Biology
Timeline: Week 1-3
Essential
Question
How are scientific
investigations
different from
other
investigations
Biological Methods
Timeframe: 15 days
Key Concept
Objectives
Activities
Teaching Tips
Options
PASS
Resources
Assessment
Scientists use
processes for
testing, organizing,
and understanding
information related
to the world
around them.
Identify the independent variables,
dependent variables, and control
setup in simulated and actual biology
experiments.
Exploration:
A-Mystery Boxes
Note: These objectives
should be incorporated
into the units that
follow where found to
be most appropriate.
Exploration:
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 1
Writing Prompt:
Vocabulary:
-control
-data
-dependent variable
-experiment
-hypothesis
-independent variable
-scientific methods
A-Mellinark Classification
PS
1.1,
1.2,
1.3,
3.2,
3.4,
3.5,
4.1,
4.2,
4.3,
4.4,
4.5,
4.6,
4.8,
6.1,
6.2
Formulate a feasible hypothesis for a
given problem in simulated and actual
biology investigations.
Predict possible trends in
experimental data based on previous
analysis of actual, simulated, or
graphical data.
B-Measurement:
Bones/Height
Concept Invention:
-Scaffolded Questions
Expansion:
-Radish Seed Inquiry
-Agassiz reading
A-Fortune Telling Fish
A-Fish Observation
(Agassiz)
Expansion:
-How to Write a Lab Report
-Scientific Drawing
Suggest extended experimental
studies based on data analysis of
actual or simulated data.
-Experimental Redo (BW)
Recognize potential hazards and
practice safe procedures in all biology
activities
-Birdsong Trilogy Reading
(High)
-Sponge Bob (HW)
-Graphing Practice (LTF)
Correctly identify pertinent biology lab
equipment and correlate it to its
appropriate function.
Identify and use quantitative and
qualitative observations and changes.
Use observable properties to classify
and create a classification system
based on observations.
-What is Science (High)
-Walter Reed Reading
-Text Reading 1.2-1.3 with
2 Column Notes
CS
None
NPS Teacher’s
Guide
Formative:
Summative:
BT Corn Virtual Lab
Biology
Timeline: Week 4-5
Essential
Question
What is life?
Characteristics of Life
Timeframe: 10 days
Key Concept
Objectives
Activities
Teaching Tips
Options
PASS
Resources
Assessment
Organisms have
specific
characteristics that
distinguish them
from non-living
things
Identify the key characteristics of all
living things.
Exploration:
A-Candle Observations
Exploration:
A-Shell/Vinegar
PS
1.1
2.1
Compare the characteristics of living,
non-living, and dead objects.
B-Living/Non-Living/Dead
Stations
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 1
Writing Prompt::
If scientists found a
specimen in outer space or
on another planet, how
could they determine if it
were alive or not?
Explain factors in living systems that
help maintain a relatively stable
internal environment through
regulatory mechanisms and behavior.
C-Is It Alive: Soil Lab
Part 1
Vocabulary:
-adaptation
-development
-environment
-energy
-evolution
-growth
-homeostasis
-organism
-principle
-reproduction
-response
-species
-stimulus
-theory
Recognize benefits from studying
biology.
Compare different scientific methods.
Differentiate between hypothesis,
theory, and principle.
Compare and contrast qualitative and
quantitative data.
Explain why science and technology
cannot solve all problems.
Concept Invention:
-Scaffolded Questions
Expansion:
-Is it Alive: Soil Lab
Part 2
-Anticipation (BW)
-Mars Reading
-Text Reading 1.1
A-Duco Cement
Expansion:
-Characteristics of Life PPT
-Text Worksheets 1.1,
1.2, 1.3
- Foldable
-How to Write a Lab Report
CS
NPS Teacher’s
Guide
Formative:
Summative:
Test/Quiz
Biology
Timeline Week 6-8
Essential
Question
If energy cannot
be destroyed,
how does it get
from the sun to
animals?
Principles of Ecology
Timeframe: 15 days
Key Concept
Objectives
Activities
Teaching Tips
Options
PASS
Resources
Assessment
All living organisms
on Earth rely on
energy from the
sun that is
transformed into
energy that can be
stored or released.
Distinguish between the biotic and
abiotic factors in the environment.
SkillBuilder:
Microscope
*Review 6 Kingdoms
in this unit!
Exploration:
B-Principles of Ecology PPT
PS
Writing Prompt:
Compare the different levels of
biological organization in living
relationships important in ecology.
Exploration:
A-Salt and Seeds Mini
Lab
Expansion:
-Decomposers Lab
Explain the difference between a
niche and a habitat.
B-Text Reading 2.1-2.2
with Anticipation Guide
Compare how organisms satisfy their
nutritional needs.
C-Ecocolumn/Ecosystem
Activity Part 1
Trace the path of energy and matter
in an ecosystem.
D-Food Web Activity
Vocabulary:
-abiotic factor
-autotroph
-biomass
-biosphere
-biotic factor
-commensalism
-community
-decomposer
-ecology
-ecosystem
-food chain
-food web
-habitat
-heterotroph
-mutualism
-niche
-parasitism
-population
-symbiosis
-trophic level
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 2
Analyze how matter is cycled in the
abiotic and biotic parts of the
biosphere.
Concept Invention:
-Scaffolded Questions
Expansion:
-Ecocolumn/Ecosystem
Activity Part 2
-Foldable
-Virtual Lab
-Cycle Wksts./Diagrams
-Owl Pellets
-Carolina Food Chains
-Invasive Species Research
-Food Web Wksts.
-Silent Spring Reading
CS
4.1
4.2
5.2
NPS Teacher’s
Guide
Formative:
Summative:
CLOZE Activity
Test/Quiz
Biology
Timeline Week 9-10
Essential
Question
Why do polar
bears live in the
artic areas, while
whales live in the
ocean?
Biomes/Communities
Timeframe: 10 days
Key Concept
Objectives
Activities
Teaching Tips
Options
PASS
Resources
Assessment
Regions of the
biosphere have
distinguishing
characteristics
Identify some common limiting
factors.
Exploration:
Climatograph Lab
-All biomes
-Specific biomes
Vocabulary:
-aphotic zone
-biome
-climax community
-desert
-grassland
-limiting factor
-photic zone
-primary succession
-secondary succession
-succession
-taiga
-temperate forest
-tolerance
-tropical rain forest
-tundra
Exploration:
-Anticipation Guide 3.1-3.2
PS
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 3
Writing Prompt:
Identify and explain factors
that contribute to the
formation of three different
biomes.
NPS Teacher’s
Guide
Describe three biomes.
Explain how limiting factors and
ranges of tolerance affect distribution
of organisms.
Sequence the stages of ecological
succession.
Describe the conditions under which
primary and secondary succession
take place.
Concept Invention:
-Scaffolded Questions
Expansion:
-Succession in a Jar
-Ecocolumn/Ecosystem
cont.
Compare and contrast the photic and
aphotic zones of marine biomes.
-Textbook Reading 3.1
with Forget Strategy
Identify the major limiting factors
affecting distribution of terrestrial
biomes.
Foldable
Distinguish among biomes.
Correlate climatic events and global
location to each biome.
CS
Expansion:
-Research Projects
+Presentations
+Brochures
+Posters
-Concept Map
Formative:
Concept Map
Summative:
Test
Biology
Timeline Week 11-12
Essential
Question
How large can a
population grow?
Populations
Timeframe: 10 days
Key Concept
Objectives
Activities
Teaching Tips
Options
PASS
Resources
Assessment
Populations
fluctuate according
to changes in
carrying capacity
and limiting factors
of their
ecosystems.
Compare and contrast exponential
and linear population growth.
Exploration:
A-Mark and Capture
Population Sampling
Activity (Text p 104)
Vocabulary:
-age structure
-birth rate
-carrying capacity
-death rate
-demography
-density dependent
factor
-density independent
factor
-doubling time
-exponential growth
Exploration:
B-Fruit Fly Population Growth
Mini Lab (Text p 92)
PS
Writing Prompt:
What is the relationship
between a population and a
species?
Expansion:
-Lesson of the Kaibab
CS
4.3
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 4
Relate the reproductive patterns of
different populations of organisms to
models of population growth.
Predict effects of environmental
factors on population growth.
Identify how the birth rate and death
rate affect the rate at which a
population grows.
Compare the age structure of rapidly
growing, slow growing, and no growth
countries.
Explain the relationship between a
population and the environment.
B-Deer Game
Concept Invention:
-Scaffolded Questions
Expansion:
-Virtual Lab #4
-Population Growth
Problem Solving Lab
(Text p 95)
-Using Predators to Manage
Populations
-St. Paul Reindeer
-Eagle Population Activity
-Foldable
Video: World in the Balance
-Doubling Time Mini Lab
(Text p 102)
Formative:
NPS Teacher’s
Guide
Video: World in the
Balance
Summative:
9 weeks exam
Biology
Timeline Week 13-14
Essential
Question
What is the
relationship
between
chemistry and
biology?
Chemistry of Life
Timeframe: 10 days
Key Concept
Objectives
Activities
Teaching Tips
Options
Organisms are
composed of four
basic organic
molecules.
Relate the structure of the atom to the
identity of elements.
Skillbuilder
-Indicator Lab
Vocabulary:
-acid
Exploration:
A-McMush Lab
A-Enzyme Lab
Relate the formation of covalent and
ionic chemical bonds to the stability of
atoms.
Exploration:
A-Food Lab
B-DNA Extraction
Distinguish between mixtures and
solutions.
Concept Invention:
-Scaffolded Questions
Define acids and bases and relate
their importance to biological
systems.
Expansion:
-Atomic Structure
Worksheet
Relate water’s unique features to
polarity.
-Bonding Activity
Identify how the process of diffusion
occurs and why it is important to
cells.
-Building Molecule
Models
-Enzyme Lab
-Enzyme Inquiry
-DNA Model
-amino acid
-atom
-base
-carbohydrate
-compound
-covalent bond
-diffusion
-dynamic equilibrium
-element
-enzyme
-hydrogen bond
-ion
-ionic bond
-isomer
-isotope
-lipid
-metabolism
-mixture
-molecule
-nucleic acid
-nucleotide
-nucleus
-peptide bond
-pH
-polar molecule
-polymer
-protein
-solution
Expansion:
-Farmer Brown
-Chemistry of Life notes/PPT
-Solution/Concentration Wkst.
PASS
Resources
Assessment
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 6
Writing Prompt:
Explain why carbon is the
most critical element to
living things although not
the most abundant.
NPS Teacher’s
Guide
Explain where nitrogen in
proteins comes from?
Formative:
-Water on a Penny
-Wkst. 6.1, 6.2
-Catalase Lab
-Virtual Lab #6
Summative:
Test/Quiz
Biology
Timeline Week 15-16
Essential
Question
While sharing
certain traits, why
are living things
structured in
different ways?
A View of the Cell
Timeframe: 10 days
Key Concept
Objectives
Activities
Living things are
composed of cells
which are the
basic units of
structure and
function.
Identify and correlate fundamental
structures and their functions within a
cell.
Exploration:
A-Cheek/Elodea/Onion
Cells Lab
Determine how these structures and
their functions help a living organism
survive.
B-Factory Model
Relate advances in microscope
technology to discoveries about cells
and cell structure.
Compare the operation of a
compound light microscope with that
of an electron microscope.
Identify the main ideas of the cell
theory.
Describe how a cells plasma
membrane functions.
Relate the function of the plasma
membrane to the fluid mosaic model.
Explain the advantages of a highly
folded membranes in cells
Compare and contrast structures in
plant and animal cells.
Concept Invention:
-Scaffolded Questions
Expansion:
-Factory Model
-Tissue Slides
-Calculating Cell Size
Teaching Tips
Options
Vocabulary:
Exploration:
-cell
-cell theory
-cell wall
-chlorophyll
-chloroplast
-chromatin
-cilia
-cytoplasm
-cytoskeleton
-endoplasmic reticulum
-eukaryote
-flagella
-fluid mosaic model
-golgi apparatus
-lysosome
-microfilament
-microtubule
-mitochondria
-nucleus
-nucleolus
-organelle
-phospholipid
-plasma membrane
-plastid
-prokaryote
-ribosome
-selective permeable
-vacuole
Expansion:
-Units of Life Reading
-All Life Is Cellular Webquest
-Cells Alive Website
PASS
Resources
Assessment
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 7
Writing Prompt:
How do cells work like
factories
NPS Teacher’s
Guide
Cells Alivewww.cellsalive.com
Concept Map
-Video: Magic of Cells
Video- Magic of
Cells
Formative:
Concept Map
Summative:
Test/Quiz
Biology
Timeline Week 17-18
Essential
Question
How do cells
obtain the things
they need and get
rid of the things
they don’t?
Cell Transport
Timeframe: 10 days
Key Concept
Objectives
Activities
Teaching Tips
Options
Living systems are
complex and
highly organized;
require matter and
energy; and are
maintained by
allowing only
certain materials to
enter and leave
the cell.
Explain how the process of diffusion,
passive transport, and active
transport occur and why they are
important to cells.
Exploration:
A-KMnO4/ Perfume
Activity
Vocabulary:
-active transport
-endocytosis
-exocytosis
-facilitated diffusion
-hypertonic solution
-hypotonic solution
-isotonic solution
-osmosis
-passive transport
Exploration:
A-Amax Lab
B- Dialysis Lab
Predict the effect of a hypotonic,
hypertonic, and isotonic solution on a
cell
Concept Invention:
-Scaffolded Questions
Expansion:
-Fluid Mosaic (LTF)
-Salt Water/Elodea Lab
Expansion:
-Egg Lab
PASS
Resources
Assessment
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 8
Writing Prompt:
Describe the processes
used to maintain
homeostasis?
Formative:
-Potatoes and Salt Water
-Guided Notes
NPS Teacher’s
Guide
Summative:
Test/Quiz
Biology
Timeline Week 19
Essential
Question
How big is too
big?
Cell Cycle
Timeframe: 5 days
Key Concept
Objectives
Activities
Teaching Tips
Options
Cells progress
though a series of
changes called the
cell cycle.
Sequence the events of the cell cycle.
Exploration:
A-Agar Lab
Vocabulary:
-anaphase
-cancer
-cell cycle
-centromere
-centriole
-chromatin
-chromosome
-cytokinesis
-gene
-interphase
-metaphase
-mitosis
-organ
-organ system
-prophase
-sister chromatid
-spindle
-telophase
Tissue
Exploration:
Describe how the complimentary
nitrogen bases determine the
sequence in replication of DNA.
B-Mitosis Pictures
C-Mitosis Video
Describe how mitosis results in
daughter cells with the same number
and type of chromosomes.
Relate the function of a cell to its
organization in tissues, organs, and
organ systems.
Describe the role of enzymes in the
regulation of the cell cycle.
Distinguish between the events of a
normal cell cycle and the abnormal
events that result in cancer.
Identify ways to potentially reduce the
risk of cancer.
Concept Invention:
-Scaffolded
Questions
Expansion:
-Cell Cycle Virtual
Lab
-DNA Paperclip Lab
Expansion:
-Onion Root tip Lab
-Guided Notes
-Cancer Reading
PASS
Resources
Assessment
Adopted Text-Glencoe
Science: Biology The
Dynamics of Life (2005)
Chapter 8
Writing Prompt:
Why are cells small?
NPS Teacher’s Guide
Summative:
Test/Quiz
www.biology.arizona.edu/cellbiol/activities/cell_cycle.html
Formative:
Biology
Timeline Week 20-21
Essential
Question
What makes it
possible for some
organisms to
change solar
energy into a form
that they can
use?
Energy in the Cell (Photosynthesis)
Timeframe: 8 days
Key Concept
Objectives
Activities
Teaching Tips
Options
Photosynthetic
organisms contain
specialized
structures that
transform light
energy into
chemical energy
that can be passed
on to other
organisms that
consume them.
Explain why organisms need a supply
of energy.
Exploration:
A-Coleus/Geranium Lab
Exploration:
Determine the specific substances
necessary for photosynthetic
processes to take place.
B- Chromatography Lab
Describe how energy is stored and
released by ATP.
Concept Invention:
-Scaffolded Questions
Relate the structure of chloroplasts to
the events in photosynthesis.
Expansion:
-Spectrophotometry
Describe light dependent reactions.
-Photosynthesis
Diagrams
Vocabulary:
-ADP
-ATP
-Calvin Cycle
-chlorophyll
-electron transport
chain
-light dependent
reaction
-light independent
reaction
-NADP+
-photolysis
-photosynthesis
-pigment
Explain the reactions and products of
light independent Calvin Cycle.
C-Elodea Light/Dark Lab
Expansion:
-Guided Notes
-Concept Map (Part 1)
PASS
Resources
Assessment
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 9
Writing Prompt:
NPS Teacher’s
Guide
Formative:
Summative:
Quiz
Biology
Timeline Week 21-22
Essential
Question
Why must both
plants and
animals change
energy before
they can use it?
Energy in the Cell (Respiration)
Timeframe: 7 days
Key Concept
Objectives
Activities
Teaching Tips
Options
Stored energy is
released through
the process of
cellular respiration.
Identify the processes organisms use
to release energy from food.
Exploration:
-Burning Chip Lab
Exploration:
Compare and contrast cellular
respiration and fermentation.
Concept Invention:
-Scaffolded Questions
Vocabulary:
-aerobic
-alcoholic fermentation
-anaerobic
-cellular respiration
-citric acid cycle
-glycolysis
-lactic acid cycle
Expansion:
-Cell Respiration Notes
-Cell Respiration
Diagrams
Expansion:
-Guided Notes
PASS
Resources
Assessment
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 9
Writing Prompt:
Compare and contrast
photosynthesis and cellular
respiration.
-Concept Map (Part 2)
Formative:
NPS Teacher’s
Guide
Summative:
Nine Weeks Test
Biology
Timeline Week 23-24
Essential
Question
What will
determine the
characteristics of
your offspring?
Mendel and Meiosis
Timeframe: 7 days
Key Concept
Objectives
Activities
In meiosis cells
with half the
chromosome
number are
formed.
Relate Mendel’s two laws to results
he obtained in his experiments with
garden peas.
Exploration:
A-Blue People Reading
B-Paper Meiosis Lab
Predict the possible offspring of a
genetic cross by using a Punnett
square.
Analyze how meiosis maintains a
constant number of chromosomes
within a species.
Infer how meiosis leads to variation in
a species.
Relate Mendel’s laws of heredity to
the events of meiosis.
C-Chromosome Dance
Concept Invention:
-Scaffolded Questions
Expansion:
-Venn Diagram
-Sickle Cell Reading
-Punnett Squares
-Text Reading (Chap. 10)
Teaching Tips
Options
Vocabulary:
Exploration:
-allele
-crossing over
-diploid
-dominate
-egg
-fertilization
-gamete
-genetics
-genetic recombination
-genotype
-haploid
-heredity
-heterozygous
-homologous
chromosome
-homozygous
-hybrid
-law of independent
assortment
-law of segregation
-meiosis
-nondisjunction
-phenotype
-pollination
-recessive
-sexual reproduction
-sperm
-trait
-zygote
Expansion:
-Meiosis Reading
-Flower Dissection
-Pea Alleles Lab
-Coin Toss Lab
-Virtual Lab # 10
PASS
Resources
Assessment
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 10
Writing Prompt:
Why aren’t you identical to
your siblings?
NPS Teacher’s
Guide
Describe the process that
results in unique
individuals.
Compare and contrast the
processes of mitosis and
meiosis.
Formative:
Summative:
Quiz/ Test
Biology
Timeline Week 24-25
Essential
Question
Why are
mutations,
especially
beneficial
mutations,
unusual?
DNA and Genes
Timeframe: 8 days
Key Concept
Objectives
Activities
Teaching Tips
Options
The DNA molecule
is the basis of
heredity and its
structure allows it
to be replicated
and code for
specific proteins.
Analyze the structure of DNA.
Exploration:
A-DNA Review
Vocabulary:
-chromosomal
mutation
-codon
-DNA replication
-double helix
-frameshift mutation
-messenger RNA
-mutagen
-mutation
-nitrogenous base
-point mutation
-ribosomal RNA
-transfer RNA
-transcription
-translation
Exploration:
-A-Problem Solving Lab:
Formulate Models (p291)
Determine how the structure of DNA
enables it to reproduce itself
accurately.
Relate the concept of gene to the
sequence of nucleotides in DNA.
B-Protein Synthesis
Concept Invention:
-Scaffolded Questions
Sequence the steps involved in
protein synthesis.
Expansion:
-Sickle Cell Mutation
Wkst
Categorize the different kinds of
mutations that can occur in DNA.
-Video- Cracking the
Code
Compare the effects of different kinds
of mutations on cells and organisms.
-Video-Secret of Photo
51
-Transcribe/Translate
Practice
-B-Problem Solving Lab:
Make and use Tables (p299)
Expansion:
-Transcribe/Translate Color
Sheet
PASS
Resources
Assessment
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 11
Writing Prompt:
Describe the processes
responsible for the traits of
an organism.
Formative:
NPS Teacher’s
Guide
Video: Cracking the
Code
-Protein Synthesis Diagram
Video: Secret of
Photo 51
Summative:
Quiz/ Test
Biology
Timeline Week 26
Essential
Question
Why are boys far
more likely to be
color blind than
their sisters?
Patterns of Heredity and Genetics
Timeframe: 5 days
Key Concept
Objectives
Activities
Teaching Tips
Options
Traits can be
determined by
examining the
inheritance of
dominate and
recessive alleles.
Interpret a pedigree.
Exploration:
A-Pedigrees and
Karyotype Lab
Vocabulary:
-autosome
-carrier
-co-dominant allele
-fetus
-incomplete dominance
-karyotype
-multiple allele
-pedigree
-polygenic inheritance
-sex chromosome
-sex-linked trait
Exploration:
A-Insect Karyotype Lab
Identify Human genetic disorders
caused by inherited recessive alleles.
Predict how a human trait can be
determined by a simple dominate
allele.
Distinguish between alleles for
incomplete dominance and co dominance.
Explain the patterns of multiple allelic
and polygenic inheritances.
Analyze the pattern of sex-linked
inheritance.
Summarize how external and internal
environments affect gene expression.
Identify co-dominance, multiple
allelic, sex-linked, and polygenic
patterns of inheritance in humans.
Distinguish among conditions that
result from extra autosomal or sex
chromosomes.
Concept Development::
-Scaffolded Questions
Expansion:
-DNA Fingerprinting
-Pedigree Problems
-Concept Map
-Heredity PPT
Expansion:
-Electrophoresis
PASS
Resources
Assessment
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 12
Writing Prompt:
Discuss how family genetic
histories affect you and
your children.
Formative:
-Case Studies
NPS Teacher’s
Guide
Summative:
Quiz/ Test
Biology
Timeline Week 27-28
Essential
Question
What evidence is
there that life
forms have
changed over
time?
Evolution
Timeframe: 10 days
Key Concept
Objectives
Activities
Teaching Tips
Options
Biological diversity
and the ability to
respond to stimuli
in the environment
may enhance
survival and
reproductive
success and/or
extinction of the
species.
Summarize Darwin’s theory of natural
selection.
Exploration:
A-Patterns of Form and
Function
Vocabulary:
-adaptive radiation
-allelic frequency
-analogous structure
Exploration:
A-Oh Deer with mutation
cards
B-New Twist on Pick-up
Sticks
-artificial selection
-camouflage
-convergent evolution
-directional selection
-disruptive selection
-divergent evolution
-embryo
-gene pool
-genetic drift
-genetic equilibrium
-geographic isolation
-gradualism
-homologous structure
-mimicry
-natural selection
-polyploidism
-punctuated equilibrium
-reproductive isolation
-speciation
-stabilizing selection
-vestigial structure
B-Peppered Moth
Explain how the structure and
physiological adaptations of
organisms relate to natural selection.
Distinguish among the types of
evidence for evolution
C-Beaks and Feet
D-Bean Lab
Concept Development::
-Scaffolded Questions
Expansion:
-Skeleton Comparison
Lab
-Ratile Birds/ Amphibian
Protein Labs
-Natural Selection and
Allele Frequency (p 414)
C-Breeding Bunnies
PASS
Resources
Assessment
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 15
Writing Prompt:
Describe how variation
among individuals in a
population develops and
how that variation
contributes to changes in
the population over time.
NPS Teacher’s
Guide
Expansion:
-Evolution Guided Notes
Formative:
Concept Map
-Concept Map
Summative:
Quiz/ Test
Biology
Timeline Week 29
Essential
Question
Why do different
organisms require
different gestation
periods?
Reproduction
Timeframe: 5 Days
Key Concept
Objectives
Activities
Teaching Tips
Options
Reproductive
systems make
possible the
continuation of life,
the primary goal of
all organisms.
Identify the structures and functions
of the male and female reproductive
systems.
Exploration:
A-Male Reproductive
Anatomy Diagram
Exploration:
Summarize the internal feedback
control of reproductive hormones.
B-Female Reproductive
Anatomy Diagram
Sequence the stages of the
menstrual cycle.
Concept Development::
-Scaffolded Questions
Vocabulary:
-bulborurethral gland
-cervix
-corpus luteum
-epididymis
-follicle
-implantation
-menstrual cycle
-labor
-oviduct
-ovulation
-prostate gland
-puberty
-scrotum
-semen
-seminal vesicle
-umbilical cord
-vas deferens
Describe the processes of fertilization
and implantation.
Expansion:
-Reproduction Notes
Summarize the events during each
trimester of pregnancy.
-Video: Miracle of Life
Describe the three stages of birth.
Summarize the developmental stages
of humans after they are born.
Expansion:
-Video: Life’s Greatest
Journey
-Video: In the Womb
PASS
Resources
Assessment
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 38
Writing Prompt:
Describe the role of FSH
and LH in the development
of male and female
reproductive structures.
NPS Teacher’s
Guide
Formative:
Video: Miracle of
Life
Video: Life’s
Greatest Journey
Video: In the Womb
Summative:
Quiz/ Test
Biology
Timeline Week 30
Essential
Question
Are viruses
organisms?
Viruses and Bacteria
Timeframe: 5 days
Key Concept
Objectives
Activities
Teaching Tips
Options
Viruses infect
humans through a
series of events at
the cellular level
Identify different kinds of viruses and
their structure.
Exploration:
Vocabulary:
-bacteriophage
-binary fission
-capsid
-chemosynthesis
-conjunction
-endospore
-host cell
-lytic cycle
-lysogenic cycle
-nitrogen fixation
-obligate aerobe
-obligate anaerobe
-prion
-provirus
-retrovirus
-reverse transcriptase
-toxin
-viroid
-virus
Exploration:
Compare and contrast the replication
cycles of viruses.
Concept Development::
-Scaffolded Questions
Expansion:
Compare the types of prokaryotes.
Explain the characteristics and
adaptations of viruses and bacteria
Evaluate the economic importance of
bacteria
Expansion:
Understanding Viruses
PASS
Resources
Assessment
Adopted TextGlencoe Science:
Biology The
Dynamics of Life
(2005) Chapter 18
Writing Prompt:
Explain how a virus is like a
parasite.
NPS Teacher’s
Guide
Summative:
Quiz/ Test
Formative:
Science of HIV