Biology II Syllabus Plan – Robinson
1st 9 weeks - Unit 1 Topic: Biology II - General scientific processes
Dates: Unit 1 of the 1st 9 weeks
Competencies: Primary: “Inquiry & the Scientific Method” Obj. 1 a-g (DOK3)
Secondary: Life Sciences – “Cell Membranes” Obj. 2a (DOK 2)
Planned Assessments: Methods of problem solving and general safety knowledge
Formative:
Graded formative assessments:
 Book assignment w/ general questions addressing aspects of the
scientific method and relative vocabulary (graded)
 Handouts on aspects of scientific method processes (graded)
 Students should identify a question/problem for a theoretical lab and
develop a list of processes to address investigating a solution/answer
to their question/problem. Questions should relate to secondary
objectives of “cells” or “adaptation.”
 Lab – computer lab inquiry based research for abstracts.
 Presentation of abstracts.
Non-graded formative assessments:
 Discussion – questions/answers open discussion on Sci. Method.
 Review student notes of discussions, lectures, and problem solving
 Discussion- questions pertaining to “what is life?” (living, non-living,
cells, adaptation, and evolution theory).
Summative:
 Quizzes
 Unit Exam
Thinking Maps Used:
 Double bubble – Comparison between life and non-life.
 Double bubble – Comparison between adaptation & evolution theory
 Flow map – Sequencing the steps of the Scientific Method
 Flow map - Sequencing the steps for using lab equipment
 Bridge map – analogies conclusion is to hypothesis as results is to
experiment
Writing Integration:
 Students will write an explanation of why the safety symbols are
important when using the scientific method for research
 Students will write out the process of using a particular piece of
equipment often used in science…and be expected to explain this
process to other students in the class. Corrections will be made as
needed.
1st 9 weeks - Unit 2 Topic: The cells – structures, functions, and chemical processes
Dates: Unit2 of 1st 9 weeks.
Competencies: Obj. 2 (DOK 2) – Describe and contrast the structures, functions,
and chemical processes of the cell. (More details on Obj. 2 will be
covered in Unit 3).
Planned Assessments: Pre-assessment on base knowledge of cell structure,
function, and chemical processes observed in a cell or during its
activity/function.
Formative:
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Notes on cell structures, functions, and chemical processes
Handout/questions addressing the purpose of each structure
Justification of the chemical processes observed during cellular
activities
Illustration and explanations of the different types of cell transport.
Non-graded formative assessments:
 Discussion – including question/answer
 Informal observation of student notes
 Observation of group and individual activity while working on
abstract presentations
 Reviews
Summative:
 Quizzes
 Unit test
Thinking Maps Used:
 Double bubble – comparing the plant cell to the animal cell
 Flow map – sequencing the steps of mitosis
 Double bubble – comparing/contrasting mitosis and meiosis
 Multi-flow map – sequencing the steps of photosynthesis and cellular
respiration.
Writing Integration:
 Abstract assignment/presentation
 Explanations on the processes seen in general cellular
function/activity and cellular transport
2nd 9 Weeks - Unit 3 Topic: Gamete formation & meiosis
Dates: Unit 3 – (1st unit of the 2nd 9 weeks)
Competencies Addressed with DOK:
3. Investigate and discuss the molecular basis of heredity.
a. Explain how the process of meiosis clarifies the mechanism underlying Mendel’s conclusions about
segregation and independent assortment on a molecular level. (DOK 1)
b. Research and explain how major discoveries led to the determination of DNA structure. (DOK 2)
Planned Assessments:
Formative
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Gamete formation – diploid and haploid comparison, from stem cells
to gametes overview with justification of haploid final state.
Meiosis – written details of each state.
Meiosis – drawn visual details of each state.
Justification of haploid cell state for reproductive purposes.
Non-graded formative assessments:
 Review of the stages of mitosis for somatic cell division
 Notes from “square dance” meiosis video
Summative
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Drawings of haploid cells/gamete production summarized & justified.
Flow map on meiosis stages
Thinking Maps Used:
 Flow map – Sequencing the stages of Meiosis
 Double bubble – Compare and Contrast meiosis and mitosis.
 Bridge map – mitosis/somatic cells vs. meiosis/gamete cells
Writing Integration:
 Written description of each stage of meiosis
 Justification of haploid cell production for reproduction.
2nd 9 Weeks - Unit 4 Topic: Heredity Part 2 – Gene Expression, genetic technologies, and
bioethical issues
Dates: Unit 4 – (2nd unit of the 2nd 9 weeks)
Competencies Addressed with DOK:
3. Investigate and discuss the molecular basis of heredity.
c. Relate gene expression (replication, transcription, translation) to protein structure & function. (DOK 2)
• Translation of a messenger RNA strand into a protein
• Processing by organelles so that the protein is appropriately packaged, labeled, and eventually
exported by the cell
• Messenger RNA codon charts to determine the effects of different types of mutations on amino acid
sequence and protein structure (e.g., sickle cell anemia resulting from base substitution mutation)
• Gene expression regulated in organisms so that specific proteins are synthesized only when they are
needed by the cell (e.g., allowing cell specialization)
d. Assess the potential implications of DNA technology with respect to its impact on society. (DOK 3)
• Modern DNA technologies (e.g., polymerase chain reaction (PCR), gene splicing, gel
electrophoresis, transformation, recombinant DNA) in agriculture, medicine and forensics
e. Develop a logical argument defending or refuting bioethical issues arising from applications of genetic
technology (e.g., the human genome project, cloning, gene therapy, stem cell research). (DOK 3)
Planned Assessments:
Formative
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Notes on gene expression…mRNA, tRNA, the process of replication,
transcription, and translation (expression) to proteins.
Book Assignments
Flow maps
Bridge map
Non-graded formative assessments:
 vocabulary
Summative
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Tree maps classifying ethical arguments as either “for” or “against”
the use of genetic technologies and other bioethical issues.
Research assignment on the potential implications of DNA
technologies.
Flow maps and bridge maps
Thinking Maps Used:
 Flow map – Sequencing the processes of gene expression
 Bridge map – tRNA, mRNA, and DNA
Writing Integration:
Written assignment on the bioethical uses of genetic technologies
3rd 9 Weeks - Unit 5 Topic: Genetics (Heredity, Gamete Formation, and Fertilization)
Dates: Unit 5 – 4th 9 weeks
Competencies Addressed:
Review: Significance of meiosis in sexual reproduction (DOK 1)
• Significance of crossing over
Demonstrate an understanding of the molecular basis of heredity.
a. Analyze and explain the molecular basis of heredity and the inheritance of traits to successive
generations by using the Central Dogma of Molecular Biology. (DOK 3)
• Structures of DNA and RNA
• Messenger RNA codon charts
• Processes of replication, transcription, and translation
b. Utilize Mendel’s laws to evaluate the results of monohybrid Punnett squares involving complete
dominance, incomplete dominance, codominance, sex linked, and multiple alleles (including
outcome percentage of both genotypes and phenotypes.) (DOK 2)
c. Examine inheritance patterns using current technology (e.g., pedigrees, karyotypes, gel
electrophoresis). (DOK 2)
d. Discuss the characteristics and implications of both chromosomal and gene mutations. (DOK 2)
• Significance of nondisjunction, deletion, substitutions, translocation, frame shift mutation in animals
• Occurrence and significance of genetic disorders such as sickle cell anemia, Tay-Sachs
disorder, cystic fibrosis, hemophilia, Downs Syndrome, color blindness.
Planned Assessments:
Formative:
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Book assignments
Worksheets on mendelian genetics
Pedigrees and karytypes illustrating genetic disorders
Non-graded formative assessments:
 notes
 vocabulary
 discussions
 role in small group activities
Summative:
 quiz
 test
Thinking Maps Used:
 Flow map – methods to solve genetic problems
 Circle map – DNA, mRNA, tRNA, and codons
 Bubble map – gene mutation
Writing Integration:
 Students should write about a characteristic that is seen in their family
and develop a family tree pedigree. This should be done with an
illustration as well as a written report.
3rd 9 Weeks - Unit 6 Topic: Taxonomy (The Classification of Organisms)
Dates: Unit 6 – 1st unit of the 3rd 9 weeks
Competencies:
Develop an understanding of organism classification.
a. Classify organisms according to traditional Linnaean classification characteristics (e.g., cell structure,
biochemistry, anatomy, fossil record, methods of reproduction) & the cladistic approach. (DOK 2)
b. Categorize organisms according to the characteristics that distinguish them as Bacteria, Archaea, or
Eucarya. (DOK 1)
• Bacteria, fungi, and protists
• Characteristics of invertebrates (e.g., habitat, reproduction, body plan, locomotion) as related to
phyla (e.g., Porifera, Cnidarians, Nematoda, Annelida, Platyhelmenthes, and Arthropoda)
and classes (e.g., Insecta, Crustacea, Arachnida, Mollusca, Echinodermata)
• Characteristics of vertebrates (e.g.,habitat, reproduction, body plan, locomotion) as related to classes
(e.g., Agnatha, Chondrichthyes, Osteichthyes, Amphibia, Reptilia, Aves, Mammalia)
• Nomenclature of various types of plants (e.g., Bryophyta, Tracheophyta, Gymnospermae,
Angiospermae, Monocotyledonae, Dicotyledonae, vascular plants, nonvascular plants).
Planned Assessments:
Formative
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Writing assignment on the value of taxonomy
Vocabulary
Book assignment / worksheets
Non-graded formative assessments:
 Notes
 Class discussion
 Verbal questioning
 Observation of activities to look for “displayed knowledge” of subject
Summative (minimum of 1 grade per unit, with subscores recorded in gradebook):
 Quizzes
 Unit test
Thinking Maps Used:
 Tree map for classification
 Multi-flow map – dichotomy key
 Double bubble – compare contrast classification systems
Writing Integration:
 Writing assignment on the value of taxonomy
4th 9 Weeks - Unit 7 Topic: Bio II – Evolution (Part 1)
Evolution theory and Intro to Natural Selection
Dates: Unit 7 (2nd unit of the 3rd 9 weeks)
Competencies Addressed with DOK:
Obj 4. Demonstrate an understanding of the factors that contribute to evolutionary theory and natural
selection.
g. Research and explain the contributions of 19th century scientists (e.g., Malthus, Wallace, Lyell, Darwin)
on the formulation of ideas about evolution. (DOK 2)
h. Develop a logical argument describing ways in which the influences of 20th century science have
impacted the development of ideas about evolution (e.g., synthetic theory of evolution, molecular
biology). (DOK 3)
Planned Assessments:
Formative:
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Worksheet
Book Assignment – vocabulary and questions
Thinking maps
Non-graded formative assessments:
 Notes
 Class discussion
 Verbal questioning
 Observation of activities to look for “displayed knowledge” of subject
Summative:
 Quiz
 Exam
Thinking Maps Used:
 tree map
 flow map
 mult-flow map
Writing Integration:
 Ideas on evolution as proposed by Darwin
4th 9 Weeks - Unit 8 Topic: Bio II – Evolution Part 2 – Geology and Evidence
Dates: Unit 8 (1st unit of the 4th 9 weeks)
Competencies:
Obj 4. Demonstrate an understanding of the factors that contribute to evolutionary theory and natural
selection.
a. Explain the history of life on Earth and infer how geological changes provide opportunities and
constraints for biological evolution. (DOK 2)
• Main periods of the geologic timetable of Earth’s history
• Roles of catastrophic and gradualistic processes in shaping planet Earth
b. Provide support for the argument based upon evidence from anatomy, embryology, biochemistry, and
paleontology that organisms descended with modification from common ancestry. (DOK 2)
c. Identify and provide supporting evidence for the evolutionary relationships among various organisms
using phylogenetic trees and cladograms. (DOK 2)
d. Formulate a scientific explanation based on fossil records of ancient life-forms and describe how new
species could originate as a result of geological isolation and reproductive isolation. (DOK 2)
e. Compare & contrast the basic types of selection (e.g., disruptive, stabilizing, directional, etc.) (DOK 2)
f. Cite examples to justify behaviors that have evolved through natural selection (e.g., migration, parental
care, use of tools, etc.) (DOK 1)
i. Analyze changes in an ecosystem resulting from natural causes (succession), changes in climate, human
activity (pollution and recycling), or introduction of non-native species. (DOK 2)
Planned Assessments:
Formative:
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Book assignments
thinking maps
worksheets
Non-graded formative assessments:
 Notes
 Class discussion
 Verbal questioning
 Observation of activities to look for “displayed knowledge” of subject
Summative:
 quiz
 Test
Thinking Maps Used:
 Multi-flow map (caus-effect) for geographic & reproductive isolation
 Flow map – life history
 Bubble map – different theories of evolution
 Double bubble – compare and contrast adaptation and evolution
 Circle map – 20th century impact on concepts of evolution
Writing Integration:
 Summarize the arguments supporting and areas that are lacking in
the concepts of evolution.