Syllabus for AP Biology 2012-2013
Teacher: Mrs. Lindsay Purdy
Room #: D104
Email: lpurdy@horrycountyschools.net
Teacher Webpage: http://cfh.horrycountyschools.net/cms/One.aspx?portalId=1035165&pageId=1805263
Phone: 843-236-7997 ext 62404
Texts and Lab Manuals:
Biology by Campbell and Reece, 8th edition (2008)
AP Biology Lab Manual by Campbell and Reece (2001)
AP Biology Investigative Labs: An Inquiry-Based Approach by The College Board (2012)
AP Biology lab Manual for Teachers and Students by Carolina Biological Supply Company (2006)
Website for book: http://www.aw-bc.com/campbell/ (see log in info)
Website for essay practice: http://apbio.biosci.uga.edu/exam/Essays/html/index.html
Planning Period: 4th Block (1st semester) and 2nd Block (2nd semester)
The Advance Placement Program (AP) is a collaborative effort among motivated students, dedicated teachers, and committed high
schools, colleges, and universities. This program allows students to take college-level courses and exams, and to earn college credit or
placement, while still in high school. Each course has a corresponding exam that participating schools administer in May. For more
information on this program go to http://www.collegeboard.com/student/testing/ap/about.html
AP Biology adheres to the AP program as prescribed by the CollegeBoard. Candidates for AP Biology should possess high level
reading skills since there are extensive reading assignments from a college textbook. The laboratory work required for success in the
course is intensive, and may require additional time in the lab after the normal school hours. Successful completion of this course, and
acceptable performance levels on the required AP Biology Exam (a standardized test from the CollegeBoard) may result in college
credit as a first-year biology course at the student’s choice of a college or university. AP Biology is presented at the introductory
college level. This course is designed to be taken after successful completion of the first biology and/or chemistry.
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AP Biology has been revised (2012) and the changes in the course has shifted from a traditional “content coverage” model of
instruction to one that focuses on enduring, conceptual understandings and the content that supports them. This approach will enable
students to spend less time on factual recall and more time on inquiry-based learning of essential concepts, and will help them develop
the reasoning skills necessary to engage in the science practices used throughout their study of AP Biology. Students who take an AP
Biology course designed using this curriculum framework as its foundation will also develop advanced inquiry and reasoning skills,
such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across
domains. The result will be readiness for the study of advanced topics in subsequent college courses — a goal of every AP course.
The revised AP Biology course is equivalent to a two-semester college introductory biology course and has been endorsed
enthusiastically by higher education officials.
AP Equity and Access Policy
The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all
willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict
access to AP for students from ethnic, racial and socioeconomic groups that have been traditionally underserved. Schools should make
every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all
students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP
success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved.
AP Biology Big Ideas
Big Idea 1: The process of evolution drives the diversity and unity of life.
Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.
Big Idea 3: Living systems store, retrieve, transmit, and respond to information essential to life processes.
Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties.
Science Practices for AP Biology
A practice is a way to coordinate knowledge and skills in order to accomplish a goal or task. The science practices enable students to establish lines of evidence
and use them to develop and refine testable explanations and predictions of natural phenomena. These science practices capture important aspects of the work
that scientists engage in, at the level of competence expected of AP Biology students.
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Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems.
1.1 The student can create representations and models of natural or man-made phenomena and systems in the domain.
1.2 The student can describe representations and models of natural or man-made phenomena and systems in the domain.
1.3 The student can refine representations and models of natural or man-made phenomena and systems in the domain.
1.4 The student can use representations and models to analyze situations or solve problems qualitatively and quantitatively.
1.5 The student can express key elements of natural phenomena across multiple representations in the domain.
Science Practice 2: The student can use mathematics appropriately.
2.1 The student can justify the selection of a mathematical routine to solve problems.
2.2 The student can apply mathematical routines to quantities that describe natural phenomena.
2.3 The student can estimate numerically quantities that describe natural phenomena.
Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.
3.1 The student can pose scientific questions.
3.2 The student can refine scientific questions.
3.3 The student can evaluate scientific questions.
Science Practice 4: The student can plan and implement data collection strategies appropriate to a particular scientific question.
4.1 The student can justify the selection of the kind of data needed to answer a particular scientific question.
4.2 The student can design a plan for collecting data to answer a particular scientific question.
4.3 The student can collect data to answer a particular scientific question.
4.4 The student can evaluate sources of data to answer a particular scientific question.
Science Practice 5: The student can perform data analysis and evaluation of evidence.
5.1 The student can analyze data to identify patterns or relationships.
5.2 The student can refine observations and measurements based on data analysis.
5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question.
Science Practice 6: The student can work with scientific explanations and theories.
6.1 The student can justify claims with evidence.
6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices.
6.3 The student can articulate the reasons that scientific explanations and theories are refined or replaced.
6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models.
6.5 The student can evaluate alternative scientific explanations.
Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains.
7.1 The student can connect phenomena and models across spatial and temporal scales.
7.2 The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big ideas.
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Instructional Materials:
3- ring binder/notebook with lined paper with 4 dividers- Warmups, Notes, Labs, Other
Composition notebook
Textbook
Pens and pencils, colored pencils/markers/highlighters
Scientific Calculator- TI 83 is recommended
Goggles (optional, but recommended)
Additional materials may be needed for projects
Computer with printer access (media hours are 8:00-3:45 M-F)
Laboratory: Lab safety will be thoroughly covered and should be exercised at all times. The science lab is a lot of fun, but it is not a playground.
It is very important that extreme caution be used with every lab exercise. Please see laboratory safety checklist for details about laboratory safety
and procedures.
A more student-directed, inquiry-based lab experience supports the AP Biology course and AP Course Audit Curricular Requirements, as it
provides opportunities for students to design experiments, collect data, apply mathematical routines and methods, and refine testable explanations
and predictions. The 2012 lab manual, AP Biology Investigative Labs: An Inquiry-Based Approach, supports the recommendation by the National
Science Foundation (NSF) that science teachers build into their curriculum opportunities for students to develop skills in communication,
teamwork, critical thinking, and commitment to lifelong learning. See below.
Big Idea 1: Evolution
Lab 1: Artificial Selection; Lab 2: Mathematical Modeling: Hardy-Weinberg; Lab 3: Comparing DNA Sequences to Understand Evolutionary Relationships with
BLAST
Big Idea 2: Cellular Processes: Energy and Communication
Lab 4: Diffusion and Osmosis; Lab 5: Photosynthesis; Lab 6: Cellular Respiration
Big Idea 3: Genetics and Information Transfer
Lab 7: Cell Division: Mitosis and Meiosis; Lab 8: Biotechnology: Bacterial Transformation; Lab 9: Biotechnology: Restriction
Enzyme Analysis of DNA
Big Idea 4: Interactions
Lab 10: Energy Dynamics; Lab 11: Transpiration; Lab 12: Fruit Fly Behavior; Lab 13: Enzyme Activity
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Absences/Tardiness: The CFHS handbook defines tardy as not being inside the assigned classroom when the tardy bell rings. In my
classroom, every student must be in classroom with proper materials by the time the tardy bell rings. If you are tardy you must sign in.
1st offense: Warning
2nd offense: Administrator Detention
rd
3 offense: OSS until parent conference
4th offense: 1 Day OSS
South Carolina state law requires that high school students cannot accumulate more than 5 absences per class and still receive credit
(regardless of the grade earned). Excused and Unexcused absences will be determined by the attendance office (7:45 am- 3:45 pm).
Late work and makeup tests:
THE STUDENT IS RESPONSIBLE FOR ALL MAKEUP WORK!! Students are expected to complete all assignments by the due
date. Zeros will be given for work that is not completed. All work may be made up. The make-up work is due approximately five
school days after the student’s return. Work (labs, classwork, tests and quizzes) can be made up Tuesdays, Wednesdays, and
Thursdays. An appointment before school or during lunch may be made to make up tests or quizzes on those days.
Late assignments (homework or classwork) will be accepted for a minimum of five points off. Projects and other major assignments
will have a minimum of ten points off for each day late. The teacher reserves the right to make exceptions to this rule on an individual
basis assuming there are exceptional circumstances beyond the student's control. Determination of the existence of exceptional
circumstances will be at the discretion of the teacher.
Grading:
I use a point system to determine your average in this class. Each assignment is given over a specific point value. To determine your
percentage grade for a particular assignment, you divide the number points that you earned on the assignment by the total number of
points possible. All missing assignments receive a zero.
Major Assessments (Tests)
50%
Minor Assessments (Labs, Quizzes, Warmups, Homework)
50%
Letter grades based on school policy:
A
93-100
B
85-92
C
77-84
D
70-76
F
69 and below
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Carolina Forest High School uses the grading program PowerSchool. This technology gives students and parent/guardians access to grades. To
obtain log-in information please see the front office. PARENTS AND STUDENTS ARE RESPONSIBLE FOR STAYING UP-TO-DATE ON
GRADES. The teacher will not send home a progress report unless requested. A student may set up an appointment to discuss grades before or
after school.
CLASS RULES:
Be on time
Be respectful of everyone and their belongings
Be responsible
CLASS PROCEDURES/EXPECTATIONS:
Very Beginning of class: This means the first 5 minutes.
- Sharpen pencil at the beginning of class. A pencil sharpener is located at the front of the room near the bookshelf. If you need to sharpen your pencil after class
has started, please ask permission.
- Turn in any homework, warmups, makeup work or project in the brown box labeled with your block on the table that says “turn in stuff here.” I will collect the
papers after five minutes. If you have not turned in homework by that time, it will be counted late.
- If you are tardy, sign in the blue binder on the desk by the door. Write your name, the date and the time of arrival.
Beginning of class: This means the next 10 minutes.
- Answer the warm-up questions and turn in before the time is up. It is your responsibility to get the information that we went over in any class that you were
absent for. Information will be from readings and previous day lesson.
- Warmups WILL NOT be made up. Attendance is important!
- On some occasions, you may use your notes, but DO NOT talk during this time.
During class:
- Usually we will start class with a review of concepts from the days before. Everyone is encouraged to participate.
- This class is largely discussion based. Student participation is required. There will be limited lecture/note-taking. However, there are PowerPoint presentations
with notes that will be available on my wiki. NOT ALL OF THEM WILL BE COVERED IN CLASS!
- Food and drink will not be allowed in the classroom, which is a science lab. It is a state law and is dangerous.
- Electronics (cell phone, ipods/mp3s, laser pointers) are not to be used or seen. I will confiscate the device immediately and turn it in to administration. See
CFHS policy.
- PROFANITY AND DISRESPECT WILL NOT BE TOLERATED.
- Cheating- Don’t do it. See CFHS handbook.
- Public Display of Affection- Don’t do it. See CFHS handbook.
- Substitutes- They will be treated with respect and courtesy.
End of class: This means the last 5-10 minutes of class.
- This time will be used to review the day’s objective. What did you learn?
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Field trips: Any field trip that our class goes on is considered a school day. Therefore, school policy will apply. Plan ahead and get
assignments and necessary studying done before we leave.
Assessments:
Formative- process used to aid learning by generating feedback for students.
- Examples: warmups, vocabulary tests, mini-posters, question/answer, presentations (powerpoint, prezi, posters, etc),
discussions, design experiment lab reports
Summative- summarizes the development of learners after a period of work, such as a unit.
- Examples: formal lab reports, tests
o Tests will resemble the AP exam. There will be approximately 8 tests the whole year. Generally the test will have
multiple choice questions, short answer, and essay (free response) questions
Rubrics- an authentic assessment tool used to measure students' work. It is a scoring guide that seeks to evaluate a student's
performance based on the sum of a full range of criteria rather than a single numerical score.
- there will be several that you will be given BEFORE the activity so you know exactly how I will grade you
- take advantage of the rubric
The AP Biology Exam- Usually the second Monday in May
IT IS NEW THIS YEAR!! If you buy a test prep book be sure it is current (2013 is recommended)
The AP Biology Exam consists of two sections: multiple choice and free response. Both sections include questions that assess
students’ understanding of the big ideas, enduring understandings, and essential knowledge and the ways in which this understanding
can be applied through the science practices. These may include questions on the following:
• the use of modeling to explain biological principles;
• the use of mathematical processes to explain concepts;
• the making of predictions and the justification of phenomena;
• the implementation of experimental design; and
• the manipulation and interpretation of data.
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The exam is 3 hours long and includes both a 90-minute multiple-choice section and a 90-minute free-response section that begins
with a mandatory 10-minute reading period. The multiple-choice section accounts for half of the student’s exam grade, and the freeresponse section accounts for the other half. Section I, Part A, consists of 63 multiple-choice questions. Part B includes 6 grid-in
questions that require the integration of science and mathematical skills. For the grid-in responses, students will need to
calculate the correct answer for each question and enter it in a grid in the grid-in section on their answer sheet. In Section II, students
should use the mandatory reading period to read and review the questions and begin planning their responses. This section contains
two types of free-response questions (short and long), and the student will have a total of 80 minutes to complete all of the questions.
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LOG IN SHEET
-You will need to keep this sheet in a convenient place for reference
How to Log in and Join a Class to the textbook
-Go to http://wps.aw.com/wps/media/access/Pearson_Default/4929/5047666/login.html.
-
-
-
Under First Time User? – Student click Register
Click on Does your code begin with the letters SE or SS? Click Here.
Under Already have an Access Code? Register your code here Click on Covered Titles->Scroll down to Campbell, Biology 8e AP* Edition and click
->Click on Student Registration->Read and Agree to the Policies and Terms of Agreement-> Under Do you have a Pearson Account click No->Create
your log in and password and WRITE it down at the top of this syllabus
Type in the access code: ________________________________________________
Click Next-> Complete account information (You will have to choose Other for school and type in CFHS)- Type in a VALID email account.->Click
Next
Click Join a Class- Enter Class ID _________________ (Should match with my info)
Click Next and Log in and browse the site
How to Log In and Join the FlyLab website- TBA
How to Log In and Join the Gizmo website
-Go to www.explorelearning.com
-Click Enroll in a Class
-Enter 5NGGRXJVXX as the class code
-Follow instructions
How to Log In and Join the wiki
-Go to http://apbiodiversity.wikispaces.com/
-Click Join and then fill out the information. Make sure you click No where it says make a wiki.
-Once you create a log in I will make you an administrator and you can upload things to certain parts of the wiki.
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Please sign and have your child return this sheet to me.
I have read the introductory letter and reviewed the syllabus. I am aware that Mrs. Purdy’s website contains important information
about her AP Biology course. I am also aware that I need to have access to Powerschool to see grades and missing assignments.
___________________________________
Student name (print)
___________________________________
Parent/Guardian name (print)
___________________________________
Student Signature
___________________________________
Parent/Guardian Signature
______________
Date
*If you have a phone number and/or an e-mail address that could be used for me to communicate with you, please write them below.
________________________________________________________________________
Phone # (work, home or cell)
_______________________________________________________________________
Email
EMAIL OR CALL ME ANYTIME WITH ANY QUESTIONS OR CONCERNS!!!!!
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Look up highlighted (on guide 3) activities and do the new labs (also make a po)
-ask media specialists if my students can come get poster paper
-get answers to all activities if possible
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AP Biology, 2012-13
Introduction: Lab Safety and Procedures, Science as a Process, Claim-Evidence-Reasoning intro- 3-5 days
Text: Campbell & Reece chapter 1
Essential Questions:
-they need to know about concept maps, exit slips, KWL
-where to find their lab notebook
-how to graph
-when notecards for ecology, plants (?)are due
-how to write a formal lab report, essays,
-how to do a powerpoint, prezi, glogster, online notecards
-how to collect volume, temperature, pH, DO (?)
-they need rubrics for the following: general formal lab report, food web activity, Evolution inquiry activities (24.3, 24.9, 24.12), Origin of
Life AP Biology Kit (Coacervate lab), discussions (big part of grade will be participation), claim-evidence-reasoning presentations, general
presentations (i.e. mini-posters, etc- biggest part of grade will be asking good questions, DNA from the Beginning activity, peer review
rubrics, self review rubrics, 3D neuron model
-SEND email to kids with information about notecards, chapter one reading,
-get rolly pollies early
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Day
1
Objectives/Topic/Lesson
Introduction
TSWBAT identify lab safety features of
classroom/lab
TSWBAT apply lab safety procedures
Prep: order Chlorella (and possibly AP lab 12
stuff), get yeast, reserve computer lab for biome
presentation research
Instructional Activities/Labs
- CFHS handbook review (if first block)
- scavenger hunt-room orientation
-Lab safety- (video)-7 minutes
ALT:
- think-pair-share (ppt- 15 min)
-model- game rules activity from workshop-35-40
min
-Read the following articles and discuss the
questions with a partner
http://www.biologycorner.com/worksheets/articles/
(article)ignorance.html
http://www.csicop.org/si/show/field_guide_to_criti
cal_thinking/
http://www.biologycorner.com/worksheets/articles/
(article)fieldguide_critical.html
Homework
-Sign forms
-diagnostic test &
ecology notecards
due in a week
-Log ins- GIZMO,
EDMODO, WIKI
AND TEXTBOOK)
-virtual scientific
method exercise
http://www.biologyco
rner.com/worksheets/
scientific_method_pl
ant_exp.html
(answer questions
1,2,4 on a separate
piece of paper)
- Activity 6.1 Metric
system review
-microscope practice
http://www.biologyco
rner.com/quiz/microq
uiz/index.html#
ECOLOGY
NOTECARDS DUE
MON. AUG 27 AND
AP LAB 11 outline
DUE AUG 27 in lab
notebook
-gizmo (Mystery
powder)/graphing
13
practice->Graph It!: Intro to
graphing- answer
questions (step 6-8)
and submit for
grading?
-read chapter one
2
-Scientific method overview-lab format
-Questions
-Objectives
-Hypotheses
TSWBAT apply all components of the scientific
method to real life scenarios
TSWBAT write a formal lab report, graph data (bar
and line), log on to all websites, measure volume,
measure pH, measure temperature, titrate (?), use a
microscope, [same objective for the next 1-3 days]
- warmup
-notes/activities that will meet objectives- SEE
ACTIVITY on collegeboard website (the
importance of lab work)
-concept map of life
http://www.biologycorner.com/worksheets/concept
map-life.html
-use AP lab 11 to teach writing a lab report
-practice-20 min
->scientific method scenarios
http://www.biologycorner.com/worksheets/sci_met
hod_scenarios.html
ALT:
-notes (ppt)-65 min- give them time to brainstorm
-history of scientific method
http://www.experiment-resources.com/history-ofthe-scientific-method.html
-Gizmo activity-Plant growth
-Yeast lab- mix glucose solution for yeast labbrown sugar (30 g/500ml), set up test tubes for lab,
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etc, print ecology notes
-do lab 1.2 & 1.4 & 1.5
-virtual population growth lab with parameciumhttp://www.biologycorner.com/worksheets/virtual_l
ab_population.html
-microscope activity
http://www.biologycorner.com/worksheets/microsc
ope-advanced.html
3
same as previous day
-warmup
4
Same as previous day
-warmup
5
-warmup
Same as previous day
Start of audit below
- read 1148 (The
Scope of Ecology),
1149, 1151-1159
(concept 52.2)
-skim 1162-1165 &
1168-1171
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Unit 1: ECOLOGY- 15 days
Text: Campbell & Reece chapters 51-56
Essential Questions:
- How do organisms use free energy to maintain organization, growth, and reproduction?
- How do changes in free energy available to organisms result in changes in population size and disruptions to an ecosystem?
- How are biological systems from cells to organisms to populations, communities, and ecosystems affected by complex biotic and
abiotic interactions involving exchange of matter and free energy?
- IN what ways to communities interact within their environments that result in the movement of matter and every?
- In what ways do interactions between and within populations influence patterns of species distribution and amount of local and
global ecosystem changes over time?
- How does the diversity of a species within an ecosystem influence the stability of the ecosystem?
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Day
Objectives/Topic/Lesson
1
Introduction to Ecology terms
TSWBAT Refine scientific models and questions about
the effect of complex biotic and abiotic
interactions on all biological systems,
from cells and organisms to populations,
communities, and ecosystems.
[LO 2.22, SP 1.3, SP 3.2]
2
Animal Behavior
TSWBAT Justify scientific claims, using evidence, to
describe how timing and coordination of
behavioral events in organisms are regulated
by several mechanisms. [LO 2.39, SP 6.1]
Instructional Activities/Labs
-warmup
- concept map with vocabulary words- use student
note cards
-lecture 50-51?
Homework
-prepare for AP lab
11
-Investigation 51.1pill bug responses to
environment be tested
ALT:
-Listmania activity from
http://www.biologycorner.com/worksheets/ecology
_listmania.html
(or do as an activity)
-Biomes activity- 45 min
-> resource http://www.mbgnet.net/
-> save to AP biology folder
-> biology corner has a version that has student
roles on it
->they need to explain WHY and HOW the
distribution of the abiotic and biotic factors affect
their biome
-streamline video about the student’s biome
http://www.biologycorner.com/worksheets/ecology
_article.html
-warmup
-AP lab 11: Animal Behavior (*film for entry 2)
- add a clip from the office where Jim conditions
Dwight with mints- episode: “Phyllis’ wedding
season 3, episode 15)
TSWBAT Analyze data to support the claim that
responses to information and communication
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of information affect natural selection.
[LO 2.38, SP 5.1]
3
TSWBAT Justify scientific claims, using evidence, to
describe how timing and coordination of
behavioral events in organisms are regulated
by several mechanisms. [LO 2.39, SP 6.1]
ALT:
-biomes video-check the ones on streamline~1 hour
-warmup
-FRQ in class (guided)- 2 based on AP lab 11
-> one together and one for homework
ALT
-read 55.1 & 55.2
-quiz/test on chapter 50-51-behavior and intro (15
mc, short answer, lab question)
-begin AP lab 12 (*film for entry 2)
->titration practice- use the one from physical
science (club soda and NaOH)
-> BOD bottle filling practice
-Activity 55.3:
Production pyramids
- Investigation 55.2:
How Do Temperature
and Light Affect
Primary Production?fill out data table
throughout, do
questions #1- submit
-prep for AP lab 12watch Bozeman
TSWBAT Analyze data to support the claim that
responses to information and communication
of information affect natural selection.
[LO 2.38, SP 5.1]
4
TSWBAT Connect concepts in and across domain(s)
to predict how environmental factors affect
responses to information and change
behavior. [LO 2.40, SP 7.2]
PREP (maybe previous day):
-put water samples in fridge, water bath and room
temperature
Alt: titration gizmo with questions
5
TSWBAT Apply mathematical routines to quantities that
describe interactions among living systems
and their environment, which result in the
movement of matter and energy.
[LO 4.14, SP 2.2]
-warmup
- Dissolved oxygen and Aquatic Primary
Production (AP lab 12)
-> activity A- fixation only~45 min
-design experiment
and prepare brief
presentation
18
6
TSWBATPredict the effects of a change of matter or
energy availability on communities.
[LO 4.16, SP 6.4]
TSWBATExplain how biological systems use free energy
based on empirical data that all organisms
require constant energy input to maintain
organization, to grow, and to reproduce.
[LO 2.1, SP 6.2]
TSWBAT Justify a scientific claim that free energy
is required for living systems to maintain
organization, to grow, or to reproduce, but
that multiple strategies exist in different
living systems. [LO 2.2, SP 6.1]
TSWBAT Predict how changes in free energy
availability affect organisms, populations, and
ecosystems. [LO 2.3, SP 6.4]
->part B (day 1)~45 min
->go over questions and nomograph and class data
together
->students make predictions about different
environmental conditions and then design their own
experiment- will make presentations tomorrow
TSWBAT Apply mathematical routines to quantities that
describe interactions among living systems
and their environment, which result in the
movement of matter and energy.
[LO 4.14, SP 2.2]
TSWBATPredict the effects of a change of matter or
-warmup
-student presentations of designed AP lab 12 post
lab
-read p 1232-1233-Activity 55.4: The
Carbon Cycle
-Activity 55.4: The
Nitrogen Cycle
19
energy availability on communities.
[LO 4.16, SP 6.4]
TSWBATExplain how biological systems use free energy
based on empirical data that all organisms
require constant energy input to maintain
organization, to grow, and to reproduce.
[LO 2.1, SP 6.2]
TSWBAT Justify a scientific claim that free energy
is required for living systems to maintain
organization, to grow, or to reproduce, but
that multiple strategies exist in different
living systems. [LO 2.2, SP 6.1]
TSWBAT Predict how changes in free energy
availability affect organisms, populations, and
ecosystems. [LO 2.3, SP 6.4]
7
Community Ecology
TSWBAT Predict the effects of a change in the
community’s populations on the community.
[LO 4.13, SP 6.4]
TSWBAT Use visual representations to analyze
situations or solve problems qualitatively
to illustrate how interactions among living
systems and with their environment result in
the movement of matter and energy.
[LO 4.15, SP 1.4]
8
Community Ecology
TSWBAT Predict the effects of a change in the
community’s populations on the community.
[LO 4.13, SP 6.4]
TSWBAT Use visual representations to analyze
situations or solve problems qualitatively
ALT:
-video (especially N cycle)- use the 15 minute one
on streamline- questions in notes
- warmup
- give students complex food webs without arrowshave them design their own webs-then make
predictions if one thing changed-use boards
-use rubrics to evaluate them and each other
-read p. 1212-1214
-Activity 54.3:
Primary Succession
ALT:
-activity worksheet (may need to bring books or get
access to e-book to answer questions)54.1 and 54.2
(jigsaw) ~45 min
->20 minutes expert
->20 minutes sharing
->10 minute discussion
-11th hour video
-warmup
-review food webs
ALT:
20
to illustrate how interactions among living
systems and with their environment result in
the movement of matter and energy.
[LO 4.15, SP 1.4]
-succession activity-modeling activity- use the
worksheet in the folder?
->20-25 min
-video
->29:07 min
9
TSWBAT Design a plan for collecting data to show
that all biological systems (cells, organisms,
populations, communities, and ecosystems)
are affected by complex biotic and abiotic
interactions. [LO 2.23, SP 4.2, SP 7.2]
-warmup
-Alien plant invasion: a field study project at
saguaro national park: sample study plots on the
football fields
10
TSWBAT Analyze data to identify possible patterns
and relationships between a biotic or
abiotic factor and a biological system (cells,
organisms, populations, communities, or
ecosystems). [LO 2.24, SP 5.1]
-warmup
-analyze data from yesterday’s activity- formulate
hypotheses-use boards
ALT
-activity: estimating population size- 30 min
-online simulation of capture-recapture
http://www.biologycorner.com/flash/mark_recap.s
wf
11
TSWBAT Justify the selection of the kind of data
needed to answer scientific questions
about the interaction of populations within
communities. [LO 4.11, SP 1.4, SP 4.1]
TSWBAT Apply mathematical routines to quantities
that describe communities composed of
populations of organisms that interact in
complex ways. [LO 4.12, SP 2.2]
ALT
-read p. 1174-1179
(Overview and
concept 53.1)
Alt:
-Activity 53.6:
Analyzing AgeStructure Pyramids ?
-Activity 53.1:
Investigating
Survivorship Curvestake notes for a
warmup
- warmup
-GraphIt!: Age
- notes- show how to use the math formulas
Pyramids and
-population growth activity
Population Growth?
->nclark- Interpreting Ecological data
-international population activity on nclark website-
21
ALT:
-11th hour
-Hoot Woods- 60 min (groups decide on numbers if
they don’t get all generations)
->use groups of at least 4
-> laminated instructions located in the box with
the hoot woods pieces
-Human population activity
http://www.biologycorner.com/worksheets/humanp
op_graph.html
12
TSWBAT Justify the selection of the kind of data
needed to answer scientific questions
about the interaction of populations within
communities. [LO 4.11, SP 1.4, SP 4.1]
TSWBAT Apply mathematical routines to quantities
that describe communities composed of
populations of organisms that interact in
complex ways. [LO 4.12, SP 2.2]
13
TSWBATUse representations or models to analyze
quantitatively and qualitatively the effects
of disruptions to dynamic homeostasis in
biological systems. [LO 2.28, SP 1.4]
TSWBAT Explain how the distribution of ecosystems
changes over time by identifying large-scale
events that have resulted in these changes in
the past. [LO 4.20, SP 6.3]
-warmup
- think-pair-share the answers to the questions on p
11 guide 1
-warmup
- Back to the Bay- investigative Cases p 106-118
-students design an experiment
22
14
15
TSWBAT Predict consequences of human actions on
both local and global ecosystems.
[LO 4.21, SP 6.4]
TSWBAT Make scientific claims and predictions about
how species diversity within an ecosystem
influences ecosystem stability.
[LO 4.27, SP 6.4]
-warmup
-small groups choose from ethical papers on gull
and human interactions to explain consequences of
human actions
test
-read p 32-41
-the chemistry of life
worksheet- use as
diagnostic assessment
(some of this group
has had Williams)
- Gizmo- covalent
and ionic bonds
assessment questionsmay need to read p
38-40 to get some
answers
http://www.biologyco
rner.com/worksheets/
biochem_crossword.h
tml
23
Unit 2: BIOCHEMISTRY- 10 days
Text: Campbell & Reece chapters 2-5
-
Essential Questions:
- How do molecules and atoms from the environment build new molecules?
- In what ways do DNA and RNA molecules have similarities and differences that define their function?
In what ways do the subcomponents of biological molecules and their sequences determine the properties of those molecules?
- What interactions between molecules affect their structure and function?
Film during this unit for entry 3 (scientific discussions)
24
Day
1
Objectives/Topic/Lesson
Intro to chemistry
TSWBAT explain chemistry concepts that apply to biological
principles
2
Instructional Activities/Labs
-go over test
-warmup/diagnostic test
-hand out periodic table and go over the basics on
the back
Note: chemistry skills are weak
Note: Need to know WHY ions interact with water
ALT:
-isotope activity/videos- have them find videos
about nuclear medicine, fossil dating and/or …
- Activity 2.1 (guided)- maybe substitute for notes
on day 1,2, or 3
TSWBAT explain chemistry concepts that apply to biological
principles
-warmup
-notes
ALT:
http://molo.concord.org/database/activities/226.htm
l
3
TSWBAT Represent graphically or model quantitatively
the exchange of molecules between an
organism and its environment, and the
subsequent use of these molecules to build
new molecules that facilitate dynamic
homeostasis, growth, and reproduction.
[LO 2.9, SP 1.1, SP 1.4]
- warmup
- class demos- petri dish and straight pin, oil, dye,
detergent- maybe do this at the end for an
assessment- draw what is happening in the dishdescribe oil as a molecule and why is does not mix
- do this in three stations with discussion questions
Homework
-activity 2.3 (all of
the activities:
Covalent,
nonpolar/polar, ionic,
H bonds
ALT
-read p 146-148
(chapter 8.2)
-Activity 8.3: The
Structure of ATP
Alt:
- read 3.2- The
Solvent of Life
and answer #20-21
on the reading guide,
print and write in
25
that students will need to answer- see guide 3
ALT
Buffer lab
4
5
TSWBAT Represent graphically or model quantitatively
the exchange of molecules between an
organism and its environment, and the
subsequent use of these molecules to build
new molecules that facilitate dynamic
homeostasis, growth, and reproduction.
[LO 2.9, SP 1.1, SP 1.4]
- warmup
-kids set up the same activity as before for a regular
bio class (Nathan or Billy)
TSWBATExplain the connection between the sequence
and the subcomponents of a biological
polymer and its properties. [LO 4.1, SP 7.1]
TSWBAT Refine representations and models to explain
how the subcomponents of a biological
polymer and their sequence determine the
properties of that polymer. [LO 4.2, SP 1.3]
TSWBAT Use models to predict and justify that
changes in the subcomponents of a biological
polymer affect the functionality of the
molecule. [LO 4.3, SP 6.1, SP 6.4]
-warmup
-The chemical building blocks of life: building
macromolecules (same one as last year) -activity
cut it out
answers as pre-lab
-read about water
properties and answer
the questions on page
6 in workbook
(activity 3.1)
-organic compounds
concept map
ALT:
-substitute activity 3.1 for notes
ALT:
-acids/bases worksheet
http://www.biologycorner.com/worksheets/acids_b
ases_coloring.html
-Intro to carbs http://www.wisconline.com/objects/ViewObject.aspx?ID=AP13104
-read p. 4.3 and fill in
notes
- Activity 4.2:
Isomers- 15 min
-Activity 4.3:
Functional Groups
->just do the first part
and draw the
molecule with it
labeled once you get
the right answer
ALT
26
6
7
TSWBAT Construct explanations based on evidence
of how variation in molecular units provides
cells with a wider range of functions.
[LO 4.22, SP 6.2]
TSWBAT Analyze data to identify how molecular
interactions affect structure and function.
[LO 4.17, SP 5.1]
- warmup
-notes
-use models to answer questions on p 22 guide 1
-read 5.3 and 5.5
-answer p 77 #1
(draw for
comparison), and p
89 #2
-Read 5.4 ans answer
p 86 #1-3
-Activity 5.4: Protein
Functions
-Activity 5.4: Protein
Structure
-organic compounds
ALT
-Gizmo: Dehydration
synthesis (assessment
questions)
-read 5.1 fill in notes
ALT
- notes- student notes- videos, etc.
-activity 4.1/5.1 -guided
-practice memorizing functional groups
-start homework
-need more practice with isomers
-picture perfect activity- they need to have read 5.15.3 and 8.4
Catch up/review
27
8
test
ALT activities for unit
-amino acid matching game
http://www.quia.com/mc/66109.html
-intro http://www.wisconline.com/objects/ViewObject.aspx?ID=AP13204
-Activity 8.4: How Enzymes Work
- read 5.2 p 74 1-2
Unit 3: CELLS- 15 days
Text: Campbell & Reece chapters 6, 7, 11
-
Essential Questions:
How do surface-area-to-volume ratios affect the ability of biological systems to obtain necessary resources or eliminate waste
products
- How is growth and dynamic homeostasis maintained by the constant movement of molecules across membranes?
- In what ways do eukaryotic cells’ internal membranes and organelles contribute to cell functions?
28
-
Day
1
How do cells communicate, transmit, and receive chemical signals, and how does signal transmission within and between cells
mediate gene expression and cell function?
Objectives/Topic/Lesson
In notes add p 17 from workbook
PREP: order DPIP and fungus (AP lab 3)
Instructional Activities/Labs
Homework
-warmup
-cell structure discussion/introduction
- notes (use reading guide)- microscopy, surface
area and intro to endomembrane systems (see ppt)Activity 6.4 Endomembrane system
-microscopes- human wrist cells, onion cell,
blastocysts of fish- maybe more clear instructions
ALT
-read chapter 6 and
use the activities in
all sections to fill in
notes
-cell structure gizmo
with assessment
29
and microscope skills activity (-microscope activity
p 29- 2.1-2.4 ~60 min)
- jigsaw
-> Activity: Cilia and Flagella (guided)
->Activity: Cell junctions (guided)
->Activity 6.7: Review animal cell structure and
function and Review of plant cell structure and
function (guided)
2
TSWBAT Use calculated surface area-to-volume ratios
to predict which cell(s) might eliminate
wastes or procure nutrients faster by
diffusion. [LO 2.6, SP 2.2]
TSWBAT Explain how cell size and shape affect the
overall rate of nutrient intake and the rate of
waste elimination. [LO 2.7, SP 6.2
3
TSWBAT Justify the selection of data regarding the
types of molecules that an animal, plant, or
bacterium will take up as necessary building
blocks and excrete as waste products.
[LO 2.8, SP 4.1]
questions (maybe
modify the student
work that’s on the
website)
- Investigation 6.1:
What Is the Size and
Scale of Our World?all questions just
need a guessimated
number of the size
ALT:
 How does juvenon (antiaging supplement)
prevent aging of mitochondria? [saw this in
a commericial- see website]
 Presentation with lyceium microscope pics
(see program on laptop)
 Cell activity in lab manual p 41
- warmup
- AP Biology Investigative Labs (2012)Investigation 4: Osmosis and Diffusion- procedure
1
-warmup
- Investigation 4: Osmosis and Diffusionprocedure 2-3
ALT
-read chapter 7 and
fill in notes
-prep for presentation
30
4
5
TSWBAT Represent graphically or model quantitatively
the exchange of molecules between an
organism and its environment, and the
subsequent use of these molecules to build
new molecules that facilitate dynamic
homeostasis, growth, and reproduction.
[LO 2.9, SP 1.1, SP 1.4]
TSWBAT Use representations and models to pose
scientific questions about the properties of
cell membranes and selective permeability
based on molecular structure.
[LO 2.10, SP 1.4, SP 3.1]
TSWBAT Construct models that connect the movement
of molecules across membranes with
membrane structure and function.
[LO 2.11, SP 1.1, SP 7.1, SP 7.2]
TSWBAT Justify the selection of data regarding the
types of molecules that an animal, plant, or
bacterium will take up as necessary building
blocks and excrete as waste products.
[LO 2.8, SP 4.1]
TSWBAT Represent graphically or model quantitatively
the exchange of molecules between an
organism and its environment, and the
subsequent use of these molecules to build
new molecules that facilitate dynamic
homeostasis, growth, and reproduction.
[LO 2.9, SP 1.1, SP 1.4]
TSWBAT Use representations and models to pose
scientific questions about the properties of
cell membranes and selective permeability
based on molecular structure.
[LO 2.10, SP 1.4, SP 3.1]
TSWBAT Construct models that connect the movement
of molecules across membranes with
membrane structure and function.
[LO 2.11, SP 1.1, SP 7.1, SP 7.2]
TSWBAT Use representations and models to analyze
situations or solve problems qualitatively and
quantitatively to investigate whether dynamic
ALT
-start eggsperiment
-> go over hypothesis
-> construct data table
- Investigation 4: Osmosis and Diffusionprocedure 2-3
-membrane readingchp 7 p 125, 127-134
?????
-write hypothesis for
eggsperiment
ALT
-p 19-20 in workbook
-read p 768-770 and
fill in chapter 36
reading guide #13-23
-LabBench go to part
in Key concepts that
explains water
potential
-warmup
-design an experiment to figure out which flask has
31
6
homeostasis is maintained by the active
movement of molecules across membranes.
[LO 2.12, SP 1.4]
TSWBAT Explain how internal membranes and
organelles contribute to cell functions.
[LO 2.13, SP 6.2]
TSWBAT Use representations and models to describe
differences in prokaryotic and eukaryotic
cells. [LO 2.14, SP 1.4]
the specific sucrose solutions- see page 24 guide 1
TSWBAT Construct explanations of cell communication
through cell-to-cell direct contact or through
chemical signaling. [LO 3.34, SP 6.2]
TSWBAT Create representation(s) that depict how
cell-to-cell communication occurs by direct
contact or from a distance through chemical
signaling. [LO 3.35, SP 1.1]
-warmup
- X-2 theme park ride- discuss physiological
symptoms-KWL
-fight or flight response video and discussion
ALT: p 21-25 in workbook
ALT
-read AP lab 1procedure for
Activity B & C and
answer #4-6 on p S-6
alt
- activity A of AP lab 1- teacher demo
- plasmolysis in onion skin cells (also on day 4)
-eggsperiment (water to salt)
7
TSWBAT Use representation(s) and appropriate models
to describe features of a cell signaling
pathway. [LO 3.33, SP 1.4]
-warmup
- Dropping signals activity-shows cell signaling
-read and summarize “The Inside Story of Cell
Communication”
ALT
-prelab on water potential and procedures
-Diffusion and Osmosis (AP Lab 1)- no formal lab
report questions only- parts B (30 min) and C (C
32
stays overnight and I need to assign molarity for
this one)- 30 minutes (60 min total)
- eggsperiment- vinegar to water
8
9
TSWBAT Explain how signal pathways mediate gene
expression, including how this process can
affect protein production. [LO 3.22, SP 6.2]
TSWBAT Use representations to describe mechanisms
of the regulation of gene expression.
[LO 3.23, SP 1.4]
-warmup
-the hedgehog pathway- Waterman and Stanley
TSWBAT Describe a model that expresses key
elements to show how change in signal
transduction can alter cellular response.
[LO 3.38, SP 1.5]
TSWBAT Justify claims based on scientific evidence
that changes in signal transduction pathways
can alter cellular response. [LO 3.37, SP 6.1]
TSWBAT Construct an explanation of how certain drugs
affect signal reception and, consequently,
signal transduction pathways.
[LO 3.39, SP 6.2
-warmup
- continue hedgehog activity- students
blog/facebook about the activity and signal
transduction
ALT:
- video: signal transduction ~ intro to chp 11 (you
tube- part 1 of 2 and 2 of 2)- 15 min. – questions?may need to move to day 9
- mass potatoes from activity C
-> need transparencies AND they need 2
graphs
- go over data/questions- 20 min
-finish chp 7- transport theater
ALT
-read chp 11 p 206210 (role and
receptors) section
11.1 &11.2 –fill out
notes
-lab questions
(report) due in 2 days
ALT
-Activity 11.1:
Overview of cell
signaling
-Activity 11.2:
reception
ALT:
-Receptor activity with play do- 30-40 min
-> to check your partners understanding they must
33
repeat without using the book
-Cell signaling articles on website with questions
-Investigation 11.1: How Do Cells Communicate
with Each Other?- due in 2 days- questions #1, 2
(no explanation),3-8- maybe do this as a class in
computer lab
10
11
TSWBAT Describe basic chemical processes for cell
communication shared across evolutionary
lines of descent. [LO 3.31, SP 7.2]
TSWBAT Generate scientific questions involving cell
communication as it relates to the process of
evolution. [LO 3.32, SP 3.1]
- warmup
- intro amino acid analysis/catch up…
ALT
-notes/reading in class/playdo
- begin case study discussion (introduce function of
viagra)
-warmup
-review/catch up
http://www.quia.com/cb/83507.html
ALT
-apoptosis
- case study ~ 30 min. (or as hmk)- pair share
- Viagra article with questions (class set)
- cookieliscious lab- intro to mitosis- p 232-233only do this if students want to decorate them at
home
- color phases –need color pencils
12
test
ALT
-Activity 11.3: Signal
Transduction
Pathways
-Activity 11.4: Build
a Signaling Pathway
-read case study and
prepare for discussion
ALT
-mitosis phase
readings- 232-233
-read and fill in notes
-Activity 12.1: the
role of cell division
(contains nudity)
-Investigation: How
much time do cells
spend in each phase
(just fill in chart and
print it off and turn
in)
ALT
- read AP lab 3
34
ALT:
-Cancer- The Enemy Within video
-Mitosis- Phase Time in Cells
-Protein Makes Cancer Cells Self-Destruct article
- Bioconnect activity
-p 61-64 in workbook
background only
- Activity 12.2- The
Cell Cycle
-Activity 12. 2:
Mitosis and
Cytokinesis Video
(not animation)
-Activity 12.3Causes of Cancer
-read p 162-167 and
cell respiration in
cliffs notes- reprint
from 3rd edition
-print reading guide
and fill out #3, 4, 5,
32 (from book) #10
(from reading)
-p 35-36 from
workbook
Unit 4:METABOLISM AND ENZYMES- 15 days
Text: Campbell & Reece chapters 8-10
-
Essential Questions:
In what ways do all living systems require a constant input of free energy?
How do organisms capture and store free energy for use in biological processes?
How do interactions between molecules affect their structure and function?
35
Film during this unit for entry 3 (scientific discussions)
Day
1
Objectives/Topic/Lesson
TSWBAT explain concepts of cellular
metabolism
Need to review gas laws- use modeling-
Instructional Activities/Labs
Homework
-warmup
ALT
- notes- some of chp 8- (bioflix)- use reading guide- -Read over lab 5 intro
go through glycolysis
-read p 45-46 in
cliffs-use pics on p
166 &170
ALT:
-Activity 9.2:
-Aerobic Respiration lab
Glycolysis
36
pV=nRT
R= 8.3144621 J/mol * K
SOAK PEAS
PUT PEAS ON WET PAPER TOWL AND
PUT IN PLASTIC BAG AND STORE IN
WARM DARK PLACE OVERNIGHT
2
TSWBAT Predict how changes in free energy
availability affect organisms, populations and
ecosystems. [LO 2.3, SP 6.4]
TSWBAT Analyze data to identify how molecular
interactions affect structure and function.
[LO 4.17, SP 5.1]
TSWBAT Justify a scientific claim that free energy
is required for living systems to maintain
organization, to grow, or to reproduce, but
that multiple strategies exist in different
living systems. [LO 2.2, SP 6.1]
3
TSWBAT Justify a scientific claim that free energy
is required for living systems to maintain
organization, to grow, or to reproduce, but
that multiple strategies exist in different
living systems. [LO 2.2, SP 6.1]
-activity 9.1 in workbook p 35
- intro AP lab 5 setup- ?
- Toothpickase lab
-workbook p. 13-16??
Workbook pages 27-34??
- 8.4 investigation: how to read a graph
- Notes- energy-substitute activity 8.1
- Potato Lab- the effects of an enzyme
-mello jello
- Activity 9.3: The
Citric Acid Cycle
-warmup
-AP Biology Investigative Labs: Investigation 13Enzyme Activity (modified AP lab 2)
-exit slip that answers the questions on p 28 of
guide 1
ALT:
-Equation rearrangement
-Every breath you take
-modeling-45 min- make tangible model (poster,
drawing, playdo, etc) to explain to a neighbor
-warmup
- go over lab
-Activity 9.4:
Electron Transport
- Activity 9.5:
Fermentation
ALT
- CO2 production by germinating seeds
-> setup and check in a few days
37
-fermentation lab- need to put yeast in dark
-inquiry activity-Bean Brew
4
5
TSWBAT Predict how changes in free energy
availability affect organisms, populations, and
ecosystems. [LO 2.3, SP 6.4]
TSWBAT Use representations to pose scientific
questions about what mechanisms and
structural features allow organisms to
capture, store, and use free energy.
[LO 2.4, SP 1.4, SP 3.1]
TSWBAT Explain how biological systems use free
energy based on empirical data that all
organisms require constant energy input
to maintain organization, to grow, and to
reproduce. [LO 2.1, SP 6.2]
-warmup
-AP Biology Investigative Labs (2012):
Investigation 6-Cellular Respiration
TSWBAT Predict how changes in free energy
availability affect organisms, populations, and
ecosystems. [LO 2.3, SP 6.4]
TSWBAT Use representations to pose scientific
questions about what mechanisms and
structural features allow organisms to
capture, store, and use free energy.
[LO 2.4, SP 1.4, SP 3.1]
TSWBAT Explain how biological systems use free
energy based on empirical data that all
organisms require constant energy input
to maintain organization, to grow, and to
reproduce. [LO 2.1, SP 6.2]
- warmup
-go over AP lab 5 – 20 min
-> use four corner strategy, to answer the questions
on page 29 of guide 1
- AP lab 5- need at least 50 minutes
(maybe give whole class time and have the whole
lab due at the end of the block)
ALT:
-photosynthesis lab with Coleus leaf
-photosynthesis l
-paper chromatography and visible spectrum
ALT
-read p. 192-197
- Investigation: How
Does Paper
Chromatography
Separate Plant
Pigments?- just know
about Rf value and
procedure
-Read AP lab 4
(Investigation: How
Is the Rate of
Photosynthesis
Measured? Shows
how to do lab)
-read p. 192-197
- Activity 10.1: The
Sites of
Photosynthesis
-Activity 10.1:
Overview of
PhotosynthesisActivity 10.4:
38
Start prep for AP lab 4B
activity
- AP lab A- chromatography lab with spinach-35
min
*bring a black light
6
TSWBAT Justify the scientific claim that organisms
share many conserved core processes
and features that evolved and are widely
distributed among organisms today.
[LO 1.16, SP 6.1]
TSWBAT Construct explanations of the mechanisms
and structural features of cells that allow
organisms to capture, store, or use free
energy. [LO 2.5, SP 6.2]
TSWBAT Construct explanations based on scientific
evidence as to how interactions of subcellular
structures provide essential functions.
[LO 4.5, SP 6.2]
TSWBAT Apply mathematical routines to quantities
that describe interactions among living
systems and their environment, which result
in the movement of matter and energy.
[LO 4.14, SP 2.2]
- warmup
- AP Biology Investigative Labs (2012):
Investigation 5-Photosynthesis (floating leaf disk
procedure)- design the experiment
- notes- photosynthesis – light reactions
-models (like cell respiration)
7
TSWBAT Justify the scientific claim that organisms
share many conserved core processes
and features that evolved and are widely
distributed among organisms today.
[LO 1.16, SP 6.1]
TSWBAT Construct explanations of the mechanisms
and structural features of cells that allow
organisms to capture, store, or use free
energy. [LO 2.5, SP 6.2]
TSWBAT Construct explanations based on scientific
evidence as to how interactions of subcellular
-warmup
- AP Biology Investigative Labs (2012):
Investigation 5-Photosynthesis (floating leaf disk
procedure)- conduct experiment and start writing
formal lab report
- AP lab 4 – need whole class block- 3 spec 20need
to share
Photosynthesis in Dry
Climates
ALT
-finish lab
-read 200-202
- Activity 10.2: The
Light Reactions
-Activity 10.3: The
Calvin Cycle
39
structures provide essential functions.
[LO 4.5, SP 6.2]
TSWBAT Apply mathematical routines to quantities
that describe interactions among living
systems and their environment, which result
in the movement of matter and energy.
[LO 4.14, SP 2.2]
ALT:
May have to do a second AP lab 4 day
8
TSWBAT Predict how changes in free energy
availability affect organisms, populations,
and ecosystems. [LO 2.3, SP 6.4]
Use representations to pose scientific
questions about what mechanisms and
structural features allow organisms to
capture, store, and use free energy.
[LO 2.4, SP 1.4, SP 3.1]
TSWBAT Make a prediction about the interactions of
subcellular organelles. [LO 4.4, SP 6.4]
TSWBAT Construct explanations based on scientific
evidence as to how interactions of subcellular
structures provide essential functions.
[LO 4.5, SP 6.2]
TSWBAT Use representations and models to analyze
situations qualitatively to describe how
interactions of subcellular structures, which
possess specialized functions, provide
essential functions. [LO 4.6, SP 1.4]
-warmup
-go over lab
-in groups (of 4) pose scientific questions about
factors that affect transpiration rates-predict rates,
pose explanations, use representations to analyze
-design an experiment?
9
TSWBAT Predict how changes in free energy
availability affect organisms, populations,
and ecosystems. [LO 2.3, SP 6.4]
Use representations to pose scientific
questions about what mechanisms and
structural features allow organisms to
capture, store, and use free energy.
[LO 2.4, SP 1.4, SP 3.1]
TSWBAT Make a prediction about the interactions of
subcellular organelles. [LO 4.4, SP 6.4]
-warmup
-AP Biology lab 9 (transitioned to be inquiry based)
40
TSWBAT Construct explanations based on scientific
evidence as to how interactions of subcellular
structures provide essential functions.
[LO 4.5, SP 6.2]
TSWBAT Use representations and models to analyze
situations qualitatively to describe how
interactions of subcellular structures, which
possess specialized functions, provide
essential functions. [LO 4.6, SP 1.4]
10
11
TSWBAT Predict how changes in free energy
availability affect organisms, populations,
and ecosystems. [LO 2.3, SP 6.4]
Use representations to pose scientific
questions about what mechanisms and
structural features allow organisms to
capture, store, and use free energy.
[LO 2.4, SP 1.4, SP 3.1]
TSWBAT Make a prediction about the interactions of
subcellular organelles. [LO 4.4, SP 6.4]
TSWBAT Construct explanations based on scientific
evidence as to how interactions of subcellular
structures provide essential functions.
[LO 4.5, SP 6.2]
TSWBAT Use representations and models to analyze
situations qualitatively to describe how
interactions of subcellular structures, which
possess specialized functions, provide
essential functions. [LO 4.6, SP 1.4]
-warmup
-students work in lab groups to design powerpoint
(or prezi) to present lab results (post to wiki)
-warmup
-student presentations
41
-catchup
12
-warmup
-catchup
13
-warmup
-catchup
14
-warmup
-catchup/review
15
-TEST
ALT
-read p 262-269
- Monohybrid cross
concept 14.1
-SpongeBob genetics
- Do genes determine
our future?
Unit 5: HEREDITY- 20 days
Text: Campbell & Reece chapters 12-15
Essential Questions:
- How is heritable information passed to the next generation in eukaryotes, and how do changes in genotype result in changes in
phenotype of an organism?
- In what ways does the chromosomal basis of inheritance provide an understanding of the patterns of transmission of genes from
parent to offspring, and how are inheritance patterns of many traits explained other than through simple Mendelian genetics?
- What multiple processes increase genetic variation in biological systems, and how do environmental factors influence the expression
of the genotype in an organism?
- In what ways does the diversity of a species within an ecosystem influence the stability of the ecosystem?
42
Film during this unit for entry 3 (scientific discussions)
Day
1
Objectives/Topic/Lesson
TSWBAT Connect concepts in and across domains to
show that timing and coordination of specific
events are necessary for normal development
in an organism and that these events are
regulated by multiple mechanisms.
[LO 2.31, SP 7.2]
TSWBAT Use a graph or diagram to analyze
situations or solve problems (quantitatively
or qualitatively) that involve timing and
coordination of events necessary for normal
development in an organism. [LO 2.32, SP 1.4]
TSWBAT Justify scientific claims with scientific
evidence to show that timing and
coordination of several events are necessary
Instructional Activities/Labs
-warmup
-mitosis/meiosis introduction-Khan video (use as
notes)
Homework
ALT
- Labels phases of
meiosis worksheet
-Modeling mitosis & meiosis
-> mitosis/meiosis on the table (may need to relaminate)- beads
->class set of instructions- 25 minutes
-look at cells in various stages
43
for normal development in an organism and
that these events are regulated by multiple
mechanisms. [LO 2.33, SP 6.1]
TSWBAT Connect concepts in and across domain(s)
to predict how environmental factors affect
responses to information and change
behavior. [LO 2.40, SP 7.2]
TSWBAT Create representations or models to describe
nonspecific immune defenses in plants and
animals. [LO 2.30, SP 1.1, SP 1.2]
2
TSWBAT Connect concepts in and across domains to
show that timing and coordination of specific
events are necessary for normal development
in an organism and that these events are
regulated by multiple mechanisms.
[LO 2.31, SP 7.2]
TSWBAT Use a graph or diagram to analyze
situations or solve problems (quantitatively
or qualitatively) that involve timing and
coordination of events necessary for normal
development in an organism. [LO 2.32, SP 1.4]
TSWBAT Justify scientific claims with scientific
evidence to show that timing and
coordination of several events are necessary
for normal development in an organism and
that these events are regulated by multiple
mechanisms. [LO 2.33, SP 6.1]
TSWBAT Connect concepts in and across domain(s)
to predict how environmental factors affect
responses to information and change
behavior. [LO 2.40, SP 7.2]
TSWBAT Create representations or models to describe
nonspecific immune defenses in plants and
animals. [LO 2.30, SP 1.1, SP 1.2]
ALT:
-Dihybrid corn lab
- workbook pages 61-63
-p 57-60 in workbook
- warmup
- AP Biology Investigative Labs (2012):
Investigation 7-Mitosis and Meiosis
ALT
-test cross (genetics
problems)
-Punnet practice
Activity 14.2:
Gregor's Garden-fill
out the activity sheet
-workbook page 65
(put in notes)
-work on presentation
(14.4 Investigation:
How do you diagnose
a genetic disorder?
-read section 14.2 and
be able to do
problems like the
concept check
-Activity 14.1dihybrid cross
-read section 14.3
&14.4 OR p 94-95 in
cliffs
- pedigree practice-
44
I’m my own grandpa
-spongebob genetics
incomplete
dominance sheet
- blood type activityvirtual lab OR
making babies OR
Using Blood tests OR
use the kit from the
mosquito workshop
in summer 2011
3
TSWBAT Connect concepts in and across domains to
show that timing and coordination of specific
events are necessary for normal development
in an organism and that these events are
regulated by multiple mechanisms.
[LO 2.31, SP 7.2]
TSWBAT Use a graph or diagram to analyze
situations or solve problems (quantitatively
or qualitatively) that involve timing and
coordination of events necessary for normal
development in an organism. [LO 2.32, SP 1.4]
TSWBAT Justify scientific claims with scientific
evidence to show that timing and
coordination of several events are necessary
for normal development in an organism and
that these events are regulated by multiple
mechanisms. [LO 2.33, SP 6.1]
TSWBAT Connect concepts in and across domain(s)
to predict how environmental factors affect
responses to information and change
behavior. [LO 2.40, SP 7.2]
TSWBAT Create representations or models to describe
nonspecific immune defenses in plants and
animals. [LO 2.30, SP 1.1, SP 1.2]
- warmup
- AP Biology Investigative Labs (2012):
Investigation 7-Mitosis and Meiosis –record data in
lab notebook
ALT
- read p 288- 289 p.
292-296 OR p 95-97
in cliffs
-finish presentation
-blood typing activity
(virtual)
45
4
TSWBAT Connect concepts in and across domains to
show that timing and coordination of specific
events are necessary for normal development
in an organism and that these events are
regulated by multiple mechanisms.
[LO 2.31, SP 7.2]
TSWBAT Use a graph or diagram to analyze
situations or solve problems (quantitatively
or qualitatively) that involve timing and
coordination of events necessary for normal
development in an organism. [LO 2.32, SP 1.4]
TSWBAT Justify scientific claims with scientific
evidence to show that timing and
coordination of several events are necessary
for normal development in an organism and
that these events are regulated by multiple
mechanisms. [LO 2.33, SP 6.1]
TSWBAT Connect concepts in and across domain(s)
to predict how environmental factors affect
responses to information and change
behavior. [LO 2.40, SP 7.2]
TSWBAT Create representations or models to describe
nonspecific immune defenses in plants and
animals. [LO 2.30, SP 1.1, SP 1.2]
-warmup
-HeLa cells and karotype pictures to compare
normal v cancerous cells
46
5
TSWBAT Connect concepts in and across domains to
show that timing and coordination of specific
events are necessary for normal development
in an organism and that these events are
regulated by multiple mechanisms.
[LO 2.31, SP 7.2]
TSWBAT Use a graph or diagram to analyze
situations or solve problems (quantitatively
or qualitatively) that involve timing and
coordination of events necessary for normal
development in an organism. [LO 2.32, SP 1.4]
TSWBAT Justify scientific claims with scientific
evidence to show that timing and
coordination of several events are necessary
for normal development in an organism and
that these events are regulated by multiple
mechanisms. [LO 2.33, SP 6.1]
TSWBAT Connect concepts in and across domain(s)
to predict how environmental factors affect
responses to information and change
behavior. [LO 2.40, SP 7.2]
TSWBAT Create representations or models to describe
nonspecific immune defenses in plants and
animals. [LO 2.30, SP 1.1, SP 1.2]
-warmup
-modeling meioses
-look at Sordoria
6
TSWBAT Construct a representation that connects the
process of meiosis to the passage of traits
from parent to offspring.
[LO 3.12, SP 1.1, SP 7.2]
TSWBAT Apply mathematical routines to determine
Mendelian patterns of inheritance provided
by data sets. [LO 3.14, SP 2.2]
TSWBAT Construct explanations of the influence of
environmental factors on the phenotype of an
organism. [LO 4.23, SP 6.2]
-warmup
-Chi square M & M’s activity (use data from last
year and just give them some candy?)
- start Genetics of Drosophilia (AP lab 7)- use the
virtual lab
ALT
- read p 297- 298 OR
p 95-97 in cliffs
-15.3 activity with
linked genes
47
7
8
TSWBAT Make scientific claims and predictions about
how species diversity within an ecosystem
influences ecosystem stability.
[LO 4.27, SP 6.4]
TSWBAT Predict the effects of a change in an
environmental factor on the genotypic
expression of the phenotype. [LO 4.24, SP 6.4]
ALT:
- Human Karyotype probability
TSWBAT Construct a representation that connects the
process of meiosis to the passage of traits
from parent to offspring.
[LO 3.12, SP 1.1, SP 7.2]
TSWBAT Apply mathematical routines to determine
Mendelian patterns of inheritance provided
by data sets. [LO 3.14, SP 2.2]
TSWBAT Construct explanations of the influence of
environmental factors on the phenotype of an
organism. [LO 4.23, SP 6.2]
TSWBAT Make scientific claims and predictions about
how species diversity within an ecosystem
influences ecosystem stability.
[LO 4.27, SP 6.4]
TSWBAT Predict the effects of a change in an
environmental factor on the genotypic
expression of the phenotype. [LO 4.24, SP 6.4]
- warmup
-AP lab 7 cont
TSWBAT Construct a representation that connects the
process of meiosis to the passage of traits
from parent to offspring.
[LO 3.12, SP 1.1, SP 7.2]
TSWBAT Apply mathematical routines to determine
Mendelian patterns of inheritance provided
by data sets. [LO 3.14, SP 2.2]
TSWBAT Construct explanations of the influence of
environmental factors on the phenotype of an
-warmup
- AP lab 7 (part 2- go over)- print the 2003 FRQ for
this lab
ALT:
- Activity 15.4 Polyploidy plants (if we don’t do
AP lab 7)
ALT
-Investigation 15.2:
What Can Fruit Flies
Reveal About
Inheritance?
-DNA extraction
virtual lab
- AP lab 7
-read section 15.215.5 OR p 97-98 in
cliffs
-Read section 16.1
and 16.3 OR p107
and p 116 (DNA
organization) in
Cliffs
48
organism. [LO 4.23, SP 6.2]
TSWBAT Make scientific claims and predictions about
how species diversity within an ecosystem
influences ecosystem stability.
[LO 4.27, SP 6.4]
TSWBAT Predict the effects of a change in an
environmental factor on the genotypic
expression of the phenotype. [LO 4.24, SP 6.4]
9
10
Explain deviations from Mendel’s model of
the inheritance of traits. [LO 3.15, SP 6.5]
Explain how the inheritance patterns of many
traits cannot be accounted for by Mendelian
genetics. [LO 3.16, SP 6.3]
Describe representations of an appropriate
example of inheritance patterns that cannot
be explained by Mendel’s model of the
inheritance of traits. [LO 3.17, SP 1.2]
Explain the connection between genetic
variations in organisms and phenotypic
variations in populations. [LO 3.26, SP 7.2]
Predict how a change in genotype, when
expressed as a phenotype, provides a
variation that can be subject to natural
selection. [LO 3.24, SP 6.4, SP 7.2]
Explain deviations from Mendel’s model of
the inheritance of traits. [LO 3.15, SP 6.5]
Explain how the inheritance patterns of many
traits cannot be accounted for by Mendelian
genetics. [LO 3.16, SP 6.3]
Describe representations of an appropriate
example of inheritance patterns that cannot
be explained by Mendel’s model of the
inheritance of traits. [LO 3.17, SP 1.2]
Explain the connection between genetic
variations in organisms and phenotypic
variations in populations. [LO 3.26, SP 7.2]
Predict how a change in genotype, when
expressed as a phenotype, provides a
-warmup
-genetics problems- in groups
- activity- predicting disorders (nclark) ~15 min
- practice problems book and study guide thing ~
20-30 min
-warmup
-genetics problems
49
variation that can be subject to natural
selection. [LO 3.24, SP 6.4, SP 7.2]
11
12
13
14
15
16
17
18
19
20
TSWBAT Pose questions about ethical, social, or
medical issues surrounding human genetic
disorders. [LO 3.13, SP 3.1]
TSWBAT Pose questions about ethical, social, or
medical issues surrounding human genetic
disorders. [LO 3.13, SP 3.1]
-warmup
-catch up
-warmup
- Sickle Cell Bioinformatics
-warmup
- Sickle Cell Bioinformatics
-warmup
-catchup/review
-warmup
-catchup/review
-warmup
-catchup/review
-warmup
-catchup/review
-warmup
-catchup/review
-warmup
-catchup/review
-test
50
Unit 6: MOLECULAR GENETICS- 30 days
Text: Campbell & Reece chapters 16-21
Essential Questions:
- How is DNA, and in some cases RNA, the primary source of heritable information?
- How does gene regulation result in differential gene expression, leading to cell specialization?
- In what ways do a variety of intercellular and intracellular signal transmissions mediate gene expression?
- How does viral replication result in genetic variation, and how can viral infection introduce genetic variation into the hosts?
- How do interactions between external stimuli and regulated gene expression result in specialization of cells, tissues, and organs?
51
START WISCONSIN FAST PLANTS FOR EVOLUTION - MAY NEED 7 WEEKS
Day
1
Objectives/Topic/Lesson
TSWBAT Justify the selection of data from historical
investigations that support the claim that
DNA is the source of heritable information.
[LO 3.2, SP 4.1]
Instructional Activities/Labs
-warmup
-molecular genetics intro
- extraction of DNA of wheat germ- use centrifuge
(need a lab for this)~ 30-40 min
-start scavenger hunt-DNAi Timeline
ALT:
- Have your DNA and eat it too!
Homework
ALT
- read section 16.2
OR p 107-109 in
Cliffs
- DNA replication
activity (need to
design questions)
TCACAG
complement (focus
52
- Student designed DNA and bring in to answer
questions about
2
TSWBAT Justify the selection of data from historical
investigations that support the claim that
DNA is the source of heritable information.
[LO 3.2, SP 4.1]
-warmup
-scavenger hunt
-start work on poster series- see p 42 guide 1
3
TSWBAT Justify the selection of data from historical
investigations that support the claim that
DNA is the source of heritable information.
[LO 3.2, SP 4.1]
-warmup
-present posters to class or other regular biology
class
4
TSWBAT explain concepts of replication,
transcription, and translation
-warmup
--intro to replication, transcription, and translation
5
TSWBAT Construct scientific explanations that use the
structures and mechanisms of DNA and RNA
to support the claim that DNA and, in some
cases, that RNA are the primary sources of
heritable information. [LO 3.1, SP 6.5]
TSWBAT Connect evolutionary changes in a population
over time to a change in the environment.
[LO 1.5, SP 7.1]
TSWBAT Describe representations and models that
illustrate how genetic information is copied
for transmission between generations.
[LO 3.3, SP 1.2]
TSWBAT Justify the claim that humans can manipulate
-warmup
-AP Biology Investigative Labs (2012):
Investigation 8- Bacterial Transformation (former
AP lab 6) intro
Alt:
- 3D DNA modelhttp://www.ncbe.reading.ac.uk/DNA50/cutout.html
-Cell survival video (powerpoint)?
on vocabulary for
replication)
-DNA packing
activity 16.3
ALT
- replication coloring
activity
- transcription and
translation worksheet
~15-20 min
- transcription
activity
ALT
- read section 17.117.3 OR p 111-115
-17.1 Investigation:
How is a metabolic
pathway analyzed? –
answer questions (use
p327 in textbook to
help you) - watch the
house episode #115
53
“The mob rules” (the
final diagnosis is
OTC deficiency and
that is in the
investigation that was
for homework)warmup grade
-Activity 16.2: DNA
Replication: A Closer
Look
heritable information by identifying at least
two commonly used technologies.
[LO 3.5, SP 6.4]
TSWBAT Predict how a change in a specific DNA or
RNA sequence can result in changes in gene
expression. [LO 3.6, SP 6.4]
6
7
TSWBAT Construct scientific explanations that use the
structures and mechanisms of DNA and RNA
to support the claim that DNA and, in some
cases, that RNA are the primary sources of
heritable information. [LO 3.1, SP 6.5]
TSWBAT Connect evolutionary changes in a population
over time to a change in the environment.
[LO 1.5, SP 7.1]
TSWBAT Describe representations and models that
illustrate how genetic information is copied
for transmission between generations.
[LO 3.3, SP 1.2]
TSWBAT Justify the claim that humans can manipulate
heritable information by identifying at least
two commonly used technologies.
[LO 3.5, SP 6.4]
TSWBAT Predict how a change in a specific DNA or
RNA sequence can result in changes in gene
expression. [LO 3.6, SP 6.4]
TSWBAT Construct scientific explanations that use the
structures and mechanisms of DNA and RNA
to support the claim that DNA and, in some
cases, that RNA are the primary sources of
heritable information. [LO 3.1, SP 6.5]
TSWBAT Connect evolutionary changes in a population
over time to a change in the environment.
-warmup
-AP Biology Investigative Labs (2012):
Investigation 8- Bacterial Transformation (former
AP lab 6)
-warmup
-AP Biology Investigative Labs (2012):
Investigation 8- Bacterial Transformation (former
AP lab 6)
54
8
9
[LO 1.5, SP 7.1]
TSWBAT Describe representations and models that
illustrate how genetic information is copied
for transmission between generations.
[LO 3.3, SP 1.2]
TSWBAT Justify the claim that humans can manipulate
heritable information by identifying at least
two commonly used technologies.
[LO 3.5, SP 6.4]
TSWBAT Predict how a change in a specific DNA or
RNA sequence can result in changes in gene
expression. [LO 3.6, SP 6.4]
TSWBAT Construct scientific explanations that use the
structures and mechanisms of DNA and RNA
to support the claim that DNA and, in some
cases, that RNA are the primary sources of
heritable information. [LO 3.1, SP 6.5]
TSWBAT Connect evolutionary changes in a population
over time to a change in the environment.
[LO 1.5, SP 7.1]
TSWBAT Describe representations and models that
illustrate how genetic information is copied
for transmission between generations.
[LO 3.3, SP 1.2]
TSWBAT Justify the claim that humans can manipulate
heritable information by identifying at least
two commonly used technologies.
[LO 3.5, SP 6.4]
TSWBAT Predict how a change in a specific DNA or
RNA sequence can result in changes in gene
expression. [LO 3.6, SP 6.4]
TSWBAT Construct scientific explanations that use the
structures and mechanisms of DNA and RNA
to support the claim that DNA and, in some
cases, that RNA are the primary sources of
heritable information. [LO 3.1, SP 6.5]
TSWBAT Connect evolutionary changes in a population
over time to a change in the environment.
[LO 1.5, SP 7.1]
TSWBAT Describe representations and models that
illustrate how genetic information is copied
-warmup
-AP Biology Investigative Labs (2012):
Investigation 8- Bacterial Transformation (former
AP lab 6)
-warmup
-students investigate several real life applications of
genetic transformations related to manipulation of
DNA
-display findings on mini-posters
55
10
for transmission between generations.
[LO 3.3, SP 1.2]
TSWBAT Justify the claim that humans can manipulate
heritable information by identifying at least
two commonly used technologies.
[LO 3.5, SP 6.4]
TSWBAT Predict how a change in a specific DNA or
RNA sequence can result in changes in gene
expression. [LO 3.6, SP 6.4]
TSWBAT Construct scientific explanations that use the
structures and mechanisms of DNA and RNA
to support the claim that DNA and, in some
cases, that RNA are the primary sources of
heritable information. [LO 3.1, SP 6.5]
TSWBAT Connect evolutionary changes in a population
over time to a change in the environment.
[LO 1.5, SP 7.1]
TSWBAT Describe representations and models that
illustrate how genetic information is copied
for transmission between generations.
[LO 3.3, SP 1.2]
TSWBAT Justify the claim that humans can manipulate
heritable information by identifying at least
two commonly used technologies.
[LO 3.5, SP 6.4]
TSWBAT Predict how a change in a specific DNA or
RNA sequence can result in changes in gene
expression. [LO 3.6, SP 6.4]
-warmup
-present posters
ALT: Codon Bingo
11
TSWBAT explain concepts of replication,
transcription, and translation, gene expression
- warmup
- notes
- activity- protein synthesis simulation
12
TSWBAT explain concepts of replication,
transcription, and translation, gene expression
- warmup
- From Gene to Protein webquest due at end of unit
ALT
- tRNA and protein building activity
ALT
-finish classwork
-read section 17.4 OR
p 111-115
ALT
- read section 18.1
OR p 118-119
(Regulation of gene
expression) in cliffs
-workbook page 103
56
13
TSWBAT explain concepts of replication,
transcription, and translation, gene expression
- warmup
- notes- chp 18 (stop at embryonic development)reading guide?
- lac operon computer activity 18.1
-Inquiry activity: Silencing the Hedgehog Pathway
Alt:
-workbook pages 105-106
14
TSWBAT explain concepts of replication,
transcription, and translation, gene expression
- warmup
- activity with oncogenes/protoncogenes
(BIOCONNECT)
ALT
-read section 17.5 OR
p 116 (Mutations) in
Cliffs
- causes of cancer
activity 18.5
-workbook p 107-108
ALT
- read chapter 19 OR
p 117-118 in cliffs
- workbook p 109
ALT:
-Major Breakthroughs in stem cell research
-Cancer treatment lab
15
TSWBAT explain concepts of replication,
transcription, and translation, gene expression
- warmup
- notes and Kahn video (24 min)
-HIV video- streamline- 20 min
ALT
-p111-112 in
Workbook
- activities 19.2
ALT:
- inquiry activity- The Donor’s Dilemma
- The Hot Zone article- copy a class set of chapter
one as an introduction
http://www.richardpreston.net/books/hz.html
57
-
have them read about Richard Preston also
http://www.richardpreston.net/about.html
Jurassic Park (the unmuseum article- nclark
16
TSWBAT Describe a model that represents evolution
within a population. [LO 1.25, SP 1.2]
TSWBAT Justify the claim that humans can manipulate
heritable information by identifying at least
two commonly used technologies.
[LO 3.5, SP 6.4]
TSWBAT Describe the connection between the
regulation of gene expression and observed
differences between different kinds of
organisms. [LO 3.18, SP 7.1]
TSWBAT Describe the connection between the
regulation of gene expression and observed
differences between individuals in a
population. [LO 3.19, SP 7.1]
- warmup
-AP Biology Investigative Labs (2012):
Investigation 9-Biotechnology: Restriction Enzyme
Analysis of DNA
17
TSWBAT Describe a model that represents evolution
within a population. [LO 1.25, SP 1.2]
TSWBAT Justify the claim that humans can manipulate
heritable information by identifying at least
two commonly used technologies.
[LO 3.5, SP 6.4]
TSWBAT Describe the connection between the
regulation of gene expression and observed
differences between different kinds of
organisms. [LO 3.18, SP 7.1]
TSWBAT Describe the connection between the
regulation of gene expression and observed
differences between individuals in a
population. [LO 3.19, SP 7.1]
- warmup
-AP Biology Investigative Labs (2012):
Investigation 9-Biotechnology: Restriction Enzyme
Analysis of DNA
ALT
-read book and cliffs
about restriction
enzymes
-read lab for DNA
scissors
-activity 20.1
restriction enzymes
58
18
19
20
TSWBAT Describe a model that represents evolution
within a population. [LO 1.25, SP 1.2]
TSWBAT Justify the claim that humans can manipulate
heritable information by identifying at least
two commonly used technologies.
[LO 3.5, SP 6.4]
TSWBAT Describe the connection between the
regulation of gene expression and observed
differences between different kinds of
organisms. [LO 3.18, SP 7.1]
TSWBAT Describe the connection between the
regulation of gene expression and observed
differences between individuals in a
population. [LO 3.19, SP 7.1]
TSWBAT Describe representations and models
illustrating how genetic information is
translated into polypeptides. [LO 3.4, SP 1.2]
TSWBAT Explain how the regulation of gene
expression is essential for the processes and
structures that support efficient cell function.
[LO 3.20, SP 6.2]
TSWBAT Use representations to describe how gene
regulation influences cell products and
function. [LO 3.21, SP 1.4]
TSWBAT Explain how signal pathways mediate gene
expression, including how this process can
affect protein production. [LO 3.22, SP 6.2]
TSWBAT Use representations to describe mechanisms
of the regulation of gene expression.
[LO 3.23, SP 1.4]
TSWBAT Create a visual representation to illustrate
how changes in a DNA nucleotide sequence
can result in a change in the polypeptide
produced. [LO 3.25, SP 1.1]
TSWBAT Describe representations and models
illustrating how genetic information is
- warmup
-AP Biology Investigative Labs (2012):
Investigation 9-Biotechnology: Restriction Enzyme
Analysis of DNA
-warmup
-DNA from the Beginning: Molecules of Genetics
Activities 21-24-DO THIS AFTER THEY LEARN
PROTEIN SYNTHESIS
-warmup
59
21
22
translated into polypeptides. [LO 3.4, SP 1.2]
TSWBAT Explain how the regulation of gene
expression is essential for the processes and
structures that support efficient cell function.
[LO 3.20, SP 6.2]
TSWBAT Use representations to describe how gene
regulation influences cell products and
function. [LO 3.21, SP 1.4]
TSWBAT Explain how signal pathways mediate gene
expression, including how this process can
affect protein production. [LO 3.22, SP 6.2]
TSWBAT Use representations to describe mechanisms
of the regulation of gene expression.
[LO 3.23, SP 1.4]
TSWBAT Create a visual representation to illustrate
how changes in a DNA nucleotide sequence
can result in a change in the polypeptide
produced. [LO 3.25, SP 1.1]
TSWBAT Describe representations and models
illustrating how genetic information is
translated into polypeptides. [LO 3.4, SP 1.2]
TSWBAT Explain how the regulation of gene
expression is essential for the processes and
structures that support efficient cell function.
[LO 3.20, SP 6.2]
TSWBAT Use representations to describe how gene
regulation influences cell products and
function. [LO 3.21, SP 1.4]
TSWBAT Explain how signal pathways mediate gene
expression, including how this process can
affect protein production. [LO 3.22, SP 6.2]
TSWBAT Use representations to describe mechanisms
of the regulation of gene expression.
[LO 3.23, SP 1.4]
TSWBAT Create a visual representation to illustrate
how changes in a DNA nucleotide sequence
can result in a change in the polypeptide
produced. [LO 3.25, SP 1.1]
TSWBAT Describe representations and models
illustrating how genetic information is
translated into polypeptides. [LO 3.4, SP 1.2]
-DNA from the Beginning: Molecules of Genetics
Activities 21-24
-warmup
-DNA from the Beginning: Molecules of Genetics
Activities 21-24 presentations
-DNA from the Beginning: Molecules of Genetics
Activities 21-24 presentations
60
23
24
TSWBAT Explain how the regulation of gene
expression is essential for the processes and
structures that support efficient cell function.
[LO 3.20, SP 6.2]
TSWBAT Use representations to describe how gene
regulation influences cell products and
function. [LO 3.21, SP 1.4]
TSWBAT Explain how signal pathways mediate gene
expression, including how this process can
affect protein production. [LO 3.22, SP 6.2]
TSWBAT Use representations to describe mechanisms
of the regulation of gene expression.
[LO 3.23, SP 1.4]
TSWBAT Create a visual representation to illustrate
how changes in a DNA nucleotide sequence
can result in a change in the polypeptide
produced. [LO 3.25, SP 1.1]
TSWBAT Construct an explanation of how viruses
introduce genetic variation in host organisms.
[LO 3.29, SP 6.2]
TSWBAT Use representations and appropriate models
to describe how viral replication introduces
genetic variation in the viral population.
[LO 3.30, SP 1.4]
TSWBAT Refine representations to illustrate how
interactions between external stimuli and
gene expression result in specialization of
cells, tissues, and organs. [LO 4.7, SP 1.3]
TSWBAT Construct explanations based on evidence
of how variation in molecular units provides
cells with a wider range of functions.
[LO 4.22, SP 6.2]
TSWBAT Compare and contrast processes by which
genetic variation is produced and maintained
in organisms from multiple domains.
[LO 3.27, SP 7.2]
TSWBAT Construct an explanation of how viruses
introduce genetic variation in host organisms.
[LO 3.29, SP 6.2]
TSWBAT Use representations and appropriate models
to describe how viral replication introduces
-warmup
-graffiti carousel- tobacco mosaic virus
-warmup
-graffiti carousel- tobacco mosaic virus
61
25
23
24
25
26
27
28
genetic variation in the viral population.
[LO 3.30, SP 1.4]
TSWBAT Refine representations to illustrate how
interactions between external stimuli and
gene expression result in specialization of
cells, tissues, and organs. [LO 4.7, SP 1.3]
TSWBAT Construct explanations based on evidence
of how variation in molecular units provides
cells with a wider range of functions.
[LO 4.22, SP 6.2]
TSWBAT Compare and contrast processes by which
genetic variation is produced and maintained
in organisms from multiple domains.
[LO 3.27, SP 7.2]
TSWBAT Construct an explanation of how viruses
introduce genetic variation in host organisms.
[LO 3.29, SP 6.2]
TSWBAT Use representations and appropriate models
to describe how viral replication introduces
genetic variation in the viral population.
[LO 3.30, SP 1.4]
TSWBAT Refine representations to illustrate how
interactions between external stimuli and
gene expression result in specialization of
cells, tissues, and organs. [LO 4.7, SP 1.3]
TSWBAT Construct explanations based on evidence
of how variation in molecular units provides
cells with a wider range of functions.
[LO 4.22, SP 6.2]
TSWBAT Compare and contrast processes by which
genetic variation is produced and maintained
in organisms from multiple domains.
[LO 3.27, SP 7.2]
-warmup
-graffiti carousel- tobacco mosaic virus
Catch up
Catch up
Catch up
Catch up
Catch up
Catch up
62
29
30
Review
Test
ALT activities for unit
- DNA extraction
- DNA scissors
- sickle cell RFLPs
- DNA goes to races
- practice pipetting- 20-30 min
- intro to gel- cast gels today( 20 min- can store gel
in buffer until next day)
- Carolina lab ~ 20-30 min
- Outbreak- viral DNA activity
- Sickle cell Diagnosis
-Genetic Engineering cartoons
-PCR activity- workbook pages 117-118
ALT
- virtual lab
(McDougall)- unit 3
OR
-activity 20.2- Gel
Electrophoresis of
DNA
-Investigation 20.2How can a gel be
used to analyze
DNA?
- virtual lab p 79
- Investigation 20.1
How can antibiotic
resistant plasmid
transform E coli?
- read background of
lab
- Activity- 22.3investigationantibiotic
resistance??
Unit 7: EVOLUTION- 25 days
Text: Campbell & Reece chapters 22-26
Essential Questions:
- How is natural selection a major mechanism of evolution, and in what ways does it act on phenotypic variations in a population?
- In what ways do organisms share many conserved core processes and features, and how do phylogenetic trees and cladograms
graphically represent or model evolutionary history?
- What hypotheses exist with supporting scientific evidences, including mathematical models, about the natural origin of life on Earth?
- What changes in genotype may affect phenotypes that are subject to natural selection?
63
Day
1
Objectives/Topic/Lesson
TSWBAT Evaluate evidence provided by data from
many scientific disciplines that support
biological evolution. [LO 1.9, SP 5.3]
TSWBAT Connect scientific evidence from many
scientific disciplines to support the modern
concept of evolution. [LO 1.12, SP 7.1]
Instructional Activities/Labs
-warmup
-Evolution videos
 The Making of the fittest: Natural
activity)Selection and Adaptation
(video and
 Icons of Science~ 20+ with
questions
Homework
-read section 22.122.3
-read CliffsEvolution: Review
64
 Elements of Biology: Biological
Evolution-56+min- has video quiz at
end
ALT:
The Ultimate Journey
The Smoking Crater
Human Evolution activityhttp://www.pbs.org/wgbh/aso/tryit/evolution/shock
wave.html
-Video: Battle between Faith and Science
Fossil Lake article
hawaii born of fire (NOVA)
Scopes Trial Activity- The Butler Act (need at least
20 students)
2
TSWBAT Design a plan to answer scientific questions
regarding how organisms have changed over
time, using information from morphology,
biochemistry, and geology. [LO 1.11, SP 4.2]
TSWBAT Construct and/or justify mathematical
models, diagrams, or simulations that
represent processes of biological evolution.
[LO 1.13, SP 1.1, SP 2.1]
-warmup
- notes –student notes- people involved~20-25 min
- students do graphic organizer identifying
characterstics in organisms that they can see change
over time
-discuss concept check 22.3 in Campbell & Reece
ALT:
-p 127 in workbook. Darwin vs Lamarck
-read CliffsEvolution: Evidence
for Evolution
- prepare for AP
Biology Investigative
Labs (2012):
Investigation 1:
Artificial Selection
65
3
4
5
TSWBAT Convert a data set from a table of numbers
that reflect a change in the genetic makeup
of a population over time and apply
mathematical methods and conceptual
understandings to investigate the cause(s)
and effect(s) of this change.
[LO 1.1, SP 1.5, SP 2.2]
TSWBAT Evaluate evidence provided by data to
qualitatively and quantitatively investigate
the role of natural selection in evolution.
[LO 1.2, SP 2.2, SP 5.3]
TSWBAT Apply mathematical methods to data from a
real or simulated population to predict what
will happen to the population in the future.
[LO 1.3, SP 2.2]
-warmup
-AP Biology Investigative Labs (2012):
Investigation 1: Artificial Selection- maybe start
them during Mendelian genetics
TSWBAT Convert a data set from a table of numbers
that reflect a change in the genetic makeup
of a population over time and apply
mathematical methods and conceptual
understandings to investigate the cause(s)
and effect(s) of this change.
[LO 1.1, SP 1.5, SP 2.2]
TSWBAT Evaluate evidence provided by data to
qualitatively and quantitatively investigate
the role of natural selection in evolution.
[LO 1.2, SP 2.2, SP 5.3]
TSWBAT Apply mathematical methods to data from a
real or simulated population to predict what
will happen to the population in the future.
[LO 1.3, SP 2.2]
-warmup
- create mini posters with data- peer and teacher
reviewed- maybe present if there is time
- natural selection activity- Evolution lab (nclark)
TSWBAT Convert a data set from a table of numbers
that reflect a change in the genetic makeup
of a population over time and apply
mathematical methods and conceptual
understandings to investigate the cause(s)
and effect(s) of this change.
[LO 1.1, SP 1.5, SP 2.2]
-warmup
- student presentations/catch up
Alt: Making A Model Molecular Clock
ALT:
- Dogs and more dogs (NOVA)
-p131-132 workbook
-natural selection simulation (biology corner)
-139-143 ?????
ALT:
ALT
-Investigation 22.3:
How Do
Environmental
Changes Affect a
Population?
#1,2,4,7,9 (submit
electronically)
-read section 23.4 in
textbook
-read CliffsEvolution: Natural
Selection
ALT
- read CliffsEvolution: Sources of
Variation
- skim chapter 23
(focus on the terms
that you saw in the
Cliffs reading)
Billy’s homework
sheet
ALT
-read section 23.2
- read CliffsEvolution: Genetic
Equilibrium
66
6
TSWBAT Evaluate evidence provided by data to
qualitatively and quantitatively investigate
the role of natural selection in evolution.
[LO 1.2, SP 2.2, SP 5.3]
TSWBAT Apply mathematical methods to data from a
real or simulated population to predict what
will happen to the population in the future.
[LO 1.3, SP 2.2]
peppered moth simulation (frequency dependent
…)
- p 139-143 worksheet-effects of selection
TSWBAT Apply mathematical methods to data from a
real or simulated population to predict what
will happen to the population in the future.
[LO 1.3, SP 2.2]
- warmup
- notes- Hardy Weinberg- p. 133-137 (A Quick
Review of hardy-Weinberg Populations Genetics)
in workbook (guided practice) ~20min
- hardy- Weinberg practice problems
ALT:
- goldfish/ starburst activity- maybe do first-10
min- instructions are laminated
-p 147- 148 (from Billy) How populations can
evolve
7
TSWBAT Evaluate data-based evidence that describes
evolutionary changes in the genetic makeup
of a population over time. [LO 1.4, SP 5.3]
Connect evolutionary changes in a population
over time to a change in the environment.
[LO 1.5, SP 7.1]
-warmup
- read Buskirk and Gillen, Inquiry in Action:
Interpreting Scientific Papers, Article 7: " Tracking
the Long-Term Decline and Recovery of an
Isolated Population" ; analyze and explain (maybe
-Activity 23.3:
Causes of
Evolutionary Change
ALT:
-Investigation 23.2:
How Can Frequency
of Alleles Be
Calculated? #1-4
(SHOW WORK)
ALT
- read p 490-491
(Exploring
Reproductive
Barriers), section
67
TSWBAT Justify data from mathematical models based
on the Hardy-Weinberg equilibrium to analyze
genetic drift and the effects of selection in
the evolution of specific populations.
[LO 1.7, SP 2.1]
assign for homework the night before)
ALT
-AP lab 8: population genetics and Evolution
->do whole thing in class
->5 minutes-tasting PTC
->15 minutes breeding
-> 30+ min for questions.
8
TSWBAT Make predictions about the effects of genetic
drift, migration, and artificial selection on the
genetic makeup of a population.
[LO 1.8, SP 6.4]
TSWBAT Use evidence to justify a claim that a
variety of phenotypic responses to a single
environmental factor can result from different
genotypes within the population.
[LO 4.25, SP 6.1]
TSWBAT Use theories and models to make scientific
claims and/or predictions about the effects of
variation within populations on survival and
fitness. [LO 4.26, SP 6.4]
- warmup
- discuss article from previous day
ALT:
- notes- reproductive barriers-speciationmacroevolution theories
-design your species and tell the story (see ppt
slide)- ADD THE FOLLOWING TO A QUIZmini FRQ
-> describe organism
-> speciation (allopatric, punctuated??)
-> location
->cause of variation (mutation???)
->natural selection mechanism (CLSRFV)
-> etc.
-A Step in Speciation-Salamander
24.2 in textbook
-read CliffsEvolution:
Speciation,
Maintaining
Reproductive
Isolation, Patterns of
Evolution
-finish lab questionsdue tomorrow
-fill out notes for the
next day (so I can
limit lecture)
ALT
-read section 25.3
-speciation activity-p
145-146
-read coacervates
background/pre-lab
68
-examining the fossil record activity
-Article: Did Life Begin in Ice (goes with
Coacervate lab)- Discover February 2008
-Becoming Human activity
9
TSWBAT describe major events of Earth’s history
-warmup
-notes-intro
ALT:
-p 151-154 in workbook
- Hand out chart for computer activity for
homework
What wiped Out the Dinosaurs-Climate Change
The Day After Tomorrow
-Phospholipid Vesicle Formation- attached to
coacervates lab
10
TSWBAT Analyze data related to questions of
speciation and extinction throughout the
Earth’s history. [LO 1.20, SP 5.1]
TSWBAT Design a plan for collecting data to
investigate the scientific claim that speciation
and extinction have occurred throughout the
Earth’s history. [LO 1.21, SP 4.2]
-warmup
- student will begin Carboniferous period mural
ALT
-Investigation 25.1:
How Did Life Begin
on Early Earth?- fill
out the chart
-Activity 25.3: The
History of Life- fill
out the chart
- read section 25.3 in
textbook
-read CliffsEvolution: The
Origin of Life (focus
on Endosymbiotic
theory)
TBA
ALT
-go over homework-chart
-notes- endosymbiosis and types of evolution trends
- endosymbiosis activity
69
11
TSWBAT Use data from a real or simulated
population(s), based on graphs or models
of types of selection, to predict what will
happen to the population in the future.
[LO 1.22, SP 6.4]
TSWBAT Justify the selection of data that address
questions related to reproductive isolation
and speciation. [LO 1.23, SP 4.1]
TSWBAT Describe a model that represents evolution
within a population. [LO 1.25, SP 1.2]
TSWBAT Evaluate given data sets that illustrate
evolution as an ongoing process.
[LO 1.26, SP 5.3]
-warmup
-Students will analyze then discuss inquiry
activities in chapter 24- Figures 24.3, 24.9, 24.12
12
TSWBAT Describe a scientific hypothesis about the
origin of life on Earth. [LO 1.27, SP 1.2]
Evaluate scientific questions based on
hypotheses about the origin of life on Earth.
[LO 1.28, SP 3.3]
TSWBAT Describe the reasons for revisions of scientific
hypotheses of the origin of life on Earth.
[LO 1.29, SP 6.3]
-warmup
- watch NOVA video (Revealing the Origins of
Life)
-students take notes and answer the questions on
page 18 (guide 3)
13
TSWBAT Evaluate scientific hypotheses about the
origin of life on Earth. [LO 1.30, SP 6.5]
TSWBAT Evaluate the accuracy and legitimacy of data
to answer scientific questions about the
origin of life on Earth. [LO 1.31, SP 4.4]
TSWBAT Justify the selection of geological, physical,
and chemical data that reveal early Earth
conditions. [LO 1.32, SP 4.1]
- warmup
-Article: Did Life Begin in Ice (goes with
Coacervate lab)- Discover February 2008
- start Coacervates Activity/ Proteinoid
Microspheres (NEED TO ORDER STUFF-ex lava
rock)
14
TSWBAT Evaluate scientific hypotheses about the
- warmup
70
origin of life on Earth. [LO 1.30, SP 6.5]
TSWBAT Evaluate the accuracy and legitimacy of data
to answer scientific questions about the
origin of life on Earth. [LO 1.31, SP 4.4]
TSWBAT Justify the selection of geological, physical,
and chemical data that reveal early Earth
conditions. [LO 1.32, SP 4.1]
-students examine various models of the origin of
life
-continue Coacervates Activity/ Proteinoid
Microspheres- Design an experiment that will test
various factors that will affect Coacervates
15
TSWBAT Evaluate scientific hypotheses about the
origin of life on Earth. [LO 1.30, SP 6.5]
TSWBAT Evaluate the accuracy and legitimacy of data
to answer scientific questions about the
origin of life on Earth. [LO 1.31, SP 4.4]
TSWBAT Justify the selection of geological, physical,
and chemical data that reveal early Earth
conditions. [LO 1.32, SP 4.1]
- warmup
- students write formal lab reports and design a
powerpoint/prezi to show results
-need rubric
16
TSWBAT Pose scientific questions about a group of
organisms whose relatedness is described by
a phylogenetic tree or cladogram in order to
(1) identify shared characteristics, (2) make
inferences about the evolutionary history of
the group, and (3) identify character data that
could extend or improve the phylogenetic
tree. [LO 1.17, SP 3.1]
TSWBAT Pose scientific questions about a group of
organisms whose relatedness is described by
a phylogenetic tree or cladogram in order to
(1) identify shared characteristics, (2) make
inferences about the evolutionary history of
the group, and (3) identify character data that
-warmup
-students introduced to BLAST
-catchup
17
-warmup
- formulate, test, and revise hypotheses to
investigate and compare gene sequences
-start AP Biology Investigative Labs (2012):
Investigation 3: Comparing DNA Sequences to
71
could extend or improve the phylogenetic
tree. [LO 1.17, SP 3.1]
Understand Evolutionary Relationships with BLAST
18
TSWBAT Pose scientific questions about a group of
organisms whose relatedness is described by
a phylogenetic tree or cladogram in order to
(1) identify shared characteristics, (2) make
inferences about the evolutionary history of
the group, and (3) identify character data that
could extend or improve the phylogenetic
tree. [LO 1.17, SP 3.1]
-warmup
-assign a tutorial for
- formulate, test, and revise hypotheses to
Excel
investigate and compare gene sequences
-start AP Biology Investigative Labs (2012):
Investigation 3: Comparing DNA Sequences to
Understand Evolutionary Relationships with BLAST
19
TSWBAT Create a phylogenetic tree or simple
cladogram that correctly represents
evolutionary history and speciation from a
provided data set. [LO 1.19, SP 1.1]
TSWBAT Evaluate evidence provided by a data set in
conjunction with a phylogenetic tree or a
simple cladogram to determine evolutionary
history and speciation. [LO 1.18, SP 5.3]
-warmup
-read "Tree Thinking" (chapter 4- Waterman and
Stanley)
- analzye data and record it on a spreadsheet
-design a cladogram
20
TSWBAT Create a phylogenetic tree or simple
cladogram that correctly represents
evolutionary history and speciation from a
provided data set. [LO 1.19, SP 1.1]
TSWBAT Evaluate evidence provided by a data set in
conjunction with a phylogenetic tree or a
simple cladogram to determine evolutionary
history and speciation. [LO 1.18, SP 5.3]
ALT
- amino acid difference activity (cytochrome c)begin together and have them draw the tree for
homework
-Using and Constructing a classification Key
-Inquiry activity: Tree Thinking
-Inquiry activity (put somewhere in unit):
Unveiling the Carboniferous
-p 157-161- How are phylogenies constructed?
-constructing a cladogram with weird insects
-warmup
-read "Tree Thinking" (chapter 4- Waterman and
Stanley)
- analzye data and record it on a spreadsheet
-design a cladogram
72
Assesssment (probably for homework)
- students will use phylogenetic tree and respond to
the prompts on p 20 of guide 3
21
22
23
Test
Unit 8: PLANT AND ANIMAL STRUCTURE AND FUNCTION (biodiversity)- 20 days (14 days)
Text: Campbell & Reece chapters 38, 40, 48, 49
Essential Questions:
- In what ways are timing and coordination of specific events necessary for he normal development of an organism, and how are these
events regulated?
- In what ways are timing and coordination of behavior regulated by various mechanisms, and how are they important in natural
selection?
- How do organisms use feedback mechanisms to regulate growth and reproduction, and maintain dynamic homeostasis?
- What types of chemical defenses do plants and animals have against infections that affect their homeostasis?
73
-
Day
1
In what ways do the nervous systems of animals detect external and internal signals, transmit and integrate information, and produce
responses?
Objectives/Topic/Lesson
TSWBAT explain concepts of plant and animal form and
function
Instructional Activities/Labs
-warmup
-go over test
-notes plant form and function and reproduction
ALT from unit
- video
->Bill Nye microbiology- 9 min
->Understanding bacteria- 52 min
Homework
ALT
-finish cytochrome C
-use p 567 table 27.2
to fill in the venn
diagram in your notes
-read section 27.1 &
27.3
-p 555 in textbook
74
->Life Science: Bacteria-20 min
-Agents of disease activity
-Gram Staining- virtual lab – 20 min
- HIV and AIDS video- activity 43.4
-Hot Zone-Epidemic activity
-Yuck! What are Those Bacteria Doing in My
Yogurt
-Gram stain lab
Articles to incorporate: Red Tape Choking Us, A
Fast and Furious Virus, Epidemics Spread as
Economies Crumble
-Biowarfare powerpoint
Bacteriology lab 13 p. 311 in lab book
Solution to biofuel found in cyanobacteria- ETV
- Winogradsky Column Set
- NOTECARDS DUE
2
TSWBAT explain concepts of plant and animal form and
function
-warmup
http://www.plantoftheweek.org/week362.shtml
ALT: plant evolution activity in workbook
-plant lab 15 in lab book- nonvascular plants
-Activity 30.3: Angiosperm Life Cycle
#3-5
-read Cliffs:
Biological DiversityReview &Domain
Archaea & Domain
Bacteria
-Swine flu/Bird flu
article
->- The Next
Killer Flu- Can we
Stop It- article on bird
flu (National
Geographic or Seed
magazine)
-read p 587, 595
-Investigation 28.7:
What Kinds of
Protists Do Various
Habitats Support?
(protozoans = animal
like)- need to print
chart and hand out to
students (has 2
questions on it)
ALT
-Activity 33.5:
Characteristics of
Invertebrates (don’t
do the closest
relative)
- Activity 34. 7-
75
3
4
TSWBAT Connect concepts in and across domains to
show that timing and coordination of specific
events are necessary for normal development
in an organism and that these events are
regulated by multiple mechanisms.
[LO 2.31, SP 7.2]
TSWBAT Use a graph or diagram to analyze
situations or solve problems (quantitatively
or qualitatively) that involve timing and
coordination of events necessary for normal
development in an organism. [LO 2.32, SP 1.4]
TSWBATJustify scientific claims with scientific
evidence to show that timing and
coordination of several events are necessary
for normal development in an organism and
that these events are regulated by multiple
mechanisms. [LO 2.33, SP 6.1]
TSWBAT Connect concepts in and across domain(s)
to predict how environmental factors affect
responses to information and change
behavior. [LO 2.40, SP 7.2]
TSWBAT Create representations or models to describe
nonspecific immune defenses in plants and
animals. [LO 2.30, SP 1.1, SP 1.2]
TSWBAT Connect concepts in and across domains to
-Activity 29.2: Moss Life Cycle
-Activity 29.3: Fern Life Cycle
-Activity 30.2: Pine Life Cycle
- Lab 18 (p. 453) in lab book- animal diversity:
porifera, cnidaria, platyhelminthes, annelida,
mollusca (45 min)
-Lab 19- nematode, arthropoda, echinodermata
-Dichotomous key to the insects (Keeton, Dabney,
and Zollinhoffer)
-# of stomates lab
-warmup
-Waterman and Stanley, Chapter 6: “Corn Under
Construction”
-> analyze data
->justify
-> make predictions
ALT:
- number of stomates lab- p 11 in AP lab 9 #3
-order more plant slides???
- Plant anatomy lab p 511, 515-517,524- slides in
green box
- lab p 517-518; 524-534 and Transpiration (AP lab
9B) and optional activities p 10-11 (doesn’t work a
lot of the time)
characteristics of
chordates
-Investigation: How
is the rate of
transpiration
calculated?- answer
questions # ________
_________________
ALT
-workbook p 211-214
(
)
-read section 35.3 &
35.4 in textbook
-read Cliffs: PlantsPrimary Growth vs
Secondary Growth &
Primary Structure of
Roots & Primary
Structure of Stems &
Secondary Structure
of Stems and Roots
-warmup
76
5
show that timing and coordination of specific
events are necessary for normal development
in an organism and that these events are
regulated by multiple mechanisms.
[LO 2.31, SP 7.2]
TSWBAT Use a graph or diagram to analyze
situations or solve problems (quantitatively
or qualitatively) that involve timing and
coordination of events necessary for normal
development in an organism. [LO 2.32, SP 1.4]
TSWBATJustify scientific claims with scientific
evidence to show that timing and
coordination of several events are necessary
for normal development in an organism and
that these events are regulated by multiple
mechanisms. [LO 2.33, SP 6.1]
TSWBAT Connect concepts in and across domain(s)
to predict how environmental factors affect
responses to information and change
behavior. [LO 2.40, SP 7.2]
TSWBAT Create representations or models to describe
nonspecific immune defenses in plants and
animals. [LO 2.30, SP 1.1, SP 1.2]
-Waterman and Stanley, Chapter 6: “Corn Under
Construction”
-> analyze data
->justify
-> make predictions
ALT
-Angiosperm life cycle p 423-426 in lab book
-p 225-227 in workbook
TSWBAT explain concepts of animal form and
function
-warmup
-introduction
ALT
-Discovery video of human body
6
TSWBAT explain concepts of animal form and
function
-warmup
-introduction
ALT
Activity 50.5skeletal muscle
structure
Activity 50.5- muscle
contraction
77
7
8
TSWBAT Describe the role of programmed cell death in
development and differentiation, the reuse of
molecules, and the maintenance of dynamic
homeostasis. [LO 2.34, SP 7.1]
TSWBAT Design a plan for collecting data to support
the scientific claim that the timing and
coordination of physiological events involve
regulation. [LO 2.35, SP 4.2]
TSWBAT Justify scientific claims with evidence
to show how timing and coordination of
physiological events involve regulation.
[LO 2.36, SP 6.1]
TSWBAT Connect concepts that describe mechanisms
that regulate the timing and coordination of
physiological events. [LO 2.37, SP 7.2]
TSWBATAnalyze data to support the claim that
responses to information and communication
of information affect natural selection.
[LO 2.38, SP 5.1]
TSWBAT Justify scientific claims, using evidence, to
describe how timing and coordination of
behavioral events in organisms are regulated
by several mechanisms. [LO 2.39, SP 6.1]
-warmup
-Waterman and Stanley chapter 6: “Additional
Investigation”
->investigate questions
->justify claims
->design a plan for collecting data
-> identify other genes
TSWBAT Describe the role of programmed cell death in
development and differentiation, the reuse of
molecules, and the maintenance of dynamic
homeostasis. [LO 2.34, SP 7.1]
TSWBAT Design a plan for collecting data to support
the scientific claim that the timing and
coordination of physiological events involve
regulation. [LO 2.35, SP 4.2]
TSWBAT Justify scientific claims with evidence
to show how timing and coordination of
physiological events involve regulation.
[LO 2.36, SP 6.1]
TSWBAT Connect concepts that describe mechanisms
that regulate the timing and coordination of
-warmup
-Waterman and Stanley chapter 6: “Additional
Investigation”
->investigate questions
->justify claims
->design a plan for collecting data
-> identify other genes
Record data in interactive notebooks??
78
physiological events. [LO 2.37, SP 7.2]
TSWBATAnalyze data to support the claim that
responses to information and communication
of information affect natural selection.
[LO 2.38, SP 5.1]
TSWBAT Justify scientific claims, using evidence, to
describe how timing and coordination of
behavioral events in organisms are regulated
by several mechanisms. [LO 2.39, SP 6.1]
9
TSWBAT Justify a claim made about the effect(s)
on a biological system at the molecular,
physiological, or organismal level when given
a scenario in which one or more components
within a negative regulatory system is
altered. [LO 2.15, SP 6.1]
-warmup
-Discussion- questions from Concept Check 40.3
-design a “model” to illustrate the alteration of
components within a negative regulatory system
- virtual dissection is on my website
10
TSWBAST Justify that positive feedback mechanisms
amplify responses in organisms.
[LO 2.20, SP 6.1]
TSWBAT Justify the selection of the kind of data
needed to answer scientific questions about
the relevant mechanism that organisms
use to respond to changes in their external
environment. [LO 2.21, SP 4.1]
TSWBAT Construct explanations based on scientific
evidence that homeostatic mechanisms
reflect continuity due to common ancestry
and/or divergence due to adaptation in
different environments. [LO 2.25, SP 6.2]
TSWBAT Analyze data to identify phylogenetic patterns
or relationships, showing that homeostatic
mechanisms reflect both continuity due
to common ancestry and change due to
evolution in different environments.
[LO 2.26, SP 5.1]
TSWBAT Connect differences in the environment with
the evolution of homeostatic mechanisms.
-warmup
-AP Investigative Labs (2012), Investigation 12:
Fruit Fly Behavior (AP lab 7 OR 11?)
ALT
- read Cliffs: Animal
Form and FunctionThe Digestive System
- read section 41.2 &
41.3 in textbook
-finish coloring
Activity 41.
Digestive system
function (hmk)
Activity 41.
hormonal control of
digestion
79
[LO 2.27, SP 7.1]
TSWBAT Use representations or models to analyze
quantitatively and qualitatively the effects
of disruptions to dynamic homeostasis in
biological systems. [LO 2.28, SP 1.4]
11
12
TSWBAST Justify that positive feedback mechanisms
amplify responses in organisms.
[LO 2.20, SP 6.1]
TSWBAT Justify the selection of the kind of data
needed to answer scientific questions about
the relevant mechanism that organisms
use to respond to changes in their external
environment. [LO 2.21, SP 4.1]
TSWBAT Construct explanations based on scientific
evidence that homeostatic mechanisms
reflect continuity due to common ancestry
and/or divergence due to adaptation in
different environments. [LO 2.25, SP 6.2]
TSWBAT Analyze data to identify phylogenetic patterns
or relationships, showing that homeostatic
mechanisms reflect both continuity due
to common ancestry and change due to
evolution in different environments.
[LO 2.26, SP 5.1]
TSWBAT Connect differences in the environment with
the evolution of homeostatic mechanisms.
[LO 2.27, SP 7.1]
TSWBAT Use representations or models to analyze
quantitatively and qualitatively the effects
of disruptions to dynamic homeostasis in
biological systems. [LO 2.28, SP 1.4]
-warmup
-AP Investigative Labs (2012), Investigation 12:
Fruit Fly Behavior (AP lab 7?)
TSWBAT Create representations and models to
describe immune responses.
[LO 2.29, SP 1.1, SP 1.2]
TSWBAT Create representations or models to describe
nonspecific immune defenses in plants and
-warmup
- Waterman and Stanley, Chapter 9: “Influenza in
the Media”
-create visual representations to present to class
ALT:
-digestion coloring (10-15 min)/worksheet practice
(guided) ~20-30 min
-Inquiry activity: Galloper’s Gut
http://www.sciencecompany.com/sciexper/food_chemistry.htm food lab
- Super sized generation article
- Trans fat article
-McMush lab
-Effets of food on digestion worksheet
ALT
- intro to AP lab 10
(prelab for hmkactivity 40.4->
investigation: how is
cardio vascular
fitness measured
- discovery video:
blood in notes
- activity 42.2, 42.3,
42.5, 42.7
Mammalian
cardiovascular
system structure
Mammalian
cardiovascular
system
The human
respiratory system
(hmk)
Transport of gases
80
animals. [LO 2.30, SP 1.1, SP 1.2]
13
TSWBAT Construct an explanation, based on scientific
theories and models, about how nervous
systems detect external and internal signals,
transmit and integrate information, and
produce responses. [LO 3.43, SP 6.2, SP 7.1]
TSWBAT Create a visual representation to describe
how nervous systems detect external and
internal signals. [LO 3.48, SP 1.1]
TSWBAT Create a visual representation to describe
how nervous systems transmit information.
[LO 3.49, SP 1.1]
-warmup
- neuron model activity
- create poster with model
http://www.pbs.org/wgbh/aso/tryit/brain/#
- probe the brain
-present in class
ALT
AED presentation –diffribaltor done by nurse
14
TSWBAT Create a visual representation of complex
nervous systems to describe/explain how
these systems detect external and internal
signals, transmit and integrate information,
and produce responses. [LO 3.47, SP 1.1]
TSWBAT Create a visual representation to describe
how the vertebrate brain integrates
information to produce a response.
[LO 3.50, SP 1.1]
-warmup
- neurotransmitter assignment-3D model
TSWBAT Describe how nervous systems detect
external and internal signals. [LO 3.44, SP 1.2]
Describe how nervous systems transmit
information. [LO 3.45, SP 1.2]
Describe how the vertebrate brain integrates
information to produce a response.
[LO 3.46, SP 1.2]
15
-warmup
ALT
81
-review/catchup
ALT:
Urinary system worksheet
-inner workings of the kidneys worksheet
- Toothpick activity- The primary sensory cortex
Discovery video: teen brains in notes
A Beautiful Mind
- nervous system worksheet (guided)
-immune system worksheet (guided)
-Inquiry activity: Pandemic Flu (Past and Possible)
Video- Philadelphia clip
-drawing- the one with hormones included
-reproduction worksheet
16
Activity: 44.3
structure of the
human excretory
system
Activity 44.5- control
of water reabsorption
- read Cliffs: Animal
Form and FunctionThe Nervous System
-read section 48.1 &
48.2 in textbook
Homework; intro to
nervous system- p
1049 #1, p 1063 #1-3
Activity 48.1- neuron
structure
Activity 48.3- nerve
signals and action
potentials
Activity 48.4- signal
transmission at a
chemical synapse
Activity 43.3immune responses
Activity 47.1- frog
development
Activity 46.3reproductive system
of human males and
females
-test
82
TOTAL ~150 days
Need 5-7 days of review
School days before exam ~ 160 days
Day
1
2
3
Objectives/Topic/Lesson
REVIEW BEGIN
Ecology
-powerpoint/videos
-practice MC
-practice FRQ
-polls everywhere
for review
Instructional Activities/Labs
Bozeman video (10 min)
http://www.youtube.com/watch?v=5YJDSkJcAE&feature=related
Homework
Biochemistry
-powerpoint/videos
-practice MC
-practice FRQ
Cells
-powerpoint/videos
-practice MC
-practice FRQ
4
Metabolism
-powerpoint/videos
-practice MC
-practice FRQ
83
5
Genetics
-powerpoint/videos
-practice MC
-practice FRQ
6
Biotechnology
-powerpoint/videos
-practice MC
-practice FRQ
7
Evolution-powerpoint/videos
-practice MC
-practice FRQ
8
Biodiversity
-powerpoint/videos
-practice MC
-practice FRQ
Day 9
Day 10
Plants
-powerpoint/videos
-practice MC
-practice FRQ
Animals
-powerpoint/videos
-practice MC
-practice FRQ
84
Date
Day 1
Topic/Lesson
Text
Activities/Labs
POST AP
-October Sky with questions
Day 2
-October Sky with questions
Day 3
Beautiful Mind with questions
Day 4
Beautiful Mind with questions
Day 5
Jurassic Park with questions
- Make a lab safety video
- The Awakenings
ALT:
- after AP exam do chp 49 and 50
-11th Hour
-Supersize Me-Earth
-Ocean
Abnormal psychology DSM IV ??- this is
what we should do after AP exam
-organize- 2011 put computers in room
-phylogeny activity?
-Bacteriology- videos in lesson plans
Any activities that I want to see the timing
for
85
Day 6
Jurassic Park with questions
Day 7
College project
Day 8
College project
Day 9
Self Advertisement project
Day 10
Self Advertisement project
Resources
AP Biology Course Planning and Pacing Guide 3 by Elizabeth Carzoli (retrieved from College Board website)
86