscle/nerve cell communication)
Cell communication via
signaling
http://www.bio.miami.edu/~c
mallery/150/memb/cellcomm.h
tm#4
 Understand that signals can influence
the activity of another cell (increasing
the production of proteins)
 Explain that hormones are made by
5 days
http://mansfield.osu.edu/~sabed
on/campbl11.htm
one cell, travel through the organism,
and influence the activity of other
cells in that organism.
http://learn.genetics.utah.edu/co
ntent/begin/cells/insidestory/
 Explain that signals are received by
cells through receptors proteins
embedded in the plasma membrane
http://www.cumc.columbia.edu/
dept/ps/2008/ac/m1/sbpmtranscr
ipts/9-1604%20Signaling%20I.doc
http://www.learner.org/courses/
biology/units/cancer/index.html
During
Week
5
Week
6
Review & Quarter 1 Test
Objects 5.01, 5.02, 5.03,
2.01, 2.02
2.03 Investigate and analyze the
cell as a living system including:
 Maintenance of
Homeostasis
Test Covers Ecology, Chemistry, and
the Cell
 Define Homeostasis
 Analyze examples of homeostasis an in
what way they regulate the internal
environment (temperature, pH, blood
glucose)
 Explain how cells maintain their
environment by moving materials
across the plasma membrane.
9
http://learn.genetics.utah.edu/content
/begin/cells/insidestory/
Instructional Strategies:
Activating strategy-use lab below to
demonstrate permeability.
1. Glencoe Textbook Biology “Minilab:
Cell Membrane Simulation” p. 198
Investigate homeostasis.
2. Glencoe Laboratory Manual “Normal and
Plasmolyzed Cells” pp. 43-44
3. NCDPI Biology Support Document
“Osmosis and the Egg Activity” pp. 48-51
Data Upload
Instructional Resources
Glencoe Textbook Biology pp.
195-200
Other instructional supplies:
Laboratory material lists may be
found in the following:
Glencoe Lab Manual pp. T18T26

Movement of Materials
in/out of Cells
 Distinguish between Active transport
and Passive Transport
 Describe and know examples of
diffusion and osmosis.
 Predict changes in osmotic pressure in a
cell placed in differing solutions.
5 days
 Understand the nature of the semipermeable membrane as it relates to the
structure of the membrane.

 Understand that ATP is the source of
Energy use and release
in biochemical reactions
energy for cell activities.
 Describe how cells store and use energy
with ATP and ADP.
Use graphics to explain ATP.
4. Glencoe Textbook Biology “Problem
Solving Lab: What Happens to the Surface
Area of a Cell as Its Volume Increases?” p.
203
5. Possible demonstrations: a. Make a wet
mount slide of red onion tissue. Add
distilled water and observe under the
microscope. Then add a salt-water solution
to the tissue and observe the changes to the
tissue under the microscope. b. Place a
freshly cut carnation in a beaker of food
coloring/water solution and observe
changes to the flower color over the next
few days. Have students explain what is
occurring. c. Cut celery into stalks and place
a few stalks in containers with the following
solutions: salt water solution, distilled water
solution. Have students explain the results
obtained.
Honors Level Students:


Relate properties of water to
osmosis
Conduct an osmosis/diffusion lab
Investigate how cells maintain homeostasis
in changing conditions - NCDPI
Biology Support Documents pp. 202206 Jello Family Lab

Examine hormones (ex. insulin,
adrenaline) and how their role in
communication between cells
Inquiry Support Activities:
http://www.dpi.state.nc.us/curriculu
m/science/secondary/
How do biological materials respond to
acids and bases? (Buffer lab)
10
NCDPI Biology Support
Documents pp. 194-201
Osmosis & Diffusion Lab
NCDPI Biology Support
Documents pp. 202-206 Jell-O
Family Lab
:
Glencoe “Minilab: “Cell Membrane
Simulation” p. 198
Glencoe Lab Manual pp. T18-T26
Glencoe “Problem Solving Lab: What
Happens to the Surface Area of a Cell
as Its Volume Increases?” p. 203
Activities that demonstrate when food is
burned energy is given off (such as burning
a peanut or cheese doodle)
Week
7
2.04 Investigate and describe the
structure and function of
enzymes and explain their
importance in biological
systems.






Understand that enzymes are a
biological catalyst (speed up reactions)
Describe the “lock and key” model.
Understand that enzymes are reusable
and specific.
Given a diagram, label the enzyme,
substrate, and active site.
Describe how enzymes shape can be
changed by external factors such as pH
and temperature.
Interrupt various graphs of enzyme
action versus pH of temperature.
5 days
Instructional Strategies:
Laboratory investigation should be done to
look at the effect of pH and/or temperature
on enzymes.
1. Toothpicks - Enzyme simulation lab
2. NCDPI Biology Support Document
“Properties of Enzymes” pp. 59-70
3. Glencoe Textbook Biology “Does
Temperature Affect an Enzyme Reaction”
p. 164
4. Pineapple Activity – investigation that
shows the affect of environmental factors
(heat) on enzyme activity – google
“pineapple enzyme activity” for several
examples of this activity.
Instructional Resources
Glencoe Textbook Biology pp.
161-164
Other instructional supplies:
Laboratory material lists may be
found in the following:
T18-T26
Inquiry Support Activity:
Properties of Enzymes
Toothpickase - Enzyme simulation lab
NCDPI Biology Support Document
“Properties of Enzymes” pp. 59-70
Glencoe “Does Temperature Affect an
Enzyme Reaction” p. 164
2.05 Investigate and analyze
bioenergetic reactions.

Know the difference between reactants
and products in the equations for
11
Instructional Strategies:
Complete a laboratory investigation
Other instructional supplies:
Laboratory material lists may be



Aerobic respiration
Anaerobic respiration
Photosynthesis
photosynthesis and respiration. .
Students should be able to list
Reactants and Products, not
memorize step-by-step details



Identify factors, which affect the rate
of photosynthesis and cellular
respiration.
Given a diagram of the yeast
fermentation (lactic acid fermentation
and alcoholic fermentation) and their
products.
Given a diagram of an elodea plant
submerged in water, identify the gas
that is produced.
for respiration/fermentation.
NCDPI Biology Support Document “Rate
of Fermentation” pp. 71-76
1. Glencoe Laboratory Manual “How Does
Concentration of Sugar Affect
Fermentation?” pp. 49-52
2. Glencoe Textbook Biology “Minilab:
Determining if Apple Juice Ferments” p.
236
3. Glencoe Lab Manual “Do Dormant and
Germinating Seeds Respire” pp. 156-158
found in the following:
Glencoe Lab Manual pp. T18T26
Video/DVD:
NC Biotechnology Center
Elodea photosynthesis lab
Complete a laboratory investigation for
photosynthesis.
4. Glencoe Biolab “What Factors Influence
Photosynthesis?” p. 238
Use a graphic organizer to outline
photosynthesis.
Use a Venn diagram to compare and
contrast photosynthesis and
respiration.
Week
8
Goal 3.00 Learner will develop
an understanding of the
continuity of life and the
changes of organisms over
time.
3.01 Analyze the molecular basis
of heredity including:

DNA replication
 Describe the components of DNA &
RNA
 Describe the structure of DNA & RNA
 Explain the similarities and differences
Instructional Strategies
Make paper models of DNA, which can
also be used for modeling replication.
DNA model
Instructional Resources
Glencoe Textbook Biology pp.
281-301
Other instructional supplies:
in the structure of DNA & RNA
 Explain the similarities and differences
in the roles of DNA& RNA
 Describe the process and results of
Practice transcription and translation
using models.
1. Glencoe Biolab “RNA Transcription”
p.302
DNA replication.
 Explain that mutations are a change in
the DNA code
 Describe positive and negative effects
of mutations
 Understand DNA replication occurs
before cell division
 Explain weak hydrogen bonds aid in
exposing the base pairs during
2. Glencoe Textbook Biology Minilab 11.1
“Transcribe and Translate” p.293
Complete an activity that investigates
mutations. Inquiry Support Activity:
NCDPI Biology Support Document
What are the effects of various mutations on
protein synthesis?
3. Glencoe Problem-Solving lab Make and
12
Laboratory material lists may be
found in the following:
Glencoe Lab Manual pp. T18T26.
Videos/DVDs:
NC Biotechnology Center
Cracking the Code of Life: The
Race to Decode Human DNA
DNA: The Secret of Life
DNA and the Protein Express
replication
5 days
 Recognize that protein synthesis is
made up of two parts

Protein synthesis
 Understand the process of
Transcription, where it occurs, and what
is produced
 Describe the functions of the three types
of RNA
 Understand the process of Translation,
including the role of tRNA, where it
occurs, and what is produced
 Label a diagram illustrating the process
of protein synthesis
 Read a codon chart using the
appropriate molecule, mRNA
 Convert a given sequence, DNA or
mRNA, into the correct amino acid
sequence using a codon chart.
 Understand that protein synthesis
involves the linking of amino acids with
peptide bonds.
 Understand that all somatic cells in an
individual have the same RNA

Gene regulation
 Understand that cells differentiate based
on gene expression
 Recognize that external factors such as
temperature, pH, amount of light, and
nutrition can influence gene expression.
Use Tables “What Type of Mutation Results
in Sickle Cell Anemia?” p. 299
4. Glencoe Lab Manual A “Isolating
Mutants”p. 63
5. Glencoe Minilab 11.2 “ Make and Use
Tables - Gene Mutations and Proteins” p.
300
DNA Coloring-transcription and translation
Strawberry DNA extractionCarnegie Institution
Compare and Contrast DNA and RNA
using a VENNullicfDiagram-students can
use words to fill in venn, words may be cut
out/placed in a ziploc and used over and
over for a review.
Writing:
*Students will define essential vocabulary
using a three-part definition (term,
classification, distinguishing characteristicsi.e. A cell is a collection of living matter
enclosed by a barrier that separates it from
its surroundings.) Students could be
required to write all vocabulary in this
format or could be required to do selected
terms on quizzes and tests. Students could
be required to color code definitions by
writing or underlining with
markers, colored pencils or highlighters in
three different colors as illustrated above.
* Students will answer the question (Why
might a mutation have little or no harmful
effect on an organism?) on pg. 296 in
Glencoe Textbook Biology in paragraph
form.
* Write an essay using the following
Prompt: Write an essay for your teacher in
which you discuss the positive and
negative effects of gene mutation. * Use the
North Carolina Writing Assessment rubric
to score student’s essays.
Honors Level Students:
Investigate how Watson & Crick developed
13
DNA and Genes Odyssey: The
Gene Scene
Double Helix
The Race for the Double Helix
DNA
DNA-The Secret of Photo 51
Rosalind Franklin: The Dark
Lady of DNA
Cracking the Code of Life
the DNA model
Examine operons and epigenetics.
3.02 Compare and contrast the
characteristics of asexual and
sexual reproduction
 Recognize that mitosis is a part of
asexual reproduction and meiosis is a
part of sexual reproduction
 Compare and contrast the similarities
and differences in mitosis and meiosis
including:
o DNA replication
o Separation of DNA and
cellular material
o Change in chromosome
number
o Number of cell divisions
o Number of cell produced
 Compare and contrast the steps of
Inquiry Support Activity: NCDPI Biology
Support Document Pg. 85 Cell Cycle
Instructional Resources
Glencoe pp. 204-210
pp. 263-271
Investigation involving mitosis/ meiosis
simulations
Use onion root tip slides or an online
activity to study mitosis.
Other instructional supplies:
Mitosis Labs (Glencoe, p. 220). Identify,
draw, and label phases of onion root tip
cells.
Onion Root Tips Online Activity
Glencoe Lab Manual pp. T18T26.
Laboratory material lists may be
found in the following:
NOVA comparison of mitosis and meiosis
mitosis and meiosis
Week
9
3.02 con’t.
 Describe, from a diagram, what is
occurring in each phase.
 Recognize the sources of variation
during cell division.
 Understand that sources of variation
during asexual reproduction are from
mutations and sources of variation
during sexual reproduction include
mutations, crossing over, and random
assortment of chromosomes,
nondisjunction, and fertilization.
5 days
NCDPI Biology Support Document “Cell
Cycle Inquiry Lab” p. 85
Biology in Motion Mitosis and Meiosis
great interactive online activity
Online lab
1.
http://faculty.clintoncc.suny.edu/faculty/mic
hael.gregory/files/Bio%20101/Bio%20101
%20Laboratory/Mitosis/mitosis.htm
2.
http://www.phschool.com/science/biology_
place/labbench/lab3/intro.html
Use yarn and other manipulatives to
model mitosis and meiosis
Use clay to model crossing over.
1. Glencoe Textbook Biology ProblemSolving lab 8.2 “How Does the Length of
the Cell Cycle vary” p. 204
14
Nova Online:
http://www.pbs.org/wgbh/nova/
miracle/divide.html
Review of Meiosis
http://faculty.clintoncc.suny.edu
/faculty/michael.gregory/files/Bi
o%20101/Bio%20101%20Lectu
res/Meiosis/meiosis.htm
Review of Mitosis
http://faculty.clintoncc.suny.edu
/faculty/michael.gregory/files/Bi
o%20101/Bio%20101%20Lectu
res/Mitosis/mitosis.htm
Comparison
http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.c
gi?it=swf::535::535::/sites/dl/fre
e/0072437316/120074/bio17.sw
f::Comparison%20of%20Meiosi
s%20and%20Mitosis
Use a graphic organizer to compare and
contrast mitosis and meiosis.
http://www.phschool.com/scien
ce/biology_place/labbench/lab3/
intro.html
Manipulative Mitosis/Meiosis VENN
Diagram to compare/contrast
2. Glencoe Textbook Biology Biolab
Investigate “Where is Mitosis Most
Common?” pp. 214
Writing assignment: Students could
answer the following question in paragraph
form after completing the lab: What are the
causes of varying rates of mitosis in
different parts of the onion root?
Writing:
*Students will define essential vocabulary
using a three-part definition (term,
classification, distinguishing
characteristics- i.e. A cell is a collection of
living matter enclosed by a barrier that
separates it from its surroundings.) Students
could be required to write all vocabulary in
this format or could be required to do
selected terms on quizzes and tests.
*Students could be required to color code
definitions by writing or underlining with
markers, colored pencils or highlighters in
three different colors as illustrated above.
*Write an essay using the following
prompt: Write an essay for your teacher in
which you discuss the internal and
external factors that can affect the cell
cycle. ** Use the North Carolina Writing
Assessment rubric to score
student’s essays.
Honors Level Students:
Examine cycles and cell cycle regulation
Material taught in week 9 will not be on the quarter test, but must be taught here in order to complete the
NCSOS by the end of the term. Midterm will only cover information from the Mitosis diagram in
Obj. 3.02
15
During Review & Midterm
Week Exam. Exam will cover Chemistry, Cells, Transport,
Objectives: 5.01, 5.02, Energy reactions, and DNA, as
9
5.03, 2.01, 2.02, 2.03,
2.04, 2.05, 3.01, and
some 3.02
Testing window:
End of Quarter—
Data upload:
well as Ecology
SPRING BREAK
Week
10
3.03 Interpret and predict patterns
of inheritance.

Dominant, recessive and
intermediate traits.
 Determine genotypes and phenotypes
given allele combinations.
 Explain Mendel’s experiment and
interpret the results in the term of the
law of dominance, the law of
segregation of alleles, and the law of
independent assortment.
 Understand that phenotypes are a result
of genotypes and environmental factors
 Interpret gender and chromosomal
abnormalities on karyotypes.
 Understand that a dominant trait will be
expressed and a recessive trait will only
be expressed in the dominant is not
present
5 days
 Define and interpret incomplete
dominance (ex. Red & white
snapdragons produce pink offspring.)
 Define and interpret co- dominance (ex.
Red & white cow will produce roan
offspring.)
 Understand that cystic fibrosis is
autosomal recessive and Hunting’s
disease is autosomal dominate.

Multiple alleles, polygenic
inheritance, and Sex-linked
 Interpret co-dominance crosses
involving multiple alleles (i.e. blood
16
Instructional Strategies
Activating Strategy- Use book as an
analogy of how information is stored in the
DNA code.
1. Glencoe Textbook Biology Mini Lab
13.2 “Use Numbers Storing the Human
Genome” p.350
Paper models are a good way to simulate
biotechnology topics.
2. Glencoe Textbook Biology Biolab
“Modeling Recombinant DNA” p.354
3. Glencoe Textbook Biology Apply
Concept “Matching Restriction Enzymes to
Cleavage Sites” p.343
Students need to be able to interpret DNA
Electrophoresis results, a great way to
introduce lab, also.
4. Glencoe Textbook Biology Problem
Solving Lab Apply Concepts “How is
Identification Made from a DNA
Fingerprint?” p.353
Genetic Engineering-use graphics to
describe process of genetic engineering,
students should know the process.
5. Glencoe Textbook Biology Think
Critically 13.2 “How Might Gene Transfer
Be Verified?” p.347
Instructional Resources
Glencoe Biology
pp. 341-356
Laboratory material lists may be
found in the following:
Glencoe Lab Manual pp. T18T26.
Video/DVD:
NC Biotechnology Center
The Biological Revolution: 100
Years of Science at Cold Spring
Harbor
Biotechnology: Sowing the
Seeds fir Better Agriculture
The Cloning Revolution
Connection: Animals, People,
and Biotechnology
DNA: Curing Cancer
DNA: Playing God
DNA: The Human Race
DNA in Practice: Southern
Blotting
Food Biotechnology: A
Roundtable on Public Issues
Food Science: Technology with
traits.
types)
 Determine if parentage is possible based
on blood types.
 Recognize that there are traits
controlled by more than one gene called
polygenic traits, and that those traits
have a wide range of phenotypes (ex.
Include skin and hair color)
 Know that there are two chromosomes
that determine sex and that female have
2 X chromosomes and males have 1 X
and 1 Y chromosome.
 Interpret crosses using alleles found on
the X chromosome including colorblindness and hemophilia.
 Understand that males are more likely
to have a recessive sex linked trait
because they only receive one allele for
the trait.

Examine the relationship
between Independent
assortment and genetic
diversity.
 Understand the importance of the genes
on separate chromosomes during
meiosis.
 Understand how meiosis leads to
independent assortment and greater
genetic diversity.

Understand the purpose of
a Test cross.
 Know the purpose of a test cross is to
determine an unknown genotype.
 Understand the purpose of using an
organism that is homozygous recessive
for a test cross.

Interpret Pedigrees to
determine genotypes.
 Given a pedigree, determine the most
probable mode of inheritance.
 Identify genotypes from a given
17
Use interactive website to teach cloning
Click and Clone
Use “Your Gene, Your Choice” website to
discuss ethical issues of the Human
Genome Project. Students can debate
ethical issues or choose an issue to write
about, discussing pros and cons.
Human Genome Students can make “miniposters” depicting and describing how to
genetically engineer a protein, such as
insulin.
Writing:
* Students will define essential vocabulary
using a three-part definition (term,
classification, distinguishing
characteristics- i.e. A cell is a collection of
living matter enclosed by a barrier that
separates it from its
surroundings.) Students could be required
to write all vocabulary in this format or
could be required to do selected
terms on quizzes and tests. Students could
be required to color code definitions by
writing or underlining with
markers, colored pencils or highlighters in
three different colors as illustrated above.
* Write an essay using the following
prompt: As the lead scientist working on the
Human Genome Project for the
government, write a letter to the President
in which you illustrate the positive effects
of the Human Genome Project in order to
convince him that you need additional
funding for the project.
* Use the North Carolina Writing
Assessment rubric to score student’s essays.
*Write an essay using the following
prompt: Write an essay for your teacher in
which you define the Human
Genome Project. *Use the North Carolina
Writing Assessment rubric to score
student’s essays.
Taste
Genetic Engineering: The
Nature of Change
Harvest of Fear
Who Gets to Know? Genetics
and Privacy
Improving Foods through
Biotechnology
Cutting and Splicing DNA
The Human Genome
Recombinant Technology
Polymerase Chain Reaction
The Immortal Thread
The Mouse That Laid the
Golden Egg
Sequencing Life
Spare Parts: Growing Human
Organs
Unseen Life on Earth Program
5: Genetic Transfer
New Ways to Use DNA
Asking the Tough Questions
About DNA Technology
Notes
http://faculty.evansville.edu/de3
/b10004/PDFs/9_Inheritance.pdf
http://articles.directorym.com/In
heritance_Patternsa1051263.html
PowerPoint
http://homepage.smc.edu/colavit
o_mary/biology22/Patterns%20
of%20Inheritance-F04-apply.ppt
pedigree.
 Identify which individuals are carries
from a give pedigree.

Interpret and predict
patterns of inheritance
through the use of Punnett
squares.
 Calculate ratios of offspring given
genotypes and phenotypes of parents
(monohybrid crosses)
 Determine the genotypes and
phenotypes of parents give the ratio of
offspring (monohybrid crosses)
 Use punnett squares to determine
genotype and phenotype of offspring
from dominant, recessive and
intermediate crosses (incomplete
dominance, co-dominance, and multiple
alleles)
3.04 Assess the impacts of
genomics on individuals and
society.

Human genome project.
 Understand the original purpose of the
GP to map and sequence the 22
autosomes, and two sex chromosomes
of the human genome.
 Recognize the use of the HGP in
Honors Level Students:
Additional discussion/research on the
ethical issues involving stem cell research,
cloning, and genetically modified
organisms.
Inquiry Support Activity: NCDPI Biology
Support Document
Genetics of Parenthood pg 88
Supplemental Project: Genetic Disease
Research – poster, peer presentation; work
in pairs
Electrophoresis lab or simulation.
Instructional Strategies
Activating Strategy- Use book as an
analogy of how information is stored in the
DNA code.
1. Glencoe Textbook Biology Mini Lab
13.2 “Use Numbers Storing the Human
Genome” p.350
Instructional Resources
Glencoe Biology
pp. 341-356
determining whether individuals may
carry genes for genetic conditions and
in developing gene therapies
Week
11
3.04 Assess the impacts of
genomics on individuals and
society. Con’t

Applications of
biotechnology
 Understand the steps used in gel
electrophoresis and that molecules are
separated based on size.
 Recognize the use of DNA
fingerprinting
 Analyze a set of DNA fingerprints and
identify matching sets and sets that
indicate the closest relationship
 Indentify applications of transgenic
5days
organisms (plants, animals, and
bacteria) in agriculture and industry
including pharmaceutical applications
such as the production of human
18
Paper models are a good way to simulate
biotechnology topics.
2. Glencoe Textbook Biology Biolab
“Modeling Recombinant DNA” p.354
3. Glencoe Textbook Biology Apply
Concept “Matching Restriction Enzymes to
Cleavage Sites” p.343
Other instructional supplies:
Students need to be able to interpret DNA
Electrophoresis results, a great way to
introduce lab, also.
4. Glencoe Textbook Biology Problem
Video/DVD:
NC Biotechnology Center
Laboratory material lists may be
found in the following:
Glencoe Lab Manual pp. T18T26
The Biological Revolution: 100
insulin.
Solving Lab Apply Concepts “How is
Identification Made from a DNA
Fingerprint?” p.353
Genetic Engineering-use graphics to
describe process of genetic engineering,
students should know the process.
5. Glencoe Textbook Biology Think
Critically 13.2 “How Might Gene Transfer
Be Verified?” p.347
Use interactive website to teach cloning
Click and Clone
Use “Your Gene, Your Choice” website to
discuss ethical issues of the Human
Genome Project.
Students can debate ethical issues or choose
an issue to write about, discussing pros and
cons.
Human Genome Students can make “miniposters” depicting and describing how to
genetically engineer a protein, such as
insulin.
Writing:
Students will define essential vocabulary
using a three-part definition (term,
classification, distinguishing
characteristics- i.e. A cell is a collection of
living matter enclosed by a barrier that
separates it from its surroundings.) Students
could be required to write all vocabulary in
this format or could be required to do
selected terms on quizzes and tests.
Students could be required to color code
definitions by writing or underlining with
markers, colored pencils or highlighters in
19
Years of Science at Cold Spring
Harbor
Biotechnology: Sowing the
Seeds fir Better Agriculture
The Cloning Revolution
Connection: Animals, People,
and Biotechnology
DNA: Curing Cancer
DNA: Playing God
DNA: The Human Race
DNA in Practice: Southern
Blotting
Food Biotechnology: A
Roundtable on Public Issues
Food Science: Technology with
Taste
Genetic Engineering: The
Nature of Change
Harvest of Fear
Who Gets to Know? Genetics
and Privacy
Improving Foods through
Biotechnology
Cutting and Splicing DNA
The Human Genome
Recombinant Technology
Polymerase Chain Reaction
The Immortal Thread
The Mouse That Laid the
Golden Egg
Sequencing Life
Spare Parts: Growing Human
Organs
Unseen Life on Earth Program
5: Genetic Transfer
New Ways to Use DNA
three different colors as illustrated above.
*Write an essay using the following
prompt: As the lead Genome Project for the
government, write a letter to the President
in which you illustrate the positive effects
of the Human Genome
Project in order to convince him that you
need additional funding for the project.
* Use the North Carolina Writing
Assessment rubric to score student’s essays.
*Write an essay using the following
prompt: Write an essay for your teacher in
which you define the Human Genome
Project. *Use the North Carolina Writing
Assessment rubric to score student’s essays.
Asking the Tough Questions
About DNA Technology
National Geographic:
Clone
Nova:
Harvest of Fear
Interactive CD-ROMS:
NC Biotechnology Center
Honors Level Students:
Additional discussion/research on the
ethical issues involving stem cell research,
cloning, and genetically modified
organisms. Scientist working on the Human
Genome Project.
Week
11
Con’t
3.05 Examine the development
of the theory of evolution by
natural selection including:
 Development of the
theory.
 Understand how Darwin used his
collections and observations to develop
the theory of natural selection
 Contrast biogenesis with abiogenesis
 Recognize diagrams of the experiments
of Pasteur and Redi and understand the
significance of the results.

The origin and history
of life.
 Understand proposed conditions on
early Earth
 Recognize and understand Miller’s and
Urey’s experiment to recreate proposed
conditions on early Earth and form
20
Instructional Strategies
Activating Strategy-discuss variation in
organisms using peanuts.
1. Glencoe Textbook Biology Mini Lab
15.2 “Detecting a Variation”p. 407
Activating Strategy- students analyze and
compare anatomy of birds and make
inferences about habitats, diets, etc.
Complete a simulated evolution lab.
Breeding Bunnies Evolution lab
Instructional Resources
Glencoe Biology pp. 369-385,
p.388, pp. 393-413
Useful Websites:
Facts about Antibiotic USFDA
BAD BUGS “What doesn’t kill
them makes them stronger”
NOVA article PBS.org Pesticide
resistance
Other instructional supplies:
2. Glencoe Textbook Biology Minilab 15.1
“Camouflage Provides an Adaptive
Laboratory material lists may be
found in the following:
organic molecules.
 Understand that based on early
conditions of Earth, the first organisms
were prokaryotic and anaerobic.
 Examine the evolution of eukaryotic
and aerobic organisms

Fossil and biochemical
evidence.
 Understand relative and absolute dating
of fossils
 Recognize what is inferred by fossil
evidence
 Know biochemical similarities provide
strong evidence of evolution.
 Recognize shared features in embryos
suggest a common ancestor.
 Recognize homologous structures that
suggest a common evolutionary origin.
 Recognize vestigial organs as evidence
of evolution because they show
structural change over time.

Mechanisms of
evolution.
 Discuss how variations provide for
natural selection.
 Examine the role of geographic
isolation in speciation (provide
examples)
 Recognize the importance of the
environment in selecting adaptations
(ex. Peppered moth story).

Applications (pesticide
& antibiotic resistance).
 Examine how the development of
bacterial resistance to antibiotics is
direst evidence to pesticides.
 Examine adaptations in insects that
have made some populations resistant to
21
Advantage” p. 398
3. Glencoe Textbook Biology Foldable
activity p. 393
Interpret data to understand changes in
populations.
4. Glencoe Textbook Biology Problem
Solving Lab 15.1 Interpret Data” How can
Natural Selection be Observed” p. 397
Biogenesis- Use a graphic to explain the
history of biogenesis research.
Writing:
Students will define essential vocabulary
using a three-part definition (term,
classification, distinguishing
characteristics- i.e. A cell is a collection of
living matter enclosed by a barrier that
separates it from its surroundings.) Students
could be required to write all vocabulary in
this format or could be required to do
selected terms on quizzes and tests.
Students could be required to color code
definitions by writing or underlining with
markers, colored pencils or highlighters in
three different colors as illustrated above
Write an essay using the following prompt:
As Charles Darwin during the twenty years
following your five year voyage on the
HMS Beagle, write an entry in your journal
in which you discuss the causes of
evolution. * Use the North Carolina Writing
Assessment rubric to score student’s essays.
Students will complete a multi-flow map to
illustrate the effects of antibiotic or
pesticide resistant species.
Glencoe Lab Manual pp. T18T26.
Video/DVD:
Discovery Streaming- The
Galapagos Islands: Land of
Evolutionary Change
NC Biotechnology Center
The Infinite Voyage: The
Geometry of Life
Accidents of Creation
Unseen Life on Earth Program
6: Microbial Ecology
Nova: Evolution Boxed Set
Darwin’s Dangerous Journey
Great Transformations
Extinction!
The Evolution Arms Race
The Mind’s Big Bang
What About God?
Rx for Survival Boxed Set
The Missing Link
Origins
Journey of Man
Evolution: Learning and
Teaching Evolution
National Geographic:
Galapagos
A & E:
Ape Man: The Story of
Evolution Boxed Set
Biography: Charles Darwin:
Evolution’s Voice
pesticides.
Honors Level Students:
Examine the rate of evolution (gradual vs.
punctuated)
Inquiry Support Activity: NCDPI Biology
Support Document Genetic Detective
Electrophoresis (Biotech) or worksheet
Inquiry Support Activity: NCDPI Biology
Support Document Fishy Frequencies
Candy Corn and M&Ms (Biology Resource
Manual, p. 213)
Bird Beaks (Biology Resource Manual, p.
215)
Week
12
4.01 Analyze the classification of
organisms according to their
evolutionary relationships.

5days
The historical
development and
changing nature of
classification systems.
 Understand that classification systems
are changed as new knowledge is
gathered
 Know the seven levels of classification
(KPCOFGS)
 Discuss the basis of classifications
systems including evolutionary
phylogeny, DNA and biochemical
analysis, embryology, and morphology.
 Interpret a cladogram
 Understand binomial nomenclature –
Identify the genus and species in a
scientific name
 Given a chart of list of scientific names,
identify organisms that are closely
related.

Similarities and
differences between
eukaryotic and
prokaryotic organisms.
 Know membrane bound organelles ore
not found in prokaryotes
 Know ribosomes are contained in both
22
Instructional Strategies
Students should be able to prepare and
interpret a dichotomous key. Activating
strategy-give students several similar items
and have them separate by characteristics.
(Objects to use-seeds, shells, leaves)
1. Glencoe Textbook Biology Biolab
“Making a Dichotomous Key” pp.460-461
2. Glencoe Lab Manual Lab 17.1 “ How
Can A Key Be Used to Identify
Organisms?” p.101
Make a foldable to study the history of
classification systems.
3. Glencoe Textbook Biology Foldable
“Classification” p. 443
Cladograms are often hard for students to
understand. Have them practice making a
cladogram using data.
4. Glencoe Textbook Biology “Using a
Cladogram to Show Relationships” p. 453
Modern Taxonomy
Instructional Resources
Recommended Resources:
Glencoe Textbook Biology
pp. 442-471
Other instructional supplies:
Laboratory material lists may be
found in the following:
Glencoe Lab Manual pp. T18T26
Prokaryotic cell diagram
prokaryotes and eukaryotes
 Understand the contrast in
chromosomes structure
 Eukaryotes are generally larger than
Prokaryotes.

Similarities and
differences among the
eukaryotic kingdoms:
Protists, Fungi, Plants,
and Animals.
 Examine cell structures of each
kingdom noting similarities and
differences.
 Unicellular Bacteria—one cell only,
usually smaller, less specialized, and
prokaryotic.
 Unicellular Protozoan—one cell only,
eukaryotic structure, cell responsible for
all processes
 Multicellular—usually larger, more
specialized and eukaryotic
 Examine how member of each kingdom
obtain food to provide energy
 Discuss asexual vs. sexual reproduction

Classify organisms
using keys.
 Practice using dichotomous keys for
plants
 Practice using dichotomous keys for
animals
4.02 Analyze the processes by
23
Use charts to compare and contrast domains
and kingdoms.
Students can create a graphic organizer
(chart) to compare the domains and
kingdoms.
Use dichotomous keys to identify
organisms.
Activities might include student-created
keys based on observable characteristics
(e.g. symmetry)
6. Use Jeopardy to review the
kingdoms.
Jeopardy 5 Kingdoms
Honors Level Students:
Examine the history of the
classification system
Construct a model of a prokaryotic cell
Students should be able to prepare and
interpret a dichotomous key. Activating
strategy-give students several similar items
and have them separate by characteristics.
(Objects to use-seeds, shells, leaves) 1.
Glencoe Textbook Biology Biolab “Making
a Dichotomous Key” pp.460-4612.
Glencoe Lab Manual Lab 17.1 “ How Can
A Key Be Used to Identify Organisms?”
p.1013.6.
Glencoe Textbook Biology Foldable
“Classification” p. 443
Cladograms are often hard for students to
understand. Have them practice making a
cladogram using data. Glencoe Textbook
Biology “Using a Cladogram to Show
Relationships” p. 4538.
Use charts to compare and contrast domains
and kingdoms.
Students can create a graphic organizer
(chart) to compare the domains and
kingdoms.
which organisms representative
of the following groups
accomplish essential life
functions including:
 Unicellular protists,
annelid worms, insects,
amphibians, mammals,
non-vascular plants,
gymnosperms and
angiosperms. Life
functions examined
include: Transport,
excretion, respiration,
regulation, nutrition,
synthesis, reproduction,
and growth and
development.
Circulatory system – compare open vs.
closed system. Blood carries the
nutrients; heart used for pumping.
Plants – xylem and phloem are vascular
tissues in plants
Respiration – annelids exchange gases
through their skin. Gills and lungs used
to exchange gases in amphibians, and
only lungs in mammals. Spiracles and
tracheal tubes in insects, stomata in
plants.
Reproduction – asexual reproduction in
protists. External fertilization with
amphibians involving eggs. Spores –
reproductive cell without fertilization
that produces a new organism.
(Bryophytes) Mammals—internal
fertilization and purpose of placenta.
Gymnosperms—transfer of pollen;
embryos contained within seeds.
Angiosperms—flower is the
reproductive organ (pistil, stamen, and
ovary). Seeds protected by fruit until
germination.
Growth and development—Metamorphosis in
amphibians and insects. Growth from seeds or
spores.
Instructional Strategies
This objective is a very broad topic. The
teacher will need to use some type of
graphic organizer (charts, concept maps,
mind maps, mobiles, flip books) to assist
the students in summarizing the materials.
Systems Graphic Organizers
Circulation/Transport
Circulation/Transport Key
Digestion
Digestion Key
Excretion
Excretion Key
Respiration
Respiration Key
Reproduction/Growth and Development
Reproduction/Growth and Development
Key
Plant Kingdom Graphic Organizer
Material can also be split up by student
groups for research. Research can be done
by systems (excretory, respiration, etc.) or
by organisms (protists, annelid worms, etc).
Ideas for presentation of research:
• Posters with museum walks
• Power points
• Commercials, songs (e.g. instead of “You
Ain’t Nothing but a Hound Dog” use “You
Ain’t Nothing but an Insect”)
• Have students create concept maps or
mind maps for other groups
See instructional for extensive lists of
resource pages from the textbook materials
including lab ideas, graphic reviews, etc.
The lists have been arranged by systems and
by organisms.
24
Instructional Resources
Recommended Resources:
Glencoe Textbook Biology –
Insects 751-756
Protists pp.503-506
Annelids pp. 728- 735
Amphibians pp. 803-809
Mammals pp. 841-852
Plants pp. 558-572
Other instructional supplies:
Laboratory material lists may be
found in the following:
Glencoe Lab Manual pp. T18T26
Video/DVD:
Nova:
The Seedy Side of Plants
The Super Seeds
Week
12
4.02 cont.
Writing:
1. Students will define essential vocabulary
using a three-part definition (term,
classification, distinguishing characteristicsi.e. A cell is a collection of living matter
enclosed by a barrier that separates it from
its surroundings.) Students could be
required to write all vocabulary in this
format or could be required to do selected
terms on quizzes and tests. Students could
be required to color code definitions by
writing or underlining with
markers, colored pencils or highlighters in
three different colors as illustrated above
2. Teacher could divide students into groups
and assign each group a system (transport,
excretion, regulation, respiration, nutrition,
synthesis, reproduction, growth &
development) and ask each group to write
an essay in which they define the system
and then students could share their
information with the rest of the class.
3. Teacher could write the names of
organisms and systems studied in this unit
on index cards (one per card), then
randomly pass out two cards to each student
(one card with the name of an organism and
one card with the name of a system- i.e. one
student could receive: unicellular protists
and excretion and another student could
receive amphibians and reproduction etc.)
and ask them to write an essay in which
they define the system within that
particular organism. *Use North Carolina
Writing Assessment rubric to score
student’s essays. Then students
could be required to make posters or
presentations about their topic to share with
the rest of the class.
5days
Week
Honors Level Students:
-Complete Organism Newspaper projectNCDPI Biology support documents
pp. 117-124
4.02 cont.
25
Complete Plant Web quest - NCDPI Honors
Support Documents
pp. 229-236
13
Observe representative organisms from the
specified groups.
5 days
4.03 Assess, describe and explain
adaptations affecting survival
and reproductive success.

Structural adaptations in
plants and animals
(form to function).
Examine feeding adaptations
Describe adaptations to ensure
successful reproduction in plants and
animals (ex. Plant embryo contained in
seeds)
Explain adaptations for life on land (ex.
Internal fertilization, alveoli in lungs)

Disease-causing viruses
and microorganisms
Understand the basis structure of a virus
identifying the capsid and nucleic acid.
Explain how viruses and microorganisms
Instructional Strategies
Complete a lab that looks at adaptations of
organisms.
1. Glencoe Textbook Biology “Biolab How Do Earthworms Respond to their
Environment?” p. 734
2. Glencoe Textbook Biology Mini Lab
30.2 “Frog and Tadpole Adaptations” p.
806
Use foldable or graphic organizers to
compare adaptations.
3. Glencoe Textbook Biology Foldable
“Arthropod Differences” (may be adapted
for insects) p. 741
can mutate rapidly
Know:




HIV—Viral infection of the
white blood cells
Influenza—Viral infection
of the respiratory system.
Smallpox—Viral infection
affecting the skin
Streptococcus (Strep
throat)—bacterial infection
of the respiratory system
Activating strategy for viruses- this activity
will give students an overview of
characteristics of viruses.
4. Glencoe Textbook Biology Problem
Solving Lab “What Type of Virus Causes
Disease” p. 480
5. Complete a lab to simulate how viruses
can spread quickly through a population. An
example activity can be found
at this website. Thirteen.org
Instructional Resources
Recommended Resources:
Glencoe Biology
Viruses pp. 475- 482
Protists pp.503-506
Insects 751-756
Annelids pp. 728- 735
Amphibians pp. 803-809
Mammals pp. 841-852
Plants pp. 558-572
Pollination pp.649-652
Other instructional supplies:
Laboratory material lists may be
found in the following:
Glencoe Lab Manual
pp. T18-T26.
Video/DVD:
From learn360,
http://www.learn360.com/Searc
h.aspx?SearchText=biome%20a
daptation (videos on adaptations
that would be needed in various
biomes)
Swine Flu: Anatomy of a
Pandemic
NC Biotechnology Center
Know the relationship between
26

Co-evolution
pollinators (insects and hummingbirds)
and angiosperms
Identify from a diagram depicting a
hummingbird and a flower as an
example to co-evolution.
Evolution of Eukaryotic and Aerobic
organisms
6. Follow link with Case Study for
interesting information about co evolution.
Writing:
7. Students will define essential vocabulary
using a three-part definition (term,
classification, distinguishing
characteristics- i.e. A cell is a collection of
living matter enclosed by a barrier that
separates it from its surroundings.) Students
could be required to write all vocabulary in
this format or could be required to do
selected terms on quizzes and tests.
Students could be required to color code
definitions by writing or underlining with
markers, colored pencils or highlighters in
three different colors as illustrated above
8. Assign students a certain virus and have
them complete a multi-flow map to
illustrate the following essential question:
What causes (virus name) to survive and
make people, animals and plants sick?
9. Write an essay using the following
prompt: As a scientist who wishes to make
people aware of the dangers of using too
many antibacterial products (soap, lotion,
spray, gel etc.) write a spot to air on prime
time TV in which you discuss the positive
and negative effects of bacteria. * Use the
North Carolina Writing Assessment rubric
to score student’s essays.
Honors Level Students:
Compare past and present history of
epidemics
Investigation that includes the observation
27
2000 and Beyond: Confronting
the Microbe Menace Cell Wars
Unseen Life on Earth Program
7: Microbial Diversity
Unseen Life on Earth Program
12: Microbes and Human
Diseases
Unseen Life on Earth Program
1: The Microbial Universe
Nova:
Ebola: The Plague Fighters
The Brain Eater
Secrets of the Dead IV: Killer
Flu
Influenza 1918: The Worst
Epidemic in American History
Epidemic Set:
Ebola
AIDS
Bird Flu
Typhoid
Discovery Channel:
Parasites: Eating Us Alive
Interactive CD-ROM:
NC Biotechnology Center
2000 and Beyond: Confronting
the Microbial Menace
of structural adaptations
Week
14
Finish Objective 4.03
5days
During
Week
14
Week
15
Qtr. 3 Exam
Exam will cover Obj.
3.01, 3,02,3.03, 3.04,
and 3.05
4.04 Analyze and explain the
interactive role of internal and
external factors in health and
disease:

Genetics.
Heredity, Genetics and
Biotechnology
Testing Window
Data Upload
 Know Sickle Cell anemia affects the red
bloods cells and the transport of
oxygen.
 Know tobacco use is linked to lung and
mouth cancer.
 Know overexposure to the sun is linked
Instructional Strategies
1. Essential Questions have been written for
Goal 4.04. Ideas for using these essential
questions: Goal EQ How do scientists
categorize living things and how do living
things accomplish essential life functions?
to skin cancer.

5
Understand the skin produces vitamin
D when it is exposed to sunlight.
 Recognize folic acid, which is
important in preventing birth defects
can be broken down by strong sunlight.
 Recognize that diabetes is a disease in
which the body does not produce or
properly use insulin and its affects can
be linked to factors such as obesity and
lack of exercise.
 Understand that PKU is a recessive
genetic disorder that can be controlled
by diet.
28
Daily EQs
How would you describe the interactive role
of genetics and the environment in human
health?
How would you describe the role of T cells,
B cells, antigens, and antibodies in the
immune response system?
How would you describe the general life
cycle of the malarial parasite
(plasmodium)?
How does good nutrition help lead to good
health?
Instructional Resources
Recommended Resources:
Glencoe Textbook Biology
Nutrition –pg. 924-926
Skin Cancer- pg. 212-213, 216
Malaria- pg. 508
Diabetes-pg. 987
Other instructional supplies:
Laboratory material lists may be
found in the following:
Glencoe Lab Manual pp. T18T26.
Video/DVD:
NC Biotechnology Center
Conquering Cancer
Unseen Life on Earth Program
11: Human Defenses

Immune response.
 Understand the body’s line of defense
(physical, nonspecific, and specific)
 Know the function and relationship of T
and B cells
 Know the relationship between antigens
and antibodies, including the
antigen/antibody complex.
 Understand the role of memory cells
 Distinguish between passive and active
immunity
 Understand vaccines and how they help
to prevent viral diseases.

Nutrition.
 Discuss proper nutrition for optimal
heath including essential vitamins and
minerals
 Examine how poor nutrition leads to

Parasites.
malnutrition, obesity, and other health
problems
 Examine the general life cycle of the
Malaria parasite Plasmodium
 Know that the mosquito acts as a vector
for the malaria parasite.
 Examine the symptoms and treatments
of malaria.

Toxins.
 Define environmental toxin
 Examine how exposure to lead and
mercury can occur
 Know that lead affects the central
29
What are the environmental and health
effects of the toxins lead and mercury?
• Divide questions between student groups,
research, complete questions, and present
on posters.
• Museum walk of poster presentations.
• Have students create a Power Point slide
for their assigned questions.
• Divide in groups; have students’ research,
and jigsaw to share answers.
• Have students answer the essential
questions in paragraph form.
Use a web quest to learn about malaria.
2. Glencoe Textbook Biology “Real World
Biochallenge” p. 527 Students research
malaria & methods of prevention
Complete a lab to simulate the links
between sickle cell and malaria.
3. Glencoe Lab Manual “Allelic
Frequencies and Sickle-Cell Anemia” pp.
97-100
Activating strategy to lead into the immune
system-Complete a web quest to study
emerging and re-emerging diseases.
4. Glencoe Textbook Biology “Biolab Information on Emerging and Re-Emerging
Diseases” p. 1042
5. Give students a scenario of a disease
caused by a microorganism and have them
create a storyboard of what will happen in
the body. Use different scenarios to include,
what if they have been vaccinated, what if
they have had the disease before, what if
this is a first exposure?
Questions to consider-What cells/body
Nova:
Parasites: Eating Us Alive
Interactive CD-ROM:
NC Biotechnology Center
Virtual Immunology Lab
The Virtual Lab Series
Immune System Skits
nervous system so children are more
susceptible to damage.
30
systems will be attacked? What role will the
immune system play in fighting of the
disease?
Students can debate the pros and cons of
vaccinations.
6. Glencoe Textbook Biology ProblemSolving Lab “Get a Shot or Get the
Disease” p. 1040
Then students could be required to write
about the positive and negative effects of
vaccinations. *Use North Carolina Writing
Assessment rubric to score student’s
writing.
Nutrition Activities.
7. Glencoe Lab Manual “How Much
Vitamin C Are You Getting” pp.227-230
8. Have students investigate and prepare a
report of a vitamin deficiency, such as
scurvy, beriberi, rickets, night blindness,
polyneuritis, or pellagra.
9. Glencoe Textbook Biology “MiniLab
35.1 Evaluate a Bowl of Soup” p. 927
10. Immune System- use power point
attached to introduce immunology and
terminology. Use immunology activity
attached to complete case studies of various
diseases.
Writing:
Students will define essential vocabulary
using a three-part definition (term,
classification, distinguishing characteristicsi.e. A cell is a collection of living matter
enclosed by a barrier that separates it from
its surroundings.) Students could be
required to write all vocabulary in this
format or could be required to do selected
Honors Level Students:
Work as a group to develop a skit to teach
basic concepts of immune response.
Use of case studies to analyze the role of
genetics and environment in human health.
4.05 Analyze the broad patterns
of animal behavior as adaptations
to the environment.


Innate behavior.
Learned behavior.
 Understand and recognize from a
diagram suckling (instinct) and insects
moving away from or toward a light
(taxis).
 Recognize from diagram and explain
the innate behaviors of migration,
estivation, and hibernation.
 Understand and recognize examples of
these learned behaviors; Habituation,
Imprinting, classical conditioning
(Pavlov’s Dog—stimulus association)
Trial and error
 Understand and recognize examples of

Social behavior.
the these social skills; Count ship
dances and territorial defense
 Know pheromones are used for
communication (ex. Bees and ants).
Human Evolution NOT mentioned in 2004
SCOS
Week
16
EOC REVIEW WEEK
EOC REVIEW WEEK
EOC REVIEW WEEK
EOC REVIEW WEEK
EOC REVIEW WEEK
EOC REVIEW WEEK
EOC REVIEW WEEK
EOC REVIEW WEEK
Let’s ALL make 3’s and 4’s
Let’s ALL make 3’s and 4’s
Let’s ALL make 3’s and 4’s
Let’s ALL make 3’s and 4’s
Let’s ALL make 3’s and 4’s
Let’s ALL make 3’s and 4’s
Let’s ALL make 3’s and 4’s
Let’s ALL make 3’s and 4’s
31
Instructional Strategies
Instructional Resources
Recommended Resources:
Create a foldable as students discuss or read
about learned behavior.
1. Glencoe Textbook Biology “Learned
Behavior” (Foldable) p. 868
Glencoe Textbook Biology
pp. 858-879
Complete a behavior inquiry.
2. NCDPI Biology Support Document Draft
“Termite Behavior” pp. 237-243
3. NCDPI Biology support
documents Animal Responses to
Environmental Stimuli
4. Glencoe Textbook Biology Minilab 33.1
“Testing an Isopod’s Response to Light” p.
860
Have students use graphs and analyze the
data to understand behavior.
4. Glencoe Textbook Biology “Problem
Solving Lab – Is Hibernation an Innate or
Learned Behavior” p. 867
Honors Level Students:
Complete an additional behavior lab
(Suggestion: Pillbug lab)
If anyone has any great new
review games or methods they
come up with PLEASE
Share…
Video/DVD:
Nova:
Bees – Tales From the Hive
Jane Goodall’s Wild
Chimpanzees
Other instructional supplies:
Laboratory material lists may be
found in the following:
Glencoe Lab Manual pp. T18T26.
Pill Bug Lab
5 days
EOC REVIEW WEEK
EOC REVIEW WEEK
EOC REVIEW WEEK
Let’s ALL make 3’s and 4’s
Let’s ALL make 3’s and 4’s
Let’s ALL make 3’s and 4’s
Review, Study and
Prepare
Keep reviewing and
studying until your
final
Best of Luck to all…
EXAM WEEK
EOC's
End of Quarter
32